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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Communication Tower Recommendations
Surrounded by steep mountain walls, the Sabinal River Valley is a natural paradise of clear water streams with rock bottoms, towering cypress trees, great spreading live oaks, narrow canyons lined with cedars and colorful deciduous hardwoods, limestone cliffs, pure fresh air, and dark night skies. The Sabinal River Valley is home to many species of wildlife and is on the flyway for migratory birds, including the endangered Golden Cheeked Warbler and Black Capped Vireo. It is incumbent on everyone to reduce the negative impact of the human footprint on this great natural paradise.
As a steward of the Sabinal River Valley, Keep Utopia Beautiful offers the following suggestions:
- Given the dismal experience of simply putting a notice in the newspaper, companies planning to erect a communication tower are encouraged to take additional steps to ensure that local residents are fully aware of their plans. Residents in proximity to a planned installation site should be contacted individually. Billboard signs should be erected on the sides of roads passing near the proposed site. The tower builder is encouraged to invite impacted residents to a town hall meeting, where their concerns can be addressed and alternatives can be discussed.
- Consideration should be given to the impact of the tower on migratory birds, particularly endangered species.
- Towers should be located no closer than a half mile from any flowing stream, specifically the Sabinal River and its tributaries. Any closer will be a blight upon the view of our scenic waterways.
- Consideration should be given to protection of ancient Native American camp sites and burial mounds. While the larger camp sites are easily identifiable, there are numerous small camp sites located along the banks of the Sabinal River and its tributaries that are not easily identifiable.
- Tower heights should be low enough that blinking aviation safety lights are not required. This may necessitate locating towers on points of higher elevation. If there are lights at the base of towers they should be aimed downward and shielded to minimize impact on the dark sky.
- Tower foundations should not damage riparian areas, marshlands, or the rock and gravel strata that are the source of water for seeps and springs that feed our waterways. Standard geological and geotechnical methodology should be used to verify that no damage will be done.
- Towers should not be located in close proximity to dwellings. | <urn:uuid:b2d505af-a5d3-4a66-9a34-0427bb70a8fd> | CC-MAIN-2024-46 | https://www.keeputopiabeautiful.org/uploads/3/1/8/2/31821555/cell_tower_recommendation_for_kub_web_page.pdf | 2024-11-01T19:06:41+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00702.warc.gz | 779,480,972 | 491 | eng_Latn | eng_Latn | 0.998455 | eng_Latn | 0.998455 | [
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THE TRIASSIC GYPSUM:
Here is the Triassic gypsum valley geological wonder of the Apennines and Italy.
Secchia river deeply eroded these former evaporitic rocks originating steep slopes as high as 250 metres.
During the Triassic period of the Mesozoic era, more than 200 million years ago, the continental masses looked quite different from today and former Tetide seawaters evaporating in closed lagoons deposited chalk and salt.
Salt, more soluble than chalk, can be only found in depths today. It is actively dissolved in waters that infiltrate chalk outcrops. For this reason Poiano's spring water (which can be seen in front of you, on the other side of the road) is salty.
Gypsum is a water-soluble mineral. Streams and rainwater infiltrations widen rock fissures by dissolution, creating cup-shaped depressions in the limestone (the dolines) and karstic hollows named "lairs, "caverns" and "sinkholes".
The Triassic chalk outcrop area, which covers about 10 km of the upper Secchia valley, is a site of European Community Interest (SIC) because of the presence of a high number of animal and vegetable rare species due to the distinguishing geomorphological features of this environment. | <urn:uuid:342b4620-1e4b-433e-825b-b8545df13316> | CC-MAIN-2024-46 | https://www.parcoappennino.it/pdfuff/PNATEdocumento-316-2.pdf | 2024-11-01T20:51:43+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00702.warc.gz | 854,595,028 | 268 | eng_Latn | eng_Latn | 0.996538 | eng_Latn | 0.996538 | [
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www.natureswayresources.com
GOODIES FROM MERCER
by Jacob Martin
Greenhouse Manager at Mercer Botanic Garden
Mercer was hit hard by Harvey and we lost many of our structures and plants. Our entire nursery including some of our larger specimen trees floated away. But sometimes you have to find the good in the bad. Some of Mercer's favorite plants helped us do that.
By the end of the flood cleanup we had created a new term for the horticulture industry, flood tolerant. We had some plants survive being ten feet under water for days on end. Some of the new flood tolerant plants deserve some extra focus:
* MELALEUCA ALTERNFOLIA Australian tea tree. This tough Mercer specimen is a focal point when you first walk into Mercer. Its trunk sat eight feet under water for multiple days and the tree didn't lose a single branch. This tree faired so well because it is native to swampy, low lying areas in Australia.
* BUNYA BUNYA TREE. Araucaria bidwillii's trunk was twelve feet under water and didn't move an inch. Granted, our tree is very large and close to a full-grown specimen. Mercer also has a smaller, younger
www.natureswayresources.com
Bunya Bunya that was half way under, about fourteen feet under, in our tropical garden. It flourished back out after the flood even though it was full of trash and debris.
Kumquat, left, makes a pretty landscape tree, as does Melaleuca alternifolia , right. Note: not all species of Melaleuca are flood tolerant but this one is!
* KUMQUAT. One of the tough Harvey surviving plants is currently feeding the Mercer staff. Our kumquat trees in our formal garden were twelve feet under water and full of fruit during Harvey. A couple of them were bent over from the powerful water flowing over them, but they didn't lose their fruit. We propped them back up cleaned the trash out and now we are having an incredibly delicious kumquat year at Mercer.
I could go on and on about different flood tolerant plants at Mercer from camellias blooming now to mountain laurels that lived in a lake for days. This shows us that we should be more aware of the habitats our cultivated plants are native to and learn to try more flood tolerant plants.
* * * | <urn:uuid:ab3858f8-d3da-41b9-8ed8-7be072db6c67> | CC-MAIN-2024-46 | https://www.natureswayresources.com/wp-content/uploads/2024/02/GoodiesMercer.pdf | 2024-11-01T19:08:25+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00704.warc.gz | 855,553,176 | 491 | eng_Latn | eng_Latn | 0.998651 | eng_Latn | 0.998653 | [
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In Search of the 'Good Dad' Hormone
Neurobiologists pinpoint the source of paternal instinct in the oldfield mouse, a rodent known for its unique fatherly behavior.
Fall 2024
The male oldfield mouse, a diminutive rodent native to the southeastern US, towers over almost all other creatures in one regard: his fathering skills. Not only is he among the less than 3 percent of males in the animal kingdom who mate with a single female for life, but he also takes on an equal share of parenting duties, building elaborate nests for his offspring, dutifully grooming and cuddling with them, and retrieving any that inadvertently stray from home.
Now a team of Columbia scientists has achieved a major breakthrough in understanding this mouse's paternal instincts, discovering that its adrenal glands contain a previously unknown type of cell that produces large amounts of a hormone called 20⍺-OHP, which appears to make the mouse a doting dad. "The hormone from these cells was actually first discovered in humans many decades ago, but nobody really knew what it did," says Andrés Bendesky , a Columbia neurobiologist who led the research.
Bendesky's team made the discovery by comparing the hormonal systems of oldfield mice and deer mice, a closely related species whose males are promiscuous and do not participate in parenting. Deer mice were observed to have smaller adrenal glands that lack the special cells for boosting 20⍺-OHP production and lower levels of the hormone circulating in their bodies. But when the male deer mice were injected with extra 20⍺-OHP, they too went into dad mode, constructing nests and caring for their pups for the first time.
The Columbia researchers say their insights could have implications for understanding the mating, bonding, and parenting behaviors of other mammals, including humans. "I hope that our study motivates further investigation into the link between 20⍺-OHP and parenting in people," says Jennifer Merritt, a Columbia postdoctoral researcher and joint first author on the paper. "We have so much to learn about the role this hormone plays."
This article appears in the Fall 2024 print edition of Columbia Magazine with the title "Of mice and men: In search of the 'good dad' hormone."
Guide to school abbreviations
All categories > | <urn:uuid:06f42437-f5bc-466e-b92f-5f01ed0057c8> | CC-MAIN-2024-46 | https://www.magazine.columbia.edu/print/pdf/node/12026 | 2024-11-01T18:49:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00711.warc.gz | 817,303,369 | 481 | eng_Latn | eng_Latn | 0.998665 | eng_Latn | 0.998788 | [
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Year 5 Skills Progression
Ashford Oaks Primary School Curriculum Skills Progression Map September 2021
At Ashford Oaks we aim to provide a clear path in order for all children to learn together so that we can succeed. We have created a skills progression document based around the important skills needed for our children to progress in life.
Dance
- Beginning to exaggerate dance movements and motifs (using expression when moving)
- Demonstrates strong movements throughout a dance sequence.
- Combines flexibility, techniques and movements to create a fluent sequence.
- Moves appropriately and with the required style in relation to the stimulus. E.g. using various levels, ways of travelling and motifs.
- Beginning to show a change of pace and timing in their movements.
- Uses the space provided to maximum potential.
- Improvises with confidence, still demonstrating fluency across their sequence.
- Modifies parts of a sequence as a result of self and peer evaluation.
- Uses more complex dance vocabulary to compare and improve work.
Gymnastics
- Select and combine their skills, techniques and ideas.
- Apply combined skills accurately and appropriately, consistently showing precision, control and fluency.
- Draw on what they know about strategy, tactics and composition when performing and evaluating.
- Analyse and comment on skills and techniques and how these are applied in their own and others' work.
- Uses more complex gym vocabulary to describe how to improve and refine performances.
- Develops strength, technique and flexibility throughout performances.
- Links skills with control, technique, co-ordination and fluency.
- Understands composition by performing more complex sequences.
Year 5
Skills Progression
Games
- Vary skills, actions and ideas and link these in ways that suit the games activity.
- Shows confidence in using ball skills in various ways, and can link these together.
- Uses skills with co-ordination, control and fluency.
- Takes part in competitive games with a strong understanding of tactics and composition.
- Can create their own games using knowledge and skills.
- Can make suggestions as to what resources can be used to differentiate a game.
- Apply basic skills for attacking and defending.
- Uses running, jumping, throwing and catching in isolation and combination.
Athletics
- Beginning to build a variety of running techniques and use with confidence.
- Can perform a running jump with more than one component.e.g. hop skip jump (triple jump)
- Beginning to record peers performances, and evaluate these.
- Demonstrates accuracy and confidence in throwing and catching activities.
- Describes good athletic performance using correct vocabulary.
- Can use equipment safely and with good control.
Personal & Health
- Watches and describes performances accurately.
- Learn from others how they can improve their skills.
- Comment on tactics and techniques to help improve performances.
- Make suggestions on how to improve their work, commenting on similarities and differences.
- Can describe the effect exercise has on the body
- Can explain the importance of exercise and a healthy lifestyle.
- Understands the need to warm up and cool down. | <urn:uuid:1850679d-d994-4e14-a787-2fcb9e10ce69> | CC-MAIN-2024-46 | https://www.ashfordoaks.kent.sch.uk/_files/ugd/97e87f_faa9e3863d044bc08b4cddd00cf4fd48.pdf | 2024-11-01T19:47:46+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00709.warc.gz | 622,183,311 | 616 | eng_Latn | eng_Latn | 0.995638 | eng_Latn | 0.997627 | [
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Sensory Processing Disorder: Frequently Asked Questions
What is Sensory Processing Disorder?
Sensory Processing Disorder (SPD) – is a complex disorder of the brain that affects developing children, and adults. Sensory signals do not get organized into appropriate responses.
Does SPD only occur in those with autism?
No, Sensory Processing Disorder can be diagnosed in anyone. In fact, at least one in twenty people in the general population may be affected by SPD. The prevalence of SPD in those with ADHD and Autism is much higher.
How is Sensory Processing Disorder treated?
Once diagnosed, those with SPD benefit from Occupational Therapy (OT) treatment program with a sensory integration approach. The goal is to help develop appropriate responses to sensations. OT therapy is done through fun activities in a sensory rich environment.
What are some of the symptoms?
An individual may have a strong reaction to touch, noise, smells, certain textures, or possibly a combination of these causes too much stimuli.
Are often distracted, or have a hard time staying still and appear fidgety They may be easily overwhelmed at recess or in a crowded place such as the cafeteria May have difficulty reading
Fine motor activities, such as handwriting, may be difficult to perform Have difficulty with transitions and can easily get "stuck" on one task
Is SPD difficult to diagnose?
Yes. Sensory Processing Disorder may co-exist with many other disorders. For example: OCD, Autism, Generalized Anxiety Disorder, Attention-deficit hyperactivity disorder, language disorders, Post-traumatic stress disorder, and learning disabilities. These co-occurring disorders may lead to SPD being undiagnosed, and if untreated can cause an individual much impairment in their daily living. | <urn:uuid:3dfdf5f1-50e8-4641-83fb-9d8961bc29f5> | CC-MAIN-2024-46 | http://autismkidsbooks.com/images/Activities/SPDFAQshheet.pdf | 2024-11-01T20:58:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00710.warc.gz | 3,914,720 | 351 | eng_Latn | eng_Latn | 0.995823 | eng_Latn | 0.995823 | [
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Salty Ice Sculptures Experiment:
Materials Needed:
Tupper wear container
Baking pan
Food coloring
Kosher Salt
Steps for this experiment:
1. Fill an empty Tupper wear container with water and put in the freezer
2. Once frozen, remove block of ice from the container and put on a baking pan
3. Sprinkle kosher salt on top of the ice. Try splitting it into three sections to see the difference between no salt, some salt, and a LOT of salt.
4. Add drops of food coloring to the ice. Try adding a few drops in some areas and more drops in others!
5. Watch what happens to the color. Does it sit on top or melt into the block of ice?
6. Leave the block on the counter and come back to check on it after 30 minutes, and after an hour. Talk about the differences you see between the side with more salt and the side with less salt.
7. What effect did salt have on the ice? Does this relate to why we put salt on roads during the winter time?
Additional Skill Practice:
Here are some additional skills you can work on with your kiddo related to this craft:
- More vs Less – ID which side has more/less salt/color/ice left
- Cause and effect – Which side melted more? Why did it melt?
- Color ID – What colors did we use? Did they mix and create new colors? | <urn:uuid:0ce0a265-7002-42b9-b161-39d58639e9bd> | CC-MAIN-2024-46 | https://theshafercenter.com/wp-content/uploads/dlm_uploads/2021/01/Craft-Salty-Ice-Sculptures.pdf | 2024-11-01T20:34:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00714.warc.gz | 535,205,314 | 304 | eng_Latn | eng_Latn | 0.997877 | eng_Latn | 0.998673 | [
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Phone: 09 884 0762
Email:
email@example.com
LEADERSHIP TRAINING
Generate agroup quotetoday OR Register now for the nextpublic course date
COURSE LENGTH: 2.0 DAYS
The PD Training Leadership Training course provides those currently in leadership positions, or those new to a leadership role, with the insight, awareness and techniques to lead more effectively. Great leaders set the pace for their team and have an impact on organisational culture and staff morale through their actions.
In this dynamic, 2-day professional development program, you'll learn crucial skills like creating and communicating a vision, using appropriate body language, giving formal and informal feedback, using the art of persuasion, creative problem solving and decision making, encouraging personal and professional growth and much more.
This dynamic training course is available now throughout New Zealand, including Auckland, Christchurch or Wellington.
Please click on the Public Class tab below to view our Leadership Training course schedule by city or click the In-House Training tab to receive a free quote for courses delivered at your preferred location.
LEADERSHIP TRAINING COURSE OUTLINE
FOREWORD
The PD Training Leadership Development Training Program has been highly praised by our business clients as the essential skills required to be a talented leader are presented in a format that is both informative and empowering at the same time.
Through patience, persistence and hard work, anyone can become a highly effective leader. The responsibility is on you to implement the strategies taught in this course and to identify and correct changes in certain behaviours which may be quite difficult. The skills required to be a great team player are not always the same skills required to effectively lead the team. This is why Executive Leadership Development is so highly sought after by most successful companies.
The primary role of a leader also requires a thorough understanding of the team's needs, aspirations and concerns, so it is important to have excellent listening and facilitation skills as well as highly developed abilities to coach and mentor others. This Leadership and Influencing Skills Training Program will teach you that effective leadership starts with a thorough understanding of oneself, which then allows you to support and lead others towards stated organisational goals.
OUTCOMES
Leadership Training - Day 1
Understand the role of a leader, their traits, how are they different to a manager
Look beyond the common leadership stereotypes
Learn how your personality traits interact with your leadership styles
Understand what Leading with Emotional Intelligence (EI) is and choosing the best approach
Understand and Apply Situational Leadership
Understand and apply the 5 practices of exemplary leadership
Increase the performance of your team through developing team spirit
Leadership Training - Day 2
Get the most out of your team by understanding the generational differences
Influence with passion and empower others to act by using rapport building techniques
Use creative problem-solving & decision-making methods
Improve your coaching and mentoring skills
Give feedback to inspire greater performance with engagement and buy-in
Identify and apply strategies to manage underperforming members of the team
Lesson 1: Getting Started
Workshop Objectives
Expectations
Lesson 3: Core leadership Theories
Leading managing and Coaching
The Definition of Leadership
The Definition of Influence
Leadership Characteristics
Leadership Concepts
Reflection
Lesson 5: Leading with Emotional Intelligence
The Visionary Leader
The Coaching Leader
The Affiliative Leader
The Democratic Leader
The Pacesetter Leader
The Commanding Leader
Reflection
Lesson 7: Kouzes and Posner Theories
Being the Example
Sharing Inspirational Visions
Challenge the Process
Enable Others to Act
Encouraging the Heart
Reflection
Lesson 2: Leadership Defined
Leading managing and Coaching
The Definition of Leadership
The Definition of Influence
Leadership Characteristics
Leadership Concepts
Reflection
Lesson 4: LDP - Communication Styles
Step One: Identifying your Style
Activity: Increase your awareness and adaptability
Step Two: Adapt your approach
Reflection
Lesson 6: Leading with Emotional Intelligence
The Situational Leader: Conversations
The Situational Leader: Coaching
The Situational Leader: Involvement
The Situational Leader: Delegation
Reflection
Lesson 8: Teamwork and Collaboration
The Benefits of Teams
The 5 Dysfunctions of a team
Absence of Trust
Fear of Conflict
Lack of Commitment
Avoidance of Accountability
Inattention to Results
How Successful Teams are Built to Last
Reflection
Lesson 9: Understanding the Generations
Traditionalists
Baby Boomers
Generation X
Millennials (Gen Y)
Generation Z
Lesson 11: Problem Solving and Decision Making
Problem Solving Defined
The Four Step Process to Problem Solving
The Tools to effective Problem Solving and Decision Making
Reflection
Lesson 13: Giving Effective Feedback
Types of Feedback
3 Stages of Receiving Feedback
Feedback Delivery Tools
Difficult Feedback
Seeking Feedback
Reflection
Lesson 15: Reflections
Create an Action Plan
Accountability = Action
WEB LINKS
View this course online
In-house Training Instant Quote
Public Classes - Enrol Now!
Lesson 10: Influencing Skills
The Three Factors of Persuasion
Ethos
Pathos
Logos
Cialdini's Five Principles of Influence
Reciprocation
Commitment and Consistency
Authority
Social Validation
Friendship
Influencing by Building Rapport
Reflection
Lesson 12: Being a Coach and Mentor
What is Coach?
What is Mentor?
The G.R.O.W. Model Explained
Goals in the GROW Model
Where Should the Goals be Focused?
SMART Goals Explained
Reflection
Lesson 14: Managing Underperformance
Recognising underperformance and the reasons why
Common Performance issues
The Tools to help you when Managing underperformance
Reflection | <urn:uuid:f9e9e4a1-c898-4b02-9de0-3a3146b5d551> | CC-MAIN-2018-30 | https://pdtraining.co.nz/assets/outlines/leadership_training_courses_in_auckland_wellington_christchurch_and_new_zealand_wide_outline.pdf?v=2017-10-01-03-00-34 | 2018-07-16T08:14:27Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00562.warc.gz | 740,380,702 | 1,842 | eng_Latn | eng_Latn | 0.903997 | eng_Latn | 0.98062 | [
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What is Ecotourism, and why is it important
By james7402
Submitted: April 28, 2023
Updated: April 28, 2023
0 - What is Ecotourism, and why is it important
[font=Söhne,]Ecotourism is a form of responsible tourism that promotes sustainable travel to natural areas while supporting conservation efforts and minimizing the negative impacts on the environment and local communities. The main goal of ecotourism is to educate and inspire travelers about the natural world, while at the same time providing economic benefits to local communities and promoting conservation efforts.[/font]
[font=Söhne,]Ecotourism has become increasingly popular in recent years, as people become more aware of the impact of tourism on the environment and the importance of conservation. Travelers who are interested in ecotourism seek out destinations that offer opportunities to experience nature and wildlife in a responsible way, often through guided tours or activities that promote environmental awareness and conservation.[/font] [font=Söhne,]There are several reasons why ecotourism is important:[/font] [ol]
[li]
[li][font=Söhne,]Conservation: Ecotourism promotes conservation efforts by generating income for local communities and supporting conservation projects. This income can be used to protect and restore natural habitats, conserve wildlife, and promote sustainable land use practices. By providing economic benefits to local communities, ecotourism can also help to reduce pressure on natural resources, such as forests and water sources, by providing an alternative source of income to activities like logging or agriculture.[/font] [/li] [li][font=Söhne,]Education: Ecotourism provides opportunities for travelers to learn about the natural world and the importance of conservation. By learning about local ecosystems and the challenges they face, travelers can become more aware of the impact of their own actions on the environment and make more informed decisions about how to minimize their impact. In this way [font=Arial][b][url=https://www.goldenplus.pro/how-to-playroulette?-3-steps-to-victory][/url][/b][/font] , ecotourism can help to promote environmental awareness and behavior change.[/font] [/li]
understanding by providing opportunities for travelers to learn about local customs and
[font=Söhne,]Cultural exchange: Ecotourism can promote cultural exchange and traditions. By interacting with local communities and learning about their way of life,
travelers can gain a greater appreciation for different cultures and ways of living. This can
[li]
help to promote cross-cultural understanding and respect.[/font][/li]
to local communities by generating income through tourism activities. This income can be
[font=Söhne,]Economic benefits: Ecotourism can provide significant economic benefits used to support local businesses, create jobs, and invest in infrastructure and services. By
[/li]
and promote sustainable development.[/font]
providing economic benefits to local communities, ecotourism can help to reduce poverty [li][font=Söhne,]Sustainable tourism: Ecotourism promotes sustainable tourism practices that minimize the negative impacts of tourism on the environment and local communities. By promoting responsible travel practices, such as minimizing waste and supporting local conservation efforts, ecotourism can help to reduce the negative impacts of tourism on the environment.[/font] [/li]
Powered by TCPDF (www.tcpdf.org)
[/ol]
[font=Söhne,]Overall, ecotourism is an important form of responsible tourism that promotes sustainable travel while supporting conservation efforts and minimizing the negative impacts of tourism on the environment and local communities. By promoting environmental awareness, conservation, cultural exchange, economic benefits, and sustainable tourism practices, ecotourism can help to promote a more sustainable and equitable future for all.[/font] | <urn:uuid:43656017-a823-4cef-89fa-43257ec73c8f> | CC-MAIN-2024-46 | http://www.fanart-central.net/stories/user/james7402/60785/What-is-Ecotourism-and-why-is-it-important.pdf | 2024-11-01T19:04:19+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00716.warc.gz | 38,878,601 | 799 | eng_Latn | eng_Latn | 0.990856 | eng_Latn | 0.991554 | [
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CD2 - TRACKS: VOCAL 4 BACKING 17 HARMONY 28
sOng sOng 15
Count the Beat
2.
There are only 5 patterns which are repeated over and over. Some are longer than others. Some are higher or lower than others, but there are still
only 5 patterns. In groups or as a class, create 5 sound or action patterns to accompany the song. You could use body percussion, untuned percussion or simple dance steps. Count the beats in each pattern and match yours to this. The following is a suggestion. The word 'patsch' means to slap your legs with your hands.
= 4 beats = clap, click, click, click
= 8 beats = patsch, patsch, clap, clap, patsch, patsch, clap, clap
= 16 beats = partner hand clapping
3. Perform your composition as you listen to the song.
RING RING - continued
= 4 beats = ? | <urn:uuid:656aef03-56cd-4185-a60c-b58586d5cb5d> | CC-MAIN-2018-30 | https://ijam.com.au/activities/Jam04Song15.pdf | 2018-07-16T08:46:20Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00562.warc.gz | 687,947,675 | 217 | eng_Latn | eng_Latn | 0.998812 | eng_Latn | 0.998812 | [
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Grades K-1
Session 5
Opening prayer
Sign of the Cross and the Our Father.
Are there any kids that know it by heart yet?
Before beginning,
1. Can anyone tell us the story of creation?
2. What happened with Adam and Eve in the Garden of Eden?
3. Even though they messed up, did God still love them and take care of them?
4. See if someone wants to re-tell the story of Noah.
5. God made a promise to Noah, what was the promise?
6. What was the sign of the promise?
(Now everyone should be caught up at least to a degree in case there are any stragglers)
Teacher re-cap-
So first in the story of Adam and Eve we read that they fell and God still loved them but there were consequences.
And in Noah's story we know that the humans on the earth became wicked, all but Noah and his family. So mankind fell again! But God came to tell us that He still wanted us to come to Him so He made a new promise since the world had broken the last promise.
After Noah, his son's and grandson's turned away from God. So now what is going to happen? Let's find out.
Read together on pg 39 Genesis 12:1-5
Now we have Abram and his wife Sarai. At that time, many people had turned away from God. But Abram and Sarai were special. They knew who God was and knew that they should listen to God in order to live a good life.
Remember when back in the Garden of Eden with Adam and Eve, God told them not to do something. They were told not to eat of the special fruit on a special tree. They didn't quite understand why, so they did it anyway. And they got into a lot of trouble and took us with them.
But Abraham was different. God told him to do something very hard. There were no moving vans, and he was an old man. God said leave everything and go somewhere that I will show you when you get there. Even though Abram didn't know why God wanted him to move or even where God wanted him to move to, he packed up and went.
Discussion questions
1. When you get in a car with Mom or Dad, do you ask where you are going?
2. Do you ask how long it is going to take to get there?
3. If you didn't know where you were going, would it make you nervous?
4. Why?
God did tell Abram that he would get 3 things.
1. Lots of land
2. Lots of descendants
3. Lots of blessings
Vocabulary words
Land
Descendants
Blessings
Ask the kids to give examples.
Kids Craft.
Abram and Sarai move Put your name on it! Color the pages Cut out the stuff to pack Pack your camel! Trace the word "trust" at the top.
If we have time we can play the song Father Abraham Father Abraham Lyric & Dance Video/ Kids on the Move https://www.youtube.com/watch?v=ASXowiv3FAc | <urn:uuid:803c464f-669b-4659-b3d4-8145bddc3cd5> | CC-MAIN-2024-46 | https://stcharleslima.org/wp-content/uploads/2020/10/In-Person-S5-K1.pdf | 2024-11-01T18:45:06+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00718.warc.gz | 525,462,203 | 655 | eng_Latn | eng_Latn | 0.998468 | eng_Latn | 0.998662 | [
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Where should I go for advice on conservation?
If you have valuable items in need of care and repair, consider asking a specialist paper or book conservator for advice. Whether the item in question is a valuable first edition, a manuscript of national importance or a treasured family photograph, a conservator will be able to give you reliable guidance on what can be done to preserve and safeguard it for the future.
What to expect
The advice given by a professional conservator is likely to focus on two aspects:
* The condition of the item and how this can be improved
* The environment in which the item is stored.
Modern conservation emphasises the prevention of further damage by trying to stabilise an item first rather than undertaking extensive repair which may in itself have harmful effects.
The condition of an item is affected over time by both chemical and physical damage. Books, documents, photographs and films are made of organic materials whose components gradually decay, causing chemical damage from within. Physical damage results from handling and use and may include tears, creases, folds, knocks, scrapes, missing boards and lost spines.
The environment in which items are kept has a major impact on their well-being. Factors such as atmospheric pollution, damp or excessively dry conditions or pest infestation can be devastating to paper-based collections.
Conservation advice
The conservator's advice will cover the following aspects:
* The physical character of the item, determined through testing of its constituent parts eg. paper, leather, pigments and inks.
* The condition of the item, specifying the nature and extent of damage.
* The likely causes of damage, whether chemical, physical or environmental, or a combination of these.
* Other factors such as religious or cultural significance.
You can expect to receive detailed recommendations designed to prolong the life of an item:
* Any remedial treatment and repairs necessary to stabilise its condition without causing further damage
* The environmental conditions and types of storage needed to protect the item from pollution, insects and extremes of temperature and humidity, as well as major dangers such as fire and flood.
Where to go
Since 1999, conservators with ten years or more experience have been able to apply for professional accreditation, a reliable indicator of qualified expertise. Accredited conservators are entitled to use the letters ACR after their names and to join the Conservation Register, an online list of approved members that can be searched by area of expertise and geographical region.
| Organisation | What they can provide | Contact |
|---|---|---|
| The Conservation | An online list of accredited | www.conservationregister.com |
| Register | conservators that can be | Telephone: 020 3142 6786 |
| | searched by area of expertise | |
| | and location. | |
| The Book and Paper | Can provide lists of specialist | www.icon.org.uk |
| Group of the Institute of | book and paper conservators. | Go to ‘Groups’ and navigate to |
| Conservation | | the BPG web page. |
| | | Telephone: 020 3142 6799 |
| Local record offices | Many record offices can offer | |
| | advice on conservation | |
| | problems and where to go | |
| | next. | | | <urn:uuid:d85a59cd-fb35-453c-80b9-5dc8b8ac1f49> | CC-MAIN-2018-30 | http://www.nationalarchives.gov.uk/documents/information-management/advice-on-conservation.pdf | 2018-07-16T08:51:31Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00568.warc.gz | 500,945,078 | 681 | eng_Latn | eng_Latn | 0.997273 | eng_Latn | 0.997385 | [
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Name:____________________________________ Date:______________________________ Period:_________________Table:________
PRE: What do you already know about Edgar Allan Poe?
POST: How does knowing about an author’s life affect our understanding of the text? To what extent does Edgar Allan Poe’s life affect his writing? Provide evidence from the text
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Activity: Robin Hood Morality Test
The Robin Hood Morality Test
(http://www.snuffbunny.com/morality_test)
The Sheriff of Nottingham captured Robin Hood and Little John and bound them in his prison. Maid Marion begged the Sheriff for their lives, pleading her love for Robin. The Sheriff agreed to release them only if Maid Marion spent the night with him. She reluctantly agreed.
The next morning the Sheriff released his prisoners. Robin at once demanded that Marion tell him how she persuaded the Sheriff to let them go free. Marion confessed the truth, and was shocked when Robin rejected her, saying she was no better than a prostitute, and saying that he never wanted to see her again.
At this Little John defended her, inviting her to leave Sherwood Forest with him and promising lifelong devotion. She accepted and they rode away together.
Now in terms of realistic standards of behavior, put Robin, Marion, Little John and the Sheriff in the order in which you consider they showed the most morality and honesty. There is no 'right' answer.
1._______________ The best morality
2._______________
3._______________
4._______________ The worst morality
Now discuss your rankings with your partners or the class. Why did you choose as you did?
- Is Robin Hood principled or an ingrate?
- Is Maid Marion self-sacrificing or maybe too ready to sleep with the Sheriff?
- Is Little John kindhearted or an opportunist?
- Is the Sheriff a monster or a man who at least keeps his promise? | <urn:uuid:dc0d7bed-796d-4447-8801-df5a77ec0425> | CC-MAIN-2018-30 | http://keneckert.com/engkorea/guide/handouts/6-Act-Robin-Hood.pdf | 2018-07-16T08:21:07Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00569.warc.gz | 200,383,124 | 316 | eng_Latn | eng_Latn | 0.99848 | eng_Latn | 0.99848 | [
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How to Read the Next Generation Science Standards (NGSS)
The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways.
1) Performance. Prior standards documents listed what students should "know" or "understand." These ideas needed to be translated into performances that could be assessed to determine whether or not students met the standard. Different interpretations sometimes resulted in assessments that were not aligned with curriculum and instruction. The NGSS has avoided this difficulty by developing performance expectations that state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment.
2) Foundations. Each performance expectation incorporates all three dimensions from the Framework— a science or engineering practice, a core disciplinary idea, and a crosscutting concept.
3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.
This chapter describes how these three unique characteristics are embodied in the format of the standards, beginning with the "system architecture."
System Architecture
As shown in the illustration at right, each set of performance expectations has a title. Below the title is a box containing the performance expectations. Below that are three foundation boxes, which list (from left to right) the specific science and engineering practices, core disciplinary ideas, and crosscutting concepts that were combined to produce the performance expectations (PEs) above. The bottom section lists connections to PEs in other science disciplines at the same grade level, to PEs of the same core idea for younger and older students, and to related Common State Standards in mathematics and language arts. These sections are described in further detail below.
Performance Expectations
Performance expectations are the assessable statements of what students should know and be able to do. Some states consider these performance expectations alone to be "the standards," while other states also include the content of the three foundation boxes and connections to be included in "the standard." The writing team is neutral on that issue. The essential point is that all students should be held accountable for demonstrating their achievement of all PEs, which are written to allow for multiple means of assessment.
The last sentence in the above paragraph—that all students should be held accountable for demonstrating their achievement of all performance expectations—deserves special attention because it is a fundamental
departure from prior standards documents, especially at the high school level where it has become customary for students to take courses in some but not all science disciplines. The NGSS takes the position that a scientifically literate person understands and is able to apply core ideas in each of the major science disciplines, and that they gain experience in the practices of science and engineering and crosscutting concepts. In order for this to be feasible the writing team has limited the core ideas included in the performance expectations to just those listed in the Framework.
The NGSS writers initially attempted to include all of the disciplinary core ideas (DCIs) verbatim from the Framework in the performance expectations, but found that the resulting statements were bulky and reduced readers' comprehension of the standards. Instead, the performance expectations were written to communicate a "big idea" that combined content from the three foundation boxes. In the final phase of development we further limited the number of performance expectations with input from our state teams, to ensure that this set of PEs is achievable at some reasonable level of proficiency by the vast majority of students.
Some states have standards that include concepts that are not found in the NGSS. However, in most cases not all students in those states are expected to take courses in all three areas of science and engineering. The NGSS are for all students, and all students are expected to achieve proficiency with respect to all of the performance expectations in the NGSS.
A second essential point is that the NGSS performance expectations should not limit the curriculum. Students interested in pursuing science further (through Advanced Placement or other advanced courses) should have the opportunity to do so. The NGSS performance expectations provide a foundation for rigorous advanced courses in science or engineering that some students may choose to take.
A third point is that the performance expectations are not a set of instructional or assessment tasks. They are statements of what students should be able to do after instruction. Decisions on how best to help students meet these PEs are left to states, districts, and teachers.
In the example below, notice how the performance expectation combines the skills and ideas that students need to learn, while it suggests ways of assessing whether or not second graders have the capabilities and understandings specified in the three foundation boxes.
As shown in the example, most of the performance expectations are followed by one or two additional statements in smaller type. These include clarification statements, which supply examples or additional clarification to the performance expectations; and assessment boundary statements, which specify the limits to assessment.
Notice that one of the DCIs was "moved from K-2." That means the writing team decided that a DCI that the Framework specified for end of second grade could be more easily assessed if combined with the other ideas specified for third grade. This was only done in a limited number of cases.
Also, notice that the code for this performance expectation (2-PS1-2) is indicated in each of the three foundation boxes to illustrate the specific practices, disciplinary core ideas, and crosscutting concepts on which it is built. Since all of the standards have several PEs, the codes make it easy to see how the information in the foundation boxes is used to construct each performance expectation.
The codes for the performance expectations were derived from the Framework. As with the titles, the first digit indicates a grade K-5, or specifies MS (middle school) or HS (high school). The next alpha-numeric code specifies the discipline, core idea and sub-idea. All of these codes are shown in the table below, derived from the Framework. Finally, the number at the end of each code indicates the order in which that statement appeared as a DCI in the Framework.
Foundation Boxes
While the performance expectations can stand alone, a more coherent and complete view of what students should be able to do comes when the performance expectations are viewed in tandem with the contents of the foundation boxes that lie just below the performance expectations. These three boxes include the practices, core disciplinary ideas, and crosscutting concepts, derived from the Framework, that were used to construct this set of performance expectations.
Disciplinary Core Ideas (DCIs). The orange box in the middle includes statements that are taken from the Framework about the most essential ideas in the major science disciplines that all students should understand during 13 years of school. Including these detailed statements was very helpful to the NGSS writing team as they analyzed and "unpacked" the disciplinary core ideas and sub-ideas to reach a level that is helpful in describing what each student should understand about each sub-idea at the end of grades 2, 5, 8, and 12. Although they appear in paragraph form in the Framework, here they are bulleted to be certain that each statement is distinct.
Science and Engineering Practices. The blue box on the left includes just the science and engineering practices used to construct the performance expectations in the box above. These statements are derived from and grouped by the eight categories detailed in the Framework to further explain the science and engineering practices important to emphasize in each grade band. Most sets of performance expectations emphasize only a few of the practice categories; however, all practices are emphasized within a grade band. Teachers should be encouraged to utilize several practices in any instruction, and need not be limited by the performance expectation, which is only intended to guide assessment.
Crosscutting Concepts. The green box on the right includes statements derived from the Framework's list of crosscutting concepts, which apply to one or more of the performance expectations in the box above. Most sets of PEs limit the number of crosscutting concepts so as focus on those that are readily apparent when considering the DCIs. However all are emphasized within a grade band. Again, the list is not exhaustive nor is it intended to limit instruction. Aspects of the Nature of Science relevant to the standard are also listed in this box, as are the interdependence of science and engineering, and the influence of engineering, technology, and science on society and the natural world. Although these are not crosscutting concepts in the same sense as the others, they are best taught and assessed in the context of specific science ideas, so they are also listed in this box.
Connection Boxes
Three Connection Boxes, below the Foundation Boxes, are designed to support a coherent vision of the standards by showing how the performance expectations in each standard connect to other PEs in science, as well as to common core state standards. The three boxes include:
Connections to other DCIs in this grade level. This box contains the names of science topics in other disciplines that have related disciplinary core ideas at the same grade level. For example, both Physical Science and Life Science performance expectations contain core ideas related to Photosynthesis, and could be taught in relation to one another.
Articulation of DCIs across grade levels. This box contains the names of other science topics that either 1) provide a foundation for student understanding of the core ideas in this set of performance expectations (usually at prior grade levels) or 2) build on the foundation provided by the core ideas in this set of PEs (usually at subsequent grade levels).
Connections to the Common Core State Standards. This box contains the coding and names of prerequisite or co-requisite Common Core State Standards in English Language Arts & and Literacy and Mathematics that align to the performance expectations. For example, performance expectations that
require student use of exponential notation will align to the corresponding CCSS mathematics standards. An effort has been made to ensure that the mathematical skills that students need for science were taught in a previous year where possible.
Color Coding
Online versions of the standards display color coding of the words within each performance expectation that represent the three dimensions: blue for Science and Engineering Practices, orange for Disciplinary Core Ideas, and green for Crosscutting Concepts. Clarification Statements and Assessment Boundaries are in red. Because some of the words used in the performance expectation represented both a crosscutting concept and the disciplinary core idea it was not possible to colorcode both simultaneously.
Printed and PDF versions of the standards do not have color coding of the three dimensions. In these cases the connections between individual performance expectations and the statements in the foundation boxes will be shown by including the relevant codes after each statement in the foundation boxes.
Title. The organization of the NGSS is based on the core ideas in the major fields of natural science from A Framework for K-12 Science Education (NRC 2012), plus one set of PEs for engineering. For the elementary level, from Kindergarten to grade five, sets of performance expectations are assigned to specific grades. A numeral at the start of a title indicates the grade level; so the title in the example above is a third grade standard. Titles for middle school (grades 6-8) standards begin with "MS" and those for high school standards (grades 9-12) begin with "HS."
The titles also reveal the organization of the standards, which is based on the core ideas in the disciplines from the Framework. The Framework lists 11 core ideas, four in life science, four in physical science, and three in Earth and Space Science. The core ideas are divided into a total of 39 sub-ideas, and each sub-idea is elaborated in a list of what students should understand about that sub-idea at the end of grades 2, 5, 8, and 12. We have called these grade-specific statements Disciplinary Core Ideas (DCIs).
At the beginning of the process, the writers examined all of the DCIs in the Framework to eliminate redundant statements, find natural connections among DCIs, and develop PEs that were appropriate for the different grade levels. The result was a topical clustering of DCIs that usually, but did not always correspond to the core ideas identified in the Framework. This structure provided the original basis of the standards and has continued through the process. Below is a list of all clusters of PEs. The list does not indicate any particular order within each grade level or band, so the following list should not be considered a scope and sequence document for the purpose of curriculum planning and development. | <urn:uuid:e70be33f-75a7-4f78-aed7-a4c9e05708f5> | CC-MAIN-2018-30 | http://misiciowa.org/wp-content/uploads/2015/06/NGSS-How-to-Read-NGSS-April-9-2013.pdf | 2018-07-16T09:00:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00567.warc.gz | 248,990,008 | 2,558 | eng_Latn | eng_Latn | 0.998294 | eng_Latn | 0.998451 | [
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[pages 1-2 not included]
Yello Dyno Pro
Play It Safe On The Internet Grades 4-6
Class Presentation: 45 minutes(if Yello Dyno has never been taught before,
you will need two class periods)
Objective: Students learn 20 key personal safety rules:
YELLO DYNO'S INTERNET SAFETY RULE #1:
Knowledge is Power!
YELLO DYNO'S INTERNET SAFETY RULE #2:
It's not what they look like, their age or how well you know them it's what they ask you to do that matters!
YELLO DYNO'S INTERNET SAFETY RULE #3:
If someone is too charming, there is a problem, even if it doesn't show right away.
YELLO DYNO'S INTERNET SAFETY RULE #4:
Trust Your Feelings: trust that feeling, that inner voice that says, “Something doesn’t feel right.”
YELLO DYNO'S INTERNET SAFETY RULE #5: Don't open e-mails or enclosures from people you do not know!
1
YELLO DYNO'S INTERNET SAFETY RULE #6:
Never respond to inappropriate or offensive messages.
YELLO DYNO'S INTERNET SAFETY RULE #7:
Never delete an e-mail that makes you feel unsafe or uncomfortable. Save it and show it to an adult you trust.
YELLO DYNO'S INTERNET SAFETY RULE #8:
Don't keep secrets that make you feel uncomfortable or unsafe. Tell an adult you trust.
YELLO DYNO'S INTERNET SAFETY RULE #9:
You should behave the same on the Internet as you do in person.
YELLO DYNO'S INTERNET SAFETY RULE #10:
Don't give out personal information!
YELLO DYNO'S INTERNET SAFETY RULE #11:
Pick a safe screen name!
YELLO DYNO'S INTERNET SAFETY RULE #12:
The first time you meet a friend from the Internet in person, meet in public and take your parent along!
YELLO DYNO'S INTERNET SAFETY RULE #13:
Don't tell anyone your exact age… just say you are under 18.
YELLO DYNO'S INTERNET SAFETY RULE #14:
Never send pictures of yourself without your parent's permission.
YELLO DYNO'S INTERNET SAFETY RULE #15:
Always ask your friend first for permission to give out information or send a picture of them.
YELLO DYNO'S INTERNET SAFETY RULE #16:
Never give your password online!
YELLO DYNO'S INTERNET SAFETY RULE #17:
Don't fill out surveys or register at sites without your parent's permission.
YELLO DYNO'S INTERNET SAFETY RULE #18:
Cut the conversation! Get outta there! Tricks can't work if you don't respond.
YELLO DYNO'S INTERNET SAFETY RULE #19
Personal fears, worries or problems you have with your friends or family should not be discussed with anyone you don't know in person.
YELLO DYNO'S INTERNET SAFETY RULE #20
My Body's Mine!
Materials:
1. The Yello Dyno Pro Teacher Script
2. The PowerPoint Presentation that matches the Teacher Script (imbedded video lessons and music)
3. Raising Safe Kids In An Unsafe World (Teacher/Parent Handbook)
4. Yello Dyno's Fun Way To Safe Kids Song and Lesson Book
5. Yello Dyno's Tricky People! DVD
6. Can't Fool Me! CD
7. Play It Safe Special Report #5
8. Disclosure Information
9. Optional Yello Dyno Bookmarks available
10. Pre- and Post-Test Masters available
[pages 6-9 not included]
Yello Dyno Pro Teacher Script Grades 5-6
Play It Safe On The Internet
Please read Yello Dyno's Special Report #5 on Internet Safety or, for more indepth information, Part 5 about the Internet in Raising Safe Kids In An Unsafe World. There are also Yello Dyno Memos on our website, wwwYelloDyno.com that focus on Internet safety. This lesson can be presented as a stand-alone, but it will be more effective if it is presented as part of the Yello Dyno Curricula series.
INTRODUCTION:
Teacher: Today we are going to continue learning safety with Yello Dyno and his band. They have already taught us about Tricky People whom we could meet in everyday life, and now we are going to learn how to protect ourselves on the Internet. What age of children do you think Tricky People target the most? Kids:
Teacher: Children 11 to 17 are the primary targets of child predators. It's a problem. But it is a problem that can be avoided with the right KNOWLEDGE.
Slide #1-2 Intro Slides
Slide #3 Yello Dyno Safety Rule #1: Knowledge is Power!
Teacher Note: Please write the YD Safety Rules on the blackboard or give the handout of the Safety Rules.
Slide #4
Internet Statistics
What happens online…
In the last year…
*Almost everyone got unwanted e-mail.
*1 in 33 were aggressively solicited.
*1 in 4 had unwanted exposure to inappropriate pictures.
*1 in 17 were threatened or harassed.
Teacher Note: Read stats and respond to reaction of students.
Slide #5
Teacher: At least 85% of dangerous situations can be avoided with the RIGHT KNOWLEDGE.
You can protect yourself.
Slide #6
Yello Dyno Alerts You To Danger.
Teacher: Today we are going to teach you signals on the Internet that will alert you to a potentially dangerous situation.
Slide #7
Who is a Predator?
Teacher: Who can tell me what the word "predator" means?
Kids:
Teacher: Predator: one who destroys others for one's own gain.
Let's look at the animal kingdom. What animals are predators in the jungle?
Kids:
[pages 12-22 not included]
Slide #30
Yello Dyno Safety Rule # 9
You should behave the same on the Internet as you do in person.
Teacher: You should behave the same on the Internet as you do in person. What about disruptive behavior?
Kids:
Teacher: Your behavior on the Internet should be the same as in real life. It may seem like no one will find out what you write and which sites you visit, but many sites have what are called "cookies" that track what you say and where you go. Remember, what you talk about and how you act is going to attract certain types of people.
Teacher: The Internet is here to stay and it is important that you have a good understanding of what you are doing.
Slide #31
Because we are sitting in our homes we feel like the people on the Net are so far away that it doesn't matter what we do, but is that true?
Teacher: Because we are sitting in our homes we feel like the people on the Net are so far away that it doesn't matter what we do, but is that true? Kids:
Teacher: Here's a story that is based on a true story.
Teacher Note: The original author and story are unknown. It has been adapted to help teach children.
Slide #32
Shannon could hear the footsteps behind her as she walked towards home. The thought of being followed made her heart beat faster. "You're being silly," she told herself, "no one is following you."
Shannon's Story
Teacher Note: Read the slide.
Slide #33
Shannon's Story
She saw the porch light burning and ran the rest of the way home. Once inside she felt relieved to be in the safety of her home. She decided to grab a snack and get online. There she could talk to strangers without being afraid. She logged on and checked her buddy list. She saw that Snowman was on. She sent him an instant message.
Teacher Note: Read the slide.
Slide #34
Poison Ivy: I'm glad you are on! I thought someone was following me home tonight. It was really weird.
Snowman: You watch too much TV. Why would anyone be following you? Don't you live in a safe neighborhood?
Teacher Note: Read the slide.
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Magnetism And Electromagnetism
Chapter 44
ACROSS
1 A _____ is a control device that allows a small amount of current to control a large amount of current in another circuit.
5 Another name for magnetic lines of force is ____ _____.
10 The negative terminal is attached to an ___ or igniter, which opens and closes the primary ignition circuit by opening or closing the ground return path of the circuit.
11 ______ _________ means that the expansion or collapse of the magnetic field around one coil induces a voltage in the second coil.
12 The secondary winding has about 100 times the number of turns of the primary winding, referred to as the _____ _____.
13 Most automotive circuits use the conventional theory of current and, therefore, use the _____-____ ____ to determine the direction of the magnetic flux lines.
15 An induced current moves so that its magnetic field opposes the motion that induced the current, this principle is called _____ ___.
16 If the metal removed from the magnetic field, and it retains some magnetism, this is called ________ magnetism.
17 Some materials allow the force to pass through more easily
than others, this degree of passage is called ____________.
18 Another name for magnetic lines of force is ________ ____.
19 The process of creating a magnet by using a magnetic field is
called ________ induction.
20 Coils with an iron core are called ______________.
DOWN
2 The interaction and relationship between magnetism and electricity is known as ________________.
3 ____ _______ refers to the number of flux lines per unit area.
4 Although there is no absolute insulation for magnestism, certain materials resist the passage of magnetic force. Air does not allow easy passage, so air has a high __________.
6 The ____-____ ____ is a simple way to determine which direction the flux lines go.
7 The self-induced voltage that opposes changes in current flow is an inductor called ____.
8 The abbreviation for electromagnetic interference is ___.
9 The magnetic field strength is often expressed in the units called ______-_____.
14 _________ is a form of energy that is caused by the motion of electrons in some materials.
17 The opposite ends of a magnet are called its north and south
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Supreme Court Decision Puts Drinking Water at Risk, Will Increase Destructive Flooding Nationwide
A 2023 Supreme Court ruling has narrowed the scope of the Clean Water Act, removing protections for most wetlands and many streams. Over time, this decision will affect drinking water supplies, worsen flooding, and raise costs for consumers in communities across the country.
What did the Supreme Court decide?
Drinking Water Impacts
In a case called Sackett vs. EPA, five justices signed a controversial opinion that the Clean Water Act only applies to "relatively permanent" bodies of water and wetlands that have a "continuous surface connection" to them. This test dramatically limits the historic scope of protections under the Clean Water Act and contradicts how the Act has been interpreted and applied since its passage in 1972. This decision removes protections for nearly two-thirds of the nation's wetlands and potentially millions of miles of rivers and streams that don't flow year-round. These wetlands and streams feed larger waters downstream, and act as sponges to absorb and slowly filter floodwaters and clean our drinking water.
The decision revoked Clean Water Act protections for waters that are not "relatively permanent" – even though these waters are important for our drinking water supplies. This decision could harm water quality and increase costs in communities around the country.
Tom Koerner/USFWS
The Colorado River provides drinking water for one in ten Americans. Demands on the river already outstrip supply, and an extended drought recently drained Lake Mead to its lowest levels ever. Compounding these challenges, many streams that feed the Colorado River are likely no longer federally protected from pollution and destruction.
Phoenix gets most of its water from the Salt and Verde rivers, but virtually all of the creeks that feed them are now almost certainly unprotected.
More than half of the streams that feed Dallas's six drinking water reservoirs have likely lost protections, as have about half the streams that flow into Lake Lanier, the main source of drinking water for the Atlanta area.
Flood Damages – and Costs – Are Already on The Rise
Flooding is already the most common and costly natural disaster in the United States. Warmer temperatures are causing more evaporation and rainfall, which is triggering more frequent and more damaging floods. Home insurance prices are rising nationwide due to the recent increases in extreme weather. In Florida, which has been battered by a series of unusually destructive hurricanes, a dozen insurance companies have stopped issuing new policies in the state; prices spiked by more 40 percent in 2023.
Over 40 million Americans already live in an area that is at risk of flooding – even though many do not know it. Socially vulnerable communities are more likely to live in flood-prone areas, and are less able to recover financially when floods occur.
Wetlands: Our Natural Flood Buffers at Risk
The new ruling removes long-standing Clean Water Act protections for more than two-thirds of the nation's wetlands. This will make will make it easier to damage or destroy the wetlands that have long been our first line of defense against flooding.
One acre of wetlands can absorb more than a million gallons of floodwater.
Wetlands can absorb a tremendous amount of water during storms, reducing flooding downstream. Urban wetlands are particularly protective for communities during storms, but the Supreme Court's decision will revoke protections for many wetlands in developed areas. The loss of these wetlands will increase costs for everyone: One study found that destroying just one acre of urban wetlands resulted in roughly $8000 a year of additional payouts from the taxpayer-funded National Flood Insurance Program.
Similarly, coastal wetlands have demonstrated their value as storm buffers again and again. An analysis of every tropical storm and hurricane that hit United States between 1995 and 2016 found that counties with more wetlands experienced less property damage. But many coastal wetlands are now unprotected by the Clean Water Act – and they are at high risk of being developed.
Wildlife Need Healthy Waters
The streams and wetlands that have lost protections are critical for many species of wildlife, including fish like trout and salmon. Most waterfowl and many other birds use the streams and wetlands that have lost protections. These waters are also critical for amphibians, which are sensitive to water pollution and are already declining at a rate of nearly four percent a year. The loss of protections for these waters will make it more difficult to recover hundreds of species already at risk – and could result in more species becoming endangered.
What can we do now?
Congress needs to listen to the American people who want clean water and pass a new law restoring protections to wetlands and other waters that were safeguarded by the Clean Water Act for decades.
Congress could also provide more funding for the protection and restoration of individual wetlands and waterways, for example, including through the Farm Bill or by passing the Recovering America's Wildlife Act. We can also do more at the state and locals to protect these waters. Many communities at risk are working to restore wetlands in their area, knowing that keeping these waters healthy is the safe way to protect their residents' water supplies and way of life.
LEARN MORE
www.nwf.org/Our-Work/Waters
CONTACT
Glenn Watkins
Senior Policy Specialist, Water Resources 202.797.6615
firstname.lastname@example.org
For 50 years, the Clean Water Act has helped improve the health of many waters nationwide and prevented deterioration or destruction of many more. Unless we restore basic pollution protections for our waters, this progress will be reversed. | <urn:uuid:2e3525b9-592f-4ba7-8842-2f108889ff94> | CC-MAIN-2024-30 | https://wildlifepromise.org/-/media/PDFs/Water/CWA-Flooding-Factsheet.pdf | 2024-07-16T15:15:35+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00127.warc.gz | 555,434,451 | 1,130 | eng_Latn | eng_Latn | 0.998351 | eng_Latn | 0.99853 | [
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Help With: Number Agreement
Missing or mismatched 's's seem trivial, but they confuse readers, particularly if pronouns and verbs conflict in number. The reader may not know which person or persons the writer means:
Therefore faculties tend to apply for large campus that provides good treatment.
This sentence is meaningless—all because of missing or wrong 's' markers. Here are some more general rules for number agreement.
There are two ducks in the room. Are, two, and ducks all agree.
Please buy me a box of grapes. Although grapes are plural, the sentence refers to the box, which is singular. Use a.
My favorite hobby is dancing and meeting people. My favorite hobbies are dancing and meeting people. Both sentences are correct because the first sentence treats both activities as a group, and the second does not.
- Singular words: Anybody, Someone, Nobody, Each, Either, Neither.
Each of the members has one vote.
No: One of the girls gave up their seat.
Yes: One of the girls gave up her seat.
- Plural words: Both, Few, Many, Others, Several.
A few of the justices were stating their opposition. Many raised their voices
No: Both of the students brought his textbook.
Yes: Both of the students brought their textbooks.
- Singular or plural words: All, Any, More, Most, None, Some.
More people are arranging their own flights nowadays. (plural group)
I will give you all of the orange; I don't want it. (all parts of one thing)
More rain is leaking through the roof every day! (part of an uncountable quantity)
Exercises
1. She certainly don't think he's telling the truth.
2. The best reward for teachers are on their students' graduation day.
3. Karen and Nicole occupies Room 109.
4. The town's oldest citizen and his son own orange car.
5. The stack of new books are on that table over there.
6. The passengers, not the driver, was taken to hospital in an ambulance.
7. Paul, who is always taking photographs, want to hold an exhibition one day.
8. Each of the new students have been given a guide to the center.
9. Neither Paul nor John have been to Europe.
10. Either the teacher or the students is responsible for cleaning the board.
11. Has Kate and Julia come to class yet?
12. Have Kate or Julia come to class yet?
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THE RELIGIOUS AND MORAL TRAINING OF CHILDREN.
Or Christian Education in the Catholic Home.
By Father James Joseph McGovern, D.D.
CATHOLIC TRUTH SOCIETY of Oregon No. Fam021 (1915) (Reprinted from the 1906 Edition).
ADVICE TO PARENTS.
The direct purpose of the Fourth Commandment is to lay down the duties of children to their parents. But indirectly and implicitly, we must understand from it that parents have duties to their children. These duties are divided into two classes. The first class has to do with the bodily and civil education of the child, to fit it for its position in the present life; the second class has to do with the moral and religious education of the child, to fit it for its position in the life to come.
THE DUTY OF PARENTS.
The duty of providing for off-spring until they are able to provide for themselves is dictated by nature itself, and even the brutes fulfill it. Yet there are in the world fathers so unnatural that they think only of themselves; they deny themselves nothing; they satisfy all their desires; and they leave their children hungry and half-naked. Undoubtedly, there are fathers in nearly every community who spend in folly the money that should be used to buy what is necessary for their children. It may be only a quarter or a half-dollar spent now and again; but these little sums quickly run up to many dollars, perhaps a hundred dollars in the course of the year, and all this time their children are staying away from school, from catechism, and from Mass on Sunday, because they have not clothes or shoes which that money would provide for them.
THE TRUE CATHOLIC.
How often a head of a family will say that he does his best but he cannot keep his children properly clothed. Before he was married, however, he was wasting the money, which he should have been saving up with a view to getting married. He is reaping now the folly of his youth. Still worse is the case of those parents who through idleness and lazy habits, have become unable to provide for the wants of their families. The true Catholic is not of this type.
The duty of providing for the children imposes on the parents, the obligation of preserving them as far as they are able from all that can injure their bodily health.
THE CARE OF CHILDREN.
Many children grow up weak and sickly because their parents have not taken proper care of them, have not given them proper food, or perhaps even have ill-used them. But while taking proper care of their bodily health, they should not go to the other extreme and be over-anxious and overcareful about them. For in this way they are likely to make them grow up soft, delicate, unable to endure any hardships, unable or unwilling to work. All children should be brought up to habits of industry; they should be taught from early years that they must not be idle; that idlers are no use to themselves nor to anyone else. Even if parents are rich, they should still bring their children up to some employment.
EARLY EDUCATION AND HABITS OF INDUSTRY.
Going to school should be the chief employment of children up to the age of fourteen or fifteen or so. But during the hours which remain after school they should be taught to make themselves useful. It is a great shame to see women who are splendid house-keepers, with daughters who know nothing at all about house-keeping.
These women know how to do things so well themselves, and are so anxious to have them done well, that they cannot bear to have their daughters making experiments, which in the beginning of course, means a good many mistakes and a good many failures.
Again, there are foolish mothers who will wear their fingers to the bone that their daughters may have soft white hands.
MISTAKES OF MOTHERS.
Mothers are committing a very great mistake, and worse than a mistake, when they do not teach their daughters all that they know themselves about house-keeping. A girl that is a perfect mistress of plain cooking and plain sewing is far better equipped to be mistress of her own house than if she could play two or three instruments and sing in two or three languages.
But first of all, in the natural order, parents should teach their boys and girls habits of cleanliness, order, neatness and carefulness. This means that parents should be cleanly, orderly, neat and careful themselves, and that they should bid their children to follow their example.
PROVIDE FOR YOUR CHILDREN.
It is your duty to provide for your children; and you cannot provide for them as you should, unless you keep your affairs in order and practice: economy in your expenditure.
Those parents, then, are guilty, who, through their wasteful and improvident habits, do not keep their expenses in proper proportion to their earnings, so as to be able to lay something by for a rainy day. Those parents are guilty who neglect their work and thereby make their families suffer. But much more guilty are those who spend what they earn in foolish or in sinful amusement, and, instead of supporting their families burden them with debt.
This means, of course, that parents must lead a life of sacrifice for the sake of their children, and must deny themselves a great many things, which it would be lawful for them to have if they were unmarried. But when they were getting married, they knew the obligations which they were assuming; they took the burden willingly upon them; and now they should cheerfully bear it.
All this has reference merely to the bodily education of your children, the education which will fit them for the position they are to fill in this life.
THE TRUE CATHOLIC. CHOOSING A VOCATION IN LIFE.
The choice of a state of life, however, MUST be made by themselves. You may advise them; and it is their duty to listen to your advice with all respect. But you have no authority to tell them, for instance, that they must get married, or remain single; that they must or must not enter the priesthood or the convent. If you tell them this, they are not bound to obey you.
When they enter into a certain state of life, it is they, not you, who will have to bear the burdens of that state; therefore, it is they, not you, who must choose the state whose burdens they have to bear.
You have no right to command in this matter. But you have a right to direct and guide your children in the choice of a state of life, and you should do so. If you watch them closely, you will know their abilities sooner than they will themselves; you will even know their likes and dislikes before they have realized them themselves. You may be able to suspect what are the designs of God in regard to them; and then it will be your duty to do all in your power to help them realize these designs.
As soon as they express any inclination for a certain state of life, you should examine this inclination for them, and try to find out their reasons for wishing to enter that state, showing them the obligations, the consequences, the dangers of the course they wish to take. If you know that the choice is a bad one in itself, or that your children are not fit for the position they are inclined to choose, it is your duty to do all in your power to persuade them not to make this choice.
You cannot command in this matter, but it is your duty to advise; and if through want of your advice and direction your children make a bad choice, God will not hold you guiltless.
THE SPIRITUAL WELFARE OF CHILDREN.
There are comparatively few parents who do not pay attention to the bodily welfare of their children; but there is a vast number who pay little or no attention to their spiritual welfare.
Yet this is the all-important thing. So long as God leaves your children with you, they are only a deposit in trust; He commits them for a while to your care, so that as you were the instruments in His hand of bringing them into this world, so you may also be the instruments of bringing them to eternal happiness.
Our Lord instituted the Sacrament of Matrimony "to enable the husband and wife to live happily together and to bring up their children in the fear and love of God." The Lord made Christian marriage indissoluble, that the parents always living together might constantly work together in the Christian education of their children.
If your children do not succeed in this world; if they are not distinguished by talent, by riches, by dignity; this makes no difference, provided that in the end they save their souls. And the salvation of their souls depends to a very great extent on the Christian education which you give them. In order to give them this education, you must instruct them, watch over them, correct them, give them good example.
EARLY RELIGIOUS TRAINING.
This instruction is given by teaching them the principles of Christianity and training them to habits of piety. In the first place, you must teach them the Lord's Prayer, the Hail Mary, the Apostles' Creed, the Ten Commandments, explaining these in a manner, which suits their age. To make them learn these by heart without giving them any explanation, is like giving hard bread to a child that has not yet cut its teeth. According as their minds develop, you must explain to them, as best you can, the fundamental truths of religion.
Let them know that God created them to know Him, love Him, and serve Him; that they are to remain here only for a time; that there is another life, a happy one or an unhappy one, which is to last forever.
Tell them about 'the soul that is in them'; that, though they cannot see it, it is far more precious than the body, which they can see.
Tell them about the state that soul was in when they were born; how they were delivered from that state through the merits of Jesus Christ, who came down from heaven, was born in a stable and died on a cross to save sinners; how these merits have been applied to their souls in baptism; what promises were made in their name at that time, and how they must keep those promises.
Tell them that they must pray to God every day, since it is from God that all good things come; that they should ask Him for what they need, and thank Him for everything He gives them.
"And have we got to teach our children all that?" some parents will say. Yes, you have. "Can't we leave it to the catechism teachers and the priest?" No, you cannot; and it is a great mistake for you to think you can.
YOUR DUTY AS PARENTS.
The duty falls on you in the first place; you may get the priest or the catechism teachers to help you; but you must not throw the work entirely on their shoulders. No one else can do the work as well as you can, because no one else has so much authority over your children; no one else has so many chances to teach them. The little lessons that you can give them now and then, even while you are doing your housework, are worth more to them than long instructions given them by others.
IGNORANCE OF PARENTS A POOR EXCUSE.
"Well," a good many parents will say, "I would be quite willing to instruct my children, if I were able. But I never was very well instructed myself; I don't know enough to instruct them." That is not a good excuse.
Suppose a ship goes ashore and becomes a total wreck, with the loss of the crew, and the captain explains it to the owners by saying, "I don't understand navigation." Do you think they would take that for an excuse! Would they not say to him: "You don't understand navigation, and yet you took charge of a ship! Why then you have committed a crime; you are a robber and a murderer!"
YOUR RESPONSIBILITY AS PARENTS.
When you got married, Christian parents, you freely and deliberately took upon yourselves all the responsibilities of married life. One of these was the Christian education of such children as God might give you. If you, knowing you were not able to instruct children, took on yourselves the responsibilities of parents, you committed a grievous sin, a sin which may cause the loss of your children's souls, and which will certainly cause the loss of your own soul, unless you begin at this very hour to repair the mischief as far as may be in your power.
If you are ignorant of the fundamental truths of the Christian religion, that would be a sin for you even if you never had children; but if your ignorance prevents you from instructing your children, it is a double sin, because it is your bounden duty to instruct them. If you have not the necessary knowledge, you must try to acquire it, and in the meantime provide good books and take care to send your children to the catechism class; for, if you cannot instruct them yourselves, you must get someone else to do it. It is because this instruction is so often neglected, that so many children turn out badly.
To teach the principles of religion to your children is not enough, however. It is your duty to train them to habits of piety; it is your duty to mould their characters.
THE CHARACTER OF A CHILD IS LIKE WAX.
The character of a little child is like a piece of soft wax, which may be moulded into any shape; but you must begin to mould it in time.
Even babes notice things long before they can speak; then let them notice the reverent way in which you speak of God our Father in heaven, and of Jesus Christ our Savior. Let them notice the terms of praise in which you speak of anything that is right and good, and the signs of abhorrence, which you show for everything that is wrong and wicked.
Point upwards to heaven, and tell them that there is where Good People go to be happy forever; point downwards and tell them of the dreadful fire in which the Wicked will burn forever. Show them the crucifix and a picture of the Blessed Virgin, and let them kiss them with reverence. Fold their hands in prayer; teach them to make the sign of the cross; do all this even before they are able to walk; and when they do begin to speak, let the names of Jesus and Mary be the first you teach them, and let the first coherent words they utter be a prayer.
When your children get a little older, you are to explain things more fully to them, telling them that God made the world and all that is in it, and how we are bound to serve Him. Especially, you should impress upon them that God is everywhere; that He sees everything we do and hears everything we say; that we cannot hide anything from Him. There is nothing better calculated to keep them from sin.
Try to stir up in their hearts a personal love for our Lord; teach them to look to the Blessed Virgin as their mother in heaven; teach them to have proper respect for sacred places and things. Try to inspire them with a great hatred of sin, especially of the sins most common to children, lying, stubbornness, bad temper, greediness, laziness.
TELL THEM A TRUE STORY.
This does not mean that you are to be continually preaching to them; far from it. A word now and again, a bit of advice; even when they ask you to tell them a story, you can turn this to profit, and take occasion to tell them a true story, the story of Jesus and His love, the story of His blessed mother and stories of the saints, and thus little by little you will sow the good seed in their hearts.
Of course, you must see to it, that, as soon as they are able, they say their prayers morning and evening. When children come to the age of seven or eight without knowing even the Lord's Prayer, or the Hail Mary, the parents of those children are certainly guilty of mortal sin according to the best of our moralists.
The first lessons in the catechism should be given by yourselves and even when they are attending the catechism classes, you should examine them; then you should instruct them for confession, and afterwards bring them to confession. At the same time, you must take care not to overburden them with religious practices; be satisfied with a little, but see that they do that little well. A few prayers well said are better than many prayers badly said.
AS THE TWIG IS BENT, THE TREE WILL GROW.
But just as you cannot teach your children the principles of religion if you do not know them yourselves, so you cannot train them to habits of piety if you are not pious yourselves. It is all important, therefore, that you should lead truly Christian lives, not only for your own souls' sake, but for the sake of the souls of your children.
"As the twig is bent, the tree will grow," is an old proverb. The same idea is expressed in the words of the Holy Scripture: "A young man according to his way, even when he is old, he will not depart from it."
It cannot he said that children who have been well brought up never go wrong; but this can be said, that in the great majority of cases such children come out right in the end. They may have wandered from their father's house, but they know that house well, they love it still in their hearts, and they know the road by which they can return to it. Then when misfortune or disgrace, or sickness comes upon them, they say with the Prodigal of the Gospel: "I will arise and go to my Father." So we never despair of a sinner who has received a sound Christian education.
IGNORANCE HAND IN HAND WITH BAD HABITS.
However, if ignorance goes hand in hand with bad habits and vices, ignorance of the fundamental principles of religion, ignorance of the most important duties of a Christian, it may well be said that there is no remedy for the evil, except the extraordinary providence of God. It is a hopeless case, it seems; and for this the parents are chiefly responsible, and will be held responsible at the Day of Judgment.
After having done your duty to your children in the matter of instruction, you must not forget that they are children of Adam, that they have been conceived in sin, and that, although this sin has been washed away in baptism, its consequences remain, and one of those consequences is an inclination to evil. It is your duty to counteract this inclination to evil as far as may be in your power, by watching over your children and correcting them.
You must watch over your children to keep them from learning to do wrong; you must correct them to make them stop doing wrong. But an ounce of prevention is worth a pound of cure, watchfulness is much better than correction. Yet of all the duties of parents, watching over their children is the one which is most neglected.
"I always thought my children were so good," we hear many a poor father or mother say, "and I never knew the difference till it was too late. If I had known it sooner, I would have remedied the evil."
No, they did not know it, that is very true. But why did they not know it? Should they not have known it? What pains did they take to get information on the subject?
Truly, it is a strange thing, says Saint Jerome, addressing himself to parents, that you are the last to know of the bad conduct of your children. Everyone else knows; the whole neighborhood is talking of it; and you do not even suspect that anything is wrong. This could not happen if you were even the least bit watchful. It could only happen when you shut your eyes and ears.
It is your duty to be watchful, and if you neglect this duty, you are guilty of grievous sin.
STUDY THEIR CHARACTERS AND INCLINATIONS.
You must study the characters and inclinations of your children; you must keep them out of danger; you must keep an eye on their conduct. You must notice the first signs of any evil passion and check it at once. Even a very young child will show whether he is inclined to be badtempered, spiteful, proud, obstinate, vain. These are the germs of diseases of the soul; if they are allowed to develop, they will kill the soul; but they can easily be destroyed while yet in the germ, and it is the duty of parents to destroy them.
Watch your children, then, in order to break down their self-will, and make them from the beginning thoroughly obedient. It is a great mistake to pass over everything with little ones, under the pretext that they do not understand what they are doing or saying.
It is a great mistake to let these little ones have their own way, in order to keep them in good humor. They should be made to understand that they will never get anything by crying for it. Once they see that they can get what they want in this way, they will have it, and then instead of obeying you they will make you obey them. If you allow them to have their own way for a time, — until they get more sense, as you say, — you need not be surprised to find their self-will grown so strong that you are not able to break it.
WATCH OVER YOUR CHILDREN.
Watch them, then, from the start, m order to develop their good and to check their bad inclinations.
Watch them, in the second place, to keep them out of danger. It is quite possible that danger may come to their souls through your own imprudence.
You must be very careful that you do not scandalize your children yourselves, also that they do not scandalize one another.
Again, you must be very careful not to allow anyone to have charge of them who is not of a thoroughly good character. If children learn bad language and bad conduct from servants, the parents are very often to blame, for you should not employ such servants around your children.
TEACH THEM TO AVOID BAD COMPANY.
You should try to know who are your children's companions, and what kind they are, positively forbidding them to keep bad company.
Encourage your children to talk freely to you about their studies and amusements, asking them questions, and you will learn a great deal that will be useful to you. They will reveal unconsciously what you want to know, and then you can give them advice. If they are going to school, try to make the acquaintance of their teacher, and inquire how the children behave, and what faults the teacher has noticed in them, and so on. The teacher has sometimes better opportunities of observing them than the parents have.
Keep an eye on your children's conduct at all times, as far as possible. Let them never be far away from you if you can help it, and make it your business always to know where they are. Insist that they shall come straight home after school, and then, if they want to go anywhere, let them ask permission.
PARENTS SHOULD ALWAYS KNOW WHERE THEIR CHILDREN ARE.
If you have a horse or a cow, you always know, pretty well, where they are to be found. Can you say the same of your children! Even at night, when they should all be in the house, many of you do not know where they are. They are running the road somewhere and learning no good, you may depend on that.
This is criminal carelessness on the part of the parents who permit it. The youngsters should never be allowed out after dark, and even with the grown-up ones, you should insist that they be in at an early hour. There must be no going to bed and leaving the doors open for them to come in.
How any father or mother can go to sleep with an easy conscience, while their boys and girls are out, and they don't know where they are, is something hard to understand. You should never allow your girls to go out at night, without a proper escort, and this applies to going to church as well as to going anywhere else. If your girls are going out to service for domestic employments, you should be very particular as to what kind of families they go with.
You should see that they do not neglect their religious duties, and if you find that any attempt is being made to draw them away from their faith, you should put a stop to it immediately. You should never allow them to read a book or use other media, until you have examined it and satisfied yourself that it is harmless, or better still that it is of some benefit.
Even if you cannot read, you should get someone else to make this examination for you. And when you are examining a book or other media, try to put yourselves in your children's place. There may be nothing in the book, which would do you any harm, and yet it would be dangerous for your children to read it. Some unwise parents think that their children are all right when they
have a book in their hands.
"My boys never go out at night; they spend all their time reading."
"Reading what?"
Talk frequently with other responsible parents in the parish to have a better idea of what media, reading, et cetera is indeed useful or harmful. Sharing ideas can ne a useful means of support in your apostolate of rearing children.
This duty of watchfulness is very difficult and very painful, but nothing will excuse you from it, and you have the grace of the Sacrament of Matrimony given you for the special purpose of helping you to perform your duties as parents, — a grace which may be renewed as often as you receive worthily the Sacrament of Penance.
PARENTS SHOULD WORK TOGETHER.
Father and mother must work together in the education of the children; the husband who throws all the responsibility on his wife is doing very wrong. Whether instructing them, or watching over them, you must share the labor between you. You should not take it for granted that your children are bad, but neither should you take it for granted that they only want wings to make them angels.
The best natural dispositions may be completely destroyed by a bad education, and the worst natural dispositions may be thoroughly corrected by a good education begun in time. Watch your children, then, Christian fathers and mothers, for it is your duty.
And remember, that the best watchers are those who can watch without seeming to watch. It is a tiresome task, and it will be a severe strain upon your energies; but it is also a grand and noble task, and great will be your reward if you perform it well.
BE REASONABLE, BUT NEVER ALLOW DISOBEDIENCE.
Never allow them to disobey you, not even in the smallest matter. Be prudent and reasonable in giving your commands, but once they are given, insist that they shall be obeyed. If the command is about a trifling matter, you need not have given it; but since you have given it, you must make your children obey it. And if they get the habit of obeying you in small things, they are not likely to disobey you in more important things.
What a pitiful state of affairs when we see parents begging their children to do something, or perhaps even offering them a reward if they will do it! If you do this, you are encouraging disobedience, putting a premium on it, in fact, since you let your children see that by disobeying you they will gain something.
PARENTS MUST NOT BE INCONSISTENT.
You must make a distinction between one fault and another, between the faults, which arise merely from levity and those that come from malice. The more grievous the fault, the more severe should be the correction.
And yet there are many parents who will get into a furious rage with their children on account of an accident, a pane of glass broken, for instance, or a jacket torn. And perhaps these same parents will pass over lying, disobedience, cursing, or immodest language in their children with the mildest kind of a reproof, or it may be without any reproof at all.
Now, the children know very well, in spite of all your scolding, that a broken pane of glass or a torn jacket are not very important matters. And surely they must think that, in your estimation at least, lying, disobedience, cursing and immodest language are less important still.
But the slight correction which will do for a docile child will not be enough for a headstrong one. Some children are easily led to do right; others must be driven. You must study the characters and dispositions of your children, in order to know how you should deal with them.
The faults committed by parents in regard to the duty of correction may be set down under three heads: excessive mildness; excessive severity; a combination of the two.
Excessive mildness and indulgence is the fault of those who are so passionately fond of their children that they cannot bear to cause them the least pain or sorrow. They are so afraid of causing them this sorrow by correcting their faults, that they overlook their faults, they leave them unpunished, or perhaps they even go so far as to laugh at their faults.
How often we hear a child give a saucy answer to his father or mother, and the father or mother laugh at it as if it were a good joke. If the boy is headstrong and disobedient, if he is quarrelsome with his young companions, and impudent to older people, his parents pass over all this; perhaps they are even proud of it, for it shows that the lad has a high spirit. Yes, he has the kind of high spirit, which makes a splendid street rowdy, the kind of high spirit which may cause him to end his days in the penitentiary or on the scaffold, and which is pretty sure to lose him his soul.
Murder is becoming more and more common. Not one in a hundred murders is committed in cold blood. Ninety-nine out of a hundred are due to bad temper; bad temper which the murderer's parents would not check when he was a child, because it was only high spirit. How many a good man has been driven to drink by the tongue of a scolding wife. And she first learned to use her tongue in this fashion when she was a young girl. Her father and mother never taught her to control her temper; no, they were proud of her high spirit. What foolish parents! And do you think your children will love you better because you treat them in this criminally indulgent fashion?
Instead of showing your love for your children by not correcting them, you are proving yourselves their deadliest enemies. You are ruining them for this life, and for the next, and you are preparing endless misery for yourselves.
Be mild and just with your children, but be also firm and energetic enough to make yourselves respected. Your children will not love you any the less for it, and they will esteem you a great deal more.
But while avoiding one excess, you must take care not to fall into another which is even more grievous and deplorable, that is the excess of severity.
ILL TREATMENT OF CHILDREN.
There are parents so bad tempered that they will tolerate nothing. They cannot say a single word of kindness; they are always scolding or threatening, and their hands are ever ready to strike. There are brutal parents, who, even when they punish with good reason, punish far too severely.
Such harshness as this is altogether unnatural. God has implanted in all creatures a love and tenderness towards their young; and He expects His rational creatures not to root out this affection from their hearts, but to give it a proper direction.
To act in direct opposition to this is to act against nature itself, and must have very serious consequences. It greatly diminishes that affection and regard which children have by nature implanted in them towards their parents; for however strong this may be, if they meet with nothing from their parents but harshness and brutality, this will necessarily cool their love towards them. It has the worst effects upon the children themselves; it breaks their spirit, discourages them from all good, renders all advice useless to them, and makes them leave their parents at the first opportunity, and expose themselves in the cruel world to misery and perdition.
SHOW LOVE AND TENDERNESS TOWARD YOUR CHILDREN.
To prevent this, the parents should always show a love and tenderness for their children, never get in a passion with them, but teach them the necessary obedience with all mildness as well as with all firmness, and convince them that correction is given them only for their real good.
The Word of God makes great difference between necessary discipline and harshness: "Father, provoke not your children to indignation, lest they be discouraged," says Saint Paul.
And again, "Fathers, provoke not your children to anger, but bring them up in the discipline and correction of the Lord." Your correction ought to be the correction of the Lord, that is to say, it should be animated and directed by a real desire for your children's salvation. It should not be the correction of the devil, inspired by brutal passion, which seeks only to ill-treat those who have given offence.
If, when you are correcting your children, you really have nothing else in view except their good, you will easily keep within proper bounds, and go no further than is necessary. And if circumstances require that the punishment should be rigorous, you will let them see that though you are displeased with them, you love them still.
In this way, your children will receive correction with advantage, since on the one hand they know perfectly well that they have done wrong, and on the other, they will be persuaded that if you chastise them, it is with regret and only for their good.
But in order that your children may be persuaded that the severity which you show them at times comes from your love for them, you must treat them properly in every other respect.
ENCOURAGE YOUR CHILDREN TO DO RIGHT.
You must show that you are pleased with them when they are obedient and respectful to you; you must animate and encourage them when they are doing right; you must give them little rewards now and then for their good conduct.
Above all, you must not leave them in want of what is really necessary for them. If you never display your authority except in scolding, threatening and beating them; if you pay no attention to them except when they displease you; if you keep them down like slaves; if you leave them without clothes to wear, while you are wasting your earnings or are too lazy to work; if you neglect your children in this way, you will not win their affection, and without their affection, your correction will do them no good, but make them grow worse through stubbornness and contempt. You can do anything with your children if they really love you.
WIN THE LOVE OF YOUR CHILDREN.
If you want to win the love of your children, show them that you really love them, not by tolerating what shouldn't be tolerated, but by the thousand little acts of kindness, which good parents find it so easy to perform.
Excessive mildness is one fault; excessive severity another; and, strange to say, we often find the two in the same person. There are parents who, in dealing with their children, follow no other rule than the good or bad humor they happen to be in. One day they will turn the house upside down for nothing at all; another day they will laugh at things, which they ought to punish severely.
Sometimes they will pass in the same hour from caresses to blows and from blows to caresses. This is folly, and worse than folly. What authority can you acquire over your children if you act in this way? The manner of rearing children is not a thing to be decided by the humor you happen to be in. It must be regular and systematic.
WIN THE RESPECT OF YOUR CHILDREN.
You must have control over yourselves; you must keep your minds well-balanced, if you want to win the respect of your children. We see some parents who can never manage their children either by threats or by tenderness; while others have only to give a sign, a word, a look, and they are obeyed.
The reason of this difference is that the latter class of parents are always even-tempered, never punishing to-day what they laughed at yesterday; they are always gentle, yet always firm; they do not command their children by fits and starts; they govern them in a steady, regular fashion. The former class of parents have not learned how to govern themselves; how then can they expect to govern their children?
CORRECTION IS THE MOST DIFFICULT PART OF EDUCATION.
To fulfill this duty properly you need a great deal of discretion and a great deal of prudence; prudence to distinguish one case from another; prudence to choose the most favorable time and circumstances; prudence to keep within certain limits; so as not to make your children despise you for your indulgence or hate you for your severity.
It is not enough that parents should be good and pious, unless they are prudent as well. There are many good and pious persons who have not a grain of prudence; and therefore there are many good and pious parents who do not know the first thing about bringing up children. The world is surprised to see the children of such good parents turn out so badly; yet there is nothing surprising about it, for goodness will not bring up children properly unless there is prudence with it. On the other hand, we see parents who are not particularly pious succeed very well in bringing up their children; and the reason is because they have good judgment and a great deal of prudence.
"But how are we to get this prudence, if we do not possess it naturally?" you will ask. In the first place, you should always act with a pure intention, for the glory of God and the good of your children's souls; you should never act hastily, but only after reflection; you should take the advice of others, and not be too much attached to your own opinion.
But above all, you should pray earnestly and fervently to the Father of light, that He would give you the light of His Holy Spirit, that He would give you the wisdom you need. Pray with confidence, and be sure that God who has called you to the task of bringing up children will not refuse the grace, which you need for the performance of that task.
NEVER CHASTISE A CHILD WHEN YOU ARE ANGRY.
Some parents say they cannot bear to lay a hand on their children unless they lash themselves into a rage. This is precisely the time when you should not inflict the punishment of a whipping at all, for you are likely to do it too severely, and your children will think you are merely working off your bad temper at their expense. But depriving the child of some pleasure you intended to give it, the sending of an unruly boy supper-less to bed, can be carried out without any feeling of anger.
DO NOT SHOW PARTIALITY.
Another mistake made through want of prudence is the showing of partiality toward some children. Children differ from one another in character and disposition as they do in looks; and it is quite natural that you should like some of your children better than others because of their more agreeable qualities.
This feeling of preference is not a sin of itself; nevertheless, you must keep it down and not allow it to have any influence with you in your outward government of your children; for it would be a sin of injustice, and a great sin, to show more favor to one than to another simply because one has greater natural gifts than another. Partiality is bad on every side, — bad for those to whom you show favor, because on the one hand you make them disliked by those who are less favored; and on the other hand, they spoil them, they become selfish and stubborn, they disobey you readily because they know your foolish fondness will overlook anything they may do. In the end, it is more than likely that they will repay you for this foolish fondness by treating you with neglect or even with harshness.
Again, the partiality which you show to some of your children is very bad for the others; for, when they find themselves neglected and despised, their natural love for you will begin to grow cool; when they are corrected by you even with good reason, they will put it all down to your dislike for them; and they will have feelings of jealousy, envy, even hatred for those of their brothers and sisters whom you like best. And so your partiality is laying the foundation for discord and disunion which never will have an end.
But, you will ask, is it not right to show special favor to those who deserve it! Yes, but only to those who really deserve it. You may show special favor to good children, for then the others will see that they have only to be good to be treated with equal favor; but you should never show any special favor to a child on account of their cleverness or good looks, because then the others will see themselves shut out from your favor without any fault of their own, and they will have bitter feelings towards the favored ones and towards their parents. Even when the preference is a just one, you must be careful not to show it in too noticeable a manner. Herein also, if prudence is not used, the consequences may be serious.
FATHER AND MOTHER SHOULD AGREE IN HARMONY.
If the father thinks the mother is too soft and easy with the children; if the mother thinks the father is too hard and severe; if you disagree between yourselves as to what ought to be done, and above all, if you are so imprudent as to disagree before your children, — what is the result? The result is that you are despised by your children, and that correction is made impossible, since the children have reason to believe that one of you will protect them when the other wishes to punish them.
It is therefore of the very greatest importance that both parents should be perfectly agreed in the education of their children. Or if you sometimes disagree, discuss the matter in private until you have come to an agreement.
PARENTS SHOULD SET A GOOD EXAMPLE.
It is very seldom, of course, that we find parents so wicked as to teach evil to their children directly. In general, no doubt, you are eloquent in praise of virtue and religion, and desirous of persuading your children that you are really attached to these things. This is all very good. But what will the children think, if they see your actions give the lie to your words! Which are they more likely to follow, your teaching or your example! Do you not know that example is much more powerful than precept! And if this be true of all example, how much more is it true of the example given by parents, whom the children see so constantly, whom they look up to, whom they consider the best models in the world for them to follow in their conduct? Your lives are constantly before your children's eyes.
YOUR CONDUCT IS THEIR GUIDE.
They feel perfectly justified in doing what they see you do.
Since your example has so great an influence upon the conduct of your children, you should understand the importance and the necessity of having that influence a good one. Never an improper word or gesture should escape you before them; your life should be a mirror of virtue and of good Christian conduct. Then your instruction and your correction will have some effect, being supported by your example.
But how can you instruct or correct when your conduct contradicts your words? You may tell your children: "Don't do as I do, but do as I say;" but if you tell them this, you are simply wasting your breath. It is no use for you to tell your children that they must not neglect their prayers, if they see you get up and begin your work in the morning without bending a knee to God. No use for you to tell them to go to Mass on Sundays, if they see you staying at home without any good reason. No use for you to send them to Confession, if you never or very seldom go yourselves. No use for you to tell them to be truthful, if they hear you telling lies. No use for you to tell them to be honest, if they hear you boasting of how you have cheated your neighbor. No use for you to tell them they must love their neighbor, if they see you quarrelling or hear you talking spitefully or slanderously about people you don't like. No use for you to tell them not to curse, nor to use improper language, if they hear you cursing whenever anything annoys you, if they hear you using impure language your-selves or laughing at others who use it.
Sad to say, this is the way many parents bring up their children, giving them very good instructions and very bad example.
These are extreme cases, of course, but there are many others wherein parents are guilty of grievous sin in giving bad example to their children. It is a matter for long and careful examination of conscience on the part of every father and mother. Mild and gentle as our Savior usually was when dealing with sinners, the words He used about scandal-givers, and especially about those who give scandal to little children, should make us tremble:
"WHOSOEVER SHALL SCANDALIZE ONE OF THESE LITTLE ONES THAT BELIEVE IN ME, IT WERE BETTER FOR HIM IF A MILLSTONE WERE HANGED ABOUT HIS NECK AND HE WERE CAST INTO THE SEA." — Matthew 18:6.
And if this be true of any scandal-giver, with how much greater force does it apply to fathers and mothers whom God has made the natural guardians and protectors of these little ones. He placed them under your care, that you might teach them to know and serve Him here on earth, in order that they might be happy with Him forever in heaven.
LITTLE BROTHERS AND SISTERS.
A grown-up son or daughter ought to be of great assistance to their father and mother in looking after little brothers and sisters, and at the same time they will be laying up for themselves a fund of experience on which to draw later on when God calls them to be heads of families. Young men and women should try to take an interest in children, to understand them and sympathize with them. After the grace of God, nothing is a more powerful factor for good in the rearing of children than to have an intelligent interest in them and sympathy with them. And without this, the grace of God is powerless, for God wishes His grace to do its work through human instruments.
Every young man and woman should try to fit themselves for the work of education, the work which includes instruction, watchfulness, correction and good example.
MODELS FOR ALL PARENTS.
As to you on whom the duty has fallen of performing this work, you must labor to perform it as though everything depended on yourselves alone, and at the same time, you must pray as though nothing at all depended on you. Ask God to show you what you ought to do, and then to give you the grace to do it. Ask Him to prepare your children's hearts, that they may be ready to receive the good seed you are going to plant therein. Employ the intercession of the Blessed Virgin and Saint Joseph, those models for all parents; employ the intercession of the guardian angels and the patron saints of your children.
Having done all this, having worked and having prayed, your mind may be at ease; having done your best, both by your own efforts and by prayer, you need not worry as to whether the result shall be a success or failure. God does not require that you shall succeed; He simply requires that you shall do your duty. And if you have done your duty, whether you succeed or fail, your reward will be the same.
THE HONOR DUE TO PARENTS.
One of the most precious gifts, which parents can bestow upon their children, is a sense of reverence. If the amount of reverence now in the world were reduced, the amount of sin, suffering, misery, and death, would at once visibly increase. Life and happiness are closely connected with reverence for holy persons and holy things. The foundation of this virtue is laid when children can learn to honor their parents. How unfortunate are the children whose parents have little in them that is worthy of reverence! And even when the parents are good, or at least try to be good, they may fail to lay the foundation of reverence in their children. When children are allowed to do as they please, or when they obey only by coaxing and coddling, they may grow up so full of selfishness that there is no room for a sense of reverence in them.
THE FOURTH COMMANDMENT.
The Fourth Commandment does not merely say to children: Obey your parents. Obedience is necessary, but not enough. The Commandment says: honor your father and your mother. To honor is to fear and love and respect as well as to obey. It is the child's first exercise in the virtue of reverence. It is a preparation for a life of reverential fear of God. He tells us in Holy Scripture that the practice of the honor due to parents is a condition of long and happy life in this world. He does not say that everyone who fulfils this condition will have a long life, because there are other necessary conditions; but He does imply that the child who has no reverence for parents is on the road to misery and untimely death.
TEACH YOUR CHILD TO BE REVERENT.
And the beginning of it in the child is the practice of the honor due to its parents. The parents who do not insist in receiving the honor due them are guilty of a very great injustice to their children.
The children who do not learn to revere their parents will scarcely learn to revere God, and are thus unprotected and exposed to the wickedness of the world. And when trouble of mind and weakness of body follow, as they so often do, that is a natural working out of sin against this law: "Honor your father and your mother, that it may be well with you, and that you may be long-lived upon the earth." But the primitive reverence of the child for its parents needs to be engrafted on to reverence for God at a tender age; else it will not grow. Hence, the great usefulness of family prayer, and the need of conducting it with reverence. If the prayer is said in a hurried way, as if in haste to get to the end of it, it will have a bad effect on the future lives of the children. Parents should speak of holy persons and holy things in a reverent way.
A reverent use of such words as holy and blessed has a good effect. A mother who says: "Children, it is time for the Holy Rosary," teaches reverence by using that word holy. And the father who speaks of the Holy Sacrifice of the Mass, teaches reverence.
THE FAMILY IS GOD'S SCHOOL FOR TEACHING.
Much more, if the child revere not the father on earth, how can lie revere the Father in Heaven! And in family worship, the two kinds of reverence unite and mutually strengthen each other. It is an act of filial reverence to be at home at the hour of family prayer, and an act of reverence for God, to be attentive during the prayer. The union of the two is the seed of a strong and beautiful Christian character.
What we should care to form and preserve in ourselves is the Catholic character, a character as distinct as it is beautiful, and which is entirely built upon the foundation of the Catholic faith.
"HONOR YOUR FATHER AND YOUR MOTHER."
The Duties of Children to their Parents.
First, To love them with filial piety, or a true, sincere, and inward affection; to wish them well; to pray for them; and to help them in their temporal needs.
Second, To pay them honor and respect in thought, word, and deed.
Third, To obey them in all that is not sin.
WHEN CHILDREN INCUR THE DISPLEASURE OF GOD.
1) If they show their parents no signs of love, treat them harshly, or scowl upon them;
2) Much more if they hate them, curse them ("He that curses his father or mother, dying, let him die," Leviticus 20:9); if they wish them dead, or wish any evil to befall them;
3) If they provoke them to anger, or cause them trouble, pain, or annoyance; much more if they make their parents sin;
4) If they do not assist them in poverty or affliction; and especially if they do not procure for them, in case of need, the means of receiving the last Sacraments (especially the Sacrament of the Sick);
5) If they strike their parents — a crime which God, in the Old Testament, ordered to be punished with death (Exodus 21:13).
6) If they threaten them, treat them with contempt, or expose their sins or failings without grave and serious reason;
7) If, through pride, they despise their parents as poor and uneducated, or refuse to recognize them, or publicly ridicule them;
8) If, before they are men or women, and as long as they are under their parents' authority, they refuse to obey them, either in matters of morals, or of religion, or of household arrangements; for instance, —
a) If they go into company, or seek amusement, to which their parents object; or if, against their parents' will, they endanger their morals or their good name, by company-keeping, especially late at night, or at any unreasonable times or places;
b) If, against their parents' command, they neglect Mass, the Sacraments, or other religious duties;
9) If at school, or during hours of study, they waste their time, and so put their parents or others to useless expense;
10) If by disobedience to their parents' commands, they in any way endanger the good order or the peace of their families;
11) And, generally, if they engage to be married without their parents' knowledge and consent.
With respect to sins of disobedience, however, three things must be observed —
First, That parents must not be obeyed if they command anything sinful;
Second, That they need not be obeyed if they command anything grossly unreasonable, as, for instance, if they command a child to marry where there is no affection, or not to marry where there is no reasonable ground of objection; and
Third, That in order to make disobedience a grave sin, there must be an unmistakable command, and not merely persuasion or desire, on the part of the parent.
Lessons on Infancy and Youth.
QUOTATIONS FROM HOLY SCRIPTURE.
"And they brought to Him young children, that He might touch them: And the disciples rebuked them that brought them. — Saint Mark 10:13.
"Whom when Jesus saw, He says to them: Suffer the little children to come unto me, and forbid them not; for of such is the kingdom of God." — Saint Mark 10:14.
"Amen I say to you, whosoever shall not receive the kingdom or God as a little child, shall not enter into it." — Saint Luke 18:17.
"And embracing them and laying His hands upon them, He blessed them." — Saint Mark 10:16.
From my infancy, mercy grew up with me. — Job 31:18.
Out of the mouths of infants and of sucklings, You have perfected praise. — Psalm 8:1- 3.
I am poor and in labors from my youth: and being exalted have been humbled and troubled.
— Psalm 88:15 or Psalm 87:16 in the Vulgate.
"Unless you become as little children, you shall not enter into the kingdom of heaven."
— Saint Matthew 18:3.
"Whosoever shall humble himself as a little child, he is the greater in the kingdom of heaven.
— Saint Matthew 18:4.
After they had performed all things according to the law of the Lord, they returned into Galilee, to their city Nazareth. And the Child grew and waxed strong, full of wisdom, and the grace of God was in Him. — Saint Luke 2:39-40.
As new-born babes desire the rational milk without guile, that thereby you may grow unto salvation. — 1 Peter 2:2.
QUOTATIONS FROM THE HOLY FATHERS.
Since Jesus was subject to His parents. He no doubt showed His perfect obedience by sharing their labors with them — Saint Basil.
Being subject to His parent, un-repining and obedient He endured corporal toil. — Saint Basil.
Modesty, though it is desirable in all persons, at all times and in all places, is especially becoming in youthful souls. — Saint Ambrose.
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1. Joseph Haskell
Came from Kennebec, Maine; settled in Afton in 1839. Was the first farmer to raise a crop for sale in Minnesota. In 1849 was county commissioner for Wisconsin Territory; 1869-71 State Representative, on the board of Normal Schools of Minnesota, chairman of the first board of supervisors for Afton.
1A. O.K. Haskell Olive K. Furber of Maine married Joseph
Haskell in 1849 and had 4 children.
2. J. C. Hablutzel
Came to Afton via Wisconsin from Switzerland in 1870; farmed over 200 acres with wife Amelia and 3 children.
2A. Fred Meyer
Came to Afton from Germany in 1865 with wife Christina and 3 children, to farm.
3. B. Fred Pechuman
Came to Afton in 1870 with wife Sophie and 5 children from New York, to farm.
4. Ferdinand Frederick Came to Afton in 1875 with wife Dorethea and 8 children from New York, to farm.
5. John Lofgren
Came to Afton in 1870 with wife Cecela and 4 children from Sweden, to farm. Prominent in the formation of Swedish Evangelical Lutheran Church.
6. Peter Peterson (Onion Pete) Came to Afton in 1882 with wife Christine and 5 children from Sweden; very successful truck gardener.
7. Machil Broadbent Eastwood Came to Afton 1851, a widow with one child Thomas. Machil was born in Wales. Son
Thomas attended the St. Croix Valley Academy, was director of Farmers Mutual Insurance, Treasurer of Afton Telephone Co., and Afton Township Treasurer for 48 years.
7A. Haskell Eastwood School Dist. No. 23 Organized April 1855 as Haskell district. A tax of $400 was voted to build the house on land donated by Jesse Jackson. First session was held for 3 months commencing July 12, 1856. Has been a private residence since 1952.
8. William Pennington Came to Afton from Stillwater in 1861, never married, farmed 500 acres in Sec. 29 & 30. Retired to village.
9. Alice Berry Eastwood Daughter of David and Elizabeth Berry, who came to Afton in 1854. Alice was born in Afton, married Thomas Eastwood and had 3 children. She was a school teacher.
9A. Thomas Persons Thomas and Maria came to Afton in 1851, farmed 200 acres. Thomas held office as treasurer of Afton for 13 years and had 4 children.
10. C. I. Persons
Came to Afton in 1875 with wife Christine and 3 children from Sweden, to farm.
11. Joseph Oldham
Born in Afton to Francis and Betty Oldham who came to Afton in 1854 from England, to farm. Married to Marie Oldham, they had 5 children. He attended St. Croix Valley Academy at Afton, became a surveyor and civil engineer, was employed by the St. Paul and Duluth Railroad Co., was county surveyor for 14 years, and a member of the Modern Woodsmen of America.
11A. Michael McClure Michael and wife Ellen came to Afton about 1860 from France, to farm.
12. Thomas Cooney (See James, No. 17)
13.
James Jackson Moved from England and then parents' farm in Denmark Twp. to Afton in 1879.
14. James Pennington
Born in New Brunswick; was in charge of Hersey-Staples lumber camp in Stillwater.
15. Francis Dick Came to Afton from Scotland in 1867, to
farm. Attended Columbian Exposition in 1893 and won 5 first prizes in grains.
16. Francis Oldham Born in England in 1826, came to Afton in
1850, claimed 160 plus 40 acres. County Commissioner; held many town offices; 23 years Clerk of School District 23.
17. James Cooney
Came to Afton with wife Mary and 3 of their 5 children in 1857 from England. James enlisted in Civil War in 1864 and was mustered out in 1865. Son Thomas attended St. Croix Valley Academy at Afton and University of Minnesota and became a civil engineer working for Northern Pacific Railway; also served in Spanish-American War. Owned more than 500 acres in Afton at one time.
18. Adam Willock Came to Afton in 1862 from Montgomery County, New York. He owned 240 acres, 120 under cultivation.
19. Paul Lindgren
Paul and Swenborg and 5 children came to Afton from Sweden about 1880, to farm.
20. John Oldham
Came to Afton with wife, Ann, in 1854 from England. Had 3 children: Francis, Alexander, and Nancy. Their first claim was 120 acres.
21. Archibald McCullum Came to Afton from Scotland in 1870 with wife Maggie, to farm.
22. Esther E. Gage
Putnam and Esther Gage came to Afton in 1866 from New York. He ran his own blacksmith shop on Trading Post Trail. He also held many township offices.
23. Charles Schuster
arrived in Afton in 1869 from Prussia.
Charles and Wilhelmina with 7 children
24. Tim O'Connor Arrived in Afton in 1874 from Ireland, to farm.
25. Peter Quinahan
Peter, wife Mary, and son Tim came to Afton in 1869 from Ireland, to farm.
26. Gorham Davies Came to Afton in 1845 from Maine, to farm.
27. Ida Siebolds Frederick and Ida with 5 children came to
Afton in 1867 from Prussia, to farm.
28. Robert Jackson Robert came with his parents to Afton in
1848 from England, to farm.
ð Blacksmith Shop
Belonged to Putnam Gage.
Oak Park
Much of the country between Point Douglas and Stillwater was settled by 1857, and some of the old farms still serve as guides to the route. One is the Simon Shingledecker place; another is the home of Thomas Persons, which was located where the military route crossed the old AftonCottage Grove road. A half mile farther north the government road passed the house of Joseph Haskell, who in 1839 was the first man to take up farming as a way of life on the Washington County prairie.
From Haskell's place the route ran north among some low hills, then down along the west side of a deep ravine to Valley Creek. There it turned east and followed along the creek to a high hill, turned left around the foot of this hill and then went north on a line now followed by Stagecoach Trail. At about the time the military road was built, Erastus Bolles located and set up a blacksmith shop. The old Bolles house still stands beside the road in a grove of trees south of the town hall in the community of Valley Creek.
The county road makes a short bend to the west, then continues north again. The military road did not turn but went straight ahead, and the county road comes back to the old route again. North of here is another settler's place—the Jacob Fisher farm—and a mile and a half farther on is the homestead of David H. Fisk, still to be seen among some trees just west of the railroad crossing. Soon after leaving the Fisk farm, the road ran down through a winding ravine to the home of "Big Joe" Perro (or Perreau) on the bank of Perro Creek. Big Joe was a retired river pilot whose house stood on the north bank of the stream, a short distance south of the walls of the present state prison. From his place the road ran up what is now Main Street of Oak Park, then along the bluffs by the St. Croix into Stillwater.
1881 Map
NORTH
I-94
(Old Hwy. 12)
AFTON
Historic
Military Road Tour
With the creation of Minnesota Territory in 1849, better roads were necessary for settlement, commerce, and protection against Indian attacks. Without funds to build the roads, Henry H. Sibley, Minnesota's first territorial delegate to Congress, asked for appropriations for military roads in a bill introduced in the House of Representatives on February 4, 1850. Congress passed the bill on July 8, 1850. Colonel Sibley was in charge of the necessary surveys with John S. Potter, civil engineer, laying out the roads: The first road, 150 miles long, would start from Point Douglas, on the Mississippi, via Cottage Grove, Stillwater, Marine Mills, and Falls of St. Croix with appropriations at $15,000.
The engineers made use of rough existing trails doing the minimum amount of road work: building bridges, clearing timber, eradicating undergrowth, and making swamps passable. Sections of road over open prairie necessitated little or no roadwork at all. The road right-of-way was 100 feet wide with a center strip for wheeled vehicles to be cleared for a width of 50 feet. Before Lieutenant Simpson could construct the roads, he received a petition originating in Stillwater and Point Douglas, requesting that Cottage Grove be bypassed and the road run from Point Douglas by way of the Bolles Mill near Afton. Congress approved it in 1853 but construction on the southernmost 19 miles was delayed until 1857 and due to dwindling funds and poor construction, few traces of the old road can be found in Denmark Township.
We hope you will enjoy exploring Afton and discovering what it has to offer. This guide does not attempt to list all the historic sites and points of interest. We will be happy to answer your questions and to help make your visit pleasant.
AFTON HISTORICAL SOCIETY
3165 St. Croix Tr. So., P.O. Box 178 Afton, Minnesota 55001 (651) 436-3500
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Spelling list: NAPLAN: T - Common (2)
title
Write the at the top of the page. title
together
All the children play . together
tomorrow
I'll call you again . tomorrow
too
You are young to see that film. too
two
The of us will go together. two
topic
Our new in Geography is rivers. topic
touch
Do not the objects on display.
touch
towards
The dog acted aggressively the cat. towards
travel
I to school in a car. travel
treat
Always people kindly. treat
trick
You can't me! trick
tries
She very hard in class. tries
trouble
I hope you won't get in . trouble
truth
I would like to hear the . truth
twice
It is important to brush your teeth a day. twice
type
A fern is a of plant. type
page 1
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Eligibility & Criteria
Can I Enter the Competition?
Current secondary school students either attending a school in or living in Goldstein are eligible to enter the Goldstein Future Leaders Speech Competition. Eligible submissions must use appropriate content and language and be between 120 and 150 words long.
Why are you running this Competition?
The next generation of Australian leaders will be presented with a series of challenges and opportunities that will shape the long term future of our nation. Addressing the challenge will require a firm understanding of what our community stands for and what we want to achieve.
This competition is being run to encourage young people to consider what values are important in their lives, and to provide a platform for them to advocate for these values into the future. By doing so, we can empower the leaders to be part of the solution to the challenges facing Australia.
How should I choose a topic?
When choosing a topic, it is essential that you consider both the directions of the competition and the theme. This year's theme, Taking our community's values to the nation, asks you to think about what values are important to our community and how they can be used to better guide our nation in the future.
What should I talk about in my speech?
The word limit for the speech is tight, therefore we recommend being direct and pointed. Ensure you answer the following questions:
* What values are important to our community?
* Why are they important to our community?
* How can these values guide the direction of our nation?
How will you judge the competition?
Entries will be judged according to the four criteria outlined below. | <urn:uuid:722ba36d-54b7-4685-9b00-703c9400d81e> | CC-MAIN-2018-30 | https://www.timwilsonmp.com.au/assets/uploads/2017/08/Goldstein-Future-Leaders-Speech-FAQ.pdf | 2018-07-16T08:46:35Z | crawl-data/CC-MAIN-2018-30/segments/1531676589237.16/warc/CC-MAIN-20180716080356-20180716100356-00575.warc.gz | 993,094,970 | 322 | eng_Latn | eng_Latn | 0.999272 | eng_Latn | 0.999272 | [
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A whole systems approach to education redesign: A case study on the need for intergenerational perspectives and inclusion
Kahlia Laszlo 1 | Alexander Laszlo 2
1 Waldorf‐Inspired Charter High School, Credo High School, Rohnert Park, California
Abstract
2 Doctoral Program in Leadership and Systemic Innovation, Buenos Aires Institute of Technology (ITBA), Buenos Aires, Argentina
Correspondence
Alexander Laszlo, Doctoral Program in Leadership and Systemic Innovation, Buenos Aires Institute of Technology (ITBA), 25 de Mayo 444, Piso 7°, Ciudad Autónoma de Buenos Aires C1002ABJ, Buenos Aires, Argentina.
Email: email@example.com
This study was commissioned by the Global Education Futures forum for presentation at its fourth International Conference in Moscow, Russia, from February 29 to March 2, 2016 (http://edu2035.org/#program). The objective was to conduct field research with a special focus on the vision of the future of education held by young people. This report presents some views and perspectives of my generation regarding what they want education to be like in the future. In northern California, my teachers Ms. B and Mr. Wahanik used the framework of questions and activities that my father and I developed to gather this kind of information by running a sort of "focus group" with my 10th Grade class and to find out what their views, perspective, opinions, ideas, hopes, and concerns are regarding this theme. A similar process was run with a group of young people in Buenos Aires, Argentina.
KEYWORDS
education, futures, idealized systems design, social systems design, youth
1 | PURPOSE AND OBJECTIVES OF RESEARCH
At the time of the writing of the report, I was 17 years old (my co‐author was 52). By engaging with groups of my peers in both the United States and Argentina, I was able to gather ideas about how the future of education appears to my generation who is currently in grade school and high school. In the United States, the group consisted of mainly 15 and 16 year olds, and there are around 40 students in my class. They had less than 1 hr to run the whole process, but everyone already knew each other really well, so they could go quickly through the process, as described in this report.
from a variety of public and private schools with an age range from 12 to 17 years. However, we had a total of 3 hr with them, so we could do an icebreaker and take our time to move through the whole thing.
A similar process was run with a group of young people in Buenos Aires, Argentina. Here, I had to work with people whom I had never met before and who also did not know each other at all. We had exactly 12 students
In both cases (California and Argentina), the idea was to engage young people in a series of structured creative Future Thinking adventures that helped them "invent" what education (learning and teaching) should be like in the year 2035. The idea behind this is that educators and those involved in the systemic redesign of education systems might want to include this kind of data and these kind of perspectives in the work they are doing. I also presented my findings at the International Society for the Systems Sciences Conference in Boulder, Colorado, also in 2016 to see whether others think more of this kind of work should be done. People seemed interested (many people came to my presentation). The slides from that presentation (at the
International Society for the Systems Sciences) are included as an appendix to this report.
2 | STRUCTURE OF RESEARCH
The overall structure of the research process involved two major parts, one consisting in a series of core questions on educational futures and the other on a creative visioning process. The idea was to first start with a realistic/factual frame to help get a sense of what all of the participants think about education now and how it might likely take shape in the future. Then we would jump into a creative/ imaginative frame with a process that helped the participants to explore their hopes and concerns about the future of education. In other words, we complemented a probabilistic/extrapolatory systems perspective with a normative/ exploratory one. This helps provide perspective.
In the California case, the larger number of students allowed them to split into groups that could handle a series of five core questions. In the case of Argentina, the small group size required that we fold the last two of the core questions into the creative visioning exercise, thereby not losing any opportunity to gather critical data and allowing the group to work well together.
2.1 | Part 1: Core questions relating to the future of education (where "the future" refers to the year 2035 or there abouts)
The first group of questions were about the kinds of things my generation needs to learn about.
* What is important to know so you will be prepared for the future—why?
* What do you want to learn about? (We asked them what causes them the most trouble or annoys them most in their life today, and what does not exist in their life today that they really wish would exist.)
The second group of questions were about how we need to learn the stuff mentioned in the first set of questions.
* How do you learn best? (This question was about learning styles and preferred learning environments.)
* What do you think teachers (if they still exist in the future—and if they do not, then what does?) could do to help you and others learn more and learn it better?
The third group of questions were about the learning system and what it should be like (how it should be structured and run).
* What do you think "school" (or the place of education) will look like in the future?
* Will "schools" still even exist?
The fourth group of questions were about what our "dream education" would be like.
* What would the perfect education look like to you?
* If you were in charge of education, what would you change/do/improve?
The fifth group of questions were about what we think the most likely education in the future is going to be like.
* What is most likely to happen to the future of education—why?
2.2 | Part 2: Creative writing exercise
This portion of activities was about aliens and humans. We split the class into two groups. The group that wanted to be the Alien Journalists had to imagine that they came to earth in 2035 and are reporting on what they see and what they think about it (for their fellow aliens back home on their own planet). The other group was humans who were living then, at that time (2035), and they had to describe how life is for them now and what they are doing. Then, after the two groups shared their descriptions, the whole class came back together to talk about the two perspectives and how they related to each other.
3 | PRESENTATION OF RESULTS
Core questions
California group Argentina group
Core questions
California group Argentina group
(Continued)
4 | CREATIVE WRITING EXERCISE
4.1 | Visiting Alien Journalist group
The group that wants to be the Alien Journalists needs to imagine that they came to earth in 2035 and they are reporting on what they see and what they think about it (for their fellow aliens back home on their own planet).
The California group came up with the following observations about the probable state of education in 2035:
* Information is stored digitally
* Specialized education based on what they want to do
* World is going downhill and education is diminished
* America is destroyed (from one student)
* Teachers more specialized and creative and more hands on
* Some schools have good education and some bad
* Polarized education, no middle
* High level will be
∘ creative
∘ differentiated to student needs and abilities
∘ no cost
∘ small classes (eight to 10 people)
* Low level will be
∘ standardized (less personal)
∘ taught by computers or highly computerized
∘ large class sizes
* Hands‐on technology
* Computer science is a high priority
* Arts are optional classes or held as clubs
* Teachers called by surnames (Mr. ____, Miss ____, Ms.____, etc.)
The Argentina group came up with the following observations about the probable state of education in 2035:
* Virtual reality is a thing
* Most humans prefer advanced computer systems, some still use books
* Humans have evolved to include technology in their learning process
* They are still not using technology to its fullest potential
4.2 | Future Human Journalist group
The other group is humans who are living then, at that time (2035), and they describe how life is for them now and what they are doing, also in the role of journalists reporting on how things are.
The California group came up with the following observations about the desirable state of education in 2035:
(This group was divided into two so you will see two different lists)
* One group:
∘ Majority of classes online, maybe a little at school
∘ More flexible courses and requirements
* Other group:
∘ Everyone will be bilingual
∘ Artwork and music more required
∘ Practical classes, that is, cooking, driving, and taxes
∘ Requirement to live in a foreign country for 3 months before graduation
∘ Hands‐on experience for all
The Argentina group came up with the following observations about the desirable state of education in 2035:
* Elementary school teachers teach the necessary basics to everyone
* The next grade levels after that expand on basics
* A required universal language is taught
* Regular communication/interaction with people of different cultures—practice for global/universal language
* High school is for focusing on exactly what classes you want to pursue
* Virtual simulation to test mental and psychological progress before graduation
* Strong focus on nutrition and physical education
* Practical learning such as cooking, CPR, financial responsibility
4.3 | Large group discussion about connecting the two perspectives (human and alien)
Themes in the California group:
* How not to lose human interaction due to advanced technology
* Students need to know more about what is going on in the world
* Throw creationism out the window
* Learn the alien language
* Make school open to more cultures (including the alien culture)
Themes in the Argentina group:
* If people are still in situations where they need to rob and steel, they will not be able to learn the things we have pointed to
* People need to grow as people, as being really human
* Professors need to empower students not just to memorize but to be able to really express what they are learning themselves
* That they are focused not only on technological realities but also on human values, too
* Not to forget how to work with books and notebooks —not everything should be virtualized
5 | DISCUSSION OF RESULTS
Impression from California teachers supervising the activity of how the process went:
It went OK. Nearly all the results are handwritten. We only had 40 minutes so what we did was split the class into 7 groups (about 5 students in each) and gave them one of the five questions from either the future alien reporter (group 6) or the future human reporters (group 7). Afterwards they read what they came up with to the rest of the class and the rest of the class chimed in to enrich the group answer. We spent 20 minutes brainstorming in groups, 10 minutes discussing answers to the five "Part 1" questions, and 10 minutes discussing aliens vs. humans. There was no strong difference between the aliens and humans, but I recorded the relevant responses to the final question. You will also find that because there were different groups some of the answers may seem to contradict themselves. There are some great answers, too. The limited time was a huge issue.
The Argentina group went through basically the same process, but there were only 12 participants instead of 40, and they had 3 hr versus 40 min. The first set of three questions was run using an Idea Writing approach where we had three tables of four students at each, and each table had 10 min to answer the question on a flipchart piece of paper. Then the paper was sent clockwise to the next table, and they received the question with the answers generated by the group counterclockwise to them. So the questions moved around the room in a clockwise direction and eventually each group of four students had their chance to add to, comment on, or otherwise enrich the collective answers to the three questions. The Aliens and Humans creative writing exercise was run much the same way it was run in the California group.
6 | CONCLUSIONS
A lot of the perspectives everyone came up with about what education could be or should be in the future (by the year 2035) seemed to actually say a lot about what they thought education should be like right now. By first grounding ourselves in a sense of what is really happening in schools and with how we learn, and what things get in the way of our learning, and then being free to explore and play around with a game‐like exploration of the future of education, we came up with some pretty cool things (viewpoints, perspectives, and insights).
Both groups agreed that practical life skills and exposure to other cultures are important things to have in our schools, regardless of time (now and in the future). Both also agree that in the future, everyone is going to need to know a second language—or that maybe we will develop a "universal" language.
I think we learned a lot about what we think learning and schooling should be about. Here is some of the main things my peers think is important:
* keeping the students up to date on current affairs in the world;
* that schools should focus on encouraging empathy and the ability to both listen and hear oneself and others; and
* also, to teach financial literacy and how to deal with emergencies.
My peers think school environments should be more interactive and more pressure‐free:
* music should be allowed;
* class discussions should be encouraged;
* students want to be able to pick what they want to learn about;
* there should be less homework.
* We think schools will be more technology based in the future;
* and yet that books, pens, pencils, and paper will not disappear or be entirely replaced.
* We believe that school should start later in the day;
* and should encourage music, art, and extracurricular classes.
* We think that schools may become more of an online system of learning;
* maybe with virtual reality;
* and that holographic proxies may serve as stand‐ins for both students and teachers if they are sick or would otherwise have to miss class.
There are a few additional comments that I would like to make from my own perspective. I believe there are three key things to making future education better:
1. It has to be made interesting
2. It has to be made understandable (and teachers need to check on this)
3. It has to be constructive to the life and environment of the student.
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Gluten Free Diet
Gluten is a protein found in wheat.
- Removal of Gluten / Wheat, from your diet can have many great health benefits.
- Cutting out Gluten will reduce body inflammation.
- Inflammation, is the main cause behind many bodily diseases (Including Heart Disease)
- Bodily function is impaired in an inflamed body, (contributor in obesity).
- A lot of interesting and tasty food is naturally Gluten free.
The following food groups are all gluten free:
* Meat and poultry.
* Fish and seafood.
* Vegetables and Fruits
* Beans and Nuts
* Legumes (lentils, chickpeas and soybeans)
* Rice (Non inflammatory but can be high sugar – brown rice is best)
* Corn (Maize) and Millet and Buckwheat
* Flax and Chia seeds
* Oats do not contain gluten: The oats protein is Avenin which usually does not cause a gluten type problem.
* Wines (high in calories): Most wines are gluten free (Beer is not gluten free).
Page 1 of 2
Gluten Free Diet
* Spirits (high in calories): Rum, Tequila and Vodka are gluten free, but not whisky.
Dairy: Dairy is gluten free but can cause inflammation for other reasons.
– Stick to cheese, yoghurt and ice cream occasionally (no milk drinks).
– Butter is allowable.
Be very careful of packaged Gluten free foods some of them do contain gluten in other forms (malt flavouring or malt extract) and also have additives to make them tasty.
Be careful of any packaged foods.
Keep gluten free menus simple – Eating from the list above is best.
For enquiry or appointment, please visit http://www.marinamedical.hk/en/contactus/enquiry
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LESSON 2
ALCOHOL AND YOUR DEVELOPING CEREBRAL CORTEX
Cerebral Cortex for Counselors
An exploration of how alcohol affects the developing cerebral cortex | Grade(s) 4 th -7 th
School Counselor:
Date:
Learning Objectives
* Students will communicate the impact of alcohol on the cerebral cortex.
* Students will conceptualize the danger of driving drunk.
* Students will demonstrate the ability to use decision making skills to enhance health.
Materials
* Presentation board (Smart Board, Promethean Board)
* Index cards
* Post-Assessment (for each student)
* Alcohol and Your Developing Cerebral Cortex: Decision Making worksheet (one per small group of students)
* (Optional) Alcohol and Your Developing Cerebral Cortex comprehension questions worksheet (for each student)
* (Optional) How Do You Say No to Alcohol worksheet (for each student)
* (Optional) electronic tablets, such as iPads, Kindle Fires, etc., headphones
Standards
ASCA Mindsets & Behaviors (Domain/Standard):
* M 1. (social-emotional): Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being
* B-SMS 1. (social-emotional): Demonstrate ability to assume responsibility.
* B-SMS 7. (social-emotional): Demonstrate effective coping skills when faced with a problem.
* B-SMS 9. (social-emotional): Demonstrate personal safety skills.
* B-SS 5. (social-emotional): Demonstrate ethical decision-making and social responsibility.
* B-SS 9 (social-emotional): Demonstrate social maturity and behaviors appropriate to the situation and environment.
* Corresponding lesson PowerPoint deck
For your next class…
How Alcohol Affects Your Central Nervous System
To learn more about teaching units on the impacts of underage drinking and peer pressure, see additional lessons from Ask, Listen, Learn
See all lessons
For more info head to AskListenLearn.org
ACQUISITION OF LEARNING
1 Have the students watch the video, "How Alcohol Affects Your Cerebral Cortex." Pass out the comprehension work sheet to any students to all students, or just to students that would like to take notes during the video.
2 When the video is over, have the students get into groups to discuss the questions. Have volunteers share their answers with the rest of the class.
3 Ask students, "How does alcohol affect your reflexes and decision-making? How does it affect an activity like driving?"
CULMINATING ACTIVITY
1 Distribute index cards and ask students to write down what they believe to be the most difficult decision they've ever made.
2 Ask volunteers to share what they've written. Follow up by asking them what made the decision difficult.
3 Organize students into small groups. Pass out one decision making worksheet to each small group.
Watch the Video "How Alcohol Affects Your Cerebral Cortex"
Watch
4 Give an example scenario to students prior to small group activity. You are at a friend's house on Saturday night, and his older sister has some friends over. They begin drinking alcohol, and offer you and your friend each a beer. Your friend takes the beer and begins to sip. How do you decide what to do?
5 Tell students that they can use the decision-making process to help them solve this problem.
STEP 1: Define the problem.
STEP 2: Brainstorm for possible solutions.
STEP 3: What are the consequences of each solution?
STEP 4: Choose the best solution.
6 Ask students to use this process in the small group activity.
For your next class…
How Alcohol Affects Your Central Nervous System
To learn more about teaching units on the impacts of underage drinking and peer pressure, see additional lessons from Ask, Listen, Learn
See all lessons
For more info head toAskListenLearn.org
POST LESSON
Post-Unit Assessment
Either at the end of this lesson, or following this lesson, administer the post-assessment to each student. This can be done in hard copy format, or in a digital format on a tablet.
How will each of the following be collected?
Process Data
* Count the number of students that attend this lesson.
Perception Data
* Calculate the percentage of students (in small groups) who, when given a peer pressure scenario, can successfully 1) define the problem, 2) identify possible solutions/consequences, and 3) decide on a reasonable choice.
* ** At the end of the unit, score the pre and post assessments, and measure any change in student knowledge and/or attitude.
Outcome Data
* Compare behavioral data before the delivery of the lesson to behavioral data after the delivery of the lesson.
For your next class…
How Alcohol Affects Your Central Nervous System
To learn more about teaching units on the impacts of underage drinking and peer pressure, see additional lessons from Ask, Listen, Learn
See all lessons
For more info head toAskListenLearn.org
Follow-Up
Extension Activities
* Collaborate with the physical education teacher and/ or classroom teacher to have students play Cerebral Cortex Ball in the gym or on an outdoor play area.
STEP 1: Have students watch the "How Alcohol Affects Your Cerebral Cortex" video an additional time.
STEP 2: Following the video, have students play the game with normal 4-square rules.
STEP 3: Each square is designated one of the lobes.
STEP 4: Each time a player hits a ball they need to say either the name of their lobe, or the function of their lobe. They must alternate between the two every time they hit the ball.
* Collaborate with the classroom teacher to have students complete the How Do You Say No to Alcohol worksheet.
* Collaborate with the computer lab specialist of library/media specialist to have students play the Ask, Listen, Learn games.
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SCIENCE 409:
THE PLANET EARTH
CONTENTS
Author:
Bruce H. Jorgensen, M.A.
Editor-in-chief:
Richard W. Wheeler, M.A.Ed.
Editor:
Pat Sperling
Consulting Editor:
Harold Wengert, Ed.D.
Revision Editor:
Alan Christopherson, M.S.
804 N. 2nd Ave. E., Rock Rapids, IA 51246-1759
© MCMXCVI by Alpha Omega Publications, Inc. All rights reserved. LIFEPAC is a registered trademark of Alpha Omega Publications, Inc.
THE PLANET EARTH
"In the beginning God created the heaven and the earth." This verse, Genesis 1:1, is the very first one in the Bible. This verse tells us who made the earth. God spoke and His own words created our great planet Earth. Did you know that the word earth is named 980 times in the Bible? God's Word says a lot about the earth. He made a perfect place for His people to live. The mountains, rivers, lakes, oceans, animal life, and plant life make Earth a wonderful place.
the earth. It was not an accident. John 17:17 says, "…thy Word is truth." Those who trust in God believe the Bible and agree with what it says about the earth's creation.
Some unbelieving people say that the earth and the life on it were not created by God. They think that some kind of natural accident happened. We know that if they would read the first page of the Bible, they would find out that God had a reason to create
In this LIFEPAC ® you will learn about our planet Earth and its three parts: air (atmosphere), water (hydrosphere), and land (lithosphere). The earth is one of the nine planets in our solar system. You will learn about the atmosphere around the earth. You will study about the oceans and the land. You will learn more appreciation for the plentiful gifts of air, water, and land that God has given us. In this LIFEPAC you also will discover some exciting verses of the Bible that told man long ago about the earth.
OBJECTIVES
Read these objectives. The objectives tell you what you should be able to do when you have completed this LIFEPAC.
When you have finished the LIFEPAC, you should be able to:
1. List the three main parts of the earth: air, water, and land.
2. Tell that the planet Earth was created by God, as written in Genesis 1:1.
3. Tell that the air and the clouds are a part of the earth.
4. Name the percentage of water on the earth.
5. Tell the differences between fresh water and ocean water.
6. Name the three main layers of the lithosphere (crust, mantle, and core).
7. Explain that the earth is round like a ball.
8. List what God created each day on the earth.
9. Tell that we call our round earth a sphere.
10. Explain the meaning of gravity.
11. Tell the difference between a fault and an earthquake.
VOCABULARY
Study these new words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.
atmosphere (at' mu sfir). The air and other gases that surround the earth.
basalt (bu sôlt'). A hard, dark-colored rock.
chemist (kem' ist). A person who is expert in chemistry.
climate (kli ˇ ' mit). The kind of weather a place has over a long period of time.
condense (kun dens'). Change from a vapor or gas to a liquid.
current (ker' unt). Flow of water, air, or any liquid in a certain direction.
eclipse (i klips'). A complete or partial blocking of light passing from one heavenly body to another. For example, an eclipse of the sun occurs when the moon is between the earth and the sun, it cuts off all or part of the sun's light.
element (el' u munt). One of the 103 known substances that cannot be separated into simpler parts.
evaporate (i vap' u ra t'). Change from a liquid into gas or vapor.
fault (fôlt). A break in the crust of the earth.
flood (flud). Fill to overflowing.
granite (gran' it). A hard, fire-made rock.
gravity (grav' u te). The natural force that causes objects to move or tend to move toward the center of the earth.
horizon (hu ri ' zun). The line where the earth and sky seem to meet.
horizontal (hôr' u zon' tul). Parallel to the horizon.
ionosphere (i on' u sfir). A region of the atmosphere above the stratosphere extending from about 50 miles into space to 300 to 600 miles into space.
hydrosphere (hi ' dru sfir). The water part of the earth.
lithosphere (lith' us sfir). The solid, or land, part of the earth.
moisture(mois' chur). Wetness.
nitrogen (ni ' tru jun). A colorless, odorless, tasteless gas (element) that forms about four-fifths of the atmosphere.
oxygen (ok' su jun). A colorless, odorless, tasteless gas (element) that forms about one-fifth of the atmosphere.
particle (pär' tu kul). A very little bit of something.
plateau (pla to '). A large, flat stretch of land over 2,000 feet above sea level.
plain (pla n). A flat stretch of land less than 2,000 feet above sea level.
precipitation (pri sip' u ta ' shun). The depositing of moisture in the form of rain, dew, or snow.
revolve (ri volv'). To move in a circle around a point.
rotate (ro ' ta t). To move around a center, or axis.
soil (soil). The ground, earth, dirt, or land.
sphere(sfir). A round, solid figure.
stratosphere (strat' u sfir). The region of the atmosphere above the troposphere, from 10 to 30 miles up into space.
tilt(tilt). To tip, slope, or slant.
water vapor (wôt' ur va ' pur). Water that has changed into a gas.
troposphere (tro ' pu sfir). The lowest region of the atmosphere extending about ten miles into space.
Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given.
Pronunciation Key: hat, a ge, cãre, fär; let, e - qual, te . rm; it, i ce; hot, o - pen, ôrder; oil; out; cup, pu . t, rüle; child; long; thin; /T-h/ for then; /zh/ for measure; /u/ represents /a/ in about, /e/ in taken, /o/ in lemon, and /u/ in circus.
I. THE AIR (ATMOSPHERE)
Have you ever flown in an airplane? Did you know you were flying through part of the earth? You weren't flying through the solid part of the earth, but through the air. All of the air is really a part of the earth. This part of the earth is called the atmosphere.
The planet Earth is divided into three parts. First is the atmosphere, which is made up of the air and other gases. Second is the hydrosphere, which includes all of the bodies of water on the Earth. The third part is the lithosphere. The lithosphere includes all of the land on the Earth. In this section you will learn about the part of the Earth called the atmosphere.
Review these objectives. When you have completed this section, you should be able to:
1. List the three main parts of the earth: air, water, and land.
2. Tell that the planet Earth was created by God, as written in Genesis 1:1.
3. Tell that the air and the clouds are a part of the earth.
Restudy these words.
REGIONS OF THE ATMOSPHERE
When you stand on the ground, everything above you that is not solid is the air, or atmosphere. The earth's atmosphere extends about 1,000 miles into space. In this section you will learn about the different levels or regions of the atmosphere.
Troposphere. The lowest region of the atmosphere is called the troposphere. It extends about ten miles into space. All weather changes occur in this region. Conditions in the troposphere cause our temperature changes, clouds, snow, rain, and storms. | <urn:uuid:d4bc1bd4-a0a9-405b-b23d-6891b8ad4eb5> | CC-MAIN-2024-30 | https://www.homeschool-shelf.com/sample_pages/sample_SCI0409.pdf | 2024-07-16T15:33:32+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00132.warc.gz | 730,276,310 | 1,862 | eng_Latn | eng_Latn | 0.861485 | eng_Latn | 0.996181 | [
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Fruit growers beware: 17-year cicada in northeastern Ohio in 2019
Fruit growers in the far northeastern corner of Ohio, around Youngstown, are experiencing the emergence of the periodical cicada this year. Last seen and heard in 2002, this brood has spent 17 years developing underground, with emergence from mid-May through July this year. A map of the area where emergence is expected this year is shown in Figure 1 below. For anyone with interest in reporting locations of emergence, there is a new app called 'Cicada Safari' that is available for iOS and Android devices. Excellent information about the biology and behavior of cicadas can be found at the cicada mania website: https://www.cicadamania.com/ and at the Magicicada website: http://magicicada.org/magicicada/ .
The adult cicadas injure woody stems of fruit crops by egg laying. The adult female cicada makes a series of slits in woody stems then inserts an egg into each slit. They prefer to lay eggs in woody stems that are ¼ to ½ inch in diameter, which is a size commonly found in young apple and peach trees and in blueberry, grape, and raspberry plants. Terminal leaf clusters often wilt and die on stems that are injured, leading to a tree with 'flagging' symptoms. In addition to the physical injury to fruit plants, this insect is a nuisance pest to humans due to its large size, its presence in large numbers, and the loud mating call of the male cicadas. The adults live for 2 to 4 weeks. Eggs take 6 to 10 weeks to hatch.
Fruit growers in affected areas should avoid planting new nursery stock this spring; wait until autumn or next spring. Mechanical control in existing plantings can be done by ¼ to ½-inch netting to exclude the cicadas (sample product: www.industrialnetting.com/applications/lawn-garden/cicada-netting.html ), and injured stems can be pruned and destroyed before eggs hatch.
Orchards should be scouted frequently to look for the start of egg-laying injury, starting one week after the cicada calling begins. Chemical control can be used by applying insecticide, starting when egg laying begins and, if needed, repeated 7 to 10 days later. Insecticides that are effective and have cicadas listed as a target pest on the label are Asana (esfenvalerate), Warrior (lambda-cyhalothrin), Proaxis (gamma-cyhalothrin), Baythroid (cyfluthrin), Danitol (fenpropathrin), and Delta Gold (deltamethrin), which are all restricted-use products. Beware that these products are in the pyrethroid group, which are known to be harsh on some natural enemies and thus their use can lead to flare-ups of spider mites, San Jose scale, and woolly apple aphid. Also effective for cicada control is Sevin (carbaryl), which is not restricted use, but it should be used with caution during 30 days after bloom due to fruit thinning effects. Insecticides known to be effective for cicada control but which do not have cicadas listed as a target pest on the label are Mustang Maxx, Brigade, Lannate, and Vydate, as well as the pre-mixes Hero and Gladiator; these are all restricted use products. Assail is not restricted use and is known to have some activity on cicadas. Danitol, Brigade, and Hero have broader activity than other pyrethroids and can kill spider mites but only if used at the maximum labeled rate.
An alternative chemical approach is to use imidacloprid as a soil drench. The label for Admire Pro, which has imidacloprid as the active ingredient, does include treatment to the soil around apple and peach trees, for control of aphids and leafhoppers, applied by chemigation into the root zone by drip irrigation or similar methods, with a 21-day preharvest interval. The label does not include periodical cicada on the list of target pests, however it has been shown that this chemical is effective for control of periodical cicada on ornamental trees, so it is likely to be effective on fruit trees. Keep in mind that when imidacloprid is applied to the soil, it acts as a true systemic and it taken up by the roots to the stems and leaves of the canopy, where it is active for anywhere from two to four weeks. When imidacloprid is applied as a spray to the leaves, it does not act as a true systemic, but it has translaminar movement, which means it can move from the top of the leaf to the bottom of the leaf and inside the leaf, but it will not move down the stem to other branches or to the roots. When applied as a spray, imidacloprid is active for a shorter time, for about 10-14 days, than when applied to soil.
-Celeste Welty, Extension Entomologist, Ohio State University posted 6/4/2019 | <urn:uuid:66ec838d-b28b-4e74-ad29-5af5eec9ef66> | CC-MAIN-2024-30 | https://bpb-us-w2.wpmucdn.com/u.osu.edu/dist/1/8311/files/2019/06/cicada-2019-1.pdf | 2024-07-16T15:25:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00133.warc.gz | 129,414,207 | 1,075 | eng_Latn | eng_Latn | 0.997863 | eng_Latn | 0.997912 | [
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Peer Reviewed
Title:
Music Learning in the Early Years: Interdisciplinary Approaches based on Multiple Intelligences
Journal Issue:
Journal for Learning through the Arts, 7(1)
Author:
Economidou Stavrou, Natassa, University of Nicosia Chrysostomou, Smaragda, University of Athens, Department of Musical Studies Socratous, Harris, Ministry of Education and Culture, Pre- Primary School
Publication Date:
2011
Publication Info:
Journal for Learning through the Arts, Center for Learning in the Arts, Sciences and Sustainability, UC Irvine
Permalink:
http://escholarship.org/uc/item/7771k131
Author Bio:
Dr. Economidou Stavrou is currently a faculty member in Music Education in University of Nicosia, Department of Music and Dance.She is a Music BA holder (Honours) from the Music Department of the University of Athens and an MA holder from the University of Reading in the field of Music Education. She gained her PhD (Honors) from the University of Athens in 2004 in the field of Music Curriculum. She presented papers in International Conferences regarding Music Curriculum design, practice and evaluation, teachers' and children' attitudes towards Music as a part of the School Curriculum, the use of interdisciplinary approach in pre-primary school music classes and teacher education. Her work has been published in the British Journal of Music Education, Arts Education Policy Review and in various Greek Refereed Journals for Education and Music Education as well as in books. She has been a member of several scientific organizations and was the Vice-President of the Cypriot Music Education Society (2006-2007) and the Vice President of the Cyprus Musicological Society (2003-2007). From 2005 she is the appointed National coordinator for Cyprus of the European Association for Music in Schools (EAS). She is currently the secretary general of the board of directors of the Cyprus Music Institute and the treasurer of the board of directors of the Cyprus Gender Research Centre. She has lectured in the field "Methodology of Music Teaching and Learning" at the Department of Education at the University of Cyprus from 1998-2006 and at the Department of Arts at the European University Cyprus from 2006-2010. She is a member of the editorial committee of the International Journal for Music Education: Research and of the Greek Refereed journal Music Pedagogics. Dr Smaragda Chrysostomou is currently an Assistant Professor for Music Pedagogy and Didactics in the Faculty
for Musical Studies, University of Athens in Greece. She has gained her PhD in 1997 from the University of Reading, UK. She was vice-president at the Ministry of Education Committee responsible for Greek Music Schools. She has taught music in all levels of education (primary, secondary, tertiary) both in Greece and abroad. She has published papers both in Greek and English and has presented her work in numerous international conferences around the world. She has recently (2006) published her first book (in Greek) titled: Music in Education: the dilemma of interdisciplinarity. Areas of interest include: teacher education, music and arts integration, assessment, curriculum. Harris Socratous is currently a pre-primary school teacher. She has gained her BA in pre-primary education from the Department of Education of the University of Cyprus. Her research interest focus on the use of the interdisciplinary approach in pre- primary schools settings.
Keywords:
Interdisciplinary approach, music education, early years, qualitative research, multiple intelligences, collaborative inquiry
Abstract:
The unity of knowledge represents an old idea with new manifestations. During the last decades integrated approaches in teaching and learning have become increasingly popular. Applications of integrative approaches between the arts and other school subjects exist in many countries around the world, offering insights into the problems and challenges that such efforts can result into. In this paper a short review of the relevant literature in support of integrative curricula, as well as problems and concerns caused by their application, will set the basis for the description of the practice-based research project that is reported.
The project brought together a kindergarten teacher and two researchers, under a collaborative model of inquiry in a pre-primary school setting in Cyprus. An attempt was made to enrich the teaching of musical concepts through the use of activities and practices borrowed from other disciplines. More specifically, the study sought to investigate whether children's understanding of the music concepts taught was evident, what was the children's response to the designed units and what were the teacher's perceptions of the educational atmosphere before and after the application of the designed units. Six half-hour music lessons, comprising two different units -pitch and tempo- were taught and videotaped. The design of the different units and the organization and choice of activities, apart from drawing from the literature on integration, was heavily based on the theory of multiple intelligences by H. Gardner. A 'follow-up' video stimulated recall interview was conducted at the end of each unit. The videotaped lessons, the observation field notes, the interviews with the teacher, the teacher's self reflection as well as the feedback by the researchers, provided both a wealth of data as well as interesting interpretations. The findings suggest that the pre- primary school children that participated in the study responded with enthusiasm to innovative activities that related music with other subjects. In addition, each child was given the opportunity to better understand the concepts taught through his/her own ways of learning.
Music Learning in the Early Years: Interdisciplinary Approaches Based on Multiple Intelligences
Introduction
Integrated approaches in teaching and learning are increasingly popular, particularly during the last decades. A growing number of research studies already exist, which analyze the theoretical foundations as well as problems and proposed solutions for integrated programs and their application in all levels of education (Beane, 1997; Bloomfield, 2000; Bresler & Thompson, 2002; Carr, 2007; Drake, 1998; Russell-Bowie, 2006; Russell & Zembylas, 2007; Theophilidis, 1997). Integrative and interdisciplinary approaches of the arts with other subjects of the school curriculum have taken many forms in different countries around the world, while, at the same time, generating concerns regarding the meaningfulness of the linkages and connections achieved, as well as the effectiveness of learning.
In this article, a short review of the relevant literature in support of integrative curricula, as well as problems and concerns caused by their application, will set the basis for the description of the project that follows. In a pre-primary school setting in Cyprus, this practice-based research project brought together a kindergarten teacher and two researchers, under a collaborative model of inquiry. The main aim and challenge for the kindergarten teacher was to teach music concepts to her kindergarten pupils, enriching the music lesson through the use of activities and practices "borrowed" from other disciplines, which would renew children's interest and enthusiasm toward music and, at the same time, support music learning.
Based on Gardner's theory of multiple intelligences, as well as literature on interdisciplinary approaches to learning, the kindergarten teacher, in close collaboration with the two researchers, designed and applied a number of lessons. Through cycles of reflection, re-design and re-application, a number of conclusions were reached regarding the interdisciplinary nature of the lessons. More specifically, it was evident from the project that true integration is not easy. In the examples described, the observed lessons were interdisciplinary in nature, but not integrative. Although learning in music was evident, learning in the other subject areas was neither obvious nor automatic--unless specifically targeted.
Integration: an old and new idea
The unity of knowledge represents an old idea with new manifestations. As an old ideal, it can be traced as far back as Ancient Greek philosophy. More particularly, Plato, in his Politeia, confirmed the current idea that school subjects need to be taught in a way that would maintain their "harmonic unity" relevant to the relationship with each other and the "essence of reality" (Plato in Chrysostomou, 2005). Since then, this ideal has been revisited by many educators throughout the years. Among other prominent figures who have supported aspects of the integrative approach during the last centuries are Rousseau and Dewey (Dewey, 1916 and 1934). According to contemporary supporters of integration, the world around us is an unbreakable unity, a complete "whole." Many everyday activities have an "integrated character" (Matsaggouras, 2003; Theophilidis, 1997). Research supports that knowledge and experience are not compartmentalized, particularly in the early ages (Beane, 1997; Giles & Frego, 2004; Manins, 1994; Wilson, 1998). Therefore, learning should not be offered in small fragmented pieces labeled "mathematics," "language" or "sciences."
According to Beane (1997), collecting little pieces of information and skills, organized under different subjects, restricts the power that knowledge can offer, and confines it only inside the boundaries of the separate disciplines. Children's world is one and unified; therefore, meaningful education should encompass the whole person and should aim toward the harmonic development of all aspects of the individual's personality (Theofilidis, 1997). In addition, research regarding the functions of the brain and the way that knowledge is acquired and retained, has shown that the brain resists the acquisition of fragmented information (Ellis & Fouts, 2001). Knowledge is acquired more easily and is remembered for a longer period of time when connections are created between ideas and concepts (Kovalik & Olsen, 1998; Randle, 1997). According to Barrett, "Deep understanding often depends upon the interactions and intersections between the disciplines" (Barrett, 2001, 27).
Howard Gardner's theory of multiple intelligences represents an influential framework in support of interdisciplinary approaches in teaching and learning and has been used to justify the inclusion of the arts at the core of education. Most important, it recognizes music as an important and unique way of learning and knowing. According to Gardner's theory, all eight (at least) separate intelligences are necessary in order for individuals to develop, be educated and able to communicate with the world around them (Armstrong 1994; Gardner, 1983 and 1993; Offutt, 1997). Gardner (1983, 1993, 2000) points out that, apart from recognizing and celebrating these different intelligences, a teacher should aim to provide a wide range of entry points to learning. Gardner's theory, and, more specifically, the multiple intelligences planning questions have influenced the design of the activities in the lessons planned for this research:
How can I use visual aids, visualization, color, art in my music lesson? How can I involve the whole body in a music lesson?
How can I relate the musical concept with my students' world? (Armstrong 1994, Gardner 2000)
Integrating music and the other subjects
More and more research studies show the importance and uniqueness of the arts in children's lives and education (Campbell, 1991 and 2002). The arts represent ways of knowing, approaches to learning, paths for self-expression, and, above all, integral parts of our being. Arts integration, or "arts cooperation" (Reimer, 2003), is particularly evident in young children. Children at early ages do not separate the arts from everyday activities. They sing and dance spontaneously, experiment with colors and shapes without being afraid of criticism (Chrysostomou, 2004). Integration, therefore, is in accordance with a holistic view of civilization and the world, a creative approach to life that is so natural to children. The arts also represent "frames of mind" (Gardner, 1983), and children can find multiple pathways for engaging with them. Through integrative approaches, children are offered various "lenses" (Bresler & Thompson, 2002), and they can use many "roles" with which to engage with the arts (Reimer, 2003). The nature and quality of aesthetic and creative education that is provided to children through integrative approaches determines the distinctiveness of cultural life and academic performance in school (Bloomfiled, 2000; Bresler & Thompson, 2002; Eisner, 2002; Russell-Bowie, 2006).
Although integration is widely supported, its application in the arts raises concerns (Hetland & Winner, 2000; Veblen & Elliott, 2000 in Russell and Zembylas, 2007). According to a longitudinal study conducted by Liora Bresler (1995) in
primary schools in Illinois, where integrated programs were in use, the integration of the arts with other areas of the curriculum fell under the following categories:
The subservient approach in which the arts were used to teach other subjects or make them more interesting.
The co-equal, cognitive integration style, in which arts concepts and practices were combined in various ways with instructional goals from other disciplines. Bresler points out that, although this was the style that was advocated most often in the literature, it was the least common in practice.
The affective style, in which music and the other arts were used to create the mood in the classroom or were seen as an outlet for children's creativity. The social integration style, in which arts were used to build school spirit, provide a form of community relations or enhance social functions.
It is interesting to note that in all of the above practices no goals or targets related to the arts were pursued. Even in the second category, the co-equal cognitive integration style, some concepts and practices of the arts were used, but, ultimately, the goals pursued belonged mainly to other disciplines. Arts integration became arts entertainment (Wiggins, 2001). The arts were used mainly to facilitate the teaching of other subjects.
Integration in the arts needs to be a carefully planned endeavor. A superficial approach to the arts in the name of integration represents a real problem, as mentioned by a number of writers, and observed in many situations (Barrett, 2001; Russell & Zembylas, 2007; Snyder, 2001; Wiggins, 2001).
This type of planning was a challenge to our research project. The kindergarten teacher set music knowledge and understanding as her starting point and priority. It was, therefore, obvious from our observations and analyses that a number of lessons planned and applied fell under Bresler's category of "subservient approach," as far as the rest of the curriculum subjects were concerned. However, through the cycles of reflection and re-application that were included in the research design, we were able to identify certain activities within the lessons that achieved learning in other areas as well.
Keeping in mind all of the above considerations, as well as theoretical currents for integration, and in light of our priority on targeting music knowledge in the designed lessons, Gardner's theory presented a more reasonable rationale for this study. Therefore, in an interdisciplinary framework which can be considered a first step in creating connections among subjects, the objective was to create interesting lessons, include engaging activities that would raise pupils' motivation, and, at the same time, offer multiple paths for learning, utilizing the different intelligences to teach music.
Methodology
The study of real life educational issues is, according to Robson (1993), often a "messy" situation, since educational processes are neither linear nor straightforward and differ from context to context. Therefore, the focus of educational research (general and music) during the last three decades has shifted, concentrating mainly on the investigation of school processes in close collaboration with the teachers, attempting to change some relationships and norms of teaching that influence children's learning (Angelides, 2001). Following this trend, practice-based research is, nowadays, at the forefront of arts research thinking, and researchers are called to cooperate with practitioners and deal with issues and variables in a flexible and open way (Odam, 2001). These flexible methodologies bring researchers closer to "real-life
situations" (Robson, 1993) and allow teachers to function as vital elements of that process (Angelides, 2001).
The present study arose from both the need and wish of a practicing kindergarten teacher in a Cypriot public school to enrich and differentiate the standardized music lesson and delve into musical concepts through the use of innovative practices besides the listening, performing and composing musical activities. Harris, the Cypriot kindergarten teacher of our research team, was, at the time of the study, an enthusiastic beginner pre-primary schoolteacher, whose musical knowledge and skills were limited to the ones gained during school and her undergraduate degree as a pre-primary school teacher, but her passion and love about music and the subject of music were remarkable. She initiated discussion with the researchers, one of them her music methods course instructor at the University, in which she expressed her wish to enrich and differentiate her music teaching and explore musical concepts through the use of novel practices.
Based on current trends in early childhood music education, as well as studies and literature suggesting that music education is effective when based on the integrated approach, the two researchers suggested a solution along that path (Andress, 1997; Bloomfield, 2000; Bresler & Thompson, 2002; Campbell & ScottKassner, 1995; Russell-Bowie, 2006). They also suggested practices based on Gardner's theory of multiple intelligences as a possible way to experiment with a greater variety of activities and ways of teaching and learning, which Harris accepted after identifying its strong relation to her own ideas and teaching style.
The collaborative model of inquiry was found to be the most appropriate approach to follow in this study, in order to allow theory and practice to "confront and question one another in an on-going dialogue" (Ainscow, 1999, 39). In the literature, the researcher--often called "the outsider"--acts as a critical friend to schools and teachers, contributing to the understanding and improvement of the educational practice (Ainscow, 1999). Accordingly, in collaboration with the Cypriot kindergarten teacher, the two researchers assumed the role of "critical friends" and attempted to investigate the effectiveness of teaching music through a combination of activities that are not typically used in a music classroom, but, rather, approach music learning through various representations. More particularly, their interest was focused on children's understanding of the musical concepts taught and their response to the activities, as well as the educational atmosphere created in the classroom.
A series of lessons was designed to target musical knowledge, concepts and skills with the use of activities and practices found in other disciplines. Taking into account Gardner's theory, the activities were planned in a way that would utilize different intelligences. A reflection process followed each lesson, offering the opportunity to both the researchers and the teacher to review the lesson and make changes before the next one was applied.
The study sought to investigate the following questions:
* What was the children's response to the designed units?
* Was the children's understanding of the music concepts taught evident?
* What were the teacher's perceptions of the educational atmosphere before and after the application of the designed units?
Empirical Data
The main study took place in a kindergarten class with 24 five year old children in a public kindergarten school in Nicosia, in May 2004. The kindergarten teacher, in collaboration with the two researchers, designed two units. Each unit
included three 30-minute lessons targeting two basic music concepts: Pitch (three lessons) and Tempo (three lessons). Both units were taught to children in a period of three weeks (two lessons per week).
The kindergarten teacher and the two researchers discussed a number of possible activities. The Early Childhood Curriculum in Cyprus was used as the basis. Concepts and skills, context and activities from all subjects, other than music, included in the official document, were carefully considered, and the final selection of activities to be included in the designed units was made, taking under consideration the following:
* Identification of strong connections between the above music concepts and concepts in other subjects, where applicable
* The specific music concepts needed to be taught and enriched
* Interesting activities borrowed from other subjects, unusual for a music classroom
* Representation of various intelligences (Gardner)
The research procedures used for data collection and analysis were as follows:
1. Six half-hour music lessons were designed and taught by the kindergarten teacher and were videotaped by one of the researchers, while the second researcher observed and kept field notes. The field notes attempted to describe the atmosphere created in the classroom, children's responses and participation in the activities, as well as the teacher's reactions and responses during the lessons.
2. At the end of each half-hour lesson, the teacher wrote down her own reflections on the teaching and learning that occurred. She discussed those points with the researchers, who in turn gave their own feedback to the teacher regarding the lesson observed. These discussions were helpful in planning the lessons to follow. At the end of each unit, the two researchers conducted a video-stimulated recall interview with the teacher (Calderhead, 1981; Dunkin, Welch, Merrit, Phillips & Craven, 1998; Lyle, 2003). Key points in the lessons identified by the teacher and the researchers after each lesson and each unit were related to children's responses, classroom atmosphere and music learning, in the light of the new practices implemented.
3. At the end of the study, the two researchers, together with the kindergarten teacher, reviewed the complete footage and reflected on the main questions and issues mentioned above, as well as the problems and the experiences from the implementation process.
The videotapes, the video stimulated recall interviews with the teacher and the researchers' field notes served as primary data sources. The videotapes were used to make accurate transcriptions of the teacher- children dialogues, review children's response to the activities and record data of verbal and nonverbal interactions. Data sources also included the six lesson plans used, the teacher's self- evaluation and the researchers' feedback for the teacher.
Presentation of the main activities borrowed from other disciplines included in the music lessons
The binary concepts of "high – low" and "fast - slow" were selected to be taught. However, due to space constraint, and in order to avoid superficial presentation and analysis of the data, we decided to restrict ourselves to a thorough description and analysis of the findings drawn exclusively from the teaching of the concepts "high" and "low".
Initial activities included standard musical activities, such as listening to recorded music using different pitches, singing a song with high and low pitches, recognizing voices or movement of certain animals in relation to pitch, moving at different levels following recorded music with obvious pitch changes in melody etc. The lesson continued with activities and tools directly "borrowed" from other disciplines, adjusted to the needs of the music lesson. In terms of Gardner's theory of multiple intelligences, the activities used for the lessons were selected so as to target different intelligences. Accordingly, naturalistic intelligence (knowledge of animals' basic characteristics, use of sizes and lengths), visual-spatial intelligence (graphic scores), kinesthetic (using movement in order to follow music), logical mathematical (categorization), verbal intelligence (enrichment of vocabulary related to the concepts taught) and musical intelligence (use of sounds, instruments) were used. The following are some of the main connections.
Music and Movement
Music was connected with movement through a number of different activities covering targets in the discipline of Physical Education. Through movement, a more kinesthetic understanding of abstract musical concepts like "high" and "low" of pitch was attempted. Connecting recorded music with animal movement is a very common activity in early childhood music class, and its application in this case was also very successful. However, we looked for additional activities common in physical education, which we could use to target the understanding of the musical concepts mentioned earlier.
Stohefsi, the Greek word for throwing an object toward a target, is a skill taught to five year old children through basketball and football. We borrowed activity training for stohefsi and used it to teach the concept of pitch. Two hoops were placed vertically at two different levels representing "high" and "low" and children had to aim for the correct one, according to the music they heard. By drawing from knowledge and skills that children had acquired from the discipline of physical education-- throwing a small pillow at targets located at two levels--we targeted the kinesthetic learners to approach the musical concepts of "high" and "low" through their own way of learning. During the activity, the teacher encouraged children to remember the skills they had practiced throwing at targets in physical education activities and then used similar language to direct this activity and connect the different heights of the hoops to high and low parts of the music heard. Indeed, children responded enthusiastically, and although they initially seemed a bit reluctant and unsure, very quickly started enjoying their successful performance. In addition, this activity offered the kindergarten teacher the opportunity to directly evaluate and receive immediate feedback regarding children's understanding of the musical concept of "high" and "low."
Creation of Graphic scores
Children were encouraged to develop a personal notation with the creation of graphic scores while listening to high-low sounds. This activity was designed in order to help children with a strong visual-spatial intelligence to understand the new musical concepts through their highly developed intelligence. An example of the process through which the activity was refined and adjusted to the age-group follows:
The kindergarten teacher showed two different graphic representations for which the children were asked to choose the correct graphic score for the sounds heard. However, when she followed this introduction with an activity where children
were asked to draw vertical lines on the upper or bottom part of a piece of paper according to the sounds heard, it was obvious that the children could not connect the meaning of high and low with lines on a paper. The line was a symbol not concrete enough for their understanding. They needed something clearer, an image that they could readily associate with high and low, a picture from their everyday life.
Therefore, the teacher initiated a discussion during which children made many suggestions for graphic representations, such as airplane, star, bird and sun for high sounds, and fish, car, tree and flower for low sounds. Finally, they all agreed to use the flower for low sounds and the sun for high sounds (naturalistic and visual intelligence) and decided that the sun should be up high on their page and the flower down at the bottom. The activity was something new for the children, and they were very enthusiastic. It also offered the teacher the opportunity to evaluate the children's musical learning and understanding of the concept "high-low".
Music and Science
Science and music are two disciplines that are closely connected, especially in the area of sound qualities. "High" and "low" is a pair of concepts that are taught in both disciplines in early childhood curricula. The size of the object that creates the sound is a determining factor influencing pitch, and children are taught in science that the bigger the object, the lower the sound. Based on this approach, we used the father teddy bear and the baby teddy bear and two excerpts from a violin and a double-bass piece and asked children to imagine which extract would be the song for each teddy bear. Hence, we connected the two pieces of music with the instruments' pictures. We were concerned that children would connect the father teddy bear, the taller one, with the higher pitch, but our fears were not realized. Children immediately connected the low sound with the voice of the father teddy bear and understood the correspondence of the size of the instrument to the size of the teddy bears. At the next level, we compared two bars of a chime bar instrument of different length, and the children guessed which one produces a high sound and which one a low sound; then they listened to the sounds. This activity was a truly integrative one as learning was occurring in both music and science.
Presentation and Analysis of the findings
Collecting data through various methods, such as interviews, the teacher's written reflections and researchers' feedback, the videotaped lessons, as well as field notes, allowed a more objective picture of what really had happened in the music lesson and how all participants felt and thought about it. The researchers engaged in several layers of data analysis (LeCompte & Schensul, 1999). The videotaped lessons were the first level of analysis. The researchers watched the video footage of all lessons, made a transcription of the dialogues and wrote notes regarding the children's
participation, evidence of understanding, response to the activities and the classroom atmosphere. At the second stage, field notes, reflection and feedback input were also analyzed in terms of relationships and common themes among the videotaped lessons transcriptions. The third level of analysis included the analysis of the interview transcripts. The key themes identified by the researchers, once final coding of the whole set of data was complete, were categorized under the following titles, framed by two dimensions drawn from the research questions:
1) Children's evidence of understanding;
2) Children's response and classroom atmosphere.
Children's evidence of understanding
Understanding is a word that has been given a variety of meanings. In literature, it is suggested that "Understanding is a matter of degree," it "takes time and practice" and "is revealed through diverse performances and products" (Wiggins & McTiche, 1998, 40). For the purposes of this research, we accepted that if one is able to use, transmit and connect knowledge from one domain to the other, this would reveal understanding. The connections made among common concepts found in the various subjects, or through adjustment of teaching practices borrowed from disciplines, is one of the factors leading to deeper understanding, as the concept taught does not stay abstract in the children's minds, but is applied in practice through a variety of experiences (Matsaggouras, 2003).
The data collected in this project revealed some interesting points regarding the dimension of understanding. During this project, we observed children effectively demonstrating understanding of the music concept "high" and "low" through graphic scores, activating children's visual- spatial intelligence. This was not an integrative activity, as no visual art concepts or skills were targeted. Nevertheless, at the end of the activity we collected children's graphic scores and counted 19 out of 24 that had successfully transferred the musical information they had heard on paper, by drawing the symbols for high and low sounds in the correct order they had been played.
Other children achieved targeting at a high and low level with the pillow following high and low music excerpts. As we reviewed the footage from the videotapes, it was obvious that, for some children, the particular activity was easier than for others, presumably those children who are kinesthetic learners. Some children made instantaneous connection between the height of the sound heard and the height of the loop, while others needed a few moments, or more than one attempt, to think, hear and then decide where to throw the pillow. By the end of the activity, on their fourth attempt, 16 out of 24 children managed to respond to the music heard with the correct action.
Some children seemed to understand the "high" and "low" concepts better through strictly musical activities, while others appeared to understand the sound quality of pitch through its integrative connection with science. Here follows an excerpt from the transcript of a teaching session involving Mathew, a very shy boy who avoided eye-contact with the teacher most of the time, and the teacher, who used two different musical excerpts from violin and double-bass, two different size bars from a chime bar and two pictures of the father teddy bear and the baby teddy bear. The two musical excerpts were heard starting with double-bass and followed by the violin.
Teacher: Which teddy bear do you think is talking first, the father or the baby and which
second?
Mathew: Looks at the teacher and stays silent
Teacher: Well, Mathew, listen again to the two sounds, close your eyes and try to imagine.
Who talks first.
Mathew: The father [and speaks with a “low” voice] and then the baby [and speaks with a “high sound.”
Teacher: What do others think? Do you agree with Mathew?
Jenny: Yes, the father talks with the low voice and the baby teddy bear with high.
Teacher: Well done to both of you. Now, let's listen to the sound of these two chime bars.
Could you guess which the father is and which is the baby? [The teacher plays the high sound first and then the low]
Andreas: Now the baby is first. It was first the high sound and then the low sound.
And the discussion led to some generalizations connecting music with science. The children ended up realizing that the size of an object has a strong relation with the pitch.
Teacher: Who can tell me something about these two chimes? Are they the same or different? Anna: The same. Both are grey and look alike.
Peter: Yes, but one is big and the other is small.
Teacher: What about the sound they make? Is it the same?
Stuart: No, one makes the sound of the father and the other the sound of the baby.
Teacher: You are very right Stuart. Do you think you could tell us, which one makes the sound of the father teddy bear, the big or the small?
Stuart: Can I try? [and hits both chimes]. The big, the big, listen to it [and hits again the longest chime].
Teacher: Very well Stuart. The long chime bar makes the low sound and the short makes the high sound. Now, I will ask you a very difficult question. These are the two violins that played the melody of the father and the baby. Do you think you could tell which instrument played the melody of the father and which the melody of the baby?
Maria: The big one was for the father, I think, and the little one for the little baby? Like the chime bars. The big was the father. The big speaks like fathers, with a low voice.
The teacher was impressed by the effectiveness of the activities on the children's understanding. In her own words, taken from the interview conducted at the end of the unit on pitch, she describes her experience:
In theory it sounded nice. In practice it was even better. They all gained an understanding of high and low and each child got a clearer understanding from a different activity that best suited to him/her. And I am quite sure that they understood the concepts high and low. I checked with so many ways, with so many activities, with using the pillow in the schoolyard, with drawings, with science.
Children's response and classroom atmosphere
The children's response and enthusiasm was another important aspect of the study. The teacher considered those units that were enriched, with an interdisciplinary lens--a real challenge. Her enthusiasm was easily transmitted to the children during teaching. Her reflection of the experience:
Due to the fact that music is my favorite subject, although I do not have any specialized skills or knowledge besides those gained at school and university, I enjoy trying new things and experimenting in activities and teaching tools. However, it was the first time I followed systematically this approach in my teaching, and, honestly, I was thrilled by the results. The classroom atmosphere was so nice, children showed great enthusiasm and their response to the activities and discussion was much wider and much more enthusiastic than previous times when I taught with a more traditional way, you know, singing and listening and instruments and movement. Regarding pure musical activities, children's response was as expected; they participated but not all of them with the same enthusiasm. I saw those children that love music trying their best, whereas, children that usually do not participate with enthusiasm kept the same attitude,
The teacher continues:
When I started with activities using tools and practices from other disciplines, the picture immediately changed. I saw children changing attitude towards the subject and participating with excitement in the activities. The most beautiful moment of the lessons "high and low" was to see Michael, who is always bored, to enjoy throwing the pillow and Andreas, who keeps talking and talking, to be so concentrated when listening to sounds and drawing suns and flowers. What I gained from this experience? I know now that the use of practices from other disciplines in my teaching led to high effectiveness, more participation and fun.
And she explains why, in her own words:
I believe this happened because all children could see a music lesson taking place in front of them that appealed to different tastes and abilities, different intelligences, a lesson completely different from the ones they have been used to, enriched and fun, quite unexpected with a great variety of activities and domains covered.
Implications for practitioners
From the review of the literature, it is evident that music is often connected with other disciplines in different types of integrated programs. Teachers usually borrow activities and tools from music in order to teach other disciplines.
This research project claimed that teaching music concepts could be enhanced by complementing musical activities with additional ones "borrowed" from other disciplines. The findings of the project support our hypothesis. The ease with which children responded and showed understanding of newly introduced musical concepts, as well as their enthusiastic participation and obvious enjoyment, indicate that musical learning can be enhanced when carefully chosen, and planned activities, practices and tools from other subjects are included in the music lesson.
Implications of this study for pre-primary school teachers are extensive. No one doubts the fact that education today is in a state of constant flux. Change is part of the agenda all over the world. Through continuous developments and altered environments, it appears that integrated curricula offer all the basic qualities that are pursued in a curriculum (Laevers, 2004):
They respect the child and his or her unique characteristics.
They utilize an open framework approach in teaching.
They provide a rich environment where children use a variety of tools and disciplines in different activities and environments.
They help children represent through images of everyday life abstract concepts.
They strengthen communication through interaction between their peers and the teacher.
The current project attempted to follow the aforementioned "guidelines" and, at a significant level, managed to enhance musical learning through activities that are not typically found in a music lesson. One of the dangers regarding integration is the possibility of weakening music teaching through non-musical activities, to miss musical learning altogether and instead teach science and physical education without any direct connections to musical objectives. And indeed, that was something that worried the kindergarten teacher of the present study, as she admitted in the interview. Despite her worries, though, practice showed that the selection of activities served their purpose. As was evident from this study, children were thrilled at the experience
10
of a different music lesson. Musical concepts were approached through activities or concepts in other areas of the curriculum, and music learning took place through various forms and through a variety of activities.
The lessons designed were based on the idea of integration of knowledge, but had not been designed as such. The aims were primarily musical. Activities and tools were "borrowed" from other areas of the curriculum without using their aims or objectives. The result, therefore, was a "subservient" approach of science or physical education or visual art. However, through the cycles of reflection and re-application included in the research design, we were able to identify a number of lessons that achieved learning in other areas as well or assisted children in deepening their understanding in those areas.
Connections among subjects, concepts and curricular areas can improve children's learning experience. In addition, acknowledging children's individual differences and offering support by the use of activities covering the various intelligences make it possible to promote quality in the curriculum. It is important to recognize the multiple roles and manifestations of intelligence and adapt teaching to include all of them. As it is widely accepted nowadays that learning and knowledge are not fragmented, it is important to recognize that music and the other arts represent an integral part of our existence as human beings.
Our goal is to have children be happy and content in our classrooms and reach their full potential. If we nurture their enthusiasm to embrace the world as a whole and learn through personal experience, we could achieve that goal.
11
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Science Olympiad Foundation Uganda
Uganda National Junior Science Olympiad - Grandfinal
Name:
Date:
Page 1 of 13
Exam ID: 127
Direction for Questions: 1 to 5
The human cerebrum is divided into right and left cerebral hemispheres.
The outer 2-4mm of the cerebral hemispheres is known as the cerebral cortex. It consists of grey matter.
The left side of the cerebral cortex receives information from and controls movement of the right side of the body and vice-versa. A thick band of axons known as corpus callosum enables the right and left cerebral cortices to communicate. The left cerebral hemisphere is concerned with recognition of faces.
In a particular patient the corpus callosum was surgically removed as a treatment of last resort for the most extreme form of epilepsy in which fits occurred as often as 30 minutes. The patient appeared normal after recovery but exhibited a 'split-brain' effect.
Answer the following questions using options (Yes/No).
The patient is blindfolded and given a comb in the left hand. Then the blindfolded person is asked to locate the comb in a mixture of objects (mirror, ball, pen,etc) with his left hand. Will he succeed?
A. Yes
B. No
Please mark (✓) for the correct answer.
If the doctor asks the blindfolded patient to say what the object was, would he be able to answer?
A. Yes
B. No
Please mark (✓) for the correct answer.
The doctor asks the blindfolded patient to find the comb in the mixture of objects with his right hand. Would he be successful?
A. Yes
B. No
Please mark (✓) for the correct answer.
When the blindfolded patient is given the comb in right hand and asked to say what the object is, will he be able to answer?
A. Yes
B. No
Please mark (✓
) for the correct answer.
If the patient is shown a photograph of a familiar face first in the left field of vision and then in the right field, would he be able to put a name to the face, in either field?
A. Yes
B. No
Please mark (✓) for the correct answer.
Question: 1 of 27
Marks: 1
QID: 468
Question: 2 of 27
Marks: 1
QID: 469
Question: 3 of 27
Marks: 1
QID: 470
Question: 4 of 27
Marks: 1
QID: 471
Question: 5 of 27
Marks: 1
QID: 472
Page 2 of 13
Why can liquids not be compressed easily?
A. The particles are in a random arrangement
B. The particles are closely packed
C. The particles are free to move over each other
Please mark (✓) for the correct answer.
Question: 6 of 27
Marks: 1
QID: 251
Why can liquids not be compressed easily?
A. The particles are in a random arrangement
B. The particles are closely packed
C. The particles are free to move over each other
Please mark (✓) for the correct answer.
Which theory describes the arrangement and movement of particles in solids, liquids and gases?
A. Theory of relativity
B. Kinetic theory
C. Atomic theory
Please mark (✓) for the correct answer.
Sound travels through a gas under which of the following condition?
A. Isothermal condition
B. Non-isothermal condition
C. Adiabatic condition
D. Transverse condition
Please mark (✓) for the correct answer.
When a pebble is dropped into a pond of still water, what happens?
A. Particles move
B. Waves move
C. The pebble moves
D. Water moves
Please mark (✓) for the correct answer.
Which of the following is correct about the properties of Sound waves?
A. Sound waves are longitudinal waves
B. Sound waves are transverse waves
C. Sound waves are both longitudinal and transverse
D. None of the above
Please mark (✓) for the correct answer.
Question: 7 of 27
Marks: 1
QID: 250
Question: 8 of 27
Marks: 1
QID: 249
Question: 9 of 27
Marks: 1
QID: 248
Question: 10 of 27
Marks: 1
QID: 247
Page 3 of 13
Question: 11 of 27
QID: 363
What colour are your eyes if you have comparatively little pigment in your iris?
A. Blue
B. Grey
C. Black
D. Brown
E. Yellow
Please mark (✓) for the correct answer.
In which parts of the body are cells not replaced when they die?
A. Kidneys
B. Muscles
C. Skin
D. Brain
Please mark (✓) for the correct answer.
What happens to the brain after a night of heavy drinking?
A. The brain become dehydrated and shrinks away from the skull
B. The brain swells, causing a splitting headache
C. The nerve endings in the base of the brain become inflamed
D. Brain activity increases and the surfeit of thoughts causes a
headache
Please mark (✓) for the correct answer.
What is the largest organ of the human body?
A. The brain
B. The liver
C. The spine
D. The skin
Please mark (✓) for the correct answer.
Sweat is the main cause of body odor.
A. True
B. False
Please mark (✓) for the correct answer.
Question: 12 of 27
Marks: 1
QID: 362
Question: 13 of 27
Marks: 1
QID: 361
Question: 14 of 27
Marks: 1
QID: 360
Question: 15 of 27
Marks: 1
QID: 359
Page 4 of 13
Trapped heat inside the earth is known as_______________
A. Heat energy
B. Kinetic energy
C. Geothermal energy
D. Thermal energy
Please mark (✓) for the correct answer.
Dead organisms are transformed into petroleum and natural gas in
A. presence of air
B. absence of air
C. presence of sunlight
D. none of the above
Please mark (✓) for the correct answer.
Oils release sulfur dioxide gas when they burn.
A. True
B. False
Please mark (✓) for the correct answer.
In hydroelectricity power_________________
A. Kinetic energy is transferred to potential
B. Potential energy is transferred to kinetic
C. Solar energy is transferred to wind energy
D. Wind energy is transferred to solar energy
Please mark (✓) for the correct answer.
Suppose a boy is enjoying a ride on a merry-go-round which is moving with a constant speed of 10 m/s. It implies that the boy is
A. at rest
B. moving with no acceleration
C. in accelerated motion
D. moving with uniform velocity
Please mark (✓) for the correct answer.
Question: 16 of 27
Marks: 1
QID: 309
Question: 17 of 27
Marks: 1
QID: 305
Question: 18 of 27
Marks: 1
QID: 306
Question: 19 of 27
Marks: 1
QID: 307
Question: 20 of 27
Marks: 1
QID: 302
Page 5 of 13
Question: 21 of 27
A cheetah is a wild cat. Its most prominent feature is its high running speed and fast acceleration. It can accelerate from rest to its maximum running speed of about 30 ms -1 in just 3.0s. (For comparison, a fast sports car like a Porsche takes about 4.0 s to attain the same speed).
Though the cheetah can accelerate and run very fast, it cannot run a long distance at its maximum speed because it quickly gets tired. Thus, if it cannot catch its prey within that limit, it has to forgo the hunt.
Consider a cheetah of mass 50kg. It starts from rest and accelerates for 3.0s to reach its maximum speed of 30ms1 . It then continues to run for 20s at this speed.
a) Calculate the average acceleration of this cheetah required to reach its maximum speed. (2 MARKS)
Please write your answer below.
Page 6 of 13
b) Calculate the distance travelled during the first 3.0s, assuming that the acceleration is uniform. (02 MARKS)
Please write your answer below.
Question: 22 of 27
Marks: 2
QID: 291
Page 7 of 13
c) The cheetah has to do work against friction, mostly due to air. Assume that this frictional force is always 100 N. Calculate the total mechanical work done by the cheetah during the first 23.0s of its motion.
Please write your answer below.
Question: 23 of 27
Marks: 4
QID: 292
Page 8 of 13
d) During the first 23.0s, the body temperature of the cheetah rises from 38.5 0 C to 40.0 0 C. Take the specific heat of the body of the cheetah to be 4.2 kJ kg -1 K -1 .
If the rise in body temperature is linear during this time, calculate the total heat generated by the cheetah’s metabolism. Neglect any heat loss to the surroundings. (02 MARKS)
Please write your answer below.
Question: 24 of 27
Marks: 2
QID: 293
Page 9 of 13
e) Assume that some of the energy generated by the cheetah’s body increases its temperature and the rest corresponds to the mechanical work done. Calculate the fraction of the total generated energy that is converted to kinetic energy. (2 MARKS)
Please write your answer below.
Question: 25 of 27
Marks: 2
QID: 294
Page 10 of 13
f) Write down the balanced chemical reaction for aerobic respiration. (2 MARKS)
Please write your answer below.
Question: 26 of 27
Marks: 2
QID: 295
Page 11 of 13
g) If the cheetah requires 400 kJ of energy, calculate the volume of oxygen required if all this energy is to be obtained by aerobic respiration. Take the molar volume of oxygen gas to be 24.5 litres. (4 MARKS)
Please write your answer below.
Question: 27 of 27
Marks: 4
QID: 296
--- END OF QUESTION PAPER ---
Powered by SpeedExam.Net
Page 12 of 13
Science Olympiad Foundation Uganda
Uganda National Junior Science Olympiad - Grandfinal
Answer Key
| Question Type | QID |
|---|---|
| Yes/No | 468 |
| Yes/No | 469 |
| Yes/No | 470 |
| Yes/No | 471 |
| Yes/No | 472 |
| Multiple Choice (Radiobutton) | 251 |
| Multiple Choice (Radiobutton) | 250 |
| Multiple Choice (Radiobutton) | 249 |
| Multiple Choice (Radiobutton) | 248 |
| Multiple Choice (Radiobutton) | 247 |
| Multiple Choice (Radiobutton) | 363 |
| Multiple Choice (Radiobutton) | 362 |
| Multiple Choice (Radiobutton) | 361 |
| Multiple Choice (Radiobutton) | 360 |
| True/False | 359 |
| Multiple Choice (Radiobutton) | 309 |
| Multiple Choice (Radiobutton) | 305 |
| True/False | 306 |
| Multiple Choice (Radiobutton) | 307 |
| Multiple Choice (Radiobutton) | 302 |
| Essay (Evaluted by Admin) | 290 |
| Essay (Evaluted by Admin) | 291 |
| Essay (Evaluted by Admin) | 292 |
| Essay (Evaluted by Admin) | 293 |
| Essay (Evaluted by Admin) | 294 |
| Essay (Evaluted by Admin) | 295 |
| Essay (Evaluted by Admin) | 296 |
--- END OF ANSWER KEY ---
Page 13 of 13 | <urn:uuid:3a906e0d-a431-479f-b9c1-3612d39c7a5b> | CC-MAIN-2024-30 | https://sofuganda.org/documents/olympiad2020/finals/oe.pdf | 2024-07-16T16:39:29+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00128.warc.gz | 482,399,331 | 2,730 | eng_Latn | eng_Latn | 0.871581 | eng_Latn | 0.995767 | [
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Communication Tips with Hearing Loss
Communication is a two-way street. Here are tips for the person who hears well, and for the person with hearing loss:
Tips for Hearing Person
Set Your Stage
* Face person directly.
* Spotlight your face (no backlighting).
* Avoid noisy backgrounds.
* Get attention first.
* Ask how you can facilitate communication.
* When audio and acoustics are poor, emphasize the visual.
Get the Point Across
* Don't shout.
* Speak clearly, at moderate pace, not over-emphasizing words.
* Don't hide your mouth, chew food, gum, or smoke while talking.
* Re-phrase if you are not understood.
Tips for the Person with Hearing Loss
Set Your Stage
* Tell others how best to talk to you.
* Pick your best spot (light, quiet area, close to speaker).
* Anticipate difficult situations, plan how to minimize them.
Do Your Part
* Pay attention.
* Concentrate on speaker.
* Look for visual clues.
* Ask for written cues if needed.
Source: Hearing Loss of America website at www.hearingloss.org. For more information, go to the United Methodist Committee on Deaf and Hard of Hearing Ministries' website at www.umdeaf.org.
Communication Tips with Hearing Loss
Communication is a two-way street. Here are tips for the person who hears well, and for the person with hearing loss:
Tips for Hearing Person
Set Your Stage
* Face person directly.
* Spotlight your face (no backlighting).
* Avoid noisy backgrounds.
* Get attention first.
* Ask how you can facilitate communication.
* When audio and acoustics are poor, emphasize the visual.
Get the Point Across
* Don't shout.
* Speak clearly, at moderate pace, not over-emphasizing words.
* Don't hide your mouth, chew food, gum, or smoke while talking.
* Re-phrase if you are not understood.
Tips for the Person with Hearing Loss
Set Your Stage
* Tell others how best to talk to you.
* Pick your best spot (light, quiet area, close to speaker).
* Anticipate difficult situations, plan how to minimize them.
Do Your Part
* Pay attention.
* Concentrate on speaker.
* Look for visual clues.
* Ask for written cues if needed.
Source: Hearing Loss of America website at www.hearingloss.org. For more information, go to the United Methodist Committee on Deaf and Hard of Hearing Ministries' website at www.umdeaf.org. | <urn:uuid:bb0e6e0c-deeb-4bf8-a9ec-e60bd11f8d0c> | CC-MAIN-2024-30 | https://www.umdeaf.org/download/comm.pdf | 2024-07-16T14:55:09+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00131.warc.gz | 908,843,619 | 517 | eng_Latn | eng_Latn | 0.996925 | eng_Latn | 0.996925 | [
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P(859) 277-6102F(859) 977-3033
3050 HARRODSBURG ROAD, STE.100 | LEXINGTON, KY 40503 171 NORTH EAGLE CREEK DR., STE.100 | LEXINGTON, KY 40509
ANTICIPATORY GUIDANCE
12 Months
Date: __________________Height:________________Weight:________________OFC:______________
A year ago, did you wonder if you would ever make it to this day? Well, you have, and have taken a tiny helpless newborn to become a constantly moving and exploring person. Get ready! Your baby is about to enter the toddler stage of child development. Some 1-year-old children are cruising around furniture while others are walking. All 1-year-olds get into everything and become more vocal . . . and more assertive! Your child's world is enlarging, bringing new excitement and new challenges to you as a parent.
Parenting and Behavioral
* Because your one-year-old is mobile, whether crawling, cruising, or walking, it is important to begin putting limits on their behavior. They learn by exploration but need safe limits.
* It is important to teach the child the word "no." Saying "no" in a stern voice with good eye contact is almost always effective in this age group. Some parents have a fear of the word "no." They do not want their child to feel restricted, so they bend the other way and let their youngster run wild without any limits. A child needs guidance for his or her own protection and to learn that others have rights. "No" at the appropriate time is as important for the child's development as is nutrition and love.
* Praise the toddler for good behavior.
* Despite your child's desire to become independent, you will find the 1- year-old often clinging to a parent more than before. In addition, stranger anxiety may cause some parents not to be able to leave their child with grandparents or a baby sitter. It is important for parents to get out from time to time without their little one. You get a breather, and your son or daughter learns that sometimes you do go away, but you always come back.
* Discipline should be consistent to be effective. To discipline a one year old, use distraction, loving restraint, removal of the object from the toddler or the toddler from the object.
* Encourage play with age-appropriate toys. Children this age love push and pull toys. Develop motor coordination by clapping and dancing to children's music. Encourage your toddler to play alone as well as with playmates, siblings and parents.
* Discipline does not mean punishment or spanking. If you become angry with your baby, put your little one in his or her crib or playpen for one or two minutes of "time out." This will allow you to calm down and it also allows your baby to realize that he or she has done something wrong. During "time out" the child should not be able to see you or any other family member.
* Remember that aggressive behaviors - hitting and biting - are common at this age. How parents respond to this behavior determines if it will continue.
* Continue reading to your child every day, even though he/she may seem more interested in chewing on the books than reading them! The more words your child hears, the quicker his/her language skills will develop and the better he/she will perform in school later.
Development
* Pulls to stand, cruise only furniture or walks alone with an unsteady gait.
* Bangs two blocks together.
* Plays social games such as pat-a-cake, peek-aboo and so-big.
* Has vocabulary of one to three words in addition to "mama" and "dada."
* Waves "bye-bye."
* Drinks from a cup - not bottles.
* Feeds himself or herself
* Shows definite understanding of a few simple words
* Points with a finger and displays a precise pincher grasp when picking up small objects.
* Loves music, rhythms, and rhymes.
* Will begin to cooperate a little in getting dressed by holding still.
Illness
* The 12-month-old child will continue to experience upper respiratory infections (colds) and might even have an occasional ear infection. Children who are in day care will experience more infections than those who are at home with a parent or grandparent.
* Up to 8-12 colds per year is typical. Most illnesses do not require antibiotics.
Feeding
* Your baby's appetite is going to take a nose dive in the next six months. Your child has been experiencing very rapid growth for a while doubling their birth weight at 5-6 months and tripling it at a year. Now the rate of growth is slower than in the first year and their appetite cuts back. Do not misinterpret this normal decrease in eating as a sign of illness or disease. Never, under any circumstances, force a child to eat. Develop a "take it or leave it" attitude and do not get into the habit of substituting, bribing or begging your child to eat. Your child will determine the amount of food he or she needs. Therefore, never overload the plate. If your son or daughter wants more, he or she may have it. One of our problems as adults is over eating, and many of us learned this in childhood.
* Give your 12 month old child a spoon to hold to get used to it, although most cannot master utensils until 18 months. As much as possible, let your toddler feed himself or herself.
* Most babies at this age are eating mostly table foods but if your youngster still prefers "baby food" that is OK.
* Feed your youngster three meals a day eaten with the family, and a midmorning and midafternoon snack.
* Avoid foods that can cause choking, such as peanuts, popcorn, hot dogs or sausages, carrot sticks, celery sticks, whole grapes, raisins, corn, whole beans, hard candy, large pieces of raw vegetables or fruit, or tough meat.
* If you are formula feeding, you might consider weaning to whole milk and limit the amount of milk to 24 ounces or less. It is important to eliminate all bottles by 12-15 months. After one year, the bottle is more of a comfort item and can cause damage to the teeth. If you are breast feeding, discuss with your child's pediatrician your feelings about weaning to a cup.
* Poly-Vi-Sol with iron multivitamin drops is recommended if there is concern about the child's diet.
* Always supervise your child when he or she is eating.
Oral Health
* Begin brushing your child's teeth with a tiny, pea-size amount of toothpaste. Until your child able to spit, fluoride-free toothpaste should be used. Swallowing fluoridated toothpaste can lead to tooth discoloration.
* Fluoridated tap water is the best drinking water for your child. If your family has well water or unfluoridated water, please notify us so that an appropriate fluoride substitute can be prescribed.
* To protect the toddler's teeth, do not put him or her to bed with a bottle or prop it in his or her mouth.
Sleep
* Encourage your baby to console himself or herself by putting your child to bed awake.
* Your child may start to give up one of his or her naps, although most 1-year-olds still take two naps.
* Children this age frequently resist going to sleep because they do not want to be separated from people and their new activities.
* Some 1-year-old children continue to experience night awakenings for short periods of time. Should this happen, check your baby, but keep the visit brief, avoid stimulating your infant, and leave the room quickly once you feel everything is okay. Do not give extra bottles, take the infant into bed with you, or rock him or her back to sleep. This will only reinforce the night awakenings it will become a habit.
* Never put your baby to bed with a bottle.
Immunizations and Medical Tests
* Your child should receive the recommended vaccines according to the established immunization schedule.
* Hematocrit or hemoglobin (for anemia) screening if not done at nine months or if needed for WIC (Women-Infants-Children).
* Lead screening is done at 12 months of age for children at risk.
Safety
* You must take safety to the "next level!" Your adorable newborn is now more "mobile" than ever, so child-proofing, if not done previously, is a priority. Accidents kill more children than all other diseases combined. Get down on the floor at your baby's eye level and see what your toddler can get in to.
* Remember, there is no such thing as a "child proof" cap.
* If your child weighs at least 20lbs, his car seat can now be forward-facing.
* Keep the number of the Poison Control Center near the telephone.
* If guns are in the house, safety precautions are crucial.
* Always empty buckets, tubs or small pools immediately after use. Ensure swimming pools have a four-sided fence with a self-closing, selflatching gate. Swimming pools are deadly to children this age. Keep the bathroom door closed.
* Do not use baby walkers. There is considerable risk of major and minor injury and even death from the use of walkers. Studies have shown that walkers significantly slow down the process of learning to walk.
* Continue to keep the baby's environment free of tobacco smoke. Keep the home and car nonsmoking zones.
* If your home uses gas appliances, install and maintain carbon monoxide detectors.
* Do not leave heavy objects or containers of hot liquids on tables with tablecloths that the baby may pull down.
* Avoid overexposure to the sun and use sunscreen.
* Place plastic plugs in electrical sockets.
* As soon as you use medicine of any kind, replace the cap and put the bottle out of reach, preferably locked up. Be particularly vigilant when you have visiting grandparents who are not used to watching the medicines that closely.
* Install gates at the top and bottom of stairs, and place safety devices on windows. Lower the crib mattress.
* Do not leave your 1-year-old alone in a tub of water or on high places such as changing tables, beds, sofas or chairs.
* The cupboard under the kitchen sink is very attractive to a baby of this age, so have a lock put on all doors that have cleansers, detergents, bleaches, furniture polish and insecticides behind them.
* Keep all poisonous substances, medicines, cleaning agents, health and beauty aids, and paints and paint solvents locked in a safe place out of your baby's sight and reach. Never store poisonous substances in empty jars or soda bottles.
* Learn child cardiopulmonary resuscitation (CPR).
Resources
* Poison Control 1-800-222-1222
* www.kidsgrowth.com
* American Academy of Pediatrics www.aap.org
* www.paalex.com
This information is for educational purposes only and it should be used only as a guide. | <urn:uuid:8d8c5815-092c-4286-ab98-62d61bfedccd> | CC-MAIN-2024-30 | https://lexingtonclinic.com/wp-content/uploads/2024/01/006-12-MONTHS-PAA-2024.pdf | 2024-07-16T16:28:50+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00128.warc.gz | 331,040,787 | 2,294 | eng_Latn | eng_Latn | 0.948158 | eng_Latn | 0.999192 | [
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Lionwood Infant and Nursery School
Telegraph Lane East
Norwich NR1 4AN
01603 433 957
Head of School: Ms Sam Thorpe
Assistant Head: Ms Lucy Finnie firstname.lastname@example.org
At endance
t
15/04/24 to 19/04/24
Cherry- 93%
Apple - 84%
Pear - 85%
Holly - 98%
Maple - 93%
Elm - 95%
Willow - 99%
Whole School = 93%
Target = 95%
Lionwood Infant and Nursery School Newsletter
Friday 19th April 2024
To all our families,
It was so great to welcome all of the children back in to school this week. Everyone has settled back in to the school routines well and we have already seen some excellent learning taking place across the school.
Clubs started again this week and will continue throughout this half term. If your child has a place in a club, they are expected to attend. If you no longer want the space please let the office know so we can offer the place to someone else.
Have a wonderful weekend,
Ms Thorpe and the Lionwood team
Nursery - Daisy
Pear Class -
Apple Class -
Holly Class - Olive
Maple Class - Netra
Elm Class - Rover
Willow Class - Bryan
CONGRATULATIONS!
A very big WELL DONE to these children for their hard work and commitment to their learning. We want to take this opportunity to say how proud we are of them.
CURRICULUM UPDATES
Nursery
This week in Nursery we have started our new theme called 'Roar! Let out the dinosaurs!' We have been playing with the toy dinosaurs daily and sharing what we already know about them during our circle times. In Literacy, the children have been learning the words for our new Talk for Writing text which is called 'Stuck in the Mud'. They are very good at remembering the actions and have used the puppets/ small world characters when re-telling the story to others during independent learning time. We were very excited to start our RWI lessons in phonics and this has involved introducing the children to the picture cards linked to the sounds for letters of the alphabet. In Maths we have been comparing the size of objects using the vocabulary big, bigger, small, smaller and the
children were challenged to find the correct sized box for the different animals from 'Dear Zoo'. They have also had the opportunity to make models of their homes using recyclable materials. We have welcomed new children to Cherry Class and all enjoyed getting to know Mrs Moon. She is a great addition to our team.
Reception
We have had a super first week back in Reception. We have been inventing our own stories using puppets and story maps. The children have used ideas from familiar stories, as well as using their amazing imaginations to create their own ideas. We have been thinking about how we tell stories and how this would make an audience feel. In Maths, we have been exploring addition within 10. We have been using counters and tens frames to help us solve them. Some of the children are beginning to use a number line to support them too. We have been exploring the courtyard and have been using natural materials to support our counting. This term we will be learning all about dinosaurs and fossils. This week we have been revisiting some of the dinosaur names that the children looked at last year in Nursery.
Year 1
The children have had a great first week back after the Easter break! In English, we have started working on our new text 'The Storm Whale' and the children have started to retell the story using our story map. In R.E., the children have been learning about Judaism and thinking about what is means to belong to a group or a community. They have also been looking at symbols of Judaism and sharing information with their friends about the different symbols we discussed. In maths, the children have been working on their number knowledge. They have been practising number formation and ordering and comparing numbers.
Year 2
It's been a busy first week back in Year 2. We read the poem 'A Few Frightening Things' and created our own list poems inspired by it. In Maths, we've used number bonds to create fact families using addition and subtraction, the children have impressed us with their mental calculation. And we started our computer programming unit, using algorithms to program a robot. Next Week, we are visiting Lion Wood, please make sure children are suitably dressed on this day (25.04.24). | <urn:uuid:7909ce88-25b3-4305-8d24-c26ea7992241> | CC-MAIN-2024-30 | https://lionwoodinfant.co.uk/wp-content/uploads/2024/05/Newsletter-19th-April-2024-1.pdf | 2024-07-16T14:48:22+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00128.warc.gz | 334,021,911 | 983 | eng_Latn | eng_Latn | 0.998109 | eng_Latn | 0.998888 | [
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Kit 3 Vocabulary
Pair work. Express your opinion on the following questions:
1. Is profit important for social entrepreneurs?
2. Can stakeholders get involved in some the social enterprise activities?
3. How big can a social business be?
4. Do you feel you can become a successful social entrepreneur?
5. Do all companies have a social mission?
USEFUL EXPRESSIONS TO EXPRESS YOUR OPINION
In my opinion, ...
To my mind, ...
From my point of view …
My view / opinion / belief /
impression /
conviction isthat ...
I would say that...
My impression is that ...
I have the feeling that ...
I have no doubt that ...
I think / consider / find / feel /
believe /suppose /
presume / assume
that...
I hold the opinion that...
I guess that …
It goes without saying that ...
In my eyes, ...
As far as I am concerned, ...
As for me / As to me, ...
It seems to me that ...
I am under the impression that…
My own feeling on the subject is
that ...
I am sure / I am certain that ...
Speaking personally, ...
I hold the view that ...
I am of the opinion that ...
It is my impression that ...
I dare say that ...
I gather that ... | <urn:uuid:8dc072c6-cdbf-4a84-8718-f3292b204661> | CC-MAIN-2024-30 | http://set2clil.tryavna.eu/kits/M1K3A2_TopicVocabulary.pdf | 2024-07-16T15:50:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00130.warc.gz | 32,195,744 | 262 | eng_Latn | eng_Latn | 0.998926 | eng_Latn | 0.998926 | [
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Fact sheet
Advanced applications
Advanced steel applications help to address climate change
Across a broad range of industries and applications, the development and use of high-performance steels help to reduce greenhouse gas emissions.
Steel is one of the most efficient modern construction materials. It offers the highest strength-to-weight ratio of any commonly-used material and is exceptionally durable. Over 20 billion tonnes of steel remains in use today in a variety of products. Steel can be infinitely recycled, allowing the creation of new products out of old products without any loss of strength, formability, or any other important measure of performance. This is why steel remains the material of choice for construction and manufacturing around the world.
of CO2 emitted during the production of all the steel in the vehicle. If the body structure of all the cars produced in 2008 were made from AHSS, 156 million tonnes of CO2 equivalents would have been avoided.
New formulations of high-performance steels enable carmakers to produce stronger and lighter vehicles that are more energy efficient. Steel offers considerable advantages for the construction of wind turbine towers due to its strength and durability. Environmental impacts are minimised as steel can be infinitely recycled. The strength of steel also enables building designers to use less material without compromising structural performance. Steel is also part of innovative technologies that reduce energy use in buildings.
Designed for the purpose
Steel can be designed for the purpose of the end-use application and the specific strength, durability and end-of-life recycling requirements. New and sophisticated manufacturing processes have also introduced environmentally-responsible production methods.
New steel applications have replaced conventional materials. This has contributed to the reduction of greenhouse gas emissions when the total life cycle of the application is taken into account. This fact sheet presents some examples of these applications.
Steel in transport
Rail transport requires steel in the trains and for the rails and infrastructure. For short- or medium-haul journeys, rail reduces travel times and CO2 emissions per passenger km compared to nearly all other forms of transport. 1
Automotive manufacturers now use a range of high-strength steels to make much thinner steel structures for car bodies. Reduced weight means vehicles are more fuel-efficient and emit less CO2, without sacrificing safety and with little or no additional cost.
Advanced High-Strength Steels (AHSS) are now used for nearly every new vehicle design. Steel makes up more than 50% of today's vehicles, and using AHSS makes possible lighter, optimised vehicle designs that enhance safety, improve fuel economy and reduce lifetime greenhouse gas emissions. 2
With 71 million passenger vehicles produced annually, this transformation from conventional steels to AHSS has a huge impact. About 2.2 tonnes less greenhouse gas is produced over the total life cycle of a typical five passenger vehicle when it is transformed from conventional steels to new AHSS grades and optimised design techniques. This saving in emissions is more than the total amount
The 2008 Ford Fiesta, for example, makes extensive use of ultra highstrength steels in its body structure. Ford states that, "A remarkable amount of specialist steels, including boron steel and dual-phase steel, is the secret to the Fiesta's quantum leap in structural stiffness for its light weight." In fact this new vehicle promises to deliver CO2 emissions of less than 100 g per km. 3
Another new vehicle, the 2008 Mazda 2, has a curb weight of 950 kg, 100 kg less than its predecessor. This weight reduction is in part due to a redesigned and lighter body consisting of more than 40% highstrength steel. Consequently, it has lighter suspension and braking systems. These and other design improvements mean this latest model can offer a 15% increase in fuel efficiency over its predecessor, with a corresponding reduction in CO2 emissions. 4
In the premium class, the 2008 Mercedes C-Class is one of the few vehicles to receive an internationally-accredited environmental certificate for its life cycle assessment (LCA) performance. The body of the C-Class is 70% high-strength-steel alloys, which results in a 9 tonne reduction in CO2 emissions per vehicle over its lifetime. 5
Steel in energy
Steel is necessary for both the production and supply of energy. It is used in electricity pylons and to make offshore oil platforms and it reinforces concrete structures in hydroelectric power stations. Without steel, the infrastructure to supply electricity to our homes would be extremely inefficient.
Steel is such a well-used material in modern structures that we are often unaware of the design efficiencies they embody. A prime example is the tubular steel towers used for the wind turbines now being installed around the world. Generally, taller towers offer greater energy generating efficiency, since wind speeds increase at higher altitudes.
The new steels used in the construction of such towers offer much higher strength-per-unit weight ratios than other materials, so taller towers can be erected with much less stress on the structure. Lower weight also enables these towers to be manufactured in sections of up to 30 m, then assembled and installed on site.
Ongoing research continues to produce new steels that are even stronger than their predecessors, and thus will minimise the mass of future towers. As a result, tower weights (per installed power in kW) have declined by about 50% during the past 10 years. 6 A typical modern tower in the Horns Rev wind farm in Denmark is 70 m high and weighs only 140 tonnes. 7 This represents a 50% reduction in weight and a saving of more than 200 tonnes of CO2 for each tower compared to its predecessors of just 10 years ago. 8
Steel in buildings
New steels are also applied in modern solar heating systems for large buildings and warehouses. For example, the Canadian SolarWall® air heating system recently installed in a military base in the US is designed to save over 1,800 tonnes of CO2 a year. 9 It is also projected to realise fuel savings of 46,000 GJ a year.
Another advanced steel application for buildings is the Arsolar solar panel roofing system, developed by ArcelorMittal. Arsolar roofing converts solar energy to electricity. Each Arsolar roof module consists of photovoltaic sandwich panels assembled onto galvanised steel roofing panels. The system saves 30 tonnes of CO2 a year for every 45 m 2 of installation. 10
Steel in shipbuilding
Shipbuilding traditionally uses structural steel plate to fabricate ship hulls. Modern steel plates have much higher tensile strengths than their predecessors, making them much better suited to the efficient construction of large container ships.
A particular type of plate is available with a designed-in resistance to corrosion, ideal for building oil tankers. Such steels make possible much lighter vessels than before, or larger-capacity vessels for the same weight, offering significant opportunities to save on fuel consumption and hence CO2.
The advanced steels used in these steel-plate applications also find uses in a number of related industries. Offshore oil rigs, bridges, civil engineering and construction machines, rail carriages, tanks and pressure vessels, nuclear, thermal and hydroelectric plants – all these applications benefit from the attributes of modern steels.
The importance of life cycle assessment
The above are just a few examples of the many ways in which advanced steels are used in our everyday environment. There are many more. The common factor is that they are based on modern designed-for-thepurpose steels, which offer features and benefits specifically tailored to each application.
When considering greenhouse gas emissions, a key factor in understanding the real environmental impact of a material is its LCA. This approach considers the total greenhouse gas emissions generated by the production, use and end-of-life (recycling or disposal) phases of a product.
At first glance, materials that weigh less than steel, such as aluminium, magnesium and plastics, may appear to be interesting alternatives. However, when the total life cycle of a material is taken into account, steel has no competition, owing to its strength, durability, recyclability and versatility.
Some facts about steel
Steel is 100% recyclable at the end of its life. Alternatively it can • be reused prior to being recycled.
Some 2.2 tonnes less greenhouse gas is produced over the total • life cycle of a typical five passenger car when the vehicle's body is manufactured using AHSS.
The CO • 2 savings made by recycling steel packaging in Europe in 2006 were equivalent to the CO2 produced by 1.6 million cars in the same year, based upon a compact car (e.g. Ford Focus 1.8 diesel) with a CO2 emissions rating of 137g/km that travels 20,000 km in one year. 12
An estimated 459 million tonnes of steel scrap were recycled in • 2006, avoiding 827 million tonnes of CO2 emissions. 13
The steel can is the most recycled food or beverage container in • the world, with an overall recycling rate of 67%. 14
Where collection and handling systems are in place, recycling • rates are very high. 97% of all automotive vehicles are moved out of the waste stream and into the recycling stream and the engine that drives this recycling is steel.
Last updated: October 2008
Footnotes
Chapman, L., 2007, "Transport and climate change: a review"; Eurostar & AEA Technology Environment, 2008 (www.eurostar.com) 1.
Ford Motor Company news release, March 2008 3.
An LCA-GHG Parametric Model, Dr Roland Geyer, Dr Donald Bren School of Environmental Science and Management, University of California Santa 2. Barbara, 2006. This study also forms the basis for other statements and calculations made in this fact sheet.
4. worldautosteel.org
Danish Wind Industry Association, www.windpower.org 6.
Mercedes-Benz (http://www2.mercedes-benz.co.uk/) 5.
Vestas Wind Systems, 2004, LCA of offshore and onshore wind farms (www.vestas.com) 7.
ArcelorMittal (http://www.arcelormittal.tv/2008/06/19/arcelormittal-develops-an-innovative-and-award-wining-solar-panel/) 10.
When compared to the world average emission factor for electricity of 0.504 tCO 8. 2 /MWh, World Steel CO 2 Emissions Data Collection User Guide, v. 3. Solarwall (www.solarwall.com) 9.
University of Stuttgart, Chair of Building Physics, Department of Life Cycle Assessment 2007 11.
World Steel Association World Steel in Figures 2008, second edition 13.
APEAL (www.apeal.org) 12.
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Electronic Fundamentals
Meets ASE Task: Not specified.
1. Describe the difference between a Zener diode and a clamping diode.
______________________________________________________________________________ ______________________________________________________________________________
2. Describe the operation of a photo resistor.
______________________________________________________________________________ ______________________________________________________________________________
3. What is meant by the term "negative coefficient thermistor?"
______________________________________________________________________________ ______________________________________________________________________________
4. What is the difference between a PNP and a NPN transistor?
______________________________________________________________________________ ______________________________________________________________________________
5. List three precautions that service technicians should do to help prevent damage to electronic components from ESD.
______________________________________________________________________________ ______________________________________________________________________________
Name:_____________________________________ Date:_____________ Time on Task:_____________
Make/Model/Year:____________________________________ VIN:_________________________________
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This is the author's final, peer-reviewed manuscript as accepted for publication. The publisher-formatted version may be available through the publisher's web site or your institution's library.
How to make rehearsals more effective
Frederick Burrack
How to cite this manuscript
If you make reference to this version of the manuscript, use the following information:
Burrack, F. (2009). How to make rehearsals more effective. Retrieved from http://krex.ksu.edu
Published Version Information
Citation: Burrack, F. (2009). How to make rehearsals more effective. Keynotes Magazine. Retrieved from http://www.keynotesmagazine.com/article/?uid=254
Copyright: Copyright © 2011 Conn-Selmer, Inc. All Rights Reserved:
Digital Object Identifier (DOI)
Publisher's Link: http://www.keynotesmagazine.com/article/?uid=254
This item was retrieved from the K-State Research Exchange (K-REx), the institutional repository of Kansas State University. K-REx is available at http://krex.ksu.edu
How to Make Rehearsals More Effective
Dr. Frederick Burrack
Interestingly the first area on which to focus in making rehearsals more effective does not coincided with the rehearsal itself. It is in planning.
Interestingly the first area on which to focus in making rehearsals more effective does not coincided with the rehearsal itself. It is in planning. Many have bought into the fallacy that effective rehearsals are a result of spontaneous interaction with immediate student performance so knowing the score is the only planning necessary. Too often music teachers wait to hear mistakes made in rehearsal followed by instructions on how these mistakes are to be eliminated. The result is students who leave rehearsal with slightly enhanced skills and virtually the same knowledge with which they entered.
PLANNING: Although a thorough knowledge of the score is essential, this alone does not secure sufficient preparation for a truly effective rehearsal. It is imperative to decide in advance of the rehearsal what you want the students to learn with the intent of building upon what they already know and understand. Each lesson that is planned should have predetermined students' learning objectives focused upon enhancing skills specific to the literature studied, knowledge that will help students make quality decisions in performance, and an aesthetic focus to stimulate a meaningful relationship with the music. Leaving these areas up to chance through spontaneous interaction, although possibly leaving students with a feeling of immediate success, does not provide sufficient foundation for the enhanced knowledge and conscious control of skills that will provide a foundation for future student decision-making that results in consistently effective rehearsals.
WARM-UP: Warm-ups need to be planned with as much attentiveness to specific learning outcomes of the rehearsal as does the rehearsal itself. Select the concept and associated skills to be focused upon in the warm-up from the challenges that will be addressed later in the rehearsal. These challenges can be incorporated into scales, chorales, and diction or intonation exercises. Equally important for effective rehearsals is a transparency of focus to the students. Let the students know the purpose of the warm-up so their learning can be transferred directly into the first piece rehearsed.
THE REHEARSAL: One of the protocols that result from spontaneous teaching is often a director led rehearsal in which the students are told how to make improvements as the rehearsal progresses. Although this strategy appears to have immediate impact upon musical enhancement, what it lacks in effectiveness is the development of students' musical problem solving, an essential aspect of independent musicianship. Instead of telling students how to fix problem areas, find ways of leading students through the analytical process to develop critical listening skills and diagnostic processes. Based upon psychological studies and learning theory developed over the 20th century of educational research, the following is an instructional sequence that will provide a foundation for effective rehearsals that lead to student learning and independent musicianship:
1. Elicit prior knowledge: The brain learns by comparing and connecting new knowledge and experiences to prior knowledge/skill. Essential is student recognition of prior knowledge upon which new knowledge/skill is to be compared. Since children often live and think in the present, we as teachers should assist students' learning by reminding them of what they know and can do. Too often music teachers begin teaching a new concept or skill without taking the time to recall the context upon which the learning is associated. Starting an instructional sequence by playing/singing through a section or discussing the context before the new skill/knowledge is taught can accomplish this.
2. Teaching new concepts or skills: Since learning occurs by the brain comparing new knowledge and experience with prior knowledge, it is important for the students to recognize that a problem exists between the new expectation and their former skill/understanding. The mind works on a need-to-know basis. Until there is recognition of disconnect between desired achievements and present knowledge/skills, much of what is taught simply goes in one ear and out the other. It is the process of discovery that leads students to this recognition. Instead of telling the students what to do or learn, plan instructional strategies that will expose the need for further improvement. It doesn't matter that we, as teachers, know what improvements are needed in rehearsal if the students are not aware of them.
3. Making improvements: It is at the point of student recognition of the need-to-learn that effective learning occurs. At this point we have a choice, either tell the students how to make the improvement, which involves limited intellectual activity in this form of response to direction, or lead students through problem solving experiences through which they make musical decisions. The first may be more efficient but the second is more effective for developing musicianship.
4. Recognition of achievement: At this point we often tell students "Good job" and move on to the next objective. Missing is the students' identification of achievement, an important step of the learning process. An incorrect assumption is that students automatically recognize learning/achievement. When students are led through a decision-making process of identifying and qualifying their level of achievement, then the possibility of moving the learning from shortterm to long-term memory is enhanced.
5. Place learning back into context: There is one more step for a complete instructional sequence. Each rehearsal segment is often isolated from the musical whole. For learning to transfer into long-term musicianship, students must experience their new learning back into the musical context. When we move to a new learning experience before we allow the students to unite newly learned concepts or skills into context, we eliminate an essential component of repetition and application.
A few other ideas that contribute to effective rehearsals include:
* Teach one thing at a time. When we stop an ensemble and state a list of needed improvements, the students will only recall one or two of these expectations when they return to the rehearsal performance. Although it may seem less efficient, rehearsals become much more effective if you guide the students to focus on one learning expectation at a time.
* When students achieve success, reinforce these achievements with specific feedback rather than a generic "good job". Unspecified praise is like crying wolf. If overused or is not tied to specific achievement, it soon means nothing. Specify what was good, which also provides you with the opportunity to expose the next improvement need.
* When studying in college you often are told not to listen to a recording until you have developed your own musical sense of the composition. This is appropriate for a college student because there is a foundation upon which you can make your decisions, but the suggestion is far from appropriate for middle or high school students. They have not yet established a foundation of knowledge or experience from which to draw. Play the recording or a variety of recordings early in the rehearsal process. Students need a reference upon which to compare their musical experiences and learning.
* Repetition is essential to student learning but is most effective when offered through a variation of techniques. For example: sing, finger on instruments, clap rhythms, using visual aides, listening, etc. But one of the most effective tools for instrumental teachers is singing. INCLUDE SINGING IN EVERY REHEARSAL!
* Don't waste time stopping a rehearsal to tell the students how to make improvements if you can teach through your conducting gestures. Aspects such as style, volume, tempo, etc. Talking about musical needs is probably the most ineffective way of communicating an aural art.
* Providing multiple ways of experiences music is very important and makes rehearsals more interesting, as suggested in the National Standards. One mistake that is often made when providing such experiences is isolating them within the rehearsal. It is more effective to integrate historical, cultural, and biographical elements, or other experiences that can enhance students' relationship with the music, into the rehearsal of pieces rather than interjected between rehearsal segments. Students will learn more profoundly when these learnings are directly connected to the musical performance.
Dr. Frederick Burrack is the Associate Professor of Music Education and Director of Graduate Studies in Music at Kansas State University, Manhattan, Kansas. Dr. Burrack holds a Bachelor of Music Education degree from Wartburg College in Waverly, Iowa and a Master of Music Education degree from Northwestern University in Evanston, Illinois. The Doctor of Philosophy in Curriculum and Instruction with an emphasis in Music Education was received from the University of Illinois-Urbana. Prior to Kansas State, Dr. Burrack taught instrumental music education at Ball State University from 2002-2005 and instrumental music in the Carroll Community School District in Carroll, Iowa from 1982-2002. At Carroll High School he initiated student self-assessment and portfolio development into the performance program.
Dr. Burrack's research interests include alternative assessment methods, cross-disciplinary instruction, and problem solving in music teaching. He has presented lectures at the Iowa, Indiana, Tennessee, and Illinois Music Education Association state conferences, the National Music Educators Conference, Iowa Bandmasters Conference, Iowa Mobile In-Service Training Lab, state and regional Supervision and Curriculum Conferences, and the College Music Society national and regional conferences. Dr. Burrack is an adjudicator, clinician, and guest conductor throughout the Midwest. He has been recognized as an "Iowa Teacher of the Year" finalist (1995). His research has been published in the Music Educators Journal, Teaching Music Journal, Journal of Music Teacher Education, and the Journal of Technology in Music Learning. | <urn:uuid:51155415-e408-4705-af20-30262413c95d> | CC-MAIN-2024-30 | https://krex.k-state.edu/server/api/core/bitstreams/33d98dd3-f52f-464b-9b56-bba46d7e306f/content | 2024-07-16T15:26:27+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00135.warc.gz | 319,959,196 | 2,104 | eng_Latn | eng_Latn | 0.986759 | eng_Latn | 0.998184 | [
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Developing Effective Business Conversations The Skillful Art of being "In" the Business Conversation
Length: 1 Day
Summary: Enhancing and expanding your conversation skills can help you create buy-in for your ideas, make better-informed decisions and obtain committed action from others. After assessing your present communication style, you will practice shaping engaging, clear and effective business conversations through real-world scenarios. Each interactive exercise is designed to help you build conversational bridges at work, get your point across and steer discussions in the right direction.
COURSE CONTENT
1: COMMUNICATING FROM THE INSIDE OUT
* What You Are Thinking Makes a Difference
* Communications Cycle – How Influence and Impression Impact Others
* Never Neutral – Always Adding or Subtracting
* Voice Is More Than Words
* Listening – More Than Hearing
2: COMMUNICATING FROM THE TOP DOWN
* Head
* How Much Does It Count?
* Eye Contact
* Body Contact
* Body Posture
* Sitting
* Gestures
* The Hand Shake
3: STARTING THE CONVERSATION
* How to Stay in the Conversation and Be Comfortable
* How to Start a Conversation
* Things That Probably Will Kill a Conversation
4: LISTENING – MORE THAN HEARING
* Voice variants
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Will Wonders Never Cease? The Big Bug Bonanza
article by Zoe Disher | photos by Dreamstime EN2-RECOM-1 | AC9E4LA05
Learning intention:
I am learning to navigate information in an online environment so that I can become more confident in conducting internet research independently.
Success criteria:
* I can locate a website using the address bar
* I can use navigation to move between pages of a website
* I can use a web page layout to locate information for my research.
After reading the article, ask students to share an interesting fact they learnt about cicadas from the article. Answers may include:
* Cicadas spend 17 years underground buried in the soil
* Billions of them come out together, climb trees and become adults
* They only live for a few weeks as adults
* They breed and lay eggs in tree stems
* When the eggs hatch, they drop down in the soil and the process starts again.
Ask students if they can think of any questions they have about cicadas now that they have learnt a little about them. For example:
* What do cicadas eat?
* How are their calls so loud?
* What do they do for all that time under the soil?
* Do they talk to each other?
Distribute a laptop or tablet device to students and ensure they are connected to the internet. Students may share with a partner or small group depending on the availability of devices.
Ask students to type australian.museum/learn/animals/insects/ into the address bar on their internet browser. Once everyone is on this page, ask students to read the introduction at the top of the page silently. Following this, ask students to scroll down to the heading 'Learn about Insects in our World' and click or tap on the red plus sign to expand the information. Next ask them to click or tap on the hyperlink 'Predators, parasites and parasitoids. Allocate a sub-headed section of this article to each pair or group, then give the class time to read through their section and discuss an interesting fact that they found in their reading. Ask each pair or group to share their interesting fact with the class.
Next, have students use the back arrow button at the top of the browser window to navigate back to the main 'Insects' page. Inform students that they will now be choosing their own article to read through and research an insect. To do this, they will need to click or tap on the red plus of one of the insect categories, then click on a hyperlink to navigate to that article.
Once they have selected their article, they should read or scan through the text to learn about their chosen insect/s. They should then choose five interesting facts which each student should write down in their books, as well as one question that they now have about their insect.
If time allows, each pair or group should share their facts with the class.
Finding a Home
Story by Amanda Beckett | illustrated by Aśka
EN2-RECOM-01 | AC9E4LA03
Learning intention:
I am learning to adapt my knowledge and understanding into a visual information text so that I can inform and persuade an audience.
Success criteria:
* I can identify misconceptions that people may have about rats
* I can communicate positive information about rats that I have learned
* I can create an informative and visually appealing persuasive poster.
Essential knowledge:
For information on using persuasive techniques to convince an audience, watch The School Magazine's video for the English Textual Concept of Argument. The rubric in our resource section for Comprehending and Creating Persuasive Texts may also be used to help guide students through their task.
Prior to reading, show students the illustration on the first page of the story and ask them to analyse what is happening. They should conclude that the three girls pictured have been presented with baby animals but have different feelings about them. Ask students which character they feel they would relate to most based on their facial expressions and speculate on what type of animals they may be (guesses may include mice, rats or guinea pigs). Have students consider if the type of animal would make a difference to how they felt.
Begin reading the story and stop on page 6 after the sentence:
"By the look of them, I'd say they're baby rats," said Dad.
Ask students what they think their initial reaction would be in Imogen's situation and have a brief discussion about students' reasons for their answers.
Continue reading and stop towards the bottom of page 7 after the sentence 'But she was not prepared to give up yet'. Discuss the different reactions of people about the rats, including Imogen's sisters, teacher and classmates and whether students feel the reactions are justified.
Continue reading until the end of the story and discuss the outcome of Alex responding to the ad and taking the rats to their new home. Ask students to consider how difficult they feel it may be to find someone to take two baby rats considering the negative feelings some people have towards rats.
Inform students that they will be designing posters to convince people that rats are worth considering as pets. Watch the video Why Rats Make Good Pets and reiterate the points made, including:
* They're friendly
* They're social
* They're interactive and love to play with people and each other
* They're fairly clean and groom themselves and each other
* They love to snuggle with each other.
Explain to students that their job is not to trick people into taking pets that they won't really want, but to communicate with people the positives of keeping pet rats so that they may think differently about their preconceived ideas about rats.
Students should be creative with how they design their posters, but they should ensure it is eye-catching, clear and communicates positive reasons that rats make good pets. Posters should be completed on A4 paper or using design software such as Canva.
Sunday Drive
Poem by Brian Olson | illustrated by Cheryl Orsini
EN2-UARL-01 | AC9E4LE01
Learning intention:
I am learning to relate my own experiences and ideas to those presented in a text so that I can use them in my own writing when creating settings and situations.
Success criteria:
* I can discuss how the situation in a text would relate to my life and location
* I can create a poem based on the text that represents my own ideas and experiences.
Essential knowledge:
The School Magazine's video about the English Textual Concept of Connotation, Imagery and Symbol can be used to assist students with recognising and using these in their reading and writing.
After reading the poem, discuss the imagery created by the author by using descriptions such as 'a forest so green', and 'a field that is gold'. Ask students to consider what they may see on a Sunday outing. This may be a drive, a walk or a train ride. Explain that they will be writing their own poem about an outing in a similar style to the author. Discuss the local area and where a day trip may take them. Have them consider their surroundings and what sights they may see. This may include:
* The landscape and surrounding natural elements
* Particular buildings they are likely to see
* The local animals they are likely to encounter
* The density of the population in the area
Explain that they may also choose to have their outing take place somewhere else that they are familiar with, such as the area one of their relatives live or a holiday they have taken.
Have students make a plan in their book by sketching a basic map of where their outing may take them and noting what they will see along the way. They should then write a list of keywords from their map and consider how they can use rhyme to compose two stanzas from their plan.
You may wish to model an example on the board, such as:
We drive past the beaches
Around the winding bends
Where people laugh and play
And swim with their friends
Where seagulls squawk and squall
And fight over a chip
And on the horizon
A dolphin does a flip.
The Treasure Hunt
story by Kathryn England | illustrated by Amy Golbach
EN2-CWT-01|AC9E4LE05
Learning intention:
I am learning to draw on aspects of stories and change key details so that I can become more comfortable with experimenting with ideas.
Success criteria:
* I can identify and discuss key details of the story
* I can consider what my choices would be if I were in the situation of the characters
* I can create a conceptual plan for a treasure box.
After reading the story, ask students the following questions:
* Where did Zoe and Arlo locate the first note from Lavinia? (Behind a loose brick in the wall of the den)
* How did they discover it? (A brick moved when Arlo hung the dart board on a nail attached to it)
* Where did they search for Lavinia's treasures? (The fireplace in the living room and the bricks outside it, a pile of bricks under the bench in the work shed, the four columns holding up the verandah, the base of the gazebo)
* Where did they finally locate it? (The last brick of the base of the gazebo)
* What was contained in the metal box Lavinia had hidden? (A coin, a medal, a tiny clay doll and a note on a piece of black velvet)
Further discuss these items and what was written in the note and how this gave Zoe and Arlo a sense of who Lavinia was. Ask students to pause and think about what they may leave in a treasure box that represents the person they are now and what they might write in a note to the person who would find their treasure box in the future. Ask students to then think about where they might hide the treasure box so that it could be found in the future.
Inform students that they will now come up with their own plan for their treasure box and create it in their book. Each plan should contain the following:
* A rough sketch of a map of their home (or the place they'd like to leave it, such as a relatives' home or their school) with an 'X' to indicate the location they would hide it as well as a brief description of where that is (e.g., underneath a paver in the backyard).
* A list of items that they would include in their treasure box, with a description of each one and a reason that they would choose them.
* An illustration of the treasure box with all items inside.
* What they would write on their note to the person who would find their treasure box in the future. Using Lavinia's note as inspiration, ask students to consider what they would tell the person about themselves and their life as it is now.
Once students have completed their treasure box plan, have willing students present theirs to the class if time allows.
Surf's Up, Dude!
article by Cheryl Bullow | photos by Alamy
EN2-UARL-01 | AC9E4LY01
Learning intention:
I am learning to identify the way audio and visual elements affect the audience's experience and perception of a presentation so that I can consider these aspects when creating my own presentations.
Success criteria:
* I can compare and contrast audio and visual elements used in different presentations on the same topic
* I can create a presentation on a topic of my choice, using my own knowledge and research
* I can make purposeful choices when adding audio and visual elements to my presentation to match my chosen topic.
After reading the article, reiterate the importance of Duke Kahanamoku's role in bringing surfing to Australia and the world. Watch the History Channel's documentary segment Duke Kahanamoku's Australian Surfboard, followed by the trailer for the Duke Kahanamoku documentary, Waterman.
Discuss the style of each video, using the English Textual Concept of 'Style' for Stage 2 to centre the discussion around the way words and images are used to convey information on a topic with a particular purposes, audiences and effects.
Ask students which video they think is more recent (Waterman) and to give reasons for their opinion. These may include:
* The images and videos are less blurry in the Waterman trailer.
* The colours are duller in the History Channel documentary
* The effects of the History Channel are more basic – zooming out on photos and speeding up some scenes, however the Waterman trailer uses more modern techniques such as drone footage and underwater filming.
* The music sounds like it is from an older era in the History Channel documentary
* The Waterman trailer uses a combination of original footage of Duke Kahanamoku as well as modern dramatisation using actors recreating historical scenes.
Have students discuss whether they felt these aspects suited the format and contents of each video and give their reasons.
Students should then think about a topic they are knowledgeable about. This may be a sport, activity, game or special interest. Inform them that they are to create a brainstorm about what points they would include in a documentary about their chosen topic. For example, they may choose a particular game that they like and include points such as:
* Where and when this game was first invented
* What the rules to the game are
* What equipment is used for the game
* What makes the game enjoyable?
* Any significant events that are held (e.g., tournaments, world championships)
Once students have decided on their topic and points, they should use a software program to create a presentation on it, such as iMovie, Google Slides or Canva. They may wish to work in pairs or small groups for this activity, depending on the availability of devices. Alternatively, this activity can be incorporated into literacy rotations to allow individual students to develop their own presentation.
Students should choose a template or slide background that they feel best matches their topic, then add relevant graphics and images. They may add audio such as voiceover and music that they feel best represents the feeling of their chosen topic. If time allows, students may wish to share their presentations with the class.
poem by Stephen Whiteside | illustrated by Rosemary Fung
Waves
EN2-SPELL-01 | AC9E4LY11
Learning intention:
I am learning to expand my knowledge of word meanings and spelling using homophones and homonyms so that I can incorporate word play into my writing.
Success criteria:
* I can discuss my understanding of homonyms and homophones and identify the difference between them
* I can categorise words based on their spelling and meaning
* I can create my own short poem using a homonym or homophone.
After reading the poem, discuss the author's use of 'waves' and its different meanings in the poem. Talk about students' understanding of homonyms (words with the same sound and same spelling but with different meanings) and homophones (words with the same sound but with different spelling and different meanings) and ask students to identify which one of these categories the word 'waves' falls into (homonym).
Give students a list of clues, such as the one following, to help them guess the word. Once they have guessed the correct word, they should also indicate whether it is a homonym or homophone. Keep a list on the board for them to reference later.
Clues:
* Two of the same / Fruit that grows on a tree (pair / pear – homophone)
* Small juicy fruit / To put something in the ground and cover it (berry / bury – homophone)
* Not the truth / Horizontal position (lie – homonym)
* Belongs to us / Sixty minutes (our / hour - homophone)
* Something we do with a vehicle we've finished using / An open space where children play (park – homonym)
* Die / Dye (cease to exist / change colour – homophone)
* The outer layer of a tree trunk / The sound a dog makes (bark – homonym)
Students should then choose either a homophone or homonym and write a single stanza poem, attempting to follow the same style and rhyme scheme as the text (ABCCB). You may wish to model one on the board such as:
I row my boat out to an island
Looking to go and explore
But a row of angry frogs
Are perched on a row of logs
So I turn and row back to the shore
Once students have completed their draft, they should publish their poem with an illustration.
The Secret Colour of a Polar Bear
poem by Diana Murray | illustrated by Marjorie Crosby-Fairall
EN2-UARL-01 | AC9E4LA10
Learning intention:
I am learning to analyse illustrations more thoroughly so that I can apply more considered methods when experimenting with different styles of illustrating.
Success criteria:
* I can make observations about illustrations using correct terminology
* I can apply my understanding of illustrating styles and strategies to create my own character.
* I can discuss the effects of different strategies used in illustrating
Essential knowledge:
Students should be familiar with the terms 'framing' and 'salience' in relation to images. The English Textual Concepts video Style may be used to help students identify aspects of an artist's style.
Other resources needed:
Coloured paper, scrap paper, scissors, glue
Ensure all students have a copy of the magazine to refer to. Analyse the main illustration and ask students to make observations about it. Guide the discussion with questions such as:
* Does the polar bear seem far away or close-up in the frame?
* How has the artist created contrast between the polar bear and the background?
* How much of its body is in the frame?
* What colours has the artist chosen for this illustration? Why?
* Where is the polar bear looking in the picture?
* Has the artist chosen to create the polar bear in a realistic or stylised way?
* Does the polar bear seem angry or calm? Why?
* What feelings does this illustration give you? Why?
Have the students turn to page 7 and have a similar discussion regarding the two rats depicted in the illustration, analysing the similarities and differences between each other and the illustration of the polar bear. If possible, make a range of picture books available to students to browse through a variety of artistic styles and choices about the elements discussed.
View the video How to be an Illustrator from Tate Kids and discuss the way the illustrator, Chris Haughton, creates his illustrations by making collages of his characters then photographing or scanning them.
Inform students that they will be creating their own characters and collage illustrations in the style of Chris Haughton. They may wish to create an animal, person or other type of creature. Using Chris Haughton's method, students should create their collages while considering which colours they want to contrast or use together, how they wish to frame their character (e.g. will they create the entire character's body or just their face) and what their facial expression will be. Students should then photograph their character and upload to a device to display to other students. You may wish to create a shared file such as a Google Slides or Canva presentation that allows students to add their character to a whole class display.
Phantoms of Madagascar
Part one of a two-part story by Geoffrey McSkimming | illustrated by Peter Sheehan EN2-CWT-01 | AC9E4LE05
Learning intention:
I am learning to understand and analyse the elements of a detective story so that I can plan and craft an engaging mystery in my narrative writing.
Success criteria:
* I can identify and explain the elements that are required for an engaging detective story.
* I can identify the way these elements are used in a text
* I can use these mystery elements to plan a narrative.
Essential knowledge:
The School Magazine video for the English Textual Concept of 'Narrative' can be used to guide students on organizing their ideas in preparation for a story.
After reading the text, watch the video How to Plan a Detective Story and write the list of mystery story ingredients on the board with a brief explanation. These should include:
* Setting – closed setting that is difficult to get in and out of
* Victim – who may be in that setting that could be the victim of a crime
* Crime – what has happened to the victim
* Suspects – who may have committed this crime and what reasons might they have
* Clues – what might be around that could be found
* Resolution – how does this mystery get solved.
Discuss the example used in the video and how these ingredients come together to make a mystery:
* Setting – School gym
* Victim – PE teacher
* Crime – Theft of a medal
* Suspects – Other school staff
* Clues – Lipstick matching science teacher who needs money, ring worn by school receptionist who is secretly in love with the PE teacher, glove worn by head teacher who hates the PE teacher, pen used by English teacher who wants the PE teacher's job.
* Resolution (multiple possibilities) - Receptionist may have framed the science teacher by leaving her lipstick at the crime scene / English teacher and science teacher were working together to steal the medal / PE teacher took the medal themselves to get sympathy from others.
Use the list from the video to discuss how the author of the magazine text has set their mystery up so far and what ingredients students can identify in the story. Ask students to think, pair and share to make predictions on what might happen in the next instalment, using the above points as a guide. Allow pairs to share their predictions with the class to discuss the variety of ideas. You may also wish for students to record their predictions in their books to refer back to after reading the next instalment of the story in the November issue.
Ask student to recall the titles of the mystery stories from the text that Mrs Sayers has already written. These were:
* The Unpleasantness of the Wobbling Pudding
* Crime in Culottes
* Lord Peter Views the Gherkin
* The Affair of the Runaway Pretzel
* Murder on the Disoriented Express
Students should then individually choose one of Mrs Sayers short story titles and write their own outline of what they imagine the story to be about using the mystery story ingredients. If time allows, have students share their outlines with the class and have a discussion to compare story ideas of students who used the same title.
The Perfect Car
Play by Bill Condon | illustrated by Michel Streich EN2-UARL-01 | AC9E4LY03
Learning intention:
I am learning to engage an audience and build persuasive skills so that I can further develop my confidence in presenting my ideas and arguments in a public speaking setting.
Success criteria:
* I can identify persuasive techniques used by a character in the text
* I can come up with my own ideas to persuade an audience
* I can present my ideas to an audience and discuss the presentation of others.
Essential criteria:
For information on using persuasive techniques to convince an audience, watch The School Magazine's video for the English Textual Concept of 'Argument'. The rubric in our resource section for Comprehending and Creating Persuasive Texts may also be used to help guide students through their task.
Pair up students and have them read through the play together, each taking on one of the roles. After everyone has finished reading, bring the class back together and hold a brief discussion about the play, guiding students with questions such as:
* What is ironic about Honest Al's name? (Ensure students understand that something is ironic when it is the opposite of its literal meaning)
* Were you surprised by the plot twist at the end of the play? Why / why not? (Ensure students understand that a plot twist is when a story has a surprising change leading to an unexpected outcome)
* What kinds of things did Honest Al say to convince his grandmother to buy a bus? (e.g. He has a scientific formula to find the ideal car for her, the car she wanted would be useless if she were attacked by a herd of elephants, it's safe and reliable and she'll always be able to find a seat)
* How did Honest Al get his grandmother to spend more money? (By signing her up for bus driving lessons and a chauffeur)
Inform students that they are going to take on the role of salespeople and try to convince an audience to purchase their product. The product itself should be something basic from within the classroom (e.g., a pencil, a stapler, a whiteboard marker).
Put students into groups of three and allocate one item per group, but explain it is going to be a competitive, not collaborative, task. Each student must come up with their own thirty-second sales pitch to convince the rest of the class to buy that particular product from them, rather than the other students in their group.
They can (and should) be as ridiculous and fanciful as possible with their claims (e.g., 'Should you ever need to quickly escape from a stampede of zebras charging across a bridge, this pencil case has a compartment for a parachute that activates with one pull of the zipper').
Allow students time to brainstorm and plan their sales pitch, using the following questions as guidance:
* Why should we trust you as a salesperson?
* What makes you an expert on this product?
* Why is your product so much better than the others?
When everyone has their sales pitches ready, each group should have a turn of 'performing' their sales pitches to the class about their product. Facilitate peer feedback by discussing each students' strengths and offering a suggestion on what they could improve on.
Hold a secret ballot by having each student write a list of all the items chosen on a scrap piece of paper, then vote for which person they would buy that group's product from. Count the votes at the and announce the most persuasive salespeople to the class.
Assessment for/as learning:
To assist in the construction of their persuasive text (sales pitch) you may like to direct children to use the Stage 2 Comprehending and Creating Persuasive Text Rubric. This rubric can be used to analyse the effectiveness of the play as a persuasive text as well as a scaffold to compose their own persuasive text. | <urn:uuid:3d74dbe8-0c8f-4ef8-ab4f-2c74ddd42874> | CC-MAIN-2024-30 | https://theschoolmagazine.com.au/wp-content/uploads/2023/12/Blast-Off-9-LRs.pdf | 2024-07-16T15:57:57+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00138.warc.gz | 501,271,268 | 5,383 | eng_Latn | eng_Latn | 0.998384 | eng_Latn | 0.998826 | [
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Making Glowing Bacteria Bacteria
The Green Fl l uorescent Protei i n (GFP) gene is normally found in the Pacific jellyfish. When the jellyfish are excited, GFP causes them to give off fluorescent green light. In this experiment you will add the jellyfish gene to E.coli bacteria cells. Adding this new gene to E.coli gives them the ability to glow fluorescent green when exposed to ultra-violet light. When the E.coli are transformed they get the jellyfish gene, and express the jellyfish trait! This technique, used to move genes from one organism into another, is called genetic engineering.
Procedure:
Combine 10uL of plasmid containing the GFP gene with 250mL of E. coli cells. 1
2
Heat Shock the cells:
b. Immediately return the tube to ice for 1 additional minute, then place it in a rack at room temperature.
a. Remove the tube from the beaker of ice and immediately place it in a 42°C° water bath for 90 seconds.
Transfer 250mL of the newly transformed bacterial cells onto the agar surface of a petri plate. Be sure to clam shell the lid of the petri plate. 3
4 Spread the cells over the suface of the petri plate:
a. Clam shell the lid of the petri plate and gently pour the small glass beads onto the plate.
b. Use a gentle swirling motion to move the glass beads around the entire surface of the petri plate. This spreads the cells evenly over the agar surface where they will grow. | <urn:uuid:7df2ca5b-6be7-4481-bbf1-4e74c16d4fd2> | CC-MAIN-2024-18 | https://dnalc.cshl.edu/assets/files/dnalc-live/17118.making_glowing_bacteria_protocol.pdf | 2024-04-18T17:26:51+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00819.warc.gz | 185,852,108 | 337 | eng_Latn | eng_Latn | 0.994808 | eng_Latn | 0.994808 | [
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Name _______ Date_________
Verb "To Be" Practice Exercise Set
Instructions: Fill in the blanks with the appropriate form of the verb "to be" (am, is, are, was, were).
I __________ going to the party tonight. 1.
Sarah and Tom __________ best friends. 2.
The cat __________ sleeping on the couch. 3.
We __________ happy with the results. 4.
Yesterday, she __________ sick. 5.
They __________ at the park right now. 6.
My parents __________ doctors. 7.
The book __________ on the table. 8.
You __________ my favorite person. 9.
Last year, he __________ in Japan. 10.
The weather __________ sunny and warm today. 11.
She __________ a talented musician. 12.
We __________ excited about the upcoming vacation. 13.
The flowers in the garden __________ beautiful. 14.
They __________ not ready for the exam yet. 15.
The movie last night __________ really interesting. 16.
It __________ important to stay hydrated. 17.
My sister and I __________ ready to leave for the trip. 18.
The new restaurant downtown __________ very popular. 19.
The books on the shelf __________ organized by genre. 20.
Homeschooling with Hira
Name _______ Date_________
Verb "To Be" Practice Exercise Set
ANSWER KEY
I ____am_____ going to the party tonight. 1.
Sarah and Tom ____are______ best friends. 2.
The cat ____is______ sleeping on the couch. 3.
We ____are______ happy with the results. 4.
Yesterday, she _____was____ sick. 5.
They ___are____ at the park right now. 6.
My parents ___are_____ doctors. 7.
The book ____is____ on the table. 8.
You ____are_____ my favorite person. 9.
Last year, he _____was_____ in Japan. 10.
The weather ____is____ sunny and warm today. 11.
She ____is______ a talented musician. 12.
We ____are_____ excited about the upcoming vacation. 13.
The flowers in the garden _____are_____ beautiful. 14.
They ____are_____ not ready for the exam yet. 15.
The movie last night ____was_____ really interesting. 16.
It ____is____ important to stay hydrated. 17.
My sister and I ___are____ ready to leave for the trip. 18.
The new restaurant downtown ____is____ very popular. 19.
The books on the shelf ____are______ organized by genre. 20.
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Metamorphic Rocks:
A rock whose original mineralogy, texture and/or composition has changed due to pressure, temperature and/or fluids. It can be formed from igneous, sedimentary, or previously metamorphosed rocks by recrystallization in the solid state.
Metamorphism:
Is derived from the Greek for "change of form". It is the change in form of rocks, under the influence of high pressure and temperature.
The original rock that has undergone metamorphism is called the protolith.
Protolith can be any type of rock changes in texture and mineralogy in the solid state and are caused by changes in physical or chemical conditions.
Metamorphism occurs at temperatures and pressures higher than 200 C o and 300 MPa (MPa stands for Mega Pascals).
Factors cause Metamorphism:
1. Temperature
- Temperature increases with depth in the Earth. Thus higher temperature can occur by burial of rock.
- Temperature can also increase due to igneous intrusion.
2. Pressure
Pressure increases with depth of burial, thus, both pressure and temperature will vary with depth in the Earth.
3. Fluid Phase
Open space between mineral grains in a rock can contain a fluid. If chemical alteration of the rock takes place as a result of these fluids, the process is called metasomatism.
4. Time
Metamorphism is a slow process need a time for changing the rock.
The processes occur during metamorphism:
1. Recrystallization causes changes in minerals size and shape.
1
2. Chemical reactions occur between the minerals to form new sets of minerals that are more stable at the pressure and temperature.
3. New minerals form as a result of polymorphic phase transformations.
Polymorphs are compounds with the same chemical formula, but different crystal structures.
Grade of Metamorphism:
Metamorphic grade is a general term for describing the relative temperature and pressure conditions under which metamorphic rocks form.
1. Low-grade metamorphism takes place at temperatures between about 200 to 320oC, and relatively low pressure.
Examples of minerals: Clay Minerals , Serpentine , Chlorite
2. High-grade metamorphism takes place at temperatures greater than 320oC and relatively high pressure.
Examples of minerals: Muscovite , Pyroxene , Garnet
Types of Metamorphism:
There are three major type and two minor types of metamorphism:
1. Contact Metamorphism (thermal metamorphism)
a) Occurs where hot magma intrudes cooler country rock.
b) Metamorphism is restricted to a zone surrounding the intrusion, called a metamorphic aureole.
c) The grade of metamorphism increases in all directions toward the magma intrusion.
d) Contact metamorphism commonly occurs without deformation. Example rock is Hornfels
2. Dynamic Metamorphism
a) It is due to mechanical deformation by sliding along a fault zone.
b) Heat is generated by the friction of sliding along the zone.
c) The rocks tend to crushed and pulverized due to the sliding.
d) The rock that is produced is called a mylonite.
3. Regional Metamorphism
a) This type of metamorphism occurs over large areas in high degrees of deformation under differential stress.
b) Occur in higher temperatures and pressures
c) Occur in the cores of mountain ranges or in eroded mountain ranges. Example rock is Gneiss
4. Burial Metamorphism
a) When sedimentary rocks are buried to depths of several hundred meters.
b) Temperatures greater than 300C o may develop in the absence of differential stress.
c) New minerals grow, but the rock does not appear to be metamorphosed.
d) The main minerals produced are the Zeolites and argillite.
5. Hydrothermal metamorphism
a) Also called hydrothermal alteration and metasomatism.
b) Occurs when hot water and ions dissolved react with a rock to change its chemical composition and minerals.
Metamorphic Rock Types:
There are two major subdivisions of metamorphic rocks:
1. Foliated Rocks
a) Have a planar foliation caused by the preferred orientation (alignment) of minerals.
b) Formed under differential stress.
c) Comprisedmainly of flaky minerals. Example: Slate, Mica Phyllite, Gneiss …
Foliated
Metamorphic rock
Slaty
cleavage
Old
Sedimentary layer
2. Non-foliated
a) Have no evident planar fabric or foliation.
b) Crystallized under conditions where there was no differential stress.
c) Comprised of equant minerals only. Example: Hornfels, Quartizite, Marble
Quartzite
Marble
Unfoliated Metamorphic rock | <urn:uuid:d5a89396-7872-4058-82ce-6514ee5eeaa2> | CC-MAIN-2024-18 | https://academics.su.edu.krd/public/profiles/shwan.seeyan/teaching/teaching-860-116-1665406818-5.pdf | 2024-04-18T16:03:02+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00819.warc.gz | 72,278,333 | 992 | eng_Latn | eng_Latn | 0.979006 | eng_Latn | 0.99423 | [
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KAMPALA JUNIOR ACADEMY P.5 SCIENCE TERM I 2020
INSTRUCTIONS
1. Get a 96 paged exercise book.
2. Make research on the topical questions given below.
4. Use simplified primary science book 5 for reference.
4. Write down in that exercise books whatever research you have made.
IMMUNITY AND IMMUNISATION
1.
Give the meaning of the term 'immunity'
2. Name the types of immunity.
3. Identify the ways how the body gets immunity.
4. How does the body acquire natural immunity.
5. Whaat is meant by the term artificial immunity?
6. What is meant by the term 'vaccines?
7. Name the type of vaccines.
8. State the two ways how vaccines are introduced into our bodies.
9. Write bdown examples of childhood immunisable diseases.
10. Give the vaccine given for each of the diseases you have named above.
11. Why is DPT vaccine clled a tripple vaccine?
12. Why is polio and tuberculosis immunised against at birth?
13. Why is measles immunised against at 9months?
14. Give two ways how vaccine can be stored.
WEEK TWO
1. What is immunisation?
2. What are antibodies?
3. Give reasons why is immunisation important.
4. Give the body sites where each of the following diseases are immmunised from:-
a) tuberculosis
b) polio
c) measles
d) whooping cough
e) Diphtheria
f) tetanus
5. Name any four other immunisable diseases
6. What is a child health card?
7. Give the importance of a child health card to the following people;-
a) parents
b) health worker
c) school administrators
8. Give the cause of cholera.
9. Identify the signs and symptoms of cholera.
10. How does cholera spread to people?
11. Identify any two ways of controlling the sprad of cholera.
12. What is dehydration?
13. Give the two major causes of dehydration.
14. Mention the signs of dehydration.
15. State two ways how we can treat dehydrated people.
16. Write down four sentences in the mixing of ORS at home.
WEEK THREE
DIGESTION
1. What is digestion?
2. Where does digestion begin from?
3. Where does digestion of food end?
4. Name the two types of digestion.
5. Draw the diagram of the digestive system.
6. Give the function of each part named.
7. What are enzymes?
8. Name examples of enzymes.
9. State the characteristics of enyzmes.
10. Name the examples of enzymes that work under
a) Alkaline condition.
b) Acidic conditions
11 Give three roles of the following during digestion;
(a Saliva
(b Tongue
(c) Teeth
12. What is peristasis?
13. What is the importance of the hydrochloric acid in the stomach?
14. Give the importance of the following enzyme in the digestive system:-
(a) Renin
(b) Pepsin
(c) Ptyalin
(d) Lipase
15. How is the ileum adapted to aboption of food? (give 3)
16. Name any four diseases and disorders of the digestive system.
Diseases
Disorders
___________
__________
___________
__________
___________
___________
___________
___________
17. State any six ways of maintaining the effeciency of the digestive system.
18. State any three ways of making food dirty (contaminated).
19. Give any four ways of preventing food contamination.
20. Mention any four good eating habits. | <urn:uuid:3f9f54fe-6fc6-4388-bedc-49d35201c801> | CC-MAIN-2024-30 | https://download.ecolebooks.com/index.php?p=UGANDA+PRIMARY+SCHOOL+RESOURCES+CENTER%2FP5%2FPAST+PAPERS&view=P.5+science+Recess+Work+EXAM+++%28ecolebooks.com%29.pdf | 2024-07-16T16:09:05+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00140.warc.gz | 205,424,048 | 777 | eng_Latn | eng_Latn | 0.988083 | eng_Latn | 0.996857 | [
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1. Pangaea broke up at the end of which era?
2. Marble and quartzite are in which rock category?
3. Which rocks indicate high grade (temp) or low grade (temp) metamorphism?
4. Jovian planets are mostly made of what?
5. Which is a ferromagnesian (dark) mineral?
6. For a normal fault, the hanging wall moves which way?
7. The vast majority of rock forming minerals are silicate or nonsilicates?
8. The person who first understood that unconformities meant large time gaps is?
9. Shear forces can produce what kind of faults?
10. The earth's inner core is made of what?
11. The slowest seismic waves are?
12. A potentially good oil source rock is?
13. Folded rocks are produced by what forces?
14. Small (fine) texture (crystals) in an igneous rock suggests?
15. Sandstone is composed of what mineral?
16. All silicate minerals contain which elements?
17. A type of chemical bond that shares electrons is called?
18. JD Rockefeller made his early fortune selling?
19. The earth is thought by geologists to be about how old?
20. How are Granite and Rhyolite…similar…or different?
21. A water table is associated with?
22. The Hawaiian islands are what kind of volcanoes?
23. The Atlantic is approximately how old?
24. Slate come from what original rock?
25. Diagenesis would most be associated with which rock group?
26. Metamorphism may result from temp and what?
27. The vertical drop (slope) of a stream channel over a distance is called?
28. Transgression has which rock type on top?
29. At a bend in a meandering stream, erosion occurs mostly where?
30. An anticline has rock beds that dip which way?
31. The Geologic Era we live in is known as the _______?
32. The Barnett Shale is porous or permeable?
33. What feature is created when two lateral moraines join?
34. According to "plate tectonics" the Pacific Ocean is getting larger or smaller?
35. Transform faults are associated with?
36. What is true about P waves?
37. Where is rock material being destroyed back into the mantle?
38. The earth's outer core is made of what?
39. Strike slip faults exhibit what kind of movement?
40. Oceanic crust is mostly made of?
41. A laser and mirror system on the moon is being used to measure what?
42. Ocean-Continent collision is occurring where?
43. Radioactive elements with extra neutrons are called?
44. Oxidation and leaching are examples of?
45. The Hawaiian Islands are moving towards?
46. What are the characteristics or properties of a mineral?
47. The last "global cooling" and glaciation occurred when?
48. Magnetic reversals were first observed where?
49. Ocean-Ocean plate collision is occurring where?
50. The oceanic ridge system is the major site of what?
51. Coal begins to be formed in which environment?
52. What did the "Allies" get at the end of WWII at Yalta?
53. Travertine and geyserite are associated with?
54. Madame Curie contributed greatly to the understanding of?
55. If a rock layer dips 15 degrees to the east....it's strike is?
56. The most probable cause or explanation of plate tectonic motion is?
57. Earthquakes are responsible for:
58. An example of a clastic sedimentary rock is:
59. The most abundant minerals that make up the earth's mantle are?
60. Gabbro is what kind of rock?
61. Which feature is most associated with a confined aquifer?:
62. Which is associated with physical weathering of rocks:
63. The moon is thought to have been created by what process?
64. The Seven Sisters are what kind of companies?
65. Los Angeles is moving in what direction?
66. Pangaea began to break up approximately how many years ago:
67. P waves from earthquakes:
68. The subsurface location of an earthquake is known as the:
69. Active centers of earthquake activity are located at:
70. Old Faithful is associated with what kind of events?
71. The densest (heaviest) part of the earth's interior is probably the?
72.What was used as evidence for Continental Drift by Wegener?
73. The Hawaiian Islands form at a ______ ______.
74. Which mountain range is thought to be due to continent-continent collision:
75. Which continent listed below is currently breaking up like Pangaea:
76. Which ocean is the youngest (most recently formed):
77. Which body of water listed below is expanding in size:
78. Tums and Rolaids are manufactured from which mineral or rock?
79. The radius of the Earth (distance to the center) is approximately how many miles?
80. If erosion levels off (erodes) a dome (anticline), one would find what age rocks?
81. If the hanging wall moves up relative to the footwall, the fault is a:
82. If a rock unit dips 5 degrees to the north, its strike is:
83. The San Andreas is what type of fault:
84. Abundant fossil evidence began to appear about how long ago?
85. Dinosaurs roamed the earth during what geologic time era?
86. Which technique was first used to detect the mid ocean ridge system:
87. What two factors help insure a good groundwater aquifer:
88. Bowen contributed greatly to understanding of what?
89. Half life is associated with which minerals?
90. How many seismic stations are required to locate an epicenter:
91. Which type of stream is not in equilibrium with sediment and water flow:
92. Which seismic waves do not travel through liquids:
93. Slate indicates a high or lower metamorphism than schist?
94. The longest continuous mountain system found on the Earth is where?
95. Texaco and Gulf oil companies formed from wells drilled near what city in Texas?
96. What "cartel" was formed mostly of Middle East Countries
97. Which country slammed into Asia to form the Himalayans:
98. The west side of the Pacific Ocean is dominated by:
99. Eventually Hawaii will end up where?
100. Iceball or Snowball Earth occurred during what geologic time period:
102. At a bend in a meandering stream, erosion occurs mostly:
103. What feature is created when two lateral moraines join:
104. A potentially good groundwater reservoir rock (aquifer) is:
105 A water table is most associated with:
106. Aretes, horns and moraines are associated with?
107. The earth's mantle is mostly made of what kind of minerals?
108. A gentle shallow coastline with barrier bars is on on which U.S. coast:
109. The vertical drop (slope) of a stream channel over a distance is called:
110. The energy for the hydrologic cycle comes from:
111. What forces produce reverse faults?
112. To be good as a source for groundwater, a rock must possess both _____ and _____
113. What forces produce normal faults?
114. Unconformities in the rock record represent what?
115. The person most responsible for determining the properties of radiation/half life?
116. The Alps with a lot of folded rocks are probably dominated by which type of faults:
117. Which kind of faults probably dominate the area around Las Vegas in the Rockies?
118. How do geologist measure the orientation of rock layers?
119. What forces produce strike-slip faults?
120. Most of our freah water is found where?
121. When galciers form and grow, the global ocean level goes?
122. What kind of fault is produced when the hanging wall moves up the fault plane?
123. Dinosaurs really flourished on the earth during which time era?
124. Which type of stream is in equilibrium with sediment erosion and water flow?
125. Large oil deposits are often found in anticlines or synclines?
126. The San Andreas fault what kind of fault?
127. For anticlines, the rock layers dip?
128. Also, for anticlines, what age rocks are in the middle?:
129. For synclines, the rock layers dip in what direction?
130. Which term is not associated with folds:
131. How many Pleistocene glacial advances can we document:
132. Synclines always have rocks that dip which way?
133. Which radiation is used to detect the radioactive decay from uranium:?
134. Abundant fossil evidence starts to appear in the rock record about?
135. Many species died at the end of the Paleozoic Era due to?
136. What would the strike be for rocks dipping 20 degrees to the north?
137. Half life is a measure of the decay of uranium to produce which element?
138. Where is the largest mass of ice on earth currently located?
139. Isotopes have varying numbers of?
140. Which is the oldest geologic era?
141. A water table is associated with confined or unconfined aquifers?
142. The Geological Era meaning "recent life" is?
143. Anticlines and synclines are produced by what kind of forces?
144. Which is not associated with glaciation?
145. Rock layer continuity, similar lithologies, cross cutting and fossils are used for?
146. On the San Andreas Fault, Los Angeles is moving to the?
147. In the oil business, the 7 Sisters are?
148. The Great Lakes were formed from?
149. Which state is a giant geologic basin (syncline):
150. Which of these is associated with Dip-Slip faults:
151. Texture size and minerals is associated with naming which rocks?
152. Meteorites are thought to have their origin from where?
153. The moon's interior is solid or liquid?
154. As magma undergoes quick cooling, the size of the crystals that form is:
155. The position of an element on the periodic table is determined by the
156. About how many minerals are found on the Earth?
157. A sedimentary sequence of sandstone over shale over limestone indicates:
158. Which is the most likley origin for coal?
159. A rock showing slow cooling exhibits what kind of texture?
160. Changes due to temp, pressure and fluids are associated with which rock group?
161. What evidence might geologists use to know an ocean was present in Ft. Worth?
162. Which sedimentary rock contain mostly calcite?
163. The highest form of hardened coal is?
164. Howard Hughes Sr. invented what?
165. The Barnett Shale produces gas because it is rich in what?
166. The chart of mineral crystallization sequence from a magma was constructed by
167. Which kind of soils are most likely found in Utah?
168. What is a metamorphic index mineral?
169. Igneous rocks are classified (named) primarily on the basis of:
170. The early geologist who said, "present is the key to the past" was?
The final will consist of 100 questions from this list. You are given these questions to answer for yourselves. I won't answer emails about them as I expect you to find the answers from your notes, the slides, the book or google them. You have been exposed to all of these in lecture..Good luck….
Final: If you would like for the Final to count as your only grade for the course (lab will not count and neither will any other exams), follow these instructions:
At the end of your name on the Bubble Sheet, bubble in 3 X's
Example: Presley ElvisXXX…
It must have 3 X's and bubbled in or it will not count as your only grade…no exceptions…and your decision is not reversible…so decide carefully. | <urn:uuid:99652e85-9533-4aad-b13d-da11892e1f80> | CC-MAIN-2024-18 | http://geo1.tcu.edu/faculty/morgan/ReviewQuestions.pdf | 2024-04-18T17:50:32+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00819.warc.gz | 12,669,321 | 2,459 | eng_Latn | eng_Latn | 0.998104 | eng_Latn | 0.998067 | [
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Module 4, Kit 5
Vocabulary Worksheet
Task 1: Work in pairs and check if you know the words below. If needed use My Dictionary section at: http://dictionary.cambridge.org to look any word up in the Cambridge Dictionary online. Use the test-youself options of the electronic dictionary and write the words or phrases which match the definitions.
Task 2: Write the definitions of the words down and/or give examples. If needed translate the words in your own language.
exchange
Definition/example:
| expand verb | |
|---|---|
| border (cross-border program) noun | |
| aspire verb | |
| acquire verb | |
| skill noun | |
| host noun | |
| perspective noun | |
| opportunity noun | |
| cooperate verb | |
| | participate |
| | verb |
| | participation |
| | noun |
| firmly adverb | firmly |
| | adverb |
| set up (a business) verb | |
| own verb | |
| Small or Medium-Sized Enterprise (SME) noun | |
| experienced adjective | |
| intermediary (intermediary organization) adjective | |
| partly adverb | |
| on-the-job training noun | |
| ease verb | |
| strengthen verb | |
| access noun | |
| | collaboration (win-win collaboration) |
| | noun |
| | complement |
| | verb |
| | long-term; short-term |
| | adjective |
joint venture
noun
sub-contract
verb
supplier noun
contractor
noun
Chamber of Commerce
noun
start-up centre
noun
incubator
noun
condition (conditions of participations) noun
scheme(mobility scheme)
noun
responsibility
noun
value (added value)
noun | <urn:uuid:a24a963b-ac62-4709-9f0d-86ee4469a190> | CC-MAIN-2024-30 | http://set2clil.tryavna.eu/kits/M4K5_A1_TopicVocabulary.pdf | 2024-07-16T16:34:19+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00141.warc.gz | 28,901,393 | 400 | eng_Latn | eng_Latn | 0.864191 | eng_Latn | 0.978172 | [
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Sit, sing , & listen to stories together.
Sing and dance along
Sit, sing, & listen to stories together
Make a nametag for your child. If they won't wear it, you can wear it for them.
Sit on the floor with them (if you are able)
Sing and dance along
Model by listening to the stories
Take a break if you or your child needs one. Come back in five minutes or next week. You are always welcome.
Sit on the floor with them (if you are abl e)
. | <urn:uuid:f218aa4f-80eb-45f4-95c1-578b9f33d488> | CC-MAIN-2024-18 | https://www.bedfordlibrary.net/wp-content/uploads/2024/01/Storytime-Expectations.pdf | 2024-04-18T16:51:38+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00822.warc.gz | 595,154,447 | 110 | eng_Latn | eng_Latn | 0.997618 | eng_Latn | 0.997618 | [
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THEME | AI IN AFRICA
Image generated through Midjourney
Realities, challenges and solutions
AI in Africa
Artificial Intelligence (AI) is increasingly becoming a part of our lives. While AI is an exciting technology which is already transforming how we do many different things, it also has huge potential to solve some of South Africa's – and Africa's – biggest problems.
What is AI?
There are many different perspectives of AI, but generally we are referring to the idea of intelligent machines. However, modern computers are usually linked with other computers or devices, such as a file storage in the cloud, or your mobile phone or smartwatch, so it makes sense to refer to an intelligent system rather than just a machine. An AI system is a computer system that uses one or more AI techniques for a substantial part of its functionality.
This brings us to the notion of intelligence. This is difficult to pin down, but traditionally we viewed machines that can perform complex cognitive tasks that humans do as being intelligent. Initially, AI systems focused on recognition, analysis, search, optimisation and planning tasks. For example, computer vision systems identify people or objects in an image; like face recognition or number plate recognition systems; speech systems, like Siri and Alexa interpret voice commands; and natural language processing systems perform tasks on text, like checking your spelling and grammar. Google, a good example of search, finds relevant web pages given some search terms. Similarly, a navigation system such as Google Maps, is a good example of an optimisation and planning task. You supply a destination, it considers different routes, the current traffic in the area, and provides the fastest route to get to your destination. More recently, AI language systems like ChatGPT can perform creative or generative
6 QuestVol. 20 No. 1 |2024
QUESTONLINE.ORG.ZA
tasks, like creating new images and art, writing poems or essays, or creating music.
What is machine learning?
Machine learning AI techniques are a suite of powerful pattern recognition techniques that can learn to identify patterns in large quantities of historical data. For example, let's consider the development of a simple face recognition system in a company with, let's say 100 employees. We first need a data set of face images, let's say 1000 face images of each employee at different times, which gives a total of 100 000 images. We must also supply the name of the employee that appears in each image. Now, when an image of an employee is fed into the system it must correctly identify the employee by name. We first have to "train" the system. An algorithm (program) is used to iteratively go through the data set, usually a few hundred times, to find unique identifying patterns across the images, until it is able to distinguish between the faces that appear in the data set. Each time the data set is fed into the system, it makes slight adjustments to do better. Once the developer is happy with the performance, she stops the training, and the system can be considered for deployment.
Deep learning algorithms are the dominant techniques in modern machine learning systems. These are based on artificial neural networks or just neural networks. Like the human brain a neural network consists of a network of neurons or nodes, which are connected to each other. A node has incoming connections to its input nodes, and outgoing connections to its output nodes. Like a neuron in the brain, it fires (turns on) when the incoming signals from its input nodes are strong. A node in a simple neural network is made up of two mathematical functions. The first averages out the incoming signals from its input neurons based on the strength of its connection to each input node. The second takes this average and determines whether to fire, output 1, or not, in which case it outputs 0 to all its output neurons. The power of a simple neuron comes into play when it is connected with thousands of other neurons in complex layered structures, which is the basis for deep neural networks or deep learning techniques.
Deep neural networks were initially trained for pattern recognition like recognising faces in a computer vision system. Large Language Models or LLMs were initially developed to predict the next words in a text sequence, but they have progressed substantially since then. They can now generate or create new text when given an input text task or prompt. OpenAI's Generative Pre-trained Transformer (GPT), is a deep neural network trained using internet data to generate text. The third-generation of GPT, GPT3, has over 175 billion parameters or connections. ChatGPT builds on GPT's language model to interact with humans in a conversational way.
QUESTONLINE.ORG.ZA
What do we mean by knowledge-based AI?
The knowledge-based approach to AI takes a different, but complementary perspective to machine learning. It deals with explicit, symbolic representations of concepts or information along with reasoning procedures for deriving further implicit information. The case for a knowledge-based approach was made early on in the history of AI, motivated by how humans represent and reason about concepts and information in everyday life. A simple example is when you see a bird perched on a tree, you would infer that it is an entity that has wings and that it has the ability to fly. Typically, these symbolic representations encode information on some domain. This collection of symbolic expressions is called a knowledge base (KB). In the example above, the observation of the bird is explicit information and the reasoning procedures allow us to infer the implicit information, in this case, that it has wings and consequently that it can fly.
The recent success in the use of deep neural networks have brought about a new general trend in research on combining machine learning with knowledge-based approaches. On the one hand, researchers expect knowledge-based methods to help tackle machine learning problems. On the other hand, they expect machine learning to help address some of the challenges of knowledge-based systems. For example, despite the success of deep learning, the ability of neural networks to reason and to generalise in systematic ways has often been called into question. This view has led to the development of neuro-symbolic methods, which integrate deep learning architectures with knowledge-based reasoning processes.
Explainability and interpretability have also become important topics within machine learning. Given that transparency is one of the key strengths of knowledgebased systems, it should come as no surprise that ideas from the knowledge-based approach often play a central role in this context.
Leveraging AI in South Africa
AI is already widely used across different industry sectors in South Africa. In the automotive industry, BMW has established an AI and data science expert team in their IT hub in South Africa which provides service to BWM globally, while VW is actively building local capability in AI. One of South Africa's largest AI startup companies, Aerobotics, uses AI to analyse drone images for proactive and remote monitoring in agriculture. South Africa's big banks, financial and investment companies are also increasingly incorporating AI in their processes and for real-time decision making. In the longer term smart logistics and next generation e-market places are two other emerging application areas to watch.
Government agencies and state-owned enterprises are not far behind. SARS has built a world-class AI team.
QuestVol. 20 No. 1 |2024 7
SARS is using AI for instant analysis of tax returns and for identifying tax dodgers. Eskom is exploring AI for predicting electricity consumption patterns and predicting and detecting faults at power stations to help solve the energy crisis.
There is also potential for AI to bring about a radical change in our approach to public health care in South Africa. Generally, technology is under-utilised in the public health system in South Africa so there's an opportunity for us to reimagine the ways we approach health and wellbeing. There are already AI tools available to assist doctors with diagnoses and treatment options. However, our current health system focuses on curative care, i.e. treating an ailment or condition after it has developed. In a low-resource setting, you cannot afford to put all your eggs into the curative basket – it's too costly and we don't have the facilities and staff. With smart phones, computers and digital technology giving us the ability to maintain our own health and well-being there's a shift to empower individuals with the knowledge and tools for proactive monitoring to track their physiological and mental health and decide, in consultation with their doctor, to continuously improve their health and wellbeing. This has the potential to slash healthcare budgets by half over the long term.
8 QuestVol. 20 No. 1 |2024
How should we regulate AI?
While AI has huge benefits, there are many risks and challenges with its development and deployment. Many international bodies like the United Nations (UNESCO) have produced guidelines for the responsible development and use of AI. The European Union also recently developed the AI Act, the world's first comprehensive AI law, to regulate the use of AI. These documents can help guide other countries in formulating their own AI policies and regulations.
How do I become an AI systems developer?
At the heart of an AI system are computer algorithms or software, the programs that run AI systems. Most AI system developers are software developers who have specialised in AI. Many universities have incorporated AI into their undergraduate Computer Science curriculum. So, studying Computer Science and taking AI courses is probably one of the easiest routes to becoming an AI systems developer. What is clear, is that AI has a bright and burgeoning future in Africa.
Article written by A/Prof. Deshen Moodley, Prof. Tommie Meyer and Zoë Boshoff of the Artificial Intelligence Research Unit (AIRU) at the University of Cape Town. Moodley also holds the DSI/NRF-UCT SARChI Chair in Artificial Intelligence (AI) Systems and Meyer and Moodley are CoDirectors of of the Centre for Artificial Intelligence Research (CAIR).
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Gardens & Gardening > Your Garden >Plant Finder
Cornus racemosa
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More Images Species Native to Missouri
Common Name: gray dogwood
Type: Deciduous shrub
Family: Cornaceae
Native Range: Eastern North America
Zone: 4 to 8
Height: 10.00 to 15.00 feet
Spread: 10.00 to 15.00 feet
Bloom Time: May to June
Bloom Description: White
Sun: Full sun to part shade
Water: Medium
Maintenance: Low
Suggested Use: Rain Garden
Flower: Showy
Leaf: Good Fall
Attracts: Birds, Butterflies
Tolerate: Deer, Wet Soil
Garden locations
Culture
Easily grown in average, medium, well-drained soil in full sun to part shade. Tolerates wide range of soil conditions, including both moist and somewhat dry soils. Tolerant of city air pollution. Will spread to form thickets if root suckers are not removed.
Noteworthy Characteristics
Cornus racemosa, commonly called gray dogwood, is a deciduous shrub which is native to Missouri and typically occurs in moist or rocky ground along streams, ponds, wet meadows, glade and prairie margins, thickets and rocky bluffs. It grows 10-15' tall and features white flowers borne in terminal racemes (hence the species name of racemosa) in late spring and grayish-green, elliptic to lance-shaped leaves (2-4" long). Foliage turns an interesting (but not always showy) dusky purplish red in fall. Terminal stems holding the flowers are distinctively red and provide interesting contrast to the clusters of small white berries which form after the flowers have dropped. Red stem color is more easily seen after the fruits are gone, and red color often persists into early winter.
Genus name comes from the Latin word cornu meaning horn in probable reference to the strength and density of the wood. Cornus is also the Latin name for cornelian cherry.
Specific epithet refers to the flowers being produced in racemes.
Problems
No serious insect or disease problems. The dogwood bud gall occurs on this species but is usually not a significant problem.
Garden Uses
Excellent when planted in groups and left alone to spread in naturalized areas or native plant gardens. Also effective in shrub borders, along streams or ponds or near buildings www.missouribotanicalgarden.org/PlantFinder/PlantFinderDetails.aspx?taxonid=279351
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or when planted as a screen. Can be particularly useful because of its ability to grow in poor soils.
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Missouri Botanical Garden 4344 Shaw Blvd., St. Louis, MO 63110 (314) 577-5100 hours and admission
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2/2 | <urn:uuid:f490b01c-9549-49b9-968a-f740a86ef33e> | CC-MAIN-2024-18 | https://www.sscolumbabrigid.org/_files/ugd/1e676d_c54eb8771c2e427d997bee33730231e2.pdf | 2024-04-18T18:21:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00821.warc.gz | 928,361,761 | 891 | eng_Latn | eng_Latn | 0.88204 | eng_Latn | 0.969739 | [
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Stat 2153 - Statistical Methods
Quiz #3 - 2008.02.11
Name:
The following is a list of scores from the first HW assignment, rounded to the nearest whole number.
Scores from first HW assignment
1. What are the minimum and maximum values?
2. Compute Q1, Q2 and Q3.
3. What is the IQR for this set of data?
4. Find the percentile corresponding to the score of 90. | <urn:uuid:b05ed68a-206a-41be-b4c4-9ba12b770d15> | CC-MAIN-2024-18 | https://www.se.edu/kfrinkle/wp-content/uploads/sites/89/2014/01/Stat2153Spring2009quiz3.pdf | 2024-04-18T16:56:18+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00820.warc.gz | 905,122,733 | 101 | eng_Latn | eng_Latn | 0.992683 | eng_Latn | 0.992683 | [
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Math 1513 - College Algebra
Discussion Board Week 5 - Due 2012.02.11
For each of the following pairs of points, perform the following:
(a) Find the slope of the line passing through the two points.
(b) Find the point-slope form of the line passing through the two points.
(c) Find the y-intercept of the line passing through the two points.
(d) Find the slope-intercept form of the line passing through the two points.
Do NOT use decimals at any point in this week's problem.
5. 7π 2 − 2, 5π + 7 , − π, 1 π
4. 2 + 7, −3 − 6 , 3π + 2, 2 − π 5 √
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Inclusive philosophical dialogues: Supporting participation and learning for all students
Marie-Pier GINGRAS, Orthophoniste, Doctorante, Université du Québec à Trois-Rivières Stefano REZZONICO, Professeur agrégé, Université de Montréal, Chercheur, CRIR, Institut Universitaire sur la Réadaptation en Déficience Physique de Montréal, CIUSSS du Centre-Sud-de-l'ile-de-Montréal Paméla MCMAHON-MORIN, Orthophoniste, Doctorante, Université de Montréal
Around 10% of school-age children have language or communication difficulties. In philosophical dialogue, these difficulties can be an obstacle to participation and learning. If we want philosophical dialogues to include all children, it is necessary to pay attention to the language used during these activities. This article will discuss the links between students' language abilities, classroom interactions, philosophical dialogues and the development of thinking skills in children and adolescents. Strategies that support accessible and inclusive philosophical dialogues will be described.
1. The place of language in philosophical dialogues
In philosophy dialogues, language plays a triple role. First, it is a tool for accessing the concepts at stake. Indeed, it is through language that abstract ideas can be named and communicated. Language is also an object of study when words are defined or their meaning questioned (e.g., what does it mean to be generous?). Finally, in philosophical dialogues, language is also a privileged means of participation, as students participate in the activity by actively listening to what their peers say or by participating verbally.
Given the importance of language in philosophical dialogues, those who facilitate philosophical dialogues must be aware of the impact of language difficulties on children's learning.
2. Language development in school-age children
Contrary to popular belief, language continues to develop well beyond early childhood. Children and adolescents continue to build their vocabulary in many ways after they enter school (for a review of studies on language development at school age, see Nippold, 2006).
2.1. Enrich and deepen vocabulary
During their school years, students learn many new vocabulary words, including those that express nuances (Cordier & Ros, 2006). For example, children discover that the words possible, probable and certain have specific meanings and are not synonyms. Similarly, to be annoyed, disturbed or upset are several ways of being affected by a situation. As they grow older, students also deepen their vocabulary by adding new meanings to words they already know. For example, they discover that to be curious can mean to be interested (very curious, she wanted to know everything) or to be strange (it
is a curious animal). Gradually, students also better understand metaphors and idioms such as a piece of cake (something very easy) or missing the boat (being too late).
2.2. Organize and express complex ideas
Once in school, students also develop their ability to narrate, explain and argue. For example, they organize and express their ideas more clearly and use more conjunctions (e.g., however, while) to mark the link between two ideas (Mimeau et al., 2015).
2.3. Becoming familiar with different communication situations
By experiencing different communication situations at school, in the family and the community, children and teenagers learn that each communication situation has its own rules of communication: ordering a dish in a restaurant, calling to make an appointment, attending a class, etc. These rules must be learned implicitly (through observation) or explicitly: who has the right to speak? How long should you speak? How do you ask to speak? What marks the end of the activity or exchange?
When communication rules are not explicit, it is more difficult for students to understand and respect them.
3. Language disorders: above all, a matter of understanding
When we think of language skills, we often refer to a person's ability to talk. In doing so, we forget that language also includes the ability to understand ideas expressed by others. Abstract ideas expressed in long sentences are difficult to understand, especially for children with language difficulties. To take part in the activity, participants must first understand what is being said and what is expected of them.
Unlike pronunciation difficulties, which are often audible, language difficulties are invisible and often go unnoticed. However, these difficulties are common: between 10% and 15% of children and adolescents have language or communication disorders (Norbury et al., 2016). Students with hearing problems (deafness), a developmental language disorder or autism have lifelong language difficulties (cf. Dubois et al., 2020 for a summary). Language difficulties remain even if these students no longer have pronunciation difficulties.
4. Language interaction in the classroom
When philosophical dialogues are conducted in the classroom, it is a good idea to notice how general classroom interactions usually take place (cf. Gardner, 2012 for a summary), as children will tend to repeat these habits during philosophical dialogues.
4.1. Classroom communication habits
Research indicates that students' verbal participation is necessary for their learning (Grifenhagen et al., 2022; Leopola et al., 2023). However, studies show that teachers do most of the talking in class
(Heritage, 2004; Doyen & Fisher, 2010), despite the fact that some contexts or activities tend to facilitate more balanced turn-taking between participants (Seedhouse, 2004). Furthermore, the adult has the status of privileged interlocutor, since he or she allocates speaking turns to the children (Seedhouse, 1996). Interactions with students are often based on the Initiation-Reply-Evaluation model (Mehan, 1979): the adult asks a question (who wrote this poem?), a student responds (Émile Nelligan), and the adult evaluates the student's answer (yes, that is right). Very often, the adult knows the answer to the question he or she is asking. These questions aim for the child to display knowledge of a topic and express the correct answer (Boyd & Rubin, 2006). Classroom exchanges are also characterized by very short periods of silence after a question (less than a second), which does not allow the child to reflect and develop his or her idea (Hindman et al., 2019). If the student does not have the expected answer, the adult sometimes turns to another student in search of the correct answer, which does not encourage children to take intellectual risks (Christoph & Nystrand, 2001; Gabas et al., 2022).
4.2. Participation and learning: Students with language disorders
In the classroom, students with a language disorder exhibit low participation (White, 2016). Their comprehension of what is being said is often limited, and they seldom contribute to conversations (Croteau et al., 2015). In addition, studies showed that these students receive less support from their teachers than their peers (Mayer White, 2016; Zucker et al., 2010).
Several studies indicate that classroom interactions are intimately linked to learning (e.g. Connor et al., 2020). Compared to their peers, students with language difficulties achieve lower levels of learning partly due to their limited participation in class (Barnes et al., 2017). These differences in classroom interactions contribute to the Matthew effect (Stanovich, 1986): Students with better language skills learn more than those with poorer language skills (Johanson et al., 2016).
5. Strategies for inclusive philosophical dialogues
Philosophical dialogues combine several features that can limit the participation and the learning of students with language disorders: exchanges are mainly carried out using spoken language, speaking takes place in front of a group, which can be uncomfortable for some students, and the topics addressed are complicated (often complex and abstract). Additionally, children with better language skills can respond more quickly, leaving little chance for those with language difficulties to initiate a response.
If philosophical dialogues are to encourage participation and learning of all children, attention needs to be paid to the language used and verbal interactions during these activities. Facilitators are responsible for ensuring that the language used during philosophical dialogues does not hinder the participation of children with more limited language skills. Several practices can support the participation of all children.
In the following sections, five strategies for inclusion will be explained: 1) be explicit about the rules of communication, 2) provide a model, 3) support language comprehension, 4) encourage everyone to participate, and 5) reach all students where they are. These five strategies are well-documented in the literature as effective and are already used, intuitively and to varying degrees, by adults facilitating classroom activities. However, with greater knowledge of their benefits, these strategies can be used more intentionally, resulting in more obvious benefits.
5.1. Be explicit about communication rules
For most students, philosophical dialogue is a new communicative activity with interaction rules that differ from the regular classroom. Students with language difficulties often have difficulty grasping the rules of communication when they are implicit. Therefore, it is best to explicitly inform the students how the exchanges will take place.
For example, it is a good idea to let students know that they will have more speaking time than usual, and that the moderator has no content to teach (unlike in a history class, for example). It is also a good idea to let students know that the questions will be difficult, that answers are not already known, that students may change their minds during the dialogue, etc. Here are some other topics that could also be covered to ensure that all students can participate in the activity:
What is the role of the adult? •
How will speaking turns be managed? Will students who did not raise their hand be invited to talk? Is everyone expected to participate? Will silences be more frequent or longer than usual? •
What should students do if they need help understanding what is being said? •
What happens if someone "gets it wrong"? If two students disagree? •
What do facilitators expect of students when they speak up and listen to others? •
Not all of these topics must be addressed in the first philosophical dialogue. These explanations can be given during the first few meetings. The profile of the students (e.g. age, previous experience with philosophical dialogues) will influence the rules of communication established and the length of the explanations. If necessary, it may be helpful to add visual aids.
5.2. Give a model
After informing students about the rules of the activity, a second strategy that promotes the inclusion of all students is to provide models. For example, if a question-gathering period is included, it is best to give a model aloud before asking students to share their questions. Above all, this model should include the reflection that preceded the formulation of the question. In other words, the important thing is to give children access to the internal language that led to the question. By listening to how
our thinking progressed toward the question, students in need can uptake the thinking process and speak more easily.
For example, the moderator could model a question by saying, "In the story, what Naïla did surprised me. When I make a drawing, I want to show it to everyone, not her. And that makes me wonder, what's the point of drawing if we're going to keep it to ourselves?" With this model, students become familiar with a way to participate more easily and frequently, for example, by comparing the characters' behaviours to theirs. Students with fewer ideas could use this model to contribute to the discussion.
In the same way, we can also provide models following the intervention of a student. For example, in a philosophical dialogue, a student might say it would be better if money did not exist because it is used to finance war and many other activities that pollute the planet. The adult could take the floor and give a model that would include not only his final "ready-to-share" reflection, but also the thoughts that led him to that final reflection: "Initially, when I heard Anna say that money was financing war, I agreed and thought it would be better if money did not exist. And then, I thought money could also be used to buy vegetables, organize a party, take a trip... So I'm wondering if taking money away is the best solution or if we could find another way to stop wars."
Models that give access to our thinking aloud are particularly important for students with difficulties, who often struggle to start thinking about abstract subjects (van Kleeck, 2008). Our models give these students examples of how they can initiate reasoning and move from individual thinking (e.g., what I like, how I would have reacted) to more abstract and universal thinking.
5.3. Supporting language comprehension
The third strategy for promoting the inclusion of all students is to support comprehension. As mentioned above, the comprehension difficulties of students with language disorders are invisible and often go unnoticed. The topics of conversation in philosophical dialogues are particularly difficult to understand because they are often abstract and decontextualized (i.e. not directly related to objects, people or events in the room). From an inclusion perspective, choosing topics with which most students are familiar is best. This will promote the understanding and participation of students with difficulties, as they can draw on their experiences to begin their reflections.
5.3.1. Use visual aids
One of the key strategies for supporting comprehension is to add visuals to leave a trace of what is being said. Various visual aids can be used. The adult can write essential words on the board, draw to illustrate certain concepts, add arrows to indicate the connection a child made between two ideas, or use natural gestures to represent certain words (e.g., join hands to represent that a student is proposing to combine two concepts).
5.3.2. Explicitly teach important vocabulary words
To promote understanding among all students, the adult should use simple words in their most common meaning. If less frequent or polysemous words are used, and they are essential to understanding the philosophical dialogue, it is best to teach their meaning explicitly.
Explicit teaching of vocabulary words requires presenting the meaning in multiple ways (Beck & McKeown, 2007): 1) a simple definition, 2) synonyms (when possible), 3) a few examples of how the word is used, and 4) an invitation for students to make connections between the new word and their experiences. For example, if we wanted to use the word "ideal" (a word with several meanings), we could teach explicitly by saying: "Ideal is something that is preferred over all other things, that is better (definition). Ideal means the best, the most beautiful, the most perfect (synonyms). For example, we might think of an ideal cake, an ideal bedroom or an ideal vacation. It would be the best cake we could imagine, a perfect room for us (examples). Can you tell me what an ideal school would be like for you (link to children's experiences)?"
Throughout the philosophical dialogue, the adult must remain vigilant to the words used by the participants. Some students with highly developed vocabulary may use rarer words that will not be understood by the other students and will limit their understanding of the exchange. Suppose the facilitator feels that all may not understand a word used by one participant. In that case, it is preferable to give a synonym to help all the children understand what the first participant is saying ("To presume means to think. So, Pedro thinks that...") or ask the student who used the word to define it for the rest of the group.
5.3.3. Slow down the pace of the interactions
Students with language disorders process language more slowly than others. When there are no pauses between turns and people speak fast, language is more difficult to process.
To help struggling students understand, it is a good idea to include pauses between turns (a few seconds of silence). After asking a question, the adult can also leave 5 seconds of silence to give all the students time to reflect and formulate their thoughts. Summarizing exchanges by writing keywords on the board naturally creates moments of pause that support the comprehension of children with difficulties.
5.4. Encourage everyone to speak
Scientific studies are quite clear: students who speak and actively participate in classroom verbal interactions learn more than students who do not (Leopola et al., 2023; Connor et al., 2020; Justice et al., 2018). Supporting all students to participate verbally is an attempt to counter the Matthew effect (Stanovitch, 2009). As mentioned above, this effect indicates that the most advanced students benefit most from interactions with adults in the classroom. These study results invite further reflection on time and turn management (Borella, 2016).
If the adult believes that all students have something to share and wants to hear from everyone, he or she needs to state this expectation clearly and support everyone to take the floor. It is worth remembering that regular classroom exchanges tend to reward students who give "the right answers." So, conversely, if the adult informs the students that they can choose not to speak, some students (especially those with difficulties) may tend to exclude themselves from the exchanges as they might feel that the adult is not interested in their answers.
Encouraging everyone to participate may require that, on occasion, the adult protect the speaking turns of students with language difficulties: giving them more time to express themselves, making sure that other students do not cut them off, etc. (McMahon-Morin et al., 2019).
5.5. Reach all students where they are by adjusting to their abilities
It is through the exchanges in which students take part and the feedback they receive that they can develop their judgment and argumentation skills. To give feedback to everyone, all students must first have expressed themselves (Gagnon, 2008).
Most classes are made up of students with different abstraction skills. In this context, the adult will have to adjust his/her support according to the student's abilities to reach them where they are. The concept of scaffolding is central to the support the adult offers (e.g. Pentimonti et al., 2017). Scaffolding means doing with the student what he or she cannot yet do alone. Students with language difficulties may have difficulty answering complex open-ended questions. For example, to support, the facilitator could simplify the question, make a link with the student's experience or give an example. So, depending on the student's needs, it may be necessary to provide strong support by momentarily limiting his or her degree of freedom (e.g., by suggesting answers or asking a choice question).
The aim of getting students to think for themselves should not be an excuse for not offering significant support to those students who need it most. The goal is not to think for them, but to recognize that some students may need to think "with the adult" before doing it on their own later.
Conclusion
Philosophical dialogue workshops place significant demands on students' language and communication skills. Given the high percentage of students with language difficulties, it is a good idea for adults to use strategies that make philosophical dialogue more inclusive.
By paying particular attention to the support offered to everyone (e.g. by making communication rules explicit), it is possible to support students' understanding and participation and, in so doing, contribute to the development of thinking skills for all.
Références
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White, K. M. (2016). "My Teacher Helps Me": Assessing Teacher-Child Relationships From the Child's Perspective, Journal of Research in Childhood Education, 30(1), 29–41, https://doi.org/ 10.1080/02568543.2015.1105333 •
Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers' literal and inferential questions and children's responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65-83. https://doi.org/10.1016/j.ecresq.2009.07.001 • | <urn:uuid:49f0ec24-2d2f-49a0-9292-24f5d604c0cc> | CC-MAIN-2024-18 | https://diotime.lafabriquephilosophique.be/numeros/095/018/print/print.pdf | 2024-04-18T16:34:13+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00825.warc.gz | 173,397,358 | 6,437 | eng_Latn | eng_Latn | 0.845689 | eng_Latn | 0.993821 | [
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What is a Butterfly?
Butterflies are members of the insect order Lepidoptera, a word that describes the presence of scales on their wings. It is derived from the Greek words lepis, for scale, and pteron, for wing. Butterflies, like other insects, have segmented bodies divided into three major parts: head, thorax, and abdomen. Every butterfly has four stages to its life: egg, caterpillar (larva), chrysalis (pupa), and adult. The time spent in each stage varies with butterfly species. The gradual passage through the four stages is known as metamormorphosis. The cycle begins as the adult female lays her eggs on the appropriate caterpillar food plant.
Four Stages of Metamorphosis
PLACES TO SEE BUTTERFLY GARDENS
Blowing Rocks Preserve Gumbo Limbo Nature Center Loxahatchee Wildlife Refuge Okeeheelee Nature Center Daggerwing Nature Center Mounts Botanical Garden Robert J. Huckshorn Arboretum-FAU Jupiter
NURSERIES THAT SELL BUTTERFLY PLANTS
Meadow Beauty Nursery—Lake Worth 561-966-6848
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Indian Trails Native Nursery—Lake Worth 561-641-9488
BUTTERFLY BOOKS
Butterflies through Binoculars: A Field, Finding and Gardening Guide to Butterflies in Florida, by Jeffrey Glassberg, Marc Minno and John Calhoun Butterflies of the East Coast by Rick Cech Florida Butterfly Gardening, by Marc and Maria Minno
ORGANIZATIONS
North American Butterfly Association (NABA)– ATALA CHAPTER To find out about meetings and field trips, call the butterfly hotline at 561/706-6732 or check out their web page at: http://www.nabapalmbeach.org
ACKNOWLEDGEMENTS
This brochure was created by the Florida Center for Environmental Studies and the Atala Chapter of the North American Butterfly Association. Cover Artwork: Atala Hairstreak lifecycle on Coontie by Leslie Smith
Butterfly Gardening In South Florida
A beginner’s guide to creating your backyard butterfly garden
What is a Butterfly Garden?
W here have all the butterflies gone? Few sights are more delightful than that of a butterfly flitting from flower to flower. But sadly, butterflies have become all too rare in our rapidly changing environment.
Due in part to increasing environmental awareness, more and more people are changing their home landscaping methods in order to attract and conserve butterflies. Reducing the use of pesticides and growing butterfly-friendly plants are simple ways to invite butterflies to your doorstep. Butterfly Gardening is a concept designed to attract butterflies through the growing of two types of plants: food plants for the caterpillars and nectar plants for the adults.
Choosing the location for your garden is very important. Butterflies are "sun-loving" — they use their wings as solar panels as they need to have their bodies at a certain temperature before they can fly. Also, most butterfly plants prefer full sun. Shrubs and trees will provide the protection that butterflies need on windy or rainy days, as well as providing a location for butterflies to roost at night. Grouping plants with similar needs for mass effect to attract butterflies is also helpful.
Zebra
Heliconian
Florida’s State Butterfly
This brochure includes information on the types of plants needed to start a butterfly garden and will introduce you to just a few of the species of butterflies which are found in south Florida. Once you have an active butterfly garden, you may want to learn the butterflies you are seeing. Close-focusing binoculars and a good field guide are essential for this effort.
Caterpillar Food Plants
Butterflies must have plants on which to lay their eggs. Butterflies have evolved with the native plants of a particular ecosystem and, therefore, are "finicky" eaters. In fact, most butterflies will only eat one type of plant making it very important to choose the correct plants for the butterflies that are found in your area. Butterflies are equipped with a highly sensitive sense of smell, which enables them to identify their caterpillar food plants from great distances. Some excellent caterpillar food sources for our area are listed below – many of these are available in native varieties. If you choose an exotic species, make sure that it is not listed as an "invasive" exotic.
*Native Plant **Native varieties available
Nectar Plants
Flowering nectar plants are the most important source of food and nourishment for adult butterflies. Nectar is a sweet, sugary substance produced by many flowers. The butterfly obtains sugars from it that it needs for energy to survive.
*Firebush Hamelia patens
**Porterweed Stachytarpheta spp.
*Scorpiantail Heliotrope Heliotropium angiospermum
Ageratum spp.
*Blue Mistflower Conoclinium coelestinum
Golden Dewdrop
Duranta repens
*Butterfly Sage
Cordia globosa
*Wild Coffee
Psychotria nervosa
*Fiddlewood
Citharexylum spinosum
Jatropha spp.
**Lantana
L. involucrata or depressa
Pentas (Red & Hot Pink esp.)
Butterfly Bush
Buddleia spp.
*Native Plant **Native varieties available | <urn:uuid:4a358ffb-c75f-46e6-9301-954c1aeedefe> | CC-MAIN-2024-18 | https://www.nabapalmbeach.org/_files/ugd/9265c6_a5e287eb904e4de6a922ab877a69fa89.pdf | 2024-04-18T18:02:00+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00828.warc.gz | 842,965,241 | 1,156 | eng_Latn | eng_Latn | 0.983081 | eng_Latn | 0.993336 | [
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November 7, 2022 Harrison Tasoff
A Needle in a Coastal Haystack
Discovering a new species is always exciting, but so is finding one alive that everyone assumed had been lost to the passage of time. A small clam, previously known only from fossils, has recently been found living at Naples Point, just up the coast from UC Santa Barbara. The discovery appears in the journal Zookeys.
"It's not all that common to find alive a species first known from the fossil record, especially in a region as well-studied as Southern California," said co-author Jeff Goddard, a research associate at UC Santa Barbara's Marine Science Institute. "Ours doesn't go back anywhere near as far as the famous Coelacanth or the deep-water mollusk Neopilina galatheae — representing an entire class of animals thought to have disappeared 400 million years ago — but it does go back to the time of all those wondrous animals captured by the La Brea Tar Pits."
On an afternoon low tide in November 2018, Goddard was turning over rocks searching for nudibranch sea slugs at Naples Point, when a pair of small, translucent bivalves caught his eye. "Their shells were only 10 millimeters long," he said. "But when they extended and started waving about a bright white-striped foot longer than their shell, I realized I had never seen this species before." This surprised Goddard, who has spent decades in California's intertidal habitats, including many years specifically at Naples Point. He immediately stopped what he was doing to take close-up photos of the intriguing animals.
With quality images in hand, Goddard decided not to collect the animals, which appeared to be rare. After pinning down their taxonomic family, he sent the images to Paul Valentich-Scott, curator emeritus of malacology at the Santa Barbara Museum of Natural History. "I was surprised and intrigued," Valentich-Scott recalled. "I know this family of bivalves ( Galeommatidae ) very well along the coast of the Americas. This was something I'd never seen before."
He mentioned a few possibilities to Goddard, but said he'd need to see the animal in-person to make a proper assessment. So, Goddard returned to Naples Point to claim his clam. But after two hours combing just a few square meters, he still hadn't caught sight of his prize. The species would continue to elude him many more times.
It takes a keen eye to spot the minuscule clam (bottom center), sitting next to this chiton in the tidepools of Naples Point.
Photo Credit: JEFF GODDARD
Nine trips later, in March 2019, and nearly ready to give up for good, Goddard turned over yet another rock and saw the needle in the haystack. A single specimen, next to a couple of small white nudibranchs and a large chiton. Valentich-Scott would get his specimen at last, and the pair could finally set to work on identification.
Valentich-Scott was even more surprised once he got his hands on the shell. He knew it belonged to a genus with one member in the Santa Barbara region, but this shell didn't match any of them. It raised the exciting possibility that they had found a new species.
"This really started 'the hunt' for me," Valentich-Scott said. "When I suspect something is a new species, I need to track back through all of the scientific literature from 1758 to the present. It can be a daunting task, but with experience it can go pretty quickly."
The two researchers decided to check out an intriguing reference to a fossil species. They tracked down illustrations of the bivalve Bornia cooki from the paper describing the species in 1937. It appeared to match the modern specimen. If confirmed, this would mean that Goddard had found not a new species, but a sort of living fossil.
It is worth noting that the scientist who described the species, George Willett, estimated he had excavated and examined perhaps 1 million fossil specimens from the same location, the Baldwin Hills in Los Angeles. That said, he never found B. cooki himself. Rather, he named it after Edna Cook, a Baldwin Hills collector who had found the only two specimens known.
The type specimen that George Willett used to originally describe the species.
Photo Credit: VALENTICH-SCOTT ET AL.
Valentich-Scott requested Willett's original specimen (now classified as Cymatioa cooki) from the Natural History Museum of Los Angeles County. This object, called the "type specimen," serves to define the species, so it's the ultimate arbiter of the clam's identification.
Meanwhile, Goddard found another specimen at Naples Point — a single empty shell in the sand underneath a boulder. After carefully comparing the specimens from Naples Point with Willett's fossil, Valentich-Scott concluded they were the same species. "It was pretty remarkable," he recalled.
Small size and cryptic habitat notwithstanding, all of this begs the question of how the clam eluded detection for so long. "There is such a long history of shellcollecting and malacology in Southern California — including folks interested in the harder to find micro-mollusks — that it's hard to believe no one found even the shells of our little cutie," Goddard said.
He suspects the clams may have arrived here on currents as planktonic larvae, carried up from the south during marine heatwaves from 2014 through 2016. These enabled many marine species to extend their distributions northward, including several documented specifically at Naples Point. Depending on the animal's growth rate and longevity, this could explain why no one had noticed C. cooki at the site prior to 2018, including Goddard, who has worked on nudibranchs at Naples Point since 2002.
"The Pacific coast of Baja California has broad intertidal boulder fields that stretch literally for miles," Goddard said, "and I suspect that down there Cymatioa cooki is probably living in close association with animals burrowing beneath those boulders."
About UC Santa Barbara
The University of California, Santa Barbara is a leading research institution that also provides a comprehensive liberal arts learning experience. Our academic community of faculty, students, and staff is characterized by a culture of interdisciplinary collaboration that is responsive to the needs of our multicultural and global society. All of this takes place within a living and learning environment like no other, as we draw inspiration from the beauty and resources of our extraordinary location at the edge of the Pacific Ocean. | <urn:uuid:6784c311-3036-454f-8e43-79b65527a8eb> | CC-MAIN-2024-18 | https://news.ucsb.edu/print/pdf/node/20757 | 2024-04-18T17:40:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00828.warc.gz | 384,228,994 | 1,381 | eng_Latn | eng_Latn | 0.998845 | eng_Latn | 0.999134 | [
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Ashton Hayes Primary School Year Overview 2022-2023
Autumn
Spring
Summer
| Topic | Different | Journeys |
|---|---|---|
| English | Troll Swap: Story The Owl Who Was Afraid of the Dark: Non- chronological report | Dragon Machine Major Glad, Major Dizzy |
| Science | Seasonal Change Animals Including Humans | Seasonal Change Materials Plants |
| History | Events Beyond Living Memory: The Gunpowder Plot/ Bonfire Night | Significant historical event in own locality: Titanic (Liverpool) |
| Geography | Seasonal and Daily Weather patterns 7 continents and 5 oceans | Geography: Seasonal and Daily Weather patterns Countries, cities and seas of the UK |
| RE | Christianity Belonging Why do Christians celebrate Christmas? | Christianity What do we think about how the world was made and how should we look after it? |
| PE | Invasion Games Ball Skills | Fundamentals Net and wall |
| Music | All about me: Pulse and Rhythm Superheroes: Pitch and Tempo | Under the sea: Musical vocabulary Myths and Legends |
| Art | Drawing: Exploring line and shape – Creating trolls in the style of Joan Miro Painting: Mix Primary Colours to make secondary colours & add block colours to drawings | Sculpture: Clay Pots |
| DT | Textiles: Puppets | Structures: Boats that Float |
| Computing | Online Safety Computing Systems and Networks: improving mouse skills | Programming 1: Algorithms unplugged Skills Showcase: Rocket to the Moon |
| PSHCE | My Happy Mind – Meet Your Brain/ Celebrate Feelings and Emotions | My Happy Mind – Appreciate/ Relate Keeping and staying safe | | <urn:uuid:f819c06d-99e7-43bb-b6fc-6f9118a4fd4b> | CC-MAIN-2024-18 | https://www.ashtonhayes.cheshire.sch.uk/serve_file/8698984 | 2024-04-18T17:11:42+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00825.warc.gz | 569,317,915 | 359 | eng_Latn | eng_Latn | 0.535846 | eng_Latn | 0.535846 | [
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Relay Take-Off Platform Fact Sheet
What you need to know
The RTOP is not affected by:
* The RTOP senses human contact and not pressure or force.
- loose blocks/block vibrations
- hop starts
- weight of the swimmer
* Three components working together measure a relay exchange:
2. Touchpad triggers the timing console when a swimmer finishes his/her leg of the race.
1. RTOP triggers the timing console when a swimmer has left the block.
3. Timing console (OmniSport ® 2000) registers all inputs from the RTOPs and touchpads. The timing console compares the last input received from the RTOP to the touchpad to calculate the exchange.
FAQs
The RTOP tells the timing console each and every time that the swimmer left the block. The console then compares the last input from the RTOP to the touchpad time.
Q: What if the swimmer does a hop start?
Q: Is the RTOP affected by block vibrations?
No. The RTOP does not see movement, it sees the human contact.
Q: What if the swimmer places a towel on the block?
That is not recommended. The RTOP is looking for human contact and may trigger early if there is something between the swimmer's skin and the RTOP.
Q: Is the RTOP affected by the weight of the athlete?
No. The RTOP is looking for human contact and not pressure or force to activate it.
Q: What is a safe exchange time and what is a DQ?
0.0 seconds or higher is safe and -.01 or lower is a DQ.
Q: Is the equipment approved by the sanctioning body?
Organizations like the NCAA and FINA do not approve equipment. They write the rules that the equipment needs to meet. The RTOP meets and exceeds all requirements of the NCAA, USA Swimming, FINA and NFHS. | <urn:uuid:d9f2a326-9b06-4548-bb26-6776f8cf782c> | CC-MAIN-2024-18 | https://www.britishswimming.org/documents/351/Daktonics_Relay_Take_Off_Platform_Fact_sheet.pdf | 2024-04-18T18:06:55+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00828.warc.gz | 630,226,455 | 394 | eng_Latn | eng_Latn | 0.999003 | eng_Latn | 0.999003 | [
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PS 158 Academic Grading Policy (K-5)
School Year 2023-24
At PS 158 we base students' grades on academic progress and performance, considering a student's entire body of work in each subject area, while providing multiple ways to demonstrate learning.
At PS 158 we maintain a fair grading policy, accurately reflecting each individual student's performance levels based on the NYS Learning Standards. Our grading policy outlines how and when students will receive feedback on their understanding of content and mastery of skills. Each grade measures performance in each subject area by tracking students' academic progress and classroom performance.
Grades are a reflection of students' understanding and command of content, their progression through a subject, and their mastery of skills at a given point in time. Grades reflect a combination of classwork, projects, writing pieces, assessments, reflections and participation in each subject area.
To maintain consistency and provide transparency to students and their parents, the table below explains how a grade is determined. Detailed explanations are provided below of possible components that can contribute to a student's grade.
Considerations for Equity and Social-Emotional Well-Being
The transitions in the past months have been significant for New York City. Students, families, teachers, paraprofessionals, administrators, service providers, and many others in students' lives have had to overcome enormous challenges. During this time, our policies must reflect the wide range of experiences and challenges that we are facing as a community. Grades are a way to communicate about progress with students and families, and teachers must continue to assess student work and provide meaningful feedback about what students are learning. Grades must be as clear and accurate as possible while also taking into consideration the varied circumstances that students and schools are facing. First and foremost, we must support students to advance in their learning through June and beyond. While we assess student learning in new ways, we must continue to review student work holistically. At this point in the year, teachers have a great deal of information about student progress to inform student grades.
Academic Standards
At PS 158 students have the opportunity to demonstrate their understanding of concepts and mastery of skills within a subject area through multiple measures of performance. Student work is an essential way for teachers to gauge students' understanding of materials and allow the teacher to inform and design instruction.
Teachers regularly provide constructive feedback on student work and next steps to guide students in improving their understanding. The frequency and specific assessments are established by grade guidelines and rubrics.
Academic Standards
Student Work
o Notebooks
o Math Posters
o Group Work
o Post-Its
o Math Centers work
o Writing Pieces
Assessments
o Standards based benchmark assessments
o Running records
o Pre- and Post- assessments to assess growth Ex. On-demand pieces
o Informal assessments
o Observational notes
o Conferring notes
o Rubrics
o Checklists
PS 158 Grading Scale
Timeline of Student Grades
PS 158 maintains the annual term model, and issues progress reports two times a year, to provide students and families with feedback about student performance levels.
For the SY 2023-24, Semester One is September 7, 2023 to January 31, 2024. Semester Two is February 1, 2024 to June 26, 2024.
Both the Academic Standards and the Classroom Standards will contribute to the determination of students' cumulative final grades, at the end of the marking period. The grade given will be representative of the work the
Classroom Standards
* Classroom discussion and participation
* Collaborative partner/group work
* Respects others
* Respects classroom/school expectations and norms
* Attends to lessons
* Preparedness
* Stamina to complete assigned tasks
* Qualities of a learner: resilience, perseverance, curiosity, etc.
student did over the course, and the level of performance as of that point in time. At the conclusion of each year, final grades are entered into the NYCDOE STARS system and serve as the permanent grade on students' academic records for the school year.
ELLs and Students with IEPs
All students, including students with disabilities and ELLs, should be working toward grade-level standards. All students must receive grades based on mastery of learning standards, and receive feedback on their progress toward those standards.
For ELLs, PS 158 considers the students' English as Native Language (ENL) proficiency level, and provides opportunities for students to demonstrate mastery of the NYS learning standards in their native languages.
For students with disabilities, PS 158 documents annual goals, plans for progress monitoring and promotional criteria in the IEP, while the progress report documents progress made in the general education curriculum. All students, including Students with Disabilities, receive grades based on how well they master the subject matter, concepts, contents and skills addressed in a subject area.
Students with disabilities who receive accommodations and/or supplementary aids and services are graded based on their demonstrated understanding of the concepts and skills taught when these accommodations and/or supplementary aids and services are provided. Students' receipt of accommodations does not impact the grade that can be earned.
Entry Error
Grades represent a student's mastery of concepts and skills at a given point in time. If there is a grade entry error, teachers will notify School Leadership, to verify and discuss next steps. If there is a legitimate verifiable reason such as a miscalculation, changes can be completed within 20 days in the NYCDOE STARS system.
Promotion Decisions
Promotion decisions are made using multiple measures of student performance throughout the course of the school year and when applicable, the standardized State exams. If a student's promotion to the next grade is in jeopardy, the teacher must notify School Leadership, and families will then be notified.
Opportunities to Discuss Student Progress
Parents will be informed of their student's progress during Parent-Teacher Conferences, which take place twice a year (fall and spring). In addition to Parent Teacher Conferences, meetings with teachers can also be scheduled via email to discuss student progress throughout the school year. Teachers commit to responding to meeting requests within 48 hours (2 school days) to ensure timely and informative communication. | <urn:uuid:49ad3b93-9076-4c3b-ad13-a90260ba6ef5> | CC-MAIN-2024-18 | https://www.ps158.org/_files/ugd/be2bca_6c985958b13e45d7a03e42a91752fd60.pdf | 2024-04-18T17:46:04+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00827.warc.gz | 861,249,529 | 1,269 | eng_Latn | eng_Latn | 0.935727 | eng_Latn | 0.995106 | [
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Comprehension
I. Answer the following question:
1. Which is the most important day in the author‟s life? Which two lives dose it connect?
Ans: The most important day in the author‟s life is one on which her teacher Anne Mansfield Sullivan came to her. The two lives it connects is the life before her teacher came and the life after her teacher.
2. How did the author guess that something unusual was about to happen?
Ans: The author guessed that something unusual was about to happen from her mother‟s sign of hurrying to and fro in the house.
3. Why was the author filled with anger and bitterness?
Ans: The author was filled with anger and bitterness because she was helpless. She could not see or hear anything.
4. How does the author describe her feelings before her education began?
Ans: The author says that her life was also like a ship before her education began. Without compass or sounding line and have no way of knowing how near the harbour is.
5. Who had sent the doll to the author? Who dressed it? Why did she come to know of it only afterwards?
Ans: The little blind children at the Perkins Institution had sent the doll and Laura Bridgman had dressed it. She came to know only afterwards because she could not see or hear.
6. Why do you think the author felt no love for the doll and was rather delighted when she broke it?
Ans: The author had not loved the doll because in the still dark world in which she lived there were no strong sentiments or tenderness.
7. How was the mystery of language revealed to the author?
Ans: The author‟s teacher placed her hand under the spout. The cool water gushed over one hand she spelled into the other word „w-a-t-e-r‟ she knew water means the wonderful cool something that was flowing over her hand and somehow the mystery of language was revealed to her.
8. Why did the author feel that she saw everything whit a strange new sight?
Ans: As she returned to her house, every object which she touched seemed to quiver with life. That was because the author saw everything with the strange new sight.
9. What made the author feel repentance and sorrow? Why couldn‟t she feel it before?
Ans: The author remembered the doll which she had broken and tried to put them together it was then that she realised what she had done it for the first time and felt repentance and sorrow. She couldn‟t feel this before because she was not aware of these things she felt her life was full of darkness.
10. How had the author‟s attitude to life changed after she realised that everything has a name?
Ans: When the author realised that everything has a name, her attitude towards life changed it gave her joy light of hope the living words awakened her soul.
11. What obstacle did the author and Miss. Sullivan face in the beginning?
Ans: As long as author and Miss. Sullivan didn‟t understand each other they had obstacles at the beginning. The author became impatient at her repeated attempts but later she was delighted that she was no more in the dark world.
12. How did Miss. Sullivan succeed in revealing the mystery of language to the author?
Ans: Miss Sullivan had succeeded in revealing the mystery of language to the author. She knew then that „water‟ meant the wonderful cool something that was flowing over her hand. That living word awakened her soul, gave it light, hope, joy, set it free.
13. What was the strange, new sight that the author had experienced?
Ans: The strange, new sight that the author had experienced was that everything had a name, and each name gave birth to a new thought.
Be a Grammarian
II. Write the correct past forms of the following sentences.
2. It had been hot.
3. We could have rented a car.
4. I had done the laundry.
5. She had made some delicious cookies.
CHRIST KING HR. SEC. SCHOOL KOHIMA
Class-6
Subject: English-1
My First Teacher
Comprehension
I. Answer the following question:
1. How does the young boy describe his family‟s condition? What was the source of great shame for him?
Ans: The young boy‟s father was a clerk in the cage of a stock-and-bound. Half of his family went for the support and medical expenses of the illness of his very poor relatives. His house was mortgaged completely and on some winters their groceries were bought on credit. The source of great shame for him was that they did not own a car.
2. How did the mother console the family? How did she make the house look charming?
Ans: Mother console the family by saying, "if you have character you have the better part of wealth. Living on little develops inner resource and builds a spiritual ban account." She used a few metres of bright chintz and little paint in the right place to make the house loo charming.
3. "I made it to home in record time."
a) Who is "I" here?
Ans: „I‟ here is referred to the author.
b) How did he come home in record time?
Ans: he ran very fast and reached home in record time.
4. Why was the boy shocked?
Ans: The boy was shocked seeing his father so tensed instead of celebrating.
5. What was the ethical problem that the father was struggling with?
Ans: The car that the father won was not theirs since the father had bought two tickets and the tickets he bought on Kendrick name won, so he was struggling with an ethical problem to take the right decision.
6. What was marked on the raffle stub 348? What did it stand for? Why was it marked so?
Ans: Letter „K‟ was dimly marked in pencil on one corner if the raffle stub. It stood for „Kendrick‟ it was marked because it was bought in the name of Kendrick.
7. To the young boy, why was it n open and shut case? Was this opinion because he had no regard for ethical values or because he badly wanted his family to have a car?
Ans: To the young boy it was an open and shut case, because just as the case opens and shuts immediately the same way they won the car but the car did not belong to them. This opinion was because he badly wanted his family to own a car.
8. When did the family finally own a car?
Ans: The family finally own a car until after the author was grown up.
9. When did the boy realise that they were never richer then that moment when his family made the telephone call to Kendrick‟s?
Ans: The boy knew that as his father was honest man he would tell the truth and Kendrick would take away the car so he realised that after the phone call made by his father they were never richer.
10. Discribe the boy‟s father and mother?
Ans: The boy‟s father and mother believed in good characters. They were very honest. Their better part of wealth was their inner resources and spiritual bank account was their character and not their wealth.
The Three Questions
Comprehension
I. Answer the following questions:
1. What kind of person was King John? Why did he get the Abbot of Canterbury arrested?
Ans: King John was a selfish person. Abbot of Canterbury was leading a luxurious life so he arrested him.
2. What were the three questions that the king asked Abbot? How many days were granted to find the answer?
Ans: 1) "tell me how much I am worth"
2) "How long will it take for me to go around the world?"
3) "What am I thinking now?"
Three days were granted to find the answer of this question.
3. What did Abbot do to try to find the answer?
Ans: Abbot went into Oxford and Cambridge Universities. He met great professors and learned men to find the answer.
4. How did the shepherd convince the Abbot to let him go in his place?
Ans: The shepherd said to Abbot to let him go in his place, since he resembled him. He would wear his dress and cover his head with cowl. He said that he would answer the three questions of the king to satisfy him.
5. What was the first question and what was the shepherd‟s answer?
Ans: The first question was "What am I worth?". Shepherd replied, "You are worth exactly 29 silver coins."
6. What was the second question and what answer did the shepherd give? Did it satisfy the king?
The Night We Won the Buick
Ans: The second question was, "How soon can I ride around the world." The shepherd replied, "Your Majesty you must raise with the sun early in the morning and ride with it till the next sunrise. In this way, you will be able to go around the world in twenty four hours."Yes, the king was satisfied with the answer.
7. What was the third question and what was the shepherd‟s answer?
Ans: The third question was, "What am I thinking now?" The shepherd replied, "Your Majesty you are thinking I am the Abbot but I am not I am only the poor shepherd. I have to ask pardon for the Abbot and for myself."
8. How was the shepherd rewarded?
Ans: The king rewarded the shepherd by giving him a pound a week as long as he lived and he forgave his master the Abbot too.
9. Do you think the shepherd was granted pardon for taking the place of his Abbot because of his wit or was he just lucky that King John saw the humorous side of the whole situation?
Ans: The shepherd was lucky that King John saw the humorous side of the whole situation.
II. Write true or false.
1. True
2. False
3. False
4. False
5. True
6. False
7. False
8. True
9. False
10. True
Be a Grammarian
I. Degrees of Adjectives
1. Taller
2. Smaller
3. More junior
4. More difficult
5. More difficult
II. Comparatives adjectives are used to express characteristics of one thing in comparison to another thing (one
thing). It makes comparison between two things (only two things not more than two things).
1. Richest
2. Most beautiful
3. Highest
4. Tallest
5. Most modern
6. Biggest
7. Hottest
My Elder Brother
Learning words
Match the following words with their opposites:
1. D
2. C
3. B
4. A
5. E
Comprehension
I. Answer the following question:
1. Why was the elder brother only three grades ahead of the narrator in spite of being five years older than him?
Ans: The elder brother had failed two times so he was three grades ahead of the narrator in spite of being five years older than him.
2. "He wanted to lay a firm foundation for that edifice. So he took two years to do one year‟s work, sometimes he even took three."
a. What does the above sentence mean?
b. Is the narrator implying that his elder brother chose to repeat in the same grade? Explain.
Ans: a) The above sentence means he failed in the same class for 2 years.
b) The narrator‟s elder brother did not choose to repeat in the same grade it was his luck which was not favouring him.
3. What is the elder brother‟s attitude towards studies?
Ans: The elder brother killed himself with hard work memorising every word of the course. He used every ounce of his energy in studies.
4. What is the narrator‟s attitude towards studies?
Ans: The narrator spent most of his time in playing. He was not at all serious about his studies.
5. Why is it that in spite of devoting all his time to studies, the elder brother kept failing while the younger brother passed with first division in spite of his distaste for books?
Ans: In spite of his devotion towards studies the elder brother kept failing might be because of his over confidence or might be his method of learning was not a right one.
6. What changes came in the narrator as he found himself only one grade lower than his elder brother?
Ans: When the narrator found himself one grade lower than his elder brother, his feelings of independence grew. He began to take advantage to his tolerance as a result the little he studied too stopped. He found his pleasure in playing and flying kites.
7. Why was a new respect developed in the narrator‟s heart for his elder brother?
Ans: When the elder brother opened his views about life, the respect he had for his parents for their experience of the world and love he had for his brother, developed new respect in the narrator‟s heart for his elder brother.
8. Why couldn‟t the elder brother play kites even though he wanted to?
Ans: The elder brother wanted to be an example to his brother he was not against flying kites he was also tempted but he was helpless.
II. Tick the correct option:
1. A
2. A
3. A
4. A
5. A
6. C
7. A
Be a Grammarian
II. Now correct the following sentences.
1. I burnt myself on the stove this morning.
2. You can help yourself to drink.
3. He blames himself for the accident.
4. After I got up I washed myself.
5. Have you hurt yourself?
6. I found myself unable to speak.
7. The company has got itself into difficulties.
8. The only people there were ourselves.
Fire and Ice
Comprehension
I. Answer the following questions:
1. What are the opinions that people hold regarding the world‟s end?
Ans: The opinion that people hold regarding the world‟s end is that it will end in fire or ice.
2. What does the poet compares with fire?
Ans: The poet compares fire with ice.
3. Why does the poet thinks the world may end in fire?
Ans: The poet thinks the world may end due to fire because there is so much of desire in man.
4. What does the poet compare ice with?
Ans: The poet compares ice with hate.
5. Why does he think that the world may be destroyed by ice?
Ans: He thinks that the world may be destroyed by ice because there is so much of hatred in people.
6. Does the poet have personal experiences of the destructive power of desire and hate? If yes, which lines in the poem suggest this?
Ans: Yes, the lines from "What I‟ve tasted of desire" and "I think enough of hate" suggest this line.
7. What is the message contained in this poem?
Ans: The intension and meaning behind the poem is a basic desire on poet‟s part to warn against what he sees as the two greatest problems facing humanity.
II. Tick the correct option:
1. C
2. A
3. B
Be a Grammarian
II. Complete the following sentences with will or would:
1. Would
2. Would not
3. Would not
4. Will
5. Will
6. Would not
7. Would
8. Will
9. Would
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Click Here to Access this Course
SERIOUS PLAY: THEATRE GAMES AND WARMUPS FOR REHEARSAL AND ENSEMBLE BUILDING
Instructor
TODD ESPELAND
Materials
Video modules, Handouts, Transcripts, MP3 Files, PDF of Powerpoint Slides, Completion Certificate
Course length
8 modules 1 hours, 36 minutes of video 3 credit hours
Course Description
In this class, Serious Play, the instructor will lead you through a series of games in risk, movement, focus, and voice. You will get access to a series of all inclusive games that you can string together to make one giant game that is great to use in rehearsal. You will learn how and when to use these games.
You'll get ideas on how to craft your own warm-up lesson plan; and, most importantly, you'll learn about about a pre-class warm-up that you can do on your own so that you can get yourself into that third stage of the creative brain, so that you can begin trying out interesting, creative, and risky choices for yourself in your classes and in rehearsals.
About the Instructor
Todd is Artistic Director of the Kalamazoo Civic Theatre, the founder and former Artistic Director of Commedia Zuppa and a graduate of the world renowned Dell' Arte International in Blue Lake California. While at Dell Arte, Todd did extensive postgraduate work in Mask, Clown, Commedia Dell' Arte and Physical Theatre.
He has an MFA in Directing from the University of Nevada Las Vegas, where he directed such plays as On the Verge, Equus and toured work to the Adelaide Fringe Festival in Adelaide Australia. While in Las Vegas, he was a Clown consultant on Cirque du Soleil's show Zumanity, working alongside lead Cirque clown Shannan Calcutt. With Commedia Zuppa Todd has toured work nationally and internationally. He has also directed, served as a Master Teacher and artist in residence Off-Broadway for the Rosebud Theatre Company, and at many regional theatres, colleges and universities. He is a specialist in mask and movement actor training.
Todd has also served as a Guest Artist/visiting Assistant Professor at Kalamazoo College where he taught classes in acting, mask performance and directed recent productions of Peer Gynt and Romeo and Juliet. In 2002 his mask show BOXHEAD was nominated for a Brickenden Award for best touring production by the London Free Press. His production of Richard the Third won the Civic Theatre Production Excellence award (2015).
Course Curriculum
Lesson 1: Warmups 6:14
Introduction to the course and an overview of the types of games you'll learn, how you can use them, and the effect they have on those who play them.
Lesson 2: Risk Games 13:49
In this lesson, you'll learn risk games. Risk games encourage students to take risks, move out of their comfort zone, and learn something new. Risk games – they're a great way to train your students to do and not think.
Lesson 3: Movement Games 13:26
Learn three valuable movement games that help your actors to get comfortable moving their bodies and communicating using their bodies.
Lesson 4: Focus Games 13:06
During lesson four, you'll learn important focus games that not only help to build ensemble, but also help your students to focus on themselves and others.
Lesson 5: Voice Games 13:39
Through vocal games, your students will be encouraged to "play in their voice" and makes sounds in a free and impulsive way.
Lesson 6: All-Inclusive Games 17:33
In lesson six you'll learned games that will be linked together and will mimic the rehearsal and performance process.
Lesson 7: When to use Games 16:16
Lesson seven reviews the categories of games you learned and guides you through how to use them for specific rehearsals. You'll even learn tips on how to use games you already know throughout the rehearsal process.
Lesson 8: Wrap-Up 2:50
In this final module, you'll review what you've learned and how you can use and add on to what you've learned throughout the rehearsal and performance process.
Standards Connections
National Core Arts Standards
Develop and refine artistic techniques and work for presentation - Grade 6
TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Develop and refine artistic techniques and work for presentation - Grade 7
TH:Pr5.1.7.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
Organize and develop artistic ideas and work - Grade 7
TH:Cr2.1.7.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Develop and refine artistic techniques and work for presentation - Grade 8
TH:Pr5.1.8.a - Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
TH:Pr5.1.HSI.a - Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
TH:Pr5.1.HSII.a - Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
TH:Pr5.1.HSIII.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
Common Core
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Language
CCSS.ELA-LITERACY.CCRA.L.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Reading: Informational Text
CCSS.ELA-LITERACY.RI.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Language
CCSS.ELA-LITERACY.L.9-10.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
California VAPA Standards (2019)
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Cr2.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Pr5.a - Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5.a - Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5.a - Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5.a - Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Pr5.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
Florida Sunshine State Standards
Critical Thinking & Reflection
TH.912.C.1.5 - Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
TH.912.C.2.5 - Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
TH.912.C.2.7 - Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
TH.912.C.2.8 - Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Innovation, Technology & the Future
TH.912.F.3.3 - Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
Skills, Techniques & Processes
TH.912.S.1.6 - Respond appropriately to directorial choices for improvised and scripted scenes.
TH.912.S.2.4 - Sustain a character or follow technical cues in a production piece to show focus.
TH.912.S.2.8 - Strengthen acting skills by engaging in theatre games and improvisations.
TH.912.S.3.2 - Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
TH.912.S.3.3 - Develop acting skills and techniques in the rehearsal process.
Georgia Performance Standards Theatre Arts
Grade 6 - Creating
TA6.CR.1 - Organize, design, and refine theatrical work., a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process., b. Interpret a character's motivation by understanding the relationship between their background and their behavior., c. Identify the variety of relationships between characters., d. Identify, define, and classify character traits., e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance., f. Use resources to identify and create technical elements of theatre.
Grade 6 - Performing
TA6.PR.1 - Act by communicating and sustaining roles in formal and informal environments., a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement)., b. Execute character creation in a performance., c. Demonstrate a variety of types of theatre performances.
Grade 7 - Creating
TA7.CR.1 - Organize, design, and refine theatrical work., a. Identify and rehearse effective communication skills., b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals., c. Compare the physical, emotional, vocal, and social dimensions of a character., d. Investigate the role and responsibility of the cast and crew., e. Identify and model ensemble skills in the rehearsal process., f. Utilize staging and blocking choices to enhance the performance., g. Compare, contrast, and design elements of technical theatre., h. Utilize theatre vocabulary throughout the rehearsal process.
TA7.CR.2 - Develop scripts through theatrical techniques., a. Create ideas for stories., b. Analyze the theme and structure of a play., c. Use the dramatic writing process to generate a script., d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 7 - Performing
TA7.PR.1 - Act by communicating and sustaining roles in formal and informal environments., a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement)., b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance., c. Engage in various performance styles.
Grade 8 - Creating
TA8.CR.2 - Develop scripts through theatrical techniques., a. Classify different points of view in a story., b. Identify, analyze, and articulate the structure of a script., c. Utilize improvisation techniques to generate script ideas., d. Use the dramatic writing process to generate a script.
Grade 8 - Performing
TA8.PR.1 - Act by communicating and sustaining roles in formal and informal environments., a. Demonstrate the physical, emotional, vocal, and social dimensions of a character in different types of theatre performances (e.g. rate, pitch, volume, inflection, posture, facial expression, motivation, physical movement)., b. Demonstrate appropriate ensemble skills throughout a performance., c. Use appropriate listening and response skills during performances.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV
- Creating
TAHSFT.CR.1 - Organize, design, and refine theatrical work., a. Recognize and/or employ realistic and conventional speech patterns within dialogue or dramatic verse., b. Incorporate dramatic elements through improvisation., c. Recognize and interpret artistic choices in performance.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing
TAHSFT.PR.1 - Act by communicating and sustaining roles in formal and informal environments., a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement)., b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters., c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development., d. Perform acting choices for an audience based on critiques.
North Carolina Essential Standards
Beginning High School Standards - Communication
B.C.1.1 - Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
B.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
Beginning High School Standards - Culture
B.CU.2.2 - Use acting conventions, such as stage presence, subtext, style, and ensemble work, to perform formal or informal works.
Texas Essential Knowledge and Skills for Theatre Arts
MS 117.213 LIII - Creative Expression: performance
B.2.C - create characters, dialogue, and actions that reflect dramatic structure in improvised and scripted scenes, individually and collaboratively.
HS 117.315 LI - Creative Expression: performance
C.2.C - employ effective voice and diction to express thoughts and feelings.
HS 117.316 LII - Creative Expression: performance
C.2.D - apply physical, intellectual, emotional, and social interactions to portray believable characters and convey a story when applying acting concepts, skills, and techniques.
HS 117.317 LIII - Foundations: Inquiry and Understanding
C.1.A - apply theatre preparation and warm-up techniques effectively.
Alberta, Canada
Speech Drama 10
1 - demonstrate vocal relaxation and warmup techniques
12 - create specific vocal sound effects
Improvisation Drama 10
1 - use warmup techniques for preparation of body, voice and mind
17 - demonstrate the ability to accept, advance, offer or block thought and action, quickly and effectively
3 - maintain concentration during exercises
6 - demonstrate thinking in a divergent mode
Movement Drama 10
10 - demonstrate focus, concentration and energy in all movement and gesture
11 - demonstrate the ability to move isolated body parts
12 - demonstrate knowledge of elements of space
14 - create physically shapes in space
15 - use basic locomotor movements (eg. walking, running, crawling) to explore space
16 - create and repeat patterns of movement
19 - demonstrate qualities of energy
20 - create appropriate personal physical warmup routines
21 - demonstrate the ability to extend a movement
3 - recognize the necessity for physical warmups
4 - perform a physical warmup
Junior Orientation
demonstrate a willingness to take calculated and reasonable risks demonstrate trust by becoming comfortable, physically and emotionally, with others
focus concentration on one task at a time listen effectively
move in a variety of ways recognize the purposes of and participate in warmup activities
respond to directions without breaking concentration-side coaching share ideas confidently with others
speak, move, and generate ideas spontaneously work cooperatively and productively with all members of
the class in pairs, small groups and large groups
Movement Level I - Beginning
10 - use varying speed of movement
11 - use directions and pathways
13 - control focus and energy in movement and gesture
14 - create shapes with the body
2 - demonstrate awareness of personal and shared space
4 - recognize the need for and demonstrate warmup activities
5 - move individual body parts
9 - travel through space in a variety of ways e.g., running, creeping and jumping
Movement Level II - Intermediate
22 - use exaggerated movement and gesture
23 - plan, repeat and combine movement patterns
Movement Level III - Advanced
28 - coordinate movement and movement patterns with other students
Speech Level I - Beginning
1 - speak spontaneously
7 - create vocal sound effects to explore voice potential
Speech Level III - Advanced
18 - apply speech skills in a variety of speaking situations
Improvisation/Acting Level I - Beginning
1 - use warm-up techniques for preparation of body, voice and mind
2 - respond to directions without breaking concentrationside coaching
4 - create experiences through imaging, visualizing and fantasizing
Improvisation/Acting Level II - Intermediate
16 - demonstrate economy in movement and speech
25 - demonstrate understanding of focus and the processes of sharing, giving and taking
Junior Goal I Objectives
develop the ability to interact effectively and constructively in a group process develop the willingness to make a decision, act upon it and accept the results
explore and develop physical and vocal capabilities strengthen powers of concentration
Senior Goal I Objectives
demonstrate a sense of responsibility and commitment, individually and to the group demonstrate the ability to considered decisions, act upon them and accept the results
extend physical and vocal capabilities extend the ability to concentrate
sharpen observations of people, situations and the environment
Senior Goal II Objectives
develop the ability to select appropriate physical and vocal expression for feelings, ideas and images extend the ability to give form and expression to feelings, ideas and images
Orientation Drama 10
concentrate on the task at hand demonstrate behaviour appropriate to given circumstances
demonstrate effective use and management of time listen to self and others
make effective decisions or choices positively support the work of others
share ideas confidently work with abstract concepts
British Columbia (2018)
GRADE 6 - ARTS - Exploring and creating
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Communicating and documenting
Express, feelings, ideas, and experiences through the arts Take creative risks to express feelings, ideas, and experiences
GRADE 7 - ARTS - Exploring and creating
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Communicating and documenting
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
GRADE 8 - ARTS - Exploring and creating
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 8 - ARTS - Communicating and documenting
Take creative risks to express feelings, ideas, and experiences
GRADE 9 - DRAMA - Exploring and creating
Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
GRADE 9 - DRAMA - Reasoning and reflecting
Receive, offer, and apply constructive feedback
GRADE 9 - DRAMA - Connecting and expanding
Collaborate through reciprocal relationships during creative processes
Demonstrate respect for themselves, others, and the audience
GRADE 10 - DRAMA - Explore and Create
Improvise and take creative risks to express meaning
GRADE 10 - DRAMA - Connect and expand
Demonstrate respect for self, others, and the audience
GRADE 11 - DRAMA - Explore and Create
Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 11 - DRAMA - Reason and reflect
Demonstrate awareness of self, others, and audience
GRADE 11 - DRAMA - Connect and expand
Demonstrate awareness of self, others, and audience
GRADE 12 - DRAMA - Explore and Create
Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 12 - DRAMA - Connect and expand
Demonstrate respect for self, others, and audience
Ontario, Canada
Grades 9 & 10 - Foundations - Responsible Practices
C.3.2 - identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problemsolving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
C.3.3 - demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing Connections Beyond the Classroom
B.3.1 - identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problemsolving skills; strategies for sharing responsibility through collaborative team roles)
B.3.2 - identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
Grades 9 & 10 - Reflecting, Responding and Analyzing Drama and Society
B.2.2 - explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
A.3.2 - use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
Grades 9 & 10 - Creating and Presenting - The Creative Process
A.1.3 - use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character's motivation) | <urn:uuid:d0c01e2a-aa69-48d5-b04e-f34aad70c3da> | CC-MAIN-2024-18 | https://www.theatrefolk.com/dta_courses/serious-play-theatre-games-and-warmups-for-rehearsal-and-ensemble-building.pdf | 2024-04-18T18:06:18+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00825.warc.gz | 910,369,266 | 4,955 | eng_Latn | eng_Latn | 0.914281 | eng_Latn | 0.98293 | [
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Downloaded from ftp.bonide.com by guest
KAEL TYRESE
Bulletin of the Atomic Scientists Frontiers Media SA
Welcome to the world of that archetypal American, Reuben Lucius Goldberg, the dean of American cartoonists for most of the twentieth century. For more than sixty-five years, Rube Goldberg's syndicated cartoons -- he produced more than fifty strips -- appeared in as many as a thousand newspapers annually He was earning a hundred thousand dollars a year...in 1915. He wrote hit songs and stories and was, in succession, a star in vaudeville, motion pictures, newsreels, radio, and, finally, television. He even, at the age of eighty, began an entirely new career as a sculptor, and, in inimitable Goldberg fashion, was soon selling his work to galleries, collectors, and museums all over the world. Sure, Rube won the Pulitzer Prize. Every yearsomecartoonist wins the Pulitzer Prize. But the National Cartoonists Societynamedits award -- the
Reuben -- after you-know-who. But it was Rube's "Inventions," those drawings of intricate and whimsical machines, that earned Rube his very own entry inWebster's New World Dictionary: Rube Goldberg...adjective...Designating any very complicated invention, machine, scheme, etc. laboriously contrived to perform a seemingly simple operation. "Inventions," even the earliest ones that date from 1914, are still being republished and recycled today as they have been over the last eighty-five years. New generations rediscover and enjoy them
every day, even though their creator cleaned his pens, put the cap on his bottle of Higgins Black India Ink, and cleared his drawing board for the last time almost thirty years ago. The inventions inspired the National Rube Goldberg™ Machine Contest, held annually at Purdue University, an "Olympics of complexity" in which hundreds of engineering students from American universities and colleges -and even middle and high schools -compete to build and run Rube Goldberg invention machines that perform, in twenty or more steps, the annual challenge. In 1970 the Smithsonian Institution hosted a show honoring Rube Goldberg's lifework. In a life filled with superlatives, it hardly needs mentioning that Rube is the only living cartoonist and humorist to have been so honored. In his speech at the show's opening, Rube said, "Many of the younger generation know my name in a vague way and connect it with grotesque inventions, but don't believe that I ever existed as a person. They think I am a nonperson, just a name that signifies a tangled web of pipes or wires or strings that suggest machinery. My name to them is like spiral staircase, veal cutlets, barber's itch -- terms that give you an immediate picture of what they mean..." So welcome to a collection of spiral staircases and veal cutlets -- to the inventions of an American original, a creative genius named Rube Goldberg. Sustainable Buildings and Infrastructure National Academies Press Popular Science gives our readers the information and tools to improve their technology and their world. The core belief that Popular Science and our readers share: The future is going to be better, and science and technology are the driving forces that will help make it better. The Software Encyclopedia 2000 Simon and Schuster
This book's structure reflects the different dimensions to learning science. The first section focuses on the importance of talk in the science classroom, while the second explores the key role of practical work. The third section is concerned with the creative, theoretical aspect of science. Section four follows this by considering the communication of ideas and how pupils learn to participate in the discourse of the scientific community. Section five emphasizes the place of science in the
3
broader context, considering its moral and ethical dimensions and its place in a cultural context. Finally, section six explores the complexity of the task faced by science teachers, highlighting the knowledge and skills science teachers must acquire in order to create an environment in which students are motivated to learn science.
Nuclear Science Abstracts Routledge Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These
expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a researchgrounded basis for improving science
4
instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
The Advocate National Academies Press The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
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The Engineer John Wiley & Sons This book celebrates the professional career of Harold Reading, who has played a leading role in the development of the
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Make workplace conflict resolution a game that EVERYBODY wins! Recent studies show that typical managers devote more than a quarter of their time to resolving coworker disputes. The Big Book of Conflict-Resolution Games offers a wealth of activities and exercises for groups of any size that let you manage your business (instead of managing personalities). Part of the acclaimed, bestselling Big Books series, this guide offers step-by-step directions and customizable tools that empower you to heal rifts arising from ineffective communication, cultural/personality clashes, and other specific problem areas—before they affect your organization's bottom line. Let The Big Book of Conflict-Resolution Games help you to: Build trust Foster morale Improve processes Overcome diversity issues And more Dozens of physical and verbal activities help create a safe environment for teams to explore several common forms of conflict—and their resolution. Inexpensive, easy-to-implement, and proved effective at Fortune 500
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In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, socalled determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities
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Report of the superintendent ... The second edition of Sustainable Buildings and Infrastructure continues to provide students with an introduction to the principles and practices of sustainability as they apply to the construction sector, including both buildings and infrastructure systems. As a textbook, it is aimed at students taking courses in construction management and the built environment, but it is also designed to be a useful reference for practitioners involved in implementing sustainability in their projects or firms. Case studies, best practices and highlights of cutting edge research are included throughout, making the book both a core reference and a practical guide.
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and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, blackletter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
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The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
Annual Report of the Superintendent of Public Instruction of the State of Michigan This book is a progressive presentation of kinetics of the chemicalreactions. It provides complete coverage of the domain of chemicalkinetics, which is necessary for the various future users in thefields of Chemistry, Physical Chemistry, Materials Science,Chemical Engineering, Macromolecular Chemistry and Combustion. Itwill help them to understand the most sophisticated knowledge oftheir future job area. Over 15
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chapters, this book present the fundamentals of chemicalkinetics, its relations with reaction mechanisms and kineticproperties. Two chapters are then devoted to experimental resultsand how to calculate the kinetic laws in both homogeneous andheterogeneous systems. The following two chapters describe the mainapproximation modes to calculate these laws. Three chapters aredevoted to elementary steps with the various classes, theprinciples used to write them and their modeling using the theoryof the activated complex in gas and condensed phases.
Threechapters are devoted to the particular areas of chemical reactions,chain reactions, catalysis and the stoichiometric heterogeneousreactions. Finally the nonsteady-state processes of combustion andexplosion are treated in the final chapter. | <urn:uuid:37d673df-6cee-4866-885e-9bac2afeb3a5> | CC-MAIN-2024-18 | https://ftp.bonide.com/display?textid=D50f841&FilesData=Potential-Energy-Diagram-Instructioal-Fair-Answers.pdf | 2024-04-18T17:06:12+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00827.warc.gz | 235,721,579 | 3,691 | eng_Latn | eng_Latn | 0.950002 | eng_Latn | 0.99507 | [
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Rachel Auerbach's "Yizkor, 1943" A GREAT JEWISH BOOKS TEACHER WORKSHOP RESOURCE KIT
Teachers' Guide
This guide accompanies resources that can be found at: http://teachgreatjewishbooks.org/resource-kits/rachel-auerbachs-yizkor1943.
Introduction
Rachel Auerbach, a writer from Poland who wrote in both Yiddish and Polish, is perhaps best known for her role in the Warsaw ghetto, first as an organizer of the soup kitchens in the ghetto and later as part of the Oyneg Shabes, the ghetto's underground archivists led by Emanuel Ringelblum. One of the few members of the group to survive the war, Auerbach helped with the post-war search for the documents that the archivists had buried and hidden, and at both Warsaw's Jewish Historical Institute and Israel's Yad Vashem she collected and organized survivor testimonies.
In March 1943, Auerbach escaped from the Warsaw ghetto and began working for the Jewish underground, the Jewish resistance group fighting the Nazis. While living outside of the ghetto, she continued to write, and in November 1943 she wrote "Yizkor," which is her only piece to be translated into English. Written after the Warsaw Ghetto Uprising and subsequent destruction of the ghetto, Auerbach's "Yizkor" mourns the loss of Warsaw's Jewish community, which had been the largest in Europe prior to the war. This kit provides teachers with resources for teaching this piece of literature, as well as more general information about life in the Warsaw Ghetto.
Cover image: Rachel Auerbach and Hirsch Wasser unearthing part of the Ringelblum Archives, September 1946. This image is from the photo archives of Yad Vashem, The World Holocaust Remembrance Center.
Subjects
Eastern Europe, Holocaust, Memoir, Women Writers, Yiddish
Reading and Background
The full text of "Yizkor, 1943" is available online at Tablet Magazine.
Several Jewish institutions have published biographies of Auerbach, including YIVO and the Jewish Women's Archive. Most recently, Auerbach was one of the main figures in the film Who Will Write Our History, which was based on Samuel Kassow's book, Who Will Write Our History?: Rediscovering a Hidden Archive from the Warsaw Ghetto.
The title of the essay, "Yizkor," is taken from the memorial service Jews recite four times a year to honor their loved ones who have passed away. For more information on the prayer, reference this page on My Jewish Learning.
Resources
1: Video excerpts, Yitzhak Goskin's "A Day in Warsaw," 1938.
Auerbach's essay is a lament for those who were lost and the culture that was lost as a result of the Warsaw Jewish community being sent to the ghetto and then deported. This film produced by Yitzhak Goskin in 1938 captures everyday life in Jewish Warsaw on the eve of the Holocaust. The film gives viewers today a sense of the life that was lost just a few years later.
Suggested Activity: Before watching the two film excerpts, have students write a description of what they imagine Warsaw looked like in 1938 before the Nazis invaded Poland. How would they describe the differences between Jewish and Polish neighborhoods? What would they expect to see in the streets of Jewish Warsaw—for example, how would people dress, what would they be doing professionally, and how would they be interacting?
The Great Jewish Books Teacher Workshop, a program of the Yiddish Book Center, is made possible with support from the Jim Joseph Foundation. The Foundation, established in 2006, is devoted to fostering compelling, effective Jewish learning experiences for youth and young adults in the U.S.
After students watch the film clips, have them write a short paragraph comparing what they saw in the film with the assumptions and expectations they wrote about above. How does the film align with or differ from Auerbach's description of Jewish Warsaw?
Source: A Day in Warsaw, prod. by Yitzhak Goskin. Poland, 1938. Used with permission from the National Center for Jewish Film, Brandeis University.
2: Map of the Warsaw Ghetto, 1940.
In "Yizkor," Auerbach mentions a number of specific streets within the Warsaw Ghetto.
Suggested Activity: Find the streets Auerbach mentions on this map. Which ones can you find? Which ones are missing? What does the legend teach you about life in the ghetto? What does this map tell you about the size of the ghetto? Why do you think Auerbach mentions the street names in her essay even though so much of the ghetto had been destroyed in the April 1943 uprising before she wrote her essay?
Source: "Warsaw: Maps," United States Holocaust Memorial Museum, accessed July 2, 2019, https://encyclopedia.ushmm.org/content/en/gallery/warsaw-maps .
3: Image, Umschlagplatz Memorial, Warsaw, Poland, 2017.
The Umschlagplatz Memorial, dedicated in 1988, is located on the site from which Jews were deported from the Warsaw ghetto to Nazi death camps. Upon entering the marble memorial, one can read some of the common names of Jews who lived in the ghetto.
Suggested Activity: Looking at the names, what can you learn about the Jews who lived in the ghetto? Which names are familiar? Which languages do you think the names are in? What do the various languages tell you about the diversity of the ghetto?
Auerbach mentions a number of names throughout "Yizkor, 1943," both names that were common for Jews living in Warsaw, as well as names that are specific to individual people, including her relatives. Ask students to think about the many names included in Auerbach's essay and why she may have included them. Why do you think the designers of the Umschlagplatz Memorial chose to honor the memory of the Warsaw ghetto Jews in the way that they did?
Source: Untitled photograph of the Umschlagplatz Memorial, by Rachel Rothstein, 2017.
4: News report, Jewish Telegraphic Agency, December 22, 1941.
Auerbach's lament focuses a good deal on the children in the Warsaw ghetto. Below is a report from the Jewish Telegraphic Agency about the conditions of the children in the ghetto in 1941.
Suggested Activity: Read through the report and focus on Auerbach's description of the children in the Warsaw ghetto in "Yizkor." Based on both sources, how would you say children's experiences in the ghetto were different from adults' experiences? Do you notice any differences between the descriptions in the report and those in Auerbach's essay? If so, how do you account for those differences?
Source: "Swarms of Starving, Ragged Children Roam the Warsaw Ghetto," December 23, 1941, JTA Archive, https://www.jta.org/1941/12/23/archive/swarms-of-starving-ragged-children-roam-the-warsaw-ghetto, accessed July 2, 2019. This image may not be reproduced without the written permission of Jewish Telegraphic Agency.
5: Prayer excerpt, Yizkor, traditional Jewish memorial service.
Judaism has a variety of rituals related to mourning deceased loved ones. The Yizkor service, which is held four times a year (on Yom Kippur, on the last day of Pesach (Passover), on the second day of the holiday of Shevuos, and on the holiday of Shemini Atzereth), is an important, solemn service during which Jews reflect on and remember their departed loved ones. The service includes general prayers, as well as prayers for specific people, including departed parents, children, spouses, siblings, and other relatives and friends.
There is also a section of the Yizkor service in which people say a prayer for those who are not necessarily their friends or family, but who have died "for Kiddush Hashem [the Sanctification of God's Name]." Auerbach references this section at the end of her essay by writing, "At the end of the prayer in which everyone inserts the names of members of his family there is a passage recited for those who have none to remember them and who, at various times, have died violent deaths because they were Jews. And it is people like those who are now in the majority."
Suggested Activity: Read through this section of the prayer as well as the section, added after the war, for the victims of the Holocaust. Why do you think the rabbis included these sections? What is meant by "Kiddush Hashem [the Sanctification of God's name]"? In what ways do these sections differ from the sections for particular family members? In what ways does the section for Holocaust victims differ from the more general section for people who died for the sanctification of God's name?
What is the significance of Auerbach titling her essay after the traditional Jewish mourning service? What are the implications of her statement that the majority of mourning that has to be done now is for people "who have none to remember them and who, at various times, have died violent deaths because they were Jews"? How does this potentially change the Yizkor ritual for Jews?
Source: Yizkor. Source sheet compiled by Sadie Gold-Shapiro using sefaria.org, 2020.
6: Images, Rachel Auerbach and Hirsch Wasser unearthing part of the Ringelblum Archives, 1946, and opening milk cans containing the second part of the Archives, 1950.
Before escaping from the ghetto, Auerbach was part of a secret group led by historian Emanuel Ringelblum known as the Oyneg Shabes. Because the Jews in the Warsaw ghetto did not know if they would survive the war, and they wanted to be sure that future historians knew what the ghetto conditions were like, Auerbach and her fellow members collected stories and everyday artifacts (like candy wrappers and theater tickets), which they buried in three parts. However, at the end of the war, Warsaw was in ruins and it seemed to be an impossible task to find the buried boxes and milk cans which contained the archive material. Auerbach understood that, in addition to writing "Yizkor, 1943," another important way to honor the memory of those who were killed was to find the hidden archive.
At the third anniversary commemoration of the Warsaw Ghetto Uprising, Auerbach said, "Remember! A national treasure is buried in the ruins. The Ringelblum Archive is there. Even if the ruins reach five stories high, we must find the Archive." After much digging, they were able to uncover parts of the archive.
Suggested Activity: Look closely at each of these two photographs. How would you describe the postures and the expressions on the faces of the people in the images? What kinds of objects do you think they are holding and looking at? What do you see in the background?
Using a small box, create an archive, either as a class or individually, that will tell your story to future historians. Collect examples of everyday materials from your life, and write journal entries that describe your days. In what ways is this project similar to what the members of the Oyneg Shabes did? How is it different?
Sources: Photograph, Rachel Auerbach and Hirsch Wasser unearthing part of the "Ringelblum ("Oneg Shabbat") Archives," September 1946, Image 43447, Yad Vashem Archive, accessed January 27, 2020, https://photos.yadvashem.org/photodetails.html?language=en&item_id=43447&ind=15.
Photograph, Opening of milk cans with the second part of the Ringelblum Archive, 1950. This photo appears courtesy of the Emanuel Ringelblum Jewish Historical Institute in Warsaw, Poland. | <urn:uuid:c70d115f-0411-43dc-af2b-dee02ac69962> | CC-MAIN-2024-18 | https://www.teachgreatjewishbooks.org/files/rachel-auerbachs-yizkor-1943guide20200129105353pdf/download?token=AtwTuUV5 | 2024-04-18T18:19:21+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00829.warc.gz | 926,531,381 | 2,506 | eng_Latn | eng_Latn | 0.997016 | eng_Latn | 0.997093 | [
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Common Name: Blue whale
SGCN – High Priority
Scientific Name:
Balaenoptera musculus
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Endangered
New York Status: Endangered
Natural Heritage Program Rank:
Global:
G3G4
Synopsis:
New York: SNA
Tracked:
Yes
The blue whale is the largest animal to have ever lived on Earth, as well as the largest species of whale and can be found in all of the world's oceans (Gambell 1979, Mead and Brownell 1993). This includes the North Atlantic and North Pacific. There are three known subspecies of blue whales: Baleanoptera musculus musculus, which inhabits the Northern Hemisphere; B. m. intermedia, which inhabits the Antarctic; and B. m. brevicauda, also known as the pygmy blue whale, found in the southern Indian Ocean and southwestern Pacific (Rice 1977, Ichihara 1966).
In the North Atlantic, blue whales are found from the subtropics to the poles, with most recent records being from the Gulf of St. Lawrence, where they can be found during the spring, summer and fall (Sears et al. 1987). They rarely appear in US waters of the North Atlantic and spend much more time further off shore than other baleen whales. It is believed that blue whales are using waters of the New York Bight primarily as part of their migration routes from summer feeding areas to lower latitude winter breeding areas.
The species has been documented in the NY Bight during visual surveys and a pilot passive acoustic study (Sadove and Cardinale 1993, BRP 2010). Sightings and acoustic detections have been confined to offshore waters greater than 25 miles off the coast (Sadove and Cardinale 1993, BRP 2010). Additionally, blue whales were detected acoustically only during the late winter and early spring. It should be noted, however, that monitoring did not take place during the summer due to a lack of funds. It is, therefore, unknown if blue whales are present in the NY Bight during summer months (BRP 2010). The blue whale is seen very rarely along the eastern U.S. seaboard. These sightings are too infrequent to reliably determine population size in this area. Unfortunately, because such a small portion of the blue whale range in the western North Atlantic has been reliably sampled, existing studies cannot be used to analyze abundance of the species (Hammond et al. 1990, Sears and Calambokidis 2002).
Blue whales were severely depleted by whaling throughout their range starting with the introduction of steam-powered ships in the second half of the 19th century. At that time the blue whale became the most profitable species due to its size and was heavily targeted before gaining protection in the North Atlantic in the 1955 (Gambell 1979, Best 1993). Long-term studies in the Gulf of St. Lawrence have identified over 400 individual blue whales. Unfortunately, studies only occurred in this small portion of their range due to the rarity of sightings in other parts of the range. Therefore, it is difficult to determine population estimates and trends for this species (NMFS website, NMFS 2010). However, the most recent stock assessment for the western North Atlantic stock by NMFS gives 440 as the minimum population estimate (NMFS 2010).
| | Distribution | | | Abundance | | | NY Distribution | NY Abundance |
|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | Trend |
| 0% to 5% | | X | Abundant | | | Unknown | | |
| 6% to 10% | | | Common | | | | | |
| 11% to 25% | | | Fairly common | | | | | |
| 26% to 50% | | | Uncommon | | | | | |
| > 50% | | | Rare | | X | | | |
Habitat Discussion:
Little is known about the habitat used by blue whales in New York waters. This area is generally considered to be a migratory corridor, although Sadove and Cardinale (1993) noted that the blue whales seen in surveys by the Okeanos Foundation (all single individuals) were associated with large groups of feeding fin whales and therefore were possibly feeding. Blue whales are often associated with bathymetric features that are believed to concentrate their main prey source, euphausiids (DFO 2009). These include continental shelf edges, underwater canyons, and deep channels where upwelling occurs (DFO 2009). If blue whales are feeding while migrating through New York they may be found in areas where their prey could be expected to be concentrated.
The blue whales seen during Okeanos Foundation surveys were always in water greater than thirty meters deep (Sadove and Cardinale 1993). Observations also came from areas 25 or more miles south of Montauk Point. In the Cornell passive acoustic monitoring program, two strings of recording devices were set up. One was in the New York Harbor area, and the other string began ten miles south of Southampton and extended to the edge of the continental shelf (BRP 2010). Blue whales were only detected on the devices off of Long Island, and most frequently on the device farthest out to sea, implying a more offshore distribution (BRP 2010). Blue whales were detected for a week in March 2008, and several times in January and February 2009 (BRP 2010). Further research is needed to be able to determine which areas of New York waters are most frequently used by this species. Also, research is needed to determine if blue whales are feeding while in this area.
| | Primary Habitat Type |
|---|---|
| Marine; Deep Sub-tidal | |
Distribution:
The distribution is unknown for New York. Similar surveys to those conducted by Okeanos Ocean Research Foundation (above) have not been conducted in recent years. Surveys have been conducted by NOAA, Fisheries but nature of the surveys and rarity of sightings makes abundances difficult to determine. Blue whales are known to exist from acoustical monitoring conducted by Cornell University in 2008 and 2009, where they were detected on 28 of 258 recording days (BRP 2010).
Locations of sightings of blue whales by surveys conducted by the Okeanos Ocean Research Foundation from 15 years of research from the 1970s to early-1990s. From Sadove and Cardinale (1993).
| | Threats to NY Populations | | | | |
|---|---|---|---|---|---|
| Threat Category | | Threat | Scope | Severity | Irreversibility |
| 1. Transportation & Service Corridors | | Shipping Lanes (vessel strikes) | N | H | H |
| 2. Biological Resource Use | | Fishing & Harvesting Aquatic Resources (entanglement in fishing gear) | N | M | M |
| 3. Climate Change & Severe Weather | | Habitat Shifting & Alteration (loss/change of prey from climate change) | P | V | V |
| 4. Energy Production & Mining | | Oil & Gas Drilling (exploration and production) | R | M | H |
| 5. Energy Production & Mining | | Renewable Energy (offshore wind) | N | L | H |
| 6. Human Intrusions & Disturbance | | Recreational Activities (whale watching, recreational fishing) | N | L | L |
| 7. Pollution | | Excess Energy (anthropogenic noise including shipping) | W | H | V |
| 8. Pollution | | Garbage & Solid Waste | N | L | H |
| 9. Pollution | | Industrial & Military Effluents (contaminants) | N | L | H |
| 10. Human Intrusions & Disturbance | | War, Civil Unrest & Military Exercises (military sonar) | R | L | H |
| 11. Invasive & Other Problematic Species & Genes | | Invasive Non-Native/Alien Species (transmittable, viruses, parasites) | N | L | V |
| 12. Invasive & Other Problematic Species & Genes | | Problematic Native Species (algal blooms) | N | L | V |
References Cited:
Bioacoustics Research Program (BRP). 2010. Determining the seasonal occurrence of cetaceans in New York coastal waters using passive acoustic monitoring. Cornell Lab of Ornithology: Bioacoustics Research Program. TR 09-07. 60 pp.
DFO (Fisheries and Oceans Canada). 2009. Recovery strategy for the blue whale (Balaenoptera musculus), Northwest Atlantic population, in Canada [PROPOSED]. Species at Risk Act Recovery Strategy Series. Fisheries and Oceans Canada, Ottawa. 62 pp.
Gambell, R. 1979. The blue whale. Biologist 26:209-215.
Hammond, P., R. Sears and M. Bérubé. 1990. A note on problems in estimating the number of blue whales in the gulf on St Lawrence from photo-identification data. Pp. 141-142 In Hammond, P. S., S. A. Mizroch and G. P. Donavan [eds.] Individual recognition of cetaceans: Use of photo-identification and other techniques to estimate population parameters.
Ichihara, T. 1966. The pygmy blue whale, Balaenoptera musculus brevicauda, a new subspecies from the Antarctic, pp 79-113 In Norris, K.S. (ed). Whales, dolphins and porpoises. University of California Press, Berkeley, CA.Mead, J.G., and R.L. Brownell, Jr. 1993. Order Cetacea, pp. 349-364 In Wilson, D.E. and D.M. Reeder (eds.) Mammal Species of the World. Smithsonian Institution Press, Washington, D.C. 1206 pp.
Rice, D.W. 1977. A list of the marine mammals of the world. NOAA Tech. Rep. NMFS SSRF-711.
Sadove, S. S. and P. Cardinale. 1993. Species composition and distribution of marine mammals and sea turtles in the New York Bight. Final Report to U.S. Dept. of the Interior, Fish and Wildlife Service Southern New England-New York Bight Coastal Fisheries Project. Charlestown, RI.
Sears, R. and J. Calambokidis. 2002. COSEWIC Assessment and Update Status Report on the Blue Whale Balaenoptera musculus, Atlantic population and Pacific population, in Canada. Committee on the Status of Endangered Wildlife in Canada, Ottawa, 38 p.
Sears, R., F. Wenzel and J. M. Williamson 1987. The blue whale: a catalog of individuals from the western North Atlantic (Gulf of St. Lawrence). Mingan Island Cetacean Study, St. Lambert, Quebec, Canada. 27 pp.
Common Name: Fin whale
SGCN – High Priority
Scientific Name:
Balaenoptera physalus
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Endangered
New York Status: Endangered
Natural Heritage Program Rank:
Global:
G3G4
New York: S1
Synopsis:
Tracked:
Yes
The fin, or finback, whale is the second largest of all of the great whales. A sleek and stream-lined rorqual, the fin whale is found in all of the world's oceans. There are currently two recognized subspecies of fin whales: Balaenoptera physalus physalus of the Northern Hemisphere, and B. p. quoyi of the Southern Hemisphere. The International Whaling Commission (IWC) has designated different stock boundaries for North Atlantic fin whales. Under the IWC, fin whales of the eastern United States, Nova Scotia, and southeastern Newfoundland comprise a single stock. However, recent genetic work suggests the presence of several subpopulations of fin whales with limited gene flow throughout the North Atlantic (Berube et al. 1998). Such a structure was originally proposed by Kellogg (1929), who also proposed that these subpopulations utilize the same feeding grounds. Genetic work conducted by Berube et al. (1998) provides evidence for this hypothesis.
Surveys by NOAA, Fisheries have frequently encountered fin whales in the waters from Cape Hatteras north to Canada (NMFS 2013). In the New York Bight fin whales are the most abundant baleen whales and can be found year-round (Sadove and Cardinale 1993, BRP 2010). Surveys done by Okeanos Ocean Research Foundation found fin whales concentrated in five feeding grounds within 30 miles of shore during the summer, over the continental shelf during the fall and early winter, and feeding very close to Long Island during late winter to spring (Sadove and Cardinale 1993). Fin whales exhibit a high degree of site fidelity, and the same whales are often seen throughout the year and from year to year (Sadove and Cardinale 1993). It should also be noted that Hain et al. (1992) found that, based on neonate stranding data, there is some possibility that during Oct-Jan calving may take place in the mid-Atlantic. However, the exact location of calving has not been confirmed.
The fin whale is the most common baleen whale in New York waters (Sadove and Cardinale 1993, BRP 2013). While most species of baleen whales are believed to use state waters primarily as a migratory route, fin whales are found year-round, and use the area as a summer feeding ground (Sadove and Cardinale 1993, BRP 2010). Surveys by Okeanos Foundation in the 1970s – early 1990s found fin whales on most surveys, with feeding groups of over 200 animals not uncommon in the summer (Sadove and Cardinale 1993). They estimated that around 400 animals used the New York Bight region regularly, although there were instances when over 800 fin whales were in the area at one time (Sadove and Cardinale 1993). Passive acoustic monitoring in 2008 and 2009 documented fin whales every single day. No monitoring occurred in the summer period due to lack of funding (BRP 2010). Unfortunately, there is no way to document how many fin whales are present in a recording, only that they are present.
Like the other species of great whales, fin whales were heavily exploited by the whaling industry. The IWC declared a moratorium for the North Atlantic population in 1987. Currently, fin whales remain fairly common in U.S. waters (NMFS 2013). Trend data is not available; however, recent abundance estimates range from 1,925 to 3,628 (NMFS 2013).
| | Distribution | | | Abundance | | | NY Distribution | NY Abundance |
|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | Trend |
| 0% to 5% | | | Abundant | | | Unknown | | |
| 6% to 10% | | | Common | | X | | | |
| 11% to 25% | | | Fairly common | | | | | |
| 26% to 50% | | | Uncommon | | | | | |
| > 50% | | X | Rare | | | | | |
Habitat Discussion:
The habitat is unknown for New York. Passive acoustic monitoring by Cornell University's Bioacoustic Research Program (2010) documented fin whales on all 269 days of monitoring during the spring, autumn, and winter 2008–2009. They were recorded on both the New York harbor devices and also the devices placed offshore of Long Island.
Distribution:
Fifteen years of surveys by Okeanos Foundation in the New York Bight resulted in good knowledge of the distribution of fin whales in state waters throughout the year. Okeanos Foundation researchers Sadove and Cardinale (1993) reported that fin whales could typically be found within five feeding areas in the New York Bight area from April through August. The feeding areas were located within thirty miles of land, and there were often large groups of 20 or more whales feeding together in these areas (Sadove and Cardinale 1993). From September until December fin whales could usually be found on the continental shelf farther offshore, near the 200m isobath. From January until March fin whales could be found feeding within one mile of the eastern shores of Long Island (Sadove and Cardinale 1993). The Okeanos Foundation surveys were conducted from the 1970s – early 1990s, and it is currently unknown if fin whales exhibit these same distribution patterns today. The passive acoustic monitoring done by Cornell University in 2008 – 2009 provided some evidence that they may.
Left: Locations of sightings of fin whales by surveys conducted by the Okeanos Ocean Research Foundation from 15 years of research (1970s–early 1990s). Figure from Sadove and Cardinale (1993). Right: Distribution of fin whale sightings from NEFSC and SEFSC shipboard and aerial surveys during the summers of 1995, 1998, 1999, 2002, 2004, 2006, 2007, 2008, 2010 and 2011. Isobaths are the 100 m, 1000 m, and 4000 m depth contours. Figure and caption from NMFS (2013).
| | Threats to NY Populations | | | | |
|---|---|---|---|---|---|
| Threat Category | | Threat | Scope | Severity | Irreversibility |
| 1. Transportation & Service Corridors | | Shipping Lanes (vessel strikes) | W | H | H |
| 2. Biological Resource Use | | Fishing & Harvesting Aquatic Resources (entanglement in fishing gear) | R | M | M |
| 3. Climate Change & Severe Weather | | Habitat Shifting & Alteration (loss/change of prey from climate change) | P | V | V |
| 4. Energy Production & Mining | | Oil & Gas Drilling (exploration and production) | R | M | H |
| 5. Energy Production & Mining | | Renewable Energy (offshore wind) | R | M | H |
| 6. Human Intrusions & Disturbance | | Recreational Activities (whale watching, recreational fishing) | R | L | L |
| 7. Pollution | | Excess Energy (anthropogenic noise including shipping) | W | H | V |
| 8. Pollution | | Garbage & Solid Waste | N | L | H |
| 9. Pollution | | Industrial & Military Effluents (contaminants) | N | L | H |
| 10. Human Intrusions & Disturbance | | War, Civil Unrest & Military Exercises (military sonar) | R | L | H |
| 11. Invasive & Other Problematic Species & Genes | | Invasive Non-Native/Alien Species (transmittable, viruses, parasites) | N | L | V |
| 12. Invasive & Other Problematic Species & Genes | | Problematic Native Species (algal blooms) | N | L | V |
References Cited:
Bérubé, M., F. Larsen, G. Notarbartolo di Sciara, R. Sears, A. Aguilar, J. Sigurjønsson, J. UrbanRamirez, D. Dendanto, and P.J. Palsbøll. 1998. Population genetic structure of North Atlantic, Mediterranean Sea and Sea of Cortez fin whales, Balaenoptera physalus (Linnaeus, 1758): analysis of mitochondrial and nuclear loci. Molecular Ecology 7:585–599.
Hain, J.H.W., M.J. Ratnaswamy, R.D. Kenney, and H.E. Winn. 1992. The fin whale, Balaenoptera physalus, in waters of the northeastern United States continental shelf. Report to the International Whaling Commission 42:653–669.
Kellogg, R. 1929. What is known of the migrations of some of the whalebone whales. Annual Report to the Smithsonian Institution 1928:467–494.
National Marine Fisheries Service (NMFS). 2013. Fin whale (Balaenoptera physalus): western North Atlantic stock. NOAA Fisheries Draft Marine Mammal Stock Assessment Reports. National Marine Fisheries Service, Silver Spring, MD. 15 pp.
Common Name: Harbor porpoise
SGCN – High Priority
Scientific Name:
Phocoena phocoena
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Not Listed
New York Status: Special Concern
Natural Heritage Program Rank:
Synopsis:
Global:
G4G5
New York: S4
Tracked:
No
Four populations of harbor porpoise are generally recognized in the western North Atlantic (Gaskin 1984, 1992, Johnston 1995, Wang et al. 1996, Westgate et al. 1997, Westgate and Tolley 1999, Read and Hohn 1995). These four populations include the Gulf of Maine/Bay of Fundy, Gulf of St. Lawrence, Newfoundland, and Greenland. Genetic studies indicate that ~60% of harbor porpoises found in New York and other mid-Atlantic waters are from the Gulf of Maine stock, ~25% are from the Newfoundland stock, about 12% are from the Gulf of St. Lawrence stock and less than 3% are from the Greenland stock (Rosel et al. 1999; Hiltunen 2006, NMFS 2013).
In the eastern U.S. EEZ, harbor porpoises are found concentrated in the northern Gulf of Maine and Bay of Fundy in the summer. In the spring and fall, harbor porpoises are typically widely dispersed from New Jersey to Maine. In the winter, the greatest concentrations of harbor porpoise can be found from New Jersey to North Carolina, with animals also found from New York to Canada (NMFS 2013). Sadove and Cardinale (1993) found that harbor porpoises were most commonly in New York waters from December – June in the late 1980s to early 1990s. They found that harbor porpoise were sighted 12 miles or more offshore during March and April, while they were commonly seen inshore March–June (Sadove and Cardinale 1993). They also found that sightings in Long Island Sound frequently occurred between January and March; while sightings in Great South Bay and eastern bays typically fell during April and May (Sadove and Cardinale 1993). Current population trends are unknown.
In 1991, the Sierra Club Legal Defense Fund submitted a petition to the National Marine Fisheries Service (NMFS) to list the Gulf of Maine/Bay of Fundy (GOM/BOF) stock of harbor porpoise as threatened under the Endangered Species Act (NMFS 2001). In 1993, NMFS published a proposed rule listing the stock as threatened, based on the fact that bycatch in gillnet gear was a significant threat to the population, and that no regulations were currently in place to attempt to reduce bycatch (NMFS 1993). In 1999, NMFS determined that listing the stock under the ESA was not warranted, and the GOM/BOF stock was maintained as a candidate species (NMFS 2001).
As a result of the settlement of Center for Marine Conservation et al. v. Daley et al (Civ. No. 1:98CV02029 EGS), NMFS initiated a status review of the GOM/BOF harbor porpoise stock, which was published in 2001 (NMFS 2001). As a result of this status review, NMFS determined that listing of the stock under the ESA was not warranted, and the stock was removed from the candidate species list (NMFS 2001). NMFS (2013) considers this stock to be a strategic stock, as the number of human-caused mortalities and serious injuries each year exceeds the Potential Biological Removal (as described by the MMPA Sec. 3 16 U.S.C. 1362 as a product of the minimum population size, one-half the maximum productivity rate, and a recovery factor). The western North Atlantic population of harbor porpoise is currently designated a species of special concern under the Committee on the Status of Endangered Wildlife in Canada, and is being reviewed as a possible addition to the Canadian Species at Risk Act under the same title (DFO 2013). Harbor porpoise is also designated a species of special concern by the state of New York.
The most recent minimum population estimate of just under 62,000 individuals from North Carolina to the lower Bay of Fundy is based on surveys conducted in 2011 (NMFS 2013). It is believed that ~60% of these animals are from the Gulf of Maine stock, ~25% are from the Newfoundland stock, about 12% are from the Gulf of St. Lawrence stock and less than 3% are from the Greenland stock (Rosel et al. 1999; Hiltunen 2006, NMFS 2013).
Trends have not been analyzed for any of the four stocks of harbor porpoise found in the western North Atlantic. Although several abundance estimates for the GOM/BOF stock (which is the stock the majority of harbor porpoise sighted in NY waters are believed to belong to) have been calculated, the surveys covered different areas and used different methods, so the estimates are not comparable. Gaskin (1992) mentioned that the GOM/BOF stock of harbor porpoises was in decline during the 1980s and early 1990s due to incidental catches in the gill net fishery, although he noted that this "must be used with the greatest caution." There has not been subsequent information to support this claim, and there is no recent monitoring to determine population trends.
| | Distribution | | | Abundance | | | NY Distribution | | NY Abundance |
|---|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | | Trend |
| 0% to 5% | | | Abundant | | | Unknown | | Unknown | |
| 6% to 10% | | | Common | | X | | | | |
| 11% to 25% | | | Fairly common | | | | | | |
| 26% to 50% | | | Uncommon | | | | | | |
| > 50% | | X | Rare | | | | | | |
Habitat Discussion:
Harbor porpoises can be found in temperate waters throughout the Northern Hemisphere (Gaskin 1984). They are found most frequently in continental shelf waters (Read 1999); only 0.6% of harbor porpoise documented by the CETAP (1982) surveys were found deeper than 2000 m. Harbor porpoise are often found in coastal bays and waters less than 200 m deep (Hammond et al. 2008), although they are capable of diving to depths of at least 220 m (Otani et al. 1998).
Distribution:
Harbor porpoise use New York waters primarily during the winter months (Sadove and Cardinale 1993, NMFS 2013), but the current specific distribution is unknown. In New York, 15 years of surveys by Okeanos Foundation from the 1970s to 1990s found harbor porpoises in a variety of locations. Harbor porpoise can occasionally be seen in the open ocean (12 or more miles from shore), where group size typically ranges from single animals to groups of over twelve (Sadove and Cardinale 1993). These groups are most frequently seen during the months of April and May (Sadove and Cardinale 1993). In Long Island Sound, groups of up to five animals can be seen most often from January through March (Sadove and Cardinale 1993). Harbor porpoise have also been sighted in Peconic Bay, Block Island Sound, Gardiners Bay and Great South Bay (Sadove and Cardinale 1993).
| | Threats to NY Populations | | | |
|---|---|---|---|---|
| Threat Category | | Threat | Scope | Severity |
| 1. Biological Resource Use | | Fishing & Harvesting Aquatic Resources (entanglement in gill nets) | R | L |
| 2. Climate Change & Severe Weather | | Habitat Shifting & Alteration (loss of prey from climate change) | P | V |
| 3. Energy Production & Mining | | Oil & Gas Drilling | R | M |
| 4. Energy Production & Mining | | Renewable Energy (offshore wind) | R | M |
| 5. Human Intrusions & Disturbance | | Recreational Activities | N | L |
| 6. Pollution | | Excess Energy (anthropogenic noise) | W | H |
| 7. Pollution | | Garbage & Solid Waste | N | L |
| 8. Pollution | | Industrial & Military Effluents (contaminants) | R | M |
| 9. Human Intrusions & Disturbance | | War, Civil Unrest & Military Exercises (military sonar) | R | H |
| 10. Invasive & Other Problematic Species & Genes | | Invasive Non-Native/Alien Species (transmissible diseases) | N | L |
| 11. Invasive & Other Problematic Species & Genes | | Problematic Native Species (algal blooms) | N | L |
References Cited:
DFO (Fisheries and Oceans Canada). 2013. Aquatic Species at Risk - Harbour Porpoise - Northwest Atlantic. Fisheries and Oceans Canada, Ottawa, Ontario.
Gaskin, D. E. et al. 1984. Reproduction in the porpoises (Phocoenidae): implications for management. Reports to the International Whaling Commission (special issue 6): 135 - 148.
Gaskin, D. E. 1992. Status of the harbour porpoise, Phocoena phocoena, in Canada. Canadian FieldNaturalist 106: 36 - 54.
Hiltunen, K. H. 2006. Mixed-stock analysis of harbor porpoises (Phocoena phocoena) along the U.S. mid-Atlantic coast us ing microsatellite DNA markers. MS thesis. The College of Charleston, Charleston, SC. 92 pp.
Johnston, D. W. 1995. Spatial and temporal differences in heavy metal concentrations in the tissues of harbour porpoises (Phocoena phocoena L.) from the western North Atlantic. M. S. thesis. University of Guelph, Guelph, Ontario, Canada. 152 pp.
Read, A. J. and A. A. Hohn. 1995. Life in the fast lane: the life history of harbour porpoises from the Gulf of Maine. Marine Mammal Science 11(4): 423 - 440.
National Marine Fisheries Service (NMFS). 2001. Final review of the biological status of the Gulf of Maine/Bay of Fundy harbor porpoise (Phocoena phocoena) pursuant to the Endangered Species Act. National Marine Fisheries Service, Silver Spring, MD. 34 pp.
National Marine Fisheries Service (NMFS). 2013. Harbor Porpoise (Phocoena phocoena phocoena): Gulf of Maine/Bay of Fundy Stock. National Marine Fisheries Service, Silver Spring, MD. 15 pp.
Otani, S., Naito, Y., Kawamura, A. Kawaski, M., Nishiwaki, S. and Kato, A. 1998. Diving behavior and performance of harbor porpoises, Phocoena phocoena, in Funka Bay, Hokkaido, Japan. Marine Mammal Science 14(2): 209-220.
Read, A. J. 1999. Harbour porpoise Phocoena phocoena (Linneaus, 1758), IN: S. H. Ridgway and R. Harrison (eds), Handbook of marine mammals, Vol. 6: The second book of dolphins and the porpoises, pp. 323 - 356. Academic Press.
Reeves, R. R., and G. Notarbartolo Di Sciara. 2006. The status and distribution of cetaceans in the Black Sea and Mediterranean Sea. IUCN Centre for Mediterranean Cooperation, Malaga, Spain.
Rosel, P. E., S. C. France, J. Y. Wang and T. D. Kocher. 1999. Genetic structure of harbour porpoise Phocoena phocoena populations in the northwest Atlantic based on mitochondrial and nuclear markers. Molecular Ecology 8: S41 - S54.
Sadove, S. S. and P. Cardinale. 1993. Species composition and distribution of marine mammals and sea turtles in the New York Bight. Final Report to U.S. Dept. of the Interior, Fish and Wildlife Service Southern New England-New York Bight Coastal Fisheries Project. Charlestown, RI.
Wang, J. Y., D. E. Gaskin and B. N. White. 1996. Mitochondrial DNA analysis of harbour porpoise, Phocoena phocoena, subpopulations in North American waters. Canadian Journal of Fisheries and Aquatic Science 53: 1632 - 1645.
Westgate, A. J. and K. A. Tolley. 1999. Geographical differences in organochlorine contaminants in harbour porpoises Phocoena phocoena from the western North Atlantic. Marine Ecology Progress Series 177: 255 - 268.
Westgate, A. J., D. C. G. Muir, D. E. Gaskin and M. C. S. Kingsley. 1997. Concentrations and accumulation patterns of organochlorine contaminants in the blubber of harbour porpoises, Phocoena phocoena, from the coast of Newfoundland, the Gulf of St. Lawrence and the Bay of Fundy/Gulf of Maine. Environmental Pollut. 95: 105 - 119.
Common Name: North Atlantic right whale
SGCN – High Priority
Scientific Name:
Eubalaena glacialis
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Endangered
New York Status: Endangered
Global:
G1
Natural Heritage Program Rank:
New York: SNA
Synopsis:
Tracked:
Yes
The North Atlantic right whale, which was first listed as endangered under the Endangered Species Act in 1973, is considered to be critically endangered (Clapham et al 1999, NMFS 2013). The western population of North Atlantic right whales (NARWs or simply right whales) has seen a recent slight increase. The most recent stock assessment gives a minimum population size of 444 animals with a growth rate of 2.6% per year (NMFS 2013). It is believed that the actual number of right whales is about 500 animals (Pettis 2011, L. Crowe, pers. comm.).
Mother/calf pairs and individual animals are spotted in New York waters each year, primarily from March – June (Sadove and Cardinale 1993). However, right whales have been found year round in the nearby waters of New Jersey (Whitt et al. 2013). They were also present during all three seasons of the 2008-09 passive acoustics study conducted in New York (BRP 2010). Right whales are usually found in shallow, coastal waters off the south side of Long Island. It is believed that right whales primarily use New York waters for migration purposes, as they rarely remain in the area for an extended period of time (Sadove and Cardinale 1993, NMFS 2005). However, a recent study in New Jersey waters found skim-feeding behavior which may indicate that right whales are feeding as they migrate through the mid-Atlantic (Whitt et al 2013).
| | Distribution | | | Abundance | | | NY Distribution | NY Abundance |
|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | Trend |
| 0% to 5% | | | Abundant | | | Unknown | | |
| 6% to 10% | | | Common | | | | | |
| 11% to 25% | | | Fairly common | | | | | |
| 26% to 50% | | X | Uncommon | | | | | |
| > 50% | | | Rare | | X | | | |
Habitat Discussion:
Right whales are believed to use New York waters primarily for migration (Sadove and Cardinale 1993, NMFS 2005). Sadove and Cardinale (1993) reported that most sightings of right whales in state waters occurred between March and June. Whales were often spotted very close to shore; they are seen most frequently along the south shore of Long Island (Sadove and Cardinale 1993, NEFSC 2013), and Sadove and Cardinale (1993) reported sightings within Long Island Sound, Block Island Sound, Gardiners Bay and south shore inlets and bays. However, recent studies conducted in New Jersey indicate that right whales may be feeding in the mid-Atlantic (Whitt et al. 2013). This study also found year round presence of right whales in the mid-Atlantic as did the acoustic study conducted by Cornell in New York waters (Whitt et al. 2013, BRP 2010). This may indicate that right whales are present in the mid-Atlantic more often than previously believed.
Distribution:
Much of the information for the state comes from opportunistic sightings. Right whales have also been sighted in Long Island Sound, Block Island Sound, Gardiners Bay and south shore inlets and bays (Sadove and Cardinale 1993).
| Threat Category | Threat | Scope | Severity |
|---|---|---|---|
| 1. Transportation & Service Corridors | Shipping Lanes (vessel strikes) | W | H |
| 2. Biological Resource Use | Fishing & Harvesting Aquatic Resources (entanglement in fishing gear) | R | H |
| 3. Climate Change & Severe Weather | Habitat Shifting & Alteration (loss/change of prey from climate change) | P | V |
| 4. Energy Production & Mining | Oil & Gas Drilling (exploration and production) | R | H |
| 5. Energy Production & Mining | Renewable Energy (offshore wind) | R | M |
| 6. Human Intrusions & Disturbance | Recreational Activities (whale watching, recreational fishing) | R | L |
| 7. Pollution | Excess Energy (anthropogenic noise including shipping) | W | H |
| 8. Pollution | Garbage & Solid Waste | N | L |
| 9. Pollution | Industrial & Military Effluents (contaminants) | N | L |
| 10. Human Intrusions & Disturbance | War, Civil Unrest & Military Exercises (military sonar) | R | M |
| 11. Invasive & Other Problematic Species & Genes | Invasive Non-Native/Alien Species (disease: (transmittable, viruses, parasites) | N | M |
| 12. Invasive & Other Problematic Species & Genes | Problematic Native Species (algal blooms) | N | M |
References Cited:
BRP (Bioacoustics Research Program). 2010. Determining the seasonal occurrence of cetaceans in New York coastal waters using passive acoustic monitoring. Cornell Lab of Ornithology: Bioacoustics Research Program. TR 09-07. 60 pp.
Clapham, P.J., S.B. Young and R.L. Brownell, Jr. 1999. Baleen whales: conservation issues and the status of the most endangered populations. Mammal Rev.29: 35-60.
National Marine Fisheries Service (NMFS). 2013. http://www.nmfs.noaa.gov/pr/species/mammals/cetaceans/rightwhale_northatlantic.htm
Pettis, H. 2011. North Atlantic Right Whale Consortium 2011 annual report card. Report to the North Atlantic Right Whale Consortium, November 2011. Available at www. narwc.org/pdf/2011_report_card_addendum.pdf
Sadove, S. S. and P. Cardinale. 1993. Species composition and distribution of marine mammals and sea turtles in the New York Bight. Final Report to U.S. Dept. of the Interior, Fish and Wildlife Service Southern New England-New York Bight Coastal Fisheries Project. Charlestown, RI.
Whitt, A. D., K. Dudzinski and J. R. Laliberté. 2013. North Atlantic right whale distribution and seasonal occurrence in nearshore waters off New Jersey, USA, and implication for management. Endang. Species Res. 20:59-69.
Common Name: Sei whale
SGCN – High Priority
Scientific Name:
Balaenoptera borealis
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Endangered
New York Status: Endangered
Global:
G3
Natural Heritage Program Rank:
New York: SNA
Synopsis:
Tracked:
Yes
The sei whale is the third largest species of baleen whale after the blue and fin whale. This whale is one of the least studied of the large whales. Its taxonomy is currently being disputed, with some arguing for two subspecies of sei whales, a northern form (B. borealis borealis) and a southern form (B. borealis schlegelli) (Flower 1883, Baker et al. 2004). Other genetic and morphological research found only weak evidence for the existence of a southern subspecies (Perrin et al. 2010). In 2004, a prioritized list of cetacean species in need of further taxonomic research was developed (Taylor 2005, Prieto et al. 2011). Both the northern and southern sei whales were listed under medium priority, indicating that further taxonomic research is needed to determine whether the two populations can be called separate subspecies (Prieto et al. 2011).
Sei whales are found in all oceans, but appear to prefer temperate, offshore areas (Horwood 1987, Perry et al. 1999, NMFS 2011, Prieto et al. 2011). In the western North Atlantic and northeastern United States, sei whales travel to presently unknown breeding grounds in lower latitude waters. The whales are believed to migrate along the continental shelf north to Georges Bank and the southwestern Gulf of Maine (NMFS 2011, Prieto et al. 2011). No known resident seasonal population has been found in New York waters; however, these areas may be important as a migration corridor.
Little is known on the abundance and trends of these elusive whales. Historically, sei whales were targeted by the whaling industry after fin and blue whales became hunted to the point of rarity (Perry et al. 1999, NMFS 2011, Prieto et al. 2012, NMFS 2012). While this hunting was sure to have decreased the population, there are no historical estimates of abundance, so it is not known how much of an effect whaling had on the western North Atlantic sei whales (Perry et al. 1999, NMFS 2011, Prieto et al. 2012, NMFS 2012). Recent trends are also currently unknown. Further research is necessary to establish population estimates.
| | Distribution | | | Abundance | | | NY Distribution | NY Abundance |
|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | Trend |
| 0% to 5% | | | Abundant | | | Unknown | | |
| 6% to 10% | | | Common | | | | | |
| 11% to 25% | | | Fairly common | | X | | | |
| 26% to 50% | | | Uncommon | | | | | |
| > 50% | | X | Rare | | | | | |
Habitat Discussion:
Sei whales are notorious for having a highly variable and unpredictable distribution. In general, they prefer deeper waters, and are frequently found over the continental slope, shelf breaks, and deep ocean basins between banks (Perry et al. 1999, NMFS 2011, Prieto et al. 2011). Occasionally, they are found in more inshore waters, presumably in response to changes in prey density (Prieto et al. 2012). Sei whales are often associated with ocean fronts and eddies, which are believed to concentrate prey (Skov et al. 2008, Olsen et al. 2009, NMFS 2011).
| | Primary Habitat Type |
|---|---|
| Marine; Deep Sub-tidal | |
Distribution:
There have been few, if any, sightings of sei whales in New York waters in recent years. They are known to exist from presence in acoustic surveys that took place from 2008-2009 (BRP 2010). There have been attempts in recent years to gain a more reliable abundance estimate for sei whales in the North Atlantic. Unfortunately, differences in survey effort and methods make it impossible to make direct comparisons of historic and current occurrences. The most recent survey of the Nova Scotia stock was in summer 2011. This survey included both aerial and shipboard surveys that, together, stretched from North Carolina to the lower Bay of Fundy and estimated 357 sei whales (NMFS 2013).
Left: Locations of sightings of sei whales during surveys by the Okeanos Ocean Research Foundation from
15 years of research (1970s-1993). Figure from Sadove and Cardinale (1993). Right: Distribution of sei whales from NEFSC and SEFSC shipboard and aerial surveys during the summers of 1995, 1998, 1999, 2002, 2004, 2006, 2007, 2008, 2010 and 2011. Isobaths are the 100m, 1000m, and 4000m depth contours. Figure and caption from NMFS (2013).
| Threat Category | Threat | Scope | Severity |
|---|---|---|---|
| 1. Transportation & Service Corridors | Shipping Lanes (vessel strikes) | W | H |
| 2. Biological Resource Use | Fishing & Harvesting Aquatic Resources (entanglement in fishing gear) | R | M |
| 3. Climate Change & Severe Weather | Habitat Shifting & Alteration (loss/change of prey from climate change) | P | V |
| 4. Energy Production & Mining | Oil & Gas Drilling (exploration and production) | R | M |
| 5. Energy Production & Mining | Renewable Energy (offshore wind) | R | M |
| 6. Human Intrusions & Disturbance | Recreational Activities (whale watching, recreational fishing) | R | L |
| 7. Pollution | Excess Energy (anthropogenic noise including shipping) | W | H |
| 8. Pollution | Garbage & Solid Waste | N | L |
| 9. Pollution | Industrial & Military Effluents (contaminants) | N | L |
| 10. Human Intrusions & Disturbance | War, Civil Unrest & Military Exercises (military sonar) | R | L |
| 11. Invasive & Other Problematic Species & Genes | Invasive Non-Native/Alien Species (transmittable disease, viruses, parasites) | N | L |
| 12. Invasive & Other Problematic Species & Genes | Problematic Native Species (algal blooms) | N | L |
References Cited:
8pp.
Baker, C. S. et al. 2004. Market surveys of whales, dolphins and porpoises in Japan and Korea, 2003–04, with reference to stock identity of sei whales. IWC Scientific Committee meeting document SC/56/BC3.
Flower, W. H. 1883. On whales, past and present, and their probable origin. Nature 28: 199 – 202.
National Marine Fisheries Service (NMFS). 2011. Final Recovery Plan for the Sei Whale (Balaenoptera borealis). National Marine Fisheries Service, Office of Protected Resources, Silver Spring, MD. 108 pp.
Olsen, E. et al. 2009. First satellite-tracked long-distance movement of a sei whale (Balaenoptera borealis) in the North Atlantic. Aquatic Mammals 35(3): 313 – 318.
Perrin, W. F., J. G. Mead and J. R. L. Brownell. 2010. Review of the evidence used in the description of currently recognized cetacean subspecies. Technical Memorandum NOAA-TM-NOAA, FISHERIESSWFSC-450. Pacific Grove, California, USA.
Prieto, R. et al. 2012. The forgotten whale: a bibliometric analysis and literature review of the North Atlantic sei whale Balaenoptera borealis. Mammal Review 42(3): 235 – 272.
Sadove, S. S. and P. Cardinale. 1993. Species composition and distribution of marine mammals and sea turtles in the New York Bight. Final Report to U.S. Dept. of the Interior, Fish and Wildlife Service Southern New England-New York Bight Coastal Fisheries Project. Charlestown, RI.
Skov, H. et al. 2008. Small-scale spatial variability of sperm and sei whales in relation to oceanographic and topographic features along the Mid-Atlantic Ridge. Deep-Sea Research II 55: 254 – 268.
Taylor, B. 2005. Identifying units to conserve. In: Reinolds, J. E. III, W. F. Perrin, R. R. Reeves, S. Montogomery and T. J. Ragen (Eds.) Marine Mammal Research – Conservation beyond Crisis, 149 – 162. Johns Hopkins University Press, Baltimore, Maryland, USA.
Common Name: Sperm whale
Scientific Name:
Physeter macrocephalus
Taxon:
Whales, Dolphins, and Porpoises
Federal Status:
Endangered
New York Status: Endangered
SGCN – High Priority
Natural Heritage Program Rank:
Global:
G3G4
Synopsis:
New York: SNA
Tracked:
Yes
For the purposes of management sperm whales in the North Atlantic are considered one stock, though finer population structure may exist it is difficult to define (Reeves and Whitehead 1997, Lyrholm and Gyllensten 1998, NMFS 2013).
In general, sperm whales in the U.S. Exclusive Economic Zone (EEZ) are found in areas associated with the edge of the Gulf Stream and other oceanographic factors. These include the continental shelf, the shelf edge and mid-ocean regions beyond (Waring et al 1993, 201, NMFS 2013). Another factor affecting sperm whale distribution is social structure, where animals may group themselves according to social units, with males tending to travel the furthest (Best 1979, Whitehead 2002). In New York, sperm whales have been observed in deep continental shelf waters, as well as in a relatively shallow area off of Montauk Point (Sadove and Cardinale 1993, Scott and Sadove 1997). They are most often seen in spring and early summer in New York waters (Sadove and Cardinale 1993, Scott and Sadove 1997). Most of these whales were sighted in an area that corresponds to a seafloor depression making a channel between Block Island Sound and Block Canyon (Scott and Sadove 1997). Sperm whales occasionally wash on New York beaches.
Much of our knowledge of sperm whale use of New York state waters comes from surveys conducted by Okeanos Foundation from the 1970s – early 1990s. Sperm whales were documented in eight years from 1983 – 1995 (Scott and Sadove 1997). Unfortunately, there has been little follow-up work to these surveys in recent years. It is currently unknown how often and how many sperm whales are found in New York waters. They seem to be consistently found further offshore in the New York Bight near and over the shelf edge however (NMFS 2013). Though details about time of year when they are present and how long they remain in the area are unknown.
Trends have not been analyzed for the western North Atlantic population of sperm whales. Although they were heavily exploited by commercial whaling until the 1970s, the sperm whale remains one of the most abundant large whales in the area (NMFS 2010). Using methods developed by Whitehead (2002), NMFS (2010) estimated the Atlantic population of sperm whales to number between 90,000 – 134,000 sperm whales. Vessel and aerial surveys in 2004 from Florida to the Bay of Fundy developed a population estimate of about 4,804 (NMFS 2013). 2,607 was the estimate for the population from Maryland north to the Bay of Fundy (NMFS 2013). These estimates were not corrected for dive time, and thus are most likely an underestimation of actual abundance (NMFS 2013). The best estimate for sperm whale abundance off of the eastern U.S. comes from shipboard and aerial surveys conducted in 2011 (NMFS 2013). These surveys covered the area north of North Carolina to the lower Bay of Fundy, and estimated an abundance of 1,593 sperm whales (NMFS 2013). Because the survey methods changed between years it is not possible to directly compare the 2011 estimate with earlier estimates. This makes it is very difficult to detect trends (NMFS 2013).
| | Distribution | | | Abundance | | | NY Distribution | NY Abundance |
|---|---|---|---|---|---|---|---|---|
| | (% of NY where species occurs) | | | (within NY distribution) | | | Trend | Trend |
| 0% to 5% | | X | Abundant | | | Unknown | | |
| 6% to 10% | | | Common | | | | | |
| 11% to 25% | | | Fairly common | | | | | |
| 26% to 50% | | | Uncommon | | | | | |
| > 50% | | | Rare | | X | | | |
Habitat Discussion:
Sperm whales are often found in deep water areas along the outer shelf edge and open ocean waters (Waring et al. 2001). They are often found near seamounts and underwater canyons (Waring et al. 2001). Sperm whales are also believed to be associated with the Gulf Stream edge and warm-core rings (Waring et al. 1993, 2001). Typically, males range farther north into cooler waters than females, who remain in temperate to tropical waters with calves and immature animals (NMFS 2010). Distribution seems to be driven primarily by suitability of the area for breeding and the availability of prey. Sperm whale diet consists of sharks, skates, fishes and large squid (NMFS website). They are able to perform long, deep dives to access their prey. Dives may last from 30-60 minutes and be to depths of 400 m (1,312 ft) (NMFS website).
In New York state waters, the majority of sperm whale sightings have occurred in the late spring to early summer period (Sadove and Cardinale 1993, Scott and Sadove 1997). Two of the 28 sightings of sperm whales from 1983 – 1994 were in the fall; sampling was not as intense during this period of time, so it is unknown whether whales return to the area during this time (Scott and Sadove 1997). The average water depth of the sightings was 55 m (Scott and Sadove 1997). The sightings reported by Scott and Sadove (1997) centered on a bathymetric depression that marks the channel running between Block Island Sound and Block Canyon, just under 30 km SSE of Montauk Point. Although feeding was not confirmed, Scott and Sadove (1997) believed that foraging was occurring and hypothesized the sperm whales used the channel to follow prey inshore. In New York Bight waters sperm whales have been sighted at and over the edge of the continental shelf (NMFS 2013).
Distribution:
Surveys done by NOAA. Fisheries show consistent presence in the New York Bight at the edge of the continental shelf. For state waters the most recent accessible information comes from Okeanos Foundation. Scott and Sadove (1997) reported sperm whales in New York waters on sixteen occasions from 1990 – 1994. It is unknown whether sightings were of the same individuals (Scott and Sadove 1997).
Left: Locations of sightings of sei whales during surveys by the Okeanos Ocean Research Foundation from
15 years of research (1970s-1993). Figure from Sadove and Cardinale (1993). Right: Distribution of sei whales from NEFSC and SEFSC shipboard and aerial surveys during the summers of 1995, 1998, 1999, 2002, 2004, 2006, 2007, 2008, 2010 and 2011. Isobaths are the 100m, 1000m, and 4000m depth contours. Figure and caption from NMFS (2013).
| Threat Category | Threat | Scope | Severity |
|---|---|---|---|
| 1. Transportation & Service Corridors | Shipping Lanes (vessel strikes) | N | M |
| 2. Biological Resource Use | Fishing & Harvesting Aquatic Resources (entanglement in fishing gear) | N | M |
| 3. Climate Change & Severe Weather | Habitat Shifting & Alteration (loss/change of prey from climate change) | P | V |
| 4. Energy Production & Mining | Oil & Gas Drilling (exploration and production) | R | M |
| 5. Energy Production & Mining | Renewable Energy (offshore wind) | N | L |
| 6. Human Intrusions & Disturbance | Recreational Activities (whale watching, recreational fishing) | N | L |
| 7. Pollution | Excess Energy (anthropogenic noise including shipping) | W | H |
| 8. Pollution | Garbage & Solid Waste | N | L |
| 9. Pollution | Industrial & Military Effluents (contaminants) | N | L |
| 10. Human Intrusions & Disturbance | War, Civil Unrest & Military Exercises (military sonar) | R | M |
| 11. Invasive & Other Problematic Species & Genes | Invasive Non-Native/Alien Species (disease: transmittable, viruses, parasites) | N | L |
References Cited:
Best, P. B. 1979. Social organization in sperm whales, Physeter macrocephalus. Pp. 227 - 189 In Winn, H. E. and B. L. Olla (eds.), Behavior of Marine Animals, Vol. 3. Plenum, New York.
Lyrholm, T. and U. Gyllensten. 1998. Global matrilineal population structure in sperm whales as indicated by mitochondrial DNA sequences. Proc. R. Soc. Lond. B 265:1679-1684.
National Marine Fisheries Service (NMFS). 2010. Recovery plan for the sperm whale (Physeter macrocephalus). National Marine Fisheries Service, Silver Spring, MD. 165pp.
National Marine Fisheries Service (NMFS). 2013. Sperm whale (Physeter macrocephalus): North Atlantic stock. NOAA Fisheries Draft Marine Mammal Stock Assessment Reports. National Marine Fisheries Service, Silver Spring, MD. 15 pp.
Reeves, R.R. and H. Whitehead. 1997. Status of sperm whale, Physeter macrocephalus, in Canada. Canadian Field Naturalist 111:293-307.
Sadove, S. S. and P. Cardinale. 1993. Species composition and distribution of marine mammals and sea turtles in the New York Bight. Final Report to U.S. Dept. of the Interior, Fish and Wildlife Service Southern New England-New York Bight Coastal Fisheries Project. Charlestown, RI.
Scott, T. M. and S. S. Sadove. 1997. Sperm whale, Physeter macrocephalus, sightings in the shallow shelf waters off Long Island, New York. Marine Mammal Science 13: 317 - 321.
Waring, G.T., C.P. Fairfield, C.M. Ruhsam, and M. Sano. 1993. Sperm whales associated with Gulf Stream features off the northeastern USA shelf. Fisheries Oceanography 2:101-105.
Whitehead, H. 2002. Estimates of the current global population size and historical trajectory for sperm whales. Marine Ecology Progress Series 242: 295 - 304. | <urn:uuid:0380f8a2-f9bf-4bfe-8ee5-1d265e5aa45f> | CC-MAIN-2024-18 | https://extapps.dec.ny.gov/docs/wildlife_pdf/hpsgcnwhales.pdf | 2024-04-18T17:08:44+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00832.warc.gz | 228,256,365 | 13,859 | eng_Latn | eng_Latn | 0.815602 | eng_Latn | 0.984285 | [
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5 Healthy Steps for Resolving Conflict
1. Be Willing to Overlook an Offense (Proverbs 19:11; 1 Peter 4:8)
* Consider the heart of the other person, do you believe they intentionally tried to hurt you?
* Is this an issue about power struggle?
* Consider that some things are not worth fighting over.
2. Set Time & Place for Discussion (Proverbs 15:1; Galatians 6:1; Ephesians 4:26)
* We discourage immediate confrontation without first examining your motives and the situation.
* Never confront in anger.
* Never confront when the other person arrives home from work, or at meal times.
* Ask the other person when you can set up a meeting time.
3. Communication (James 1:19-20)
* You are to communicate gently, lovingly, and respectfully.
* Define the problem and stay focused on the problem.
* Attack the problem – not the person.
* Acknowledge that "We have a problem," not "You are the problem."
* There are almost always two sides to every conflict; therefore, you must own your part of the conflict, even if it is only 1%. You must still own it!
* Listening as communication:
* Do not interrupt while another person is talking. Those who interrupt are only interested in others hearing them, and not hearing the other person's concerns.
* Do not get defensive. Remember, you also played a role in the conflict.
* Do not allow your mind to wander while the other person is speaking. Mind wandering is selective hearing – we hear what we want to hear while ignoring the rest.
* Do not roll your eyes! This will only increase the conflict. Facial expressions, body posture, and tone of voice should indicate that you are interested in the other person's concerns.
* Repeat back what the other person communicated to you. This will ensure that there is no misunderstanding, and affirms you were listening.
* The attentive listener holds the most control, power, and influence in conflict because they are calmer and desire a peaceful resolution.
4. Negotiation (Matthew 18:15-20)
* Is this a repeating problem?
* Why have past attempts to resolve the problem failed?
* How has each person failed to resolve the issue?
* Agree on a solution to try that is beneficial to both sides and be willing to compromise.
* How will each person work toward the solution?
* Be open to having a neutral third person help with negotiations.
* Set up a future meeting to discuss progress. Complement one another on your successes and encourage one another on areas that need improvement.
5. Reconciliation (1 John 1:9; James 5:16)
* Confess your faults to one another.
* Ask for forgiveness for your sins.
* Be open to receiving future correction. | <urn:uuid:3913c29d-3641-45ed-b831-4094e9c6232d> | CC-MAIN-2024-18 | https://questdiscipleshipministries.org/wp-content/uploads/2021/05/02_5-Healthy-Steps-for-Resolving-Conflict.pdf | 2024-04-18T18:05:50+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00831.warc.gz | 438,356,059 | 590 | eng_Latn | eng_Latn | 0.998439 | eng_Latn | 0.998439 | [
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ELEMENTARY EDUCATION, M.A.T. (2-6 CERTIFICATION)
The M.A.T. program in Elementary Education is a 33 credit-hour degree designed for "career changers" to teach in the elementary grades 2 through 6. Candidates may or may not have taken any education courses as undergraduates.
Learning Outcomes
1. Development, Learning, and Motivation—-Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation.
2. Reading, Writing, and Oral Language—-Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
3. Science—-Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.
4. Mathematics—-Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
5. Social studies—-Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—-the integrated study of history, geography, the social sciences, and other related areas—-to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
6. The arts—-Candidates know, understand, and use—-as appropriate to their own understanding and skills—-the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.
7. Health education—-Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.
8. Physical education—-Candidates know, understand, and use—-as appropriate to their own understanding and skills—-human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
9. Integrating and applying knowledge for instruction—-Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
10. Adaptation to diverse students—-Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
1
11. Development of critical thinking and problem solving—-Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking and problem solving.
12. Active engagement in learning—-Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.
13. Communication to foster collaboration—-Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
14. Assessment for instruction—-Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
15. Professional growth, reflection, and evaluation—-Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
16. Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. | <urn:uuid:46b22e4e-5ff5-465e-8d5e-be3c078902bd> | CC-MAIN-2024-18 | https://academicbulletins.sc.edu/graduate/education/teaching-education/elementary-education-mat/elementary-education-mat_overviewtext.pdf | 2024-04-18T17:05:19+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00832.warc.gz | 73,601,292 | 894 | eng_Latn | eng_Latn | 0.991745 | eng_Latn | 0.991745 | [
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AmbitiousScienceTeaching | Gallery walk to critique models and explanations
SPEAKER 1:
This video shows one way for students to give and receive critiques of their evidence-based scientific explanations. For this gallery walk, students will be critiquing each other's models of flashlight circuits. Tasks, talk, and tools play critical roles throughout this lesson. As you watch, observe what kinds of tasks students are engaged with in order to critique and revise models. What tools help students communicate their ideas? And how does student talk facilitate the critique and revision of models?
This is the model scaffold students have been using since the start of the unit to reason about why and how a flashlight stops working. On the left side, students explain how a functioning flashlight works, and on the right side, how and why a flashlight would stop working if it were turned on for a month.
Students worked in small groups prior to this gallery walk lesson, to revise their initial ideas based on evidence collected so far and to enlarge the model to more easily read and share ideas. Intellectually productive gallery walks need this kind of rich, unique student work as the focus. Otherwise, the gallery walk becomes about merely recognition of work, rather than an invitation for a critique.
Using group-created models is the kind of student work which is ideal for sticky note feedback in the gallery walk because it's rich in ideas and evidence, and no two models are identical. This format allows for students to reflect on their own understanding, while comparing it to each other's ideas. Students use sticky notes to comment on ideas and evidence as well as make suggestions about what to add or what is confusing. In this next clip, the teacher gives directions about the kinds of comments she expects students to make, after looking at and reading each explanation.
We need to help each other communicate clearly about our ideas. You may think that what you said was clear. But one of us walks up to it, and reads it, and goes, huh? Well, huh isn't helpful. Huh plus I see what you mean about electrons, but how is the motion different, might be a way to help that person think about their idea.
So your job, it says it right here. Everyone's going to have this in front of them. This is your job for the next however long it takes, probably 20 minutes. Your job, write a comment or a question that helps the scientists understand where and why you might be confused when you look at their work. Be helpful, use these sentence frames if that helps you. At the bottom-- is the projector on, by any chance? At the bottom, there are some examples of comments.
These comments are nice. And it's nice to be nice. It's nice to give compliments. And they're nice to read. Like, if this is your work and you read, your diagram is amazing. I'm like, yeah, cool. We love it, good. You did a great job. Yay. Nice work. Woo hoo. Like, you feel good about it. But this comment doesn't help me as a scientist think about my work. It's just kind of a warm, fuzzy compliment. Which, compliments are fine.
Hence why it's nice, but not helpful to me as a scientist. That's not helping me fix my diagram. If somebody wrote that about this-- well, number one, I don't really think my diagram is amazing, but that was their opinion. But it doesn't help me think about what I need to add, change, clarify what details I should.
SPEAKER 2:
SPEAKER 1:
For these comments though, they're still kind of positive, but they give me, as a scientist, a direction to go next. It's kind of a what should I work on next. Sorry. So since this one's next to me, I'll do this one first. So maybe on my poster, somebody wrote, I agree with you. Well, I didn't say that. Maybe they wrote, I agree with you that the wire is a conductor, but you could add more about why it's a conductor. So maybe they just labeled-- not to pick on this person, but you're right here-- you just labeled it conductor. But why is it a conductor?
And then I even got a suggestion, think free electrons. I'm like, ooh, there's an electron poster there. There's electron stuff on the conductor poster. So when I read this, I'm like, OK, there's two things I can go read in the room that help me think about this idea so that I can add or change my drawing. Cool. I have a direction. I can take this and go and do something more.
Students had time to walk around the room and examine their peers' work. Sentence frames scaffolded students' ability to write helpful rather than superficial feedback. Next, students return to their own model and read the feedback they received. They had time to decide if they wanted to add or change their work based on their peers' critique. Some students disagreed with the comments left for them and argued their point with their peers.
Students may not be used to thinking critically about ideas, so some feedback was superficial. Students will improve their skills at giving feedback, the more practice they have doing this kind of work. Some students were frustrated when their own model received vague and unhelpful comments. This boosts their own attention to the kind of quality feedback they give the next time they do a gallery walk.
Let's revisit the tips about the kind of talk, tasks, and tools that help students review the work of their peers. This feedback was not about being right or wrong, but rather giving constructive feedback to improve each group's own unique work. Work that is rich in ideas supported by evidence is ideal for this activity.
Sentence frames scaffold students' ability to provide helpful rather than superficial or vague feedback. Despite this structure, some feedback will still be generic, but will improve with practice. The key part of this activity is having students discuss the feedback they received and decide what they want to do with it. They can follow the suggestion by adding or changing their work. Or they can decide they disagree with the comment based on evidence.
Critiquing models based on evidence and limitations is part of the Next Generation Science Standards' list of science practices. Students must engage in argument if and when their critique is challenged by their peers. Additionally, this unit addresses the energy strand found in the Next Generation Science Standards. For more information about this or other science teaching practices, visit our website at tools4teachingscience.org. | <urn:uuid:f5ad663a-ed2c-460a-b2b5-0182eaaabb39> | CC-MAIN-2024-18 | https://ambitiousscienceteaching.org/wp-content/uploads/2024/01/Gallery-walk-to-critique-models-and-explanations.pdf | 2024-04-18T18:19:27+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817222.1/warc/CC-MAIN-20240418160034-20240418190034-00830.warc.gz | 87,706,219 | 1,354 | eng_Latn | eng_Latn | 0.999601 | eng_Latn | 0.999618 | [
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Grade F/1/2 Big Talk Homework
A Book I Love
Our next Big Write will take place this Thursday 4th of May. As this is our Book Fair week and we've been talking about literature, we would like your child to write about a favourite book. This could be a book they have read themselves or one that has been read to them. The students may chose to write:
- A retell of the book (telling events from the story in their own words.)
- A report explaining why they think this is a good book.
- A letter to the author (eg thanking them for writing the book, telling them what they like about it, asking them questions)
Some prompting questions:
- Why do you like this book?
- Who is your favourite character? Why?
- What is your favourite part of the story? Why?
- What message do you think the author is trying to get across?
The homework is to TALK about the topic, it is not necessary to do any writing. However, if your child would like to jot down some key words (eg how to spell names) or draw a picture, they can do that in this book.
IT IS REALLY IMPORTANT THAT BEFORE THURSDAY YOUR CHILD HAS DECIDED WHAT BOOK THEY ARE GOING TO WRITE ABOUT AND WHICH FORM OF WRITING THEY ARE GOING TO COMPLETE.
If you have the book at home it would be good if your child could bring it to school on the day.
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Teaching Global Competency through Videoconferencing
Teacher Guidelines
How to Prepare for Your Videoconference
The purpose of this document is to guide you through the different steps to prepare for your videoconference.
1. About the Videoconference
1.1. Videoconference Format
☐ Each videoconference lasts between 30 and 45 minutes.
☐ It consists in an interactive Q&A interview between a class and a speaker (it is not a lecture).
☐ Therefore, students need to have studied the topic of the interview prior to it; the videoconference can be integrated into teachers’ planning as a case study within a disciplinary or interdisciplinary context.
☐ Teachers need to prepare their students to have productive conversations with their speaker; for this reason, we ask you to have your students draft a list of questions,which will be asked during the interview (cf. par. 4.2.1.).
☐ Speakers have the possibility to share documents on screen; this option is left to their discretion and can’t be requested by teachers.
1.2. Participating Students
☐ Each videoconference is organized between a speaker and one class only, which makes it possible for students to participate in a way that is truly interactive; moreover, it allows the speaker to adapt to the specific needs of the class.
☐ Note that it is possible for teachers within the same school to combine their classes to participate in a videoconference.
☐ The number of participants for each videoconference is limited to 50 students. However, if possible, we recommend to keep that number below 30 students to allow all of them to be active during the interview.
2. Videoconferencing Material
2.1. Videoconferencing Equipment
☐ You will need the following equipment:
– Computer (desktop, laptop, or tablet) with camera and microphone. Check if these are built in to your device; if not, you will need to connect it to an external webcam and/or microphone.
– Video projection equipment (projector w/ projector screen, interactive whiteboard, or television). Check to make sure you know how to connect your device to the projection equipment.
– Speakers. Check if these are built in to the projection equipment; if not, you will need to connect external speakers to the projection equipment or to your device.
– Internet connection (wireless or Ethernet). Check to make sure your school's wireless network is properly working or you know how to connect your device to the Internet via an Ethernet jack.
☐ Please take the time to contact your school's technology staff about your future videoconference; they will be able to help you with the technical aspect of its preparation.
☐ We also recommend that you make arrangements so that someone from your school's technology staff can join you 10 minutes before the videoconference start time in case some technical fix is needed.
2.2. Videoconferencing Applications
☐ Videoconference interviews are conducted via Skype or Google Hangouts; you have the option to use either one you prefer. That means you need to already have an account with Skype or Gmail—or set up one. Please take the time to contact your school's technology staff to make sure there is no school firewall that might block live video streaming via your videoconferencing application.
3. Administrative & Pricacy Considerations
3.1. Administrative Considerations
☐ Depending on schools, digital speakers may be treated like outside guest experts that are invited into the classroom. In this case, you might have to follow some procedure before the videoconference so that speakers are allowed to present in front of your students. We recommend that you check with your school's administrative staff in this regard.
3.2. Student/Teacher Privacy Policy
☐ Videoconferences are not recorded; they remain confidential and hence ensure student data privacy.
☐ All data that teachers provide via our online booking form is encrypted by SSL protocol to secure authentication and protect privacy.
☐ The information we ask is to help us prepare your videoconference and remain confidential. We share with your speaker the following information: teacher's and school's names, subject, grade level, number of participants, language(s) which students will use/practice during the videoconference. We don't share your email address.
4. Preparing for Your Videoconference
4.1. Preparing Your Lesson Plan
☐ We encourage you to refer to the resources we provide on every speaker's profile page on uptoglobal.co (speaker's description, link to its website, and list of possible learning goals); they can help you build your lesson plan.
4.2. Preparing Your Students
4.2.1. How to Prepare Your Students to Participate Actively
☐ Prior to the videoconference, make sure to plan enough time—at the very least one hour—to prepare your students.
3
☐ Please note that students need to have studied the topic of the interview prior to it; the videoconference can be integrated into teachers’ planning as a case study within a disciplinary or interdisciplinary context.
IMPORTANT: You need to prepare your students to have active and productive conversations with their speaker; for this reason, we ask you to have them draft a list of questions, which will be asked during the interview. You will email us this list at least five days before the videoconference, and we'll forward it to your speaker so that he/she can better prepare to answer students' questions.
☐ When planning how students will prepare the interview, you might want to consider the following elements:
– What kinds of questions students will ask?
– Will students do a research on the topic and/or the speaker before drafting their questions?
– Will students prepare their questions at home, in class, or both?
– Will students work individually, in small groups, or as a whole group to prepare the interview?
– How will students or groups of students take turns during the interview?
– How will students take notes during the interview?
– What kinds of tasks students may have to complete after the interview?
– How will students report on what they have learned? (cf. par. 4.2.3.)
☐ We recommend that you prepare handouts that help students think through the topic of the interview before the videoconference.
☐ Keep in mind that the quality of your videoconference—just like any learning experience—is dependent on how your students have been prepared for it.
4.2.2. Discussing Appropriate Behavior
☐ Discuss appropriate behavior during the videoconference with your students. Younger students should be aware of how a two-way connection works, that is, understand that each side can see and hear the other.
☐ As your speaker may be from a different country, it is very important to remind students of the importance of respect for other cultures and to discuss with them how to behave accordingly.
4.2.3. How Students Can Report on What They Have Learned
☐ Different learning activities can be designed to have students report on what they have learned:
– Students can write an article for their school's newspaper or blog, based on the information collected during the interview.
– They can create a display board or a video to report on their interview to the rest of the school community.
– They can organize a special event at school in connection with international observances or commemorative days (Climate Week, World Food Day, International Day for the Remembrance of the Slave Trade and its Abolition…).
–Etc.
☐ If you wish to stay in contact with your speaker, with a view to organizing a long-term project and/or partnership, we can also help you with this.
5. What to Expect – Step-by-Step Guidelines
5.1. After Your Videoconference Booking Request
5.1.1. A Few Days after Your Booking Request
☐ Shortly after requesting to book a videoconference—and providing your preferred time slots —, you will receive a confirmation email from Up to Global with:
– The exact date and time of the videoconference, which your speaker has selected according to the time slots you provided and his/her own preference (considering the videoconference is scheduled within one to two months after the booking request)
– Contact details of your speaker: his/her full name and his/her username on the videoconferecing platform you selected (either Skype or Google Hangouts)
IMPORTANT: We encourage you to keep carefully this email until the day of the videoconference.
☐ We encourage you to contact your school’s technology staff about your future videoconference so that they can help you with the technical aspect of its preparation (cf. par. 2.2.1.).
☐
5.1.2. One Week before the Videoconference
You will receive an email reminder
from Up to Global about your videoconference date and time.
☐ During the week prior to the videoconference, make sure to plan enough time—at the very least one hour—to prepare your students for the interview—including time to help students draft their list of questions (cf. § 4.2.1.).
☐
Please remember to email us this list at least five days before the videoconference
so that we can forward it to your speaker and help him/her get better prepared to answer students’
questions.
5.1.3. 24 Hours before the Videoconference
☐ You will receive a second email reminder from Up to Global.
5.2. On the Day of the Videoconference
5.2.1. Before Starting the Videoconference
If needed, place the external webcam—or your device with built-in camera—somewhere in the room so that the speaker can see all of your students during the videoconference.
You might need to adjust the lighting
in the room so that your students can see the screen with as little reflection as possible. On the other side, it shouldn’t be too dark; if not, the
speaker won't be able to see your students!
Get in touch with your speaker
10 minutes before the videoconference start time via your
selected platform (either Skype or Google Hangouts) to test the video connection
and troubleshoot any problems that may occur. We recommend that you make arrangements so
that someone from your school's technology staff
can be with you at that moment in case some technical fix is needed.
☐ When the videoconference starts, introduce your class to the speaker.
5.2.1. During the Videoconference
☐ ☐
☐
6
☐ Please start the interview by inviting—or having a student invite—the speaker to introduce himself/herself and, if relevant, present his/her organization (5 minutes maximum).
☐ Be prepared to maintain order and manage your students.
☐ Help to facilitate the interview by calling on students who have questions or answers.
☐ If needed, remind your students that they need to speak slowly and loudly so that the speaker can hear them.
☐ If possible, direct the external webcam—or your device with built-in camera—toward the student who is speaking, or ask him/her to move closer to the camera.
5.3. A Few Days after Your Videoconference
☐ You will receive a follow-up email from Up to Global, asking you to evaluate your videoconference under the following criteria: technical aspect, students’ interest, and learning outcomes. We encourage you to take the time to provide your feedback as it will help us improve your service. Note that all evaluations are for our internal use only and are kept completely confidential (we don’t share them with your speaker).
6. If You Need to Change the Date or Cancel
☐ If needed, it is possible to change the date or cancel your videoconference. However, since our speakers volunteer their time to participate in our program, we encourage you to let us know as early as possible out of respect for them. | <urn:uuid:d5c44582-fcba-4d04-a6cc-957146102522> | CC-MAIN-2018-34 | https://uptoglobal.co/downloads/teacher-guidelines-uptoglobal.pdf | 2018-08-22T02:27:59Z | crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00010.warc.gz | 773,318,138 | 2,464 | eng_Latn | eng_Latn | 0.998217 | eng_Latn | 0.998658 | [
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Year 4 - Spring Term Miss Bromage
Welcome back to Year 4.
This term we will be working on the theme of 'The Anglo-Saxons' and each of our subjects will interlink with this core theme.
English
Maths
This term, the children will be focusing on developing their grammar skills whilst studying the main features of suspense stories. We will be studying Michael Morpurgo's version of 'Beowulf'. Through this story, children will be depicting settings and describing their characters' feelings through actions; all of which will involve much discussion and role-play. Children will also be creating advertisements and newspaper reports. Time will be given to children to edit their independent work with the aim of improving grammar, spelling and punctuation. Children will then go on to explore some poetry as well as Libby Hathorn's story entitled 'Way Home'.
Each lesson starts with mental maths to develop rapid recall of number bonds, times tables or to consolidate previous learning. There will also be one lesson a week given to a maths investigation or a problem solving activity. This term will consist of addition and subtraction using the column method, counting in multiples of 9 and multiples of 7 forwards and backwards and using the formal method of short multiplication. Additionally, pupils will work on using properties of 2D shapes to solve problems and identifying lines of symmetry as well as calculating area and perimeter of shapes. We will be measuring mass and capacity.
History and Geography - Our topic this term will be based on the Anglo-Saxons. We will be looking at why and when they came to Britain and where they settled as well as the UK and Europe.
Art - The children will be creating longboats, helmets, shields, Anglo Saxon houses and jewellery.
Science - Our science topics are: Sound and Electricity. Within both topics, children will be carrying out experiments, and investigations.
Notices
PE is once a week - please bring in full kits on Thursdays.
Swimming is once a week – please bring in full swimming kits on Wednesdays including costume, goggles, swimming hat and a towel.
Homework is given out on Friday and collected on Tuesday.
Children should aim to read one book per week. Reading records to be signed daily and children are also encouraged to write a reflective comment. | <urn:uuid:94f8f0ac-23b5-4cf8-9ae7-eee47ca39919> | CC-MAIN-2018-34 | http://stjohnsrotherhithe.co.uk/wp-content/uploads/2012/10/Newsletter-Year-4-Spring-2016.pdf | 2018-08-22T01:19:55Z | crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00020.warc.gz | 387,376,664 | 464 | eng_Latn | eng_Latn | 0.999384 | eng_Latn | 0.999384 | [
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FOR IMMEDIATE RELEASE
What are the Necessary Steps that Should be Taken to Prepare for a Blizzard?
Most things are usually on hand but should be stocked up and easily accessible. If it turns out the blizzard has turned to rain or snow flurries by the time it reaches your area, at least you will have known you were ready.
If your city or town is in imminent danger of a very heavy snowfall or blizzard, most likely your local weather and news media have let you know in plenty of time. They will be issuing warnings and alerts and, again, should be taken seriously. Here are a few things to consider before the blizzard arrives:
1. Prepare for power outages and blocked roads. Winds, ice and snow tend to bring down power lines. Make sure that you have candles, matches or lighters, a battery operated radio, and emergency food supplies and tons of blankets. Think about where you'll put candles to keep them lit and safe. Have plenty of food staples like powdered milk and protein bars. If your water supply depends on an electric pump, bottled water may be a good idea.
2. Staying warm when the power goes out may be a problem. Don't think you're immune if you don't use electricity to heat your home. Many people don't realize that their heating system depends on a boiler that is powered by electricity. Electric stoves and gas stoves that depend on electricity will be powerless if the storm knocks the lines down. Be prepared with alternative heat sources and plenty of blankets.
3. Traveling in a blizzard is just not a good idea. If you are on the road during a blizzard look for a hotel or motel nearby and stay off the road until driving conditions are safe again.
4. If you get stranded in your car during a bad snow storm be prepared with plenty of warm clothes and packaged snack foods. It may seem sensible to leave the engine running to keep warm, but it isn't. The danger of carbon monoxide poisoning is high. Snow can block your exhaust pipe and fill the car with deadly fumes. Keeping one window open just a bit will help avoid this. If you keep the engine running you may run out of gas before the storm is over. A better idea is to run the engine in short bursts. Turn the engine on long to keep the car warm and then turn it off. Keep this routine up until the conditions are stable enough for you to get back on the road.
5. Designate a spot, in the hall closet, to keep a bag of warm clothes for each person in the household. If the lights are out, it will be hard to find that really warm turtle neck or a pair of warm socks or gloves...in the dark. Count on the power being out for at least a day or two and have some board games and a deck of cards on hand. Arts and crafts are always fun for the kids (especially if there isn't any television to distract them) so make sure you have some of those supplies easily available.
6. Along with warm clothes and blankets, consider stocking your Blizzard Kit with the following: batteries, flash lights, battery operated radio/television, bottled water, toilet paper, nonperishable foods such as cereal or crackers, canned goods, a non electric can opener, a small cooler, candles, prescription medicines and any over-thecounter remedies you use regularly; and if you have young infants or toddlers - diapers, baby wipes, formula, baby food.
7. Stock up on shovels and snow removal equipment before the snow storm. You may also want to cover the windows and spaces around the doors to keep drafts at a minimum in the event the heat shuts off.
8. If you live in an area that gets bad storms regularly consider investing in an emergency generator. Having an alternate source of power if the main lines go down can be a life saver.
9. A cellular phone is a 'hot' commodity for the snowbound. If you have a cell phone, make sure it is charged and easy to find. Even if the phone and power lines go out you can get word out that you are stranded and need help.
10. Finally, STAY INSIDE. However tempting it may be for kids to go out and make snow angels or play in the falling snow, use caution. Those blowing winds - both before and after a blizzard - are cold enough to cause frostbite, and snowdrifts may hide dangers children might otherwise see. Stay indoors where it's safe, and warm!
Blizzards are serious business. Weather forecasters can only predict so much. Educate yourself and stay on top of the updates in your area. There is no harm in being overly cautious. In most cases where a blizzard is concerned, it truly is better to be safe than sorry. | <urn:uuid:072c4efa-afe6-4278-8055-5ac997eb0afa> | CC-MAIN-2018-34 | http://bhsj.org/Publications/pressreleases/2011/02-February/2-1-11PSA.pdf | 2018-08-22T01:05:01Z | crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00021.warc.gz | 52,617,207 | 982 | eng_Latn | eng_Latn | 0.999384 | eng_Latn | 0.99938 | [
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Al Sharq Bright International School Model Paper for Final Exam 2017-2018
Name: ___________________________Subject: MathematicsClass: 7____Date: _______
1
_____________________________________________________________________________
Part – 1
A. Fill in the blanks:
1) ___________ has no units.
2) If the cost of one book is 5SR, the cost of 12 books is _______.
3) Percentages are fractions with denominator equal to_________.
4) 1.153= ________%
5) Required % = First quantity second quantity × _____
6) Overhead charges are always added to ______.
7) Two angles are said to be supplementary if the sum of their measures is________.
8) Two adjacent _________ angles form a linear pair.
9) The straight line that joins a vertex of the triangle with the midpoint of the side opposite to it is called __________ of the triangle.
10) Sum of any two sides of the triangle is ________ than the third side.
B. Write whether true or false:
1) By Pythagoras theorem the length of the hypotenuse = sum of the other two sides.
________
2) One of the angle of a right angled triangle is always 45°. ________
3) Vertically opposite angles are always equal. ________
2
4) The parallel lines never meet. ________
5) The complimentary angle of 75°is 10°________
6) When a transversal cuts two parallel lines the alternate angles are always equal. _____
7) If CP = 200, SP= 230, Profit = 30 _________
8) 65% of 650 mangoes = 10 mangoes ________
C. Choose the correct answer:
1) The decimal for 10%
a) 1.0
b) 0.01
c) 0.1
2) To convert fraction to percentage, multiply by _______
a)
50% b) 100%
c) 25%
3) The ratio of 5 oranges to 10 mangoes
a) 1:2
b) 10:5 c) 5:1
4) 90:150 can be written in the simplest form as
a)
45:75 b) 9:15
c) 3:5
5) A ray is a part of a _____
a) line segment b) line c) angle
6) Angle at a point is ______
a) 360°
b) 90°
c) 180°
7) Two _________ supplementary angles form a linear pair.
a) adjacent
b) opposite c) exterior
8) The measure of the angle whose supplement is 102°
a) 86 °
b) 90°
c) 78°
Part – 2
D. Solve the following questions:
3
1) A dozen apples weigh 2.4kg. How many apples will weigh 10.2kg?
2) 5% sales tax on a sale is 2SR.What is the amount of sale?
E. Find the third side:
1) In a ∆ ABC , ∠ C is a right angle, ‘AC’ and ‘BC’ are the sides and ‘AB’ the hypotenuse. Find the third side?
a) AC=5, AB= 13, BC?
b) AC= 12, BC= 9, AB =?
F. Solve:
1) Hameed buys a cycle for 1700 SR and sells at 1870SR. What is his profit percentage?
2) In a right angled triangle, two acute angles are in the ratio 2:3, what are their measures?
G. Find the value of 'x' and 'y' in the given figures below:
2)
Find∠AOB and ∠BOC?
x
25
O
D
C
Part – 3
H. Solve:
1) The sides of a rectangle are 12m and 5m. What is the length of the diagonal?
2) Jones buys a camera for 1100SR and then gets some repairs done for 100SR. Since he was in need of money he had to sell it for 840SR.What is his loss per cent?
3) In the figure lines l and m are intersected by a transversal n. The measure of two angles are given in the figure. Is l ∥ m? Give reasons for your answer:
62
118
n
I. Find out which of the following are triangles? Write the reasons:
J. Solve:
1) In 3hours, a train covers 195km.Travelling at the same speed, what distance would the train cover in 5 hours?
2) 40% of the population of a town are men, 35% are women, and the remaining are children. If the number of children is 28000, what is the total population of the town?
K. Name the required angles from the figure:
A C
B D
1) The vertically opposite angle of ∠AMN =
8
2) The adjacent angle of ∠CNQ =
3) The alternate angle of ∠PMB =
4) The corresponding angle of ∠CNQ =
Part – 4
L. Mental Maths:
1) 10.53=_____%
2) The equivalent ratio of 3:4 =
3) Profit =
4) The sum of linear pair angles=
Note: This is just a model, not the exam paper. | <urn:uuid:4939284a-8d7c-4423-93bf-27b8718dba04> | CC-MAIN-2018-34 | http://alsharqschool.com/image/final-exam/7/mathematics.pdf | 2018-08-22T01:18:31Z | crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00022.warc.gz | 17,058,774 | 1,175 | eng_Latn | eng_Latn | 0.854072 | eng_Latn | 0.989373 | [
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Storm Water Pollution Prevention Clean Water: Our Only Choice
The City of Bartlett has two drainage systems – the sewers and the storm drains. The storm drain system was designed to prevent flooding by carrying excess rainwater away from streets, homes, and businesses. Because the system contains no filters, it also serves the unintended function of carrying urban pollution straight into our streams and eventually the Mississippi River.
This pamphlet provides examples of how you can reduce or eliminate pollution from entering our streams from "storm water" or "urban runoff".
Rain, industrial and household water mixed with urban pollutants creates storm water pollution. The pollutants include: oil and other automobile fluids, paint and construction debris, yard and pet wastes, pesticides and litter.
Urban runoff pollution flows to the Mississippi River through the storm drain system that takes water and debris straight from the streets to our streams. Each day tremendous amounts of polluted urban runoff enters our streams untreated, leaving toxic chemicals in our creeks and rivers and tons of trash along their banks.
Urban runoff contaminates our streams and rivers, harms aquatic life and increases the risk of flooding by clogging our storm drains and catch basins. Overall, storm water pollution costs us millions of dollars per year.
These Best Management Practices (BMPs) will help reduce storm water runoff pollution and ensure cleaner streams and rivers, and a cleaner City of Bartlett. For more storm water information, call the Storm Water Coordinator (901)385-6499.
For more information please visit our website at: http://www.cityofbartlett.org or visit http://tn.gov/environment/water.shtml
Hazardous Spill Response
City of Bartlett Fire Department 911 or (901)385-5555
Recycling and Household Hazardous Waste Disposal
Memphis and Shelby County Household Hazardous Waste Collection Facility (901)222-7729
To Report Illegal Dumping
City of Bartlett (901)385-5555
To Report a Drainage Problem
Department of Public Works (901)385-5570
Storm Water Program Information
Department of Engineering and Utilities (901)385-6499
Mosquito Control
Memphis and Shelby County Health and Sanitation Department (901)222-2300
This pamphlet is one of a series of pamphlets describing storm water pollution prevention measures. Other pamphlets can be obtained from the Department of Engineering and Utilities and include:
Landscaping, Gardening & Pest Control Food Service Industry Automotive Maintenance & Car Care Heavy Equipment & Earth Moving Activities Detention Basin Maintenance
For more information or assistance, call or write:
City of Bartlett Department of Engineering & Utilities
6382 Stage Road
Bartlett, TN 38134-3739
901-385-6499
http://www.cityofbartlett.org
Storm Water Best Management Practices (BMPs)
Home Repair & Remodeling
Brochure 6
Homeowners Do-It-Yourself Remodelers Do-It-Yourself Painters Do-It-Yourself Landscapers
1. Household Hazardous Waste Disposal
Household toxins – such as common household cleaners, paint products and motor oil – can pollute our streams and the Mississippi River, as well as groundwater, if not disposed of as hazardous waste.
Minimize your use of hazardous chemicals by using safe and effective non-toxic substances. Buy the least toxic products available such as those labeled "non-toxic", "nonpetroleum based" and "free of ammonia, phosphates, dye or perfume."
Store your unused household chemicals securely and dispose of periodically at the Memphis and Shelby County Household Hazardous Waste Collection Facility. Call (901)222-7729 for more information.
Take used motor oil to an oil recycling center or an auto parts store offering recycling services.
2. Concrete and Masonry
Fresh concrete and mortar application materials can wash down or blow into the street, street gutter or storm drains posing a hazard to aquatic life. Also, these materials could clog the storm drain system causing flooding to you and your neighbors.
Do not mix up more fresh concrete or cement than you will use.
Store bags of cement and plaster under cover protected from rainfall, runoff and wind and away from street gutters and storm drains.
Never dispose of cement washout or concrete dust onto driveways, streets, street gutters or storm drains.
3. Painting
All paints and solvents contain chemicals that are harmful to aquatic life. Toxic chemicals can come from liquid or solid products or from cleaning residues on rags. It is especially important to prevent these chemicals from entering storm drains.
Paint Cleanup
Never clean brushes or rinse paint containers into a street, street gutter or storm drain.
For oil-based paints, paint out brushes to the maximum extent possible. Clean with thinner and then filter and reuse thinner.
For water-based paints, paint out brushes to the maximum extent possible, then wash in the sink.
When thoroughly dry, used brushes, empty cans (lids off), rags and drop cloths may be disposed of as trash.
Paint Removal
Chemical paint stripping residue is a hazardous waste and should be taken to the Household Hazardous Waste Collection Facility.
Sweep paint chips and dust and dispose of in trash.
Paint Recycling
Use leftover paint for touch-ups or dispose of it at the Household Hazardous Waste Collection Facility.
4. Landscaping & Gardening
Intensive gardening and landscaping increases the likelihood that garden chemicals and soil will wash into storm drains. Pesticides and herbicides will not only kill garden invaders, they also harm beneficial insects, poison fish and contaminate ground and surface water.
Use organic or non-toxic fertilizers and pesticides. Do not fertilize or use pesticides near ditches, street gutters or storm drains.
Store pesticides, fertilizers and other chemicals in a covered area to prevent runoff.
Do not blow, sweep or rake leaves or grass clippings into street gutters, ditches or storm drains. In addition to polluting our water, they could plug the drainage ways and cause flooding for you and your neighbors.
The City of Bartlett has curbside pickup of bagged yard waste. Or compost the clippings at home and use the compost around your plants.
Conserve water by using drip irrigation, soaker hoses or micro-spray systems.
5. Construction
Sediment from excavation and other construction projects is the most common pollutant washed from work sites. Sediment entering the river through storm drains harms aquatic life and disrupts the food chain upon which both fish and people depend.
General Practices
Keep all construction debris away from the street, street gutter and storm drain. Look for and clean up material that may have traveled away from your property.
Keep materials out of rain by storing them indoors or outdoors with a secure roof or plastic sheeting.
Contact the Code Enforcement Department, (901)385-6425, for permit requirements.
Erosion Control
Schedule grading and excavation projects for dry weather.
Cover excavated material and stockpiles of asphalt, sand etc. with plastic tarps.
Prevent erosion by planting fastgrowing annual and perennial grasses. These will shield and bind the soil.
Obtain a copy of the Erosion and Sediment Control Handbook from the Tennessee Department of Environment and Conservation. This handbook provides detailed examples of how to control erosion from your project. http:// www.tn.go v/enviro n ment/ wp c/ sed_ero_controlhandbook/ | <urn:uuid:83774953-bed7-4d4e-b332-0f4bdd7b5e29> | CC-MAIN-2018-34 | http://cityofbartlett.org/DocumentCenter/View/3950/Brochure-6---Home-Repair-and-Remodeling?bidId= | 2018-08-22T01:05:00Z | crawl-data/CC-MAIN-2018-34/segments/1534221219242.93/warc/CC-MAIN-20180822010128-20180822030128-00023.warc.gz | 76,189,854 | 1,538 | eng_Latn | eng_Latn | 0.988469 | eng_Latn | 0.992076 | [
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Topography
Context
The European Space Agency (ESA) is developing a new family of satellites called Sentinel to observe the Earth and to study the environment. The Sentinel satellites have instruments that take special pictures of the ground, which are called topographic maps.
Sentinel 1A satellite representation. Source: esa.int
Topographic maps represent the ground by showing the relief of the Earth and they allow us to know the height of the terrain. How does it work?
Ages: 10 and 11 years old
Horizontal imaginary cuts are performed and drawn as lines to develop topographic maps. These lines are called contour lines: you can picture them as if you were to cut a mountain into slices, paint each slice with a different colour and then stick them all together again. Thus, every line will show a different height. For instance, look at the drawn contours on top of the image of the volcano: each contour line represents how high it is that part of the terrain. In this way, we can easily observe how the mountain rises from sea level up to the top of the volcano.
Satellite view of the Etna volcano. www.maps.google.com
Sentinel satellites allow us to create 3D topographic maps, too. Observe the following two images, taken by Sentinel 1A, and watch the contour lines for a group of Norwegian islands in different colours:
More educational resources
Useful information about Sentinel:
http://www.esa.int/esaKIDSes/SEM1TJB2GKH_Earth_0.html http://www.esa.int/esaK I DSes/ SE MHG22AKAI_Earth_0.html
Observe the launch of Sentinel 2A:
http://www.esa.int/esaKIDSes/SEMX6X7A4BI_Earth_0.html
Educational resources from ESA about the Earth and the environment:
http://www.esa.int/Education/Teachers_Corner/Earth_and_Environment
Official webpages of Sentinel:
https://sentinel.esa.int/web/sentinel/home http://copernicus.eu/main/s erv ic e
s
Project CESAR:
http://www.cosmos.esa.int/web/cesar
ESA Kids:
http://www.esa.int/esaKIDSes | <urn:uuid:4b03030e-b41a-4126-85b6-d23524ff2ff9> | CC-MAIN-2022-33 | https://www.cosmos.esa.int/documents/519784/1188283/sc_intro_sentinel_english/55cd8a6c-8b43-4c50-a23f-453d59c81295 | 2022-08-12T07:33:37+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00128.warc.gz | 634,272,569 | 473 | eng_Latn | eng_Latn | 0.814573 | eng_Latn | 0.987286 | [
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September
Dear Parents/Guardians
Head lice have been a common problem for many years. It is fairly easy to get head lice. This can happen at home, play or school. Anyone can get head lice. Head lice are mainly spread through direct head to head contact. There may be some transfer from sharing hats, brushes, headphones, helmets, combs, hair accessories and other personal items.
Parents and guardians have the responsibility to take an active role in the prevention of head lice outbreaks by:
- checking your child's head weekly for lice or nits
- talking to your child about not sharing hats, brushes, headphones, helmets, combs, hair accessories or other personal items
- tying back long hair
When head lice are found parents and guardians have the responsibility to take an active role in the management of head lice by:
- beginning treatment of head lice
- informing your child's school
Research has shown that mass screening for head lice is not effective. Children sometimes get lice because they play closely together. Parents or guardians may feel frustrated or embarrassed; however, the problem has nothing to do with standards of cleanliness.
If you have any questions, please contact your Community Health Nurse. S/he will be able to advise you on what to look for and provide information on effective treatment for your family.
Thank you for your cooperation.
_______________________
________________________
Community Health Nurse Ph:
Principal
Ph: | <urn:uuid:ef6a9e4a-cfb9-46ab-8825-9a07f5736609> | CC-MAIN-2022-33 | https://www.sjerocky.com/_files/ugd/7d0f7d_1a1a475021764ab6ab92878d664cb3e4.pdf | 2022-08-12T05:29:40+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00127.warc.gz | 868,754,409 | 298 | eng_Latn | eng_Latn | 0.999094 | eng_Latn | 0.999094 | [
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Energy Efficient Tips
Hot water
Have a Dry Home
Hot water heating makes up about 30% of most household's electricity bill.
> Make sure your hot water isn't too hot, it should be around 60°C.
> Insulate your hot water cylinder and hot water pipes to prevent heat loss.
> Use low-flow fixtures for showers.
> Have shorter showers.
> Wash clothes in cold water.
> If you have water leaking onto your roof your cylinder's Ajax value is faulty and wasting hot water. Any plumber can fix this.
> Replace washers at the first sign of leaks on any hot water taps.
Switching Power Retailers
> Switching power providers or plans could save you hundreds of dollars a year. To find out if you're on the best plan, check out powerswitch.org.nz.
> If your plan offers cheaper electricity rates during the night, you can run your most power-hungry appliances, such as the washing machine, dryer and dishwasher at night to save money.
LED lightbulbs
Switch to LED lightbulbs. They use 85% less power and can last up to 15 times longer than old style incandescent bulbs.
Heaters and Heat Pumps
> Use heaters efficiently by setting a comfortable temperature like 20°C. A thermostat helps.
> Limit use of electric blankets and heated towel rails.
> Only turn your heat pump on when you actually need it.
> Avoid using "Auto" mode on your heat pump as this setting requires more power.
> Regularly clean the filters of your heat pumps.
> Use timers on heaters so they turn off when you don't need them.
Curtains/Window Seals/Draft Stoppers
> Draw curtains before sundown to keep heat in.
> Make sure curtains have a snug fit around the window frame.
> Open curtains on sunny days to take advantage of natural heating from the sun. Cut back trees or shrubs blocking windows on the sunny side of your home.
> Seal windows and doors to reduce heat loss and drafts.
> Use draft stoppers (or a rolled up towel) around windows and doors to keep the cool air out.
0800 66 78 47| northpower.com
A drier house is easier to heat.
> Open doors and windows to air out your home.
> Wipe away any condensation that forms on your windows or walls.
> Hang washing outside to dry, if you can.
> Use the extractor fan in your kitchen and bathroom
until the moisture clears.
> Leave wardrobes slightly open to allow air circulation and discourage mould.
Turn off your Appliances
Most devices, appliances and gadgets enter standby mode that requires a small amount of electricity when you power them down.
> Switch off electronics at the wall and unplug chargers when devices are fully charged.
> Turn off lights if you leave a room.
Cooking
> Only use as much water as you need in the kettle or when cooking.
> Use the right size pan for your element when cooking.
> Use a microwave when it's suitable. It uses 70% less power than an oven.
> Let food cool down completely before you put it in the fridge or freezer.
> Keep lids on pots when you're cooking and make sure the lids fit well to save energy and reduce steam in the kitchen.
Insulation/double glazing
> Ceiling and floor insulation can reduce heat loss by 50%.
> Install double-glazing. It can often be retrofitted to existing windows.
> If you don't have double-glazing, window film can help to reduce heat loss.
Appliance Energy Ratings
When replacing your whiteware and other home appliances, look for models with high energy star ratings as these cost less to run.
This is especially important for fridges, which run 24 hours a day. | <urn:uuid:5514d94c-1213-4942-aac7-beb6dcecb809> | CC-MAIN-2022-33 | https://northpower.com/media/documents/Electricity/NP-EnergyTips.pdf | 2022-08-12T06:05:40+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00131.warc.gz | 395,616,299 | 777 | eng_Latn | eng_Latn | 0.998376 | eng_Latn | 0.998376 | [
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Farm animal worded problems
Help farmer Debbie to sort out some problems with her pigs.
* 30 pigs are in Farmer Debbie's field, 3 get out into another field. How many are left?
* If there are 60 pigs in a field and they need to be split into groups of 10 as they get older, how many groups does Debbie need to split them into?
* 10 mummy pigs have had 10 piglets each today, how many piglets are there altogether?
* Debbie has taken delivery of 8 new mummy pigs and she has 52 already, how many will she have altogether?
* 41 piglets were born yesterday and 59 were born the day before, how many piglets have been born in the last 2 days?
* Debbie has to half her pigs and move them to another farm, she has 80 pigs, how many pigs will be on each farm?
* When the pigs get big, they need to be in pens of 5 so they have lots of room, how many pens will Debbie need for 30 pigs?
* 80 pigs are in one field and 8 need to be moved to another field, how many will be left?
* Debbie needs to fit a feed bowl for every 10 pigs in a building, she has 90 pigs in the building, how many feed bowls does she need to put in? | <urn:uuid:afb3f6c8-fcfe-407e-b564-530586457865> | CC-MAIN-2022-33 | https://www.kids-country.co.uk/wp-content/uploads/Farm-animal-worded-problems.pdf | 2022-08-12T05:16:40+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00131.warc.gz | 747,235,028 | 286 | eng_Latn | eng_Latn | 0.999099 | eng_Latn | 0.999099 | [
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Talking Points: Yinka Iloria and Colourful Spaces
A collection of sources and imagery to explore the colourful spaces created by Yinka Ilori.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher's responsibility to ensure content is appropriate. Many thanks.
Yinka Ilori
Yinka Ilori is a multidisciplinary artist and designer with a bold bright visual language influenced by his British-Nigerian heritage. Three components that feature heavily in Yinka's work are pattern, colour and storytelling.
Yinka uses his crafts as a way to communicate Nigerian parables and verbal traditions.
His work is described as a fusion between contemporary design and Nigerian tradition.
Explore some more colour spaces here.
Watch the videos below to find out about Yinka's designs for a basketball court in Canary Warf.
Questions to Ask Children
How does the basketball court look in its surroundings?
How does this basketball court vary from a normal basketball court?
Can you think of any other sports courts that could be made more exciting? How might you do this?
Watch the video below to find out about the Laundrette project.
Questions to Ask Children
How did Yinka and the children improve upon the original Laundrette?
How do you think it would feel to play in that space?
Can you think of other boring spaces that you would like to redesign and make more fun and colourful?
You May Also Like…
Pathway: Brave Colour
using sketchbooks to make visual notes
Find out how pupils can respond to artists work in sketchbooks
Show me what you see
Enable close looking and drawing with this exercise | <urn:uuid:602a2947-c3ef-4753-b057-e3b45e8bbe86> | CC-MAIN-2022-33 | https://www.accessart.org.uk/talking-points-yinka-iloria-and-colourful-spaces/?wpfpaction=add&print=pdf | 2022-08-12T05:26:41+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00132.warc.gz | 564,906,779 | 568 | eng_Latn | eng_Latn | 0.999067 | eng_Latn | 0.999026 | [
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CONTACT:
Whitney Bryant Public Relations Specialist 806.775.7829
DATE:
May 16, 2022
South Plains Electric Cooperative to Host Electrical Safety Demonstrations
[ LUBBOCK, TX ] – Local fourth graders will participate in a four-part program demonstrating the dangers of electricity and the technical skills required to be a lineman, hosted by South Plains Electric Cooperative. The program will be Tuesday, May 17, from 10 a.m. to noon. The Cooperative will host about 100 students. The demonstrations are held at the Cooperative's Spur Office. This program is presented to help demonstrate the Cooperative's commitment to community.
The four demonstration areas include:
* an arcing demonstration showing the danger of overhead power lines. SPEC employees use a mini-transformer/power line set up to demonstrate different dangers of contacting overhead power lines. The demonstration unit produces 7,200 volts, which is less voltage than an actual power line but produces sparks and fire, impressing the real danger of power line contact to the students.
* SPEC linemen demonstrating a pole-top rescue. The foreman expresses the importance of a quick response time when rescuing an injured crew member. He explains the procedure in detail, but also makes it clear that this is one procedure they hope they never have to practice in real life.
* other SPEC employees demonstrating a bucket truck rescue. They explain and demonstrate how a crew must work together to get an injured crew member to the ground safely and quickly. They explain how crew members have less than five minutes to get an injured person to the ground and start cardiopulmonary resuscitation before the brain is damaged due to lack of oxygen.
* a fourth demonstration station features a safety video, "The Shocking Truth," which helps students pull all of the safety information together.
About South Plains Electric Cooperative
South Plains Electric Cooperative, a local Touchstone Energy ® Cooperative, serves more than 60,000 connected meters in all or part of 18 counties. When you see Touchstone Energy, you know you are being served with accountability, integrity, innovation and commitment to community. For more information about South Plains Electric Cooperative, visit the Co-op's website at SPEC.coop and follow them on social media. | <urn:uuid:19509e09-c481-4a47-885b-04bc62476d06> | CC-MAIN-2022-33 | https://spec.coop/sites/default/files/2022%20Spur%20safety.pdf | 2022-08-12T06:45:42+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00130.warc.gz | 481,486,095 | 454 | eng_Latn | eng_Latn | 0.992677 | eng_Latn | 0.996427 | [
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KS5 Long Term Curriculum Plan: Mathematics - Year 12
Curriculum Aim: The aims and objectives of this qualification are to enable students to:
* extend their range of mathematical skills and techniques
* understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study
* understand coherence and progression in mathematics and how different areas of mathematics are connected
Link to prior learning: The subject builds on key skills learnt in KS4 Maths. Students must apply prior learning in order to learn the new content.
* apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
Rationale of sequencing: We follow the Edexcel A Level Syllabus which consistently requires knowledge of previous topics in order to advance through the course. Students start with the pure/algebra topics that follow on from GCSE specification before becoming more advanced. Students then move on to the applied modules of statistics and mechanics. The sequencing is designed in a way that allows students to learn new skills and be tested on them, which will then be required to progress to the next topic. These skills are then applied to statistical and physical models and the end of the course when students move on to the statistics and mechanics modules.
| | Focus / Topic | Knowledge & Skills (from NC/Programmes of Study) |
|---|---|---|
| Autumn 1 | Algebraic expressions, Quadratics, Equations and inequalities, Transformations of graphs, Straight lines, Circles, Algebraic methods | Pupils will: ● Understand and use the laws of indices for all rational exponents. ● Work with quadratic functions and their graphs. ● Solve simultaneous equations in two variables by elimination and by substitution, including one linear and one quadratic equation. ● Understand and use the coordinate geometry of the circle including using the equation of a circle in the form (x – a) 2 + (y – b) 2 = r2 ● Understand and use the equation of a straight line ● Manipulate polynomials algebraically, including expanding brackets and collecting like terms, factorisation and simple algebraic division; use of the factor theorem. ● Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion |
| Autumn 2 | Binomial expansion, Trigonometric ratios, Trigonometric identities and equations, Vectors | Pupils will: ● Understand and use the binomial expansion ● Understand and use the sine, cosine and tangent functions; their graphs, symmetries and periodicity ● Solve simple trigonometric equations in a given interval, including quadratic equations in sin, cos and tan and equations involving multiples of the unknown angle. ● Calculate the magnitude and direction of a vector and convert between component form and magnitude/direction form. |
| Spring 1 | Differentiation, Integration, Exponentials and Logarithms | Pupils will: ● Understand and use the derivative of f(x) as the gradient of the tangent to the graph of y = f(x) ● Understand and use the second derivative ● Integrate xn (excluding n = −1) and related sums, differences and constant multiples. ● Evaluate definite integrals; use a definite integral to find the area under a curve ● Know and use the function ex and its graph. ● Understand and use the laws of logarithms |
|---|---|---|
| Spring 2 | Data collection, Measures of location and spread, Representation of data, Modelling in Mechanics, Constant acceleration, Forces and motion | Pupils will: ● Select or critique sampling techniques in the context of solving a statistical problem, including understanding that different samples can lead to different conclusions about the population. ● Interpret diagrams for single-variable data, including understanding that area in a histogram represents frequency ● Understand, use and derive the formulae for constant acceleration for motion in a straight line. ● Understand the concept of a force; understand and use Newton’s first law. |
| Summer 1 | Correlation, Probability, Statistical distributions, Variable acceleration | Pupils will: ● Understand and use mutually exclusive and independent events when calculating probabilities. ● Understand and use simple, discrete probability distributions (calculation of mean and variance of discrete random variables is excluded), including the binomial distribution, as a model; calculate probabilities using the binomial distribution. ● Use calculus in kinematics for motion in a straight line: |
| Summer 2 | Hypothesis testing | Pupils will: ● Understand and apply the language of statistical hypothesis testing, developed through a binomial model: null hypothesis, alternative hypothesis, significance level, test statistic, 1- tail test, 2-tail test, critical value, critical region, acceptance region, p-value; |
Further Information
Exam board – Edexcel – the specification can be found here: https://qualifications.pearson.com/content/dam/pdf/A%20Level/Mathematics/2017/specification-and-sample-assesment/alevel-l3-mathematics-specification.pdf All students require a Casio Classwiz calculator for this course: https://www.amazon.co.uk/Casio-FX-991EX-S-UH-Scientific-CalculatorResolution/dp/B0719FWP3X/ref=sr_1_1?keywords=casio+classwiz+calculator&qid=1562138320&s=gateway&sr=8-1
We use the Edexcel textbooks for this course:
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Irchester Community Primary
Where learning grows…
Safeguarding Information Information for parents
Tel: 01933 353848www.irchester.northants.sch.uk
ICPS is committed to creating a happy and safe environment for our children to learn.
Our teaching of personal, social and health education and citizenship, as part of the National Curriculum, helps to develop appropriate attitudes in our children and makes them aware of the impact of their decisions on others. We also teach them how to recognise different risks in different situations, and how to behave in response to them and know who to speak to if they have worries.
Keeping Children Safe
This leaflet will help you understand how we keep your children safe by telling you:
* How children can be harmed
* What we must do to keep you child safe from harm
* What you must do as a parent to help your child be safe and enjoy school
Child Protection
This is an important subject in which all staff receives regular training. Our priority is to work with you but there may be times when we have to involve other people. Everybody has a responsibility to keep all children under the age of 18 safe. Harm is identified in four ways:
Physical—this is when a child is deliberately hurt or injured
Sexual—this is when a child is influenced or forced to take part in a sexual activity. This can be a physical activity or none physical, e.g. being made to look at an inappropriate image. Emotional—this is when a child is made to feel frightened worthless or unloved. It can be by shouting, using threats or making fun of someone. It can also be when children see their parents, or visitors to the home, fighting or using violence
Neglect—this is when a child is not being taken care of by their parents. It can be poor hygiene, poor diet, and not keeping appointments for additional support, not coming to school or being left home alone.
What School Must Do
A child should be able to go to school and feel safe so that they can achieve their very best.
* Anybody who works or volunteers at ICPS are subject to a DBS (Disclosure & Barring Service) prior to joining the school, to make sure they are safe to work with children. We ensure all new staff attend Safeguarding training.
* The school has 4 Designated Senior Leads (DSL's) for Safeguarding, Mrs Julia Alison, Mrs Alison Loasby, Mrs Karen Sharp & Mrs Jo Thom who have all had extra training to know what to do when a concern is brought to them.
* We will always listen to you and work closely with you if we are concerned about your child but, sometimes, we may not be able to discuss our concern. The school has a safeguarding policy which tells you more about this and when we must speak to the police or children's services. Please find a copy of this policy on the website www.irchester.northants.sch.uk
* We will help your child to learn about keeping themselves safe. Lessons can include Protective Behaviours, e-safety, anti‐bullying, road safety, Bikeability, healthy eating, healthy relationships, drug and alcohol awareness. As part of these lessons your child will be told what to do if they are worried.
What Parents Must Do
Parents are the most important people to keep their children safe. You should always • Feel confident to raise concerns about your child.
* Talk to school if you need help or support.
* Read the school policies about safety issues.
* Let the school know if your child has a medical condition.
* Let the school know if you have any court orders relating to the safety of your child.
* Let the school know if there is a change in your circumstances such as a house move, a new contact number, a change of name, a change of parental responsibility.
* Who will be dropping off or collecting your child and two other emergency contacts. You must inform the school of any changes to agreed arrangements.
* Let the school know if your child is going to be absent and the reasons why.
* Seek permission to use phone technology in school environment for any reason.
Safeguarding Issues
Attendance—your child's attendance is monitored daily and significant absences are always followed up by the attendance officer. The school has an attendance policy that you should read and understand.
Behaviour—ICPS has clear behaviour rules for the whole school community that must be followed to keep everyone safe and happy. We understand that children do sometimes fall out and this will be dealt with by an adult who will listen to the children involved and help resolve the situation.
Bullying—the school takes all cases of bullying very seriously and will work with children and families to try and resolve any problems. The school has Anti-bullying ambassadors visible in blue sweatshirts and an anti-bullying policy that you should read and understand. Health and Safety —Everyone at ICPS has a responsibility to keep adults and children safe in
the school environment. The school has a clear health and safety & welfare policy which everyone must follow. The school have fully trained first aiders to deal with any accidents in school.
E‐safety ‐ the school recognises that technology plays an important role in the education of our children and is committed to safeguarding children in the virtual world.
To support parents, the school has e‐safety information evenings to help keep your children safe both in school and at home.
Complaints—if you have any complaints about how the school is working with you or your child please feel free to speak to us. The Head Teacher will always be happy to speak to you to work together, to try to resolve any difficulties. It is better to speak to us as soon as you have a concern so that it does not become a bigger issue. If you do not feel the matter has not been resolved, you can raise your concerns with the governing body.
ICPS is committed to creating a happy and safe environment for our children to learn.
If you require any further information on safeguarding please contact the school office or a Designated person.
Useful Contacts
Designated Senior Person: Mrs Julia Alison – Headteacher
Designated Senior Person: Mrs Alison Loasby – Deputy Head
Chair of Governors with Safeguarding responsibility – Mrs Julie Lea
Family Link Worker & Designated Senior Person– Mrs Jo Thom Found daily at the school gate or firstname.lastname@example.org
If you have concerns about a child's welfare –
By telephone contact to the Multi-Agency Safeguarding Hub:
0300 126 7000.
email@example.com
National Society for Prevention of Cruelty to Children (NSPCC): http://www.nspcc.org.uk/
or TEL: 0808 800 5000
Childline: 0800 1111
http://www.childline.org.uk/Pages/Homeaspx
Child Exploitation and Online Protection (CEOP):
http://ceop.police.uk/ 0870 000 3344 or CEOP button on school webpage
Northamptonshire Safeguarding Children Partnership http://www.northamptonshirescb.org.uk/parents-carers/ | <urn:uuid:7df5f7e6-0312-4c38-9144-aac59e20689c> | CC-MAIN-2022-33 | https://irchester.northants.sch.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=62&id=748&Itemid=1000000000000 | 2022-08-12T06:17:51+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00130.warc.gz | 303,448,764 | 1,474 | eng_Latn | eng_Latn | 0.986884 | eng_Latn | 0.998762 | [
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Aginjibagwesi gaye Gaa-wiiji'itwaawaad: Aginjibagwesi
Click here to hear Ogimaawigwanebiik read Aginjibagwesi O'dibaajimo Mazina'igan
Teachings from Ogimaawigwanebiik - Nancy Jones & Niigaanibines - Don Jones Written by Niigaanigaabawiik - Carissa Copenace Illustrated by Tim Smith
The following pages are ideas and suggestions on how to incorporate Aginjibagwesi teachings and Anishinaabemowin into your daily routine while targeting sounds and pronunciation. Use the steps below and the Aginjibagwesi Speech Card to explore Anishinaabemowin.
STEPS IN LEARNING SPEECH SOUNDS
Hear and Notice the Speech Sound
Make the Sound by Itself (in isolation)
Make the Sound in Words
Make the Sound in Some Phrases
Make the Sound in Some Sentences
(Click above for link to Speech Card)
Use the Sound during Conversation
Some ideas in this guide include medicine and ceremony. Please ask your community elders and knowledge keepers for guidance. Teachings in the book are meant to be explored and shared with good intentions.
Aginjibagwesi O'dibaajimo Mazina'igan
Starting with a Look Through of the book before reading the book in Anishinaabemowin allows learners to make connections with the language before reading in English. We have included a list of questions that can be used to spark ideas and make connections using Anishinaabemowin and English.
LOOK THROUGH
Sit with the learners and slowly examine the book from the beginning. Have them make predictions about the book. You can ask learners:
Recast or rephrase questions in a positive manner. If the learner answers "Aginijbagwesi is yellow!" you can reply "Eya, ozaawazi Aginjibagwesi." Try not to answer for the learners. Allow learners time to think and process. Leave the book out in the reading or play area for them to look at on their own time.
Agindan
(Read it)
Read the book in Anishinaabemowin or follow along to the Read with Me Video read by Ogimaawigwanebiik Nancy Jones. It is recommended to read the book in Anishinaabemowin before English. Use the questions and answers below to guide conversation and discussion regarding Aginjibagwesi. After reading the book in English, talk more in depth about the meanings behind colours, cultural lessons, and importance of learning Anishinaabemowin.
| Wegonen noondaman Anishinaabemowin? | What Anishinaabe language do you hear/understand? |
|---|---|
| Ningii-noondaan Anishinaabe _______. Ikidowin _______ izhi-aanikanoote. | I heard the word ______________. _____________ means __________. |
| Aaniin dash wenji-bagaki-ozaawegak bagiiwanegin? | Why is the cloth yellow? |
| Mii gosha izhinaagozid Aginjibagwesi. | Because that is the colour of Aginjibagwesi. |
| Aaniin enajimomagak mazina’igan? | What is the book telling us? |
| Wegonen gikinoo’amaagoyang mazina’igan gaye gaa-giikwewinan? | What is the book trying to teach us and what are the cultural lessons? |
| Aandi ge-izhi-agoonang asemaanaan? | Where do we hang our tobacco? |
| Agoonikog asemaa-gashkibichiganan imaa Endaayeg Gidishkwaandemiwaa Gidoodaabaaniwaa Agwajiing | Hang tobacco ties in …. Home Doorway Car Outside |
| Wegonen genawendamowinang Aginjibagwesi? | What is Aginjibagwesi in charge of for us? |
Ozaawibinesiik
Welcome Ozaawibinesiik to your classroom with your learners. Use the phrases below to introduce learners and Ozaawibinesiik to one another. Each book in the series will be using these conversations to begin to form and practice learners' introductions (name, where they live, clan, etc.)
Aginjibagwesi Nagamowin
(To the tune of Finger Family)
Aginjibagwesi
Goldfinch
Ozaawigwane
Anishinaabemo
Minwendaagwad
Ozaawibinesiik
Agindaman Aniibiishan Niinitaam Bezhig, Niizh, Niswi, Niiwin, Naanan, Ningodwaaswi, Niizhwaaswi, Nishwaaswi, Zhaangaswi, Midaaswi Giinitam
He has yellow feathers
He speaks Ojibwe
It is fun
Ozaawibinesiik
He counts
Many leaves
My turn
One, Two, Three, Four,
Five, Six
Seven, Eight,
Nine, Ten
Your turn
Click here to listen to the Aginjibagwesi Song sung in Anishinaabemowin
Click here to download the lyrics for your learners
Asemaa-gashkiiginidakobijiganan
(Tobacco Ties)
Aginjibagwesi is one of the helpers who can assist you in learning Anishinaabemowin. When you want to ask Aginjibagwesi for help, you can make a yellow tobacco tie.
First, cut a square of yellow cloth and a tie out of a piece of yellow or black ribbon/string/piece of fabric. Second, hold a small pinch of tobacco in your hand and ask Aginjibagwesi to come and help you speak Anishinaabemowin. You might say or think,
Daga wiiji'ishin Aginjibagwesi. (Help me Aginjibagwesi.) Niwii-anishinaabem. (I want to speak Anoshinaabemowin.)
Then place the tobacco in the centre of your cloth square and gather the edges together, securing it with the tie. You can place your tie out on a tree in the bush where it won't be disturbed. Hang it up as tall as you are. You might also offer some food i.e. berries or wild rice, at the base of the same tree for Aginjibagwesi. You can do this every spring and fall when the Aginjibagwesiwag return and leave.
You can also make additional yellow ties to hang in your office, home, vehicle, or wherever it is that you want Aginjibagwesi to come and help you learn Anishinaabemowin.
Remember, when you pass tobacco to someone to give it to them in their hand first, and then offer them somewhere to keep it if needed.
Izhaadaa Agwajiing
(Let's Go Outside)
We encourage you to bring Aginjibagwesi outside and let h/ explore nature with you. Hang up a red cloth to attract Aginjibagwesi and other birds to your outdoor learning space. Observe and study Aginjibagwesi. We have included some Anishinaabemowin phrases to help you discuss Agin-
Link to Bird Calls:
https:// www.dnr.state.mn.us /mcvmagazine/ bird_songs_interactiv e/index.html
Ask learners "How do birds introduce themselves?" Listen to bird calls on website link.
Remind learners they know how to introduce themselves in Anishinaabemowin by using “_________ indizhinikaaz”.
Giiwewizh Aginjibagwesi
(Carry Aginjibagwesi Home)
Allow learners to bring Ozaawibinesiik home for the weekend. Discuss with learners the importance of taking care of Aginjibagwesi. Print out the Aginjibagwesi Send Home Tag (click below) and fill out with the help of your learner.
The above is a link to print off this card to go home with a learner on the weekends. Talk to the learner about what activity they would want to play with Aginjibagwesi and their family. Choose from the list below or recommend a game based on the learner's interests.
- Hide & Seek
- Nature Walk
- Asemaa Ties at home
- Ozaawaa (Yellow) Scavenger Hunt
- "buh" Sound Scavenger Hunt
The above games can also be done in the classroom.
Encourage families to take pictures to send back to you. The learner can share their weekend adventures with Ozaawibinesiik on Monday with the class.
These teachings from Ogimaawigwanebiik Nancy Jones & Niigaanibines - Don Jones were shared to help others learn the language and to keep the language alive.
This is only a guide and does not replace a Speech Pathologist. Please talk to your doctor or local Health Unit for an assessment and speech plan.
Miigwech to Shawna McRitchie, Resource Worker, ECE, Abinooji Gamig - United Native Friendship Centre for assisting with this program.
Aginjibagwesi Craft
Materials:
Cardstock Paper or
Cardboard
Scissors
Yellow Yarn
White Yarn
Black Yarn
Sticks
Hot Glue
Construction Paper
Feathers
Template
1. Print off Aginjibagwesi Craft Template on cardstock, or print off and trace onto cardboard or a cereal box.
2. Cut small slits for the yarn to fit into. Less than 1cm.
3. Start winding yarn around the body on Aginjibagwesi using the slits to keep the yarn in place. Yellow will be used for most of the body, with black and white around the head and the body.
4. Use construction paper to create a wing, eye, and beak, and then glue on.
5. Glue small sticks onto back of Aginjibagwesi to make h/ feet.
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Subject
Chesswood Junior School – Daily Learning – Monday 01.03.2021
Activity
Resources/Links
House
Points
| Starter Boards: Remember to mark your work – use a calculator to check. | | | 4 Operations |
|---|---|---|---|
| | Task: White Rose Maths. Lesson – Subtract 2 mixed numbers | Maths daily questions Extension questions Maths daily questions answer sheet White Rose video link - https://vimeo.com/510610537 | Maths daily questions |
| | | | Extension questions |
| | Watch the video on how to do this. Complete the activity. Mark using the | | Maths daily questions answer sheet |
| | answers. If you cannot print, write/draw the answers in a workbook, before | | White Rose video link - https://vimeo.com/510610537 |
| | checking. | | |
| | Extension: Answer the new set of questions focussing on your reasoning. | | |
| IXL: Year 5 maths – Add and subtract fractions – T.5 TT Rock Stars: Play Gig to set the tables you need to practice. If you have finished all the levels on Gig, Garage will play as normal. Numbots: If you have been told by your teacher to go onto Numbots, please continue for 20 minutes a day. | IXL: Year 5 maths – Add and subtract fractions – T.5 | | https://uk.ixl.com/ |
| | TT Rock Stars: Play Gig to set the tables you need to practice. If you have | | https://ttrockstars.com/ |
| | finished all the levels on Gig, Garage will play as normal. | | |
| | Numbots: If you have been told by your teacher to go onto Numbots, please | | |
| | continue for 20 minutes a day. | | |
| | | | https://play.numbots.com/#/intro |
| | Turbo Maths – watch and complete the activities on BBC Bitesize. Your task is | https://www.bbc.co.uk/bitesize/articles/zx49bqt | https://www.bbc.co.uk/bitesize/articles/zx49bqt |
| | on converting improper fractions to mixed numbers | | |
| Read your reading book for 30 minutes. Take the AR quiz when finished. | | | http://ar.chesswood.org.uk |
| Task: Pick a task from the reading grid and apply it to your own reading book (or another if necessary). | | Reading Activity Grid | |
| Class Reader: If you haven’t listened to all of the videos for ‘The Boy Who Sailed the Ocean in an Armchair’, go and find them on the Chesswood YouTube and have a listen – you can do the quiz when you’ve finished! | | | |
| Nasty Writing: Modal verbs – look at the examples. Modal verbs tell us the likelihood or the possibility of something happening – can, can’t will, won’t, should, might etc. Have a go at changing the sentences to show the degree of possibility. | | Modal Verbs Video Nasty Writing Flip Chart 01.03 Nasty Writing Answers 01.03 | |
| Task: Today you are exploring features of instructions. Watch the video to understand imperative (bossy) verbs and then look at the range of instructional texts you have been given. | | Writing Flip Chart 01.03 Writing Input Video 01.03 Instructions examples to annotate 01.03 Instructions Success Criteria 01.03 Features Help Sheets 01.03 | |
Chesswood Junior School – Daily Learning – Monday 01.03.2021
Annotate around one of them all of the instructional features that you can How to write clear instructions
| IXL: Year 4 English - D1, D2, D3, D4 | | |
|---|---|---|
| Spellings: This is week 1 out of 2 to learn these. Task: Choose a task from the Tic Tac Toe Grid to help you learn your spellings. | Possible Possibly Horrible Horribly Terrible | Terribly Visible Visibly Incredible Incredibly |
| | Spellings Weeks 7 and 8 Spelling Flip Chart Spelling Task | |
| Start you week off right with The Body Coach Workout 9am | https://www.youtube.com/user/thebodycoach1/ | |
| Watch Newsround to keep up with current affairs | https://www.bbc.co.uk/newsround/news/watch_newsround | |
| Praying Fact: A prayer is a request for help or expression of thanks addressed to God or another deity. Think: Why do people pray? How do they pray? Task: If you were going to pray to someone, what would you say? Write your own prayer. This does not have to be to God; it could simply be to nature or to something you imagine. Think about what your prayer will be about and how you might feel as you pray it. How will you make your prayer special to you and other people who might also say it? | https://www.bbc.co.uk/programmes/p02q88sl | |
| Try to earn 10 XP on Duolingo today, continuing on from where you got to yesterday. Look out for the new Top Tens coming soon for Duolingo practice! Lots of house points to be earned for super French language learning. | | |
| Inside the Factory In case you’re lacking resources at home, have a look at how socks are manufactured in this documentary series featuring TV’s Greg Wallace. If you find it interesting, why not watch how some other things are made? | DT Challenge task sheet DT Home Cooking task sheet https://www.bbc.co.uk/iplayer/episode/m000r03q/inside- the-factory-series-6-2-socks | | | <urn:uuid:9dca1d0d-6f2f-473e-b07b-5a6407f940c3> | CC-MAIN-2022-33 | https://www.chesswood.w-sussex.sch.uk/attachments/download.asp?file=14045&type=pdf | 2022-08-12T05:22:34+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00136.warc.gz | 636,115,861 | 1,288 | eng_Latn | eng_Latn | 0.968719 | eng_Latn | 0.987892 | [
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Volume: 2 Issues: 4 [March 2019] pp.24-30]
International Journal of Heritage, Art and Multimedia
eISSN: 2600-8262
Journal website: ijham.com
DESIGN AND DEVELOPMENT OF CUTE CLASSROOM: LEARNING THREE LANGUAGES
Nassiriah Shaari 1 Azliza Othman 2 Ow Shin Jing 3 Wong Siok Chai 4
1,2,3,4 School of Multimedia Technology and Communication, Universiti Utara Malaysia Email: 1 firstname.lastname@example.org, my, 2 email@example.com, 3 jesslyjing0819, 4 firstname.lastname@example.org
Accepted date: 01-09-2018
Published date: 10-03-2019
To cite this document: Shaari, N., Othman, A., Ow, S. J., & Wong, S. C. (2019). Design and Development of Cute Classroom: Learning Three Language. International Journal of Heritage, Art and Multimedia, 2(4), 24-30.
__________________________________________________________________________
Abstract: Current technologies such as mobile devices and applications have great influences on people, especially children. It also affects teaching and learning processes. While traditional and conventional learning styles are considered boring to children nowadays, modern learning environment that exploits the use of mobile and smart applications and devices are being widely accepted. It can be used to assist students in their learning environment including learning languages. In response to that this paper introduces an interactive multimedia application to learning three languages (Malay, Mandarin, and English) for Malaysian standard one student and beginners of the languages. A user-centred design methodology was adopted to design and develop the learning application. A pilot usability test conducted shows that the application is a success.
Keywords: Interactive Application, Multimedia, Learning, Educational Application, Languages
__________________________________________________________________________
Introduction
Education and modernization are closely related to each other. Modern technologies have great potential to enhance the learning of students and increase their productivity (Selvam, 2013). Integrating technology into the classroom is definitely a great way to reach diversity in learning styles. Integrating technology in everyday education helps students to stay engaged. Today's students love technology and they are surely to be interested in learning if they can use the tools they love (Sessoms, 2017).
Cute Classroom: Learning Three Languages (CCL3L) is an interactive learning application that teaches students to learn three languages which are Malay, Mandarin, and English. CCL3L focuses on Malaysia's standard 1 students and beginners who wish to learn the three languages (Malay, Mandarin, and English). Our main purpose is to develop an easy to use learning application to enhance Standard 1 student's interest in learning three languages in Malaysia. The content of this learning application follows Standard 1 syllabuses (Malay, Mandarin, and English) by the Malaysia Ministry of Education. CCL3L can also be used by parents and teachers to teach children to learn the three languages.
CCL3L provides pronunciation, interpretation, and phonetic transcription of words. The application contains categories such as body parts, colours, family, numbers, and shapes. It provides quizzes to test students understanding. In addition, nursery rhymes are also included to let students learn the words from the lyrics in the video. According to Backer (2016), the most popular theory linking music and cognitive performance is the 'Mozart effect', the popular idea that listening to Mozart makes people smarter. So, based on that, there is a belief that music, through nursery rhymes, can help students to enhance their memory and memorization of words. According to Geiger (2014), nursery rhymes are important for children because nursery rhymes are the perfect first stories for them. The bouncy rhythm catches their attention, and the short length means parent could finish a rhyme before children grab it. Besides, nursery rhymes can also boost early language development for children and children who listen to nursery rhymes builds vocabulary for them.
This paper introduces Cute Classroom: Learning Three Languages, an interactive educational application that integrates technology and learning. It describes the design and development of CCL3L and its impacts on users' perception through a usability study.
Literature Review
Today's modern life is surrounded with various technologies and products. Most children are addicted and dependent on technology such as smartphones and mobile devices. According to Rowan (2013) children now rely on technology for the majority of their play, grossly limiting challenges to their creativity and imaginations, as well as limiting necessary challenges to their bodies to achieve optimal sensory and motor development. The addiction and attraction to the technology such as mobile applications and devices, thus, can be exploited for a positive cause for children – engaging them in learning.
Kennison (2014) found that children all over the world have the remarkable ability to learn any language that they hear on a daily basis. Hariry (2015) stressed that convenience of technology can be used to improve proficiency base and revise information of students which strengthen them to use learning application in learning the language. Wang & Smith (2013) found mobile-assisted learning led to positive attitudes and was acknowledge by students that it is competent to improve their reading skills. Rahamat, Shah, Din, & Aziz (2017) indicated that integrating learning application in languages encourage teachers to teach students by using mobile devices application.
Mobile devices application is fundamental in a learning environment where the impact can transform the way of learning. Learning application will transform teacher's role where it will transform the use of conventional 'chalk-and board' teaching with the use of current technology using mobile devices such as computer or smartphone (Ally, 2013). Students have the freedom to learn languages without the restriction of time and place thus, increase their learning performance (Elfeky & Masadeh, 2016). For example, students have the flexibility to learn with portable mobile devices at any time and anywhere.
Santosh (2013) stated that using multimedia in the classroom helps educators engage students and provide them with valuable learning opportunities. There are no doubts that educators consider multimedia as a great tool to improve students learning. Exploitation of multimedia in the classroom can provide students with suitable learning resources according to their learning styles and abilities. Multimedia resources make everything easy for students to learn in their comfortable learning style. Unlike traditional approach in which only the teachers lead the entire classroom, delivering long lectures at the same pace, the use of interactive multimedia application offers personalization of learning – students can learn at their own pace and iterate the process as often as they like.
Method
In this project, User Centred Design (UCD) methodology (McCracken & Wolfe, 2004) was adopted as communicating and working directly with the users at key points in the project can ensure that the project is delivered following their requirements (Teoh, 2006). In UCD method, every phase is centered on the users and is highly iterative. Users are consulted in every phase of development.
Analysis – Requirements Gathering
First, in analysis phases, we did a comparative analysis of existing language applications to compare their features, strength, and weaknesses. We also surveyed and interviewed standard one student, parents, and primary school language teachers to gather their requirements for the application. From the comparative analysis, survey and interview, we come out with a list of requirements and features for CCL3L application. The list was discussed with the users for their feedback. After a couple of iteration, we finalized that CCL3L should:
- Follows Standard 1 syllabus by the Malaysia Ministry of Education.
- Exploits the use of multimedia elements (animation, audio, graphic, text, and video) and interactivity
- Provides the same content for the three languages (with an exception to the nursery rhymes)
- Provides pronunciation of words and shows the step to write the words for all three languages.
- Provides examples of words in text and picture.
- Provides different category of words (body parts, colours, family, numbers, and shapes).
- Provides nursery rhymes videos.
- Provides two types of quizzes (Flash Card and Listening).
Based on the requirements, we identified the concept of the application. All five multimedia elements are used in CCL3L in order to produce an easy to use and useful application. Audio is used to provide pronunciations of words so that users can listen and learn the pronunciation of the words. Animation is used to animate the writings of. Video is used for the nursery rhymes and graphics to present visualization of objects and words. The use of multimedia elements in this learning application aims to enhance students' interest in learning languages.
Design
Next, in the design phase, the concept and flow of the application were translated into a storyboard so that users could get ideas of the look and feel of the application. We showed the storyboard to the users – students, parents, and teachers - for their feedbacks and based on the feedback the storyboard was revised and modified. The process was iterated a few times until the final agreed version of storyboard was produced.
Prototyping
Next, in the prototyping phase, following the storyboard, the application was translated into a high-fidelity prototype using Adobe Audacity, Adobe Photoshop, Adobe Premiere Pro, and Adobe Flash. Adobe Audacity was used to edit sound; Adobe Photoshop to design and edit pictures and text; Adobe Premiere Pro to edit the nursery rhymes videos. Lastly, we used
Adobe Flash to develop the Cute Classroom: Learning 3 Languages (CCL3L) application. Figure 1 shows the main page of CCL3L.
This page allows users to choose which languages (English, Malay, or Mandarin) they want to learn. For example, if users choose English, the page will proceed to the English version of "Content" page. Besides that, it also allows users to click the 'Exit' button in order to exit the application. When users click on the 'Exit' button, it will pop up a confirmation message. Figure 2 shows the Content pages for English, Malay, and Mandarin.
There are four equal modules (Basic, Category, Nursery Rhymes, and Quiz) for each Language (the same, with the exception to the nursery rhymes module). In this page, the 'Home' button is provided for users to navigate back to the main page. Each module provided a different type of learning content. Figure 3 shows the English version of Alphabet page when 'Aa' is chosen.
The 'Alphabet Keyboard' allows users to choose the alphabet. Clicking the 'Pencil' button will show the animation of writing the alphabet; clicking the 'Speaker' button will play the pronunciation of the chosen alphabet. To ensure that users can learn and understand the three languages, examples of words in the other two languages are also provided; such as for 'Aa' – that illustrates Apple in English, the meaning in Malay and Mandarin are also available. The same concept is also applied to other modules under 'Category' module.
Next, Figure 4 shows the content of the Body Parts page. In this page, each body part is a hot spot. Clicking on any body part will pop up word for the part. For example, when users click on 'Eye', this page will pop up the information of the eye.
Figure 5 illustrates the look of Flash Card page of the Quiz module when the correct answer and a wrong answer are chosen. This page requires users to click on 'Alphabet Keyboard' button in order to choose the answer.
Measure
In Measure phase, we evaluated the prototype through a pilot usability testing with actual users. Voluntary users, 60 respondents – students, parents, and teachers – were involved in the test. Users were given time to use CCL3L application prior to answering a set of usability questionnaire. The result shows that 96.7% of respondents think that this learning application is fun to use. 98.33% of the respondents think that this application is easy to use and simple to use. All 60 respondents think that they would recommend this learning application to their friends and are satisfied with the overall of this learning application. Respondents also feel the need to have the application – they actually requested for a copy of CCL3L.
Conclusion
Cute Classroom: Learning Three Languages is a learning application that teaches students to learn three common languages in Malaysia which are Malay, Mandarin, and English. A UCD method was employed and the design and development of CCL3L were discussed. A pilot usability test has been conducted, which reveals that in overall, the application receives positive feedbacks. The application manages to attract students in using it to learn the three languages. Parents and teachers are also interested to use this application to teach their children or students in learning three languages. In short, this Cute Classroom: Learning Three Languages application has a promising future.
References
Ally, M. (2013). Mobile learning: from research to practice to Impact Education. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2).
Backer, M. (2016). How music could help you to concentrate while studying. Retrieved from Independent: http://www.independent.co.uk/student/student-life/Studies/how-musiccould-help-you-to-concentrate-while-studying-a6907341.html
Elfeky, A. I., & Masadeh, T. S. (2016). The Effect of Mobile Learning on Students' Achievement and Conversational Skills. International Journal of Higher Education, 5(3), 20.
Hariry, N. A. (2015). Mobile Phones as Useful Language Learning Tools. European Scientific Journal June 11(16).
Geiger, A. (2014). Why kids need nursery rhymes?10 reasons. Retrieved from the measured mom: http://www.themeasuredmom.com/10-reasons-why-kids-need-to-knownursery-rhymes/
Kennison, S. M. (2014). Introduction to language development. USA: Sage Publication.
McCracken, D. D., & Wolfe, R. J. (2004). User-Centered Website Development. A HumanComputer Interaction Approach. Pearson Prentice Hall.
Rahamat, R. b., Shah, P. M., Din, R. B., & Aziz, J. B. (2017). Student's readiness and perceptions to-wards using mobile technologies for learning the english language literature component. The English Teacher, 40, 69-84.
Rowan, C. (2013). The impact of technology on the developing child. Retrieved 29 September 2016, from http://www.huffingtonpost.com/cris-rowan/technology-childrennegative-impact_b_3343245.html
Santosh, B.K. (2013). New ways of using multimedia in classroom. Retrieved 30 September 2016, from http://edtechreview.in/trends-insights/insights/746-new-ways-of-usingmultimedia-in-classroom
Selvam, P. S. K. (2013). Teaching learning with multimedia. India, Delhi: Anmol.
Sessoms, D. (2017). 10 reasons today's students need technology in the classroom. Retrieved from Securedgenetworks: http://www.securedgenetworks.com/blog/10-ReasonsToday-s-Students-NEED-Technology-in-the-Classroom
Teoh, C. (2006, May 1). User-centred design (UCD) - 6 methods. Retrieved from Webcredible: https://www.webcredible.com/blog/user-centered-design-ucd-6methods/
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134. Retrieved from https://pdfs.semanticscholar.org/48d5/2ef8ca212fd2d8711f16ca0eff1e96748054.pdf | <urn:uuid:bd4204f9-ec1d-4057-9478-3614f74e3c2e> | CC-MAIN-2022-33 | https://myjurnal.mohe.gov.my/filebank/published_article/105326/IJHAM2019040303.pdf | 2022-08-12T06:36:08+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00134.warc.gz | 390,269,562 | 3,313 | eng_Latn | eng_Latn | 0.990993 | eng_Latn | 0.996609 | [
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Anti-Bullying Policy
1. In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour guidelines issued by the National Education Welfare Board (NEWB), the Board of Management (Board) of Scoil Chaitríona Baggot Street has adopted the following anti-bullying policy within the framework of the school's overall code of behaviour. The policy fully complies with the requirements of the Antibullying Procedures for Primary and Post-Primary Schools which were published in September 2013
2. The Board recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles in preventing and tackling bullying behaviour:
* A positive school culture and climate which is:
- welcoming of difference and diversity and is based on inclusivity;
- encourages pupils to disclose and discuss incidents of bullying behaviour in a nonthreatening environment;
- and promotes respectful relationships across the whole school community.
* Effective leadership
* A school wide approach
* A shared understanding of what bullying is and its impact
* Implementation of education and prevention strategies (including awareness raising measures) that
- Build empathy, respect and resilience in pupils and
-
explicitly address the issues of cyber bullying and identity -based bullying including in particular, homophobic and transphobic bullying
* Effective supervision and monitoring of pupils
* Supports for staff
* Consistent recording, investigating and follow up of bullying behaviour (including use of established intervention strategies); and
* On-going evaluation of the effectiveness of the anti- bullying policy
Key elements of a positive school culture and climate
* The school acknowledges the right of each member of the school community to enjoy school in a secure environment.
* The school acknowledges the uniqueness of each individual and his/her worth as a human being.
* The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.
* The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.
* The school has a clear commitment to promoting equity in general and gender equity in particular in all aspects of its functioning.
* The school has the capacity to change in response to pupils' needs.
* The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils' attitudes and values.
* The school takes particular care of "at risk" pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.
* The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.
* The school recognises the role of parents in equipping the pupil with a range of life skills.
The school recognises the role of other community agencies in preventing and dealing with
* bullying.
* The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.
* The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.
* Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.
3. In accordance with the Anti-bullying Procedures for Primary and Post-Primary Schools, "bullying is defined as unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time".
The following types of bullying behaviour are included in the definition of bullying:
o Deliberate exclusion, malicious gossip and other forms of relational bullying
o Cyber-bullying
o Identity-based bullying such as homophobic bullying, bullying based on a person's membership of the travelling community and/or bullying of those with disabilities or special educational needs
Further examples of bullying behaviour are listed in Appendix A. Please note that this list is not exhaustive.
Isolated or once-off incidents of intentional negative behaviour, including a once off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and will be dealt with as in accordance with our school's Code of Behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school's code of behaviour.
4. The relevant teachers for investigating and dealing with bullying are the relevant class teacher, the Principal and the Deputy Principal.
In cases where the child who displays bullying behaviour is recognised as exhibiting a Behavioural, Emotional and Social Disorder, the Learning Support Teacher and/or Resource teacher may also be involved with the specific child and/or class.
5. The education and prevention strategies (including strategies specifically aimed at cyber bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that may be employed include the following:
Maintaining and developing our existing culture of "I'm being made feel unhappy".
* Teachers should repeatedly reinforce the message that if anyone is the victim of bullying behaviour that they should not retaliate in any way but should tell an adult. In accordance with our commitment to home/school links, this adult can be any significant person in the child's life.
* Any adult, whether a member of school staff or not, should inform one the teachers named above to inform them of possible bullying behaviour.
* All victims of bullying should be reassured that if they tell, something will be done about the bullying in a safe manner and all reported incidents will be dealt with.
* Yearly modules of age-appropriate class lessons for all children to be provided to enable pupils to distinguish between once-off incidents and bullying behaviour
* Bystanders can often be the key to resolving bullying. If a child, witnesses bullying behaviour, they should always inform an adult. The adult should then inform one of the named relevant teachers
* This is not telling tales but a means of protecting victims.
* A "worry box" to be put in each class, which, as well as allowing each child to address any worry or fears that they may have, will also allow the possible victim of bullying behaviour to communicate with an adult in a manner that may be more comfortable.
Raising the awareness of bullying as a form of unacceptable behaviour by -
* The school rules (please see our Code of Behaviour) will be displayed in all classrooms as well as in all public areas throughout the school.
* Regular discussions about 'staying safe' at monthly Friday assemblies and during SPHE lessons, all of which will be age-appropriate.
* Have an annual Culture Day where differences are celebrated.
* Creating an annual awareness day for school community about bullying. (The date for this week to be decided at September Staff meeting). This will involve discussion, anti-bullying games, poster/slogan competitions, bullying surveys for 1st-6 th class and their parents.
Other strategies
* The continued promotion of positive behaviour in accordance with our Code of Behaviour.
* Formal programmes of work are a vital element in raising children's self-esteem and equipping children to cope with bullying behaviour e.g. Walk Tall, RSE, Grow in Love, WebWise, Stay Safe. This list is not exhaustive.
* Positive reinforcement by teachers in classroom settings in an age-appropriate manner (examples include but are not limited to Class Dojo, Worker of the Day, Golden Time, stars, stickers etc.)
* Modelling of respectful behaviour and language by teachers and staff in accordance with our Code of Behaviour.
* Rewarding incidents of good and improved behaviour and showing acts of kindness at class-level and whole-school level at our monthly assemblies.
* Ensuring that one assembly is dedicated to anti-bullying (November of each school year as per the recommendations from Dealing with Bullying in Schools (Office of the Ombudsman for Children 2013).
* Encouraging students to look out for each other and to be responsible for their own behaviour.
* All teachers are required to be vigilant on yard duty
* Recognition of children who report incidents of bullying which they have witnessed.
Circle-time sessions, role-play and other methodologies to discuss and explore issues of bullying.
*
* Timetabling of circle time within each class grouping's SPHE planning
* Each class to display a set of age-appropriate class rules which are based on our school's Code of Behaviour.
* Ensure that all parents have visibility of the Anti-Bullying Policy.
* Ensure supervision at all times when pupils can access the internet during the school day.
* All teachers to do at least one age-appropriate lesson on Internet safety.
* To focus on the topic of bullying on at least one school assembly.
6. The school's procedure for investigation, follow up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying are as follows:
Incidents of Bullying will be dealt with on a staged basis.
Stage 1
* All reports of bullying must be dealt with initially by the class teacher, whether from a child, the child's parent/
* The goal of any investigation into a report of bullying behaviour is to resolve matters and not to apportion blame.
* When a pupil tells a teacher s/he is being bullied, it is important to gather all of the facts from both sides.
* In investigating and dealing with bullying, the teacher will exercise his/her professional judgment to determine whether bullying has occurred and how best to resolve the situation.
* The aim for the class teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved.
* Non-teaching staff will be encouraged to report any incidents of bullying behaviour witnessed by them.
* All sides are listened to separately and notes are taken.
* The notes are brief, factual and should be void of emotional, or judgmental language.
* All such instances are investigated outside the classroom to avoid public humiliations.
* All interviews should be conducted with sensitivity and with due regards to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way (See Anti bullying Procedures for Primary and Post -Primary Schools (pp. 30-31) for further suggestions).
* Where possible, a witness is present.
* It is explained to the child who is allegedly bullying how hurtful their behaviour is and attempts are made to encourage them to empathise with the alleged victim of bullying.
* The child/ children involved in bullying behaviour will be asked to sign "Pupil Behaviour Promise 1".
Stage 2
* If this child breaks promise and re-offends then the Principal or Deputy Principal with the class teacher will interview the child/children again. It is explained to them that this is their second time offending and that they have not committed to their promise. Again, attempts will be made to resolve the situation.
* Once more, the student will sign the "Pupil Behaviour Promise 2". This time this has to be signed by their parents. They are now advised that if they break this promise again that they will have a meeting with the principal and their parents.
* Parents and pupils from both sides are required to co-operate with any investigations and assist the school in resolving any issues and restoring, as far is practicable, the relationships of the parties involved as quickly as possible.
Stage 3
* If a child breaks their promise twice then the matter is referred to the Board of Management.
* The Principal and the Chairperson of the Board will meet with the child and the parent and the child may be suspended for up to 3 days.
* The Principal has the permission of the Board of Management to suspend for up to 3 days.
Recording of incidents
All incidents will be logged by class teacher and incidents which have not been adequately and appropriately addressed within 20 school days will be recorded by the class teacher on the recording template as in Appendix 3 (Anti bullying Procedures for Primary and Post -Primary Schools). This template will be completed in full and a copy given to the Principal. At least once every school term the Principal will provide a report to the BOM setting out the overall number of bullying cases reported by means of this template and confirmation that all cases are being dealt with in accordance with procedure.
7. The school's programme of support for working with pupils affected by bullying is as follows:
Victims of alleged bullying
- The child is reassured from the outset that he or she is not to blame.
- Strategies for developing or restoring confidence are explored between the child's teacher and parents/guardians.
- Staged approach- class support, school support (as per Continuum -Behavioural, Emotional and Social difficulties- NEPS)
Children displaying bullying behaviour
- Clinical referral and assessment may be necessary.
- Staged approach - class support, school support (as per Continuum-Behavioural, Emotional and Social Difficulties- NEPS
In certain cases too it may be necessary to invite assistance from formal agencies such as Gardaí, (J.L.O) Health Board, Local Youth Groups etc. The school will constantly remind parents of the dangers of "cyber- bullying" as can happen with the use of social networking sites and mobile phones. We also direct their attention to the school's Code of Behaviour.
The school cannot be responsible for disagreements between pupils that happen outside the school grounds but will make reasonable efforts to cooperate with parents in assisting them to resolve the issues.
8. Supervision and Monitoring of pupils:
The BOM confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
9. Prevention of Harassment:
The BOM confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practical to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Travelling community.
10. Evaluation of the effectiveness of the policy:
The evaluation of the policy will happen on both an informal (through teacher observation) and formal basis (use of surveys and questionnaires).
Success Criteria:
* Positive feedback from teachers, parents and pupils
* Well-being and happiness of the whole school community in the light of incidents of bullying behaviour encountered and fewer problems in the yard.
* Increase in numbers of children reporting
11. This policy was reviewed by the Board of Management on June 7th 2017.
12. This policy has been made available to school personnel, published on the school website and provided to the Parent's Association. A copy of the policy will be made available to the Department and patron if requested.
13. This policy and its implementation will be reviewed by the BOM once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parent's association. A record of the review and its outcome will be made available, if requested, to the Patron and to the Department.
Signed ____________________
Chairperson
Date ______________________
Signed _____________________
Principal
Date _______________________
Appendix A
Bullying can take a number of forms. These may include any of the following (this list is not exhaustive):
Repeated and targeted aggressive behaviour/attitude/body language, for example:
* Shouting and uncontrolled anger
* Personal insults
* Verbal abuse
* Offensive language directed at an individual,
* Continually shouting or dismissing others
* Public verbal attacks/criticism
* Domineering behaviour
* Open aggression
* Offensive gestures and unwanted physical contact
Intimidation, either physical, psychological or emotional, for example:
* Treating others in a dictatorial manner
* Ridicule
* Persistent 'slagging'
* Deliberate staring with the intent to discomfort
* Persistent rudeness in behaviour and attitude toward a particular individual
*
Asking inappropriate questions/making inappropriate comments re. personal life/family
* Asking inappropriate questions/making inappropriate comments re. social life or schoolwork
Interference with property, for example:
* Stealing/damaging books or equipment
* Stealing/damaging clothing or other property
* Demanding money with menaces
* Persistently moving, hiding or interfering with property
* Marking/defacing property
Undermining/Public or Private Humiliation, for example:
* Condescending tone
* Deliberately withholding significant information and resources
* Writing of anonymous notes
* Malicious, disparaging or demeaning comments
* Malicious tricks/derogatory joke,
* Knowingly spreading rumours
* Belittling others' efforts, their enthusiasm or their new idea,
* Derogatory or offensive nicknames (name-calling)
* Using electronic or other media for any of the above (cyber bullying,
* Disrespectfully mimicking a particular individual in his/her absence
* Deliberately refusing to address issues focusing instead on the person
Ostracising or isolating, for example:
* Deliberately marginalising an individual
* Deliberately preventing a person from joining a group
* Deliberately preventing from joining in an activity, schoolwork-related or recreational
* Blaming a pupil for things s/he did not do
Appendix B
Combating Bullying and the Action towards Prevention
Role of staff
* The principal and staff exercise constant vigilance in the matter of bullying. Our aim is to prevent misbehaviour rather than control. Positive behaviour is always recognised, affirmed and sought.
* Any complaints of bullying are dealt with quickly, firmly and fairly following the procedures in this Anti-Bullying Policy
* Awareness of bullying as a form of unacceptable behaviour is addressed in the classroom, at school assemblies, through the school policy on pastoral care and other informal occasions when the opportunity arises.
* Pupils are taught and and encouraged to report any incident of bullying.
Advice for Pupils
* If someone is making you feel upset, ask them to stop.
* If they do not stop, you must tell any teacher or someone at home. Once we know tht you are being upset or worried about how someone is treating you, we can make it stop.
* Tell yourself that you do not deserve to be bullied and that once you tell a grown up, it will be handles.
* You will never get in trouble for
* Be proud of who you are. It is good to be individual.
* Be assertive – shout NO. Walk away confidently. Go straight to a teacher or member of staff.
* Fighting back makes things worse– So don't fight back. REPORT to a teacher or parent(s)/guardians instead. If you need support find a friend and both of you speak to the teacher.
* Generally it is best to tell an adult you trust straight away. You will get immediate support.
* The teachers will take you seriously and will deal with bullies in a way which will end the bullying and will not make things worse for you.
IF YOU KNOW SOMEONE IS BEING BULLIED:
* TAKE ACTION – Watching and doing nothing looks as if you are on the side of the bully. It makes the victim feel more unhappy and on their own.
* If you feel you cannot get involved, tell an adult IMMEDIATELY. Teachers have ways of dealing with the bully without getting you into trouble.
* Do not be, or pretend to be, friends with a bully.
Advice for Parents
* Look for unusual behaviour in your children. For example, they may suddenly not wish to attend school, feel ill regularly, or not complete work to their normal standard, ask for money or begin stealing money.
* Always take an active role in your child's education by enquiring how they are getting on.
* If you feel your child may be a victim of bullying behaviour, inform the school IMMEDIATELY. Your complaint will be taken seriously and appropriate action will follow.
* It is important to advise your child not to fight back. It can make matters worse.
* Tell your child there is nothing wrong with him/her. It is not her fault that they are being bullied.
* Make sure your child is fully aware of the school's Anti-Bullying Policy and that they should not be afraid to ask for help.
Appendix C
Reporting of Bullying Behaviour Form
1. Name of pupil being bullied and class group
Name: ____________________________________
Class: _______________
2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
3. Source of bullying concern/report (tick relevant box(es))*
4. Locationof incidents (tick relevant box(es))*
Pupil concerned
Playground
Other Pupil
Classroom
Parent
Corridor
Teacher
Toilets
Other Member of Staff
School Bus
Other
Other
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick relevant box(es)) *
Physical Aggression
Cyber-bullying
Damage to Property
Intimidation
Isolation/Exclusion
Malicious Gossip
Name Calling
Other (specify)
7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:
Homophobic
Disability/ SEN related
Racist
Membership of Traveller Community
Other (specify)
8. Brief Description of bullying behaviour and its impact
9. Details of actions taken
Signed: ___________________________________ (Relevant Teacher)
Date: _______________________
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Influenza, or the "flu," is an illness of the breathing system (known as respiratory system) and muscles caused by a virus. The flu attacks the lungs. Problems from the flu can be deadly. Young children, people age 50 or older, and people with health problems are most likely to have the worst flu effects.
There are several types of flu virus. They can change from year to year. Your body's immune system may not be prepared for those changes, that's why you need a flu shot each year.
Each year scientist makes a flu vaccine to fight the viruses that are more likely to infect people that year. A flu shot may help protect the people near you, or reduce the chances of spreading flu to others. The flu season is likely to attack more in October, lasting as late as May. The best time to get your shot is October through November. If you get the flu shot later it may still help to protect you.
HOW YOU CAN CATCH THE FLU:
The flu spreads in tiny fluid drops. Typically, influenza is transmitted through the air by coughs or sneezes, It can also be transmitted by direct contact from contaminated surfaces through hand-to-eye, hand-to-nose, or hand-to-mouth transmission. Once you have the virus, you can spread it for about a week. The best way to prevent the flu is to get a flu shot each year.
SYMPTOMS OF FLU:
Usually the first symptoms are chills or a chilly sensation, but fever is also common early in the infection, with body temperatures (100 to 102 degrees Fahrenheit lasting 3-4 days).
Body aches and pains.
Feeling tired and weak.
Chest discomfort and cough.
No appetite.
TIPS TO PROTECT YOURSELF AND OTHERS:
Get a flu shot.
Stay home when you're sick.
Keep your hands clean; wash often with soap and water, use hand wipes or hand sanitizer.
Cover your mouth and nose with a tissue when you cough or sneeze.
TREATMENT OF THE FLU:
There are some drugs called "antiviral" that may help you to have a shorter, milder case of the flu, but they don't replace the flu shot.
See your doctor within two days of having flu symptoms. Treatment can help you to feel better sooner or reduce the duration of the illness.
Remember to rest and drink lots of fluids.
You don't get the flu from a flu shot!
HAVE YOU HAD YOUR FLU SHOT?
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Best Management Practices (BMP) for Ontario Beekeepers' in Advance of Winter
Paul Kozak, Provincial Apiarist
September 2014
Successful over-wintering in modern beekeeping requires thorough management of honey bee colonies.
There are serious stressors that can severely harm or kill a honey bee colony. What happens during the regular season (pests, environmental stressors and how bee colonies are managed) will impact the survival of honey bee colonies during winter.
Since 2007, the levels of winter mortality of honey bee colonies in Ontario have increased and on average have been above acceptable levels (>15 per cent). It is more important than ever for beekeepers to do everything they can to control the factors that can be addressed through best management practices.
Honeybee colonies wrapped for winter
Dead bees on bottom board of a colony
Populous honeybee colony
There will always be some winter loss in any beekeeping operation however, the key is keeping this level of winter loss as low as possible, ideally below 15 per cent.
Ontario is fortunate to have some of the best data and regional, applied research, including those generated by the Townsend Lab, University of Guelph and Ontario Beekeepers' Association's Technology Transfer Program (TTP). Based on this data and research, treatment thresholds for varroa mites have been established for the spring and fall, and detailed information on colony management is available. This supports recommendations so that beekeepers can make the right management decisions backed by science.
With cold weather approaching, there are many steps beekeepers can take to get colonies properly prepared for winter.
Core Best Management Practices (BMPs)
There are core requirements for honey bee colonies going into winter. Beekeepers should implement the following best management practices for overwintering in order to ensure the highest proportion of their honey bee colonies survive into spring:
1
1. Ensure honey bee colonies have sufficient feed stores for winter:
- Going into winter, colonies should weigh at least 31.9 kg/70 lbs (single brood chamber) to 45.4 kg/100 lbs (double brood chamber).
- A full sized colony typically requires 15 L (4.0 gallons) of supplement feed.
- Colonies need to be fed early, immediately after fall honey crop is removed and before it gets too cold for the bees to access the feed. This is important as when it gets too cold (about 13° C/55°F, including other factors such as rain and wind), bees can no longer move outside the colony or inside and can no longer access the feed.
- Colonies should be fed thick syrup (either 2:1 sugar/water or 70 per cent sucrose). This is important because it is hard work for the bees of the colonies to concentrate the sugar feed so that they can store it for winter. Thick syrup requires less work (i.e. less time and energy) from the bees.
A bee colony can starve to death even with sufficient food stores, if the cluster of bees gets separated from the food stores during a prolonged cold period, or if the cluster ends up in the wrong location within the hive. Providing sufficient food stores will minimize the chances of starvation for a healthy populous colony.
2. Ensure honey bee colonies are populous going into winter:
- Seven to eight frames of bees in a full sized colony are ideal in most of the colder regions of Ontario; some beekeepers may have success with smaller sized colonies wintered as nucleus colonies, particularly in regions of Ontario with milder winters.
The population of the colony in winter is mostly set at the beginning, with worker bees dying throughout the winter. A large cluster of bees will be able to keep warm without using as much energy and feed. This is because the bees actually use their own bodies as insulation in the cluster. The more populous the colony, the more likely it is to make it to spring.
3. Monitor pest and disease levels (particularly varroa). This involves regular inspection of brood chambers. When it comes to pest and disease monitoring, winter management really starts in summer.
- Monitor varroa mite levels in mid-summer (starting July) and late summer or early fall (last week of August to the first week of September).
- Monitor varroa mites before and after treatments in representative colonies in the bee yard to determine if the treatments have worked. If the treatments have not worked, you will need to immediately choose a strategy (treatment) that will lower your mite levels. Consult with the OBA's TTP or the Apiary Program with the Ministry of Agriculture, Food and Rural Affairs.
4. Manage varroa mite levels in honey bee colonies during the beekeeping season and ensure that they are below treatment thresholds in advance of winter, starting in late summer (see Further Resources for 2014 treatment recommendations and other details).
- If varroa mite levels require treatment, choose the appropriate, legally registered treatment for varroa mites.
- Treat early. It is crucial that varroa levels are low in late summer and early fall. If higher varroa levels (3 per cent or greater in an alcohol wash) persist into fall, the bees that are raised for winter will be weakened, and the colony will go into winter in poor health, even after the varroa are controlled.
- Apply treatment recommendations according to label instructions.
- Be mindful of limitations of treatments including:
varroa mites resistant to treatments (Checkmite++™ and Apistan®);
timing — some treatments take weeks to lower the varroa mites;
number of applications — for treatments with multiple applications; it is only a partial treatment if you have not done all the applications;
position of miticide strips (eg. Apivar®) — always place the strips in the center of the brood nest. The strips must be in contact with the bees for the full treatment period in order to effectively reduce varroa. This is particularly important during cooler temperatures. If the strips are placed at the ends of the colony rather than in the middle, the bees will cluster tightly and may lose contact with the strips ; and
temperature sensitivity — formic acid and thymol based products are not as effective at cooler temperatures and can impact colonies at high temperatures.
.
- Ensure varroa infestation levels are less than 3 per cent (standard alcohol wash) by Oct 1 st Good resources include:
2014 Treatment Recommendations;
"Varroa Mite —Sampling and Monitoring Infestation Levels" infosheet (see below). for other methods of mite monitoring;
"Integrated Pest Management for Beekeeping in Ontario" manual, published by the OBA's TTP, www.ontariobee.com/outreach/manuals-books-dvds; Integrated Pest Management Workshop offered by the TTP (see contacts below). These workshops are offered throughout the province and cover management for pest and diseases in great detail. Beekeepers at any skill level and experience should consider taking them.
5. Wrap or insulate honey bee colonies for winter. In general:
- place material (paper, cardboard, insulated plastic, Styrofoam, wooden boxes with wood shavings, etc.) on or around the exterior of the hive for insulation/windbreak;
- reduce the entrance of colony; and.
- provide upper ventilation with the insulation for excess moisture and CO2
6. Maintain good documentation:
- Register your honey bee colonies and apiaries with the Ministry of Agriculture, Food and Rural Affairs annually;
- Look for new pests and diseases (for example small hive beetle or SHB) and report any of these to the Apiary Program (See Apiary Inspector contacts below);
- Document colony surroundings, including crops and agricultural practices, and be in good communication with local growers who may be using pesticides. Keep records whenever possible, including photos, video and written descriptions with dates.
- Report:
atypical losses of honey bee colonies and colony decline to the Apiary Program; and pesticide incidents to the Pest Management Regulatory Agency (519-826-2895).
- Maintain detailed records on colony management (treatments, movements, purchases, disease monitoring, etc.).
In addition:
- Know your local Apiary Inspector contact information for any regulatory requirements and serious bee health issues;
- Review the Ontario Treatment Recommendations for Honey Bee Disease and Mite Control on an annual basis as these documents are regularly updated;
- Be familiar with updates from the TTP for the latest information on bee health and advisory;
- Register for a workshop through TTP or the Townsend House Centre for Honey Bee Research;
- Consult the updated TTP "Ontario Beekeeping Manual" and "Integrated Pest Management for Beekeeping in Ontario".
Additional Resources
For a list of Apiary Inspectors in Ontario visit
www.omafra.gov.on.ca/english/food/inspection/bees/info_beeinspectors.htm
Infosheets on honey bee health
- Introduction to Honey Bee Pests and Diseases in Ontario www.omafra.gov.on.ca/english/food/inspection/bees/intro-bee-pests.htm
- 2014 Ontario Treatment Recommendations for Honey Bee Disease and Mite Control www.omafra.gov.on.ca/english/food/inspection/bees/2014-treatment.htm
- American Foulbrood - Biology and Diagnosis www.omafra.gov.on.ca/english/food/inspection/bees/afb-biology.htm
- American Foulbrood - Prevention and Management www.omafra.gov.on.ca/english/food/inspection/bees/afb-mgmt.htm
- Varroa Mite - Biology and Diagnosis www.omafra.gov.on.ca/english/food/inspection/bees/varroa-biology.htm
- Varroa Mite - Sampling and Monitoring Infestation Levels www.omafra.gov.on.ca/english/food/inspection/bees/varroa-sampling.htm
- Small Hive Beetle www.omafra.gov.on.ca/english/food/inspection/bees/info-shb.htm
- Small Hive Beetle Treatment Recommendations www.omafra.gov.on.ca/english/food/inspection/bees/info-shb-treatment.htm
- Destruction Protocol for Honey Bee Colonies Found with American Foulbrood (AFB) www.omafra.gov.on.ca/english/food/inspection/bees/destructionprotocol.htm
- Honey Bee Pest and Disease Images www.omafra.gov.on.ca/english/food/inspection/bees/honeybeepestphotos.htm
Technology Transfer Program (Ontario Beekeepers' Association)
Workshops, extension and educational materials:
Email: email@example.com
Website: www.ontariobee.com/outreach/ttp
Phone: 519-836-3609
Townsend House Honey Bee Research Centre, University of Guelph
- Workshops on beekeeping, courses and educational materials: www.uoguelph.ca/honeybee/education-events.shtml
Pest Management Regulatory Agency (PMRA)
To report suspected pesticide incidents call 519-826-2895
For general inquiries
Toll Free: 1-877-424-1300
Local: 519-826-4047
E-mail: firstname.lastname@example.org
For technical information
Paul Kozak, Provincial Apiarist Email email@example.com
Phone: 519-826-3595 or Toll Free at 1-888-466-2372 Ext. 519 826 3595
Registration of honey bees with the Ontario Ministry of Agriculture, Food and Rural Affairs Questions regarding registration: 519-826-3534; firstname.lastname@example.org | <urn:uuid:7b91c739-40f0-4cd1-87c3-bfaa93644128> | CC-MAIN-2022-33 | https://www.ontariobee.com/sites/ontariobee.com/files/document/BMP-ADV-WIN.pdf | 2022-08-12T06:42:01+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00134.warc.gz | 834,001,146 | 2,520 | eng_Latn | eng_Latn | 0.742562 | eng_Latn | 0.989234 | [
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Tom Sawyer Notes Study Guide
The Adventures of Tom Sawyer Book Review, Summary, and Analysis in 2 minutes Draw My Life | The Adventures of Tom Sawyer Video SparkNotes: Mark Twain's Adventures of Huckleberry Finn summary The Adventures of Tom Sawyer Summary Video | HeyTutor Adventures of Tom Sawyer by Mark Twain (Book Summary and Review) - Minute Book Report The Adventures of Huckleberry Finn | Chapter 1 Summary \u0026 Analysis | Mark Twain | Mark Twain Learn English Through Story : The Adventures of Tom Sawyer by Mark Twain (Level 1) The Adventures of Huckleberry Finn Part 1: Crash Course Literature 302 Adventures of Huckleberry Finn (Mark Twain) - Thug Notes Summary and Analysis The Adventures of Huckleberry Finn | Chapter 28 Summary \u0026 Analysis | Mark Twain | Mark Twain The Adventures of Huckleberry Finn | Summary \u0026 Analysis | Mark Twain | Mark Twain Maximizing Your Understanding Of Books HOW TO TAKE NOTES from books you read - techniques that will help you remember what you read Learn English with Audio Story - The Adventures of Tom Sawyers B-TV's \"The Adventures of Tom Sawyer\" (2012) Tom Sawyer Fence The Notecard System: The Key to Making the Most Out of Your Reading
The Adventure Of Tom Sawyer - Bedtime Story For Kids || Moral Stories For Children In English Book review: Mark Twain -- The Adventures of Tom Sawyer Huck Finn by Shmoop The Adventure of Tom Sawyer Bedtime Story (BedtimeStory.TV) The Adventures of
Tom Sawyer - Book Summary The Adventures of Tom Sawyer Audiobook chapter 03 Chapter 3 The Adventures of Huckleberry Finn | Chapter 14 Summary \u0026 Analysis | Mark Twain | Mark Twain THE ADVENTURES OF TOM SAWYER by Mark Twain FULL AudioBook | GreatestAudioBooks V1 The Adventures of Tom Sawyer Audiobook chapter 02 Chapter 2
The Adventures Of Tom SawyerThe Adventures of Huckleberry Finn | Chapter 10 Summary \u0026 Analysis | Mark Twain | Mark Twain The Adventures of Tom Sawyer Tom Sawyer Notes Study Guide From a general summary to chapter summaries to explanations of famous quotes, the SparkNotes The Adventures of Tom Sawyer Study Guide has everything you need to ace quizzes, tests, and essays.
The Adventures of Tom Sawyer: Study Guide | SparkNotes
Study Guide for The Adventures of Tom Sawyer. The Adventures of Tom Sawyer study guide contains a biography of Mark Twain, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis. About The Adventures of Tom Sawyer; The Adventures of Tom Sawyer Summary; Character List; Chapters 1-7 Summary and Analysis
The Adventures of Tom Sawyer Study Guide | GradeSaver
The Adventures of Tom Sawyer SparkNotes Literature Guide by Mark Twain Making the reading experience
fun! When a paper is due, and dreaded exams loom, here's the lit-crit help students need to succeed! SparkNotes Literature Guides make studying smarter, better, and faster. They provide chapter-by-chapter analysis; explanations of key themes, motifs, and symbols; a review quiz; and essay topics.
The Adventures of Tom Sawyer SparkNotes Literature Guide ...
Tom Sawyer, a troublemaker child by nature, used to live with Polly who was her aunt. The problem was of course that Tom was a very rebellious kind of child and the other relative that is mentioned to live with him is his brother Sid. He used to fish after playing hooky which was among his favorites activities.
The Adventures of Tom Sawyer Study Guide - The Paper Guide
This study guide for The Adventures of Tom Sawyer provides you with a reflective reading of this internationally bestselling novel. This Study Guide for Mark Twain's The Adventures of Tom Sawyer is short, clear and to give you a clear and better understanding of the novel; makes your literature teaching and studying easier and quicker.
Study Guide & Outline: The Adventures of Tom Sawyer: Total ...
Classics Illustrated Mark Twain Tom Sawyer & Notes! 1996 Softcover Book in very good condition. For Ages 9 & Up. Acclaim Books Study Guide, 64 pages. ISBN: 1-57840-001-5. •Title: Tom Sawyer •Author: Mark Twain •Essay By: Andrew Jay Hoffman, PhD •1996 Acclaim Books •Format: Softcover Book •Pages: 64 Page 3/12
*ISBN: 1578400015 •Condition: Very Good
Classics Illustrated Mark Twain Tom Sawyer & Notes
...
Tom Sawyeris often described as an idyll. An idyll is a remembrance of simple, peace-ful, and innocent country life, often by a person who now lives in the city. Many parts of Tom Sawyerare certainly idyllic. However, Mark Twain does not remember only the pleasant parts of life in Hannibal. Evil is for The Adventures of Tom Sawyer - Glencoe The Adventures of Tom Sawyer is an engaging narrative that is sometimes read simply as an adventure story, but also contains important themes. Guide students to investigate the theme of the book — the message about life or society that Twain is giving the reader through his character's actions and ideas.
The Adventures of Tom Sawyer Teaching Guide | Scholastic
1. Discuss Injun Joe as the epitome of evil. 2. Discuss the methods in which Twain brings unity to the loose structure of the novel.
The Adventures of Tom Sawyer - CliffsNotes Study Guides
The story of Tom's and Huck's adventure causes a huge stir among the townspeople. Grown men go around ripping up every haunted house for miles, looking for more treasure—but nobody finds any. Tom's...
The Adventures of Tom Sawyer Chapter 36 Summary - eNotes.com
Search all of SparkNotes Search. Suggestions ... The Adventures of Huckleberry Finn Study Guide From a general summary to chapter summaries to explanations of famous quotes, the SparkNotes The Adventures of Huckleberry Finn Study Guide has everything you need to ace quizzes, tests, and essays. ... The Adventures of Tom Sawyer Huckleberry Finn
Search Results: Huckleberry Finn | SparkNotes ONE of the reasons why Tom's mind had drifted away from its secret troubles was, that it had found a new and weighty matter to interest itself about. Becky Thatcher had stopped coming to school. Tom had struggled with his pride a few days, and tried to "whistle her down the wind," but failed. He ...
The Adventures of Tom Sawyer: Chapter XII | SparkNotes
Search all of SparkNotes Search. Suggestions ... Blog; Help; The Adventures of Tom Sawyer Mark Twain . Study Guide Full Text. Study Guide; Full Text; Summary. Plot Overview; Summary & Analysis; Chapters 1–3; Chapters 4–6; Chapters 7–10; Chapters 11–13; Chapters 14–17 ... The Adventures of Tom Sawyer. Character List CHARACTERS; Tom ...
The Adventures of Tom Sawyer - SparkNotes The Adventures of Tom Sawyer: An Instructional Guide for Literature - Novel Study Guide for 4th-8th Grade Literature with Close Reading and Writing Activities (Great Works Classroom Resource. Suzanne Page 5/12
I. Barchers. 4.1 out of 5 stars 7.
The Adventures of Tom Sawyer Study Guide: Alisa Thomas ...
Unlock This Study Guide Now Start your 48-hour free trial to unlock this The Adventures of Tom Sawyer study guide. You'll get access to all of the The Adventures of Tom Sawyer content, as well as...
The Adventures of Tom Sawyer Chapter Summaries eNotes.com
Tom Sawyer stepped forward with conceited confidence and soared into the unquenchable and indestructible "Give me liberty or give me death" speech, with fine fury and frantic gesticulation, and broke down in the middle of it. A ghastly stage-fright seized him, his legs quaked under him and he was like to choke.
The Adventures of Tom Sawyer Book Review, Summary, and Analysis in 2 minutes Draw My Life | The Adventures of Tom Sawyer Video SparkNotes: Mark Twain's Adventures of Huckleberry Finn summary The Adventures of Tom Sawyer Summary Video | HeyTutor Adventures of Tom Sawyer by Mark Twain (Book Summary and Review) - Minute Book Report The Adventures of Huckleberry Finn | Chapter 1 Summary \u0026 Analysis | Mark Twain | Mark Twain Learn English Through Story : The Adventures of Tom Sawyer by Mark Twain (Level 1) The Adventures of Huckleberry Finn Part 1: Crash Course Literature 302 Adventures of Huckleberry Finn (Mark Page 6/12
Twain) - Thug Notes Summary and Analysis The Adventures of Huckleberry Finn | Chapter 28 Summary \u0026 Analysis | Mark Twain | Mark Twain The Adventures of Huckleberry Finn | Summary \u0026 Analysis | Mark Twain | Mark Twain Maximizing Your Understanding Of Books HOW TO TAKE NOTES from books you read - techniques that will help you remember what you read Learn English with Audio Story - The Adventures of Tom Sawyers B-TV's \"The Adventures of Tom Sawyer\" (2012) Tom Sawyer Fence The Notecard System: The Key to Making the Most Out of Your Reading
The Adventure Of Tom Sawyer - Bedtime Story For Kids || Moral Stories For Children In English Book review: Mark Twain -- The Adventures of Tom Sawyer Huck Finn by Shmoop The Adventure of Tom Sawyer Bedtime Story (BedtimeStory.TV) The Adventures of Tom Sawyer - Book Summary The Adventures of Tom Sawyer Audiobook chapter 03 Chapter 3 The Adventures of Huckleberry Finn | Chapter 14 Summary \u0026 Analysis | Mark Twain | Mark Twain THE ADVENTURES OF TOM SAWYER by Mark Twain FULL AudioBook | GreatestAudioBooks V1 The Adventures of Tom Sawyer Audiobook chapter 02 Chapter 2
The Adventures Of Tom SawyerThe Adventures of Huckleberry Finn | Chapter 10 Summary \u0026 Analysis | Mark Twain | Mark Twain The Adventures of Tom Sawyer Tom Sawyer Notes Study Guide From a general summary to chapter summaries to explanations of famous quotes, the SparkNotes The Adventures of Tom Sawyer Study Guide has everything you need to ace quizzes, tests, and
Bookmark File PDF Tom Sawyer Notes Study Guide essays.
The Adventures of Tom Sawyer: Study Guide | SparkNotes
Study Guide for The Adventures of Tom Sawyer. The Adventures of Tom Sawyer study guide contains a biography of Mark Twain, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis. About The Adventures of Tom Sawyer; The Adventures of Tom Sawyer Summary; Character List; Chapters 1-7 Summary and Analysis
The Adventures of Tom Sawyer Study Guide | GradeSaver
The Adventures of Tom Sawyer SparkNotes Literature Guide by Mark Twain Making the reading experience fun! When a paper is due, and dreaded exams loom, here's the lit-crit help students need to succeed! SparkNotes Literature Guides make studying smarter, better, and faster. They provide chapter-by-chapter analysis; explanations of key themes, motifs, and symbols; a review quiz; and essay topics.
The Adventures of Tom Sawyer SparkNotes Literature Guide ...
Tom Sawyer, a troublemaker child by nature, used to live with Polly who was her aunt. The problem was of course that Tom was a very rebellious kind of child and the other relative that is mentioned to live with him is his brother Sid. He used to fish after playing hooky which was among his favorites activities.
The Adventures of Tom Sawyer Study Guide - The Page 8/12
Paper Guide
This study guide for The Adventures of Tom Sawyer provides you with a reflective reading of this internationally bestselling novel. This Study Guide for Mark Twain's The Adventures of Tom Sawyer is short, clear and to give you a clear and better understanding of the novel; makes your literature teaching and studying easier and quicker.
Study Guide & Outline: The Adventures of Tom Sawyer: Total ...
Classics Illustrated Mark Twain Tom Sawyer & Notes! 1996 Softcover Book in very good condition. For Ages 9 & Up. Acclaim Books Study Guide, 64 pages. ISBN: 1-57840-001-5. •Title: Tom Sawyer •Author: Mark Twain •Essay By: Andrew Jay Hoffman, PhD •1996 Acclaim Books •Format: Softcover Book •Pages: 64 •ISBN: 1578400015 •Condition: Very Good
Classics Illustrated Mark Twain Tom Sawyer & Notes
...
Tom Sawyeris often described as an idyll. An idyll is a remembrance of simple, peace-ful, and innocent country life, often by a person who now lives in the city. Many parts of Tom Sawyerare certainly idyllic. However, Mark Twain does not remember only the pleasant parts of life in Hannibal. Evil is for The Adventures of Tom Sawyer - Glencoe The Adventures of Tom Sawyer is an engaging narrative that is sometimes read simply as an adventure story, but also contains important themes. Guide students to investigate the theme of the book — the message about life or society that Twain is Page 9/12
Bookmark File PDF Tom Sawyer Notes Study Guide giving the reader through his character's actions and ideas.
The Adventures of Tom Sawyer Teaching Guide | Scholastic
1. Discuss Injun Joe as the epitome of evil. 2. Discuss the methods in which Twain brings unity to the loose structure of the novel.
The Adventures of Tom Sawyer - CliffsNotes Study Guides
The story of Tom's and Huck's adventure causes a huge stir among the townspeople. Grown men go around ripping up every haunted house for miles, looking for more treasure—but nobody finds any. Tom's...
The Adventures of Tom Sawyer Chapter 36 Summary - eNotes.com
Search all of SparkNotes Search. Suggestions ... The Adventures of Huckleberry Finn Study Guide From a general summary to chapter summaries to explanations of famous quotes, the SparkNotes The Adventures of Huckleberry Finn Study Guide has everything you need to ace quizzes, tests, and essays. ... The Adventures of Tom Sawyer Huckleberry Finn
Search Results: Huckleberry Finn | SparkNotes ONE of the reasons why Tom's mind had drifted away from its secret troubles was, that it had found a new and weighty matter to interest itself about. Becky Thatcher had stopped coming to school. Tom had struggled with his pride a few days, and tried to Page 10/12
"whistle her down the wind," but failed. He ...
The Adventures of Tom Sawyer: Chapter XII | SparkNotes
Search all of SparkNotes Search. Suggestions ... Blog; Help; The Adventures of Tom Sawyer Mark Twain . Study Guide Full Text. Study Guide; Full Text; Summary. Plot Overview; Summary & Analysis; Chapters 1–3; Chapters 4–6; Chapters 7–10; Chapters 11–13; Chapters 14–17 ... The Adventures of Tom Sawyer. Character List CHARACTERS; Tom ...
The Adventures of Tom Sawyer - SparkNotes The Adventures of Tom Sawyer: An Instructional Guide for Literature - Novel Study Guide for 4th-8th Grade Literature with Close Reading and Writing Activities (Great Works Classroom Resource. Suzanne I. Barchers. 4.1 out of 5 stars 7.
The Adventures of Tom Sawyer Study Guide: Alisa Thomas ...
Unlock This Study Guide Now Start your 48-hour free trial to unlock this The Adventures of Tom Sawyer study guide. You'll get access to all of the The Adventures of Tom Sawyer content, as well as...
The Adventures of Tom Sawyer Chapter Summaries eNotes.com
Tom Sawyer stepped forward with conceited confidence and soared into the unquenchable and indestructible "Give me liberty or give me death" speech, with fine fury and frantic gesticulation, and broke down in the middle of it. A ghastly stage-fright seized him, his legs quaked under him and he was Page 11/12
Copyright : www.strelkamag.com
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Name :
Decimal Subtraction - Tenths
Regrouping: S4
Printable Math Worksheets @www.mathworksheets4kids.com
Answer key
Decimal Subtraction - Tenths
Regrouping: S4
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Themes for discussion
* Courage, bravery, resilience
* Traditions - Remembrance Day and Poppies
* Brutality versus kindness
* Caring for one another
* Serving others
1. Why did Sam climb into the bushes each play time? What games did he play in there? How did these games make him feel?
2. What things would you do if you were being teased every day at school? Write down the names of five people who you would feel comfortable to talk to about it.
3. How did Jess make Harry and Jack at a loss for words? What was Sam's reaction?
4. How do you feel when someone calls you an unkind name? How do you usually respond? In what other ways could you respond?
5. What is the symbol for Remembrance Day? Research how it came to be that this is the symbol.
6. When, how and why do we observe Remembrance Day?
7. There are seven examples of courage on page 27. Think of three more examples of courage.
8. Jess supported, or encouraged Sam in a number of ways. Recall what these are in your own words.
ISBN: 978 098726048 2
Instructions: Please print and paste inside the front cover of The Quest for Courage to extend students' understanding of themes within the book.
The Quest for Courage
Written by Angela Bueti, illustrated by Robert Crane
Synopsis
Sam is terribly shy, twice as tall as the other kids and extremely clumsy. He is teased a lot and it feels horrible. Sports' days are especially hard for him to bear. Life is pretty grim until Jess makes friends with Sam and teaches him about Remembrance Day and what it means to have courage. With Jess as his friend Sam joins in with the other kids at play time and comes to realise that while he isn't much good at sports that's not what really matters. | <urn:uuid:7f7ca58d-f89e-427b-901f-4db67ae4c9ef> | CC-MAIN-2017-43 | https://sunnykids.worldsecuresystems.com/_literature_147594/The_Quest_for_Courage_-_Teaching_Notes | 2017-10-18T11:19:45Z | crawl-data/CC-MAIN-2017-43/segments/1508187822930.13/warc/CC-MAIN-20171018104813-20171018124813-00336.warc.gz | 857,024,677 | 389 | eng_Latn | eng_Latn | 0.999186 | eng_Latn | 0.999186 | [
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Powered by TCPDF (www.tcpdf.org)
Scientists work to defeat gypsy moths
16 November 2006
Ecologists have found a new pattern in the gypsy moth invasion across the Northeastern United States that might be useful in battling the moths.
The gypsy moth invasion is arguably the most intensively studied species invasion in history. Since the moths' accidental release near Boston in 1869, the species has swarmed across more than 1 million square miles of the United States, defoliating up to 12 million acres of forest each year.
By analyzing more than four decades' worth of data, Derek Johnson and colleagues at the University of Louisiana at Lafayette discovered the moths' spread occurs in pulses roughly four years apart.
That, say the scientists, is probably because moths that spread far beyond the current frontier cannot establish breeding populations unless they colonize in sufficient numbers.
Thus, says Johnson, moths can spread only at times when their populations are high and so targeting large groups of moths near the edges of the current distribution could help to slow their advance.
The study appears in the current issue of the journal Nature.
Copyright 2006 by United Press International
APA citation: Scientists work to defeat gypsy moths (2006, November 16) retrieved 12 August 2022 from https://phys.org/news/2006-11-scientists-defeat-gypsy-moths.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Genesis 8:1-5
https://thebiblesays.com/commentary/gen/gen-8/genesis-81-5/
The rain stopped, and the underground waters were closed. God caused a wind to dry up the flood waters. The ark came to rest on the mountain tops of Ararat. Soon the tops of the mountains were visible. Specific dates are recorded, emphasizing that this is a historical record of an actual event.
The floodwater's cessation and recession begins in these verses. God remembered Noah. God had grace and compassion for Noah and began to bring the flood to an end, God caused a wind to pass over the earth and the water subsided.
In verse two the fountains of the deep were closed stopping the flooding and water upheaval from underground the earth. The rain was withdrawn as well, so that the flood water began to recede or diminish. The receding waters became a testimony of God's faithfulness to all in the ark.
An ecologic upheaval of this magnitude is impossible to fully comprehend. As we are told in 2 Peter 3:6, the earth that then existed perished in the flood. All that was, was no more. The earth Noah and his family were about to occupy was substantially different. The geologic, climate and ecological upheavals that destroyed the former earth would have also created a new earth. From the Biblical descriptions, it seems clear that the new earth is a hostile environment in comparison to the earth Noah had previously known.
New lakes and seas could have been created as the waters receded. The massive upheavals that caused the waters of the deep to gush forth likely included massive shifts in the tectonic plates, causing continents to shift, and creating new mountain ranges. It is possible to view some mountain ranges or geologic upheavals as a memorial to God's judgment of the earth during Noah's flood. A massive upheaval of this magnitude could have caused enormous geologic faults to appear, and continents could have formed and shifted because of this calamity. We are not told many details, but 2 Peter 3:6 tells us that the old earth had perished. It is reasonable to speculate that the atmosphere would have changed substantially as well.
The earth's current atmosphere does not seem to have adequate volumes of water vapor to support the amount of rain described in Genesis. 2 Peter 3:5 tells us by the word of God the heavens existed long ago and the earth was formed out of water and by water. It could be that the pre-Noahic atmosphere included a canopy of water vapor. The likely higher atmospheric pressure and blockage of radiation that probably would have attended such a water canopy could be a partial explanation for the substantially longer life-spans prior to the flood. It could be that the climate that perished supported vastly larger forms of plants and animals that would have no longer existed after the flood.
Such a water canopy would have created a more uniform climate. Assuming the water canopy collapsed, vast new temperature extremes would be expected. Areas like the tropics and arctic could have appeared at this time, and animals could have adapted and found places to suit their needs. Some species could have gone extinct, not being able to live in the new environment. This thought model could explain the sort of violent shift in temperature required to freeze wooly mammoths that have been discovered in ice packs, still having edible meat and enzymes in their stomachs.
.
Five months after Noah entered the ark, it rested upon the mountains of Ararat It is not stated exactly or specifically where the ark came to rest, simply within this mountain range or region. There are present day mountains called Ararat on the border of eastern Turkey near Armenia. The mountain range is 17,000 feet high at its highest peak. In the foothills, there is a city called Naxuana which means, "here Noah settled." Armenian tradition says that in Northern Armenia about twelve miles south of Erivan, the ark settled on a peak called Macis (known as the mountain of Noah). For hundreds of years, archaeologists have been searching for remains of the ark in this area. So far, their attempts have not been fruitful. This is not particularly surprising. It is reasonable to believe that wood and supplies from the ark would have been immediately put to use, and the ark largely salvaged. It is also reasonable to expect that any wood remaining after such a period of time would likely have decayed if exposed to the air, or not be visible if buried in the earth.
In verse five we see the flood waters decrease continually until the tops of the mountains could be seen. It only took forty days for the rains to submerge the whole earth, the water's recession would take much longer.
Biblical Text
1 But God remembered Noah and all the beasts and all the cattle that were with him in the ark; and God caused a wind to pass over the earth, and the water subsided. 2 Also the fountains of the deep and the floodgates of the sky were closed, and the rain from the sky was restrained; 3 and the water receded steadily from the earth, and at the end of one hundred and fifty days the water decreased. 4 In the seventh month, on the seventeenth day of the month, the ark rested upon the mountains of Ararat. 5 The water decreased steadily until the tenth month; in the tenth month, on the first day of the month, the tops of the mountains became visible. | <urn:uuid:4c67cd54-d4dd-4c60-850f-8d231bec1946> | CC-MAIN-2022-33 | https://thebiblesays.com/wp-content/uploads/2019/04/Genesis-8_1-5.pdf | 2022-08-12T05:25:42+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571584.72/warc/CC-MAIN-20220812045352-20220812075352-00137.warc.gz | 504,957,822 | 1,127 | eng_Latn | eng_Latn | 0.999416 | eng_Latn | 0.999427 | [
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HERITAGE FARM MUSEUM Adult Programs
The Heritage Farm Museum is pleased to offer programs, events, and guided tours. For more information or to schedule a program please call 571-258-3800 or visit our website www.heritagefarmmuseum.org.
FARMIN' FEVE R History and Soci al Studies: K.2, K.6 AFTERNOON TEA
Science: K.1, K.6, K.9 Math: K.2, K.17 (Grades pre-K-K) Learn about farm life, vi sit the Waxpool General Store and pl ay in the children's hands-on area. During t he program, st udents will be encour aged to milk "Milkie" our fi berglass cow, collect play eggs, and barter at the Waxpool General Store for supplies. APPLES, APPLES, E VERYWHE RE! History and Soci al Studies: K.2, 2.9 Science: K.1, K.2, K.4, K.8, K.9, 1.1, 1.4, 2.4, 3.2 Your group can enjoy tea, coffee, and snacks as you listen to a short introduction to the history of the Heritage Farm Museum. Afternoon Tea programs run on weekdays from 2:00-4:00pm.
Math: K.17, 1.20
(Grades pre-K -3) Explore the wonder s of the apple through songs, games, and hands-on activities. Visit our newest exhi bit "Virginia Apples for Flavor" and learn how to press apples into cider! Material s fee of $ 1.50 per student. WEIGHTS AND MEASU RES Science: K.1, K.4, K.10, 1.1 Math: K.1, K.10, 1.13, 1.14, 2.15 (Grades K-2) Learn about volum e and wei ght, and enjoy a potato sack r ace! WHO'S A FARME R? History and Soci al Studies: 1.7, 2.3, 2.8, 3.7 During your visit, explore our gift shop stocked with Virginia's Finest products and unique gifts for the whole family and discover Loudoun County's rich agricultural history by taking a self guided tour of our permanent and special exhibits.
Science: 1.4, 3.5, 3.7
Math: 1.20 (Grades 1-3) Meet farmers p ast and present. Learn about Loudoun's agricultural products. During t he program, students will be encour aged to milk "Milkie" our fibergl ass cow, collect play eggs, and learn about the life on the farm 100 years ago. Call 571-258-3800 to schedule your group. Registration is required.
TIME FOR CHANGE
History and Soci al Studies: K.2, K.7, K.8, 1.8, 1.9, 1.10, 2.10, 3.9 Math: 1.8, 1.10, 1.19, 2.6, 2.7, 2.11, 3.9 Cost:
(Grades 1-3) Travel back to 190 9 and visit the Waxpool General Store. Learn about how the value of a dollar has changed over time. Buy groceries for your family and di scover t hat a dollar goes a long way. Material s fee of $ 1.50 per student.
PLANT IT! Afternoon Tea
Science: 1.1, 1.4, 1.7, 2.1, 2.4, 3.1, 4.1 Math: 1. 12, 2.12, 2.24, 3.14, 3.22, 3.23 (Grades 1-3) Learn about plant s through hands-on activities. Explore and observe different plant s, learn about how farmers have used pl ants i n the past, and extend your class with t ake-home project s we provide. Materi als fee of $ 1.50 per student. $5 /Adults, $4/Seniors Minimum $35 admission fee
HANDS ON HISTORY
History and Soci al Studies: VS.1, VS.4, VS.9, USI.1, USII.1, USII.3, USII.5
Science: 4.8 (Grades 4-6) Tour the m useum's permanent exhibits and learn the fundament als of ar chaeology, hi story, and m useum practice. St udents will di scover how m useums and historic sites preserve hi story and how they can protect their own herit age. Add Ons
SIMPLE MACHINES History and Soci al Studies: K.2, 2.3 Science: 1.2, 3.2 (Grades 3-5) H ands-on introduction to the simple machines on a farm. Discover the simple machines that have m ade daily chores easier for farmers. Do students use any of t hese tools at home as well? Students will also be asked t o design t heir own simple and complex machines to solve some ever yday challenges on the farm! HISTORY HOU NDS: BACK TO WAXPOOL History and Soci al Studies: 3.7, 3.9 Hands-On History Tour ($35 ): Have you ever wanted to know what happens behind the scenes at your favorite Museum? Book the Hands-On History add-on to your tea party to find out! Museum staff will provide a 30 minute program for your group, learn about exhibit development, collections care, and handle real objects from the Museum Collection.
English: 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10, 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 5.1, 5.2, 5.3, 5.4, 5.6, 5.7, 5.8,
Math: 3.7, 3.13, 5.3
Virginia Studies: VS.1, VS.2, VS.4, VS.6, VS.9, VS.10
United St ates History: USII.1, USII.5, USII.8
Civics and Economics: CE.9, CE.10
World History and Geogr aphy: WHII.15
World Geogr aphy: WG.9
(Grades4-6) Be a history detective! Tr avel back in time to Waxpool, VA during t he year 1909. Learn about resi dent s of t he are a through primary and secondary sources from our archives. Assume one of these identities from the p ast and learn about what your life woul d have been like approxim ately 100 years ago! COMMUNITY GARDENS
Enjoy digging in the dirt and seeing what grows? The Museum is pleased to offer on a first-come, first-served basis seasonal garden plot rentals. For more information on dates and fees. Contact Su Webb at 571-258-3800 or firstname.lastname@example.org. | <urn:uuid:de0d1e95-afd5-427d-9f80-fb153ba0a0b2> | CC-MAIN-2017-43 | http://nebula.wsimg.com/33df57a243a778d7f8048c115f0b744c?AccessKeyId=5AD740B6996062182734&disposition=0&alloworigin=1 | 2017-10-18T11:16:06Z | crawl-data/CC-MAIN-2017-43/segments/1508187822930.13/warc/CC-MAIN-20171018104813-20171018124813-00344.warc.gz | 238,411,068 | 1,619 | eng_Latn | eng_Latn | 0.981946 | eng_Latn | 0.981946 | [
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Every child, regardless of disability or ability, should engage in physical activity. By engaging in physical activity children can increase skeletal development, increase heart and lung health, improve functional movements and social with peers. Exercise should be fun and engaging, whether modified or not and provide an outlet for children with disabilities to discover their true potential. Having a disability is not a reason for children not to engage in physical activity.
If you have any concerns about your child and exercise please contact an Accredited Exercise Physiologist who can guide you in development an appropriate exercise program.
Before exercising always check with an accredited exercise physiologist.
Carefully supervised exercise can help any child with a disability in a number of ways including improved cardiovascular health, stronger muscles and bones, reduce the risk of chronic conditions such as arthritis, osteoporosis and type 2 diabetes. Physical activity also helps your child gain independence and build self-confidence.
Children should embrace their disability and participate in as many physical activities as possible. Providing appropriate role models in the disability field (such as Paralympians) assists in building self-confidence and reassurance. All children should have the aspiration to be great at something.
* Allow children to engage in multiple activities to discover true likes and dislikes. Ensure that goals are functional rather than objectively focussed.
* There are opportunities to participate in both fully-abled and modified physical activities. Ensure that your child has the opportunity to engage in sports/activities that are appropriate for your child's ability.
* Some great exercises for children with physical disabilities are boxing and swimming and water aerobics. Boxing and swimming promote increased upper arm function and strength as well as cardiovascular endurance.
* Education and motivation around the child's ability is essential to promote self-confidence in social contexts.
* Fun activities include programs such as the Wii. The Wii offers activities using just your hands so those who are in a wheel chair can participate. Games include boxing, tennis, baseball, and bowling. This is a great way to get the entire family involved and keep your child moving.
* Seek the advice of an Accredited Exercise Physiologist if you have any concerns.
* It is important to note that children with physical disabilities can participate in most sports. Sports can be fun to play and can give your child an emotional boost. To find sports your child can engage in, ask other parents, teachers, doctors and therapists as they are often aware of programs available to help your child. Once you find a program, always have your child try it out. Not all programs will work for everyone. Find one that your child feels comfortable joining and enjoys to do.
1. Specific Ideas for Child Care Providers to Help Children with Physical Disabilities. Extension. 2015. articles.extension.org
2. Holecko, Catherine. Sports for Children with Physical Disabilities. 2016. Very Well. www.verywell.com
3. How to Exercise with Disabled or Weak Legs. Dr Gourmet. www.drgourment.com
4. Chair Exercises and Limited Mobility Fitness. Help Guide. help.guide.org
Find your local accredited exercise physiologist atwww.exerciseright.com.au | <urn:uuid:4133972d-3f46-43ec-86b9-dda2e518f06b> | CC-MAIN-2017-43 | http://exerciseright.com.au/wp-content/uploads/2017/01/Exercise-right-for-kids-Condition-Factsheet_physical-disabilities.pdf | 2017-10-18T11:10:33Z | crawl-data/CC-MAIN-2017-43/segments/1508187822930.13/warc/CC-MAIN-20171018104813-20171018124813-00357.warc.gz | 110,247,699 | 635 | eng_Latn | eng_Latn | 0.997504 | eng_Latn | 0.997504 | [
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Despairing about climate change? These four charts on the unstoppable growth of solar may change your mind
May 12 2023, by Andrew Blakers
Credit: AI-generated image
Last year, the world built more new solar capacity than every other power source combined.
Solar is now growing much faster than any other energy technology in
history. How fast? Fast enough to completely displace fossil fuels from the entire global economy before 2050.
The rise and rise of cheap solar is our best hope for rapidly mitigating climate change.
Total solar capacity tipped over 1 terawatt (1,000 gigawatts) for the first time last year. The sector is growing at around 20% a year. If this continues, we'll hit 6 terawatts around 2031. In capacity terms, that would be larger than the combined total of coal, gas, nuclear and hydro.
As you can see, cheap solar is overtaking all other new-build energy sources. Global generation capacity additions (2018-2022). Credit: IRENA, GWEC, WNA, GEM, CC BY
Fewer and fewer new fossil fuel power stations are now being built. As the rest of the global fleet age, most will retire by mid-century.
Australia is finding the path
It might surprise you to learn that Australia is a global renewable energy pathfinder. Most solar panels use Australian-developed PERC technology, for instance.
All the leading countries for per capita solar and wind generation are in Europe—except Australia. In Australia, 99% of new generation capacity is now solar and wind because it is cheap.
Highest per capita solar and wind generation in 2022. Credit: Ember, CC BY
But unlike European countries, Australia cannot share electricity across national boundaries.
Instead, we have to cope with rapidly increasing levels of solar and wind by sharing it across state boundaries. This is proving to be relatively straightforward. Solar and wind have reached a share of 31% of the national electricity market, while the grid remains stable.
Already, three states or territories are at very high penetration of renewables. The ACT has built or bought enough renewables to cover 100% of its use. Tasmania, too, is at 100% renewable power, thanks to hydro and wind, and is aiming to double this to export to other states. And South Australia will soon become the world's first gigawatt-scale grid to run on renewables. Currently, it's sourcing around 70% of its power from solar and wind.
This matters because of Australia's location. Like 80% of the world's population, we live at low to moderate latitudes where there is plentiful sunshine, even in winter. That means the methods we pioneer or test can be readily adopted by nearly everyone else.
Global solar generation capacity, assuming continued 20% growth rate in annual deployment. Credit: IRENA, GEM, CC BY
Where will the era of ubiquitous solar take us?
Solar capacity has been growing at 20% a year for decades.
Elimination of fossil fuels from the global economy is straightforward: electrify everything using clean electricity from solar and wind. This includes:
electric vehicles replacing conventional vehicles
electric heat pumps replacing gas space and water heaters in homes and businesses
electric furnaces replacing gas burners in factories
electrolysis of water producing green hydrogen for the chemical
industry, allowing for clean production of ammonia, metals, plastics and synthetic aviation fuel.
To run our homes, industries and vehicles with electricity, we'll need to double electricity production. Why not more? Because electricity is usually much more efficient at producing an energy outcome. For example, 85% of the petrol you put into your car is wasted as heat.
In countries with a significant chemical industry, electricity production might need to triple.
If these trends continue, by mid-century we will be in a very different—and better—energy world.
Many developing countries—including population giants such as Indonesia, India, China and Nigeria—could catch up with Europe or Australia for per capita energy consumption. Given electricity consumption is strongly correlated with affluence, access to cheap electricity will be a major boon for many nations.
But is it possible?
By 2050, Earth will have a population of about 10 billion people. To supply everyone with enough electricity to live a good life, we'll need about 200 billion megawatt-hours per year (equal to 200,000 terawatthours per year).
Let's assume that solar does the heavy lifting for decarbonization, completing two-thirds of the task with the remaining one-third left to wind, hydro and everything else put together. Is it possible?
Yes. If sustained, solar's growth rate of 20% per year is easily fast enough to reach 80 terawatts of installed capacity in 2050—enough to
provide 130,000 terawatt-hours per year and (with help from wind) to entirely decarbonize an affluent world.
That would see global electricity consumption reach 20 megawatt-hours per person per year—double Australia's current consumption per person.
As well as eliminating most greenhouse emissions, we will also get rid of car exhausts, smokestacks, urban smog, coal mines, ash dumps, oil spills, oil-related warfare and gas fracking.
The main short-term bottlenecks are likely to be building enough transmission lines—and ensuring we have enough engineers and installers.
Current per capita electricity consumption in 2022. Credit: Our World in Data,
CC BY
We have the space and the raw materials
Long term, there are practically no constraints on vast deployment of solar.
The sun will shine for billions more years. Raw materials for solar panels are abundant—silicon from sand and common metals like steel. There are no toxic metals or no critical materials like cobalt in them, and they are highly recyclable. Energy storage is now a solved problem.
Most countries have vastly more solar and wind resources than needed to be energy self-sufficient. This, in turn, will boost their resilience in the face of war, pandemics and the changing climate.
Densely populated regions without much free land such as Japan, Europe and the northeastern United States have enormous offshore wind resources, while Indonesia and west Africa have enormous offshore solar resources—picture solar farms floating on calm tropical seas.
We have plenty of space. Eighty terawatts of solar translates to 8 kilowatts per person. This is the size of a typical Australian rooftop solar system, which is usually shared by a family rather than an individual.
The required area of solar panel is about five square meters per kilowatt (40 square meters total for 8 kilowatts). Some of the panels will be on house roofs. Others will be on ground-mounted solar trackers and operated alongside agriculture. Some crops and grass like the partial shade given by panels. Other options include floating on lakes and seas.
For our energy intensive lives in Australia, we'll need perhaps 15 kilowatts of solar and wind per person, which run reliably for 30 years
Powered by TCPDF (www.tcpdf.org)
and can then be dissembled and recycled.
In the 1950s, nuclear energy advocates talked of a future when energy was too cheap to meter. That didn't happen with nuclear. But solar offers cheap, unlimited energy, available forever with minimal resource, environmental and social constraints.
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Provided by The Conversation
Citation: Despairing about climate change? These four charts on the unstoppable growth of solar may change your mind (2023, May 12) retrieved 6 December 2023 from https://techxplore.com/news/2023-05-despairing-climate-unstoppable-growth-solar.html
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Real Life Stories
Those Who Fought For Freedom Until Death
Sophie, Hans Scholl remain symbols of resistance
Students Hans and Sophie Scholl were arrested and executed 77 years ago. The students and their friends had distributed leaflets calling on people to resist the Nazi regime. Today, they remain symbols of moral courage.
In February 1943, three young men - Hans Scholl, Alexander Schmorell and Willi Graf - were on their way into Munich's city center. All three belonged to the "Weiße Rose" ("White Rose") group which had dedicated itself to resisting Adolf Hitler's regime. The three men were carrying thousands of leaflets that listed the crimes of the Nazi regime. The students threw the pamphlets into mailboxes, hoping to appeal to people's humanity.
But Scholl and Schmorell had devised an even bolder plan: in the darkness of night, they painted the words "Down with Hitler" on the facade of the Bavarian State Chancellery. They were yet more courageous elsewhere, writing "Mass Murderer Hitler" on another wall. Scholl's younger sister, Sophie, was at home at Franz-JosephStrasse 13 - awaiting their safe return.
The path of resistance
Hans and Sophie Scholl lived with their family in the southern German city of Ulm when National Socialists took power in 1933. Both children were still in school at the time - Hans was born in 1918 and Sophie in 1921. Their father, Robert, earned enough to support his wife, Magdalena, and five children as a tax adviser. A liberal man, Scholl did not approve of Germany's new leader and he and his wife taught their children the importance of tolerance.
The Scholl children, however, were fascinated with National Socialism. Hans quickly made a name for himself in the Hitler Youth. At the age of 16 he commanded a group of 160 boys. Sophie also expressed a sympathy for National Socialism. She joined the "Union of German Girls," a Nazi youth organization for girls. Like her brother, Sophie soon had a leadership position in the group. Her contemporaries would later remember her as being "very enthusiastic, very fanatical about National Socialism."
By 1942, Hans and Sophie would no longer be counted among those supporting Hitler and his regime. The siblings took notice of how their Christian faith and moral convictions were not in line with the goals of National Socialism. Hans became convinced that he needed to do something against the Nazis. In 1942, Hans was called to the Eastern Front where he and other medicine students would experience the inhumanity of war for three months. He is also said to have been extremely concerned by the fate of deported Jews.
'Long live freedom'
A group willing to protest against the Nazi government formed around Hans at Munich University in 1942. Four medicine students - Scholl, Christoph Probst, Schmorell and Graf - and philosophy professor Kurt Huber formed the core of the group. Sophie would join them later in the year when she moved to Munich to study biology and philosophy.
The group called its publications "Flyers from the White Rose" and left the pamphlets in public spots. With the help of other resistance groups, the flyers, which included denunciations like "Every word that comes from Hitler's mouth is a lie," were also distributed outside of Munich.
The White Rose's sixth pamphlet would be its last. On February 18, 1943, Sophie and Hans were distributing the flyer at the university. Both of the siblings were discovered and arrested after she was caught throwing a pile of pamphlets from a balcony into the square below. The Gestapo, or secret police, then interrogated them.
Real Life Stories
Those Who Fought For Freedom Until Death
Even in these desperate circumstances, both Hans and Sophie attempted to convince authorities that they had worked alone. Sophie told her interrogators that "she did not want to have anything to do with National Socialism." Evidence against the pair was regarded as sufficiently incriminating and on February 22, 1943 a socalled People's Tribunal led by Roland Freisler sentenced Hans Scholl, Sophie Scholl and Christoph Probst to death. They were executed a few hours later. Hans' last words were, "Long live freedom!"
Moral examples
"They permit us to believe that at the time not all Germans were mute and cowardly followers," German President Joachim Gauck has said, referring to the importance of the Scholls and the White Rose. In its fourth pamphlet, the group wrote, "We will not be silent. We are your bad conscience. The White Rose will not leave you in peace!"
Their words, Gauck said, still apply today. Hans and Sophie Scholl and their friends had the courage to stand up for their convictions and resist - showing a degree of courage possessed only by a few at that time.
The Scholl siblings are still honored for their courage. Their names adorn schools in nearly every German city, and public squares and streets across the country have been named after them. A prize bearing their name is among Germany's most distinguished literature awards.
The story of the White Rose also continues to attract children, a fact that Franz J. Müller said he sees when he visits schools. Müller was the last surviving participant in the White Rose (Feb. 18, 2013). "They tend to be amazed by what we did," he said. "But Hans and Sophie Scholl really did not want to be heroes. Friendship and freedom were the values most important to them."
The White Rose Foundation in Munich, which Müller and other resistance members founded, is a memorial that keeps the memory of the Scholl siblings and their friends alive. Young people, in particular, can learn lessons from history, Müller said.
"The schoolchildren should get information from as many places as they can and talk with their friends so they are not so easily swayed by propaganda, and show civil courage when freedom is in danger," he said.
Scholls were 'a sign that resistance was possible'
Franz J. Müller was part of the White Rose resistance group that called for active opposition against the Nazi regime.
Exhibition honors courage of White Rose anti-Hitler movement
February 22 marks the anniversary of the execution of Hans and Sophie Scholl, key members of the anti-Nazi resistance group, White Rose. Though their lives were tragically short, their influence spanned across Germany. (22.02.2011)
German army honors member of anti-Nazi White Rose
Medical student Christoph Probst was executed by the Nazis for belonging to the White Rose, a clandestine movement that stood up to Hitler. More than 75 years on, the German army had decided to name a barracks after him.
Hans Scholl: Fighting for freedom until death
He fought Hitler with slogans and leaflets; that cost him his life.
Real Life Stories
Those Who Fought For Freedom Until Death
White Rose Movement Those who fought for Freedom until death
University Professor Army Medic Student of Medicine Page 3
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Information Technology Career Cluster/Pathways
Information technology careers are available in every sector of the economy. Careers in IT involve the design, development, support and management of hardware, software, multimedia and systems integration services. The information technology industry is a dynamic and entrepreneurial field that continues to have a revolutionary impact on the economy and on the world.
This career cluster is organized into four career pathways:
* Information support and services
* Network systems
* Interactive media
* Programming and software development
OSPI is a program member of the Microsoft IT Academy. Learn more about the program and implementation initiative on the Microsoft IT Academy Webpage.
Careers
Students in information technology learn and practice skills that prepare them for diverse posthigh school education and training opportunities, from apprenticeships and two-year college programs to four-year college and graduate programs.
CTE classes in this cluster will introduce you to a variety of interesting careers including:
* Web designer or webmaster
* Telecommunications technician
* Network administrator or technician
* Data communications analyst
* Application integrator
* Security or database administrator
* Computer or game programmer
* 3D animator
* Software applications architect
* Virtual reality specialist
* Help desk specialist
* Graphic artist
* Technical writer
Note: Each school and school district has different CTE options. Not every district has classes in every cluster, nor does every district offer CTE dual credit and Advanced Placement options.
Career and Technical Student Organizations
Career and technical student organizations are much more than clubs. They provide opportunities for hands-on learning, and for applying career, leadership and personal skills in real-world environments. Participants build their skills by developing projects, attending events, and competing regionally and nationally.
The student organizations for information technology are:
* Washington Future Business Leaders of America (FBLA)
* SkillsUSA
Education After High School
It is fact that young people who have at least one year of post-high school education earn thousands of dollars more a year. So, if you spend even one year at a two- or four-year college, in a certificate program at a technical school, or in an apprenticeship after you graduate from high school, you will very likely earn higher wages all your life. By furthering your education, you will be better-prepared to successfully navigate the world of work.
After taking CTE classes in information technology, you could pursue any number of opportunities including:
* Certifications as
o Cisco Certified Network Associate
o CompTIA
o Microsoft Certified Systems Engineer
* Two-year and four-year college programs in information technology, computer science, etc.
Student Resources
Middle and High School
For information about your district's CTE offerings and how to move forward with planning for your future, contact or visit:
* Preparing for your future: Why CTE?
* Your principal or school district Career and Technical Education office
* Your school career or guidance counselor
Apprenticeship and College
More than 1,000 jobs in Washington are connected to an active, registered apprenticeship program. For more information about apprenticeships and colleges, visit:
* How to become an apprentice: Five steps to getting started
* Checkoutacollege.com
* Washington State Board for Community and Technical Colleges
* Washington Student Achievement Council
* Studentaid.gov - An official U.S. Department of Education web site designed for college students and their families. Provides easy access to educational information and resources.
* Washington Career Bridge
Additional Resources
* Computer Science Career Guide - Job descriptions including daily activities, skill requirements, salary and required training
* Information Technology Association of America - Represents and enhances the competitive interests of the U.S. information technology and electronics industries. Members range from small start-ups to industry leaders.
* Washington Technology Industry Association
* Microsoft
* Information Technology and Innovation Foundation - Non-partisan research and educational institute that formulates and promotes public policies to advance technological innovation and productivity
For Educators
* Forms and Standards
* Comprehensive CIP Code Chart
CIP Codes
* 110103
Classification of Instructional Programs (CIP) Codes assist in tracking, assessment, and reporting CTE courses.
* 110201
* 111006
* 110699
* 111004
* 110601
* 118888
* 110801
* 110901
* 110802
* 470104
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An Act to Protect Pollinator Habitat
S.451 Sponsored by Senator Jason Lewis (Winchester) H.2926 Sponsored by Representative Mary Keefe (Worcester)
Take Action!
Call or write your state legislators today and ask them to support our pollinator protection bill! You can let them know that pollinators like bees, as well as bats, birds, and butterflies, are experiencing rapid population declines, and this bill (S.451 and H.2926) would help to protect and promote pollinators' health and habitat.
Find out who your legislators are at: https://malegislature.gov/Search/FindMyLegislator
Why restore pollinator habitat?
Protecting pollinator habitat not only helps restore their populations, but can also improve water quality, reduce soil erosion, and provide habitat for birds and other wildlife. This bill would establish a commission to study statewide opportunities for improving pollinator health by increasing and enhancing native habitat. Both developed and natural areas will be considered, including farm field borders, urban areas, and transportation corridors.
What are pollinators and why are they important?
Pollinators include not only honeybees, but hundreds of species of wild bees, as well as butterflies, moths, beetles, wasps and birds. One in every three bits of food we eat depends on pollinators and they contribute more than $24 billion to the U.S. economy. Pollinators are the glue that holds our natural world together; many plant-pollinator relationships evolved over millions of years.
What is the crisis and what is causing it?
Pollinator populations have been declining for decades. In 1947 there were 6 million colonies of honeybees in the United States, while today there are only 2.5 million. The Monarch butterfly migration is also at risk of failing. The pollinator crisis is due to a variety of stressors including disease, mite infestations, poor nutrition, lack of genetic diversity, pesticide exposure, loss of habitat, and Colony Collapse Disorder (CCD). Habitat loss can be addressed by restoring and enhancing pollinator habitat.
If you have a lawn or garden you can make a difference!
One major way to help pollinators thrive—and beautify an outdoor space—is to plant a native pollinator garden and avoid using pesticides! Check out our tips to help you get started!
http://blogs.massaudubon.org/yourgreatoutdoors/six-native-plants-to-grow-forpollinators/
Take Action! Visit Mass Audubon's website and sign up for our Beacon Hill Weekly Roundup: http://www.massaudubon.org/get-involved/take-action | <urn:uuid:0696b074-9061-43f2-a5db-716c38b8c042> | CC-MAIN-2023-50 | https://blogs.massaudubon.org/politicallandscapes/wp-content/uploads/sites/34/2017/06/PollinatorHabitat.2017-Speak-Up-for-Nature-event-sheets.pdf | 2023-12-06T17:52:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100602.36/warc/CC-MAIN-20231206162528-20231206192528-00324.warc.gz | 161,227,916 | 544 | eng_Latn | eng_Latn | 0.997738 | eng_Latn | 0.997738 | [
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Development of Scientific Problem-Solving Skills in Grade 9 Students by Applying Problem-Based Learning
Hongnapa Treepob 1 , Chulida Hemtasin 1 & Tawan Thongsuk 1
1 Department of General Science, Faculty of Education and Educational Innovation, Kalasin University, Thailand Correspondence: Chulida Hemtasin, Department of General Science, Faculty of Education and Educational Innovation, Kalasin University, Thailand. E-mail: firstname.lastname@example.org
Received: February 3, 2023 Accepted: April 20, 2023 Online Published: July 20, 2023
doi:10.5539/ies.v16n4p29 URL: https://doi.org/10.5539/ies.v16n4p29
Abstract
Making predictions and observations, interpreting data, and drawing conclusions are all examples of scientific problem-solving procedures. The purpose of this research was 1) to develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the 70 percent requirement and 2) to study the satisfaction of grade 9 students with respect to problem-based learning management. With these aims in mind, the author developed science learning activities in everyday life by applying problem-based learning management in four plans and developing students' scientific problem-solving skills. Data were collected with a 20-item, multiple-choice scientific problem-solving skill assessment. A total of 32 students in grade 9 in a public secondary school were chosen as study participants. The data were examined with respect to the mean, standard deviation, and percentage. The results revealed that the grade 9 students had an average scientific problem-solving skill score of 15.28 points, representing 76.40%. From this, it can be seen that students had problem-solving skill scores higher than the base requirement. Regarding grade 9 students' satisfaction with PBL management, the mean value was 4.62, representing the most satisfied level.
Keywords: problem-based learning, scientific problem-solving skills, secondary school, pre-experimental
1. Introduction
Scientific understanding is urgently required to address and solve the world's challenges in the twenty-first century. By acquiring scientific information, students who are a part of the community are developed into a scientific society. Harris (2012) asserts that students with a strong science background are better equipped to address and solve societal issues, especially those who possess profound knowledge, application-ready creativity, and critical thinking. According to the PISA (OECD, 2019), scientific literacy involves explaining scientific phenomena, evaluating and designing scientific investigations, and comprehending scientific data and evidence. According to Lee & Grapin (2022), it is essential to consider students' knowledge of how to describe scientific phenomena. The evaluation and planning of scientific research, as well as other facets of interpreting scientific evidence and data, must be understood by students.
The results of recent research are quite regrettable given the value of scientific literacy skills in the twenty-first century. Improved scientific literacy development is therefore required. Learning science stresses students' thinking processes so that they may grasp and solve problems in a critical, logical, meticulous, and complete manner and not just understand topics, developing a science-literate society (Darwanti, 2013). One of the most crucial abilities students should possess is solving problems creatively (Ead et al., 2022). Everyone faces challenges in daily life that demand problem-solving skills. Scientific problem-solving skills are the skills to analyze a problem and then review from memory the knowledge related to that problem (Muangjin, 2022). The capacity for problem solving teaches pupils to analyze numerous topics on their own in a holistic, significant, genuine, and applicable manner (Hariawan et al., 2013). Polya (1965) claims that recognizing an issue at hand, creating a solution plan and carrying it out, and reevaluating outcomes are all examples of problem-solving skills.
However, teachers frequently use Flipbook material developed from student textbooks for teaching and learning activities in lower secondary schools. In addition to mastering science, there is a propensity to be theoretical. The instructor will present the material using PowerPoint; the teacher explains and the students take notes. As a result, pupils need more motivation to learn science. Students hardly exercise problem-solving techniques, since this type of learning does not result in contextual understanding connected to everyday situations. Scientific literacy is the ability to engage in science-related issues (OECD, 2019), and problem-solving skills are a person's basic skills to solve critical, logical, and systematic problems. For such cases, teachers must reform the learning process, which is the heart of education reform. The National Education Act has stipulated guidelines for education management that adhere to the learner as the most important component. This requires a student-centered approach to learning experiences, and a student-centered approach to learning involves a variety of principles, instructional styles, and techniques. Therefore, an ideal learning method for developing scientific knowledge and problem-solving skills is problem-based learning with the integration of scientific issues. According to Rosyidi (2018), Problem-Based Learning (PBL) is a learning model aimed at helping students learn and discover concepts and solve problems by linking real-world problem situations. PBL also aims to help students improve their thinking, problem-solving, and cognitive skills (Nurdin & Uleng, 2023) and can help students hone their capacity to interact, communicate, and solve problems (Nurfajriah et al., 2022; Schwartz, 2013). In addition, PBL assists in the solution of numerous issues from various angles. This significance comes from the fact that this type of learning management is founded on a problem-based methodology and is a form of learner-centered learning management. It supports the gradual development of students' knowledge acquisition through problem-solving skills. This will improve their ability to apply knowledge to real-world situations. In addition, students should produce a piece of work on their own to develop and demonstrate that they can do things according to the role of the student. Problem-based learning has many advantages, accustoming students to problem solving and challenging them to solve problems relevant to learning in the classroom and everyday life (Suarsana et al., 2019).
As a result, the present author was interested in fostering scientific problem-solving thinking among students by using problem-based learning management as a foundation. This research aimed to 1) develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the requirement of 70 percent and 2) study the satisfaction of students with problem-based learning management.
1.1 Related Research
Sari et al. (2021) studied a PBL model in which students solved problems and reported them in scientific articles. Their results showed that problem-based learning significantly affected students' problem-solving, scientific writing, and collaborative problem-solving skills. In line with this, Sagala et al. (2017) study assessed the influence of the PBL model on the scientific process skills and problem-solving ability of students. The results showed a medium improvement in physics skills using problem-based learning, while the average increase in the science process skills of students using everyday learning was high. In the common criterion, the average problem-solving skills of physics students using the problem-based learning style were in the moderate and medium categories. There was also an increase in students' science process skills when using conventional learning; in contrast, the average increase in the problem-solving skills of students using the traditional learning model was more significant than the increase in science process skills. These results suggest that PBL is better at solving students' problems than traditional learning. Furthermore, Simanjuntak et al. (2021) presented the effectiveness of PBL combined with computer simulation for students' problem-solving and creative thinking skills. Their results also showed a positive relationship between students' problem-solving and creative skills. This suggests that PBL combined with computer simulation is more effective than problem-based or traditional teaching methods alone. PBL education, according to Argaw et al. (2017), helps students develop problem-solving abilities that are applicable to their everyday lives. Priorities in physics education are necessary to decide the optimal manner for pupils to study physics, and the authors recommend raising student achievement. Schools must carefully modify their PBL strategy. Students' reasons for studying physics, however, remained unclear. Syafii and Yasin (2013), in contrast, investigated how high school students' problem-solving abilities and academic performance are affected by adopting problem-based modules (PBM) for biology topics. Their findings suggested that PBM could enhance problem-solving skills and student productivity in terms of learning and achievement. Comparing the experimental group to the control group, the experimental group scored higher in the three categories. In addition, Fitriani et al. (2020) showed the effects of PBL integrated with Predict, Observe, Explain (POE) on problem-solving skills and self-efficacy. The results indicated that PBLPOE strongly impacted students' problem-solving skills and self-efficacy when compared to PBL, POE, and conventional learning alone.
2. Method
2.1 Research Methodology
This study represents pre-experimental research in the form of a one-group post-test-only design.
2.2 Sample group
The population of this study was 120 secondary school students in semester 1 of grade 9 in the 2022 academic year; the target group was 32 students. There were 20 females and 12 males in the target group, obtained by
purposive sampling. The average score for problem-solving skills of these students was below 70%.
2.3 Research Tools
The tools used in this research consisted of the following:
1) Four plans for learning management based on applying PBL to materials in daily life, including polymer, ceramic, and composite materials. The results were affected by the use of polymers, ceramics, and composite materials. The time spent in learning management was a total of 8 periods of 50 minutes each. The tool was checked for quality and reviewed by three content experts. The average suitability was 4.78, which was the highest suitability level with a consistency index of 1.
2) A multiple-choice scientific test covering skills related to analyzing problems, proposing solutions, and verifying results. The scientific problem-solving assessment form had 4 options and 20 items, with a consistency index of 1. The difficulty value (P) and distinguishing power value (R) were calculated to be between 0.72 and 0.78 and 0.19 and 0.50, respectively.
3) A questionnaire on satisfaction with learning management involving the application of problem-based learning. The questionnaire consisted of a five-point Likert scale (1932) with ten items and had a consistency index of 1.
2.4 Data Collection
The study data were collected as follows:
1) The students completed the questionnaire for solving scientific problems before studying individually.
2) The data from the pre-test scores for scientific problem-solving thinking were analyzed.
3) The PBL management plans were implemented, after which students completed a quiz on scientific problem-solving using the post-test. Then, all students were asked to complete the ten-question satisfaction questionnaire on receiving the applied PBL learning management.
4) The test scores for scientific problem solving and satisfaction were then taken for data analysis.
2.5 Data Analysis
The students' scientific problem-solving skills were analyzed using the mean, standard deviation, and percentage. If the average score was less than 70 percent, the requirement was not met; a score of 70 percent met the criteria. Student satisfaction was also analyzed using mean and standard deviation for the five-point Likert scale rating system, where 4.50 or higher indicated most satisfied, 3.50 - 4.49 was very satisfied, 2.50 - 3.49 was moderately satisfied, 1.50 - 2.49 was less satisfied, and below 1.50 denoted least satisfied.
3. Results
The results of analysis of scientific problem-solving skills in grade 9 students with the application of PBL management are shown in Table 1.
Table 1. Scientific problem-solving skills test results
From Table 1, the students who received PBL management had a mean score for scientific problem-solving skills of 15.28 with a standard deviation of 1.37, representing 76.40 percent. All students passed the requirement of 70 percent.
The results of the satisfaction survey of grade 9 students who received PBL management are shown in Table 2.
Table 2. Student satisfaction with PBL management
Based on Table 2, it was found that grade 9 students who managed to learn by applying PBL were satisfied, with a mean score of 4.62 and a standard deviation of 0.71, which was the highest level of satisfaction. When considering the ten items, it was found that items 5 and 9 had the highest average level of satisfaction, with a mean of 4.78.
4. Discussion
Problem-based learning management is a collection of learning and teaching activities based on the scientific method with a learner-centered focus. It strongly emphasizes encouraging students to learn, do their research, gather information, and contribute to knowledge creation. Students engage in social interaction, knowledge sharing, and physical movement. Additionally, students master groupwork, problem-solving, and management techniques. Applying knowledge to solve problems is a novel approach to education that infuses the classroom with interest and enthusiasm rather than boredom. Students make the most of their abilities, get the chance to communicate their ideas, and are free to choose how to respond to inquiries and develop their knowledge. The ability to freely share their thoughts when solving problems is important to students, and designing learning activities where students can inquire about the problem's reality in the context of the circumstance is crucial.
The four steps in developing scientific problem-solving abilities are problem identification, problem analysis, technique selection, and result monitoring. Thus, instructors must redesign their learning management system for learners to achieve all four criteria. In this research, PBL management was reduced from six steps to four phases; as a consequence, 70% of all grade 9 students passed the requirement. This was accomplished by adjusting the learning activities to foster the development of scientific problem-solving skills. The following is a detailed explanation of how learning management systems and learning exercises that encourage scientific problem-solving are leveled.
The PBL management described by the Ministry of Education (2007) has six steps, where the first step consists of defining the problem. This is the stage where the teacher sets up numerous scenarios to pique the students' interest and help them identify the issue they are interested in learning about and eager to solve. The next phase is understanding the problem that the students must comprehend to learn; students must be able to describe concepts associated with the situation. Study and research are the third steps. What is studied is decided by the learner, who will carry out independent research and self-study using a variety of techniques. Knowledge synthesis is the fourth step. This is a stage in which students bring the information they have learned from their research to share, discuss, and synthesize the learned information. At this point, the question is asked whether the information is appropriate or inappropriate, and the responses are analyzed before summarizing the five steps. By trying to explore concepts inside their group independently, each group of students summarizes their group's work and determines if the information studied was appropriate or not. Each group contributes to a new summary of the information regarding the problem's overall picture. The final step is to review and assess the work. The data acquired is used by the learners to categorize their knowledge and convey it in several ways. The result is then reviewed collectively by all learner groups, including those who contributed to the issue.
In this study, steps 1 and 2 were combined to create a problem-based learning management system appropriate for learners in the school context. Additionally, steps 4 and 5 were combined in order to shorten the steps and increase the amount of time spent on activities that would help participants improve their ability to think critically and solve scientific problems across all four domains (Gallagher, 1997). Learning using the PBL management system created here consists of the following aspects: 1. Understanding and describing the challenge. At this point, the teacher sets up several scenarios, encourages students to show interest, and highlights issues. Students must be able to articulate the problem they wish to learn about and be motivated to seek solutions. This requires the student to be able to communicate details on the issue (emphasis on identifying the problem). 2. The study and research phase consists of the learners deciding what they want to learn. They use various methods to carry out research (problem analysis is highlighted). 3. The knowledge synthesis stage summarizes and assesses students' responses. This is the stage where students bring the information they have learned to share and learn together. Whether it is appropriate or not, the findings are discussed and the knowledge acquired is summarized. Each learning group analyzes the work produced by their group and determines whether the knowledge is relevant. They do this by striving to independently evaluate concepts inside their group (emphasis on determining methods to solve problems). Performance analysis is carried out in the last stage. In this last phase, students organize their knowledge based on what they have learned and display their work in several different ways. The knowledge of both instructors and students is evaluated (emphasis on the result verification stage).
Structuring learning activities with a problem-based model that allows students to create research groups produces different results in terms of the elements that lead to the development of scientific problem-solving abilities from the circumstances and identified issue. These activities should involve planning and creating a remedy by being aware of the problem, as well as putting the information learned from applying and summarizing the problem-solving strategy into practice. Students can practice problem-solving skills through the process resulting from learning management activities. Through these activities, which begin with problem identification and function as a tool to encourage the pursuit of information, students have the chance to exercise their problem-solving abilities. This encourages self-learning from the issue until it becomes a skill, which involves looking for any approach or technique to address it. The presentation of each solution is founded on reason and is verifiable. Students can learn continually through this process, which allows them to fully comprehend the content they are studying and build long-lasting knowledge from their process skills.
This is in line with Piaget's theory of cognitive development, according to which rational and abstract problem-solving, also known as formal operation, is the pinnacle of intellectual development. Children can grasp formulae or rules well if they can reason, establish and prove assumptions, and solve difficulties through thinking before tackling problems.
According to behavioral observations and interviews, students' prior knowledge produces scientific problem-solving abilities (Hernández-Suarez et al., 2022). Students are more creative when the classroom environment is favorable. Parents' and students' attention to scientific thinking results from teachers' attention, which is vital to both groups of people. Parents look out for their children and encourage their education to help them succeed in school (Weir, 1974). This aligns with research on the effectiveness of PBL management in learning management. In this study, the average degree of satisfaction was 4.62, which is the highest level. The students found the learning management activities to be satisfactory with respect to lectures and integrative activities, especially when learning management was in the knowledge synthesis stage. Thus, learning activities that enable students to think critically about the problem lead to problem-solving. Summarizing and assessing responses allows students to voice their thoughts in class and to their peers. In this way, learners can also recognize the needs of teachers.
5. Conclusion
The application of PBL management leads to the development of scientific problem-solving skills. Every stage of this form of learning management is designed to provide students with practice thinking and planning to formulate solutions. Additionally, it teaches students how to put the knowledge they have acquired to use by adapting and utilizing their strategies. Students learn how to solve problems by following a step-by-step procedure. Moreover, encouraging students to seek out information provides them with the chance to show their problem-solving skills. When answers are offered, they are logical, efficient, and verifiable, which gives students long-lasting knowledge.
6. Recommendations
To plan PBL activities efficiently and effectively, teachers must become adept in their duties at each step in organizing the activities. Additionally, teachers should allocate enough time for students to study all of the course material, as PBL activities require students to work in small groups and access proper study and research materials. In conjunction with PBL learning management, the buddy technique, which urges learners to explore with group members and creates a lively and motivating learning environment, is one technique teachers should employ to organize extra learning activities. In addition to encouraging collaboration and teamwork, learners must desire to learn more.
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Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). | <urn:uuid:989827e0-0293-41b6-be06-6c443f0882b9> | CC-MAIN-2023-50 | https://ccsenet.org/journal/index.php/ies/article/download/0/0/49018/52854 | 2023-12-06T18:26:36+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100602.36/warc/CC-MAIN-20231206162528-20231206192528-00326.warc.gz | 199,579,834 | 6,131 | eng_Latn | eng_Latn | 0.915579 | eng_Latn | 0.992015 | [
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Playtime... So good for me.
Family fun all around you.
Discussion Points
* Families can play and be more active together.
-- Play games with the WIC "Playtime" ball, dance, hop-scotch, hide-nseek, or make a marching band.
* Get the whole family to join in the fun. Start a new family tradition and create memories with active play.
* Your child is learning to move and feel good about his/her body. Children can learn about muscles and what they can do
* Every little bit counts. Add a 10 minute activity break for each hour of non-active time like TV, computer and video game use.
Setting Goals
* Goal: "I will play actively with my child ______ times per week."
Questions To Ask
* What type of activities could your family do?
* When could your family play actively together?
* What would keep you from meeting your goal?
* How could you overcome this?
Address safety concerns if presented as a barrier to physical activity. Help parents find safe settings for physical activity.
Handouts
* Playtime brochure & activity insert, activity ball. Alaska WIC program, 2005.
Referrals
* Community Recreation Centers, pools, or other public park facility that offers opportunities for active play.
If desired, encourage participant to record their progress and reward themselves for meeting their goals.
Alaska Health & Social Services, Office of Children's Services, Family Nutrition Programs P.O. Box 110612; Juneau, AK 99811 Phone: 1-907-465-3100, Fax:907-465-3416
, Email: | <urn:uuid:71c3e6e5-08ee-46fb-a8ae-0cf6ace2fe14> | CC-MAIN-2023-50 | https://dhss.alaska.gov/health/dpa/Documents/dpa/programs/Nutrition/WIC/Nutrition-Breastfeeding/Nutrition/Playtime_keymessages.pdf | 2023-12-06T17:20:39+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100602.36/warc/CC-MAIN-20231206162528-20231206192528-00322.warc.gz | 237,790,843 | 334 | eng_Latn | eng_Latn | 0.995928 | eng_Latn | 0.995928 | [
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(ii)
ISC SEMESTER 2 EXAMINATION SPECIMEN QUESTION PAPER
MATHEMATICS
----------------------------------------------------------------------------------------------------
Maximum Marks: 40
Time allowed: One and a half hour
Candidates are allowed an additional 10 minutes for only reading the paper.
They must Not start writing during this time.
----------------------------------------------------------------------------------------------------
The Question Paper consists of three sections A, B and C.
Candidates are required to attempt all questions from Section A and all questions EITHER from Section B OR Section C
All working, including rough work, should be done on the same sheet as, and adjacent to the rest of the answer.
The intended marks for questions or parts of questions are given in brackets [ ].
Mathematical tables and graph papers are provided.
---------------------------------------------------------------------------------------------------------------------
SECTION A - 32 MARKS
Question 1
Choose the correct option for the following questions.
(i)
(log 𝑥)
2
(log𝑥)
𝑘
𝑥
If ∫ 𝑑𝑥=
+ 𝑐, then the value of
𝑘is:
(a) 3
(b) 2
(c) 1
(d) None of the above options
∫ 𝑓(𝑥)
2𝑎
𝑎
𝑎
0
𝑑𝑥= ∫𝑓(𝑥) 𝑑𝑥+ ∫𝑓(𝑘−𝑥)
(a) 𝑎
(b) 2𝑎
(c) Independent of 𝑎
(d) None of the above options
0
0
𝑘
𝑑𝑥,then the value of𝑘is:
[1]
[1]
(iii) The degree of the differential equation 𝑑 2 𝑦 𝑑𝑥 2 + 3 ( 𝑑𝑦 𝑑𝑥 ) 2 = 𝑥 2 ( 𝑑 2 𝑦 𝑑𝑥 2 ) 2 is: [1]
(a) 1
(b) 2
(c) 3
(d) 4
(iv) Given ∫𝑒 𝑥 ( 𝑥−1 𝑥 2 ) 𝑑𝑥 = 𝑒 𝑥 𝑓(𝑥) + 𝑐 . Then 𝑓(𝑥 ) satisfying the equation is: [1]
(a) 𝑥
(b) 𝑥 2
(c) 1 𝑥
(d) None of the above options
(v) Two cards are drawn out randomly from a pack of 52 cards one after the other, without replacement. The probability of first card being a king and second card not being a king is: [1]
(a) 48 663
(b) 24 663
(c) 12 663
(d) 4 663
(vi) If two balls are drawn from a bag containing 3 white, 4 black and 5 red balls. Then, the probability that the drawn balls are of different colours is: [1]
(a) 1 66
(b) 3 66
(c) 19 66
(d) 47 66
Question 2
(b) Evaluate : ∫log10 𝑥𝑑𝑥
Question 3
(a) Solve the differential equation :
(b) Solve the differential equation :
Question 4
Question 5
(a) A bag contains 6 red and 5 blue balls and another bag contains 5 red and 8 blue balls. A ball is drawn from the first bag and without noticing its colour is placed in the second bag. If a ball is drawn from the second bag, then find the probability that the drawn ball is red in colour.
OR
(b) A bag contains 3 red and 4 white balls and another bag contains 2 red and 3 white balls. If one ball is drawn from the first bag and 2 balls are drawn from the second bag, then find the probability that all three balls are of the same colour.
Question 6
Question 7
In a bolt factory, machines X, Y and Z manufacture 20%, 35% and 45% respectively of the total output. Of their output 8%, 6% and 5% respectively are defective bolts. One bolt is drawn at random from the product and is found to be defective. What is the probability that it was manufactured in the machine Y?
OR
[2]
[2]
[2]
[4]
[4]
[6]
Question 8
(a) Evaluate: ∫ 𝑑𝑥 sin 𝑥+sin 2𝑥
OR
(b) Evaluate : ∫ log(1 + 𝑡𝑎𝑛𝑥) 𝜋 4 0 𝑑𝑥
SECTION B - 8 MARKS
Question 9
Choose the correct option for the following questions.
(i) The equation of the plane which is parallel to 2𝑥−3𝑦+ 𝑧= 0 and which passes through (1, −1, 2) is:
(a) 2𝑥−3𝑦+ 𝑧−7 = 0
(b) 2𝑥−3𝑦+ 𝑧+ 7 = 0
(c) 2𝑥−3𝑦+ 𝑧−8 = 0
(d) 2𝑥−3𝑦+ 𝑧+ 6 = 0
(ii) The intercepts made on the coordinate axes by the plane 2𝑥+ 𝑦−2𝑧= 3 are:
(a) −3 2 , −3, −3 2
(b) 3 2 , 3, −3 2
(c) 3 2 , −3, −3 2
(d) 3 2 , 3, 3 2
Question 10
Find the equation of the plane passing through the point (1, 1, 1) and is perpendicular to the line 𝑥−1 3 = 𝑦−2 0 = 𝑧−3 4 . Also, find the distance of this plane from the origin.
Question 11
Using integration, find the area of the region bounded between the line 𝑥= 4 and the parabola 𝑦 2 = 16𝑥.
[2]
[2]
[4]
Question 12
Choose the correct option for the following questions.
(i) If the regression line of 𝑥 𝑜𝑛 𝑦 is, 9𝑥+ 3𝑦−46 = 0 and 𝑦 𝑜𝑛 𝑥 is, 3𝑥+ 12𝑦−7 = 0, then the correlation coefficient 'r' is equal to:
(a) −1 12
(b) 1 12
(c) −1 2√3
(d) 1 2√3
(ii) If 𝑋 ̅ = 40, 𝑌 ̅ = 6, 𝜎𝑥 = 10, 𝜎𝑦 = 1.5 𝑎𝑛𝑑 𝑟= 0.9 for the two sets of data X and Y, then the regression line of X on Y will be :
(a) 𝑥−6𝑦−4 = 0
(b) 𝑥+ 6𝑦−4 = 0
(c) 𝑥−6𝑦+ 4 = 0
(d) 𝑥+ 6𝑦+ 4 = 0
Question 13
For 5 observations of pairs (x, y) of variables X and Y, the following results are obtained:
∑𝑥= 15, ∑𝑦= 25, ∑𝑥 2 = 55 , ∑𝑦 2 = 135, ∑𝑥𝑦= 83.
Calculate the value of 𝑏𝑥𝑦 𝑎𝑛𝑑 𝑏𝑦𝑥.
Question 14
A manufacturer wishes to produce two commodities A and B. The number of units of material, labour and equipment needed to produce one unit of each commodity is shown in the table given below. Also shown is the available number of units of each item, material, labour, and equipment.
| Items | Commodity A | Commodity B | Available no. of Units |
|---|---|---|---|
| Material | 1 | 2 | 8 |
| Labour | 3 | 2 | 12 |
| Equipment | 1 | 1 | 10 |
Find the maximum profit if each unit of commodity A earns a profit of ` 2 and each unit of B earns a profit of ` 3.
[2]
[2]
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Year One Curriculum Map Summer 1
Maths
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Safe Schools and Educational Research Departments Appendix B1
Safe Schools Survey
Secondary Comparative Review 2017-2018 to 2019-2020
| | | 2019-2020 | | 2018-2019 | | 2017-2018 |
|---|---|---|---|---|---|---|
| Number of respondents | 5,464 | | 5,072 | | 5,144 | |
A. SCHOOL SAFETY
| in school | 93% | 93% |
|---|---|---|
| in the classroom | 96% | 95% |
| in the cafeteria/lunch time | 91% | 91% |
| in the hallways | 90% | 90% |
| in the washrooms | 83% | 85% |
| at sports/after school events | 95% | 94% |
| on the stairs/in stairwells | 91% | 91% |
| travelling to and from school | 86% | 85% |
| at dismissal time | 91% | 91% |
| in the parking lot | 82% | 81% |
B. BULLYING
| Since September, how often have you been bullied? | | Year | | Never | | 1-3 times | 4-6 times |
|---|---|---|---|---|---|---|---|
| | 2019-20 | | 87% | | 9% | | |
| | 2018-19 | | 86% | | 10% | | |
| | 2017-18 | | 84% | | 11% | | |
The percentages reported in the next two questions are for a subset of students – only those students who experienced being bullied at school (n=700 or 13% in 2019-20).
| Since September, what form(s) of bullying have | | 2019- | | 2018- | | 2017- |
|---|---|---|---|---|---|---|
| you experienced? You may choose more than one. | | 2020 | | 2019 | | 2018 |
| Verbal (e.g., name calling, constant unwanted | 85% | | 86% | | 83% | |
| teasing/joking) | | | | | | |
| Physical | | 25% | | 23% | | 26% |
| Social (e.g., being excluded, gossip) | | 54% | | 50% | | 50% |
| Cyber (e.g., social media) | | 34% | | 29% | | 30% |
| Sexual (e.g., inappropriate touching or comments) | | 17% | | 17% | | 15% |
| Since September, have you told another person about being bullied?* | Year | Yes |
|---|---|---|
| | 2019-20 | 53% |
| | 2018-19 | 49% |
| | 2017-18 | 20% |
*Note: in 2017-18, the question was: "Since September, did you report any form of bullying you experienced?"
| 2019-20 | 31% |
|---|---|
| 2018-19 | 33% |
| 2017-18 | 34% |
The percentages reported in the next two questions are for a subset of students – only those students who witnessed bullying at school (n=1714 or 31% in 2019-2020).
| Since September, what form(s) of bullying have you | | 2019- | | 2018- | 2017- |
|---|---|---|---|---|---|
| witnessed? You may choose more than one. | | 2020 | | 2019 | 2018 |
| Verbal (e.g., name calling, constant unwanted | 88% | | 88% | | |
| teasing/joking) | | | | | |
| Physical | | 42% | | 40% | 43% |
| Social (e.g., being excluded, gossip) | | 58% | | 57% | 58% |
| Cyber (e.g., social media) | | 41% | | 37% | 39% |
| Sexual (e.g., inappropriate touching or comments) | | 18% | | 18% | 18% |
| Since September, did | Year | Yes |
|---|---|---|
| you tell anyone | 2019-20 | 43% |
| about the bullying | 2018-19 | 19% |
| you witnessed?* | 2017-18 | 16% |
*Note: in 2017-18 and 2018-19, the question was: "Since September, did you report any form of bullying you witnessed?"
| How much of a problem do you think bullying is in your school? | Year | | A Large | | A Medium | | A Small problem |
|---|---|---|---|---|---|---|---|
| | | | Problem | | Problem | | or Not a Problem |
| | 2019-20 | 9% | | 16% | | 74% | |
| | 2018-19 | 9% | | 18% | | 72% | |
| | 2017-18 | 10% | | 16% | | 68% | |
Safe Schools Department & Educational Research Appendix B2
2019-2020 Safe School Survey Secondary Gender Breakdown
| | | Female | | Male |
|---|---|---|---|---|
| Number of respondents | 2,860 | | 2,586 | |
A. SCHOOL SAFETY
| | Feel Very Safe or Safe | | Female | Male |
|---|---|---|---|---|
| in school | | 93% | | |
| in the classroom | | 97% | | |
| in the cafeteria/lunch time | | 90% | | |
| in the hallways | | 90% | | |
| in the washrooms | | 87% | | |
| at sports/after school events | | 95% | | |
| on the stairs/in stairwells | | 91% | | |
| travelling to and from school | | 84% | | |
| at dismissal time | | 91% | | |
| in the parking lot | | 81% | | |
B. BULLYING
| Since September, how often have you been bullied? | | | Never | | 1-3 times | | 4-6 times |
|---|---|---|---|---|---|---|---|
| | Female | 87% | | 10% | | 1% | |
| | Male | 87% | | 8% | | 2% | |
The percentages reported in the next two questions are for a subset of students – only those students who experienced being bullied at school (female n = 374 or 13%; male n = 326 or 13% in 2019-2020).
| Since September, what form(s) of bullying have you | Female | | Male | |
|---|---|---|---|---|
| experienced? Choose all that apply. | | | | |
| Verbal (e.g., name calling, constant unwanted teasing/joking) | | 85% | | 85% |
| Physical | | 17% | | 34% |
| Social (e.g., being excluded, gossip) | | 63% | | 44% |
| Cyber (e.g., social media) | | 35% | | 32% |
| Sexual (e.g., inappropriate touching or comments) | | 14% | | 21% |
| | Yes |
|---|---|
| Female | 58% |
| Male | 47% |
*Note: in 2017-18, the question was: "Since September, did you report any form of bullying you experienced?"
| | | Yes |
|---|---|---|
| Female | 31% | |
The percentages reported in the next two questions are for a subset of students – only those students who witnessed bullying at school (female n = 898 or 31%; male n = 809 or 31% in 2019-2020).
| Since September, what form(s) of bullying have you witnessed? You may choose more than one. | | Female | | Male | |
|---|---|---|---|---|---|
| Verbal (e.g., name calling, constant unwanted teasing/joking) | | | 90% | | 86% |
| Physical | | | 36% | | 48% |
| | Social (e.g., being excluded, gossip) | | 68% | | 48% |
| | Cyber (e.g., social media) | | 47% | | 35% |
| | Sexual (e.g., inappropriate touching or comments) | | 17% | | 19% |
| Since September, did you tell anyone about the bullying you witnessed?* | | |
|---|---|---|
| | Female | 45% |
| | Male | 41% |
*Note: in 2017-18 and 2018-19, the question was: "Since September, did you report any form of bullying you witnessed?"
| | | A Medium |
|---|---|---|
| | A Large problem | |
| | | problem |
| Female | 9% | 18% |
Safe Schools and Educational Research Departments Appendix B3
Student Voice: Learning During the COVID-19 Pandemic Survey
Elementary
Number of Respondents: 7,531
A. SAFETY
B. BULLYING
| How much of a problem has bullying been during distance learning? | A Large or a | | |
|---|---|---|---|
| | | A Small problem | Not a problem |
| | medium problem | | |
| | 4% | 7% | 89% |
Have you been bullied while participating in distance learning activities?
Yes
2%
The percentage reported in the next question is for a subset of students – only those students who have been bullied (n = 180 or 2%).
| | Yes |
|---|---|
| Did you report the bullying? | |
| | 35% |
Secondary
Number of respondents: 4,839
A. SAFETY
| | Feel Very Safe or Safe |
|---|---|
| Online while working on distance learning activities | |
B. BULLYING
| How much of a problem has bullying been during distance learning? | | |
|---|---|---|
| | A Large or a | |
| | | A Small problem |
| | medium problem | |
| | 3% | 5% |
The percentage reported in the next question is for a subset of students – only those students who have been bullied (n = 96 or 2%).
| | Yes |
|---|---|
| Did you report the bullying? | |
| | 28% |
GENDER BREAKDOWN
ELEMENTARY
| | | Female | | Male |
|---|---|---|---|---|
| Number of respondents | 3,944 | | 3,333 | |
A. SAFETY
| | Feel Very Safe or Safe | | Female | | Male |
|---|---|---|---|---|---|
| Online while working on distance learning activities | | 98% | | 97% | |
B. BULLYING
How much of a problem has bullying been during distance learning?
| | A Large or a | |
|---|---|---|
| | | A Small problem |
| | medium problem | |
| Female | 4% | 9% |
| Male | 3% | 6% |
Note: Gender difference for the question "Did you report the bullying?" are not included due to low number of responses.
SECONDARY
| | | Female | | Male |
|---|---|---|---|---|
| Number of respondents | 2,782 | | 1,803 | |
A. SAFETY
| | Feel Very Safe or Safe | | Female | Male |
|---|---|---|---|---|
| Online while working on distance learning activities | | 97% | | |
B. BULLYING
How much of a problem has bullying been during distance learning?
| | A Large or a | | |
|---|---|---|---|
| | | A Small problem | Not a problem |
| | medium problem | | |
| Female | 4% | 6% | |
| Male | 2% | 4% | |
| | Have you been bullied while participating in distance | Female | Male |
|---|---|---|---|
| | learning activities? | | |
| Yes | | 2% | 2% |
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