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National Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Related Links:
Summary Statement Education Reform, Standards, and the Arts—Summary Statement to the National Standards
National Standards for Arts Education: Introduction
National Standards for Arts Education: A Brief History
National Standards for Arts Education (complete document)
Standards Reprint Permission Policy
The School Music Program: A New Vision (The K-12 National Standards, PreK Standards, and What They Mean to Music Educators)
The School Music Program (Spanish Translation)
Opportunity-to-Learn Standards for Music Instruction: Grades PreK-12
Opportunity-to-Learn Standards for Music
Technology
Performance Standards for Music: Strategies and Benchmarks for Assessing Progress Toward the National Standards, Grades PreK-12
Publications on the the National Standards and Their Implementation
State Music Education Standards
October 2007 Report of the MENC Task Force on National Standards
MENC: The National Association for Music Education | www.menc.org | 1806 Robert Fulton Drive | Reston, VA 20191 © 2010 MENC | All Rights Reserved | Privacy Policy | Legal Notice | Contact Us | <urn:uuid:12b1a2f8-01a0-48c7-bcef-ba9dc9b1c55b> | CC-MAIN-2022-21 | https://s66fd5096a1c9453a.jimcontent.com/download/version/1574697049/module/6461879152/name/National%20Standards.pdf | 2022-05-23T16:42:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00174.warc.gz | 571,744,960 | 425 | eng_Latn | eng_Latn | 0.718701 | eng_Latn | 0.877174 | [
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Families eat better together!
Family meals are a time for strengthening family ties and keeping track of your children's lives. They also can lead to better health for the entire family!
Supported by the following Alaska WIC Grantees:
ASYMCA Military Alaska Family Services—Kenai Peninsula Alaska Family Services—Matanuska Valley Aleutian / Probilof Islands Association Bristol Bay Area Health Corporation Cook Inlet Tribal Council Kodiak Area Native Association Maniilaq Association Metlakatla Indian Community Municipality of Anchorage Native Village of Eyak North Slope Borough Norton Sound Regional Health Corporation Providence Hospital Resource Center for Parents and Children SouthEast Regional Health Consortium Tanana Chiefs Conference Yukon Kuskokwim Health Corporation
Women, Infants & Children
Support for Alaska families in making nutrition decisions for lifelong health and well-being.
For more information:
www.fns.usda.gov/wic/Breastfeeding/breastfeedingmainpage.htm www.eatsmart.org www.casafamilyday.org
Alaska Department of Health and Social Services Division of Public Assistance • Family Nutrition Services
P.O. Box 110612 Juneau, AK 99811 Phone: (907) 465-3100 Fax: (907) 465-3416
www.familynutrition.alaska.gov
E-mail: firstname.lastname@example.org
USDA is an equal opportunity provider
Family Meals & Breastfeeding …
so good for me!
Family meals are fun!
Breastfeeding is the best first family meal.
* Feed your baby only breastmilk the first 6 months.
* Breastfeed as long as you and baby want.
Start little ones at the table early.
* Children as young as 6 months can sit in a highchair during meal time.
* Young children and infants over six months can eat small bites of soft foods from the family table.
Cook meals quickly and eat slowly.
* Parents decide what foods to serve and children decide how much to eat.
* Older children can help prepare meals.
* Children are more likely to eat if they help cook.
Have family meals with your children.
* Children of all ages eat better when adults eat with them.
* Mom & Dad and other adults are role models for healthy eating.
Talk to each other at the table.
* Share the best part of the day, what is going on or family stories.
* Save serious talk for another time.
* Turn off the TV during meals.
Enjoying Family Meals
Family meals are important and teach your child healthy eating. Lifelong memories are made around the family table. When you try new foods, your child may be more adventurous with food. Be a good role model!
Goal: ______________________________________________________________________________________________________ _____________________________________________________________________________________________________________ ______________________________________________________________________________________________________________
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Discovery
The urge to invent, to know the unknown, seems so deeply human that we cannot
imagine our history without it. That passionate urge conquers the fear of the foreign, the fear of the gods, even the fear of personal danger and death. What remains is the pure exhilaration of discovery. Alan Lightman, novelist, essayist, physicist, and educator, explored some of the greatest scientific discoveries of the 20th century to find out whether any common patterns of discovery exist. With the help of fellow scientists who submitted nominations for the greatest discoveries in their fields, Lightman chose two dozen breakthroughs from physics, chemistry, and biology to use as case studies. Working with the original papers in which the discoveries were first announced, he found a great variety of scientific minds and discoveries, and identified a number of categories to describe them. Based on what he learned about how scientists arrive at their discoveries, Lightman offers several suggestions for how to best stimulate creativity and a spirit of discovery in students.
Although there is clearly a wide range of processes in scientific discovery, some common patterns emerge. Most discoveries involve a synthesis, bringing together different strands of information and ideas and connecting them.
A prepared mind is the critical first step of discovery. There are no examples of major scientific discoveries in the 20th century made by untrained amateurs.
In addition to mastering the facts, learning how to think like a physicist or biologist, for example, is essential. This way of thinking can be cultivated by giving students the opportunity to brush shoulders with the leading practitioners in their fields.
There is no single scientific personality type—despite the general public's stereotypical notion of scientists.
A Taxonomy of Scientific Discovery
No one knows exactly what happens in the creative process or what chain of mental and external events leads to recognition and discovery. Indeed, there is a broad range of processes in scientific discovery, and any scheme to classify them is subjective; further, many discoveries are messy affairs and spill over into several categories. That said, I propose a tentative taxonomy, with the hope of stimulating further discussion. It includes eight classes of discovery—a relatively large number from a sample of only two dozen case studies. The real test of this taxonomy will be to see what proportion of other discoveries fit or do not fit into it.
The Accident, in which the scientists discover something they were not looking for. This category breaks down into (a) discoveries whose significance the scientists did not understand at the time and (b) discoveries
whose significance was immediately appreciated.
A good example of (a) is the discovery of cosmic background radiation by Arno Penzias and Robert Wilson in 1965. Those scientists, both excellent experimentalists, had no other explanation for the residual hiss in their radio antenna, corresponding to a background cosmic temperature of about 3 kelvin. An example of (b) is Alexander Fleming's discovery of penicillin in 1928. Although Fleming was completely surprised to discover a white mold growing
on his culture of staphylococci that dissolved the staphylococci nearest it, he instantly recognized that he had stumbled upon an antibacterial agent.
Principles First, in which the scientist begins with a philosophical principle and explores its consequences, sometimes initially unaware of the precise problem to be solved. The application of the foundational principle can, in fact, define both the problem and its solution. The premier example of this rarified category was Einstein's work on special relativity, in which the physicist began with the "symmetry" principle that all frames of reference moving at a constant velocity relative to each other are equivalent. In the process of working out the consequences of this starting principle, Einstein discovered that our notion of time had to be reconceived.
Principles Last, in which the scientist engages in concentrated work to explain a particular experimental result and ultimately recognizes that a new fundamental theoretical idea is required. Max Planck's discovery of the quantum in 1900 illustrates this category. The German physicist was trying to use the methods of thermodynamics and statistical physics to justify his own ad hoc formu- la for black-body radiation (itself a discovery). To do so, he had to assume that the energies of his "vibrating resonators" were not continuous and infinitely divisible but came in whole lumps—the quanta.
The Timely Clue, in which the scientist is confronted with an important clue while struggling with a recognized problem. An example of this category is Barbara McClintock's discovery in 1948 that genes can move around on chromosomes. While pondering how pigment-controlling genes in corn plants were turning on and off during the growth of a single plant, McClintock noticed one day that mutations on corn leaves came in pairs. McClintock later recalled that "the twin sector phenomenon was so striking that I dropped everything…I felt sure that I would be able to find out what it was that one cell gained and the other cell lost."
These patterns of discovery are probably universal to the creative process in general and occur in the arts as well as in the sciences. Writers, for example, have given similar accounts of their creative processes in dozen of interviews in The Paris Review over the last two or three decades.
Scientists need a good understanding and vision to recognize the importance of the clue. A clue that comes before its time is of no use. For example, the remarkable fit of the opposite coasts of South America and Africa, like adjacent pieces of a jigsaw puzzle, was known for centuries but never recognized as a clue to the ancient geography of the Earth until Alfred Wegener proposed his theory of continental drift in 1912, along with the radical idea that land masses could move horizontally across the face of the Earth.
Analogy, in which the scientist applies a concept or pattern from a previous problem. An example of this kind of process was Hans Krebs's 1937 discovery of the citric acid cycle, also known as the Krebs cycle. Krebs and other biochemists were trying to discover what chain of chemical reactions was responsible for respiration—that is, the combination of oxygen with carbohydrates and fats to release energy in living organisms. Other scientists had found pieces of the chain. Several years earlier, Krebs had made the first discovery of a cyclic process in biochemistry, the ornithine cycle, in which ornithine is changed to citrulline, which is changed to arginine, and then back to
ornithine, ready to begin the cycle again. Along the cyclical path, the toxic molecule ammonia is converted into urea and removed from the body. The citric acid cycle converts citric acid into a sequence of other substances, eventually returning to citric acid, while hydrogen atoms are pulled off the intermediate molecules to combine with oxygen to form water and release energy.
Krebs had cycles on his mind. The scientist searched for the missing chemical reactions and substances that would regenerate citric acid, thus allowing the sequence of steps to occur in a continuous loop. As he wrote in his memoir, "In visualizing the cycle mechanism it was of major relevance that five years earlier I had been concerned with the first metabolic cycle to be discovered, the ornithine cycle of urea synthesis."
The Mathematical Imperative, in which a theoretical scientist, in exploring the mathematical world, is led to a discovery about the physical world. A prominent example of this type of discovery was Paul Dirac's discovery in 1928 of the equation describing the electron. The requirement that such an equation embrace both relativity and quantum mechanics in turn necessitated a particular mathematical structure. In following the narrow path of this mathematical landscape and its internal logical consistency, Dirac was directed to his discovery.
New Tools, in which the availability of new instruments or new theories opens up opportunities for discovery. On the experimental side, this category might be further divided into (a) an inspired idea of how to use a new technology and (b) privileged access to new technology.
An example of (a) is Max von Laue's realization in 1912 that the regular spacing of atoms in a solid crystal would serve as a three-dimensional diffraction grating whose structure could be probed with a collimated beam of X-rays, just as a one-dimensional diffraction grating spreads a monochromatic beam of visible light. X-rays were new at the time. Furthermore, they were known to have wavelengths comparable to the spacing between atoms in solids, which was just what was needed for the job.
An example of (b) was Edwin Hubble's discovery in 1929 that the distances to galaxies are approximately proportional to their recessional velocities, a fact later used to support the notion that the universe is expanding. Other scientists were also attempting to measure the distances to a group of exceptionally fast-receding galaxies discovered by Veston Melvin Slipher. Hubble's advantage lay in his exclusive access to the relatively new 100-inch Hooker telescope on Mount Wilson in California, at that time the largest telescope in the world.
The Long Haul, in which steady, incremental work on a recognized problem over a long period of time leads to discovery. An example is Max Perutz's discovery of the three-dimensional structure of hemoglobin, one of the first protein structures to be worked out. Perutz and his team worked on the problem for 22 years, from 1938 to 1960, painstakingly producing and analyzing hundreds of X-ray diffraction photographs and refining their experimental technique along the way.
Patterns of Discovery
Although there is clearly a wide range of processes in scientific discovery, some common patterns emerge. Most discoveries involve a synthesis, bringing together different strands of information or ideas and connecting them. Another pattern that occurs in many, but not all, scientific discoveries is this sequence of events: (1) research and hard work, leading to a "prepared mind," followed by (2) being stuck on a problem, and (3) experiencing a shift in thinking or perception that leads to the breakthrough.
A prepared mind is the critical first step. I know of no examples of major scientific discoveries in the 20th century made by untrained amateurs. Even when the discovery is accidental, it requires a prepared mind, as in Fleming's discovery of penicillin in 1928. Fleming had been working on antibacterial agents for 20 years, beginning with his medical school thesis in 1908. Another step, being stuck on the problem, played a role in roughly half of the major discoveries I investigated.
Interestingly, these patterns of discovery are probably universal to the creative process in general and occur in the arts as well as in the sciences. Writers, for example, have given similar accounts of their creative processes in dozens of interviews in The Paris Review over the last two or three decades.
There is no single scientific personality type— despite the general public's stereotypical notion of scientists. Great scientists can be bold and self-confident revolutionaries, like Einstein, or they can be modest and diffident, like Krebs and Fleming. What all of these scientists—men and women alike—share is a passion to know, a sheer pleasure in solving puzzles, and an independence of mind.
Stimulating Creativity and Discovery
How can this taxonomy of discovery inform teaching and learning on our campuses today? First, it is clear that a strong grounding in the tools and fundamentals of the discipline is critical—that is, students' minds must be
prepared to enable them to make important contributions to their field. In addition to mastering the facts, learning how to think like a physicist or biologist, for example, is essential. Max von Laue, whose interest was in optics and the wavelike behavior of light, recalled about his path-breaking work, "I had finally been able to cultivate what one could almost term a special feeling or intuition for wave processes." Many of the world's greatest scientists, from Einstein to Richard Feynman, have attempted to describe this "special feeling." In part, it is the ability to comprehend a thing from several points of view, and to visualize a phenomenon, even one that is
Students—including undergraduates—should be given opportunities for independent research projects to encourage their own thinking and learning, and be given open-ended assignments that have no clear path to a final answer to stimulate their creativity.
not visible to the eye. This way of thinking about a subject can be cultivated by giving students the opportunity to brush shoulders with the leading practitioners in their fields, perhaps through research projects, lectures, or small classroom discussions.
Further, students—including undergraduates— should be given opportunities for independent research projects to encourage their own thinking and learning, and be given open-ended assignments that have no clear path to a final answer to stimulate their creativity. Finally, students who get stuck on problems should be supported and encouraged to continue to work on them so that they don't give up. As history shows, being stuck on a problem is an important and normal part of the creative process.
Conclusion
Measuring in powers of 10, we human beings are almost exactly midway between the largest material objects in the universe, the galaxies, and the smallest that we have explored in our particle accelerators, the electrons and quarks. We stand in the middle. From our thin sliver of
existence we want to know everything—the intricacies and the sweeping principles, the secrets of life, and the nature of time and space. We are driven to know. We discover, we invent, we create, we question. We can further these endeavors by encouraging our students to embark upon journeys of discovery that ultimately will deepen human knowledge and add to the beauty and mystery of our existence.
Note: Much of this summary was originally published in Alan Lightman, "Scientific Moments of Truth," New Scientist, 19 November 2005.
ALAN LIGHTMAN is a novelist, essayist, physicist and educator. His book, Einstein's Dreams (1994), was an international bestseller and has been translated into 30 languages. His most recent book is The Discoveries: Great Breakthroughs in 20th Century Science (2005). | <urn:uuid:b569aa73-c059-4658-a162-c8d4aa329cff> | CC-MAIN-2022-21 | http://forum.mit.edu/wp-content/uploads/2017/05/ff0706s.pdf | 2022-05-23T16:51:23+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00177.warc.gz | 18,905,574 | 2,866 | eng_Latn | eng_Latn | 0.998809 | eng_Latn | 0.998927 | [
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Name:
STORY TIME!
Write a story, real or made up, about when you were an unborn baby in your mother's womb. Make it least half a page long. Feel free to include pictures. You may prefer to draw a series of cartoon pictures to tell your story rather than writing a story.
When I was an unborn baby ...
Watch the FREE videos with your child! www.philoandsophie.org
Family Connection: Today your child learned that every human being was created with special dignity and value, and that trying to be something you are not is a form of contradiction. We learned that an unborn child cannot be a baby if you want it to be, but not if you don't want it to be. That's a contradiction. We saw evidence that an unborn baby is a human being even at the earliest stages, and learned to respect and cherish pregnant mothers and their unborn children. | <urn:uuid:ce4f1f2b-6598-4bb5-9c72-c4d0ef17aeac> | CC-MAIN-2022-21 | https://philoandsophie.org/wp-content/uploads/2021/08/PhiloandSophie_U3_L2_Activity.pdf | 2022-05-23T17:52:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00177.warc.gz | 526,448,967 | 182 | eng_Latn | eng_Latn | 0.998201 | eng_Latn | 0.998201 | [
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Keeping Children Safe From Harm
Everybody has a responsibility to keep children under 18 years of age safe from harm and abuse. Harm and/or abuse is identified in four ways.
Neglect—means that a child is not being properly taken care of by their parents. This could be about poor hygiene or poor diet, being left alone at home, not being taken to appointments or not being sent to school.
Physical Abuse—is where someone deliberately hurts, hits or injures a child.
Emotional Abuse—is where someone shouts at, uses threats or makes fun of a child to make the child feel frightened, worthless or unloved. A child seeing violence between parents or other people in their home can also be very harmful.
Sexual Abuse— is where someone influences, involves or forces a child to look at or take part in sexual activities. This could include encouraging unwanted touching, involving a child in watching pornography or forcing a child or young person under the age of consent to have sex.
Schools
A child should be able to go to school and feel safe and protected from harm or abuse. Schoolwork will help a child learn about keeping themselves safe. Lessons in school can cover drug and alcohol awareness, healthy eating, road safety, relationships, sex education and bullying.
A child will be told what to do if they are worried or concerned about harm or abuse.
Everyone employed in a school will be vetted (checked by the police) and staff and volunteers will be trained in how to identify abuse including what must be done if they or someone else is worried about a child. The teachers who have responsibility for dealing with child protection in a school are known as Designated Teachers for Child Protection.
A school will give you their child protection policy. It will explain the actions that you or the school must take if either of you are worried or concerned about a child. This will include how concerns are recorded and how they might be reported to social services or the police.
School staff will listen to and work closely with parents to make sure their child feels safe and protected in the school environment.
Parents
As a parent you are the most important person in keeping your child safe. As a parent you should:
Talk to the school if you need help or support.
Feel confident about raising any concerns you have in relation to your child.
Read your School's Pastoral Care, Anti Bullying, Positive Behaviour, Internet and Child Protection Policies.
Inform the school if your child has any medical conditions or educational needs.
Make the school aware of any Court Orders relating to your protection or your child's protection.
Inform the school if there is any change in your child's circumstances for example change of address, change of name, change of parental responsibility.
Parents of primary school children should tell the teacher if there are any changes to arrangements about who brings their child to and collects their child from school.
Parents should contact the school if their
We aim to work closely with parents/guardians in supporting all aspects of their child's development and wellbeing. Any concerns a parent may have will be taken seriously and dealt with in a professional manner.
If you have a concern about your child's well-being you can talk to the Class Teacher, the Designated or Deputy Designated Teacher for child protection/Principal.
If you are still concerned you may talk to the Chair of the Board of Governors.
At any time a parent may talk to a social worker in the local Gateway team or to the PSNI Public Protection Unit.
If you have any concerns about your child's well-being you should use the following procedure to raise a child protection concern:
- I have a concern about my child's wellbeing—I can talk to my child's teacher
- If I am still concerned—I can talk to the Designated Teacher for Child Protection (Mrs L Hegarty)
This leaflet can only provide a summary of our Child Protection arrangements in school. The full policy is available on request from the school office or it can be accessed on the school's website (contact details below). This policy will be reviewed annually and issued to parents/carers at least every two years. Should you have any questions to ask or comments to make in relation to the content of this leaflet or full policy, please do not hesitate to contact the Designated Teacher for Child Protection (Mrs Hegarty)
The following list shows other related Pastoral Care policies, which are also available from the school or are available on the school website:
- Positive Behaviour Policy
- Anti-Bullying Policy
- Educational Visits
- Use of Mobile Phones/Electronic devise Acceptable use of the internet
- Attendance and Truancy Policy
- Collection Policy
- Drugs Policy
- First Aid Policy
- Intimate Care Policy
- Medication Policy
-
Relationships and Sexuality (RSE) Policy
Other useful contact numbers including school address , telephone number and website details:
Drumahoe Primary School
PASTORAL CARE CHILD PROTECTION
Information for Parents
Child Protection Ethos …
"Our school is about developing the potential of everyone to the full, within a caring and stimulating environment."
This Leaflet will tell you:
The four ways in which harm and/or Child Protection in Education abuse is defined.
What your child's school must do to protect and keep your child safe from harm and/or abuse.
What you must do as a Parent to protect your child so that they get the best out of their school experience.
Who you can contact for further information about child protection in Drumahoe Primary School | <urn:uuid:7fa53f3c-69f2-4bb6-9ca8-c5fffe4b15d8> | CC-MAIN-2022-21 | https://drumahoeps.org/wp-content/uploads/2022/02/Child-protection-parent-leaflet-website.pdf | 2022-05-23T17:16:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00175.warc.gz | 273,270,289 | 1,132 | eng_Latn | eng_Latn | 0.998259 | eng_Latn | 0.99868 | [
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Kelly Feehan
Extension Educator – Community Environment 2715 13 th Street, Columbus, NE 68601
402-563-4901
environment.unl.edu water.unl.edu/stormwater
platte.unl.edu
Twitter: @KellyFeehan2
Ordering Potatoes and Disease Prevention By: Kelly Feehan, Extension Educator Release: Week of February 15, 2021
If you try to order seed potatoes and find the company cannot ship potatoes to Nebraska; try another company or plan to purchase locally. The reason the company cannot ship to Nebraska is likely based on where their seed potatoes originate from.
There is a quarantine on seed potatoes from certain states due to the Columbia root knot nematode. Either the company obtains it's seed potatoes from one of those states, or they may have decided it is more feasible to not ship potatoes to certain states rather than sort out what can and cannot be shipped where.
On-line ordering is often the route taken when a specific variety of potato or other vegetable is needed and cannot be purchased locally. If this is the situation, check with other seed companies to see if they will ship to Nebraska.
As always, use certified disease free seed potatoes rather than using potatoes saved from your own garden or someone else's garden. This helps reduce disease issues. And potatoes from a grocery store produce section should not be used. Many have been treated to reduce sprouting.
Some diseases, once introduced into the garden, can remain in the soil for a number of years to cause infections each year. Preventing their introduction is a key step to managing disease.
As you plan the vegetable garden on paper, keep in mind crop rotation. This is another way to reduce disease issues in the garden.
For crop rotation to be most effective, rotation needs to be between vegetable families and ideally, a three year rotation works best. This is not easy to achieve in smaller home gardens, but annual rotation is better than nothing.
Vegetables from the same family are susceptible to the same diseases. Crops in the cucurbit family, such as cucumbers, melons, and squash, are related and should not be planted in the same location or follow one another in the same location each year.
Other vegetable families include the nightshade family of tomatoes, potatoes and eggplant. The cruciferous family includes broccoli, cauliflower, cabbage and kohlrabi. And some root crops like carrots and parsnips are related.
If you have an ongoing disease problem with one or two vegetables that you haven't been able to manage, it might be wise to avoid growing that crop for a few years and try something new.
Another way to manage garden diseases is selecting disease resistant varieties or cultivars. These will be labeled as such in garden catalogs, on seed packages, or on transplant tags. Finding and planting resistant varieties is worth the effort.
Other ways to manage garden diseases, to make plans for now, include staking or caging taller plants like tomatoes. Keeping the foliage out of contact with the soil and increasing air circulation around plants decreases the risk of infection.
When planting, allow enough spacing to allow for good air circulation and control weeds to also improve air movement. It is also important to thin crops to the recommended spacing after they emerge.
If overhead irrigation is used, consider changing to a drip irrigation system if feasible. If not, irrigate in the morning and not in the evenings. Foliage dries off quicker and pathogens have less chance to cause infection.
PSAs - February 15, 2021 - Kelly Feehan
Rabbit damage to trees is becoming noticeable. Damage often shows up in mid-winter when other food sources are not available or covered by snow. Once rabbit damage occurs, a question asked is will the tree survive. The general rule-ofthumb is if more than 2/3s of the bark has been removed from around the lower stem or trunk, the tree is likely to die, since food produced by leaves during summer will not be able to reach the roots, and water taken up by roots will not reach the leaves due to girdling damage. If damage is less than 1/3 the way around the trunk, most likely a healthy tree will survive. The tree should seal the wound and wound wood should eventually close the wound. If rabbit damage is occurring, it's not too late to protect the trunk from further damage with a ring of hardware cloth used as a physical barrier. Rabbit repellants can also be applied but need to be reapplied as recommended to be effective.
Recently, a person shared with me that it was too bad ash trees were being cut down and removed when they were still healthy. I shared this was a proactive course of action towns, cities and homeowners were taking to avoid larger issues down the road. Since the majority of untreated ash trees will eventually be killed by emerald ash borer, it is recommended, especially for public entities, to gradually remove them rather than wait until they are killed by the borer. This makes sense economically and safety wise. Standing dead ash trees are a safety hazard and waiting until streets are lined with dead trees before starting removals would overwhelm city resources and become a public hazard. It is therefore a wise practice to begin removal of ash trees even if the borer has not yet been found in or near the community. This also provides the opportunity to begin replacement of shade trees that much sooner.
If you try to order seed potatoes and find out the company cannot ship potatoes to Nebraska; try another company or plan to purchase locally. The reason the company cannot ship to Nebraska is likely based on where their seed potatoes originate from. There is a quarantine on seed potatoes from certain states due to the Columbia root knot nematode. So either the company obtains it's seed potatoes from one of those states, or they've decided it is more economically feasible to simply not to ship any potatoes to certain states rather than sort out what can and cannot be shipped where. On-line ordering is often the route taken when a specific variety of potato is needed and cannot be purchased locally. If this is the case, check with other seed companies to see if they will ship to Nebraska. As always, use certified disease free seed potatoes rather than potatoes saved from your own garden or someone else's, to avoid disease issues.
If heavy snow or ice has broken branches in a deciduous or evergreen shrub, it is fine to remove broken branches at any time rather than waiting until the ideal time to prune. Once the best time to prune arrives, additional pruning may be needed to correct issues or do some shaping for appearance. When is the ideal time? For trees and shrubs, this is very late winter or early spring. The closer to the plant starting growth but while it is still dormant is the ideal time to prune. If a shrub is a spring blooming shrub, then wait until after blooming to avoid removing flowers. If a spring blooming shrub has major damage and the shrub needs to be pruned near the ground, then do this while the plant is still dormant and skip blooming for this year. On evergreens, know that if a branch has to be pruned back to where there is no green growth on the branch, that branch will not recover and it will be best to remove the entire branch.
Insect borers damage trees by tunneling and feeding just beneath the bark of the trunk and large branches. This tunneling decreases movement of water and food within the tree, causing branch dieback or tree death. Most insect borers are attracted only to trees that are stressed, such as by drought conditions we had this past summer. Once inside a tree, borers are difficult to control and the issue may not be noticed until after too much damage occurs for the tree to recover. The best prevention against insect borers is to reduce tree stress and plant trees less susceptible to borers in locations they are adapted. As planning takes place for tree planting this spring, know some common trees and shrubs most susceptible to borers are white birch, green ash, peach, and poplar. Avoid planting these trees. Select hardier shade trees such as oaks, black maple, Kentucky coffeetree, hybrid elms, black cherry and Hickory. | <urn:uuid:f3c06173-b704-40aa-b85f-ffe05f7c66e6> | CC-MAIN-2022-21 | https://extension.unl.edu/statewide/antelope/Kelly%20Feehan%2002-15-21.pdf | 2022-05-23T18:19:15+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00182.warc.gz | 312,707,880 | 1,683 | eng_Latn | eng_Latn | 0.999015 | eng_Latn | 0.999092 | [
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Annbank Primary School Welcome back to Term 2 in Primary 1
Here's what we will be learning in class this term!
Literacy
Phonics: This term we will continue to learn new sounds and begin to blend them together to make words. We will begin group reading this term using Phonics Bug books. Each week we will continue to practice reading some common words. We will be sending common words home for you to practise reading with your child.
Writing: We will continue to focus on letter formation and correct size of letters. We will be developing our fine motor skills through a range of activities, to support our writing. Children will be encouraged to recognise their name and write this independently beginning with a capital letter.
Listening and Talking: We will be focusing on listening and following instructions this term. We will take part in group discussions, remembering to listen and take turns. While listening to stories, we will answer questions and make predictions.
Health and Wellbeing
IDL – COP 26/Day and Night/Christmas: During our topics this term, we will cover a wide range of the curriculum including science, social studies, technology and religious/moral education, as well as integrating literacy and numeracy skills. We will explore these topics through play-based learning and investigations.
HWB: This term we will continue to work on personal development and citizenship within Health and Wellbeing lessons, focussing on rules and making moral and thoughtful choices. We will continue to use circle time opportunities to express our thoughts and feelings.
P.E.: Every Monday and Friday we will participate in P.E. This term we will be developing ball control and team games. P.E. kits can be worn to school on this day if you wish. Please ensure no jewellery is worn on these days. We will continue to take part in the Daily Mile as often as possible and participate in outdoor learning activities.
Numeracy
Number Talks: We will continue to explore Number Talks this term, encouraging the children's ability to talk about numbers.
Measure: We will be working on measuring length. We will be using nonstandardised units such as hands and pencils to measure objects in our classroom.
Number: We will work on addition within 10 using concrete objects and number lines.
Shape: We will investigate 3D objects, describing their properties and sorting them accordingly.
Time: We will learn about o'clock times and look at times of the day. At home, discuss daily routines with your child e.g. wake up, eat breakfast, brush teeth, get changed etc. We will also continue with our morning calendar talking about days, months and seasons.
Other Information
Please ensure your child comes to school suitably dressed for the unpredictable Scottish weather. We aim to make use of outdoor learning spaces whenever possible.
Please write names on all clothing including footwear. If possible, please dress your child in shoes without laces, unless they can tie them independently.
This term we are delighted for Primary 1 to take part in Gymnastics lessons with Ayr Gymnastics coaches. We will walk along to Mossblown Activity Centre every Wednesday afternoon. On this day, children can come to school wearing sports clothes, no tights are allowed. At home, practise putting socks and shoes on as children are required to do this independently.
Adventure Centre for Education are coming back to Annbank Primary School for Term 2! Primary 1 will participate in another outdoor woodland adventure. We are really looking forward to this! | <urn:uuid:226bfbaf-5cb2-4e70-9bec-e2ee689f18c2> | CC-MAIN-2022-21 | http://annbank.sayr.sch.uk/uploads/9/5/0/6/95062088/p1_newsletter_t2.pdf | 2022-05-23T17:23:22+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00182.warc.gz | 4,629,557 | 701 | eng_Latn | eng_Latn | 0.998689 | eng_Latn | 0.998689 | [
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Westcourt Learning and Behavioural Norms
In Year 9, we strive to develop POSITIVE RELATIONSHIPS with our teachers and classmates. We believe in having HIGH EXPECTATIONS and a CONSISTENT APPROACH to learning in all subjects. We adopt a GROWTH MINDSET and AGENCY when it comes to our learning. We foster COLLABORATION and SELF-REFLECTION through STUDENT CENTRED LEARNING.
Respect
* We show enormous respect for self, others and our environment.
* We demonstrate manners and the utmost consideration for staff and our community.
* We enter the corridors and classrooms in a quiet and calm manner, stand behind our seats and wait for the greeting.
* We engage in all activities of the lesson.
* We stand up against the wrong behavior in the right way
* We thank the teachers at the end of each lesson and all administration and support staff.
Responsibility
* We turn up every morning and after breaks to our classes on time.
* We turn up with appropriate equipment and in correct uniform.
* We do not wear airpods or use phones at anytime.
* Our laptops are charged and stay in our case until we are asked to use them.
* We own our actions as honest and integral young men
* If we fall behind in work, deadlines or need support we attend session 7
Kindness
* St Joseph's students are 'Strong in Mind and Gentle in Heart'.
* We look out for each other and place differences aside.
* We are caring to others, greet each other and offer help.
* We are not bystanders and we call out inappropriate behaviours.
* We aim to make a positive ripple effect and new connections at Westcourt
Resilience
* Our attitude is to give things a go, especially any challenges and camp
* We accept that learning can be diffi cult and compensate with greater effort or repetition
* We live a growth mindset, and identity when it is fi xed
* We ask for help and communicate learning needs to staff
Positivity
* We embrace challenges and the new chapter of Westcourt
* We use class time for learning and we use New Street for socialising.
* We focus on achievement in varying forms and learn from failure.
* We celebrate the strengths of our peers rather than their weaknesses.
* We refrain from distracting and boyish behaviours.
* We strive to be mature upstanding young men
Compassion innovation integrity | <urn:uuid:1eaf3e19-6882-4138-8686-4285a9e21838> | CC-MAIN-2022-21 | https://www.sjc.vic.edu.au/uploads/Learning/APPENDIX_6_Westcourtlearningandbehaviouralnorms2020.pdf | 2022-05-23T17:04:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00179.warc.gz | 1,130,115,135 | 503 | eng_Latn | eng_Latn | 0.995142 | eng_Latn | 0.995142 | [
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Kelly Feehan
Extension Educator – Community Environment 2715 13 th Street, Columbus, NE 68601
402-563-4901
environment.unl.edu water.unl.edu/stormwater platte.unl.edu Twitter: @KellyFeehan2
Raised Bed Immunity Gardens By: Kelly Feehan Extension Educator Release: Week of January 25, 2021
The number of people growing vegetables increased last year. This year, the trend is to plant an immunity garden; which is still a vegetable garden.
If catchy trends encourage people to grow healthy vegetables, then I'm all for them. They can make gardening more fun and garden planning more mindful.
If you'd like to start a garden but have hard or compacted clay soil, making it difficult to grow much of anything, two options are improving soil over time with organic matter and reduced tillage, or using raised beds.
Raised beds are worked from the edge so there is no foot traffic compacting soil. The soil warms faster in spring so it can be worked and planted sooner; and it drains better than ground level gardens.
Raised beds range from soil mounded six to eight inches above ground level all the way up to three foot tall structures built to hold a planting medium. While raised beds are only three to four feet wide, they can be as long as you have space for.
To make a free-standing bed, or a shallow one supported by 2 inch x 6 inch untreated rot resistant lumber, select a site in full sun. Till or deeply spade the soil that will be beneath the raised bed to loosen it. Next, add six inches of finished compost or well-rotted manure to the existing area and lightly till again.
Ideally, manure is incorporated in fall rather than spring to reduce the risk of bacterial contamination. If used in spring, it must be very well rotted and decomposed. And as always, practice good hand washing when preparing fresh vegetables.
After incorporating organic matter, mound the soil into a flat-topped bed about six to eight inches high. Taper the sides to a 45 degree angle unless you plan to build a support around the bed. Wait at least one to two weeks before planting to allow the soil to settle.
Building structures for taller raised beds that act like containers can be expensive and time consuming. Some gardeners like their appearance and others use them if they have back issues or trouble bending or kneeling. Raised beds are often used by wheelchair gardeners.
Put some thought in to how tall you need these to be. Will you be gardening from a standing or seated position? From a seated position, raised beds are built to about 27 inches high. To garden while standing, they are about 30 to 36 inches tall. It depends on the height of the person gardening and their abilities.
Raised beds dry out more quickly and attention to watering will be needed. Because of increased watering frequency and improved drainage, attention to fertilization will also be important. Weeds are less of an issue in raised beds.
Another advantage to raised beds is they allow more to be planted in a smaller space. In place of having rows spaced 12 or more inches apart, the entire bed can be planted. While there is no need to follow the row spacing recommended, it is important to follow the spacing recommended between plants.
And if your goal is to plant an immunity garden, there needs to be more than Irish potatoes and onions. While these are nutritious, the more colorful the food on our plate, the more varied nutrition we receive.
When planning the garden, include a variety of colorful vegetables like tomatoes, green beans, radish, carrots, greens, bush squash and the list can go on.
PSAs January 25, 2021 - Kelly Feehan
During an open winter with little snow, like we're currently having, it's even more important to maintain a protective mulch over tender perennials, sensitive roses and strawberries. Check these plants to be sure winter winds have not blown away mulch; or that snowfall we have had did not compress the mulch to too thin of a layer. It is often during late winter that cold temperature or winter dessication injury is most likely to occur. On days when winter temperatures are above average, and plant crowns are exposed or thinly covered, they may begin to break dormancy and become more likely to be damaged by subsequent cold temperatures. The important things winter mulch does it keep dormant plants dormant and protect from drying. The later we go into winter with little snow cover, the more likely a plant will dry out and be injured. Check on tender landscape and fruiting plants and add protective mulch if needed.
It's that time of year when contracts for lawn and tree care work are being signed between homeowners and service providers. A question ash tree owners may be asked is if they want their ash tree treated for emerald ash borer this spring. To help with this decision, know the recommendation of the Nebraska Forest Service and Extension entomologists remains to wait to begin treatment until emerald ash borer has been found within 15 miles of a tree; if you chose to treat at all. Currently, emerald ash borer has not been found in or within 15 miles of Columbus or Norfolk. Know that ash trees can still be treated and saved even after they become infested, as long as damage is not to extensive. And there are some negative consequences to beginning treatment too soon. To help with the decision whether to treat or not treat ash trees for emerald ash borer, and when; contact your local Extension office.
Selecting different plants that are not commonly planted in an area can be challenging but rewarding. It can be challenging because garden centers, being good business people, tend to carry what customers ask for. And customers, being good consumers, tend to ask for plants they've seen and know they like. This works well with most products, but leads to issues in gardens and landscapes. When we overplant one type of tree, shrub or perennial, we create a monoculture. In nature and our landscapes, diversity is best. Monocultures lead to increased pest problems for overplanted plants; and less support for wildlife like songbirds and pollinators. If adding a new plant to your garden or landscape this spring, think "different". For ideas, check out Great Plants for the Great Plains on the Nebraska Statewide Arboretum website; or ask garden center retailers what is something different they would recommend.
Vegetable gardening is on the rise. If looking for a place to plant a new garden, here are a few pointers. Determine how much sun the site receives. While a few vegetables, like lettuce, radish, and green onions can be grown in part shade; most vegetables, like tomatoes, melons and green beans, need 7 to 8 hours of sun. Assess the soil for drainage and fertility. If the soil is marginal, improve it by adding organic matter. Dig in compost or well-aged manure to loosen compacted soil, add fertility, and improve drainage. If the soil is heavy clay, consider raising the planting area. Beds raised 4 to 6 inches above ground warm faster in spring and drain more quickly than ground level gardens. Raised beds do, however, dry out more quickly. A planting site should be easily accessible to water and somewhat protected by wind; but not planted so close to trees as to create root competition or reduce air movement around plants.
If you have small gnats flying around your home or windows, these may be fungus gnats. These nuisance pests are small fly-like insects mainly noticed around houseplants. They cause no harm to people, pets and rarely to plants. Fungus gnats develop in overwatered houseplant soil or poorly drained potting mixes. The larvae, which is a tiny maggot, lives and matures in the potting medium, mainly feeding on fungal or algal growth in overwatered soil. If the potting mix is harboring fungus gnats, cut back on watering frequency so the mix dries out briefly between watering. If needed, repot plants using a well-drained potting mix and containers with drainage holes. Pour excess water out of catch basins after watering. Reduced moisture limits fungal growth, hence fungus gnat larvae food. The upper two inches of the potting mix can also be treated with a labeled houseplant insecticide or insecticidal soap. | <urn:uuid:be349e1e-4df6-4493-b89e-1207c2305d82> | CC-MAIN-2022-21 | https://extension.unl.edu/statewide/antelope/Kelly%20Feehan%2001-25-2021.pdf | 2022-05-23T17:17:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00180.warc.gz | 301,359,232 | 1,728 | eng_Latn | eng_Latn | 0.998992 | eng_Latn | 0.998981 | [
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The reference librarian's new approach to coach information literacy skills for children: a new approach in reference and information services in the City of Cape Town
Flippie van der Walt
Library and Information Services, City of Cape Town, Cape Town, South Africa. firstname.lastname@example.org
Copyright © 2015 by Flippie van der Walt . This work is made available under the terms of the Creative Commons Attribution 3.0 Unported License: http://creativecommons.org/licenses/by/3.0/
Abstract:
Reference librarians in the City Of Cape Town have been experiencing difficulty in assisting children to use information resources especially with homework projects. The main route cause of the problem was that children did not have the skills to use information resources and to convert the information to address the information need. The educational system in the country does not teach children to use information and also schools do not have a school library, which can assist the children in doing their homework projects. The latter created the results that children is turning to the reference librarian in the public library to assist them with their homework projects.
A working group was tasked to develop an information literacy programme to address the problem for both the Reference Librarian and the child. The paper will focus on the research conducted by the working group to establish the design principals to develop an information literacy programme for children. The paper will also reflect on the pilot test conducted to evaluate the programme and the roll-out of the information literacy programme to all 104 libraries in the City where Reference Librarians will coach children to use both printed and digital resources.
Keywords: reference librarian, information literacy, information literacy programme, information resources, information literacy skills
1. INTRODUCTION
This paper report on the Information Literacy Programme is designed and developed by the Department Library and Information Services in the City of Cape Town to assist reference librarians in coaching children to use reference resources more effectively.
The reference librarian in the public library sector in South Africa is faced with an influx of children who are depending on the public library for their information needs due to lack of School Libraries in the South African education system. A further challenge for the reference library and the City of Cape Town is the lack of information-handling ability of the children who rely on the reference librarian to assist with the search and handling of information needs as these skills are not directly taught at school. The lack of information literacy skills amongst children and the absence of school libraries places additional constraints on the limited number of reference librarians and resources in public libraries.
The Department Library and Information Services in the City of Cape Town has identified the need to coach the children who are relying on the public library for their information needs and assistance in using reference resources. The need for an Information Literacy Programme was identified as the best solution to deal with the challenges to coach children how to use information effectively and to alleviate the pressure on the reference librarians in the public library.
The Department Library and Information Services in the City of Cape Town constituted a working group to research the feasibility and to design an Information Literacy Programme in order to address the problem as mentioned earlier.
This paper will focus on the research conducted by the working group and the design of the Information Literacy Programme for the Department Library and Information Services in the City of Cape Town. The paper also focuses briefly on the pilot test of the Information Literacy Programme and the way forward in rolling out the programme across the City of Cape Town.
2. BACKGROUND
Since the advent of true democracy in 1994, the education environment in South Africa has been divided and many people have not had access to or the privilege of equal and quality education. The latter also occurred in the library sector whereby where most of the schools did not have school libraries and many communities had no public library. This resulted into in low levels of reading and information skills which the new South Africa had to deal with.
Since 1994 the government has introduced one national educational system with the main focus on Outcome Based Education. Although the effective handling of information was seen as one of the eight critical outcomes of the Outcome Based Education system, many schools limited the teaching of information skills due to insufficient resources and lack of school libraries.
However the establishment of more school libraries did not happen and only 7% of schools have functional school libraries with a librarian. During the same period the government built more public libraries throughout the country which increased the access to information resources.
The developments as described resulted into in an influx of learners into public libraries, and reference librarians had to deal with school children who needed to use information but did not know where to find it, how to access the correct information and how to report on the selected information, which are known as information skills.
The reference librarians in the public libraries located in the City of Cape Town reported their concerns and constraints with the increasing numbers of schoolchildren who rely on the reference librarian to assist them step by step with how to use information.
The City of Cape Town provides a public library service to a population of 3740026 with 104 fully-fledged public libraries. The total number of schools located within the boundaries of the City is 1196, meaning that each public library must provide information services to a minimum of 11 schools.
The reality is that the public libraries in the City of Cape Town cannot accommodate the demand for information services and therefore decided to develop an Information Literacy Programme that will assist both the reference librarian and the children to use information effectively.
3. RESEARCH QUESTIONS
3.1 WHY THE PUBLIC LIBRARY?
In order to develop the Information Literacy Programme the question was asked why the public library should teach children how to use information rather than the school. The working group conducted a literature search to answer the question at hand, and established a few documents that gave significant direction in understanding the important role public libraries play in teaching users how to use information effectively.
UNESCO Manifesto
Providing information is a core function of library and information services, and according to the UNESCO Manifesto (1994:1) the public library is a "living force for education, culture and information.…" Statements No. 11 and 12 clearly indicate that the public library should
- facilitate the development of information and computer literacy skills.
- support and participate in literacy activities and programmes for all age groups. It should initiate such activities, if necessary.
The feasibility of the UNESCO Manifesto is supported by the Public Library Services IFLA/UNESCO Guidelines for Development (IFLA, 2001). The guidelines set out in this document assist public libraries to facilitate the development of communities through education, information, recreation and cultural support. Section 1.3.1 of the document recommends that public libraries should provide materials and programmes that will support formal and informal education. In relation to the educational role of the public library, the document also indicates - in Section 3.4.2 - that "children should be taught skills that ensure the effective use of information…" (IFLA, 2001: 26).
Furthermore the prior mentioned document advises public libraries to provide children with activities that are related to the understanding, and use of, information resources. In Section 3.6 the document further recommends that public libraries should assist library users to develop skills to use the library's resources effectively. Both documents create a platform for public libraries to support the educational needs of children.
The following South African documents support the UNESCO Manifesto:
The Reconstruction and Development Programme (RDP): 1994
The RDP policy framework - as drawn up by the African National Congress (ANC)-led alliance (1994:1) - focuses on the "building of a democratic, non-racial and non-sexist future.…" This policy framework recognises information and libraries as important aspects of the reconstruction and development of communities in South Africa (African National Congress, 1994:1).
The White paper on Arts, Culture, Science and Technology: 1995
The report identifies the public library as the type of library that is best known to the public as the organisation that provides for the "educational, informational, recreational and cultural needs" (1995:6) of the community. The report supports the key services of the public library and indicating that "…information is a strategic resource" (1995:14) that is imperative for the development of previously disadvantaged communities in South Africa.
Report of the Inter-ministerial Working Group on the Library and Information Services (LIS) Function: 1996
Section 4.4 of the report elaborates on the goals of public libraries in South Africa. According to this section, public libraries should ensure
- equitable and effective public access to information.
- access to information that is essential to support life-long learning and empowerment.
- free access to basic information.
Specialist in the field (Hart 1998:36 and Zaaiman 1987; 16) concluded that the public library has accepted the educational role of becoming an information literacy-training provider. Public libraries support education through basic literacy, cultural awareness, formal learning support, information literacy and life-long learning (Danley, 2003:98).
3.2 WHAT IS INFORMATION LITERACY?
The second question the working group had to answer was what information literacy is as this concept was seen as one of the key designing principals of the Information Literacy Programme. The working group also conducted a literature review to answer the question at hand.
Information Literacy is an international concept and has existed since the 1970's. Various Information Literacy Models have been developed and practised to teach and equip people with the skills to use information successfully. The most known and used models are the BIG 6, The Australian School Library Association Information Literacy Skills, K-12 Information Literacy Model. The working group conducted a comparison research of the most known models, and some new models by known South Africans in the field of Information Literacy.
3.2.1 INTERNATIONAL MODELS
BIG 6 Model
The Model was developed by Eisenberg and Berkowitz (2001) and was used in K-12 schools as well as in higher education. The BIG 6 Model consists of 6 stages providing a systematic process that finds, uses, applies and evaluates information. Each stage provides guidance to the user to work through an information problem.
Australian School Library Association (ASLA) Information Literacy Skills Model (ASLAILM)
The ASLA in collaboration with the Australian Library and Information Association developed a six stage model as highlighted by Crase (1999) where each step is interrelated with the previous and next one.
K-12
The K-12 Model is aimed at learners who must fulfil an information need (Langhorne, 1998). The K-12 Model consists of 5 steps leading from the one to the next.
3.2.2 SOUTH AFRICAN MODELS AND APPROACHES
Where no formal Information Literacy Programme exists, then research and literature guide the pathway for informal models and approaches. The working group considered the following as important models and approaches in the research project.
LIASA ILG for Gr. R-12 Model
The LIASA School Libraries and Youth Services Interest Group (SLYSIG) compiled the LIASA Information Literacy Guidelines Grade R-12 revised document in 2003. The guidelines - given in this document - aim to facilitate the implementation of information literacy education in schools. They illustrate the importance of information skills in the process of outcomes-based education (LIASA, 2003:3). The components of the model are divided into 6 stages - each with several activities that guide children in using information to improve their school work.
Typology of Information Skills Model
Behrens, Olën and Machet (1999:17) compiled an 8-step model for information literacy development. The typology of the 8-step model follows a chronological order and is divided into three stages - each consisting of a number of steps that include activities in the form of questions to guide the user through the information seeking process (Table 5).
Information Literacy Programme for Upper Elementary Children
In a Master's Degree research conducted by Van der Walt in 2005 he compiled a 10 step model for 12 year old learners in South Africa. The 10 steps build on each other, leading the learner to use information effectively in school work and to use the resources in the public library effectively.
Information Literacy Programme for Upper Elementary Children
In a Master's Degree research conducted by Van der Walt in 2005 he compiled a 10 step model for 12 year old learners in South Africa. The 10 steps (Table 6) build on each other, leading the learner to use information effectively in school work and to use the resources in the public library effectively.
Table 6
| | Stages | | Steps |
|---|---|---|---|
| 1. Defining the problem | | Read the information problem Analyse the information problem | |
| 2. Information source identification | | Identify possible sources Identify the place where sources are located | |
| 3. Information resources retrieval | | Use the information retrieval system | |
| 4. Retrieve the information from the Source | | Retrieve the information from the source | |
| 5. Analyse the retrieved information | | Read and compare the different information retrieved Extract and record information applicable | |
| 6. Synthesize | | Evaluate the retrieved information | |
| 7. Organise the information | | Create a new information product | |
| 8. Present the information | | Present the product according to the prescribed format | |
| 9. Evaluate of the final product | | Evaluate steps conducted | |
| 10. Acknowledge the sources used | | Apply correct bibliographical methods | |
3.2.3 CITY OF CAPE TOWN MODEL
The City of Cape Town Model was collated and developed from the models in 6.2. Each model consists of steps or levels that pave the way to using information effectively. Each model was studied, evaluated and compared with the others to compile the City of Cape Town model consisting of 8 steps. The 8 stages in have been used as the framework to design the Information Literacy Programme. Each stage has been compiled with an outcome, output and activity.
3.3 WHO IS THE TARGET GROUP?
The third question the working group had to answer was: who will be the best target group to be the recipients of the Information Literacy Programme?
The working group identified the Grade 6 child and the reference librarians as the target group. The characteristics of the child had to be investigated in order to establish the specific dynamics of the user group to establish the concepts for the design of the Information Literacy Programme.
3.3.1 CHARACTERISTICS OF THE GRADE 6 CHILD
The ability to understand and apply information literacy skills requires specific skills and abilities. It is important to know the characteristics (profile) of the primary school child in order to expose the correct age group to the Information Literacy Programme. In the research dissertation conducted by van der Walt (2005) - the ideal age is ten to twelve. This is confirmed by Norton (1995:17) who describes Upper Elementary Children as children between the ages of ten and twelve. They have the ability to apply logical rules, reasoning and formal operations to abstract problems. Based on the above description, one can conclude that primary school children have certain unique characteristics that make them amenable to learning the information literacy activities.
3.3.2 REFERENCE LIBRARIANS
All reference librarians need to be trained in order to assist and present the Information Literacy Programme. The training will provide the opportunity to equip all front line staff with the IL skills which will enhance the staff's ability to deal with day-to-day information needs on all levels for all types of users. The staff will be trained by a group of staff who will receive train-the-trainer training.
3.4 WHAT IS THE DESIGN FRAMEWORK FOR THE INFORMATION LITERACY PROGRAMME?
The fourth question the working group had to answer was what the designing framework is in order to design the Information Literacy Programme.
Designing an instruction programme to teach a specific user group a specific set of skills, requires a sound design framework. In the case of the research project the aim is to design an Information Literacy Programme that will be used to teach Grade 6 children how to use information effectively.
The working group studied the ADDIE design model as the ideal method to design an instruction programme of this nature. The ADDIE model is widely used to design training programmes according to Kruse (2002). ADDIE is an acronym for Analyse, Design, Develop, Implement and Evaluate (Molenda, 2003).
The building blocks in the design of the INFORMATION LITERACY PROGRAMME were:
- 8 – information literacy skills – City of Cape Town Model
- Workbook - Comic
- Characteristics of the ten to twelve year old child
4. OUTCOME OF THE RESEARCH QUESTIONS / INFORMATION LITERACY PROGRAMME
The information literacy programme was designed in the format of a comic for the grade 6 children. the comic is the interactive version of a workbook and is described by henning (1997:163) as a type of instruction manual and is effective in teaching information literacy skills.
The unique characteristics of the child were taken into account and it was clear that the Grade 6 child's interest and attention span are captured when the working book is fun, colourful, interactive, relevant to current reading and of visual interest. From the research conducted on the child and especially the Grade 6 child, it was discovered that the use of comics is an ideal format to capture the attention of the child in learning without the formal learning concepts. The latter ensures that the Grade 6 child will experience the Information Literacy Programme as a fun game and not as a lesson or schooling.
4.1 The Comic
The story line of the comic The Curse of the Ravenous Brain Eating Zombie Librarian was written by one of the members in the working group Rudi Wicomb. The crux of the story line is that the children is are captured in the library by the Zombi Librarian and in order to outrun the Zombi Librarian the children with the help of the Reference Librarian needs need to unlock the 8 information literacy clues (8 steps) to overpower the Zombi Librarian.
The comic is developed as a game with challenges, rewards with 8 levels and is based on the typical electronic games children in this age group enjoy.
4.2 The Manual to the Comic
The manual provides the reference librarian with the guidelines in presenting the Information Literacy Programme. The manual provides the background to the programme with clear guidelines on information literacy. The manual also explain the game, story line, equipment needed and the creating of the environment for the children.
The comic and manual is explained to the reference librarians by means of a workshop that consists of a 2 day training session. The 2 day training session includes the orientation of information literacy and the actual playing of the game (comic) in order for the reference librarian to present the Information Literacy Programme in their respective public libraries.
5. THE PILOT PROJECT
The Information Literacy Programme was piloted in 5 public libraries located in the City of Cape Town. The 5 schools that participated with the 5 public libraries were selected from low performing schools to well established and high performing schools. Each pilot group provided feedback and recommendations at a 2 day workshop where the Information Literacy Programme was finalised and completed.
6. WAY FORWARD
The way forward for the city of cape town is to train all 600 reference librarians the concept of information literacy and how to prepare and present the information literacy programme. The department library and information services aims to roll out the information literacy programme in 2016 in each of the 104 public libraries.
7. CONCLUSION
The new approach in reference and information services in the city of cape town, to coach information literacy skills to children, has taken the field of reference librarianship to a new level. The role of the reference librarian is now the one of an information literacy teacher who needs to ensure that users can find, access and reflect on using information successfully.
The development of the information literacy programme by means of a comic is a first in south africa and is an example of how reference librarians can adapt to changing circumstances to provide a more interactive and guiding role in reference services.
References
African National Congress. 1994. The reconstruction and development programme. Johannesburg: Umanyano.
Behrens, S.J. 1994. Olën, S.I.I. & Machet, M.P. 1999. Mastering information skills. Pretoria: UNISA Press.
Crace, P. 1999. Information literacy and the primary school student. Orana, March 1999:19.
Eisenberg, M. 2001. A BIG 6 overview [online]. Big6 Association. Available on Internet at: http://www.big6.com (12 March 2004).
Henning, J.C. 1997. Gedesentraliseerde inligtinggebruikersopleiding. Dlitt.et Phill thesis, RAU, Johannesburg.
IFLA. 2001. The public library service: IFLA/UNESCO guidelines for development [online]. Available on the Internet at: http://www.ifla.org/VII/S8/proj/pub97.pdf (15 November 2004).
Kruse, K. 2002. Introduction to INSTRUCTIONAL Design and the ADDIE Model [online]. E-learningGuru.com. Available on the internet at: http://eee.elearningguru.com/articles/art2_1.htm 26 January 2005)
Langhorne, M.J. 1998. School-community libraries: Some guidelines for possible model for South Africa. MA dissertation, University of Pretoria, Pretoria.
LIASA. School Libraries and Youth Services Interest Group. 2003. Information literacy guidelines, grade R-12. Revised. [Unpublished].
Molenda, M. 2003. The ADDIE Model [online]. INDIANA University. Available on the internet at: www.indiana.edu/~molpage/The%20ADDIE%20Model_Encyclo.pdf (20 January 2005).
Norton, D.E. 1993. Through the eyes of a child: An introduction to children's literature. 4 th edition. Englewood Cliffs: Merrill.
South Africa. 1996. The Constitution of the Republic of South Africa 108 of 1996. Pretoria: Government Printer.
South Africa. Department of Education. 2002. Improved national curriculum statement grade R-9 (schools) policy: Overview. Pretoria: Government Printer.
South Africa. 1996. Draft report of the Interministerial Working Group on the Library and Information Services (LIS) Function (National Level) as presented to the Minister of Arts, Culture, Science and technology and the Minister of Education on 14 June 1996. [Online]. Available on the Internet at: http://www.gov.za/reports/1996/liswgr.htm (22 May 2002).
UNESCO. 1994. UNESCO Public Library Manifesto. [Online]. Available on the Internet at: http://www.ifla.org/documents/libraries/policies/unesco.htm (11October 2003).
Van der Walt, P.R. 2006. The design of an information literacy instruction programme for upper elementary children in the public library. M.Tech dissertation, University of Pretoria, Florida. | <urn:uuid:f2a026ee-3402-4689-bad8-709fc7a36b35> | CC-MAIN-2022-21 | http://library.ifla.org/id/eprint/1081/1/190-vanderwalt-en.pdf | 2022-05-23T18:17:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00182.warc.gz | 33,453,009 | 4,911 | eng_Latn | eng_Latn | 0.976045 | eng_Latn | 0.994955 | [
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The Americanos or Indianos were people who had immigrated to Latin America in their youth and years later returned to their places of origin having enriched themselves to a greater or lesser degree, and climbed the social ladder.
During the 19th century, almost two thousand people from Blanes emigrated to Latin America, especially between1839 and 1862. They were mostly single men in maritime crafts or professions. They were seeking to make their fortune and with the journey they were risking their property and that of their families.
Americanos tour
The overwhelming majority of the people from Blanes went to Cuba, especially Havana. Other destinations included Puerto Rico, Argentina, Uruguay or Venezuela. They normally went having been encouraged by relatives or friends who helped them to find work and settle in the new city.
The background to this migration is to be found among the sailors and employers who traded with the Indians from the 18th century onwards. Trade was the main commercial activity of the emigrants from Blanes. Specifically retailing through the typical "bodega". This was the Cuban model. In Puerto Rico, on the other hand, the activity of the Blanes emigrants revolved around working the land.
The return to Blanes with the desire to enjoy the fruits of their achievements began during the wars of independence and the end of the century. On arrival in the town, the Americanos would build a house, usually in the Passeig de Mar or in l'Esperança, which they would decorate in Antillean style, and make donations for social and educational projects. Some participated in and encouraged cultural life in Blames. Outstanding among these were Josep Cortils i Vieta, father of the Renaixença in Blanes, the poet Joan Ribas i Carreras, the writer and son of the Indiano Vicenç Coma and the writer and industrialist Agustí Vilaret.
The members this group were more interested in being landlords than investing in production activities. In fact, most Blanes Americanos did not succeed in accumulating great wealth, but they made enough to lead a comfortable life. The few who did make large fortunes built summer houses in Blanes but settled down and invested in Barcelona.
Today the legacy of the Americanos in the town can be traced through the houses that are still standing, from the buildings they sponsored or from the documents kept by their descendants or the Municipal Archive.
The philanthropy of the Americanos
Lost Americano houses
(1913 The demolition of many of these residences during the population and tourist boom of the second half of the last century brought with it irreparable loss to the architectural heritage of Blanes. The houses lost include: Villa Juanita (Puig), Ca l'Estanillo, Villa Obdúlia (Massó), Can Vicenç Udal (Coma), Can Guardiola (later Milà i Camps) and Can Gaspar (Ribas).
Their footprint can be seen in various buildings and public services. Their wishes and financial donations made it possible to create the new Sant Jaume Hospital building ), the Colegio Blandense (1868), to restore the Convent and the Mont-Ferrant Wineries. They also contributed to the improvement of the Vilar Sanctuary, the Parish of Santa María and the Town House. Also notable is the construction of noble pantheons that embellished the cemetery.
1- Can Massó (Passeig de Dintre, 2)
Esteve Verdaguer was a property owner who amassed a large fortune running a large sugar plantation in Guayama (Puerto Rico). Salvador Massó acted as administrator of the Verdaguer estates and also amassed considerable capital which he invested in land.
Much of this fortune was inherited by Obdúlia Verdaguer and her husband Fèlix Massó, with whom she had five children. Felisa, Obdúlia and Aurora, the couple's three daughters, were to maintain a close relationship with Blanes. The eldest daughter, Felisa, married Santiago Garriga from Barcelona and spent many summers in this house, which had probably been built by her father as a dowry for the wedding, and that was refurbished over the years. Their son, the politician Joan Garriga Massó, represented Blanes at the Grassroots Assembly of Manresa. Obdúlia married Senator Josep Elies de Molins and they built another magnificent house on the promenade, on the spot occupied today by the Miramar building.
Finally, Aurora married the cultural and political activist Joaquim Casas Carbó. Casas bought the former convent of the Capuchins of Blanes from the author of the well-known zarzuela (a Spanish lyrical genre) Marina, Francesc Camprodón, and commissioned the architects Puig Boada and Font Gumà with a painstaking restoration.
Maria Massó, sister-in-law of Obdúlia Verdaguer, and her husband Agustí Vilaret, also received a large part of the inheritance. The couple, who had also been settled in Puerto Rico, returned to Blanes to buy a spacious house on this same promenade, today the site of the Casa del Poble. After a few years Vilaret founded the Mont-Ferrant winery.
2- Ca la Teresina Savoia, 1903 (Passeig de Dintre, 26)
This was the home of the couple formed by Teresa Ferrer and the prestigious doctor Joaquim Albareda. It was probably built with money from her first husband, son of the Americano Massó family.
3- Ca l'Andreu (Passeig de Dintre, 34)
Josep Andreu Ferrer was a managing partner of the company Bitlloch i Cia., which at the end of the century owned the Gloria residence in Puerto Rico. For a couple of years, this house was the summer residence of the poet Joan Maragall.
3
4- Can Nonell, 1899 (Carrer Esperança, 8)
The wealthiest Americanos in Blanes included the brothers Josep and Francesc Nonell. They were shareholders in the company Brunet and Nonell of Havana and later obtained the exclusive concession for that city's National Lottery tickets. They opened a banking house in Barcelona where they received transfers from the Catalan funds in Cuba.
5- Can Gallet (Carrer Esperança, 14)
Bonaventura Puig Torrent was a Blanes resident who accumulated one of the most remarkable fortunes through the "Café de la Marina" he set up in Havana. In 1895 he returned from Cuba aboard the steamship J. Jover i Serra, allegedly with a Cuban wife and a daily income of one duro (5 pesetas). He had one of the most luxurious houses built on carrer Esperança, which became one of the town's streets with the most Americano houses. The decoration of this building, both externally and of the interior rooms, is a magnificent example for understanding the high lifestyle attained by the wealthiest families of that time. Bonaventura Puig was elected mayor of the town in 1898, which coincided with the moment in history of the loss of the last Spanish colonies. His son, Rogeli Puig Costas, was also mayor from 1939 to 1944. The small passage that takes pedestrians to the seafront promenade is named after this Blanes Americano.
4
5
(Passeig de Dintre, 34) 6- Can Girbau (Carrer Esperança, 16)
The Girbau family were shippers and traders who throughout the nineteenth century plied the difficult sea route of the Americas. Their large manor house, also located in carrer Mestrança, still maintains its original appearance and a typical courtyard with palm trees.
7- Can Panxo gordo, 1902 (Carrer Esperança, 22)
Francesc Vieta Ribas built this house using the capital he had amassed, the fruit of years of work running a winery in Havana. Today it is extensively renovated, but still retains its main facade on carrer Esperança.
8- Casa de l'estrella (Carrer Esperança 36)
The residence of Emilia Granés Vieta, aunt of Francesc Girbau Granés. The name of this house comes from the presence of this geometric figure in many parts of the building.
8
9- Sculpture of l'Avi Bagué (next to the chapel)
Josep Vieta Burcet was the founder of the long line of Vieta tile masters (Bagué). The shipyard of Can Bagué experienced a period of great splendour from 1830 to 1880, and became one of the most prestigious on the Catalan coast.
9
A- El Convent
The Convent's foundation dates back to the arrival of the community of Capuchin friars in Blanes in the late 16th century. The Diocesan Archive of Girona contains the license, dated 23 December 1583, which was granted to the juries of Blanes to build a convent next to the chapel of Santa Ana. The friars remained there until 1836, when the Mendizábal confiscation law was passed. This location housed the chapel of Santa Ana, who over time would become the town's patron saint. With the departure of the Capuchin friars, the building passed into private hands, but the final buyers knew how to preserve its privileged environment and commissioned the architect Isidre Puig i Boada (1891-1987) to restore the former religious complex, still in ruins in the first quarter of the twentieth century, and adapted part of it as housing. The married couple who ensured the restoration of the Convent were Mr. Joaquim Casas-Carbó, writer, linguist and editor, and his wife, Aurora Massó of Blanes, daughter of the Americano family of can Massó. The Biosca Garriga family continued the improvement works, and the new Santa Ana chapel was blessed in 1949. By then, painters such as Joan Llimona, Joaquim Mir and Joan Roig i Soler were regular visitors. The Convent has also been a source of inspiration for writers such as Joaquim Ruyra, Josep Pla, Ferran Agulló and Josep Roig i Raventós.
B- Hospital Sant Jaume
From 1910 on, Monsignor Jaume Arcelos and the American Joan Burcet i Camps promoted the creation of the new Sant Jaume Hospital building. It was inaugurated on 24 March 1913 on a piece of land belonging to the Horta de la Perla and the Horta d'en Creus. Its construction was funded by part of Mr. Burcet's fortune, but its opening was also possible thanks to the collaboration of wealthy families, who contributed to bringing about the construction of the new building, which was aimed at tending to the poor patients of the town. The Hospital combines simplicity with beauty: openings framed with solid brick, green ceramics on the cornice, alternation of simple and Gothic style windows, etc. But not all the pavilions still preserved date from 1913. Only one of them belongs to the first phase of the works, namely the one on the right, which for many years was the Hospital's main entrance. Building of the vestibule, the Chapel and the pavilion on the left began in 1922, as can be seen from the date on the facade.
C- Mont-Ferrant Wineries
The Bodegas Mont-Ferrant winery was founded through the initiative of the Blanes resident Agustí Vilaret i Centrich, the Americano who in 1865 bought the lands of the Mas Ferran from the widow of Mr. Bonaventura Ferran in a public auction. Today, this farmhouse is considered the geographic centre of this entire sector, although it is now surrounded by houses with gardens and some housing blocks that extend from Mas Massonet to Can Canaro.
Born in Blanes on 25 August 1820, he and his wife María Maria Massó moved to live on the island of Puerto Rico, with the purpose of running the sugar mills on the estates of the Verdaguer family, also from Blanes. When they returned, Vilaret decided to invest a large part of his fortune in a new industrial activity that was related to the development of a new drink. This drink was cava, a formula that had been created in the French region of Champagne and that was just being introduced into Catalonia. Surrounded by specialists and professionals from France, he rapidly devoted great efforts to resear- ching and experimenting with new production methods. Some of the company's French professionals, such as Rodolf Bourlon, settled in Blanes. This work gave him great prestige and his cava was to earn numerous awards. | <urn:uuid:23968f29-60d5-45cc-9558-255c87546ddb> | CC-MAIN-2022-21 | https://www.blanescostabrava.cat/wp-content/uploads/2020/07/blanes-americanos-EN.pdf | 2022-05-23T18:09:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00183.warc.gz | 747,958,057 | 2,717 | eng_Latn | eng_Latn | 0.991894 | eng_Latn | 0.997115 | [
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Public Works & Utilities Department of Stormwater 204 E. Jefferson Street Goshen, Indiana 46528 574-534-2201
City of Goshen STORMWATER TOOLBOX
Washing Your Vehicle Could Impact the River
Stormwater Superintendent: Dustin Sailor Stormwater Coordinator: Jason Kauffman– 537-3832
Most people who live or work in Goshen own at least one vehicle, sometimes more than one. Overtime these vehicles become dirty due to dust, salt, bird droppings, insects, tree debris, etc. It is important to periodically clean the dirt off the vehicle to keep it in good condition. Where and how you wash your vehicle is significant because of the pollutants, like sediment, metals, and automotive fluids, washed off by soapy water. If the soapy wash water is allowed to flow into the street it can pick up other pollutants on its way to a storm drain and flow directly to one of our local waterways untreated.
If you are a city employee and drive a city vehicle, you are to use one of the two wash bays located at the Street Department, where the wash water drains to the sanitary sewer. The smaller bay is for regular vehicles and the larger bay is for large vehicles and heavy machinery. Contact the Street Department for the key code to the wash bay doors. When you are done washing your vehicle make sure to clean up all the brushes, buckets, and hoses so they are ready for the next person to use and make sure to pick up and dispose of all trash in the garbage can provided. Remember the use of this facility is a privilege and can be taken away if it is abused.
For personal vehicles you can either wash your vehicle at a commercial car wash or at home. A commercial car wash is very efficient in the amount of water used, in the capture, reuse of the water, and finally the disposal of the wash water to the sanitary sewer. These steps keep stormwater pollutants out of nearby storm drains and our local waterways.
If you decide to wash your vehicle at home park it in the grass or on gravel instead of your driveway or the street. This will allow the wash water to soak into the grass or gravel where the soap and other pollutants will be neutralized instead of running into a nearby storm drain. Other steps to follow are:
- Use a spray nozzle so you control when and how much water comes out of your hose. This will reduce stormwater runoff and your overall water bill.
- Use nontoxic, biodegradable, and phosphate-free soaps and use it sparingly.
- Wring out sponges, rags, and towels over a bucket, a sink, or the grass and not concrete or asphalt.
- Use a waterless car wash product for spot-cleaning.
- Empty wash water into a sink, toilet, or the grass.
Sources and For More Information
- Think & Act Blue - Car Washing: http://1.usa.gov/1UO7DFy
- EPA - What You Can Do: In Your Home: http://1.usa.gov/24OSuqc
- Alliance for Water Efficiency - Vehicle Wash Introduction: http://bit.ly/1U8nLiR
A DROP OF NEWS
Your Stormwater Newsletter
Cigarette Butts - Stormwater Pollutant of Concern
When you walk outside the first piece of litter you are likely to see is a cigarette butt. (Try it and see.) When cigarette butts are disposed of improperly two things can happen 1) start a forest or field fire and/or 2) become a stormwater/environmental pollutant. Here are some staggering facts about cigarette butts:
- They are the most littered item in the United States and make up 38% of all roadside litter. They are the number one item littered worldwide too.
- 99% of cigarettes sold have plastic (cellulose acetate) filters, which will break into smaller pieces but never biodegrade or disappear.
- Billions of cigarettes are sold in the United States each year, and approximately 1/3 of them find their way into our local waterways and oceans.
- Toxic organic chemicals and heavy metals seep out of cigarette butts and can kill aquatic wildlife and are poisonous if ingested.
- Cigarette butt waste is expensive to clean up and the costs are usually covered by taxpayers and local municipalities. In San Francisco more than $7 million is spent annually to clean up wayward cigarette butts.
If you choose to smoke please be responsible and dispose of your cigarette butts in appropriate receptacles. If there are not enough outdoor ashtrays available where you work, live, or play please consider carrying a pocket ashtray for proper disposal of cigarette butts (picture courtesy of www.pocket-ashtrays.com). You can also ask your place of work or local government to provide more disposal options.
Information obtained from the following websites:
Report an Illicit Discharge
- LA Stormwater: http://bit.ly/1ZRmlgz
- Americans for Nonsmokers’ Rights:
http://bit.ly/1WNK3wd
- Cigarette Butt Pollution Project: www.cigwaste.org
An illicit discharge is anything other than rain that could flow or be washed into a storm drain. If you see something that doesn't look right please call 574-534-2201, send an email to email@example.com, or submit a Stormwater Report through the City of Goshen's new "Report an Issue" button in the upper corner of the City's website (www.goshenindiana.org).
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Recognise that light appears to travel in straight lines.
I can show that light appears to travel in straight lines.
Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. I can demonstrate and explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. I can demonstrate that light travels in straight lines to show why shadows have the same shape as the objects that cast them.
Give reasons for classifying plants and animals based on specific characteristics.
I can give reasons for classifying plants and animals based on specific characteristics.
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
I can describe how plants, animals and micro-organisms are classified into broad groups according to common observable
characteristics and based on similarities and differences.
Band 6 - Science Light
Name
Class
b b+ w w+ s s+
Band 6 - Science Living Things & Their Habitats
b b+ w w+ s s+
Version 1.0 EES is owned by Essex County Council | <urn:uuid:82028c7a-93d4-4509-b662-4ea8c749495b> | CC-MAIN-2022-21 | https://www.northcerney.gloucs.sch.uk/storage/secure_download/WGEzVEhaYVozVlRMT2hmOG45U1duUT09 | 2022-05-23T17:04:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00184.warc.gz | 1,049,081,154 | 329 | eng_Latn | eng_Latn | 0.998812 | eng_Latn | 0.998812 | [
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MATHEMATIC 2AB SIMS80
QUESTION 1 [ Picture ]
Which of the following sequences of numbers is in the order in which they occur from left to right on the number line?
1 A 0, -, -1 2
1
B 0, -1, -
2
1
C -1, - -, 0
2
1
D -1, 0, - -
2
1
E - -, -1, 0
2
QUESTION 2 [ Picture ]
What is the value of s?
A 7
B 13
C 15
D 17
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
E None of these
QUESTION 3
Alexandra walked from Riverview to Bridgeport, which are 3.1 kilometers apart. During her walk she lost her watch, went back 1.7 kilometers to find it, and than continued on the original direction until she reached Bridgeport. How many kilometers had Alexandra walked altogether when she arrived at Bridgeport?
A 1.4
B 4.8
C 6.5
D 8.2
E None of these
QUESTION 4
(-2) x (-3) is equal to
A -6
B -5
C -1
D 5
E 6
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
QUESTION 5
In which diagram below is the second figure the image of the first figure under a reflection in a line?
QUESTION 6 [ Picture ]
The triangles shown above are congruent. The measures of some of the sides and angles are as shown. What is x?
A 52
B
C
D
55
65
73
E 75
QUESTION 8
Here is a table that shows the number of trees planted along a highway in a week.
Days of
------------------------------- the Week
Number of
Trees
Planted
³ ³ ³ ³ ³ ³
³ Mon ³Tues ³ Wed ³Thur ³ Fri ³ -------------------------------
³ ³ ³ ³ ³ ³
³ 80 ³ 50 ³ 60 ³ 90 ³ 75 ³
³ ³ ³ ³ ³ ³
-------------------------------
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
On the diagram below, the graph for the first two days' plantings has been drawn.
[ Picture ]
If the graph were completed, which point woult indicate the top of the bar on Thursday?
A P
B Q
C R
D S
E T
QUESTION 8 [ Picture ]
There is a brass plate of the shape and dimensions shown in the figure above. What is its area in square centimeters?
A 16
B 24
C 32
D 64
E 96
QUESTION 9 [ Picture ]
<--> <--> <-->
AB, CD, and EF are intersecting straight lines as shown above. The measures of certain angles are shown. x is equal to
A 54
B 62
C 64
D 126
E 128
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
Simplify: 5x + 3y + 2x + 4y
A 7x + 7y
B 8x - 2y
C 6xy
D 7w - y
E 7x + y
QUESTION 11
What is the volume of a rectangular box with interior dimensions 10 cm long, 10 cm wide, and 7 cm high?
3
A 27 cm
3
B 70 cm
3
C 140 cm
3
D 280 cm
3
E 700 cm
QUESTION 12
If P = LW and if P = 12 and
L = 3, then W is equal to
3
A -
4
B 3
C 4
D 12
E 36
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
C
QUESTION 13 [ Picture ]
The diagram shows a cardboard cube which has been cut along some edges and folded out flat. If it is folded to again make the cube, which two corners this will touch corner P?
A corners Q and S
B corners T and Y
C corners W and Y
D corners T and V
E corners U and Y
QUESTION 14 Which of the following is a pair of equivalent fractions?
5 2
A - and -
8 3
5 2
B - and -
6 3
4 14
- and --
5 15
3 9
D - and --
5 15
1 14
E - and --
2 24
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
QUESTION 15 [ Picture]
Which of these is a TRUE statement about the information shown on the graph?
A Grade 2 is the smallest class
B Grades 2 and 4 have the same number of students
C Grade 4 has twice as many boys as girls
D Grade 4 has more girls than boys
E Grade 1 has as many boys as there are girls in Grade 4
QUESTION 16
Q = {1,2,3,4,5,6,7,8,9}
R = {3,5,7,9,11,13}
S = Q n R
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
[ Note: the character n denotes the character for an intersection of sets ]
There are 9 elements in set
Q and 6 in set R. How many elements are there in set S ?
A 16
B 11
C 7
D 4
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
E 2
2 3
- + - is equal to
5 8
5
A --
13
5
B --
40
6
C --
40
16
D --
15
31
E --
40
QUESTION 18
0.40 x 6.38 is equal to
A.2552
B 2.452
C 2.552
D 24.52
E 25.52
QUESTION 19
On level ground, a boy 5 units tall casts a shadow 3 units long. At the same time a nearby telephone pole 45 units high casts a shadow the length of which, in the same units, is
A 24
B 27
C 30
D 60
E 75
Mathematics needed to answer this question
was taught:
this year
before _____
_____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no _____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
QUESTION 20 (22 x 18) - (47 + 59) is equal to
A 290
B 300
C 384
D 408
E 502
QUESTION 21 [ Picture ]
The circle graph shows the proportions of various grain crops produced by a country. Which of the following state- ments is TRUE?
A More oats than rye is produced
B The largest crop is barley
C Equal quantities of wheat and barley are produced
D The smallest crop is oats
E Wheat and oats together make up less than half the total grain crop.
QUESTION 22
If 6x - 3 = 15
then 6x = 15 - 3 (i)
and 6x = 12 (ii)
12
and x = --
16
(iii)
and x = 2 (iv)
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no _____
The error in the above reasoning, if one exists, FIRST APPEARS in line
A (i)
B (ii)
C (iii)
D (iv)
E None of these, there is no error.
QUESTION 23
3 2
The value of 2 x 3
A 30
B 36
C 64
D 72
E None of these
QUESTION 24 [ Picture ]
The total area of the two
triangles is
A 6 x 8 cmý
6 x 8
B ----- cmý
2
10 x 6
C ------ cmý
2
16 x 12
D ------- cmý
2
20 x 12
E ------- cmý
2
Mathematics needed to answer this question
was taught:
this year _____
before _____
never
_____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
Soda costs à cents for each bottle, but there is a refund of b cents on each empty bottle. How much will Henry have to pay for x bottles if he brings back y empties?
A àx + by cents
B àx - by cents
C (à - b)x cents
D (à + x) - (b + y) cents
E None of these
QUESTION 26 In a school of 800 pupils, 300 are boys. The ratio of the numeer of boys to the number of girls is
A 3 : 8
B 5 : 8
C 3 : 11
D 5 : 3
E 3 : 5
QUESTION 27 The arithmetic mean (average) of: 1.50, 2.40, 3.75 is equal to
A 2.40
B 2.55
C 3.75
D 7.65
E None of these
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
no _____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
QUESTION 28 A quadrilater MUST be a parallelogram if it has
A one pair of adjacent sides equal
B one pair of parallel sides
C a diagonal as axis of symmetry
D two adjacent angles
equal
E two pairs of parallel sides
QUESTION 29 One of the following points can be joined to the point (-3,4) by a line segment which cuts NEITHER the x NOR the y axis. Which one?
A (-2,3)
B (2,-3)
C (2,3)
D (-2,-3)
E (4,-3)
QUESTION 30 Which of the following is most likely to be nearest to the weight of a normal man?
A 8.5 kg
B 85 kg
C 185 kg
D 850
E 1850 kg
Mathematics needed to answer this question
was taught:
this year _____
before _____
never
_____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes
_____
QUESTION 31 Matchsticks are arranged as follows.
$$ÄÄ \ ÄÄ ÄÄ \ ÄÄ ÄÄ ÄÄ \ ³ ³ ³ ³ ³ ³ ³ ³ ³ ÄÄ / ÄÄ ÄÄ / ÄÄ ÄÄ ÄÄ /$$
If the pattern is continued, how many matchsticks are used in making the 10th figure?
A 30
B 33
C 36
D 39
E 42
QUESTION 32 [ Picture ]
The length of the circumference of the circle with center at O is 24 and the length of arc RS is 4. What is the measure in degrees of the central angle ROS ?
A 24
B 30
C 45
D 60
E 90
QUESTION 33
30 is 75% of what number?
A 40
B 90
C 105
D 225
E 2250
Mathematics needed to answer this question
was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
no
_____
Mathematics needed to answer this question was taught:
this year _____
before _____
never _____
Calculator used:
yes _____
What is the square root of
12 x 75?
Mathematics needed to answer this question was taught:
A 6.25
B 30
this year _____
before _____
C 87
never _____
D 625
Calculator used:
yes
_____
E 900
no _____
QUESTION 35 In the number in the box the digit 6 represents
1
A 6 x ---
100
Mathematics needed to
1
answer this question
B 6 x --
was taught:
10
this year _____
before _____
C 6 x 1
never _____
D 6 x 10
Calculator used:
yes
_____
E 6 x 100
no
_____
QUESTION 36
ÄÄ
If segment PQ were drawn for each figure shown below, it would divide one of the figures into two congruent triangles. Which figure?
Mathematics needed to answer this question was taught:
A [ figure ]
B [ figure ]
this year _____
before _____
C [ figure ]
never _____
D [ figure ]
Calculator used:
yes
_____
E [ figure ]
no _____
QUESTION 37 [ Picture ]
On the above scale the reading indicated by the arrow is between
Mathematics needed to
A 51 and 52
answer this question
was taught:
B 57 and 58
this year _____
before _____
C 60 and 62
never _____
D 62 and 64
Calculator used:
yes
_____
E 64 and 66
no
_____
QUESTION 38 [ Picture ]
What are the coordinates
of point P?
Mathematics needed to
A (-3,4)
answer this question
was taught:
B (-4,-3)
this year _____
before _____
C (3,4)
never _____
D (4,-3)
Calculator used:
yes
_____
E (-4,3)
no
_____
QUESTION 39
The table below compares the height from which a ball is dropped (d) and the height
to which it bounces (b).
---------------------------
³ d ³³ 50 ³ 80 ³ 100 ³ 150 ³ ---------------------------
³ d ³³ 25 ³ 40 ³ 50 ³ 75 ³ ---------------------------
Which formula describes this relation?
A b = dý
Mathematics needed to answer this question
B b = 2d
was taught:
d
this year _____ before _____
C b = -
2
never _____
D b = d + 25
Calculator used:
yes
_____
E b = d - 25
The air temperature at the foot of a mountain is 31 degrees. On top of the mountain the temperature is -7 degrees. How much warmer is the air at the foot of the mountain?
A -38 degrees
B -24 degrees
C 7 degrees
D 24 degrees
E 38 degrees
Mathematics needed to answer this question
was taught:
this year before _____
never _____
Calculator used:
yes _____
no _____ | <urn:uuid:906c628a-b387-4bb8-a756-4c3663639d74> | CC-MAIN-2022-21 | https://www4.gu.se/compeat/SIMS/PopI/Instrument/MA2AB2.pdf | 2022-05-23T18:41:44+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00183.warc.gz | 1,266,461,432 | 3,840 | eng_Latn | eng_Latn | 0.968608 | eng_Latn | 0.981533 | [
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6958 A two-fold paper screen painted in ink on a buff and gold ground with a tora (tiger) crouching beneath a rocky outcrop on the seashore with araumi (cresting waves).
Inscribed: Eishin Hōgen hitsu (painted by Eishin Hōgen)
Kojakuan kaō shō (authenticated by Kojakuan* with monogram)
Japan 17th/18th century Edo period
Dimensions: H. 69¾" x W. 77" (177cm x 195cm)
Kanō Yasunobu (1613-1685). Familiar names: Genshirō, Shirojirō, Ukyōnoshin. Gō (art names):
Bokushinsai, Eishin, Ryōfusai, Seikanshi. Yasunobu was the son of Kanō Takanobu, who died when Yasunobu was a child. He studied under Kanō Kōi and his elder brother Tan'yū. Yasunobu began working in Kyoto, then moved to Edo with Tan'yū, who founded the Kajibashi branch of the Kanō family. He became goyō eshi (official painter) to the shogun's court, founding the Makabashi Kanō School.
Yasunobu was later adopted by Kanō Sadanobu as his heir; hence also regarded as the eighth-generation head of the main Kyoto Kanō line. A connoisseur of paintings, Yasunobu signed many certificates of authentication for Kanō paintings. He was awarded the honorary title of Hōgen (lit. Eye of the Law) in 1662. One of his greatest accomplishments was painting the walls of the Shishinden Seiken of the Imperial Palace, Kyoto. He also painted landscapes, figures, kachōga (birds and flowers) and Buddhist subjects.
*Ōkura Kōsai (1795-1863). Gō (art name): Kojakuan. An art connoisseur and authenticator who served the Tokugawa Family in Kishu Province. In 1825 Ōkura Kōsai became a monk and took the art name Kojakuan. In 1851 he was granted the title of Hokkyō (lit. Bridge of the Law) the third highest honorary title bestowed upon Japanese Buddhist priests.
Freely drawn representations of cresting waves, foam and sea spray are known as araumi (lit. rough sea) motifs. Following in the artistic traditions of T'ang China, such seas were initially portrayed with fearsome animals among the waves as depicted on this particular screen.
Tora (tiger), in Chinese thinking, is supreme among the land beasts and is sometimes depicted with the ideograph for the word 'king' on its forehead. Although viewed as dangerous, it is a symbol of strength, courage and longevity and is also accredited with the ability to fend off demons, ill-fortune and disease. In the traditional cosmology of China, the tiger is one of the Four Sacred Creatures, representing autumn, the western direction, the wind and the colour white. It is thus the complement of the dragon, which represents the east, spring, and water. The interaction of the two, representing the play between wind and water, is thought vital for creating the nurturing weather that makes soil fertile and crops prosper.
Japan's artistic treatment of tigers is usually highly stylised. With no indigenous specimens to study, artists of the pre-modern period constructed their notions of the tiger from skins imported into the country. This has resulted in a rather cat-like depiction of this noble feline beast.
nb Whilst painted by a member of the Kanō school I do not believe this screen to be a work by Kanō Yasunobu. | <urn:uuid:2856595e-8c2b-4e0d-a0e9-7d03029c161b> | CC-MAIN-2019-39 | http://japanesescreens.com/catalogue/screens/6958/?wpp_export=pdf | 2019-09-20T02:15:17Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00252.warc.gz | 103,581,963 | 809 | eng_Latn | eng_Latn | 0.995056 | eng_Latn | 0.996227 | [
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Dictate or display the following:
Start here
Ice Teacher's Notes
Click here for the video
Display or hand out the correct script (on page 3) and ask them to give themselves a mark out of ten.
Elicit what they think they said (text below).
Two girls
People say it's hard to breathe. So, it's so cold….like….your heart can stop, so, yeah…
The boy
It's so cold I couldn't think! Survival instincts - just get up!
As a follow-up, send students the links to these articles to read at home:
Ice Claws
The Swedish Ice Claw
Show them the clip again (to 00:34) and turn on the subtitles using the button on the menu bar below the images. Ask them how accurate the subtitles are.
Now turn off the subtitles. Watch the whole video and ask them to pay attention to the two girls and a boy who are interviewed.
Now watch again with subtitles on. Ask them to discuss the difference between what was actually said and what appears in the subtitles. Ask them what they thought was the funniest phrase in the subtitles.
Get some reactions to the following questions:
Would you jump in or would you have to be pushed? Would you like to go to school in Sweden? What's the worst thing you ever had to do in a gym class?
Jonas - the teacher
They will drop in, then they turn around because you always know that the ice is thicker from the way…the side you came from. Em…then they have like …..em this - it's called isdubbar in Swedish and you put them in the ice and drag yourself to a safe spot where you can stand up and get rescued. | <urn:uuid:fec6ef77-28bc-452b-a480-155b735ca91e> | CC-MAIN-2019-39 | https://allatc.files.wordpress.com/2015/02/ice-t.pdf | 2019-09-20T01:28:28Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00253.warc.gz | 365,232,801 | 354 | eng_Latn | eng_Latn | 0.98297 | eng_Latn | 0.997672 | [
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Modern Foreign Languages
The Big Picture – Assessment Cycle 3
| Lesson/Title | | Contexts and objectives | | Grammar | Skills and strategies |
|---|---|---|---|---|---|
| | Talking about music, cinema, and T.V. | | Revising separable verbs The verb as second idea | | |
| | Talking about music, cinema, and T.V. | | Using separable verbs in the perfect tense The verb as second idea in the perfect tense | | |
| | Talking more about music, cinema, and T.V. | | Using separable and reflexive verbs in the perfect tense Word order using the time – manner – place rule | | |
| | Talking about what you eat and drink, at home and out). | | Saying what you like / would like to do Negatives with nicht and kein | | |
| | Talking about food and drink in Germany. | | Revising the present tense Modes of address (the three words for ‘you’) | | |
| | Talking in more detail about eating and drinking. | | Using the correct word order with adverbial phrases Forming questions with the different modes of address | | |
Key terminology
Noun
Adjective
Pronoun
Adverb
Verb
Conjunction
Subject
Article
Direct object
Indirect object
Nominative
Accusative
Dative
Genitive
Questions that I have about these units (or German in general)… | <urn:uuid:c5aa9aa4-5c2e-4209-a294-38e1493c3292> | CC-MAIN-2019-39 | http://www.q3academy.org.uk/wp-content/uploads/2015/03/Year-9-German.pdf | 2019-09-20T01:10:06Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00251.warc.gz | 296,557,517 | 343 | eng_Latn | eng_Latn | 0.814363 | eng_Latn | 0.814363 | [
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June 2019
I Felt the Earth Move Under My Feet
Kewanee's 1942 Earthshaking Event
On December 7, 1941, the Japanese bombed the U.S. naval base at Pearl Harbor, "a date which will live in infamy" in the American psyche.
Four months later, in the early morning hours of April 13, 1942, the Great Kewanee Fire began, devastating downtown Kewanee and creating another vivid memory for Kewaneeans.
In between those dates, Kewanee was the epicenter of an occurrence of nature extraordinarily unusual for the Midwest in general and Illinois in particular. It was an event which, according to the March 2, 1942, Kewanee Star Courier, "occasioned more Sabbath excitement than anything which has happened since that 'Black Sunday' last December when Pearl Harbor was raided." But few today know about the event.
At 9:44 a.m. on March 1, 1942, when Kewanee citizens were reading their Sunday papers, heading to church, or perhaps still sleeping, an earthquake consisting of two tremors seconds apart shook the city and the surrounding area.
According to the St. Louis University seismograph station, the epicenter was located at 41°14' north, 89°44' west, about 9 miles east of Kewanee. The seismograph station at Loyola University in Chicago reported that the shock was felt in the counties of Rock Island, Henry, Bureau, Mercer, Knox, Stark, and Peoria. Press reports indicated that the shock was strongest at Kewanee and Buda.
The Star Courier reported that
"houses were shaken, the earth quivered and residents here experienced their first earthquake.
. . . [T]he result was an almost steady shaking for less than a minute sufficient to rattle windows, cause buildings to creak and dishes to rattle but not of sufficient intensity to break windows. Reactions of the house-holders were varied but the most common one was to rush to the basement to discover if the 'furnace wasn't acting up.'
Others thought that a heavy truck was shaking the street."
According to the newspaper, people next thought that there had
been a heavy explosion: "Wild rumors were started concerning an explosion at the Rock Island arsenal or the Burlington, Iowa ordnance plant." Scores of residents rushed to their phones to call police stations and newspaper offices, and the telephone exchanges were swamped with calls.
According to most reports, nearly all residents in Kewanee, Buda, and the surrounding area were not necessarily frightened but more curious why their windows and walls were shaking.
In Sheffield, most residents thought the shaking was the result of dynamiting at the Shale Products Company west of town where blasting occurred frequently.
In Galva, the government weather observer, who was credited with giving the first report of the quake, said his drugstore was besieged with telephone calls. In the Methodist church, the leaded windows rattled vigorously. At the Henry Sweat farm along the Burlington railroad east of Galva, the Moline Dispatch reported that "dishes clinked together in the china closet and a door was rattled as if someone were trying to open without turning the knob. The accompanying tremble seemed to the Sweat family just like the quivering sensation they experience many times a day when the heavy Burlington trains rumble nearby."
Residents of Buda rushed out of their houses when the earth began to shake.
My cousin, Marilyn Kelly (née Knapp), recalls the quake. Her mom was in the kitchen and she was in an adjoining room when her mom made a sudden sound, and then asked if Marilyn had felt "it." Marilyn, who was about nine-years-old at the time, had indeed felt the quake; it was not terrible or violent, but very noticeable. She remembers the event being a relatively big thing in Kewanee, and also a bit scary for a youngster, not knowing what was going on or if there would be another one.
Two days later, the March 4 Star Courier reported that a number of residents, particularly in the south and eastern part of Kewanee, felt a "disturbance" shortly after 9 p.m. Tuesday night similar to the Sunday tremors. The paper asked whether another earthquake had occurred and whether it was becoming a habit. However, there was no other evidence that another quake had struck.
The 1942 Kewanee earthquake's magnitude is unknown. Earthquakes had not occurred with any frequency in the Tri-County area, nor had they pro- duced significant damage. In the Kewanee quake, small articles were shaken from desks, windows rattled, and walls shook slightly, but that was all.
At the time of the quake, the Rev Alphonse Schmitt, professor of physics at Loyola, said records indicated that it was the first quake to be felt in northeastern Illinois since January 2, 1912. The last previous quake reported in Illinois had been on November 21, 1929, when a slight tremor was felt in the cities of southern Rock Island county. Morris Leighton, director of the Illinois Geological Survey, was quoted in the paper saying "as far as I know there are no geological conditions in northwestern Illinois that could conceivably produce earthquakes."
However, according to the June 4, 2004, Heart of Illinois Project Impact report, NATURAL HAZARDS MITIGATION PLAN, "[e]arthquakes are a possibility in the Tri-County area due to its proximity to the New Madrid Fault Zone [to the south]." Last year, the Illinois Emergency Management Agency reminded people that the New Madrid Fault produced the largest earthquakes in the continental United States in 1811-1812.
The U.S. Geological Survey map below puts the odds low that any major earthquake will hit Kewanee. But our hometown could still experience at least a little more shake, rattle, and roll in its future, just as it has in its past. | <urn:uuid:e6487639-4b8d-4bac-b1c4-c060788f9815> | CC-MAIN-2019-39 | https://kewanee-history.com/wp-content/uploads/2019/06/Kewanee-Earthquake.pdf | 2019-09-20T01:27:29Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00256.warc.gz | 538,606,015 | 1,244 | eng_Latn | eng_Latn | 0.998911 | eng_Latn | 0.999281 | [
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| Original Issue | 2018 |
|---|---|
| Ratified Current Version | May 2018 |
| Approval Authority | Board Directors |
| Policy Sponsor | Deputy Principal |
| Review Date | 2019 |
Child Protection Reporting Obligations Policy
Contents
Introduction
Protection for children and young people is based upon the belief that each person is made in the image and likeness of God and that the inherent dignity of all should be recognised and fostered.
Monivae College are entrusted with the holistic education of the child, in partnership with parents, guardians and caregivers, who are the primary educators of their children. Monivae College staff therefore have a duty of care to students to take reasonable care to avoid acts or omissions that they can reasonably foresee would be likely to result in harm or injury to the student, and to work for the positive wellbeing of the child.
Under the National Framework for Protecting Australia's Children 2009–2020, protecting children is everyone's responsibility – parents, communities, governments and businesses all have a role to play.
In Victoria, a joint protocol, Protect: Identifying and Responding to All Forms of Abuse in Victorian Schools, involving the Victorian Department of Education and Training (DET), the Catholic Education Commission of
Victoria Ltd (CECV) and Independent Schools Victoria (ISV) exists to protect the safety and wellbeing of children and young people.
DET has also produced Four Critical Actions for Schools: Responding to Incidents, Disclosures and Suspicions of Child Abuse and Responding to Suspected Child Abuse: A Template for all Victorian Schools, both of which are referred to in the joint protocol.
All teachers, other staff members, volunteers, contractors, other service providers, parish priests, canonical and religious order administrators of Catholic schools within Victoria must understand and abide by the professional, moral and legal obligations to implement child protection and child safety policies, protocols and practices.
Purpose
Schools must comply with the legal obligations that relate to managing the risk of child abuse under the Children, Youth and Families Act 2005 (Vic.), the Crimes Act 1958 (Vic.), the Child Wellbeing and Safety Act 2005 (Vic.) and the Education and Training Reform Act 2006 (Vic.).
The Child Wellbeing and Safety Act 2005 (Vic.) introduced the seven Victorian Child Safe Standards which aim to create a culture where protecting children from abuse is part of everyday thinking and practice. The Child Safe Standards were introduced in response to recommendations made by the Betrayal of Trust report.
Ministerial Order No. 870 – Managing the Risk of Child Abuse in Schools was made under the Education and Training Reform Act 2006 (Vic.) and sets out the specific actions that all Victorian schools must take to meet the requirements in the Child Safe Standards.
This policy is designed to enable Monivae College to comply with Standard 5 of the Victorian Child Safe Standards: processes for responding to and reporting suspected child abuse, as well as the school-specific requirements for procedures for responding to allegations of suspected abuse in Ministerial Order No. 870.
This policy is designed to assist Monivae College staff (which includes volunteers, contractors, other service providers and religious leaders, including clergy) to:
- identify the indicators of a child or young person who may be in need of protection
- make a report of a child or young person who may be in need of protection
- understand how a 'reasonable belief' is formed
- comply with mandatory reporting obligations under child protection law and their legal obligations relating to criminal child abuse and grooming under criminal law.
Child protection reporting obligations fall under three separate pieces of legislation with differing reporting requirements:
- Children, Youth and Families Act 2005 (Vic.)
- Crimes Act 1958 (Vic.)
- Education and Training Reform Act 2006 (Vic.)
These legislative obligations exist in addition to moral and duty-of-care obligations, which require the school community members to protect any child under their care and supervision from foreseeable harm.
This policy sets out the actions required under the relevant legislation and regulatory guidance when there is a reasonable belief that a child is in need of protection or a criminal offence has been committed. It also provides guidance on how to make a report.
All procedures for reporting and responding to an incident of child abuse are designed and implemented by taking into account the diverse characteristics of school communities.
Scope
This policy applies to school staff, including school employees, volunteers, contractors and clergy.
Legislative Context
- Children, Youth and Families Act 2005 (Vic)
- Child Wellbeing and Safety Act 2005 (Vic) and the Child Safe Standards (Vic)
- Crimes Act 1958 (Vic)
- Education and Training Reform Act 2006 (Vic.)
- Equal Opportunity Act 2010 (Vic.)
- Privacy Act 1988 (Cth)
- VRQA Guidelines to Minimum Standards 2015
- Working with Children Act 2005 (Vic)
Definitions
Types of Child Abuse and Indicators of Harm
Child abuse can take many forms. The perpetrator may be a parent, carer, school staff member, volunteer, another adult or even another child. The nature of child abuse is complex. The abuse may occur over time and potential risk indicators are often difficult to detect. Therefore, the legal obligations for reporting allegations of child abuse can vary depending on the circumstances of the incident.
Child abuse is defined in the Child Wellbeing and Safety Act 2005 (Vic.) to include:
[x] sexual offences
[x] grooming
[x] physical violence
[x] serious emotional or psychological harm
[x] serious neglect.
Family violence is defined under the Family Violence Protection Act 2008 (Vic.) to include behaviour that causes a child to hear, witness, or be exposed to the effects of family violence such as abusive, threatening, controlling or coercive behaviour. While family violence does not form part of the official definition of 'child abuse' in the Child Wellbeing and Safety Act, the impact of family violence on a child can be a form of child abuse; for example, where it causes serious emotional or psychological harm to a child.
Child abuse can have a significant effect on a child's physical or emotional health, development and wellbeing. The younger a child is, the more vulnerable he/she is to abuse and the more serious the consequences are likely to be.
There can be physical or behavioural indicators of child abuse and neglect, or a combination of both. While the presence of a single indicator, or even several indicators, does not necessarily prove that abuse or neglect has occurred, the repeated occurrence of either a physical or behavioural indicator, or the occurrence of several indicators together, should alert school staff to the possibility of child abuse or neglect.
Child sexual abuse is more commonly perpetrated by someone who is known to and trusted by the child and is also often someone highly trusted within their families, communities, schools and/or other institutions, such as the Church.
For full definitions of all types of child abuse, a comprehensive list of the indicators of harm and advice on identifying perpetrators of child sexual abuse refer to the protocol Protect: Identifying and Responding to All Forms of Abuse in Victorian Schools.
Sources of Child Protection Reporting Obligations
Children, Youth and Families Act 2005 (Vic)
Mandatory Reporting
Mandatory reporting is a legal requirement under the Children, Youth and Families Act 2005 (Vic.) to protect children from harm relating to physical injury and sexual abuse. A child, for the purpose of the relevant parts of this Act, is any person 17 years of age or younger. The principal, teachers, medical practitioners and nurses at a school are mandatory reporters under this Act.
If, in the course of carrying out their duties, a mandatory reporter forms a reasonable belief that a child is in need of protection from physical harm or sexual abuse, and that the child's parents are unwilling or unable to protect the child, they must report that belief to DHHS Child Protection and/or Victoria Police, including the information prescribed in the Responding to Suspected Child Abuse: A Template for all Victorian Schools, as soon as possible after forming the belief.
A subsequent report must be made on each occasion on which the mandatory reporter becomes aware of further reasonable grounds for the belief and even if the reporter knows that another report has been made concerning the same child and suspected abuse.
The threshold for reporting child protection incidents, disclosures, concerns or suspicions has been set deliberately low by the joint protocol Protect: Identifying and Responding to All Forms of Abuse in Victorian Schools. This protocol focuses on Four Critical Actions that all school staff must take if they form a suspicion or reasonable belief that child abuse has occurred, or that a child is at risk of suffering abuse.
Reasonable Belief
Where school staff members are concerned about the safety and wellbeing of a child or young person, they must assess that concern to determine if a report should be made to the relevant agency. If a staff member has witnessed potentially abusive behaviour, has a suspicion or has received a disclosure of child abuse, they must determine whether these observations or receipt of such information has caused the staff member to form a 'reasonable belief'.
A 'reasonable belief' or a 'belief on reasonable grounds' is not the same as having proof but is more than rumour or speculation. A 'reasonable belief' is formed if a reasonable person in the same position would have formed the belief on the same grounds.
A 'reasonable belief' might be formed if:
[x] a child states that they have been physically or sexually abused
[x] any person tells you that they believe someone has been abused; this may include a child who is talking about themselves
[x] you observe physical or behavioural indicators of abuse, as described in Protect: Identifying and Responding to All Forms of Abuse in Victorian Schools
[x] a child or young person exhibits sexually abusive or age-inappropriate behaviour(s)
[x] professional observations of the child's behaviour or development cause you to form a belief that the child has been physically or sexually abused or is likely to be abused.
While any indicators of possible child abuse or neglect are concerning, it is important to understand that the presence of a number of indicators that suggest either physical or sexual abuse of a child may be sufficient to form a 'reasonable belief' in a mandatory reporter's mind which must be reported.
Crimes Act 1958 (Vic)
In response to the Betrayal of Trust report three new criminal offences have been introduced under the Crimes Act 1958 (Vic.):
[x] failure to disclose offence, which requires adults to report to the Police a reasonable belief that a sexual offence has been committed against a child.
[x] failure to protect offence, which applies to people in positions of authority within organisations, who knew of a risk of child sexual abuse by someone in the organisation and failed to reduce or remove the risk.
[x] grooming offence, which targets communication with a child or their parents with the intent of committing child sexual abuse.
Failure to Disclose
Any school staff member who forms a reasonable belief that a sexual offence has been committed in Victoria by an adult against a child under 16 must disclose that information to Victoria Police.
Failure to disclose the information to the Police is a criminal offence under Section 327 of the Crimes Act 1958 (Vic.) and applies to all adults (18 years and over) in Victoria, not just professionals who work with children.
The obligation is to disclose that information to the Police as soon as it is practicable to do so, except in limited circumstances such as where the information has already been reported to DHHS Child Protection.
Refer to the below table for information on when to report a concern that a child or a young person has been sexually abused or is in need of protection from sexual abuse.
Reporting Criteria – Failure to Disclose
In accordance with the Crimes Act 1958 (Vic.), this table sets out when to report a concern that a child or young person has been sexually abused or is in need of protection from sexual abuse.
| Type of Reporting | | By | | To |
|---|---|---|---|---|
| | | Whom | | Whom |
| Reasonable belief that a sexual offence has been committed by an adult against a child under 16. Any adult who forms a reasonable belief that a sexual offence has been committed in Victoria by an adult against a child under 16 must report that information to Victoria Police. You will not be guilty of an offence if you do not report in the following circumstances: The victim is 16 years of age or older and does not want the information reported to the Police. However, this exception does not apply where the victim is aged under 16 years or is aged over 16 years and has an intellectual disability and does not have the capacity to make an informed decision about whether or not to report. The victim has disclosed the information in confidence in the course of a therapeutic relationship with you as a registered medical practitioner, counsellor or in religious confession to a member of the clergy. A ‘counsellor’ is a person who is treating a person for an emotional or psychological condition. Please note that under the Children, Youth and Families Act 2005 (Vic.) the exceptions to making a disclosure under the Crimes Act 1958 (Vic.) may be overridden. The National Catholic Education Commission (NCEC) Privacy Compliance Manual (updated by the Catholic Education Commission of Victoria Ltd (CECV): Dec 2015) also provides details relating to the role of school counsellors and their obligations to pupils, the school at which the pupils are enrolled and the parents of those pupils (refer to Section 26). Where it is necessary for school counsellors to directly pass on information, | Any person aged 18 or over | | Victoria Police | |
which relates to the wellbeing of a student at a school, this information must be conveyed to a person (i.e. school principal) who has a legal obligation to receive it without betraying confidence (Section 26.3).
A mandatory report may then need to be made.
[x] The victim turned 16 years of age before 27 October 2014.
Reasonable excuses for failing to comply with the requirement include:
[x] a reasonable belief that the information has already been reported to the Police or DHHS Child Protection disclosing all of the information
[x] a reasonable fear that the disclosure will place someone (other than the alleged perpetrator) at risk of harm.
For further information about the 'failure to disclose' offence, see Department of Justice and Regulations – Failure to disclose offence and the Betrayal of Trust: Fact Sheet.
Failure to Protect
Any school staff member in a position of authority who becomes aware that an adult associated with their organisation (such as an employee, contractor, volunteer, sport coach or visitor) poses a risk of sexual abuse to a child under 16, who is in the care or supervision of the organisation, must take all reasonable steps to reduce or remove that risk.
Failure to take reasonable steps to protect a child in the organisation from the risk of sexual abuse from an adult associated with the organisation is a criminal offence under Section 49C (2) of the Crimes Act 1958 (Vic.).
In a school context, this will include the principal and the business manager and may also extend to school counsellors, heads of departments and heads of schools.
For further information about the 'failure to protect' offence, see Department of Justice and Regulations Failure to protect offence and the Betrayal of Trust: Fact Sheet.
Grooming
The offence of grooming prohibits predatory conduct designed to prepare or 'groom' a child for future sexual activity and is contained in Section 49B (2) of the Crimes Act 1958 (Vic.). The offence applies to communication with children under 16 years.
Grooming can be conducted in person or online, for example via interaction through social media, web forums and emails. The offence can be committed by any person aged 18 years or over. It does not apply to communication between people who are both under 18 years of age. For further information about the 'grooming offence', see Department of Justice and Regulation – Grooming offence and the Betrayal of Trust: Fact Sheet.
For more information about managing and responding to the risk of abuse, see Responding to Student Sexual Assault and Risk Management in the Department of Education and Training resources.
Education and Training Reform Act 2006 (Vic)
From a child safety perspective, the key functions of the Education and Training Reform Act 2006 (Vic.) are to:
[x] require schools to notify the Victorian Institute of Teaching (VIT) when a school has taken action against a teacher.
[x] make compliance with the Victorian Child Safe Standards a requirement for registration of all Victorian schools.
Duty of Care
School staff have a duty to take reasonable steps to protect children and young persons under their care and supervision from harm that is reasonably foreseeable (this duty applies to all school staff). The question of what constitutes reasonable steps will depend on the individual circumstances of each case. A staff member may breach their duty of care towards a student if they fail to act in the way a reasonable or diligent professional would have acted in the same situation.
For more information on the scope of staff duty-of-care obligations and examples of reasonable steps they can take in relation to suspected child abuse, refer to the protocol Protect: Identifying and Responding to All
Forms of Abuse in Victorian Schools.
Supporting Documents
- Child Protection Reporting Obligations Procedure
Responsibility
- The Board Directors (as the Approval Authority) are responsible for monitoring the implementation, outcomes and scheduled review of this policy and its accompanying procedure/s
- The Deputy Principal (as the Policy Sponsor) is responsible for maintaining the content of this policy as delegated by the above title.
- The Compliance and Risk Manager is responsible for the administration support for the maintenance of this policy as directed by the above title.
Promulgation
The Child Protection Reporting Obligations Policy will be communicated throughout the School community in the form of:
1. Policies section of the Monivae website to alert the School-wide community of the approved Policy;
2. distribution of e-mails to all staff.
Implementation
The Child Protection Reporting Obligations Policy will be implemented throughout the School via:
1. Policies section of SIMON knowledge banks to alert the School-wide community of the approved Policy;
2. Staff briefing sessions
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Worldatlas
Home Page
Logo
URL
http://www.worldatlas.com/aatlas/world.htm
Subject
Atlases
Accessibility
Free
Language
English
Publisher
worldatlas.com
Brief History
Subject to research
Scope and Coverage
It contains complete list of continents, countries, lakes, oceans, mountains, world
population and clocks, map of world and map of different countries, states, flags of
every country, state, province and territory, local time and date, travel aids, outline
Kind of Information
Special Features
Arrangement Pattern
Remarks
Comparable Tools
maps, list of rivers, mountains, forest, economics of continents, country, global, world and images with short description.
Each entry on continent contains description on geography, history, demographics, list of countries in Asia. Cities under each continent contain map, region, neighbour country, historical information etc. Entry on travel contains articles of different destination. Entry on society contains articles on important facts of different societies.
Links to http://english.mathrubhumi.com/.
Popular reference pages of this site are pages of currency conversion, distances, find out address, flags, latitude and longitude, oceans, populations, USA times, United States area codes etc.
Links to http://mapbeast.com, https://www.amazon.com.
Under each continent, name of the countries are arranged alphabetically at the end.
An atlas is a collection of maps; it is typically a map of Earth or a region of Earth. With atlases this site explores the basic idea of different regions like information on geography, demographics, historical information etc.
Worldatlas.com (http://www.worldatlas.com/)
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www.bookworksllc.com/catalog
Musical Sing-Along Book
Sing along and learn your abcs!
Now I Know My ABC is a Musical Sing-Along Book that introduces the alphabet in a fun-filled and memorable way.
Young readers can follow the story, discovering objects and animals that start with each letter of the alphabet.
Remembering the letters and their order will become second nature as readers press the sound module and sing along to the Alphabet Song!
Series Title: Musical Sing-Along Book
Title: Now I Know My ABC
Extent: 7 leaves
Size: 7 ¼ ″ x 9 ¼ ″ (185 x 234mm)
Age: 12+ months
Materials: full-color board book, with
integral sound chip.
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M E S S A G E 31
Developing Mathematical Habits of Mind
LOOKING AT THE BACKGROUND, CONTEXT, AND CONTENT OF THE COMMON CORE STANDARDS FOR MATHEMATICAL PRACTICE
The only way to know mathematics is to do mathematics.
—Paul Halmos (I Want to Be a Mathematician, 1985)
In a fascinating glimpse into his mind, Paul Halmos (1985) describes his journey as a learner, teacher, and practitioner of mathematics. His description refl ects a career of sometimes elegant and often messy exploration with mathematical ideas, properties, problems, and theorems, including wrong turns, dead ends, and unproductive thinking. His depiction of his life as a mathematician refl ects the insights, Aha! moments, epiphanies, and serendipities that resulted from analyzing what worked and what didn't. He shares the value of interacting with colleagues, persevering through diffi cult paths that often required considerable amounts of time, and sometimes stepping away from a problem for a while. In looking at this image of what a "real" mathematician does, we can see the power of learning from mistakes and of backing up to refl ect, consider, analyze, regroup, redirect, and move forward, building on curiosity and a desire to fi nd solutions. What he describes in a very personal way are the mathematical habits of mind we want every student to develop.
What Are Mathematical Habits of Mind?
For years, mathematicians, educators, and other experts have tried to describe the heart of what it means to do mathematics and think mathematically, often using terms like mathematical habits of mind, mathematical processes, or mathematical practices. Students who learn only mathematical facts, defi nitions, rules, and procedures may do fi ne on large-scale tests that address these relatively easy-to-score elements of mathematics. But many of these same students later fi nd that they cannot use what they know when they encounter any problem or situation they haven't specifi cally learned how to solve. On the one hand, we lament the poor preparation of students who can't apply what they've learned, but on the other hand, too often we continue to cling to the old notion that mathematics consists primarily of a checklist of knowledge and skills.
There is no one correct or complete list of mathematical habits of mind. Many descriptions overlap or address similar aspects of the nature of mathematics. (See the "More to Consider" section of this message for several descriptions and lists of mathematical habits of mind as conceptualized by various experts.) Almost all descriptions of mathematical habits of mind, mathematical thinking, practices, or processes center on a person's ability to solve mathematical problems, especially those that go beyond simple word problems related to a recently learned procedure.
Closely connected to solving problems is the ability to explain one's thinking and engage in productive discourse with others about the problem or observations about the mathematics in the problem. Thus, almost all discussions of mathematical habits of mind involve dimensions of thinking and reasoning. Some descriptions of mathematical habits of mind build from general intellectual habits of mind, such as perseverance, persistence, listening and communication skills, or metacognitive skills like refl ection and analysis. Others may be uniquely associated with mathematics, such as considering multiple ways of representing mathematical ideas, zooming in and zooming out on particular aspects of a problem and on the problem as a whole, the ability to connect ideas within and outside of mathematics, making conjectures and generalizations, understanding the structure of mathematics, considering mathematical relationships, justifying and explaining mathematical solutions, and so on. These habits of mind span grade levels and ages; students can develop and demonstrate them in appropriate ways from their earliest experiences with mathematics. Given the right kinds of opportunities, a student's level of expertise in using mathematical habits of mind will increase year after year, ideally with students graduating from high school having developed a powerful set of mental abilities.
Connecting Mathematical Habits of Mind and the Common Core State Standards
The design of the Common Core State Standards includes both Standards for Mathematics Content and Standards for Mathematical Practice in acknowledgment of what mathematicians and mathematics educators have recognized for years—that it is not possible to be knowledgeable about mathematics if all a person knows is mathematical content. The essential partner to mathematical content is a set of mathematical ways of thinking and reasoning that can equip a person to navigate through hard or unknown mathematical territory.
The Common Core's descriptions of the Standards for Mathematical Practice address many, if not most, of the dimensions of mathematical thinking and habits of mind articulated in previously published discussions. Thus, considering these practices can give us a good, broad overview of the nature of mathematical habits of mind essential for today's students. In considering these practices, we should also keep in mind excellent recommendations from other sources in recent years, most notably the process standards from the National Council of Teachers and the mathematical profi ciencies described in Adding It Up (National Research Council 2001). Both of these sources are acknowledged in the Common Core State Standards documents, and the writers have also considered other important discussions of mathematical habits of mind listed in the "More to Consider" section of this message, especially the work done by Al Cuoco, E. Paul Goldenberg, and June Mark (2010).
PRACTICES
The Common Core State Standards' explicit attention to mathematical habits of mind is represented by the Standards for Mathematical Practice (NGA Center and CCSSO 2010, 6). Increasingly these critical practices are being recognized as central to the goals of mathematics teaching and learning and many consider the practices the most central component of the standards. One vision of the Standards for Mathematical Practice groups the eight standards into four related pairs (see Figure 31.1).
In this organization of the eight Standards for Mathematical Practice, the four major types of mathematical practices are:
* reasoning and explaining,
* modeling and using tools,
* seeing structure and generalizing, and
* overarching habits of mind of a productive mathematical thinker, including problem solving and communication.
One of the important messages in this graphic is a reminder that the eight practices may not be as discrete as they initially appear. Rather, they function together, not only as pairs of standards, but as a cohesive set of descriptors contributing to our notions of what mathematical habits of mind we hope to help every student develop.
Figure 31.1
Common Core Eight Standards of Mathematical Practice
Source: http://commoncoretools.me/2011/03/10/structuring-the-mathematical-practices
PROCESSES
As we explore these practices, consider NCTM's standards for mathematical processes:
* Problem Solving
* Reasoning and Proof
* Communication
* Connections
* Representations
In thinking about how the eight CCSSM Practices relate to NCTM's fi ve process standards, groups of experts and practitioners are likely to arrive at different ways of cross-matching the two sets of standards, demonstrating how overlapping and nondiscrete any list of mathematical habits of mind is likely to be. One model from Connecting the
NCTM Process Standards and the CCSSM Practices (Koestler, Felton, Bieda, and Otten 2013) shows the following matches:
It's far less important to identify which particular standard(s) a given problem or practice addresses than it is to look for opportunities to focus on and help students develop one or more of the practices within the context of the problem. In fact, a valuable professional learning experience, especially among colleagues or within a professional learning community, can be to do a matching among these two sets of standards for mathematical habits of mind, considering the intent of each standard and what each standard seems to address most directly. My own matching differs somewhat from the one above, but agreeing on a list is much less important than the discussions that can arise as individuals and colleagues consider the standards in depth as related to their own work.
PROFICIENCY
The National Research Council's Adding It Up (2001) offers a vision of mathematical profi ciency that echoes many of the same notions as the practices and processes described earlier. The NRC identifi es fi ve components describing what is necessary for a person to learn mathematics successfully:
* conceptual understanding—comprehension of mathematical concepts, operations, and relations;
* procedural fl uency—skill in carrying out procedures fl exibly, accurately, effi ciently, and appropriately;
* strategic competence—ability to formulate, represent, and solve mathematical problems;
* adaptive reasoning—capacity for logical thought, refl ection, explanation, and justifi cation; and
* productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own effi cacy.
Looking at these strands of profi ciency, the fi rst two— conceptual understanding and procedural fl uency—seem to address the kind of mathematics knowledge and skills most often represented in state mathematics standards. The last three strands—strategic competence, adaptive reasoning, and productive disposition—seem to refl ect mathematical habits of mind related to solving problems, reasoning, justifying, and persistence and willingness to tackle mathematical problems, as well as confi dence. As in other discussions of mathematical habits of mind, the NRC notes that these fi ve strands are interwoven and interdependent, a notion they try to represent graphically using a rope metaphor (see www.nap.edu/openbook.php?record_id=9822&page=117).
Incorporating Mathematical Habits of Mind
Through in-depth consideration of the Common Core Standards for Mathematical Practice and these processes and strands of profi ciency, educators can begin to determine how mathematical habits of mind might be developed in their particular schools and classrooms. Ideally, we can learn how to seamlessly incorporate these habits into our mathematics programs so that both teachers and their students come to routinely view mathematics as a rich, powerful, and useful set of thinking and analytical tools they can use to make sense of and tackle a wide variety of problems both in and outside of mathematics.
Many good mathematics tasks offer opportunities for students to use or develop mathematical habits of mind. Even some routine or procedural problems can offer opportunities for students to call on mathematical habits of mind if we ask appropriate questions to push students' thinking beyond an obvious or superfi cial response. Consider the following problem:
A store is advertising a sale with 10% off all items in the store. Sales tax is 5%. A 32-inch television is regularly priced at $295.00. What is the total price of the television, including sales tax, if it was purchased on sale? (Charles A. Dana Center at The University of Texas at Austin 2012b)
This is a good applied problem—a fairly traditional word problem. To solve it requires a couple of steps, but the solution path is clear if a student understands percent, and the answer will either be right or wrong. Now consider the following extension of the same problem:
Adam and Brandi are customers discussing how the discount and tax will be calculated. Adam says that to fi nd the total cost for any item in the store, you can take 10% off the original price, then add the sales tax to the discounted price. Brandi says that to fi nd the total cost for any item in the store, you can determine the original price of the item, including sales tax, and then take 10% off. Are both Adam and Brandi correct? Justify your answer. (Charles A. Dana Center at The University of Texas at Austin 2012b)
The extended problem requires students to apply further mathematical reasoning, not just aiming at a numerical answer, but comparing two different procedures with subtle but important differences. Further, simply by asking students to justify their answer, we ramp up the thinking and reasoning involved.
Messages 32–39 in this section look more closely at each of the eight mathematical practices and urge us to consider how each might be addressed. Appendix A includes several sources for problems and tasks that allow for deep thinking, refl ection, analysis, explanation, and reasoning, among other mathematical habits of mind.
Assessing Mathematical Habits of Mind
The fundamental idea of building mathematics programs grounded in mathematical habits of mind has been advocated for decades, but its actualization has sometimes eluded teachers, textbook authors, curriculum developers, standards writers, and test developers. Even though we can see the value in helping students develop ways of using mathematical thinking to make sense of their world and solve the many types of problems they will encounter, sometimes it simply seems too time consuming, expensive, or diffi cult to make real. In particular, we have not seen widespread use of appropriate assessments to support the teaching of mathematical thinking and habits of mind.
While the NCTM standards from both 1989 and 2000 included specifi c standards on mathematical processes, most state standards in the late 1990s and well into the twenty-fi rst century consisted primarily of lists of mathematical content. If mathematical processes were addressed at all, they may have appeared in relatively invisible introductory paragraphs or accompanying narratives describing how important it was to incorporate problem solving, reasoning, and so on. Since state tests tended to focus on the standards themselves, rather than on the invisible paragraphs and narratives, rarely, if ever, did these dimensions of mathematical thinking appear on such tests.
Now, however, we see indications that the Common Core standards may bring with them the promise of a new era in assessment to support the mathematical thinking and habits of mind we value. In contrast to the widespread lack of attention on assessments in the past to mathematical habits of mind and mathematical processes, the two primary large-scale tests designed to accompany the standards have indicated a commitment to focus primarily on these practices, at least in rhetoric and intention (PARCC/SBAC). It may take several years for these tests and other state and local assessments to realize the full power of inclusion of these elements of mathematical thinking. While there are noteworthy examples of assessing mathematical thinking in the classroom and in some curriculum programs, this is new ground for large-scale testing. If high-stakes tests can measure and reward deep aspects of mathematical thinking, reasoning, and problem solving, perhaps teachers will feel that they're allowed to teach toward these habits of mind.
What Can We Do?
Being a mathematician is no more defi nable as "knowing" a set of mathematical facts than being a poet is defi nable as knowing a set of linguistic facts. . . . Being a mathematician, again like being a poet, or a composer or an engineer, means doing, rather than knowing or understanding.
—Seymour Papert ("Teaching Children to Be Mathematicians Versus Teaching About Mathematics," 1972)
The work of mathematicians who do mathematics as Seymour Papert describes involves thinking, reasoning, looking for patterns, noticing and connecting elements of structure, and solving complex problems using mathematical tools, among other things. It's only when our students engage in actually doing mathematics—working on hard problems, engaging in discussion, arguing, explaining, interacting with mathematical ideas and paying attention to their thinking as they do so—that they come to know mathematics well and develop a positive disposition toward the subject. Becoming profi cient at particular habits is not so much an end goal as a lifelong journey. Even professional mathematicians continue to hone and refi ne these habits throughout their career. And there is no profession where this kind of lifelong learning and growth is a higher priority than for teachers of mathematics, regardless of the level or age of students they teach. Teachers not only become better at helping students learn mathematics; they serve as powerful role models. If students are to develop mathematical habits of mind in ways that will serve them in the future, then we need to examine our curricula, assessments, and instruction in light of such habits of mind. We can also help students themselves become aware that the purpose of their mathematics learning is much more than the skills, facts, procedures, and even concepts they learn. When we do so, we not only improve students' understanding and profi ciency, we also improve their attitudes toward mathematics and their interest in doing more of it.
The Common Core State Standards provide us with a unifying vehicle to help students develop the crucial habits of mind they need From Smarter Than We Think by Cathy L. Seeley (Scholastic, 2014). www.mathsolutions.com
in order to learn mathematics well and, especially, in order to use what they learn after they leave school. The Standards for Mathematical Practice offer a new structure for understanding mathematical habits of mind. As we work to implement these eight practices, we need to be patient with ourselves and remember that the practices involve mathematically sophisticated ideas that are not always easy to understand, even for those with a mathematics background. It will take learning and effort to implement the practices well. Mathematics is a science of patterns, and we can look for patterns ourselves as we make sense of the Standards for Mathematical Practice. The patterns we fi nd might take the form of common themes such as:
* looking for, articulating, and using patterns in mathematics (to make generalizations, to recognize mathematical structure, to solve problems, and so on);
* learning to reason and make sense of mathematics (reasoning takes many forms and crosses many practices);
* zooming out and zooming in (backing up to look at the big picture of a concept, problem, or connecting topic, and focusing back in on the specifi cs); and
* representing mathematical situations and ideas in many ways and moving back and forth between representations.
Mathematics is also held together by a web of connections. As we continue to learn about the practices and collaborate on how best to help students internalize them, we will discover that the practices are neither separate nor sequential. The practices blend together and overlap in beautiful and messy ways, sometimes confusing us about which practice we're seeing or using. We need to remember that such distinctions are contrary to the vision of the Standards for Mathematical Practice—the vision of every student possessing a unifi ed and useful set of mathematical habits of mind. It's much better to keep our eye on the overall picture painted by the set of eight practices together, rather than keeping our eye on a checklist of which practices a student may or may not have mastered.
In our fast-paced, technology-driven world and competitive global workplace environment, today's students—tomorrow's workers—must be able to reason, think, and fi gure out how to approach and solve problems they've never specifi cally learned how to solve. If students leave school having learned mathematical content alone, without having learned these twenty-fi rst-century survival skills, we will have woefully underprepared them for their future. Perhaps the time has come when enough people realize the importance of these powerful habits and when we have learned enough about how to help students develop them. Perhaps the time has come when we can fi nally garner the national will to actualize the goal of helping every student develop mathematical habits of mind that can serve them throughout their lives.
Refl ections and Discussion
FOR TEACHERS
* What issues or challenges does this message raise for you? In what ways do you agree with or disagree with the main points of the message?
* When do you use mathematical habits of mind in your everyday life?
* How do you demonstrate mathematical habits of mind in your work with students?
* How familiar are you with the Common Core Standards for Mathematical Practice? Which practices do you fi nd most challenging to understand or implement?
FOR FAMILIES
* What questions or issues does this message raise for you to discuss with your son or daughter, the teacher, or school leaders?
* How can you help your daughter or son understand that succeeding in mathematics involves more than learning facts and procedures—that it involves learning how to think and reason?
* How familiar are you with the Common Core State Standards for Mathematics (available online at corestandards.org), especially the set of eight Standards for Mathematical Practice? Which practices do you fi nd most challenging to understand? Where can you go for help to make sense of any standards you may not fully understand?
FOR LEADERS AND POLICY MAKERS
* How does this message reinforce or challenge policies and decisions you have made or are considering?
* How familiar are you with the Common Core Standards for Mathematical Practice? Which practices do you fi nd most challenging to understand or implement?
* How well does your curriculum address mathematical habits of mind?
* How can you support your teachers in balancing the teaching of mathematical content and the development of mathematical practices?
RELATED MESSAGES
Smarter Than We Think
* Messages 32 through 39 explore each of the Standards for Mathematical Practice from the Common Core State Standards, incorporating important ideas from NCTM's process standards and other sources.
* Message 40, "Mathematical Habits of Instruction," pulls together ideas from this message and the other messages in Part IV, as well as drawing from messages throughout the book, to suggest how we can implement what we know to help students develop their abilities to think mathematically.
* Message 1, "Smarter Than We Think," reminds us of the importance of mathematical thinking for all students and, based on a growth mindset, emphasizes the role that challenges can play in helping students improve their intelligence, develop mathematically, and learn to think, reason, and make sense of mathematics.
Faster Isn't Smarter
* Message 14, "Balance Is Basic," makes a case for teaching a balanced program of knowledge, skills, understanding, and, most of all, mathematical thinking.
* Message 1, "Math for a Flattening World," considers the rapidly changing workplace and world around us in terms of the need to help individuals learn how to reason, think creatively, and solve problems we don't know the answers to.
* Message 3, "Making the Case for Creativity," emphasizes the importance of teaching creativity as part of a broader vision of mathematical thinking and reasoning.
MORE TO CONSIDER
* I Want to Be a Mathematician (Halmos 1985), a description of Halmos's life's work in mathematics, includes his wrong turns and approaches that didn't work out and offers an intimate view of what it means to be a mathematician, to do mathematics, and to think mathematically.
* "Implementing the Mathematical Practice Standards" (Education Development Center) gives background and overview of the CCSS practices and resources for classroom lessons, including both online resources and professional development. http://mathpractices.edc.org.
* "Mathematical Practice Institute" (Education Development Center) is a professional development institute for high school teachers focused on the mathematical practices. https://mpi.edc.org.
From Smarter Than We Think by Cathy L. Seeley (Scholastic, 2014). www.mathsolutions.com
* Common Core State Standards: A New Foundation for Student Success: The Importance of Mathematical Practices (McCallum and Zimba 2011) is a four-minute video by Bill McCallum and Jason Zimba on the Standards for Mathematical Practice of the Common Core State Standards.
* "From the Inside Out" (Fillingim and Barlow 2010) describes the kind of mathematical thinking involved in helping children become "doers of mathematics" in and outside of school.
* "Mathematics, Mathematicians, and Mathematics Education" (Bass 2005) shares insights from a mathematician about priorities in school mathematics teaching, including the importance of mathematical thinking, and describes the role of mathematicians in working collaboratively to support those priorities.
* Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School (Carpenter, Franke, and Levi 2003) offers background and strategies on how to focus elementary mathematics instruction on mathematical habits of mind that support the transition from numbers to symbols.
* Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (Costa and Kallick 2008) looks at productive habits of mind in general (not specifi cally related to mathematics), including personal behaviors and intellectual habits, and offers steps for educators on helping students develop habits of mind.
* "Contemporary Curriculum Issues: Organizing a Curriculum Around Mathematical Habits of Mind" (Cuoco, Goldenberg, and Mark 2010) suggests using mathematical habits of mind, rather than content topics, as a way to organize a mathematics program.
* "A Collection of Lists of Mathematical Habits of Mind" (Lim 2013) is a list of bullet points from several sources addressing aspects of mathematical habits of mind or general habits of mind.
* Adding It Up: Helping Children Learn Mathematics (National Research Council 2001) reports research around a conceptual defi nition of mathematical profi ciency (and accompanying "rope" model), incorporating mathematical habits of mind, as cited in this message.
* Connecting the NCTM Process Standards and the CCSSM Practices (Koestler, Felton, Bieda, and Otten 2013) unpacks each practice and relates it to NCTM's fi ve process standards, including sample classroom vignettes for elementary, middle, and high school.
* "Growth Mindset and the Common Core Math Standards" (Bryant 2013) looks at a growth mindset as it relates to students developing mathematical habits of mind described in the Common
Core Standards for Mathematical Practice. www.edutopia.org/blog /growth-mindset-common-core-math-cindy-bryant.
* "What Is Mathematics? A Pedagogical Answer to a Philosophical Question" (Harel in Gold and Simons 2008) discusses mathematical habits of mind as a central part of the discipline of mathematics and is infl uential as background for the Common Core Standards for Mathematical Practice (NGA Center and CCSSO 2010).
* Mathematics and Plausible Reasoning, Volume II: Patterns of Plausible Inference (Polya 2009) discusses multiple dimensions of mathematical thinking and reasoning, generally at the high school level, from the widely respected expert on problem solving.
* Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) offered a description of mathematical process standards as part of the fi rst set of mathematics standards offered from the profession.
* Principles and Standards for School Mathematics (National Council of Teachers of Mathematics 2000) describes mathematical content and process standards.
* Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) includes descriptions of the eight Standards for Mathematical Practice.
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East Glendalough School
Healthy Eating Policy
Introduction
In East Glendalough School we recognise the importance of a healthy lifestyle and diet and understand that establishing a balanced diet in childhood helps establish healthy eating habits for life.
The school community works together to help each other take responsibility for our own health and to adopt health-enhancing attitudes and behaviours. In order for us all to meet our full potential we need to be fit and healthy – physically, mentally and socially.
As a result, the food provision in the School is regularly reviewed and a team of teaching staff endeavours to find ways to increase people's knowledge, understanding and attitudes towards healthy eating and the importance of a healthy diet in their everyday lives.
This policy was developed in consultation with parents, staff, pupils and Board of Management by holding meetings with the Parents' Association, Healthy Eating Committee, Student Council and current suppliers of food to the school.
Promotion of Healthy Eating
Healthy Eating is explicitly and directly addressed within the Science, Home Economics and SPHE and PE curriculums.
Healthy Eating receives particular promotion in Transition Year. The majority of students take a nine-week Healthy Cooking course and every year, the Transition Year students receive a presentation on how to establish a healthy diet from the Bodywhys organisation.
Healthy eating is also promoted on an ongoing basis throughout the School (using posters, announcements in Assembly, sports advice, etc). Every October a "Health Week" allows the whole school community to focus of how students can develop a healthy lifestyle, including healthy dietary habits.
From time to time, communication issues to parents encouraging them to ensure that packed lunches are healthy and nutritious. It is particularly important that students receive enough nourishment to allow them perform to their best, both in their academic studies and their extracurricular activities, right to the end of the school day.
Provision of Food and Drink in the School
In order to reflect the importance of healthy eating this policy specifies the types of food and drink that we will provide in school.
It is recognised that most of us need to eat more:
- Fruit and vegetables
- Calcium-rich foods
- Iron-rich foods
We also need to eat less:
- Fat, sugar and salt
Everyone has a right to access clean drinking water. We try to encourage pupils to drink water at school by provision of a water fountain, bottled water and by allowing them to drink water in class.
The food in East Glendalough School is provided by a canteen, which is contracted to a private catering company, currently Get Fresh Ltd. Our aim is that the school and the catering facilities are dedicated to providing a balanced choice of snacks with a minimal amount of additives.
These foods include:
Homemade soup (vegetable, chicken, tomato or leek and potato) with brown bread (everyday)
Brown bread with jam
Choice of rolls, wraps and paninis
Cold pasta with tomato or pesto sauce
2 choices for dinner (everyday), e.g pork with veg and potato, ham with veg potato and gravy Chicken curry, rice and chips every Friday
Chicken caeser salad
Yoghurts, Fruit
Bottles of water, Capri sun, Orange/Apple juice etc.
Treats on Friday, to include cookies, bars, ice-cream, muffins
Nuts
As some students have severe nut allergies, nuts – although healthy and nutritious – are not allowed in the School. | <urn:uuid:e36d05d3-2d03-4a6f-a833-f5936a37aa3f> | CC-MAIN-2019-39 | http://www.egs.ie/web/wp-content/uploads/2014-29.-Healthy-Eating-Policy.pdf | 2019-09-20T01:06:05Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00261.warc.gz | 242,151,333 | 700 | eng_Latn | eng_Latn | 0.99752 | eng_Latn | 0.99784 | [
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Curriculum Guide – Year 7 Music
SLG Line Manager: Mr A. Slack
Lead Professional: Mrs L. Karim
Members of Staff who teach Year 7:
* Mrs R. Baines – Learning Consultant
What we do in year 7:
Hori7on is a 4 cycle programme made up of the subjects: History, Geography, Enterprise and Creative Expression. The aim is for students to work across subjects holistically whilst working for more substantial outcomes at Key Stage 3 with extended periods of time being allocated to subjects. Each subject area creates unique experiences for students and each cycle is ended with a Show Case of work which is open to parents to view. We also use the extended time to specifically focus on the cross-curricular development of literacy and numeracy.
| Areas of Study | Big Question/ Theme |
|---|---|
| The Elements of Music through Performance | How the elements are used as the building blocks of music; through the performance of the traditional sea shanty ‘Drunken Sailor’. |
| Descriptive Music through Performance 1 | How can music be used to depict a character, emotion, or tell a story; through the performance of Saint Saan’s Dance Macabre. |
| Descriptive Music through Composition 2 | How can we combine the use of musical elements and storytelling to create a descriptive piece of music? |
Curriculum Guide – Year 8 Music
Lead Professional: Mrs L. Karim
Members of Staff who teach Year 8:
* Mrs R. Baines – Learning Consultant
What we do in year 8: | <urn:uuid:4712f167-4ba4-4eed-a025-ee323c1e029e> | CC-MAIN-2019-39 | http://www.q3academy.org.uk/wp-content/uploads/2015/02/KS3-Music.pdf | 2019-09-20T01:53:47Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00259.warc.gz | 307,451,904 | 335 | eng_Latn | eng_Latn | 0.966828 | eng_Latn | 0.993178 | [
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teacher
notes
Keep an Eye on this Koala
Text and illustrations by Scott Tulloch
* Art • Reading • Writing •
Synopsis
A parrot calls koala dozy. When koala objects, the parrot hypnotizes the koala to go to sleep. When koala drops off his branch, parrot calls him a 'drop-bear'. Koala doesn't want parrot to tell the reader about the bubble-gum trees incident, so parrot hypnotizes koala to go to sleep again and then proceeds to tell the reader all about the bubble-gum trees.
Afterwards, koala goes looking for sweet leaves and meets a dingo. Koala thinks he's too clever for that ding-dong dingo. Dingo realises this is an opportunity to outsmart the koala. Dingo convinces koala to climb up to the very top of the tree. When gullible koala climbs all the way up, the branch bends all the way down to where dingo is licking his lips. Before dingo can catch koala, koala sees bubble-gum (a witchetty grub). Dingo doesn't believe it is bubble-gum so koala sets about proving it, blowing on the grub until it blows up like a bubble, floating up into the sky with koala attached, much to the disappointment of the dingo. An argument between the grub and the koala results in koala falling down and landing on the dingo. Now Dingo is mad and sneaks up to koala. At the same time the parrot falls from the sky after colliding with the deflated grub and lands on dingo. Parrot is cranky and blames the reader when, all of a sudden, a real drop-bear lands from the sky. Everyone is frightened but dozy koala saves the day.
About the Creator
Author-illustrator Scott Tulloch has been a professional artist since 1994. His first children's book Willy's Dad was published in 2007 and since then he has had another 20 books published. Some he has illustrated for other authors such as Naughty Kids' Book of Nature written by Des Hunt, Tom and the Dragon written by Juliette MacIver, and My Daddy Ate an Apple and The Scariest Thing in the Garden, written by Craig Smith. He's also written and illustrated a few books himself including the Willy books, The Silly Goat Gruff, I am not a Worm! and Too Much Poo. This is his first chapter book as author/illustrator.
Writing and Illustration Style
Scott first draws his page spreads in pencil, and then traces the image in pencil onto better quality paper. This gives him another chance to change the composition of the picture. In other picture books Scott would then paint the pictures with watercolour paints. However, in Keep an Eye on this Kiwi and Keep an Eye on this Koala Scott decided to let simple but very expressive pencil sketches do all the work.
The characters talk directly to the reader: "Keep an eye on this koala," says Parrot. She then tells us that koala is a bit dozy. There are no speech bubbles, the dialogue is written above the images, sometimes in black and other times turquoise to indicate who is speaking. There is no other colour in the book (apart from all the white space).
Teacher Notes may be reproduced for use in school activities. They may not be redistributed for commercial sale or posted to other networks.
Copyright © 2018 Scholastic New Zealand Limited. For more great resources go to www.scholastic.co.nz
1.
Shared Learning and Discussion Points
ASK YOUR STUDENTS:
* What can this cover tell you about the type of book this is going to be?
* Predict what this story might be about.
* Where is this story set and who are the main characters?
* What do you think koala feels about being called 'dozy'? How can you tell?
* How many types of gum trees are there? Name them.
* Do you think 'bubble-gum' trees are real? Why/why not?
* Why is koala embarrassed that the bubble-gum trees have been mentioned?
* Where did koala go looking for the bubble-gum trees? What happens next?
* Who does koala meet and what does it want to do to koala?
Activities
ACTIVITY 1: WHAT A CHARACTER!
Many artists develop a character before the story comes along. Imagine you are an illustrator and you want to draw a koala character, but this time he's not dozy, he's a koala who is incredibly energetic and fit. How would you draw that? Look closely at how Scott has drawn koala's expression. Use his techniques to develop your super-energetic koala. Draw your koala several times doing different actions with different expressions on his or her face.
ACTIVITY 2: DOUBLE-PAGE SPREAD
Now that you have a character it's time to develop a story. What can your super energetic koala do that will get him or her into trouble? Think 'what if …' Plan your story with a beginning, middle and end. Then develop one of the double-page spreads (with art and text).
ACTIVITY 3: INVESTIGATION!
Find out what koalas like to eat by looking online or in a book. Fill out information about what they eat on a KWL chart showing what you KNOW already, WHAT you want to know – the questions you want answered, and what you've LEARNED during your research.
Teacher Notes may be reproduced for use in school activities. They may not be redistributed for commercial sale or posted to other networks.
Copyright © 2018 Scholastic New Zealand Limited. For more great resources go to www.scholastic.co.nz
* How does the dingo trick koala?
* What diverts koala's attention and how does he use it to escape?
* How does the witchetty grub convince koala to let it go?
* Who passes by koala mid-air and what does it say?
* Who does koala land on and how does that animal feel about it?
* Who does parrot land on and what has she prevented from happening?
* Just when you think koala is safe, another animal appears with evil intentions – who is it?
* How does koala save the day?
2.
ACTIVITY 4: DOZY KOALA POEM
Write a poem about a dozy koala. It can be based on the story or just about dozy koalas.
ACTIVITY 5: KNOW YOUR CHARACTER!
Fill in the chart below about koala's character. (You could choose one of the other characters if you wish.)
Teacher Notes may be reproduced for use in school activities. They may not be redistributed for commercial sale or posted to other networks.
Copyright © 2018 Scholastic New Zealand Limited. For more great resources go to www.scholastic.co.nz
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Home Nursing Care Pandemic Flu
If pandemic flu occurs, it may not be possible or necessary to go to the hospital for care. Talk to your family doctor if symptoms occur. Family members may have to care for loved ones at home. This fact sheet provides general information on the care of the sick.
Taking care of the caregiver:
* If possible, select one person to give care to the patient.
* Get plenty of sleep, eat well, and exercise.
* Wash hands frequently with soap and water, especially before and after caring for the sick persons and their personal items (dishes, glasses, tissues, bed linens). The caregiver may wear disposable gloves for added protection.
* Keep your hands away from your face and hair.
* You may have the flu for 24 hours before you feel sick. Consider home delivery of food and medicines to contain the flu.
Taking care of the sick:
* Give the sick person plenty of fluids (water, popsicles, diluted apple juice, etc.).
* Provide a leak-free waste container if the patient is nauseous.
* Keep the sick family member comfortable.
* Know signs and symptoms when the patient needs additional medical care.
* Have face masks available for sick family members who are coughing or sneezing.
What the patient can do:
* Throw tissues and other items directly into waste basket.
* Use face masks when coughing or sneezing.
* Wash hands frequently.
* Throw up in the toilet and change soiled linens and clothing.
* Stay home and in a small section of the house if possible.
General information:
* Clean with hot soapy water and/or disinfectants all surfaces that sick family members come in contact with, such as light switches, phones, toilets, sinks, and doorknobs.
* Do not carry used bed linens against your body. Wash in the hottest water possible, using regular laundry detergent. You may prefer to wash the patient's bed linens and clothing separately.
* Use a plastic bag in wastepaper baskets. This will make disposal easier and safer.
* Try to keep the sick away from healthy people.
* Avoid letting visitors into the home.
* Have a list of each family member's chronic health problems and any medicine they may be taking.
* Know the phone number of your family physician or nurse practitioner, hospital, and mortuary.
* Know where to send a deceased family member's body.
* Maintain a pandemic medicine kit (see below).
Pandemic Medicine Kit:
* Anti-nausea and anti-diarrhea medicine
* Fever-reducers such as acetaminophen or ibuprofen. Do not give aspirin or aspirin products to children under the age of 3.
* Cough, cold, and flu medicines
* Once-a-day vitamins
* Prescribed medicine
* Blood pressure monitoring equipment
* Emergency medicine such as glucose tablets for diabetics
* Rectal and oral thermometers
* Hand sanitizer
* Face masks
* Alcohol
Check with your health care provider for medicine appropriate for you and your family.
Adapted for use in Kentucky from: U.S. Department of Health and Human Services, http://www.hhs.gov/pandemicflu/plan/sup4.html, May 2006
Peggy Riley, RN, MSN Extension Specialist for Health
Janet S. Kurzynske, PhD, RD Extension Specialist for Nutrition
Peggy Powell, MS Extension Agent for Family & Consumer Sciences
May 2006
Copyright © 2006 for materials developed by the University of Kentucky Cooperative Extension Service. This publication may be reproduced in portions or their entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Publications are also available on the World Wide Web at www.ca.uky.edu.
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Complete the following sentences.
1. Don’t they teach any ………………………. at that school?
manner
manners
mannerism
2. Many are called but ………………………… are chosen.
few
fewer
less
little
3. The old mariner had sailed the seas …………………………. 40 years.
for
since
from
4. ………………………… are the true makers of history.
Masses
The masses
The mass
5. He showed a …………………………… grasp of the problem.
masterful
masterly
Either could be used here
6. Tie the package with a strong
……………………….
cord
chord
7. If you play a few ………………………….. on the guitar, I will sing along.
cords
chords
8. With the ……………………….. of all the employees the work was done on time.
cooperation
corporation
9. I don’t believe in …………………………. punishment but I would love to give that boy a spanking.
corporal
corporeal
10. The coroner was called to examine the
…………………………
corpse
corps
11. The general's decision to invade was a
…………………………. mistake.
costy
costly
cost
12. Is the witness's story …………………………?
credible
creditable
Answers
1. Don't they teach any manners at that school?
2. Many are called but few are chosen.
3. The old mariner had sailed the seas for 40 years.
4. The masses are the true makers of history.
5. He showed a masterful / masterly grasp of the problem.
6. Tie the package with a strong cord.
7. If you play a few chords on the guitar, I will sing along.
8. With the cooperation of all the employees the work was done on time.
9. I don't believe in corporal punishment but I would love to give that boy a spanking.
10. The coroner was called to examine the corpse.
11. The general's decision to invade was a costly mistake.
12. Is the witness's story credible? | <urn:uuid:a10f8eab-3467-44d2-95a6-6480db73d43e> | CC-MAIN-2019-39 | https://www.englishgrammar.org/sentence-completion-exercise-34/?pdf=12444 | 2019-09-20T01:11:23Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00260.warc.gz | 826,130,712 | 436 | eng_Latn | eng_Latn | 0.998235 | eng_Latn | 0.999234 | [
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English
Informat on Texts and Historical Fict on
i
- Variety of information books—Great Fire of London.
- Make simple notes from non fiction and link to historical fiction.
- Write simple information texts incorporating labelled pictures and diagrams.
- Spelling, punctuation and vocabulary in line with Year 2 expectations.
- Editing and presenting work.
- Spoken word, practicing a play about The Great fire of London'.
Poetry and Stories
- Dragon poetry with examples of adventurous and descriptive language.
- Explore vocabulary.
- Create own poems.
Art
- Look at patterns in buildings.
- Develop drawing skills by sketching buildings.
- Use a range of secondary sources to develop specific language of art and architecture.
- Transfer drawings onto different materials.
- Using different media to create pictures of buildings.
Fire!
Comput ng—We are Researchers.
i
- Use safe methods to find things out.
- To understand how to make detailed and safe searches on a search engine.
- Be able to use mind mapping software.
- Begin to understand how search engines can influence users.
P. S. H.C.E
- Look at a variety of scenarios to explore how best to approach problems.
- Pocket money
- Wealth and povety
- Mother's Day
- Fire safety
- Bullying
R.E
- What is Shabbat
- Special prays
-
Special books
- The Passover
- Easter
P.E
Games
- To remember, repeat and link combinations of skills in a game.
Dance:
- Listen and respond to music. Create their own fire dance in small
Science
Plants and Growth
- Exploring the differences between things that are living, dead, and things that have never been alive.
- Describing how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
- Observe and describe how seeds and bulbs grow into mature plants
- Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
History
- Think about changes within living memory.
- Understand why the Great Plague of 1665 spread.
- Be able to place the Great Fire of London on a time-line.
- Understand the impact of The Great Fire and the changes it produced.
- Sequence the main events of the fire correctly.
- Know why the fire started and what happened.
Music—Chanaga
- Musical Activities - building on their knowledge and understanding
- Learn to Sing the Songs, vocal warm-ups and singing
- Play Instruments with the songs
- Perform the Songs to each other
- Understand why it ended and some of the results. | <urn:uuid:695e8fe4-51d9-4926-aba8-70d99cce7bfa> | CC-MAIN-2019-39 | https://www.hartsfield.herts.sch.uk/attachments/download.asp?file=572&type=pdf | 2019-09-20T02:05:44Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00258.warc.gz | 845,536,436 | 550 | eng_Latn | eng_Latn | 0.997076 | eng_Latn | 0.997076 | [
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2019 Preschool Program
At the Edward Schock Centre of Elgin Preschool, children learn in a rich environment designed to foster your child's independence, curiosity, growth in self-confidence and provide for social and emotional growth. Each week our curriculum
involves themed studies with focused learning objectives, along with time to explore, imagine and free-play. Our teachers offer a variety of structured and unstructured activities in both small and large groups to engage each child's individual learning style. In addition, our program encourages creativity and exploration in the areas of dramatic play, science, math, literacy, music and art. Your child will learn to share, create, explore and interact with children of similar ages.
Preschool Explorers (2-3 years)
The class will be semi-structured with crafts, story-time and free play. Focus will be on children gaining social skills, emotional growth, and self-help skills. Children must be 2 yrs. old by the first day of class. A parent is required to attend the first 2 classes with child, or longer, if instructor requests. Younger siblings not allowed.
Location: The Centre, Preschool Wing
Min/Max: 8/12
Resident Fee: $120 Non-Resident Fee: $130
Classroom
Pre Wee Folks (2.5-3.5 years)
This class is for young children who are ready to attend Preschool without a parent/caregiver, but misses the September 1 st birth date deadline. Social interaction, emotional growth, fine motor skill development and self-help skills are emphasized through play-based activities. Children must 2.5 yrs. by 9/1/19 and be toilet trained, or a parent/caregiver must be available for bathroom assistance (within 15 minutes).
Location: The Centre, Preschool Wing
Min/Max: 8/16
School Year Fee: $768R/ $904NR
8 Monthly Payments: $96R/ $113NR Length: 2hr/2x wk/32wks
Course #
Date
Day
Time
Classroom
513001-02 8/27-5/7 T/Th
9:15-11:15am Jungle
Wee Folks (3-4 year olds)
Children will gain social skills and learn colors, shape, number and letter recognition. They will develop and improve small & large motor skills. Students will build cognitive skills by learning through play with themed learning centers, circle time, literacy activities, and large motor skill activities. Children must be age 3 by 9/1/19 and fully toilet trained.
Location: The Centre, Preschool Wing
Min/Max: 10/18
School Year Fee: $1264R/ $1400NR 8 Monthly Payments: $158R/ $175NR Length: 2.5hr/3x wk/32wks
Course #
Date
Day
Time
Classroom
513002-04 8/26-5/6 M/T/W 12:00-2:30pm Countryside
Length: 1.25hr/1x wk/12wks
Pre-Kindergarten (4-5 year olds)
Kindergarten readiness skills will be the focus of the curriculum. Children will explore math concepts, beginning writing skills, number and letter recognition, and phonics. The program will include weekly themed learning centers, arts & crafts, circle time, stories, singing, dramatic role playing and large/small motor activities. Students will also build independence and social skills. Children must be age 4 by 9/1/19 and fully toilet trained.
Location: The Centre, Preschool Wing
Min/Max: 10/20
Registration will be ongoing until classes fill.
For more information, visit our website www.cityofelgin.org/preschool
Contact Kerry Reynolds, Early Childhood Supervisor to schedule your tour today
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Name :
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Dad buys a new tennis racket for 30.14, as a gift for Cassey. If he gives 35.00 to the storekeeper, how much change does Dad receive in return? S S 13) www.mathworksheets4kids.com
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8) 8.50 S PREVIEW
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Printable Worksheets @www.mathworksheets4kids.com
21.54
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The story of Macbeth
Read the text.
Once upon a time, there was a Scottish nobleman and a brave general in King Duncan's army named Macbeth. One day, Macbeth and his friend, general Banquo, were returning from a victorious battle when three evil creatures appeared on a desolate piece of open land. They told Macbeth that he would rise to nobility and become king of Scotland. For Banquo, they prophesied that his sons would become Scottish kings. Then, they disappeared. The two men continued the journey to the military camp while talking about their strange meeting with the three witches – Macbeth was in raptures while Banquo was skeptical.
When Macbeth and Banquo arrived at the camp, a messenger from the King informed Macbeth that the King had made him Thane of Cawdor (an important title of nobility in Scotland), in return for his bravery in the battle, and wanted to honour him with a visit to his castle in Inverness. This news fulfilled the first prophecy of the witches and tempted Macbeth to consider what it would take to become king.
Macbeth told his wife about the three witches, their prediction and its partial accomplishment, and the King's wish to visit their castle. Lady Macbeth who, like her husband, was a very ambitious woman, convinced her husband to murder the King while he was a guest at their castle. So later that night, Macbeth killed King Duncan while he was sleeping, but became deeply shocked by what he had done. Lady Macbeth did her best to calm her husband and took control of the situation.
The morning came and with it the discovery of the murder. Disorder reigned supreme in the castle and throughout Scotland, and nature was in revolt. This was because regicide was considered the worst act against the divine order. The entire suspicion fell upon Macbeth. King Duncan's two sons, who should have succeeded him, ran away in fear of their life. So Macbeth occupied the vacant throne. He was crowned King of Scotland. The second prophecy of the witches had been accomplished.
Macbeth and his wife were filled with happiness and organised a banquet in their castle. But Macbeth's first concern as King was to kill Banquo and his son because he remembered the witches' predictions for Banquo's sons. But, the King's plan was only half successful as Banquo was killed while his son managed to escape.
On the night of his murder, Banquo's ghost appeared to Macbeth at a royal banquet. Macbeth thought he was going mad and went to visit the three witches for more guidance. They offered him more prophecies: the first prophecy was that he would never be harmed by any man born to a woman; the second prophesied that he would be safe until Birnam Wood (a nearby forest) came to his castle at Dunsinane; and the third and final prediction said he had to fear Macduff, a Scottish nobleman who did not like the new King. So Macbeth embarked on a reign of terror and many people, including Macduff's family, were killed. Macduff escaped to England where he joined Malcolm (Duncan's son) and some Scottish rebels. They decided to raise an army and attack Macbeth with the support of the Scottish noblemen who disapproved of the way Macbeth was ruling the country.
The price of these murders was too high for Lady Macbeth who, haunted by her sins, became mentally ill and eventually committed suicide. As Macbeth's horror and suffering were mounting, he reacted without emotion to the
departure of his wife. Now he was fully aware of his guilty and miserable condition – he was lonely, his soul was dark and empty and his life meaningless. However he was unable to stop his self-destructive behaviour. At that very moment, a servant told Macbeth that Birnam Wood was moving towards Dunsinane Castle. Actually, it was Macduff and Malcolm's army! Each soldier was hiding behind branches as they moved towards the castle in an attempt to conceal their numbers. The battle began. Macbeth ran into the battle confident that he was invincible. He killed many soldiers and then faced Macduff who told him that he was not born to his mother in the normal way – she had had a Caesarean. Macbeth, who did not want to be humiliated and was aware that he could not escape his own tragic destiny, decided to fight to the end. He threw himself upon Macduff who, after a severe struggle, killed him. Malcolm, the rightful heir, took the throne and peace and order was finally restored to Scotland.
Choose the correct option.
1) At the beginning of the story, Macbeth was
A. a Scottish nobleman, a respected general and a loyal subject of King Duncan.
B. a Scottish nobleman, a loyal subject of King Duncan, but a bad general.
C. a Scottish nobleman, a respected general but a disloyal subject of King Duncan.
2) The three witches said that Macbeth
A. would rise to nobility, become king and that his sons would become Scottish kings.
B. would rise to nobility, but would not become king.
C. would rise to nobility, become king of Scotland but that only Banquo's sons would become kings.
3) The witches' first prophecy was accomplished because
A. King Duncan nominated Macbeth as heir to the Scottish throne.
B. King Duncan made Macbeth the Thane of Cawdor.
C. King Duncan nominated his son, Malcolm, as heir to the Scottish throne.
4) Lady Macbeth
A. was as ambitious as Macbeth.
B. wasn't at all ambitious.
C. wasn't as ambitious as Macbeth.
5) The moment immediately after the murder of King Duncan
A. Lady Macbeth was calm, practical and helped Macbeth.
B. Macbeth helped his wife who felt terrible and was very frightened.
C. Macbeth and Lady Macbeth were calm and resourceful.
6) The murder of the King was accompanied by chaos because
A. Duncan's two sons, who should have succeeded him, ran away.
B. regicide was considered the most terrible act against the divine order.
C. the second prophecy of the witches was accomplished.
7) Macbeth's first concern as a King was to kill Banquo and his son because A. the witches said that Banquo's sons would become Scottish kings.
B. Banquo did not like Macbeth.
C. Macbeth thought that Banquo wanted his son to become king.
8) Macbeth returned to the witches who
A. did not tell him anything.
B. told him that he was invulnerable.
C. offered him more prophecies.
9) Macduff escaped to England where he
A. had the support of a group of English nobles.
B. raised an army against Macbeth.
C. met Malcolm who did not disapprove of the way Macbeth was ruling Scotland.
Word scramble: put the letters in the correct order. Each word is related to the play "Macbeth".
1. NIKG CANDUN =
2. ANQUOB =
3. DUMAFCF =
4. DAYL BECAMTH =
5. LCAMOLM =
6. ANEHT =
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- [Facilitator] And then I'm gonna hand it over to our speaker, Padmaja.
- Hello everyone, welcome to this session on "Children with Autism Spectrum Disorders: Understanding and Responding to the Communication, Behavioral and Social Characteristics" of
Welcome again, I look forward to presenting and thank you for joining us.
these children.
So this webinar is actually a three part series.
Because it is these characteristics that are the underlying factors that are usually contributing to some of the behavior issues that you see.
Today, in this webinar session, we are going to be focusing much more on understanding what are these characteristics of children with autism, what are their cognitive, communication, behavioral and social characteristics?
Because one of the challenges that I have observed as a educational consultant is the challenging behaviors of these students impact their social, impact their academic and learning success, and finally school success.
So that's why we have to begin with understanding what their characteristics are, what is distinctive about them that impacts their classroom behavior, and how do we provide individualized personalized supports and very carefully crafted proactive interventions so that we can maximize their academic, social and behavioral outcomes.
And then the final session will focus on, specifically, transition related tantrums and how to help these children make smooth transitions.
In the webinars that follow, webinar in February and then one in March, we are going to focus on much more of the student specific and situation specific, context specific, environmental, instructional and social supports so that we can decrease these tantrum behaviors.
And one of the things is, it does require a kind of a team approach, including the paraeducators, therapists, and the family.
So this is kind of an overview of what I'm going to be doing in these webinars and I would like to always find out who are the participants in this webinar.
How can we bring all of them together to help the child with autism?
So let me go ahead and see who are the people who are joining us today.
wonderful.
If you are an administrator or an assistive technology specialist, occupational therapist, paraprofessional, parent, physical therapist, or a special education teacher, looks like we do have a mix of people, even though we do have a large number of occupational therapists, that's
And assistive technology specialists, that's...
So you may like to know a little bit about who I am.
And there are some parents joining us and some special education teachers and administrators. Okay, thank you.
I'm an educational consultant, as I said, I am also an author of number of books and these pictures that you see, are the books that I have written and these are the books from which... Books and mini guides from which I draw a lot of the information for today's webinar. And one of the books, this book here, "Positive Behavior Interventions for Students with Autism" came out last February and it focuses a lot on what are some students specific supports you can provide and context specific supports you can provide for students who are experiencing severe problem.
And this one is "Seven Steps of Support for Students with Autism".
And this one is a behavior guide that addresses more broadly behavior challenges of all students.
And this is a mindfulness guide, and this one is for students with severe and multiple disabilities, focusing on their educational outcome and how best to achieve it.
So, let's begin with looking at what are some cognitive and learning characteristics of students with autism.
And I just finished updating the book, it just came out in December.
First and foremost, we know that autism is a neurodevelopmental disorder and what kinda problems they may experience.
I do want to mention here right at the outset, just because one child with autism exhibits certain characteristics, it does not necessarily means all students with autism will have exactly identical characteristics.
"When you see one child with autism," as you have heard the famous saying, "you see one child
They may have difficulty filtering out the distraction, and focusing attention.
with autism" One of the issues that you may have noticed is attention issues.
And similarly, they may have organizational issues as well.
They may have issues with sequencing, putting together information and how these fit together, the recognizing the relationship between steps of an activity.
And these together impact their learning and behavior and a result their school success.
They may only see the fact that they may not see what is, if they see a picture, they see just the picture.
How does that picture come about?
What is it about?
What are some related information?
So we have to understand some of these things, and then they don't see when they do something how does it cause the result in some kind of approach or some kind of a fear anxiety in the others.
They don't look through the picture, they just look at the picture, they don't see the interrelated parts.
Let's say when they engage in a tantrum, when they drop themselves to the floor, that
So, cause and effect, they don't see that relationship.
behavior, how does it impact others?
And another problem they have is imitating others.
Now let's say in a kindergarten classroom, and everybody, if they have mats or little chairs, they take that and they go join the group.
Let's imagine everybody has, you know, the teacher says we are going to have circle time.
But your student with autism may be just looking as though he may have heard that, or she may have heard it almost daily but may not make that move, just watching others and imitating others.
And it's just one example.
There are many more examples that we can look at.
And then they may not look at objects when another person is drawing attention to that, or showing it something, that when they're outside in the playground and somebody is pointing out, they may not necessarily show interest, or it will not draw or grab their attention.
If something's changes in that, let's say you take a certain route to go to the playground every day, but today because there is science fair, and they have the things are set up, and you have to take a different route to get to the playground, that itself will cause certain kind of anxiety and fear and they may not accept it calmly.
They may not know how to do the task that they have always, always done.
So these are all things that we need to consider as we plan our actions and preventive steps. Students with autism, they also have difficulty in comprehending language and using language, they may not be able to express their needs in typical words, gestures, you know, if they have... Let's say, I remember a young child, five year old, he had an itch on his neck.
But he was in a lot of discomfort, but he could not bring himself, even though he was a high functioning child, he was not able to communicate that "I am having some discomfort. It is itching or it is painful." So they find it difficult to use typical words or gestures or pointing, even pointing to his neck where he was experiencing all the discomfort.
He had seemed what seemed like a rash, maybe it was eczema, I don't know.
And they have difficulty responding to verbal instruction.
And when verbal directions are given to them or explanations are provided to them, either by the parent or by the teacher or any other person in the school, they don't necessarily fully grasp what is told and that causes also missteps in their behavior and in their action.
They may repeat words when we ask a question, they may repeat that question and not comprehending that it was a question posed to them and they're supposed to respond. And you may also find there is a certain literal quality to their communication and that often causes misinterpretation and it may even lead to certain arguments.
They may have good hearing, but still they may not have comprehended.
In order to bring all of these things that I mentioned, I'm going to share with you an example of a student, so that we can understand the distinctive characteristics that these children do bring so that when we are working with these students, and when we are trying to maximize their attention and reduce any problem behaviors so that we can promote their academic success, it is important as I said, to understand these students present distinctive characteristics.
I'm going to share with you...
A five-year-old, Darian, he's in a preschool classroom, he has autism, he's a child with very significant cognitive strengths.
And this shows strengths beyond his age.
He demonstrates very advanced reading skills for a child of five, and similarly he's able to get on the computer and be able to access and play a favorite vocabulary game on the computer.
Similarly, he also shows exceptional imagination and creativity through some very sophisticated drawings that he did.
In one of the drawings that I happen to see, it was that of a ski scene.
And there was a lot of detail in the drawing.
I think his parents must have gone on a trip.
And when someone inquired about the little circles that were there about the hills, there were hills and there were skiers going down the hill and then there was some kind of circles about the hills and when someone questioned what was it, the circles were, on top of the hills and the ski slopes, he answered immediately "snow".
This drawing was just exemplary.
But he didn't raise his head, he didn't look at the person asking the question, he didn't make any kind of connection with that person, but he answered, so he had a clear idea, of what he was drawing and this seemed beyond his age.
But at the same time, this is a child who exhibited very limited verbal communication.
questions, and does not initiate communication, like other children in that classroom there.
His teacher informed that he hardly ever speaks in sentences, uses single words to most
And he prefers to play by himself.
He would prefer to work with blocks, or he preferred to draw or he preferred to work on the computer.
Engages minimally in social interaction with his peers.
He could spend a lot of time, he had tremendous attention span, when it came to activities that he liked to do.
So, that is also important in understanding that children do defer, just because this one child with autism had such extraordinary strength, does not mean all children with autism will have such.
And what are some problems that he experienced?
There is wide range of abilities and strengths.
Any time there was a transition from one activity to another, mostly a preferred activity to a non-preferred, it triggered problem, it triggered tantrum.
When they had to, when he was working on the computer and then everybody had to line up to go to the playground for recess.
Moving, when he was working on block, playing with blocks, and the teacher asked him to join the circle time, that was a challenge.
That triggered a tantrum.
And the sad thing is his preschool teacher was most concerned if how he would manage, in an inclusive kindergarten setting.
And transition when the teacher said, "we are all going to the restroom, line up." So, stopping what he was doing, what he was engaged in was difficult for him.
So we need to think about those things too.
education for these children.
How do we address these behaviors so that we are thinking of an opportunity for inclusive
In this particular case, I'm just sharing these characteristics in order for you to be thinking about what are the distinctive characteristics.
Then we looked at the cognitive and the learning characteristics, and also we looked at Darian, exhibiting high level of cognitive strengths.
In a future session, I will also address transition related tantrums, but I am going to share with you some specific case examples and how to address with preventive strategies.
What are some social, emotional characteristics that these children present?
They do have difficulty in relating to people, relating to events and objects, initiating social contact.
Let's say there are a group of people and they're all sitting in the cafeteria, and eating lunch and they're talking to each other.
So we have to think in terms of what are we going to do about that.
That child with, the student with autism, may not always initiate social contact or communication with the others.
They may make little or no eye contact and that really should not be a major problem.
And I'm going to give you a interesting example.
Understanding how others feel.
This child, Darian, the teacher was having a calendar activity and in that calendar activity it was another child's turn to put the day of the week in the place where it goes in the calendar, you know it, let's say it was Thursday and she had to put Thursday.
Darian who could read, immediately got out of his chair, grabbed that Thursday from that child and grabbed the Friday from that child and pick the Thursday and put it there.
So what happened was there was choices from Monday to Friday and the child picked up Friday instead of Thursday.
And that child who was standing there got terrified and started crying and what do you do? So, not thinking about the other child's feeling, how he was hurting, and his focus was only it had to be right, it cannot be Friday because it is Thursday.
We have to take some proactive steps.
So these are all situations we have to plan around.
They may be interested in people sometimes, but they may not know how to talk or play with them or engage with them.
Do they watch when the child whose turn it was, was trying to place that day card on that calendar chart, how did she feel?
And grasping non-verbal communication, especially a lot of us teachers and adults, therapists, everybody, we all use facial expressions and gestures when we are socially interacting, do these children understand that?
Did Darian understand her feelings, her expression on her face and her shock?
Now I have another poll...
So these are all social emotional reciprocity issues that they still have difficulty with.
That is coming up.
Okay, this is the poll, and...
Sorry.
I apologize for...
Hmmmm...
why am I not getting the...
- [Facilitator] So sorry, Padmaja, it looks like those, the other polls are not in there.
I apologize.
- Oh it's not in there.
That's why I'm looking for that and I apologize that anyway, these are things that you can reflect on.
Oh okay, okay.
And what are some of the characteristics that you typically observe in your students with ASD? Do you see that they exhibit fear and anxiety about the unfamiliar?
For example, a fire drill, they may be familiar, but it is not something that goes on every day. So it becomes kind of in the unfamiliar territory.
If something is not familiar to them, do they exhibit fear and anxiety?
Do they need verbal directions paired with visual supports in order to respond appropriately?
Or when you pair it with visual support, does it work better?
When you give verbal instruction, does it work?
Are they highly verbal?
It may be that you have a few students, but majority happen to be very limited verbal communication.
Have you seen any students who are highly verbal?
Two you see students who have difficulty understanding other people's feelings, like we saw that example, or even talking about how they are feeling, as I said right at the beginning, about this Darian having that rash and then he couldn't even point to that and say it was hurting him. And do they show strengths in organizing and completing an activity?
So these are all things you can think of in terms of some of the characteristic that they exhibit. And you may have many other characteristics that you routinely see some of these students exhibiting.
Often they have difficulty organizing and completing the tasks.
So let us look at another child and her distinctive characteristics, quite a contrast from Darian. She is a middle school student, she's diagnosed with autism spectrum and she has significant cognitive and communication impairment.
And many of them were highly cognitive tasks.
She has difficulty focusing on any task, unlike Darian who could focus on the task that he liked, that he enjoyed.
But in case of Selena, she was not able to pay attention to any task, she was throwing and tossing objects when they were placed in front of her.
And when the teacher or the paraprofessional try to work with her on a one-on-one basis, she will drop to the floor, she will start pacing around the room, and it was very difficult to get her to settle down.
She will stay in her seat for a group lesson only for a couple of minutes before she gets up, wanders around pacing around the classroom, throwing herself on the floor.
And in addition to that, she also engaged in aggressive behaviors, like pinching the adults.
So you do see that kind of contrast and differences in children with autism.
As a contrast to Darian, he did not, he engaged in tantrum, yes, he threw himself on the floor and he did grab that card from the other child, but he did not engage in aggressive behaviors towards peers or adult.
So, and there's some of the other characteristics that I'm sure you are all familiar with.
They may repeat certain behaviors, they may like certain objects and may become attached to them, and they may exhibit stereotyped behaviors like spinning objects or you know, some toys they may want to just hold onto, or they may become attached to certain things, like, for example, Selena liked a little piece of towel and she would often bite on it or hold it in her mouth or crush, and you know move that around kind of twirl it.
And one of the things they have difficulty with, is engaging in role play or pretend play at a younger age.
And generally one of the things that many educators have observed and parents have observed is they do exhibit a lot of tantrums and have low frustration tolerance.
It may be in the housekeeping center, they may not like to play different roles there, or when you are having like a role playing different characters from a story or something like that, they may have difficulty engaging in that kind of role play.
And what precipitates these tantrums, as we saw in the case of Darian, it is any change in the activity, change in the material, or change in the environment, or even change in a personnel. If you have a substitute teacher into the classroom and there is no advanced preparation for the child that a new teacher, somebody totally unfamiliar to the student, is going to be there, that can trigger tantrum, because it introduces certain level of ambiguity and reduces the predictability.
Or if there is a long wait time of transition between one activity and another, beginning another one, that can.
And if there is not enough preparation of the particular student for that transition.
So we have to, at each stage, we have to prepare them in advance in order to avoid the meltdown behaviors.
And then one of the important thing, is they like, children with autism like sameness, they lack behavioral flexibility, the cognitive flexibility to adjust to changes, and that's why they engage in kind of aggressive or oppositional behavior, they get anxious, they get stressed when things are not the same, there is something different and they may not see even things that have happened before, they don't necessarily get familiar with that.
And again, what are some other things that we need to know so that we make a point of it, to know that these are things that precipitates that behavior and the meltdown as to stop an activity and move to another activity or because it's unpredictability, strengths and anxiety increase.
They try to seek attention, making attention grabbing noises maybe.
One, they want to escape an activity if it is not engaging to them, they just want to escape.
Or they may grab and pinch.
Moving from a preferred to a non-preferred activity.
They may find a task too difficult, and especially at a, let's say at the grade level, if they find the task too difficult, if you give them a paper with 20 math problems, and they look at it and they think it is impossible, "I'm not going to do it." They may just, you know, throw it, toss it in the trashcan or not do it at all, or have a tantrum.
As I mentioned before, new personnel, new situation, new setting, all of this add anxiety and stress.
I'll mention one situation, where on this particular day, the student in the middle school, there was a special gathering in the gym, a large assembly.
And reacting to an overstimulating environment.
And when he saw that the gym, that he went there for physical activities, suddenly became like a meeting room and there was a big assembly and somebody was doing a special show there, he became totally out of control and he was not prepared in advance what was going to happen.
So he completely had a meltdown.
Difficulty with communicating needs.
So that is something we have to prepare in advance.
Because feeling overstimulated, and that can cause pain and discomfort which we may not perceive but they may be experiencing.
And that self-regulation, that impulse control inhibitor, inhibitory control, that's also something we need to focus on in training them, in preparing them.
And as I said, one of the things that children with autism also experience is executive function difficulties, attention, difficulty in filtering out any distractions that's happening in the classroom or in another setting.
So now let us look at some action plan.
With a student specific application, what preventive strategies can we take ahead of the meltdown?
How do we address the challenging behaviors?
If we know a student exhibit certain behaviors, what are some preventive strategies?
What are some new skills can we take to...
And how do adults reflect and respond?
What are some new skills can we teach the student?
One of the things we often do in response to tantrum behaviors or any kind of aggressive behavior, is we often send the child to time out or to isolation.
With some case example.
How do we react differently as adults, therapists, educators, families, we are gonna be looking at all that.
Ahmad, he's a second grader with autism.
He is in a classroom with just about eight students.
He has limited communication and engagement during small group instruction.
Even during that small group instruction, he's has difficulty sitting still.
So what are some preventive strategies can be adopt to help a child like him?
He has a tendency to run around and sometimes when the door is open he runs out of the classroom and when he's running around, he kicks and hits adults.
One of the first things is to have visual support to use with him in and out of the classroom setting.
For example, I will show you something that this one with various activities of the day, or you can have it in a folder, various activities of the day and you break it down because he is in a second grade classroom, he's going to be there all day.
Photos depicting activities of the day.
You break it down into morning activities and PM activities and each activity is paired with a photo and it's maybe a laminated visual schedule.
That's one of the first things.
And he moves as he completes one activity, he moves it to the finished section when he complete.
And then also for Ahmad, a personal space, designating a personal space, teaching him how to observe personal space, two feet of space all around him.
You can tape a boundary around his desk and you can add a photo with his name on his desk and teaching him maintaining personal space.
As soon as the door is open.
For the problem of running out the door when they're...
And this is something I observed in a student, as soon as they open the door to line up to go to recess, he will just run out and the teacher has to run after him.
Because he has to sit in and then when everybody has lined up, he can join.
So one of the things that you want to teach him, is how to stop, when he sees there is a stop sign posted on the door, stop, turn around and sit in chair.
And also let's say they are not going to recess, but the door is open because some another person, another educator or someone else, has walked into the classroom, and to prevent him, he has to learn to stop when he sees the stop sign at the door, turn around and train him on that.
And in addition to that, it is also helpful to use some key cards or cue cards and teach him various simple things.
Let's say he screams, no, sit in chair, and stops to observe the stop sign, use cue cards and this cue card's a set of cue cards, that are attached to a key ring and to maintain his personal space, hands-on lap, hands-on desk, all of these things you can have pictures and the words going with that, paired with the words and then put in a key ring and then you keep one set.
So the set of cue cards, that's what you see here would help the student.
The teacher keeps a set, the paraeducator keeps a set, and then you carry it with you to remind the student of these rules in all settings because the pictures do help students with autism a great deal, just verbal direction is not enough.
Some other things in terms of preventive strategy.
Something he does, he points to a picture, or he shows a book to everybody, or he shows a specific word or specific vocabulary associated with that lesson paired with pictures and he gets to show.
Before the group lesson begins, give him a role to play.
So, in other words, to increase his motivation to stay with the group and engage with the instruction.
And provide him lots of opportunities to make choices.
He has a role to play.
Because choice making is a very effective strategy in decreasing problem behavior.
So give him opportunities during the lesson for them to make choices and all students would benefit and certainly this particular student, as well.
So he feels he's part of the group, and he feels he makes some decisions.
And opportunity for him to communicate.
And so he can make a choice, yes or no responses, using something as simple as that.
And one of the things you can use is assistive technology that adds a certain joy, certain sense of accomplishment.
Or I talk to a communicator where you have three answers and he makes a choice of which is the answer.
Or if you don't have, you can have a choice board like this with two choices.
And students besides Ahmad, students with verbal...
Verbal communication difficulties, can also benefit from these kind of choice board.
Do you like that part of the story?
And simple response tools, yes or no, happy, sad, like it don't, don't like it.
Which part of the story did you like?
And then you can use a single message AT device for the student to request a break.
So any kind of choice board.
If the students is finding that he's getting agitated or fidgety, then maybe he can take a calming break.
And then in addition to that, from the preventive strategies that you are taking, you also want to teach some new skills.
So these are all some of the preventive strategies you can.
What are some new skills that Ahmad will benefit from?
I have included that in the resource section of this webinar.
An evidence-based strategy is video modeling, and you will find a lot more description on video modeling in the Autism Internet Module.
And you can use video modeling to teach how the student can make request, how to stay on task, how to get in touch with his feelings, how to take the perspectives of others, look at things from the perspective of others.
Video modeling, small clips, maybe four minutes, three minutes, how to initiate communication with peers and adults.
These are all things that you can use.
All these you can, mini videos you can create, and you can use either the adult can do it, and the student himself can be the one, or you can have a peer working to help with the videos.
You can teach him how to gradually move from a stage of crabbiness to stage of coping and then calm and finally...
One of the things that I would like to mention is, for example, this is a set of feelings, emotions card.
Coming down.
I have shown them here on this, how to move from crabbiness, to cautious stage, to coping stage, to calm stage.
So, you can make a set of pictures.
So you can teach the student to go from the stage of anger, I don't want to call it anger.
Strengthen the student's emotional competence and understanding.
So kind of feeling crabby to feeling calm.
And one of the things that would help is the social narratives.
So, social narratives is another way of portraying and teaching the student how her actions or his action, Ahmad's actions, impact others.
That is what you may have heard, social stories, Carol Gray's social stories.
So he has to learn that he cannot run around and kick adults and hit adults.
Again, you will find lot more detail in the Autism Internet Module and you may be familiar already with the social stories of Carol Gray.
So appropriate behaviors or thought through the social narratives.
As I mentioned before, build the student's emotional vocabulary, how to identify and get in touch with feelings.
And one of the things that I will go into greater detail, in one of the webinars coming up on this topic, is mindfulness based calming techniques.
And the other thing is a very simple thing, is what he can do, what Ahmad can do with his hands and feet.
I will illustrate it a little bit in the next steps of support.
Feet go within his personal space, and for his hands that are kicking, that are hitting, that are pinching.
One of the things is the kush balls.
And it will be something that will be suitable for Selena too, we saw earlier, fidget toys.
You may have seen it or something very similar.
I already mentioned about how do we promote self-regulation and impulse control is to use the fidget toys and to at least use calming techniques.
This one is called a tangle toy, so that the student has this in his hands and he's reminded to use that when he reaches out to hurt others.
And how does the adult respond to the challenging behavior?
One of the things that I already mentioned is, sometimes when we are faced with the tantrum behaviors or the problem behaviors, we respond with, immediately with a reactive approach, of sending the student to timeout and/or, if it is quite aggressive behavior, maybe isolation, seclusion.
Not only is he or she missing out on instruction, he's not learning any skills.
But what happens, is the student is not learning any new skills.
The behavior gets repeated, we don't see it because he or she is in timeout, but the behavior continues.
So the adult response is very important.
So, we do want to prevent these behaviors and reduce the occurrence of these behaviors and maybe gradually eliminate these behaviors.
So maximize the opportunities for that specific student.
Sometimes it's just incremental progress.
Someone like Ahmad who engages frequently in challenging behavior so that he receives positive strokes.
"I like the way you're staying at your desk" and it may be instead of staying there for two minutes or three minutes, now he is staying there with all the other things and being motivated to have a role to play.
It doesn't matter what preventive strategies we put in place, but if he has extended his time to five minutes, that's great.
He's staying for five minutes.
And immediately point out that, "you are learning to keep your arms and feet in your personal space.
The other thing is expecting someone with Ahmad's type of characteristics to stay at his desk and be part of the group as long as 20 minutes or 30 minutes is too much to ask at the beginning.
Awesome!" So, give those positive strokes.
You're gradually going to train him.
So, let's say after 10 minutes he has stayed in there.
He can take a three minute break in the safe space, not a timeout.
Yes it's going to be a lot of breaks in the beginning, but then you can expand the time that he stays in during group instruction, and gradually reduce the number of breaks.
And then it is time, precisely, after the three minutes, he comes back and joins, and then maybe another three minute break after.
But it is better than his hitting and pinching and not paying any attention to instruction.
And unfortunately we cannot use this participant poll, but you, this is something for you, to reflect on what techniques that you routinely use.
And do document and monitor the progress to see if the strategies are working.
Do you teach new skills to replace a problem behavior?
Think about the skills that your student needs to learn and teach them systematically, consistently.
Because that is an important step.
It's not going to happen overnight because it took the student a long time to learn the problem behavior and continue with it, so...
But be consistent, be systematic.
All students will benefit from that.
Coach students regularly to practice calming and stress reduction techniques.
Model how to reflect and respond when feeling agitated and frustrated.
Offer a system of limited breaks as part of the daily activity schedule.
Show them a series of pictures, photos, the various feelings that they are going through from crabbiness, cautious to coping to calming.
Prepare students in advance for this is absolutely critical.
I cannot forget and I will go into greater detail in one of the future webinar about the student's absolute meltdown when they had to have a tornado drill.
Preparing students in advance for any changes to your routine and transitions.
So, advanced preparation for such situations.
So, let us look at another case example.
And I'll go into greater detail, as I said, in a future webinar.
I want you to walk away thinking about all these preventive strategies, what new skills to teach and how do you respond to tantrums.
He does not use words yet, but he's beginning to use a few pictures, symbols.
This, in this particular case, this is some middle school students, middle school student, and he communicates mainly through gestures.
One of the issues is he engages in aggressive behaviors when he has to transition from an activity that he considers to be his preferred.
Again, he is in a classroom with just 10 students in a middle school classroom for students with severe and significant needs.
And there are very few preferred activities for him to small group reading lesson.
And what are some preventive strategies can you think of?
And this is on the front page, or is on the top of the binder, or maybe inside so that it is discreet, and he can be taught to use it himself.
So, one of the things in because he's a middle school student, you want to have a personal folder with a visual activity schedule placed inside that folder, inside maybe a binder.
And the other thing that you may want to consider, in his case, is a First/Then chart.
First the required activity and then the preferred.
You first join the group reading, and then you get to do your preferred activities, it may be computer, it may be drawing on a small whiteboard, all of that.
And again, this will require a lot of practice in the beginning.
It may be somewhat shortened, and he may go to the preferred time a little early.
He may not be able to stay the entire time for the group reading lesson.
The other things that he will need is the picture cue cards to remind him of when he reaches out and touches somebody and engages in aggressive behavior.
All that you may want to use the cue cards.
Or touches, pinches or grab somebody, to stop that and to be able to not, you know, screen, and hands on his lap and feet in his personal space.
And these cue cards should be in all settings.
And then he gets picture prompts, picture choices to select from, in order to respond to a question.
You carry that with you in all settings, whether you are in the gym, whether you are in the playground, you have one with you all the time, to remind the student of the behavior that he should be engaging in and a designated seating with a name card, increase engagement and make the activity exciting, enjoyable with quite a lot of photographs paired with the text and opportunities for him to respond so that he's not just sitting there listening, but he also has an opportunity for action and expression as the universal design for learning says.
And then most importantly, he has to learn some calming and breathing techniques as part of a group.
All of these things together would help Bruno, and some of the things that I shared with you for the other student, are just as applicable for Bruno as well.
And in addition to that, individually for him.
What are some new skills he has to learn to use the visual schedule.
He has to learn to request breaks and make the transition gradually using the break card request for the break.
He has to gradually increase the time he's part of the group and engages in academic instruction.
And you may want to use one of these simple single device where the word "break" is programmed along with a picture and he uses that.
And then learn to go to safe space when he's feeling upset or frustrated.
So single message device would be enough.
And of course don't forget the positive strokes when he does exhibit even small amounts of changed behavior.
So be precise, define it.
And one of the things that is attractive, as I mentioned before, is assistive technology devices, because it gives him a voice, and reinforce frequently when you are responding to his behavior and "oh, I like way..." even if it is a minuscule improvement, point it out and not just "good job". Good job does not specify what the student's behavior is.
"Oh you are using calming breaths to calm down.
That's super!" So point out what the student is doing right?
So that the student repeats that behavior.
I will go into some of this major meltdown in the future webinar, but for this session I do want to mention that the adults have to be calm, non-confrontational and to protect the student from harming himself or hurting any others.
During a major meltdown, what would you do?
And you have to make sure that you have an arrangement with someone else in the school, in the administration with other teachers so that you move your students to a pre-determined location.
Try and see if you can deescalate the volatile situation, move the student from the stage of anger to a calm down stage.
If there should be a a major meltdown.
And then, if the student is capable of understanding, when the student has calmed down, you may want to point out using pictures, how the student's behavior caused that major meltdown and how he can slowly learn to calm down.
And I greatly appreciate the extraordinary work the teachers, therapists, administrators and everyone in the school system are doing to help support children.
One of the things that I do want to, I know I'm approaching that one hour timeframe, but I think I do want to emphasize something, especially at this time, when we are all facing a variety of challenges due to the pandemic.
In order for these children to have sustained academic, social and behavior growth.
You may want to have either a virtual meeting or a face-to-face meeting explaining what goes into this kit.
One of the things that I recommend, try to co-opt the family support in identifying what are the strengths, what are the preferences, what are the needs on an individual basis, so that you can create a kind of a resource kit with a variety of materials that the parents can work with at home.
You may want to share some cue cards, some activity folders, math and science and reading activity folders, that the student has kind of almost mastered, but can use some more practice at home.
At least start with that.
So some interactive books that you may have created and I will share some examples next time, of what are some interactive books I'm talking about, some AT tools, a mini magnetic board like this, a small white board and some fidget toys.
And then you can gradually expand and guide families on what works and what doesn't, in addressing academic, social and behavior issues so that both of you can work together, partner together, collaborate together for the ultimate success and the growth of your student with
Share proactive steps that have been successful for you and that's become much more important this year and it'll be something that'll be valuable for the future as well.
Autism Spectrum Disorder.
One of the things is, as I mentioned, is the Autism Internet Module.
These are all the various things.
There are various other resources that have included that you will find valuable as you are preparing the materials, as you are addressing some of the behavior issues.
As I close, I want to say plan ahead, be proactive.
In your response to the children's behavior issues, be reflective.
Reflective rather than reactive.
Try to avoid being reactive.
Try to navigate out of the situation rather than escalate the situation by how you react.
I wish you all the best as we bring this session to a close.
Prevent rather than punish.
I know you are all facing challenges thanks to the pandemic, but I think of you and I wish you all the best and great success in working with students with Autism Spectrum Disorders.
And then the final one is on March 29th, and that would be focused specifically on transition related meltdowns and that will, we will talk about the seven support strategies for children with Autism Spectrum Disorder.
And there are two more webinars that are coming up, one in February on 22nd of February at the same time, and that would be "Setting and Student Specific Personalized Interventions and Supports".
With that, I want to thank each and every one of you for joining this webinar and I am most grateful to AbleNet University for hosting this webinar.
Have a great day.
Thank you very much.
Have a great rest of the week, and the rest of this 2022.
Thank you.
- [Facilitator] All right, Padmaja, thank you so much for that wonderful presentation.
Thank you for attending and everybody have a great day.
For those of you who are still with us, you will receive an email tomorrow to get access to that certificate of attendance.
- Are there any questions?
Personal spaces, you tape a boundary around where they're sitting, if they are in the classroom setting.
There is one question and can you provide additional information or resources regarding personal space with an adult adolescent male who does not respect personal space? My response to that would be it is a little bit difficult as they get older, to train them in these things.
But for an adult, one of the things that I would suggest is teach, hold your hand out in front of you, and say, go around, say "this is two feet of personal space." And so again and again when the student approaches you, or when this adolescent male approaches you, teach him, "oh, personal space." and show him a picture of two feet of space in front of you and all around you, that's one way to gradually train it.
So, it has to be repeated practice.
For a an older person or a adolescent male, it is not going to happen that quickly.
Every time you work with that person, you meet that person, remind about the personal space, and if somebody could take a photograph of you, showing the two feet of space, and that photograph is shown along with your verbal direction, to the student gradually, that may help. I hope that was helpful.
Another question is, can we get copy of today's slides?
Thank you very much.
The handout has already been sent out, and I think yes, you will get it.
And you will get a copy of the today's slides.
I hope I have answered all the questions.
Yes, you will get a copy of today's slides.
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A Brief History of the Murphey School, 1923-1959
Murphey School, 17 Oct 1939. Composite image from panning shot in H. Lee Waters film (State Archives of North Carolina). Accessed 7/24//2023. https://openorangenc.org/buildings/murphy-murphey-school
In nineteenth century Orange County, NC, there were few educational opportunities for the majority of North Carolinians, especially the least wealthy. Schools were typically one- or tworoom log or frame buildings. Little was done to improve the situation until 1868 when the new North Carolina constitution mandated free public education for all children. However, until the Compulsory Attendance Act of 1913, only about half of school-age children attended regularly. The Act required children between the ages of eight and twelve to attend school four months out of the year.
The Murphey School, named in honor of Archibald D. Murphey i (the "Father of Public Education" in North Carolina), opened in 1923 as a consolidated school. Consolidation was a great equalizer between rural and city schools; it resulted in larger schools created by combining many smaller schools so that a higher volume of students could be classified into distinct grades.
There were three to four teachers at the Murphey School for grades one through seven; one of the teachers served as principal. They resided in a teacherage (also constructed in 1923). There were 182 students in the 1934-34 school year, but only about 70 by 1948. As of 1947, the Murphey School had the lowest student-to-teacher ratio in the county because increasing numbers of students attended school in Hillsboro. Consequently, the school board transferred the seventh grade to Hillsborough School.
The Murphey School finally closed in 1959, with its students transferred to the elementary schools in Hillsborough. The school building was leased to the Mt. Herman Baptist Church for one year. Then in 1963, the Underwood family purchased the property at public auction. It has various uses (including a nightclub), but then sat vacant until it was purchased by the current owner, Jay Miller, in March of 2008.
The Murphey School Building
Rural school buildings played a major role in their communities, serving as a source of civic pride and as a common gathering place. "The very building itself should therefore, be an object of inspiration and pleasant memories; and while the pupils may forget many a lesson taught them within its walls, they should never forget the school and its environment. ii "
With consolidation came new standards for school buildings, including durable and permanent construction materials, steam heat, indoor plumbing, and standardized plans and designs. The Murphey School reflected these statewide trends. It is a one-story brick rectangle with a central hallway flanked by six primary rooms. The front entrance opens directly into what could have been a classroom. Built in the Spanish Revival stye with Classical Revival style elements, the school is well preserved, with original features such as the imitation terra cotta tile roof and the wrought iron hardware. The school building is remarkably intact with very few changes to the original materials and architectural features.
Each room contains an original wooden door of five horizontal panels and either a metal or glass doorknob. Each room also contains one casement window of eight lights each on the interior wall that open to the hallway for ventilation purposes. Most of the rooms still have a unique original ceiling treatment of a narrow egg-and-dart paper crown molding and a decorative ceiling pattern made of painted paper.
The Classical Revival auditorium, funded through a Works Progress Administration (WPA) grant, was added on the west side in 1936. The auditorium remains intact, containing nearly all its original materials, windows and architectural features, including the prominent Doric portico and arched windows.
*In 1817, Archibald D. Murphey published a report on education in NC which recommended a publicly financed system of education, but it wasn't until 1839, seven years after Murphey's death that legislation created school districts throughout the state, allowing for taxing within those districts in order to construct school houses.
i For more about Archibald Debow Murphey, consult the NCPedia at https://www.ncpedia.org/biography/murphey-archibald-debow
ii Julius Arp, Rural Education and the Consolidated School, World Books, Yonkers on Hudson, 1918. | <urn:uuid:562b6632-9520-44c8-ad40-c3edd4497c28> | CC-MAIN-2023-50 | https://www.triangleweavers.org/uploads/3/0/2/5/30257907/murphey_school_history_rev_2.pdf | 2023-12-09T15:48:30+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00423.warc.gz | 1,118,931,499 | 954 | eng_Latn | eng_Latn | 0.998747 | eng_Latn | 0.998786 | [
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Family Fun Activity – Thankful Tree
1. Assemble your Thankful Tree.
2. Write something or someone you are thankful for each day on a leaf.
3. Repeat every day. | <urn:uuid:a177eae3-c446-4d7b-9d10-552efa82f68b> | CC-MAIN-2023-50 | https://rockprodresources.blob.core.windows.net/media-resources/b1a88398d9ee4c3abcd4eb8f67a33dbe_Family_Fun_Actvity___Thankful_Tree.pdf | 2023-12-09T15:13:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00425.warc.gz | 540,876,472 | 39 | eng_Latn | eng_Latn | 0.978702 | eng_Latn | 0.978702 | [
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HEADING: TAKE HOME ASSIGNMENT
CLASS: SS 2 D, E, and F.
SUBJECT: FOODS AND NUTRITION
QUESTION.
1. Discuss the term milk as a food commodity.
Guidelines: meaning, types, nutritional values, milk products. | <urn:uuid:959d72fb-ddc7-4b39-a997-8e5481536c6e> | CC-MAIN-2023-50 | https://fggcabaji.sch.ng/wp-content/uploads/2022/12/FOOD-AND-NUTRITION-SS2.pdf | 2023-12-09T15:32:07+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00424.warc.gz | 292,528,586 | 58 | eng_Latn | eng_Latn | 0.805084 | eng_Latn | 0.805084 | [
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Message-based Study
Teacher: Adam Udinski
Message: - Parables - Wise and Foolish Builders
Video is available online at: visitccc.com
Connection
When you build a sand castle, a house of cards, or a snowman, how long does it usually last?
Content - Luke 6:46-49
In Luke 6: 46, Jesus asks a question: Why would we call him Lord and not do what he tells us? Calling him Lord is important, but Jesus says that's not the only thing. He also wants us to do what he tells us to do. But he doesn't leave us in the lurch about how to do that.
How do you feel when you realize you aren't doing what you know God wants you to do?
Jesus Is the Rock
Read Luke 6:46-49. This is the parable of two house builders. One digs a foundation on deep rock. The other builds with no foundation at all. In a flood, the first house stands tall, but the second one falls flat.
1.How is Jesus like the rock for the first builder?
2.What might change in your own life when you are convinced that your heavenly father is your place of ultimate security, the rock that can't be moved?
3. Have you experienced anything like the calamity that hit the parable's second builder?
Build a Foundation
Read Luke 6:47. Here's where Jesus explains three steps to building a foundation that rests on him. He says:
Come to me. Hear my words. Do them.
4. How would you briefly explain each of these steps to a friend who wants to begin to live by them?
Storms and Floods Will Come
Luke 6:48-49 makes it clear that Jesus knows we'll be hit by trouble, probably even regular 100-year floods. It's not if, but when. While this is a warning, his promise is that building on the rock means the storm can come, but your foundation will not crumble.
5.Where do you tend to turn for help when things go wrong in your life?
Be Doers
Read James 1:22 and Jeremiah 17:7-8. God says be a doer, not just a listener. The combination of these actions grows deep roots and bears fruit in our lives.
6.Worship, study the Word, and join a community group. These are some of the ways we build our lives on Christ. What are some other ways for you to get closer to Jesus and do what he says?
Commitment
7. To dig your stronger foundation, what would you like to volunteer some time to in the next week?
Be gin with prayer.
Li sten with care.
Ea t / Engage with another.
Se rve.
Sh are your story.
This week, Listen with care for a person in your life who needs to hear and feel Jesus' love. Begin today with this tool of how to B.L.E.S.S them.
Would you like to give any updates to the group on someone you have shared about in the past? | <urn:uuid:a4c24580-645b-462c-a122-fca557843daa> | CC-MAIN-2023-50 | https://www.visitccc.com/_files/ugd/c2fb31_7d3fccb234114e6a8d94a227bedf20f7.pdf | 2023-12-09T15:58:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00425.warc.gz | 1,150,195,783 | 636 | eng_Latn | eng_Latn | 0.998943 | eng_Latn | 0.998958 | [
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Julie's Consonants and Vowels Exercises
/ˈkɒns(ə)nənt/ /ˈvaʊəl/
January 2021
1. Consonants warm-up:
a) Take 2 contrasting consonants (like K and M) and figure out how to make their sounds with your bow. Say the consonant in your mouth where does it sit? Back of throat? Front of teeth? How long or short is it? How sharp or smooth? How hard or soft? Etc.
Say it, play it.
b) Take two similar consonants (M and N, or P and T) and do the same.
Repeat as much as you like, but even a couple of these a day gets your brain on track!
2. Vowels warm up:
Go through the vowel sounds, say it out loud and try to replicate the sound on your instrument. I like these ones - A (as in Play), Ee, Ah,
Oh, Oo
Where do you feel them in your mouth? Are they nasal or open? In your nose or mouth?
Find those sounds on your instrument. Experiment with contact point, bow speed, pressure, etc.
3. Words warm-up.
Choose a 1 8ve scale. Play it with your tuner to make sure you are in tune, I recommend a V pedal. Then, choose 8 words to go with each note. Names are fun, but it can be anything. For example, Julia, Oskar, Kailey, Cristina, Albert, Matteo, Carla, Manu, John!
For each scale degree, try to make the sound of that word. We are practicing small gestures here. Pay attention to the accenting of the word, the beginning and ending consonants, the vowels in between, etc.
4. Choose a beautiful baroque song that you wish you could sing if you were a singer. English or your first language.
Play the song using the text to play exact consonants and vowels. Go slowly at first and really work it out. Sing it yourself, then play it and try to match it. | <urn:uuid:f402aaf2-6297-48c9-8a8e-d0038b177355> | CC-MAIN-2023-50 | https://www.juliawedman.com/_files/ugd/bbfdbb_4760514c3ed84c1a9a8489be213dc562.pdf | 2023-12-09T14:28:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00426.warc.gz | 905,221,506 | 442 | eng_Latn | eng_Latn | 0.926521 | eng_Latn | 0.99844 | [
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snapshot
The colours of carbon
A full spectrum of colour-based descriptions has emerged to describe the properties and distribution of organic carbon: black, brown, red, blue, green and teal. This colour-based terminology contributes to our evolving understanding of the carbon cycle by moving past traditional, broad classifications of carbon types (often as simple as inorganic vs. organic carbon), to more nuanced definitions based on carbon function, attribute, or location. For example, some of the colours (blue, green and teal) highlight the role of carbon in climate change mitigation via sequestration. Other types (black, brown and red) impact Earth's heat balance or promote cryospheric melting.
research into the role of microorganisms and the cryosphere.
Red carbon is the newest colour in the carbon spectrum. "In its broadest context, it includes all living biological particles on snow and ice that reduce albedo to survive" describes Roman Dial, Professor at Alaska Pacific University, USA (Dial, R. J. et al. FEMS Microbiol. Ecol. 94, fiy007; 2018). Red expresses a common pigment produced by snow micro organisms, but the term also encompasses pigments spanning yellow through to purple. These colours absorb abundant green and blue wavelengths of light, melting the snow and ice, and "producing liquid water necessary for life, and freeing up nutrients (such as nitrogen and phosphorous) that are bound within ice crystals" adds Dial. Although the red carbon moniker has not yet caught on, the impact of reduced albedo from the pigments is known to increase snow melt, as seen in the Arctic (Lutz, S. et al. Nat Commun. 7, 11968; 2016), motivating increasing
Black carbon, one of the best known colours of carbon, also reduces snow and ice albedo thus increasing melting, and along with brown carbon, is produced through the incomplete combustion of organic matter. Some of the production is natural (such as during wildfires) but fossil fuel burning and industrial activities are also major sources (Bond, T. C. et al. J. Geophys. Res. Atmos. 118, 5380–5552; 2013). In comparison with black carbon, which is often described as graphitic and absorbing a wide spectrum of light, brown carbon is the visibleand UV-light-absorbing component of organic aerosols. However, both of these terms change with advancing technologies. For instance, black carbon was initially identified visually, but now Ellen Druffel, Professor at University of California Irvine, USA, notes there is a spectrum from "Char produced by partially burning biomass, and soot by the burning of fossil fuels." Similarly, a multitude of organic compounds, including some that are produced by secondary processes in the atmosphere, have been identified within the umbrella term brown carbon (Laskin, A. et al. Chem. Rev. 115, 4335–4382; 2015). What is clear for both carbon types is that in addition to reducing air quality, they absorb solar radiation at the top of the atmosphere, retaining heat and impacting climate. Yet, recent "interest in using biochar as a way to store carbon", as stated by Druffel, has led to broader research of black carbon for climate change mitigation, casting this dark carbon in a more positive light.
NATURE REVIEWS| Earth & Environment
Carbon sequestration has also sparked interest in green, blue and teal carbon. These colours are united by describing the location of the carbon, rather than an inherent physical property. Green carbon reflects "the carbon sequestered by land ecosystems" states Carlos Duarte, Professor at the King Abdullah University of Science and Technology, Saudi Arabia, and incorporates carbon in soils and within biomass such as forests. Blue carbon, by contrast, describes "the carbon sequestered in the ocean", adds Duarte, "the definition of which originally focused on mangroves, salt-marshes and seagrasses, but now also includes seaweed and sediments more broadly". Lastly, teal carbon — which has only recently entered the carbon colour nomenclature — relates to "the carbon stored in inland freshwater wetlands", says Siobhan Fennessy, Professor at Kenyon College, USA (Nahlik, A. M. & Fennessy, M. S. Nat. Commun. 7, 13835; 2016).
Sequestration of blue carbon, especially, has interested policymakers and environmental scientists as a solution for climate change mitigation, because as Duarte states, it "has no negative impacts, contributes to adaptation by raising the seafloor and buffering waves, provides additional benefits, such as enhanced fishery resources, and is cost-effective." Fennessy argues, though, that "inland sites also need to be recognized for the ability they have to build carbon stocks. This is even more vital in light of the recent changes to the "WOTUS" rule (Waters of the United States), which may allow the destruction of inland wetlands that were previously protected." If destroyed, the teal carbon stored in the wetlands could act as a CO2 source.
Defining and effectively using terms, such as those here, can motivate the advancement and advocacy of carbon research, especially when, as Duarte states, "the demand for sound, effective and value-adding nature-based solutions for climate change mitigation is growing." These carbon colours are living definitions, though, that cross disciplinary boundaries and are expanded or refined to adapt to new knowledge, instrumentation, and policy needs. Moreover, new colours continue to emerge, as seen in the cases of red and teal. As carbon research moves forward, one wonders what the next colour of the carbon rainbow will be.
Laura Zinke volume 1
| March 2020| 141 | <urn:uuid:aa11b765-77bd-4688-b0ef-4e2f9755b5fd> | CC-MAIN-2023-50 | https://www.nature.com/articles/s43017-020-0037-y.pdf?error=cookies_not_supported&code=cb26bd38-42bb-4a1c-9895-eb9d8b2f1286 | 2023-12-09T16:18:51+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00425.warc.gz | 991,535,010 | 1,210 | eng_Latn | eng_Latn | 0.994885 | eng_Latn | 0.994885 | [
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6 7
Developing CARE
A steering group has been set up with key partners from statutory services across adults and children's social care, health, CCG, public health, education and the voluntary sector.
Next Steps
* Promote CARE among professionals, communities and residents in Northumberland
Achievements so far:
* Further develop and extend the graduated learning model including mapping of existing learning opportunities against the framework • Develop a central point for materials and resources related to CARE
* Undertaken a training audit across services and sectors
* Developed a graduated learning framework to establish consistent approach to training /communication
* Created padlet of age-appropriate materials and resources for schools
* Introduced multi-agency CARE awareness training for statutory and non-statutory sector
* Provided multi-agency access to 3 Solihull e-learning modules on brain development, attachment and trauma
Trauma and Trauma-Informed Practice
Trauma = overwhelming, uncontrollable experiences which have a psychological impact by creating feelings of helplessness, vulnerability, loss of safety and loss of control. This might be a one-off event or prolonged exposure to adversity
4
1
Caring about Adversity, Resilience and Empowerment
CARE is Northumberland's multi-agency approach to developing trauma-informed, resilience-focused services and communities. This includes increasing professional knowledge and expertise in line with emerging research and sharing this information with communities, families and individuals – empowering them to recognise and develop their own resilience to adversity .
2 It has developed from our understanding that Adverse Childhood Experiences (ACEs) can put children and adults at risk of disadvantage because of the impact of stress or trauma. However by experiencing safe, stable, nurturing environments and positive relationships, children and adults can build social and emotional skills and resilience to mitigate the potential impact of these adverse experiences.
Adversity
Resilience
Trauma-informed practitioners recognise an individual's emotional vulnerability and how their present difficulties can be understood in the context of past trauma
Empowerment
'Knowledge is power'
Trauma –informed practice focuses on thoughts and feelings rather than actions and behaviour and provides
A person is resilient when they "bounce back after enduring adversity, continue to function reasonably well despite continued exposure to risk." (Gilligan)
A key resilience factor is the ability of the individual to address their own emotional wellbeing needs. This has implications for the development of self-care strategies and seeking appropriate and timely support
Trust Choice Control
A strong body of research shows ACEs can lead to increased risk of long-term impact on physical and mental health as well as social consequences for some, particularly when several of these experiences are part of someone's early life.
ACEs include:
* physical abuse
* emotional abuse
* sexual abuse
* physical and emotional neglect;
* parental/key carers' substance misuse or mental health difficulties
* incarceration of a family member
* witnessing domestic abuse or violence
* divorce
Parents, carers and family members play a significant role in developing children's resilience. Enabling parents to make informed decisions about the care they provide and how they respond to any adverse situation is crucial to the prevention of negative impact of those experiences.
Formal and informal community networks and interventions can create a safe environment for growth and development, providing local services for the children themselves and also for parents, carers and wider family members.
CARE includes ensuring we share our professional knowledge to empower individuals, families and communities to recognise and address difficulties
early and prevent /avoid those adversities they are able to influence/control
"Normal development under difficult conditions" (Fonagy)
Key facts about resilience:
You are not born with resilience – you develop it
It can be actively promoted and 'grown'
No one single factor creates resilience – it is a complex interaction of many different elements
A child or adult may have resilience in one aspect of life but not in another | <urn:uuid:0fafbdee-19ea-4949-bbc1-7a4a2e112856> | CC-MAIN-2023-50 | https://www.northumberland.gov.uk/NorthumberlandCountyCouncil/media/Health-and-social-care/Care%20support%20for%20adults/safeguarding%20adults/7-min-guide-CARE.pdf | 2023-12-09T15:01:54+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00428.warc.gz | 1,009,722,086 | 803 | eng_Latn | eng_Latn | 0.995969 | eng_Latn | 0.995969 | [
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GEOGRAPHY
THEORY CLASS - XI
One Paper
3 Hours
| PART : | UNIT | MARKS |
|---|---|---|
| A. | FUNDAMENTALS OF PHYSICAL GEOGRAPHY | (30 Marks) |
| | 1. Geography as a Discipline. | 3 |
| | 2. The Earth. | 4 |
| | 3. Landforms. | 6 |
| | 4. Climate. | 10 |
| | 5. Water (Oceans). | 5 |
| | 6. Life on the Earth. | 2 |
| B. | INDIA : PHYSICAL ENVIRONMENT | (30 Marks) |
| | 7. Introduction. | 2 |
| | 8. Physiography | 10 |
| | 9. Climate, Vegetation and Soil. | 10 |
| | 10. Natural Hazards and Disasters : Causes, Consequences and Managements. | 8 |
| C. | MANIPUR : PHYSICAL ENVIRONMENT | (10 Marks) |
| | 11. Introduction and Physiography | 5 |
| | 12. Climate, Vegetation and Soil. | 5 |
PART-A FUNDAMENTALS OF PHYSICAL GEOGRAPHY
Unit-1 Geography as a discipline
(a) Geography as an integrating discipline, as a science of spatial attibutes;
(b) Branches of Geography; importance of Physical Geography.
Unit-2 The Earth
(a) Origin and evolution of the earth; Interior of the earth; Earthquakes and Volcanoes.
Unit-3 Landforms
(a) Landforms and their evolution.
(b) Geomorphic processes - Weathering, erosion and deposition; soil formation, major types.
Periods : 166
Marks : 70
(Periods 78)
(Periods 5)
(Periods 10)
Unit-4 Climate
(a) AtmosphereCompostions and structure; elements of weather and climate.
(b) Temperaturefactors controlling temperature; distribution of temperature horizontal and vertical; inversion of temperature.
(c) PressurePressure belts; windplaneary, seasonal and local; air masses and fronts; Cyclonestropical and extratropical.
(d) Precipitationevaporation; condensationdew, frost, fog, mist and clouds; rainfalltypes and world distribution.
Unit-5 Water (Oceans)
(a) Hydrological Cycle;
(b) Oceansubmarine relief; distribution of temperature and salinity, movements of ocean waterwaves, tides and currents.
Unit-6 Life on the Earth.
(a) Biosphereimportance of plants and other organisation; biodiversity and conservation; ecosystems and ecological balance.
PART-B INDIA : PHYSICAL ENVIRONMENT
Unit-7 Introduction
(a) LocationSpace relations and India's place in the world.
Unit-8 Physiography
(a) Structure and relief;
(b) Drainae system: the Himalayan and the Peninsular;
(c) Physiographic divisions
Unit-9 Climate, Vegetation and Soil
(a) Weather and Climatespatial and temporal distribution of temperature, pressure, winds and rainfall; Indian monsoons; mechanism, onset and withdrawal, variabilityspatil and temporal; climatic types.
(b) Natural vegetation, foreststypes and distribution; wildlife; conservation; biosphere reserves;
(c) Soils-major types (ICAR's classification) and their distribution, soil degradation and conservation.
Unit-10 Natural Hazards and Disasters : Causes, Consequences and Management. (one case study to be introduced for each topic)
(a) Earthquake and Tsunami
(b) Cyclones
(Periods 30)
(Periods 8)
(Periods 5)
(Periods 68)
(Periods 4)
(Periods 22)
(Periods 22)
GEOGRAPHY
PRACTICAL CLASS - XI
One Paper
Periods : 54
Marks : 30
3 Hours
| PART : | UNIT | Marks 30 |
|---|---|---|
| D. | 1. Fundamentals of maps. | 15 (6+4+5) |
| | 2. Topographic and Weather maps. | 5 |
| | 3. Practical Record Book. | 5 |
| | 4. Viva-Voce | 5 |
PART-D PRACTICAL WORK
Unit-2 TOPOGRAPHIC AND WEATHER MAPS
(a) Representation of relief; drawing of contour cross sections of the feature represented by contoursslopes, hills, valleys waterfalls, cliffs; study of topographic maps (R.RF. 1:50,000 or 1:25,000, survey of India maps): identification of physical featureslopes, hills, valley, waterfall, cliffts etc. and cultural featuresdistribution of settlements;
(b) Use of weather instruments : thermometer, wet and dry bulb thermometer, barometer, windvane, rain gauge.
(c) Use of weather charts : describing pressure, wind and rainfall distribution.
Periods 32
PRESCRIBED TEXTBOOKS :
1. Fundamentals of Physical Geography (Textbook in Geography for class XI) Published by : NCERT, New Delhi.
2. India : Physical Environment (Textbook in Geography for class XI) Published by : NCERT, New Delhi.
3.
Manipur : Physical Environment (Textbook in Geography for class XI)
By : H. Shyamsunder Singh
Published by : Council of Higher Secondary Education, Manipur
Practical Work in Geography Part I
(Textbook for class XI)
Published by : NCERT, New Delhi.
REFERENCE BOOKS :
1. Geography for class XI
By : D.R. Khullar
Published by : New Saraswati House (India) Pvt. Ltd., New Delhi - 110002
2. Geography for class XI
By : Yash Pal Singh
Published by : V.K. (India) Enterprises, New Delhi - 2
4.
DESIGN OF QUESTION PAPER
Subject: GEOGRAPHY
Paper: Theory
Class: XI
Full Mark: 70
Time: 3 Hours
| I | WEIGHTAGE TO OBJECTIVES | | | | | | |
|---|---|---|---|---|---|---|---|
| | Objectives | | | | Marks | Percentage | |
| | Knowledge (K) | | | | 14 | 20 | |
| | Understanding (U) | | | | 32 | 46 | |
| | Application (A) | | | | 21 | 30 | |
| | Skill (S) | | | | 3 | 4 | |
| | Total : | | | | 70 | 100 | |
| II | WEIGHTAGE TO FORM OF QUESTIONS: | | | | | | |
| | Form of Questions | | No. of Question | Time (in minute) | Marks | Percentage | |
| | Essay/Long Answer (E/LA) | | 3 | 60 | 15 | 21 | |
| | Short Answer (SA-I) | | 6 | 36 | 18 | 26 | |
| | Short Answer (SA-II) | | 10 | 40 | 20 | 29 | |
| | Very Short Answer (VSA) | | 10 | 30 | 10 | 14 | |
| | MCQ | | 7 | 14 | 7 | 10 | |
| | Total: | | 36 | 180 | 70 | 100 | |
| III | WEIGHTAGE TO CONTENT: | | | | | | |
| | UNIT/CONTENTS : | | | | | | Marks |
| | A. Fundamentals of Physical Geography | | | | | | |
| | 1. | Geography as a discipline | | | | | 3 |
| | 2. | The Earth | | | | | 4 |
| | 3. | Landforms | | | | | 6 |
| | 4. | Climate | | | | | 10 |
| | 5. | Water (Oceans) | | | | | 5 |
| | 6. | Life on the Earth | | | | | 2 |
| | B. India : Physical Environment | | | | | | |
| | 7. | Introduction | | | | | 2 |
| | 8. | Physiography | | | | | 10 |
| | 9. | Climate , Vegetation and Soil | | | | | 10 |
| | 10. | Natural Hazards and Disasters :Causes, Consequences and Management | | | | | 8 |
| | C. Manipur : Physical Environment | | | | | | |
| | 11. | Introduction and Physiography | | | | | 5 |
| | 12. | Climate , Vegetation and Soil | | | | | 5 |
| | Total : | | | | | | 70 |
| IV | SCHEME OF SECTIONS : Nil | | | | | | |
| V | SCHEME OF OPTIONS : Internal option may be given in Essay Type Question & SA-I. | | | | | | |
Abbreviation : K(Knowledge), U(Understanding ), C(Comprehension), Exp.(Expression), Skill(S),
E(Essay Type), SA (Short Answer Type), VSA (Very Short Answer Type),
MCQ(Multiple Choice Question)
DESIGN QUESTION PAPER/UNIT TEST
Subject : GEOGRAPHY
Unit/Paper : Practical
Class : XI
Time : 3 Hours
Full Marks : 30
| I. | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| | Objectives | | K | | U | | A | | S | |
| | Percentage of Marks | | 7 | | 20 | | 13 | | 60 | |
| | Marks | | 1 | | 3 | | 2 | | 9 | |
| II. | | | | | | | | | | |
| | Forms of Questions | | | E | | SA-I | | SA-II | | VSA |
| | No. of Questions | | | 1 | | 2 | | 1 | | 2 |
| | Marks Allotted | | | 5 | | 6 | | 2 | | 2 |
| | Estimated Time (in Minutes) | | | 60 | | 60 | | 50 | | 10 |
| III. | | | | | | | | | | |
| | Units/Sub-units | | | | | | | | | |
| | 1. | Fundamentals of Maps | | | | | | | | |
| | 2. | Topographic and weather maps | | | | | | | | |
| | 3. | Practical Record Book | | | | | | | | |
| | 4. | Viva-Voce | | | | | | | | |
| | Total : | | | | | | | | | |
| IV. | | | | | | | | | | |
| V. | | | | | | | | | | |
| VI. | | | | | | | | | | |
Abbreviation :
K (Knowledge), U (Understanding), A (Application), S (Skill), E (Essay Type), SA (Short Answer Type), VSA (Very Short Answer Type),O (Objective Type)
GEOGRAPHY
THEORY CLASS - XII
One Paper
Periods : 170
Marks : 70
3 Hours
| PART : | UNIT | MARKS |
|---|---|---|
| A. | FUNDAMENTALS OF HUMANS GEOGRAPHY | (30 Marks) |
| | 1. Human Geography-Nature and Scope | 3 |
| | 2. People | 5 |
| | 3. Human Activities | 10 |
| | 4. Transport, Communication and Trade | 9 |
| | 5. Human settlements | 3 |
| B. | INDIA : PEOPLE AND ECONOMY | (30 Marks) |
| | 6. People | 4 |
| | 7. Human settlements | 3 |
| | 8. Resources and Development | 11 |
| | 9. Transport, Communication and International Trade | 7 |
| | 10. Geographical perspective on selected issues and problems | 5 |
| C. | MANIPUR : PHYSICAL ENVIRONMENT | (10 Marks) |
| | 11. People and Human Settlement | 4 |
| | 12. Resources and Development | 4 |
| | 13. Transport, Communication and Trade | 2 |
PART-A FUNDAMENTALS OF HUMAN GEOGRAPHY
(Periods 75)
Unit-1 Human Geography : Nature and Scope
Unit-2 People
(a) Population of worlddistribution, density and growth;
(b) Population changespatial patterns and structure; determinants of population change
(c) AgeSex ratio, ruralurban composition;
Unit-3 Human Activities(Periods 28)
(a) Primary activitiesConcept and changing trends; gathering pastoral, mining, subsistence agriculture, modern agriculture; people engaged in agriculture and allied activitiessome examples from selected countries.
(Periods 4)
Unit-8
(b) Secondary activitiesConcept; manufacuture : agro-processing, house hold, smallscale, largescale; people engaged in secondary activitiesSome examples from selected countries;
(c) Tertiary activitiesConcept; trade, transport and communication; Services, people engaged in tertiary activities some examples from selected countries.
Unit-4 Transport, Communication and Trade (Periods 20)
(a) Land transportroads, railwaysrail network; transcontinential railways;
(b) Water transportinland waterways; major Ocean routes;
(c) Oil and gas pipelines;
(d) International tradeBasis and changing patterns; ports as gateways of international trade, role of WTO in International trade.
Unit-5 Human Settlements
(a) Settlement typesrural and urban; problems of human settlements in developing countries.
PART-B INDIA : PEOPLE AND ECONOMY
Unit-6 People
(a) Populationdistribution, density and growth; composition of population: ruralurban population change through time-regional variations; Occupation.
(b) Migration : international, nationalcauses and consequences;
(c) Human developmentselected indicators and regional patterns;
Unit-7 Human Settlements
(a) Rural settlementstypes and distribution;
(b) Urban settlementstypes, distribution and functional classification.
Resources and Development
(a) Land resourcesgeneral land use; agricultural land usemajor crops; agricultural development and problems, common property resources;
(b) Water resourcesavailability and utilizationirrigation, domestic, industrial and other uses; Scarcity of water and conservation methods-rain water harvesting and watershed management (Once case study related with participator watershed management to be introduced)
(Periods 10)
(Periods 75)
(Periods 10)
(Periods 8)
(c) Mineral and energy resoucesmetallic and non-Metallic minerals and their distribution; conventional and non-conventional energy sources;
(d) Industriestypes and distribution; industrial location and clustering; changing pattern of selected industriesiron and steel, cotton textiles, sugar, petrochemicals, and knowledge based industries, impact of liberalization, privatization and globalization on industrial location;
Unit-9 Transport, Communication and International Trade (Periods 15)
(a) Transport and communicationroads, railways, waterways and airways; oil and gas pipelines; national electric grids; Communication networkingsradio, television, satellite and internet;
(b) International tradechanging pattern of India's foreign trade; sea ports and their hinterland, and airports.
Unit-10 Geographical Perspective on selected Issues and Problems (One case study to be introduced for each topic)
(a) Environmental pollution; Urbanwaste disposal;
(b)
Problem of slums;
(c) Land Degradation.
PART-C MANIPUR : PEOPLE AND ECONOMY
Unit-11 People and Human Settlement
(a) Populatin : distribution, density and growth; structureagesex; participationworkers and nonworkers; migrationinternational, nationalcauses and consequences.
(b) Human settlements : typesrural & urban, distribution pattern and urban functional classification.
Unit-12 Resources and Development
(a) Forest products, conservation of forests for ecological balance;
(b) Land resources, water resources, mineral and energy resources;
(c) Industries;
Unit-13 Transport and Communication:
(a) Transport and communicationroads, railways waterways and airways; Communication networkingradio, television, satellite and internet.
(Periods 20)
(Periods 8)
(Periods 7)
(Periods 5)
PRESCRIBED TEXTBOOKS :
1. Fundamentals of Human Geography (Textbook in Geography for class XII) Published by : NCERT, New Delhi.
2. India : People and Economy (Textbook in Geography for class XII) Published by : NCERT, New Delhi.
3. Manipur : People and Economy
(Textbook in Geography for class XII)
By : H. Shyamsunder Singh
Published by : Council of Higher Secondary Education, Manipur
4. Practical Work in Geography Part II (Textbook for class XII) Published by : NCERT, New Delhi.
REFERENCE BOOKS :
1. Geography for class XII
By : D.R. Khullar
Published by : New Saraswati House (India) Pvt. Ltd., New Delhi - 110002
Geography for class XII
By : Yash Pal Singh
Published by : V.K. (India) Enterprises, New Delhi - 2
2.
GEOGRAPHY
PRACTICAL CLASS - XII
One Paper
Periods : 166
Marks : 30
3 Hours
| PART : | UNIT | Marks 30 |
|---|---|---|
| D. | 1. Processing of Data and Thematic Mapping | 15 |
| | 2. Field Study or spatial Information Technology | 5 |
| | 3. Practical Record Book. | 5 |
| | 4. Viva-Voce | 5 |
PART-D PRACTICAL WORK
(Periods 50)
Unit-1 Processing of Data and Thematic Mapping
(a) Sources of data;
(b) Tabulating and processing data; calculation of averages, measures of central tendency, deviation and rank correlation;
(c) Representation of dataconstruction of diagrams : bars, circles and flowchart, thematic maps.
Unit-2 Field Study or Spatial Information Technology
Field visit and study : map orientation, observation and preparation of sketch; survey on any one of the local concerns; pollution, ground water changes, land use and land use changes, poverty, energy issues, soil degradation, drought and flood impacts (any one topic of local concern may be taken up for the study; observation and questionnaire survery may be adopted for the data collection; collected data may be tabulated and analysed with diagrams and maps.
(Periods 25)
DESIGN OF QUESTION PAPER
GEOGRAPHY
Subject :
Paper : Theory
Class : XII
Full Mark: 70
Time : 3 Hours
| I | WEIGHTAGE TO OBJECTIVES | | | | | | |
|---|---|---|---|---|---|---|---|
| | Objectives | | | | Marks | Percentage | |
| | Knowledge (K) | | | | 14 | 20 | |
| | Understanding (U) | | | | 32 | 46 | |
| | Application (A) | | | | 21 | 30 | |
| | Skill (S) | | | | 3 | 4 | |
| | Total : | | | | 70 | 100 | |
| II | WEIGHTAGE TO FORM OF QUESTIONS: | | | | | | |
| | Form of Questions | | No. of Question | Time (in minute) | Marks | Percentage | |
| | Essay/Long Answer (E/LA) | | 3 | 60 | 15 | 21 | |
| | Short Answer (SA-I) | | 6 | 36 | 18 | 26 | |
| | Short Answer (SA-II) | | 10 | 40 | 20 | 29 | |
| | Very Short Answer (VSA) | | 10 | 30 | 10 | 14 | |
| | MCQ | | 7 | 14 | 7 | 10 | |
| | Total: | | 36 | 180 | 70 | 100 | |
| III | WEIGHTAGE TO CONTENT: | | | | | | |
| | UNIT/CONTENTS : | | | | | | Marks |
| | A. Fundamentals of Human Geography | | | | | | |
| | 1. | Human Geography – Nature and Scope | | | | | 3 |
| | 2. | People | | | | | 5 |
| | 3. | Human Activities | | | | | 10 |
| | 4. | Transport, Communication and Trade. | | | | | 9 |
| | 5. | Human Settlements | | | | | 3 |
| | B. India : People and Economy | | | | | | |
| | 6. | India – People | | | | | 4 |
| | 7. | Human Settlements | | | | | 3 |
| | 8. | Resources and Development | | | | | 11 |
| | 9. | Transport, Communication and International Trade | | | | | 7 |
| | 10. | Geographical Perspective on Selected Issues and Problems | | | | | 5 |
| | C. Manipur : People and Economy | | | | | | |
| | 11. | Manipur – People and Human Settlement | | | | | 4 |
| | 12. | Resources and Development | | | | | 4 |
| | 13. | Transport, Communication and Trade. | | | | | 2 |
| | Total : | | | | | | 70 |
| IV | SCHEME OF SECTIONS : Nil | | | | | | |
| V | SCHEME OF OPTIONS : Internal option may be given in Essay Type Question & SA-I. | | | | | | |
| VI | DIFFICULTY LEVEL : Difficult : 30% Average : 50% Easy : 20% | | | | | | |
Abbreviation :
K(Knowledge), U(Understanding ), C(Comprehension), Exp.(Expression), Skill(S), E(Essay Type), SA (Short Answer Type), VSA (Very Short Answer Type), MCQ(Multiple Choice Question)
DESIGN QUESTION PAPER/UNIT TEST
Subject : GEOGRAPHY
Unit/Paper : Practical
Class : XII
Time : 3 Hours
Full Marks : 30
| I. | WEIGHTAGE TO OBJECTIVES : | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Objectives | | K | | U | | A | | S | | | Total |
| | Percentage of Marks | | 7 | | 20 | | 13 | | 60 | | | 100 |
| | Marks | | 1 | | 3 | | 2 | | 9 | | | 15 |
| II. | WEIGHTAGE OF FORM OF QUESTIONS : | | | | | | | | | | | |
| | Forms of Questions | | | E | | SA-I | | SA-II | | VSA | | Total |
| | No. of Questions | | | 1 | | 2 | | 1 | | 2 | | 6 |
| | Marks Allotted | | | 5 | | 6 | | 2 | | 2 | | 15 |
| | Estimated Time (in Minutes) | | | 60 | | 60 | | 50 | | 10 | | 180 |
| III. | WEIGHTAGE TO CONTENT : | | | | | | | | | | | |
| | Units/Sub-units | | | | | | | | | | Marks | |
| | 1. | Processing of Data and Thermatic Mapping | | | | | | | | | 15 | |
| | 2. | Field study or Spatial Information Technology | | | | | | | | | 5 | |
| | 3. | Practical Record Book | | | | | | | | | 5 | |
| | 4. | Viva-Voce | | | | | | | | | 5 | |
| | Total : | | | | | | | | | | 30 | |
| IV. | SCHEME OF SECTIONS : Nil | | | | | | | | | | | |
| V. | SCHEME OF OPTIONS: Internal Choice (either or type) on a very selective basis may be provided in the case essay type question | | | | | | | | | | | |
Abbreviation : K (Knowledge), U (Understanding), A (Application), S (Skill),E (Essay Type),
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2.
Lesson Plan
Class : 10+1
Date : 23/03/2023
Subject : Public Administration
Unit : 4
Lesson : Chief Minister
Period : 1
Topic : Appointment, Powers and Position of the Chief Minister Duration:45 Minutes
Mentor Teacher Name:
General Objectives
1. To give knowledge of civic environment to the students.
2. To develop thinking and thinking power in students.
3. To make them aware of the importance of administration.
Specific Learning Objectives
To provide detailed knowledge to the students about the appointment, powers and status of the Chief Minister.
Skill Processes
Observation, Classification, Conjecture, Conversation, Interpretation, Appreciation, Argumentation, Debate, Problem Solving, Reasoning, Reflective Thinking.
Learning Resource Material
1. Official chart of the State Government with photographs of the Chief Minister and the
Governor.
Picture of the assembly building.
3. General contents of the room.
Learning Outcomes
Knowledge
1. Students will be able to remember the functions and powers of the Chief Minister.
2. Students will be able to identify the functions and powers of the Chief Minister.
Understanding
1. Students will be able to compare the functions and powers of the Chief Minister.
2. Students will be able to explain the functions and powers of the Chief Minister.
Application of knowledge
1. Students will be able to know the election process of Chief Minister.
2. Students will be able to analyze the strengths in the works of the Chief Minister.
Skill
1. Students will be able to list the functions and powers of the Chief Minister.
2. Students will be able to represent the Chief Minister's election system through a chart.
Interest
1. Students will be able to take interest in study to know about the powers in the works of Chief Minister
2.
Students will be able to discuss the problems related to the work of the Chief Minister
Attitude
1. Students will be able to develop a positive attitude towards the powers in the work of the Chief Minister
Teaching Method : Explanation method and question answer method adoped.
Previous knowledge
The students are well acquainted with the administrative system. They have read about the Chief Minister and the Governor in the previous classes. Thus on the basis of their prior knowledge they will be given knowledge of the appointment, powers and position of the Chief Minister.
Classroom Teaching Process :
The teacher will complete his teaching process in three main steps.
First stage : Introduction
Creation of Learning Environment The
following questions will be asked to the children for the pre-knowledge test:-
1. Mahatma Gandhi was the father of the nation of which country?
2. Who is the highest citizen of India?
3. Whom does the President appoint in the state?
4. Who is the link between the Governor and the Council of Ministers?
5. What do you know about the Chief Minister?
Announcement of the Topic :
Today we will study about the appointment, powers and position of the Chief Minister. Having said this, the sub-topic will be written on the blackboard.
Second Stage : Presentation
Building understanding of learning
1. The sub-topic will be taught by dividing it into several parts.
2. Blackboard work and pictures will be used to clarify the subject matter.
3. Students will be asked questions for revision.
Teacher Statement :
India has a total of 28 states and 8 union territories in the country, out of which only 2 union territories have the post of Chief Minister. The Chief Ministers of these states do not have all the powers that other states have. Like - police, land and public order etc. all these work under the central government.
Appointment powers and functions of the Chief Minister
In the parliamentary system of governance, the Chief Minister is the chief spokesperson of the government and presides over the meetings of the Council of Ministers. By the way, the 'Governor' in the state acts as the constitutional head and the 'Chief Minister' acts as the de facto head.
In fact, all the powers of the Governor are exercised by the Chief Minister only.
Whenever the governor wants to convey any matter or decision to the ministers, he does this work only through the chief minister.
Text Material Method : Lecture and question answer method will be used.
Developmental Questions :
1. How many states and union territories are there in India?
2. Who is the constitutional head of the state?
3. Who presides over the meetings of the Council of Ministers in the state?
Teacher Statement :
Chief Minister and Council of Ministers
* Under Article 163 (1) of the Constitution of India, a Council of Ministers is constituted to aid and advise the Governor in the discharge of his functions, headed by the Chief Minister.
* All the members of the Council of Ministers are responsible to the Legislative Assembly.
* The ministers are appointed by the Governor on the advice of the Chief Minister. The Chief Minister is independent in the selection of ministers and distribution of portfolios among them.
* A minister can remain the chief minister or minister of that state for 6 months without taking the membership of any house, after that either he has to get the membership of any house or else he has to give up his post.
Developmental Questions :
1. To whom are all the members of the Council of Ministers responsible?
2. By whom are the ministers appointed in the state?
3. In which article of the Indian Constitution, the appointment of the Chief Minister has been arranged?
Teacher Statement :
Appointment of Chief Minister
* Under Article 164 (1) of the Constitution of India, the Chief Minister is appointed by the Governor and other ministers are appointed by the Governor on the advice of the Chief Minister. All the ministers involved in the formation of this Council of Ministers hold their posts till the pleasure of the Governor (as long as the Governor wishes).
* The Governor appoints the leader of the majority party in the Legislative Assembly as the Chief Minister. But if no party has a clear majority in the Legislative Assembly, then the Governor appoints the leader of the largest party as the Chief Minister and gives time to prove majority within a certain period.
* The Chief Minister is a member of the State Legislative Assembly and if the majority party in the Legislative Assembly chooses a person who is not a member of the Legislative Assembly as its leader, then he has to get the membership of the Legislative Assembly within 6 months, otherwise he has to step down from the post of Chief Minister. .
* According to the 91st Constitutional Amendment Act, 2003, the size of the entire Council of Ministers including the Chief Minister should not exceed 15% of the total number of members of the State Legislative Assembly, but the total number of the entire Council of Ministers including the Chief Minister should not be less than 12.
Developmental Questions :
1. What arrangements have been made regarding the size of the Council of Ministers?
2. When was the 91st Constitutional Amendment Act passed?
3. For how many days a person can become Chief Minister without assembly membership?
Teacher Statement :
Tenure of Chief Minister and Council of Ministers
* Council of Ministers is formed for 5 years but its tenure depends on the confidence in it in the Legislative Assembly.
* The State Council of Ministers is responsible to the Legislative Assembly and if the noconfidence motion is passed in the Legislative Assembly, then the Council of Ministers has to resign.
* If the Council of Ministers fails to act according to the constitutional provisions, the President can impose President's rule (as per Article 356) in the state by dismissing the State Council of Ministers on the report of the Governor.
Developmental Questions :
1. How many years is the tenure of the state assembly?
2. Under which article President's rule can be imposed in the state?
3. What happens if the no-confidence motion brought by the opposition is passed?
Teacher Statement :
Powers and Functions of the Chief Minister
* The Chief Minister gets the ministers appointed by the Governor and keeps those ministers together. If any kind of differences arise, he coordinates between them.
* The Chief Minister is the leader of the Legislative Assembly and acts as a link between the Legislature and the Governor, the Council of Ministers and the Governor.
* All appointment related work done by the Governor is conducted on the advice of the Chief Minister.
* The Chief Minister plays an important role in policy making for the state. All the responsibility of the state rests on his shoulders.
* The Chief Minister is the President of the State Council of Ministers and he presides over the meetings of the Council of Ministers, but in the absence of the Chief Minister, the meetings of the State Council of Ministers are presided over by a senior member of the Council of Ministers.
* The Chief Minister gives his advice to the Governor in the selection of the State Public Service Commission's chairman, members and state advocate general etc.
* The governor cannot dissolve the state assembly and remove any minister without consulting the chief minister.
Developmental Questions :
1. Who acts as a link between the Council of Ministers and the Governor?
2. On whose advice does the Governor dissolve the state assembly?
3. Who plays an important role in policy making for the state?
Position :
The way the duties, functions and other powers of the Prime Minister are available in the center, in the same way the duties, functions and powers of the Chief Minister are available in the state. Yes, in some cases the Chief Minister is different from the Prime Minister. Just as the Prime Minister is the de facto head of the executive at the Centre, similarly the Chief Minister is the de facto head of the state legislature.
3rd Stage Evaluation
Assessment of Learning
Recapitulation :
The head of the majority party in the Legislative Assembly is appointed by the Governor as the Chief Minister. The chief minister acts as a link between the governor and the cabinet. The constitutional head of the state is the governor and the de facto head is the chief minister.
HomeWork :
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Name:________________________
CCSS 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition
Addition Within 100-Regrouping
Directions: Find the sums.
| 1. | 74 + 06 | 2. | 66 + 14 | 3. | 79 + 16 | 4. | 35 + 18 |
|---|---|---|---|---|---|---|---|
| 5 | 72 + 18 | 6 | 47 + 13 | 7 | 75 + 18 | 8 | 35 + 15 |
| 9 | 64 + 17 | 10 | 69 + 17 | 11 | 34 + 07 | 12 | 42 + 29 |
| 13 | 35 + 38 | 14 | 26 + 26 | 15 | 65 + 17 | 16 | 47 + 17 |
____ I double checked my work.
© www.2ndgradeworksheets.net
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Environment Edition
July 16, 2023
Student Team
President: Shivi Goyal
Communications Team Vice President: Aarya Shah Officer: Neel Mittal
Events & Activities Team Vice President: Pavit Kesar Officer: Rusham Goyal
President's Corner
@tipsjvp
@TipsJvp
By Shivi Goyal email@example.com
When we were choosing our theme for this newsletter, all the officers and I unanimously decided on the topic of environment. At the time, the Willow Project was making headlines across the newspapers, and we saw it as an opportunity to speak about it through our newsletter. Once the environment is damaged, it is hard to repair, so it's our job to save it. In order to bring awareness, we interviewed Eliana Wyche about what we can do by ourselves to make a difference for the Earth and information about the what the Willow project and the situation it is in.
This is also my last month as President and member of TIPS JVP. I will never forget these past 12 years and the memories I made. I've learned so much from the organization, and I hope it does the same to you. Thank you to the core and officer team for a great year. Below, we also have information if you are interested in becoming an officer for the 2023-2024 school year. Good luck!
This is me signing off. I hope you enjoy the newsletter!
Texas Indo Physicians Society Junior Volunteer Program
Environmental Crisis: The Willow Project
By Pavit Kesar
The Willow Project is a proposed oil drilling project by ConocoPhillips inside the national petroleum reserve in Alaska. ConocoPhillips discovered Willow with two exploratory wells from 2016. The project is estimated to cost about 6-8 billion dollars and is known to be one of the largest proposed oil projects in decades. The proposed project included five drilling pads within the 23 million acres of untouched land in the reserve. If the drilling begins, then up to 180,000 barrels of oil will be produced per day which makes up 1.5% of the oil production in the world. Besides the extraction of oil, ConocoPhillips claims that the project is expected to create jobs and create revenue for the state and federal governments.
So what is the controversy about this project? If you have been keeping track of the news, you would hear that about 9.2 million metric tons of carbon emission will be produced into the atmosphere. Not only will this affect the current deterioration of the arctic circle, but also reduce freshwater use, infrastructure, and air quality around the drill site. Moreover, the project could destroy migration patterns and the habitat of many native species like caribous and yellow-billed loons.
Many climate activists and concerned citizens have made it a priority to stop the Willow project. They are protesting to reduce fossil fuel in order to cut down on carbon emissions produced in the atmosphere. And if the willow project is approved, Americans would be more dependent on fossil fuel. During his administration and campaign, President Biden promised to end oil drilling on federal land, and the Willow project is going to happen on the national reserve in Alaska.
So despite the controversy behind the Willow project, would our president approve this catastrophe? On March 13, 2023, the Biden administration accepted the Willow oil project. The approval was downscaled which means that the project will only include three drill sites which will include up to 199 total wells which will allow for less surface infrastructure than originally planned.
Even though the project is scaled down, why would Biden approve Willow? Some people say that Biden didn't have any choice but to approve Willow because of how high the gas prices are already. However, Willow might not actually start drilling. On March 15, 2023, a group of environmental groups filed a lawsuit to overturn Biden's decision, so there is still hope for the Willow project and the pressing matter of global warming.
Texas Indo Physicians Society Junior Volunteer Program
How to Save your Environment
By Rusham Goyal
Eliana Wyche is the founder and president of the Save the Planet Association. She is a rising Junior at Saint Mary's Hall. Her hobbies include dance, theater, singing, and soccer. She also has a passion for engineering and wants to study mechanical engineering in college.
What inspired you to start the Save the Planet Association?
When I was younger, I started Save the Animals Association for fun. The mission was to help endangered species. When I was 12 years old, I believed there was so much more I could do to not only help the animals but also the environment they live in.
What do you think is the best way for teenagers to be able to help the environment?
The best way for teenagers to help the environment is to spread awareness in their community, whether that be handing out flyers or just telling neighbors the importance of recycling.
What are some ways to cut back in carbon emissions?
There are many ways to cut back on carbon emissions. Instead of driving, walking or biking to short destinations is a great way to cut back. Another way is turning off lights and unplugging devices when they are not in use. When you have to use your cars, make sure the tires are properly inflated and that you get regular tune-ups. If everyone does these small things, a huge difference will be made.
What are three small things every person can do at home to help the environment?
Three things to do at home are recycle, conserve water, and volunteer with environmental organizations.
What activities has the Save the Planet Association participated in?
During COVID, we hosted a virtual event called Plant Palooza, where people from all over the world sent in pictures of plants to show that they are making a difference in their own homes. We also hosted a recycling drive to allow people to recycle household items that they cannot put in a home bin. It was convenient and gave people the chance to recycle it all in one place. We hope to continue growing and making a difference in the future.
Upcoming Events
July 31st - Deadline to submit officer application August 5th - Stuff the Bus
Texas Indo Physicians Society Junior Volunteer Program
Easter Basket Project
By Aanvi Goyal March 25, 2023
This past March, TIPS JVP got the opportunity to make easter baskets for children for the Laurel Ridge Treatment Center. This treatment center specializes in helping people going through mental or health issues. We laid baskets out and put goodies in for children like chocolate, chips, lollipops, coloring books, markers, crayons, and toys which were contributed from members of TIPS JVP. We made 60 baskets and they were loaded in the car to be given to the kids. It felt nice to know that I could brighten a kid's day and put a smile on their faces by giving them a basket for the holiday.
New Leadership
As this academic year is coming to an end, TIPS JVP is looking for new high school officers for the student council. The student council makes the newsletters, plan events and activities, and helps the core team behind the scenes. If you are interested in joining, here are the requirements and information needed for the application. There are a total of 5 positions available and will span from August 2023-July 2024. The deadline to submit an application is July 31st, 2023. For more information, please view your email.
President - Rising Seniors
Responsible for newsletter/communication with core team and volunteers
Vice Presidents of Events/Activities or Communications - Rising Juniors
Officers of Events/Activities or Communications
Responsible for meetings, coordination during volunteering events
- Rising freshmen or sophomores
You must be an active participant in JVP activities 1.
3.
You may not have any disciplinary actions taken against you by our organization or your school. 2.
You may submit ONE Letter of Recommendation(LOR) 4. Kindly do not apply if you are unable to make the time commitment that these positions
You need to submit a thoughtful, well-written essay expounding on why you would be an excellent candidate for whichever position you are applying for (no more than 800 words).
require. Please email your application and any secondary documents to firstname.lastname@example.org
Texas Indo Physicians Society Junior Volunteer Program | <urn:uuid:c7ad1703-a4c6-429b-b67d-cf3b52137878> | CC-MAIN-2023-50 | http://tipssw.org/wp-content/uploads/2023/07/TIPS-JVP-July-Newsletter-2023.pdf | 2023-12-09T15:56:48+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00429.warc.gz | 46,210,736 | 1,710 | eng_Latn | eng_Latn | 0.998221 | eng_Latn | 0.99896 | [
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GIRLS NOT BRIDES
Read the text and complete the exercise below.
Girls Not Brides is the name of the largest association that campaigns on a worldwide scale to put an end to the problem of child brides. The name also reflects the objectives of the association: little girls should stay little girls and not become brides of men who are much older than them. Every year 14 million girls become child brides. They are often eight or nine years old, an age when their peers play or go to school.
A tradition
India is the country which has a very high rate of child brides. The phenomenon has ancient roots. Historians do not know when it first began. It has become part of India's traditional custom and is almost taken for granted. Little girls are given up to marriage because that is how it has always been.
Today the phenomenon is widespread, especially among the poorer classes of the population and above all in rural areas. Poor families willingly give their underage daughters in marriage so as to avoid paying a dowry.
The religion of Islam encourages this phenomenon as it doesn't set any limits to the bride's age.
Consequences
The consequences for little girls are serious:
- their physical development is interrupted by premature pregnancies;
- they are forced to leave school;
- they are subordinated for life to men who are much older than them.
Remedies
A UN resolution of 2013 commits Member States to take concrete measures against the phenomenon of child brides.
The first step is to establish a law setting the minimum age by which one can marry.
For example, in the UK the law prohibits minors from marrying. Every State should adopt a similar law.
In 2006 the Indian parliament passed the Prohibition of Child Marriages Act, which prohibits women from marrying before the
DID YOU KNOW?
There are 60 million women worldwide who married when they were underage.
India has about 40% of the world's child brides.
Niger has the highest child marriage rate in the world at about 76%.
Countries with the highest numbers of child brides are: Central African Republic, Chad, Bangladesh, Guinea, Mali, South Sudan, Burkina Faso, Somalia, Sierra Leone, Zambia and the Dominican Republic.
ACTIVITIES
Answer the following questions about "Girls Not Brides". Choose the correct letter.
1. How many underage girls get married every year?
a. About 14 million
b. 14 thousand
c. 14 million
d. Less than 14 million
2. What country has the highest percentage of child brides?
a. Sierra Leone
b. South Africa
c. India
d. Guinea
3. Where in India is the phenomenon of child marriages particularly widespread?
a. In the countryside
b. In coastal areas
c. In towns.
d. In the mountains
4. Why do poor Indian families allow their underage daughters to marry?
a. Because they are Muslims.
b. Because they live in rural areas
c. Because they can earn quite a lot of money.
d. Because it saves them having to pay a dowry
5. Which is one of the consequences of the phenomenon ?
a. Young girls are unhappy
b. Young girls feel isolated
c. Young girls live in slums
d. Young girls stop going to school
6. Who is resorting to drastic measures in order to fight against the problem of child brides?
a. The United Nations
b. The police.
c. The police and teachers
d. The USA
7. What does British law prohibit?
a. It prohibits Muslim weddings
b. It prohibits child marriages
c. It prohibits having children
d. It prohibits Indian weddings
© Cirincione-Izzo-Olimpo, I care English, Medusa Editrice 2017
When did India adopt the law against child marriages?
a. In 2006
b. In 2008
c. In 2016
d. In 2017
9. Who can marry at 21 in India ?
a. Boys
b. Women
c. Everyone
d. Men
10.Which of the following countries has the highest percentage of child marriages in the world?
a. Somalia
b. Mali
c. Niger
d. South Sudan | <urn:uuid:d637d0ae-257a-424a-8984-b389dd4409ca> | CC-MAIN-2023-50 | https://www.medusaeditrice.com/wp1/I%20care_risorse/GIRLS%20NOT%20BRIDES.pdf | 2023-12-09T15:30:47+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00433.warc.gz | 950,826,361 | 874 | eng_Latn | eng_Latn | 0.860647 | eng_Latn | 0.998057 | [
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MUNICIPAL GOVERNMENT WEEK TOOL KIT FOR MUNICIPAL OFFICIALS
Talking Points for Speaking to Elementary Students
What Is a City? A city is a place where you live, work, go to school and play. Some cities are also called towns or villages. Cities are communities that may be made up of several neighborhoods. A city is a municipal government created by the citizens through legislative special act, and established by vote of the citizens, through adoption of a charter. A city government provides services to its citizens and sets up rules that allow us to have a beautiful, safe and healthy place to live. The central building from which these services are offered and rules are made is called city hall. The people working at city hall provide us with many services like clean water, garbage collection, playgrounds, streets, lights, and police and fire protection. More than half of Mississippi's population lives in a city.
Who Runs City Hall? Every city is governed or run by a group of people who make and change laws. These people run the city because the people in the city voted in an election to let them do so. The people elected to run the city are usually called mayor, councilmember or commissioner. Most councils have five or seven members. The people adopt a charter, which is like a constitution, and in it the people decide how they will govern themselves. They meet as a council during the month to take care of city business. Anyone can attend these meetings. The meetings are usually held in city hall. How a city runs depends on what form or type of government is in place. The form of government is stated in each city's charter.
City Departments There are many departments that make up a city government. These departments are necessary to operate the city and to provide services to its citizens. Not all cities provide the same services or have the same departments. The services, and ultimately the structure of the city government, are decided upon primarily by the residents of the city. Some of the most common city departments are:
♦ Utilities - provides water and wastewater treatment (a few city departments provide other utilities like electricity and natural gas to homes and businesses).
♦ Public Works - provides for garbage pickup, traffic lights, streets and road maintenance, and city building maintenance.
♦ Planning - implements plans for the future growth and development of the city.
♦ Finance - prepares payments for running the city, invests city revenues and handles the budget.
♦ Parks and Recreation - provides recreational programs and activities for residents, such as sports, arts and crafts, and special events; staff also maintain city facilities, parks and playgrounds.
♦ Police - makes sure that all laws are obeyed; keeps citizens safe and protects their property. Many police departments have programs/staff in schools to help students.
♦ Fire - provides fire protection to the community; also has fire prevention programs to make people aware of fire hazards and teach what to do in a fire emergency. Other city departments might include: library, building inspection, engineering, technology services, code enforcement, and animal control. | <urn:uuid:cb6db30e-7965-4726-894d-15ed0cbb45ff> | CC-MAIN-2023-50 | https://www.mmlonline.com/media/1807/talking-points-for-elementary-students.pdf | 2023-12-09T15:27:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00432.warc.gz | 968,620,379 | 628 | eng_Latn | eng_Latn | 0.999654 | eng_Latn | 0.999654 | [
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Learning possibilities
Text: Portis, A 2008, Not a box, HarperCollins Children's Books, London.
Engage
Step 1. Gather your child/children for a story using the song, 'If you want to hear a story'.
Step 2. Encourage your child/children to predict what the story is about from the cover.
Step 3. Read the story or watch the video using the link in the Resources box and encourage children to join in the refrain, 'It's not a box!'
Resources
Song
'If you want to hear a story'
(Tune: 'If you're happy and you know it')
If you want to hear a story, come sit down,
If you want to hear a story, come sit down.
Let's share a great big smile, as we read and talk a while,
It's time to hear a story, come sit down.
Video
Not A Box (YouTube, Alan Smithee)
https://www.youtube.com/watch?v=qXqFv610g0o
Step 4. Here are some questions to ask your child/children about the story.
1. What is this story about? (a rabbit who likes to use its imagination to create things using boxes)
2. What was the first thing the rabbit made? (racing car)
3. What else did the rabbit imagine it could make? (mountain, building, robot, hot air balloon, pirate's crows' nest, a tugboat)
4. What can you see in your imagination?
Respond
Invite your child/children to explore ideas about what they could make using empty containers, e.g. cereal boxes, shoe boxes, a larger cardboard box and collage. Encourage them to think about the materials that they will need and model writing for a purpose by making a list of their suggestions. Ask your child/children to draw a picture of their design before they start. Help your child/ children to do an online search to find some examples of the object they wish to make.
Extend
- Provide a range of materials for your child/children to use in their constructions including cardboard boxes of all ranges of sizes, cardboard offcuts, packaging boxes (small fridge, washing machine boxes) and recycled containers, lids etc.
- If your child/children select smaller boxes to link together, use the opportunity to explore ways to join objects using a variety of materials including: paper fasteners, paper clips, stapler and staples, string, wool, jute, pipe cleaners, glue sticks, rubber bands, pegs. Help your child/children explore the properties of the fasteners to work out which method of joining objects is best suited to the purpose. Pose different questions, for example: 'Will a glue stick work to hold cardboard boxes together?' This invites children to hypothesise, predict, experiment and to problem solve. | <urn:uuid:f21fead5-64a7-444a-901d-f7c2d28d3048> | CC-MAIN-2023-50 | https://earlychildhood.qld.gov.au/earlyYears/Documents/not-a-box.pdf | 2023-12-09T15:09:13+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00431.warc.gz | 271,157,282 | 589 | eng_Latn | eng_Latn | 0.998487 | eng_Latn | 0.998487 | [
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In ALL areas May 2022
Time
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| Breakfast & Free play | Breakfast & Free play | Breakfast & Free play | Breakfast & Free play |
| Circle time | Circle time | Circle time | Circle time |
| Snack | Snack | Snack | Snack |
| Focus key group time | Focus key group time | Focus key group time | Focus key group time |
| Outdoor play/ Shakers | Outdoor play / Yoga | Outdoor play/ Footicubs | Outdoor play/ Gardening |
| Lunch | Lunch | Lunch | Lunch |
| Storytime/ready for home (AM session) | Storytime/ready for home (AM session) | Storytime/ready for home (AM session) | Storytime/ready for home (AM session) |
| Circle time/Afternoon welcome | Circle time/Afternoon welcome | Circle time/Afternoon welcome | Circle time/Afternoon welcome |
| Free play | Free play | Free play | Free play |
| Focus key group time | Focus key group time | Focus key group time | Focus key group time |
| Snack/story time | Snack/ story time | Snack / story time | Snack/ story time |
| Focus key group time | Focus key group time | Focus key group time | Focus key group time |
| Free play | Free play | Free play | Free play |
| Set activities/Free play | Set activities/Free play | Set activities/Free play | Set activities/Free play |
Nursery address: Activetime Day Nursery Ltd ,The Cadet Centre, Elmgrove Road, Harrow HA1 2QA
Mobile: 07575801623 Landline: 02088634154 Website: www.activetimedaynursery.co.uk Email: email@example.com OFSTED registration number EY558330 | <urn:uuid:6e696e70-1550-4d39-bd60-054f0f520f82> | CC-MAIN-2023-50 | https://img1.wsimg.com/blobby/go/881f6d29-af62-4f9c-a45a-69687664e5ff/Activetime%20Day%20Nursery%20timetbale%20January%202023.pdf | 2023-12-09T15:28:17+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00432.warc.gz | 343,686,609 | 403 | eng_Latn | eng_Latn | 0.532658 | eng_Latn | 0.532658 | [
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The ocean is a critical part of the world's economy. Forty percent of the world's population lives within 100 km (62 mi) of a coastline, with fisheries and aquaculture supporting about 12% of the world's livelihoods. In the U.S., there are nearly 3 million jobs related to the ocean.
PACE will provide the first-ever global measurements designed to identify the composition of communities of phytoplankton. This will significantly improve our ability to decipher Earth's changing marine ecosystems, manage natural resources such as fisheries, and identify harmful algal blooms (HABs).
PACE MISSION
PACE will extend and improve NASA's 20 plus years of global satellite observations of our living ocean, atmospheric aerosols, and clouds and initiate an advanced set of climate-relevant data records. By determining the distribution of phytoplankton, PACE will help assess ocean health. It will also continue key measurements related to air quality and climate.
Science Goals
To extend systematic ocean color, atmospheric aerosol, and cloud data records for Earth system and climate studies.
To address new and emerging science questions by detecting a broader range of color wavelengths that will provide new and unprecedented detail.
Key Mission Characteristics
Hyperspectral ocean color instrument
Two multi-angle polarimeters
Launch readiness date: January 2024
675 km (419 mi) orbital altitude
Sun-synchronous, polar orbit
Global coverage every two days
Managed by Goddard Space Flight Center
National Aeronautics and Space Administration
Goddard Space Flight Center
8800 Greenbelt Road
Greenbelt, MD 20771
www.nasa.gov/goddard www.nasa.gov
NP-2018-09-268-GSFC (rev 1/22)
Phytoplankton & Life in Our Ocean
Our ocean teems with life, providing food and supporting many of Earth’s economies.
Plankton, Aerosol, Cloud, ocean Ecosystem
More wavelengths.
Unprecedented information.
Phytoplankton & Ocean Life
Constantly in motion, the ocean hosts the largest three-dimensional living space on earth. This vast volume teems with life but many of its most vital species are also its tiniest inhabitants.
Like on land, the ocean has deserts, forests, meadows, and jungles, providing habitats for many forms of life. The types of life in these habitats are determined by microscopic algae that float in our ocean. Known as phytoplankton, they come in many different shapes, sizes, and colors. The diversity of phytoplankton types present determines the roles they play in ocean habitats.
to bigger organisms. As the energy climbs the marine food web, many fish and shellfish will ultimately be consumed by humans.
For example, the North Atlantic is home to highly productive "pastures" each spring. Its blooms of carbon-rich phytoplankton fuel the fisheries of New England. Phytoplankton are the primary food source for small zooplankton, tiny animals that float in our ocean. Larger zooplankton prey upon smaller zooplankton and – step by step – energy captured from phytoplankton transfers
The international trade in coastal and marine fisheries contributes $70 billion annually to the U.S. economy. Yet 70% of the world's fish stocks are being harvested at maximum capacity or, in extreme cases, overfished to the point of collapse. Data from PACE will be used to help improve the way our ocean's food resources are managed.
Another key habitat is the crystal-clear water around Florida, home to productive fisheries and coral reefs. At times, however, this area is plagued by species of toxic phytoplankton. Harmful algal bloom (HAB) events in the U.S. have been estimated to result in economic impacts averaging $50 million each year. HABs
PACE will reveal the diversity of organisms fueling marine food webs and how ecosystems respond to environmental change.
Why do we need PACE? To understand how phytoplankton diversity impacts human life.
can wreak havoc on commercial fisheries or force the closure of recreational areas. Direct human impacts include illness or even death through consumption of toxic shellfish, along with asthma attacks through inhalation of airborne HAB toxins.
PACE data will aid in the development of computer programs that identify and quantify specific phytoplankton groups, including helpful species that fuel our ocean's food resources and potentially toxic species. These types of tools will also be used to understand the environmental factors that govern the appearance and demise of fisheries and HABs.
Today's satellites reveal the quantity of phytoplankton at the ocean surface. Yet we cannot detect the diversity of species. For the first time, PACE's unprecedented technology will:
Reveal the diversity of phytoplankton found in our ocean on global scales
Allow us to understand the role that phytoplankton diversity has on life in the ocean
Help us predict the "boom or bust" of fisheries along with marine hazards such as HABs
Plankton, Aerosol, Cloud, ocean Ecosystem
Learn more at pace.gsfc.nasa.gov | <urn:uuid:6aa3d1ff-7cfd-4e6c-82b8-753b3b9084c6> | CC-MAIN-2023-50 | https://pace.odyseallc.net/docs/PACE_Brochure_Series_Phytoplankton_&_Life_in_Our_Ocean_NP-2018-09-268-GSFC(rev_122).pdf | 2023-12-09T14:53:35+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00433.warc.gz | 480,682,423 | 1,049 | eng_Latn | eng_Latn | 0.990552 | eng_Latn | 0.994567 | [
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KS1 YEAR ON A PAGE CYCLE A
Autumn
Theme
Experiences
Vocabulary keyboard, mousepad,
| Science | History | Geography | Art | DT | PE | PSHE | RE | Music |
|---|---|---|---|---|---|---|---|---|
| Animals Including Humans - Classification of Animals | Events Beyond Living Memory Why is the Gunpowder Plot remembered? Why do we celebrate Remembrance Day? | My School, My area and Weather | Texture and Collage – Henri Matisse | Mechanisms- Sliders and Levers | Physical Literacy Target Games | Being me in the Wider World Celebrating Difference | What Does it Mean to Belong to a Faith Community? | Exploring Pulse Rhythm and Duration |
| Safari Sam visit | Wakefield Museum | | | | Inter-school Sports competitions - football Mini London Marathon | Charity sponsored event - CIN | | Wakefield Music services concert Steel Pan Workshop |
| Mammals, birds, fish, reptiles, amphibians, carnivore, 0mnivore, herbivore sort, classify | memory, king, catholic, protestant, plotters, parliament, remember, significant, national, remembrance, events, war, significant, commemorate, symbol, battlefield, cenotaphs | above, birds eye view, plan, map, key, houses, roads, climate, weather, equator | texture, collage, technique, materials, tearing, overlapping, sticking, cutting | planning , design, evaluate, make, user, purpose, product, mechanism, slider, lever | To be selected from the SOL and displayed at the start of the lesson | Special, safe, community, consequences, rewards, similarities, differences, bullying celebrating | Faith, community, symbols, groups, belong, important, value, promise, religion, ceremony | Pulse, rhythm, pitch, rap, improvise, compose, melody, bass guitar, drums, decks, |
Spring
Theme
Experiences
Vocabulary
| Science | History | Geography | Art | DT | PE | PSHE | RE | Music |
|---|---|---|---|---|---|---|---|---|
| Animals Including Humans – Animals Basic Needs | Great Fire of London What happened to London during the fire of 1666? | | Patterns and Prints – Paul Klee | Food Preparation – Fruits and Vegetables | Dance Team Games | Dreams and Goals Healthy Me | What Makes Some Places sacred? How and Why do we Celebrate Sacred Times? | Exploring Pitch, Timbre, Tempo and Dynamics |
| | Sheffield Museum | | | Tasting fruits Making a fruit salad | Inter-school Sports competitions - benchball | | | |
| Needs, exercise, hygiene, nutrition, health, diet, balanced, life cycle, survival, offspring | events, memory, beyond, significant, monument, national, cause, consequence, building materials, equipment, king, cathedral, rebuild, national | | pattern, primary colours, secondary colours, block-printing, mixing, shape, space, colour, abstract | soft, juicy, crunchy, sweet, sticky, smooth, sharp, crisp, sour, hard | To be selected from the SOL and displayed at the start of the lesson | Success, achievement, learning styles, obstacles, medicine, medication, road safety | Symbol, Sacred, holy, worship, special, respect, signs, beliefs, praise, prayer | Long, short, loud, quiet, pitch, high, low, middle, beat, rhythm |
Creating Media:
Creating Media: Digital
Media, digital, tempo, rhythm, notes, pattern,
Summer
Theme
Experiences
Vocabulary
Data and Information:
Programming: Scratch pictogram, graph, input,
| Science | History | Geography | Art | DT | PE | PSHE | RE | Music |
|---|---|---|---|---|---|---|---|---|
| Living Things and their Habitats – What is a Living Thing? | Changes within Living Memory – Toys from the Past How have toys changed since the 1930’s? | The UK Continents and Oceans | Observational drawing – Pablo Picasso | Free Standing Structures | Attacking and Defending Athletics | Relationships Changing Me | What can be Learnt from Sacred Books? | Exploring Sounds, Instruments and Symbols |
| Pond Dipping – visit to a nature reserve | Toys Workshop | Local Walk | | | Inter-school Sports competitions - Scatterball | Picnic | Church Visit | Wakefield Music services concert |
Computer Systems and
Programming | <urn:uuid:0630aea5-c693-48ee-90a1-5162b29d3760> | CC-MAIN-2023-50 | https://cherrytreeacademy.org/wp-content/uploads/sites/10/2023/06/KS1-Year-on-a-Page-cycle-A.pdf | 2023-12-09T14:22:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00433.warc.gz | 195,590,399 | 979 | eng_Latn | eng_Latn | 0.659055 | eng_Latn | 0.659055 | [
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A Parallel Struggle for Freedom: Black People During the American Revolution
"Tell them that if I am Black I am free born American & a revolutionary soldier & therefore ought not to be thrown entirely out of the scale of notice." -John Chavis to Willie P. Mangum, March 10, 1832
Overview
The common narrative of the American Revolution is typically recounted as a battle for freedom of thirteen American colonies from oppressive British rule. However, an equally compelling part of the history is the role of Black people during this period, both in terms of their contributions to both sides of the fight, as well as their own parallel struggle for personal and legal freedom and rights. In this lesson, students will explore this important piece of the American story through reading, discussion, and a small group activity – gaining an understanding of the contributions of Black people in the making of America, as well as they ways the spirit of liberty and the disruptions of the time impacted Black people and their own individual and collective calls for freedom. As a culminating project, students will further their understanding by researching and reporting on the role of Black American's in other wars throughout history.
Grades
8-12
Materials
* "A Parallel Struggle for Freedom" PowerPoint
o Note that this PPT is currently text-heavy, in order to provide adequate information to teachers. Based on grade level and particular teaching objectives, teachers should edit the text for manageable consumption by students.
o To view this PDF as a projectable presentation, save the file, click "View" in the top menu bar of the file, and select "Full Screen Mode"
o To request an editable PPT version of this presentation, send a request to firstname.lastname@example.org
* A Hidden Chapter of the American Revolution (from Answering the Cry for Freedom: Stories of African Americans and the American Revolution), excerpt attached
* Pathways to Freedom group activity perspectives (5 family member perspectives attached)
* Optional culminating project: Missing Pieces of the Puzzle, African Americans in Revolutionary Times
* For a related lesson plan, see "Shining a Light on Untold History: North Carolina's Black Revolutionary War Soldiers"
Optional Teacher Resources
* Black Experience in Revolutionary North Carolina, a book by Jeffrey Crow
* Minding Our Monuments: Black Soldiers in the Revolutionary War, program recording by the Greensboro Historical Museum
* Slavery and the Making of America, PBS documentary (individual episodes can be found via a search on YouTube and additional information/curricular resources are available here.)
Duration
* 60+ minutes
* Time will vary based on the depth of classroom discussion.
Preparation
* Students should have a basic knowledge of the events leading up to, causing and occurring during the Revolutionary War.
* Students must understand expectations for respectfully discussing sensitive history, such as that of enslavement. While this history brings up difficult topics such as racism and racial violence, it represents a part of our shared state and national history that students must understand in order to comprehend its impact across time. To ensure students are able to respectfully and empathetically discuss such topics, teachers must ensure a foundation of civil discourse, respect and empathy in the classroom. For techniques on building such a classroom community, see Carolina K-12's Tips for Tackling Sensitive History & Controversial Current Events in the Classroom and/or Teaching Hard History: Why & How.
* When studying history, it is imperative to use language that recognizes all people's humanity, elevates the concept of survivors and resistors rather than victims, and cultivates empathy. The words and terminology we use in the classroom matter. Thus, this lesson utilizes terms such as "enslaved," "enslaved person," or "freedom seeker" instead of "slave." (For more on this topic, see The Language of Slavery.) Students should also be explicitly prepared for historical terminology they will encounter, including words such as "Colored," "Negro," and "free persons of color" (a catch all phrase describing people who were not enslaved but were Black, Native American/indigenous, or bi/multi-racial.)
Procedure
Black People Before the Revolutionary War
1. As a warm up, project Slide 2 of the accompanying PowerPoint and ask students to quickly jot down and then share as a class what comes to mind when they think about the term "Revolutionary War." Remind them that there is no "right or wrong" response and then note their answers in a quick list up front. Once students are finished, review their list. If important topics such as the contributions of free Black people and enslaved people during the war, the names of Black soldiers, Black resistance to enslavement during the Revolutionary period, and/or any other recognition of Black people are missing from the list, point this out and discuss with students why they think they omitted this information. (Save this list to return to at the end of the lesson.)
2. Go through Slides 3-7, which provide a brief reminder/overview of enslaved people and their resistance to enslavement, as well as free Black people during colonial times. Remind students of the importance of not overlooking the contributions of Black people to the formation of America. The forced work of enslaved people & the contributions of free Black people supported the colonies & should be equally credited with America's eventual success & prosperity. Further, despite discriminatory laws, attitudes & institutions during colonial times, Black people played a pivotal role in the formation of American society, challenging and even setting precedents for notions of freedom and race relations.
A Parallel Struggle for Freedom
3. Move to Slide 8 and discuss that while white colonists were demanding freedom and liberty from Britain's rule, Black people naturally wanted their own freedom. After sharing the information on the slide, provide students with the attached worksheet and reading, "A Hidden Chapter of the American Revolution." (This in an excerpt from Answering the Cry for Freedom: Stories of African Americans and the American Revolution). Have students consider and answer the top two questions posed and then read the passage.
* How do you think enslaved people and free Blacks would respond to white colonists' calls for freedom, liberty & human rights?
* What options do you think enslaved people may have had at the time to attempt to free themselves?
4. After students have completed the reading, further discuss:
* (In review) why did some colonists (Patriots) want to be free from Great Britain's rule?
* How did colonists envision their desired freedom? Meaning, what would that freedom look like to them? (Teachers are seeking answers such as they wanted to have a voice in their government, they did not want to be taxed from officials across the ocean, they wanted rights, etc.)
* Given what you know about the Revolutionary period and Revolutionary War already, how do you imagine Black people (free and enslaved) felt as they heard the white colonists' grievances and calls for freedom and liberty? How do you imagine the concept and vision of freedom held by Black people (free and enslaved) compared to that of white Patriots?
* How might the period before and during the Revolutionary War have provided opportunities, though dangerously risky, for Black people seeking freedom?
Activity: Exploring Pathways to Freedom During the American Revolution
5. Explain to students that while there were some overarching categories, assumptions and generalizations that can be made regarding potential pathways to freedom, every individual had to weigh their own circumstances and make decisions based on their own life situation. Enslaved and free Black people, and the actions they took during this time were as varied as the individuals themselves. Project Slide 9 and have students briefly discuss the two quotes (i.e., What message is this quote conveying? What does it tell you regarding Black people and freedom during the Revolutionary period?) Teachers may want to have students pair up, and instruct half the pairs to discuss the first quote and the other half the second.)
* "Whether fighting for the British cause or for the American cause, African Americans were fighting for freedom. It was a freedom struggle." (Source: Historian James O. Horton in "Slavery and the Making of America")
* [The role of Black people] "in the Revolution can be best understood by realizing that his major loyalty was not to a place nor to a people, but to a principle." ~Benjamin Quarles
6. Further discuss with students the importance of understanding that enslaved people "… were active, not passive, beings who in the face of unremitting adversity struggled to maintain their dignity, their African heritage, and even their lives, from the violent and brutalizing aspects of slavery obtained in North Carolina as elsewhere. They were, moreover, rational men and women who from necessity had to weigh the impact of each and every action they made. The slightest misstep in racial etiquette and expected behavior could bring whipping or mutilation. For Black people, then, the fight for liberty associated with the American Revolution took place in a more ambiguous context than for whites." (Source: A History of African Americans in North Carolina, by Jeffrey Crow, Paul Escott, & Flora Hatley)
7. Tell students they are going to further explore some of the actions enslaved people weighed in terms of their survival, as well as what may have led them to take particular actions. Break students into groups of 5, and assign each student one of the attached perspectives to examine. Each perspective involves an enslaved person who is part of the same family weighing options that may have been faced in North Carolina in the year 1774. The goal of the activity is for students to explore the various feelings, individual experiences, various actions of resistance that enslaved people may have considered, and pathways to freedom they may have taken. Students will ultimately gain an understanding of the complicated nature of survival and resistance. Give students the following specific instructions:
* In your groups of 5, each of you will receive a piece of paper describing a member of a family from the year 1774 who is enslaved. Each perspective has differing opinions regarding what to do about their status as an enslaved person.
* Read your individual's perspective, jot down notes about their personality, life situation, and ultimate goals regarding family and freedom, and answer the questions provided.
* After approximately 5-6 minutes of planning, your group will each take turns to talk about the enslaved person's perspective assigned to you and what their idea is for survival and freedom.
* After everyone has shared, discuss as a group which perspective(s) you each think makes most sense, is most realistic, as well as which actions should not be taken, and why.
8. After students have had 15 or so minutes to discuss in groups, come back together as a whole class and discuss:
* What were the various resistance options and pathways to freedom members of the family considered?
* What were the pros and cons to each?
* What do you imagine would have been difficult and complicated about deciding whether to move forward with an idea or not?
* In what ways might an enslaved person's age, gender, health, and whether or not they had children have impacted their decision making?
* Regardless of the perspective you focused on, in your opinion who in the family do you feel had the most logical idea regarding freedom? Why?
* Are there other ideas you think should have been considered? Explain.
* Why is it important to recognize all of the ways, great and small, that enslaved people resisted and strove for freedom?
o While engaging in this complex discussion, it is worth a sidebar discussion that when learning history, and when considering the actions and views of "Black people" and "white people," "Loyalists" and "Patriots," no group is a monolith. (Meaning, each group in reality was/is comprised of millions of individuals with differing perspectives, experiences, opinions, etc. So, while our historical discussions are usually spent grouping people into one position, it' s worth remembering that it's actually much more complex.)
* Overall, how do you think the period of colonial Revolution impacted the struggle for freedom of those enslaved?
A Deeper Dive into Pathways to Freedom During the American Revolution (PowerPoint & Discussion)
9. With this foundation laid, refer to slides 10 – 29, which provide additional details for potential (yet all very risky) pathways to freedom Black people considered during this time. Use the slides as a point of discussion with students. Topics addressed and sample discussion questions include:
- Petitions (Slide 10)
- Running Away (Slides 11-14)
* Why might the period before and during the American Revolution offer increased opportunity for enslaved people to run away?
* Why was the decision to flee quite complicated? Why do you think many enslaved people did not attempt escape?
* What risks and challenges did running away present?
* How might this decision process have been different for women versus men? Those with families compared to those without?
- Revolt/Rebellion (Slides 15-16)
* What made revolt/rebellion very risky and difficult to execute for enslaved people?
* Why do you think government officials and white colonists were so worried about and fearful of rebellions? What role might rumor and fear play in escalating white reactions?
* How did government officials try and prevent rebellions?
* In actuality, insurrections (both during the Revolutionary period and throughout history) weren't very common in America. Why do you think this was the case?
- Why would a Black man sign up to fight for the British/Loyalists? Why might someone decide to support the Patriots? (Slide 17)
- Join the Loyalists (Slides 18-20)
* What impact do you think Dunmore's Proclamation had?
* Evaluate the effectiveness of the British promoting running away and enlistment with the British. How could this benefit the Loyalist cause?
o "While many joined the patriot side, many more allied with the British who openly courted a black rebellion in the South and enticed slaves with promises of freedom. The hundreds of black Carolinians who followed the redcoated columns in the southern campaign of 1780-1782 or swam to the British fleet off the Cape Fear in 1776 attest to the magnitude of black longings for freedom. If the fear of servile insurrection preoccupied the minds of white Carolinas, the hope for freedom captivated the hearts of their slaves." (Source: A History of African Americans in North Carolina, by Jeffrey Crow, Paul Escott, & Flora Hatley)
- Join the Patriots (Slides 21 – 27)
* Why did the Continental Army first restrict and later allow free Black people to enlist?
* Why did some Blacks choose to side with the Patriots? What were the pros and cons of this decision?
* Who were the Harlowe Patriots? Had you heard of them before?
* Who was John Chavis? In what ways did he defy typical societal notions during his lifetime?
o Teachers may also want to play the 4:30 minute video, John Chavis: An American Story for students and further discuss:
- In what ways did John Chavis defy typical societal notions during his lifetime?
- John Chavis wrote to Wiley P. Mangum, "...prove that you are an American." What do you think John Chavis's concept of a true American was?
- Helen Chavis Othow, a descendent of John Chavis, says: "He had a great sense of purpose, a sense of responsibility to his community…he wanted to uplift those who were enslaved." She later talks of his "revolutionary spirit." What examples from John Chavis's life exemplify this statement, and his spirit as being "revolutionary?"
* How does learning about people such as the Harlowe Patriots and John Chavis change usual assumptions regarding the Revolutionary War?
- Acts of Everyday Resistance (Slides 28-29)
* It is important to highlight for students that the institution of slavery was cruel and oppressive, and thus there were numerous systems in place to prevent enslaved people from gaining freedom (from threats and acts of violence – to inhumane laws.) And while some courageous people still risked escape, for most, this was an impossibility. That doesn't mean they didn't resist, however.
* Enslaved people resisted in a variety of active and passive ways, with "day-to-day resistance" the most common form of opposition to slavery. Breaking tools, feigning illness, staging slowdowns, singing, expressing joy – all were important forms of resistance and expression of enslaved people's individuality and humanity.
10. Pause on Slide 30 and ask students to reflect on all the ways Black people contributed to the foundations of America, whether they were free or enslaved – as well as the pathways to freedom many of them explored. Return to the list that students brainstormed at the opening of class, which likely left out or minimized the role of Black people during the Revolutionary War, and their parallel struggle for freedom. Provide each student with a Post-It Note, on which they should now write down something they have learned and feel is important or striking regarding Black people during the Revolutionary period. Have them stick their notes to the original list in reflection.
Addendum: After the War
11. In closing, project Slide 31 and ask students what message the quote sends regarding the situation after the British surrendered and the War ended. After they share their thoughts, let students know (for context) that King was born into slavery in South Carolina in 1760 & escaped to the British Army during their invasion of SC in 1780. He served in the British Army, was captured & again enslaved. Miraculously, King was able to escape to the British again, who secured his freedom when they sent him to Canada.
12. Provide students with some information regarding the War's closing:
* The British surrendered at Yorktown in October 1781, and there was no plan for the thousands of Black refugees who had fled to Loyalist lines.
* White Loyalists evacuated, often forcing those they enslaved to travel with them.
* As historian Margaret Washington wrote, "Many thousands of African Americans who aided the British lost their freedom anyway. Many of them ended up in slavery in the Caribbean. Others, when they attempted to leave with the British, in places like Charleston and Savannah, were prevented. And there are incredible letters written by southerners about Africans after the siege of Charleston, swimming out to boats, and the British hacking away at their arms with cutlasses to keep them from following them. So it was a very tragic situation. And of the many thousands of Africans who left the plantations, not many of them actually got their freedom." Subsequent peace negotiations did call for all enslaved people who escaped behind British lines before November 30, 1782, to be freed with restitution given to their owners. In order to determine men, women and children joined the Loyalist exodus from New York to Nova Scotia in 1783. There the Black Loyalists found freedom, but little else. After years of economic hardship and denial of the land and provisions they had been promised, nearly half of the Black Loyalists abandoned the
who was eligible for freedom, the British attempted to verify the names, ages and dates of escape for every enslaved person in their custody. With their certificates of freedom in hand, around 3,000 Black Canadian province. Approximately 400 sailed to London, while in 1792 more than 1,200 brought their stories full circle and returned to Africa in a new settlement in Sierra Leone. ( Source )
* The disruptions from the war also left southern life in America in particular disarray. Thousands of enslaved people had escaped, earned their freedom, and/or or attempted to pass as free Blacks. After the war, enslavers in some states (i.e., Georgia and South Carolina) tried to sue for recovery of the people enslaved to them.
* To rebuild the South's forced labor force, the trade of enslaved people increased. The population of the enslaved population nearly tripled between 1770-1810, from 470,000 to 1,200,000. In North Carolina, the enslaved population grew faster during the 1790s than in any other decade.
* While the free Black population in the North also increased after the war (from 60,000 in 1790 to 185,000 in 1810), free Blacks were not treated equally to white Americans. Special taxes were levied on free Black people, they were denied the vote in some states (NC's 1776 constitution allowed free Blacks to vote, a right they held until the Civil War), and Ohio even tried to prevent them from settling there. The fight for equality and freedom would thus continue.
Culminating Project Options
13. In reflection, ask students to return to the list they brainstormed in step one of the lesson. Provide each student with a Post-It Note, and ask them to write down something that they learned about the role of Black people during the American Revolution that most interested and/or surprised them. Have students add their Post-Its to the list, making it more inclusive.
14. As culminating project options, teachers at this point can:
* Have students research the contributions of Black Americans and how they continued fighting for freedom (of various forms) in engagements such as:
o War of 1812
o Civil War/USCT
o Black Seminoles during the Seminole Wars/Florida Wars
o "Buffalo Soldiers"
o Spanish American War
o World War I
o World War II & the "Double V" Campaign
o Korean War
o Vietnam War
* Assign the project Missing Pieces of the Puzzle, African Americans in Revolutionary Times, in which students to a deeper dive into a particular topic or person related to Black people and the American Revolution, sharing what they learn in the creative creation of a puzzle.
Name: ______________________________A Hidden Chapter of the American Revolution
- How do you think enslaved people and free Blacks would respond to white colonists' calls for freedom, liberty & human rights?
- What options do you think enslaved people may have had at the time to attempt to free themselves?
In 1775, when the American Revolution began and colonists took arms to free themselves from British rule, slavery existed in every one of the thirteen colonies. In 1776, when the Founding Fathers signed the Declaration of Independence, declaring that "all men" were entitled to "life, liberty, and the pursuit of happiness," they didn't really mean everyone. The American Patriots did not fight to give life, liberty, and basic civil rights to five hundred thousand African Americans enslaved in the North and South. Yet African Americans living in Boston, where Patriot passions blazed, and those living on isolated southern plantations heard talk about liberty and equality.
And those ideas were as contagious as smallpox.
In 1775 and again in 1779, the British issued a proclamation offering freedom to slaves owned by Patriots. Hundreds, then thousands of men, women, and children fled to British army territory – and freedom. Sixty thousand African Americans became Black Loyalists – loyal to Great Britain – because this was their best chance for freedom.
George Washington understood their choice. He wrote: "Liberty, when it begins to take root, is a plant of rapid growth." Among African Americans, the "liberty plant" took root in many places, in many ways. Most slaves in the American colonies did not flee to the British during the Revolution. But they sought freedom in other ways: by joining the Continental Army, by buying their freedom from their owners, and by running away. Then came their struggle for equality.
How African Americans answered the Revolution's cry for freedom remains a hidden chapter of the American Revolution. Men and women, free and enslaved, northern and southern, African-born and American-born; soldiers, preachers, farmers, merchants, housekeepers, seamen – Black people took risks, faced hardships, and won victories. These African Americans of the Revolutionary era – the ones who remained in America and the ones who sailed away with the British after the war – shared a vision. They heard the claim that all people are free and equal…and they believed it.
Excerpt from Answering the Cry for Freedom: Stories of African Americans and the American Revolution, by Gretchen Woelfle (Introduction, p. 6-7)
Elizabeth, a Mother – "To stay safest, we must stay put."
Elizabeth was born into slavery in South Carolina in 1745. When her enslaver decided to start cultivating rice in North Carolina in 1755, he sent her to work on his new plantation in the Cape Fear region. She was only 10 and her family was forced to stay behind. The year is now 1775 and while enslaved life is gruesomely hard, she has managed to start her own family amidst the backbreaking work required of her. She has three wonderful children who luckily, remain on the plantation with her. However, 2 years ago her partner was brutally beaten by the plantation overseer – it happened in front of two of her children. He received so many lashes to his back that he developed an infection and died three days later. Since then, all three of her children have been getting more and more restless with life on the plantation. But, as bad as enslaved life may be, she feels gratitude for not have been separated from her children, since so many other families have been split between plantations. She remembers that pain all too well. She does worry constantly, however. If the plantation owner is capable of whipping her late partner that hard, she can only imagine what he would do if she or her children tried to escape. Instead of risking an escape, she feels there are other ways to maintain a little bit of power – the plantation owner and overseer might control what she does physically, but as she always tells her children, he doesn’t control their minds or spirits. One of her children has recently terrified her with talk of planning a revolt. Just last year, an enslaved person in Granville County was charged with murder and burned at the stake for such actions. Others who have attempted to revolt or fight back have suffered similar consequences. Her priority is to keep everyone as safe as possible and most importantly, alive. She feels the best way to do this is to stay put.
1. What has Elizabeth’s life been like as an enslaved person? (Your answer should be guided by the details above, but you can also make inferences based on what you know about slavery in general.) How might her experiences be similar or different than other enslaved people?
2. How does Elizabeth feel regarding her family’s current situation? What does she feel her family needs to do regarding their enslavement? Why do you think she feels this way?
3. Write out three arguments that Elizabeth could try to use to help convince the rest of the family to stay put:
William – "Our best chance at a free life is to run away and never look back."
William is 18 years old and has been enslaved in North Carolina his whole life. He has been growing more and more tired of the abuse he and others receive from the plantation owner and overseer. Whether it's insults, beatings, or lack of adequate food and clothing provided – William is sick of being treated less than human. Two years ago, he had to stand by and watch as the plantation owner beat his father to death. When William yelled for it to stop, the plantation owner smashed the base of his rifle into William's face, causing him to lose consciousness.
William feels it is time for he and his family to run away and escape this cruel situation. He's heard of a community of Black people living in the Great Dismal Swamp. It sounds like the ideal hideout, with a whole hidden society cultivating small plots of land and farming for themselves. William's mother, Elizabeth, is afraid to leave however. But he's seen firsthand – and felt firsthand – the cruelty enslavers are capable of. William passionately believes that if he, his mother and siblings don't leave, eventually what happened to his father will happen to each of them. He tries to convince his family that anything other than running away is a death sentence. Besides, living without complete freedom is no way to live. One of his siblings keeps trying to convince the family that he'll be able to buy everyone's freedom soon enough, but William feels this is ridiculous. It would take years to earn enough money, and who knows if the plantation owner would even agree. Some of you may be dead or sold off to another plantation if you don't act soon and escape.
1. What has William’s life been like as an enslaved person? (Your answer should be guided by the details above, but you can also make inferences based on what you know about slavery in general.) How might his experiences be similar or different to other enslaved people?
2. How does William feel regarding his and his family’s current situation? What does he feel his family needs to do regarding their enslavement? Why do you think he feels this way?
3. Write out three arguments that William could try to use to help convince the rest of the family to run away:
Tandey – "More important than freedom is justice through REVOLT."
Tandy is 16 and has been enslaved in North Carolina his entire life. Each day of his life, it feels like he grows angrier and angrier, to the point that he feels he might explode. He is a human being, yet day after day he and the people he loves are forced to do back-breaking work, cultivating rice while the white people watch. He was pegged as being "disobedient" when he was only a child, and even had his ears cropped when he was 13. When they took that piece from his ear, he vowed that one day he would get revenge. He tries to get back at the plantation owner and overseer in small ways – stealing from him here and there, working a little bit slower to keep profits down…Then, two years ago, Tandey watched silently as his father was beaten to death, simply because the amount of rice he'd cultivated that day was a pound short. When Tandy's brother tried to yell for the beating to stop, the overseer struck him in the face with his gun. Tandey had to roll his brother over to keep him from choking on his own blood. His brother lost three teeth and still has a scar from the brutal strike. Tandey has never forgiven himself for not doing something to help them both. Recently, Tandey decided to do everything in his power to convince his family members and the other enslaved people on the plantation to revolt. He feels that with some planning, given their numbers and how strong each person is, they could easily overtake the plantation. Even if he dies in the process, slamming the overseer to the ground just one time would be worth his entire life. While his Aunt keeps talking of waiting on a war to start between the colonies and Britain, he isn't interested in any more waiting. There might not even be a war, so Tandey is ready to take matters into his own hands. If his family won't stand up for themselves, Tandey is going to stand up for them.
1. What has Tandey’s life been like as an enslaved person? (Your answer should be guided by the details above, but you can also make inferences based on what you know about slavery in general.) How might his experiences be similar or different than other enslaved people?
2. How does Tandey feel regarding his and his family’s current situation? What does he feel his family needs to do regarding their enslavement? Why do you think he feels this way?
3. Write out three arguments that Tandey could try to use to help convince the rest of the family to revolt:
Jackson – "Freedom comes at a cost I will be able to afford soon enough."
Jackson is 21 and has been enslaved in North Carolina his entire life. As the oldest child in his family, his father secretly taught him math and to read from the time he was 10, wanting him to be as educated as possible. Because he is good with numbers, the plantation owner often sends him to the market in Wilmington to sell goods for him. When Jackson is in the city, he is dazzled by the free Blacks he meets. Jackson has vowed that he and his loved ones would one day enjoy this type of freedom, and he decided the best chance for this would be for him to purchase his own freedom and then purchase each of his family members. For the past 5 years, Jackson has been using his math skills to skim money off the top of what he sells for his enslaver. His family also cultivates a small garden behind their quarters, and he sells some of that produce for additional income. Two years ago, his 2 siblings watched as his father was beaten to death. Since then, he has been putting money more aggressively. He thinks he's almost earned enough money to purchase his own freedom; once he is free, he can more easily work to earn the money for purchasing each of his family members. He worries about convincing his siblings of his plan, though. They grow angrier and more rebellious by the day; he is afraid they may do something irrational that will risk all their lives.
1. What has Jackson’s life been like as an enslaved person? (Your answer should be guided by the details above, but you can also make inferences based on what you know about slavery in general.) How might his experiences be similar or different than other enslaved people?
2. How does Jackson feel regarding his and his family’s current situation? What does he feel his family needs to do regarding their enslavement? Why do you think he feels this way?
3. Write out three arguments that Jackson could try to use to help convince the rest of the family to wait for him to purchase their freedom:
Aunt Ruth – "There is a war upon us, and we must take up a side."
Ruth is 32 years old and has been enslaved her entire life. She was sold away from her family 5 years ago to work on the rice plantation where she currently lives. The only good thing about the situation is that she discovered her older sister was also enslaved on the same plantation, so she has formed a tight bond with her and her children over the past years. She has watched her nephews grow into fine young men and she understands the frustration and restlessness that the children are feeling over their status as enslaved people. Through some secret communication networks, she has been monitoring the situation between the colonies and England. This entire year (1774), the colonies have grown more angry regarding England’s control of them. She and other enslaved people in her information network have heard white people discussing the possibility of a pending war. She feels that if a war breaks out, this will be the ideal time for her and her family to escape to British lines. Perhaps they could join the British Army in exchange for freedom, serve as cooks, do laundry – anything to get away from the plantation. This is the most sensible way to ensure success in gaining freedom.
1. What has Ruth’s life been like as an enslaved person? (Your answer should be guided by the details above, but you can also make inferences based on what you know about slavery in general.) How might her experiences be similar or different than other enslaved people?
2. How does Ruth feel regarding her and her family’s current situation? What does she feel her family needs to do regarding their enslavement? Why do you think she feels this way?
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6.3.2 Speciation
AQA GCSE Biology (Higher) Question and answer notes
For more resources, visit www.mooramo.com
How to use these notes
These notes cover everything you need to know for this part of the specification. They have been written in question-answer format to make them easier for you to study from.
In order to study successfully, I recommend you do the following for each question and answer:
*Read it carefully and make sure you understand it.
* Memorise the answer.
* Practice applying your understanding to past exam questions.
A good way to memorise information is to use retrieval practice. This is when you practise retrieving information from your memory. You could do this by making a flashcard for each question with the question on one side and the answer on the other. Or you could use a flashcard app. Alternatively, use a sheet of paper to cover up the answer so you can only see the question. Try to answer the question and then check how you did.
You should practise retrieving each answer from your memory until you can do it perfectly. Even once you can retrieve the answer perfectly, your ability to retrieve it will probably fade as time passes without practising. Therefore you will need to keep going back to the questions that you have previously mastered and practising them again. However, each time you re-learn the answer, the memory will be stronger and will last longer than the time before.
What is speciation?
Speciation is the formation of new species.
What are the main steps in speciation?
The main steps in speciation are the following:
* A population of organisms gets split into two populations that live in different locations.
* Each of the two populations evolves by natural selection to be well adapted to its local environment.
* Eventually, the two populations evolve to be so different to each other that they can no longer interbreed to produce fertile offspring. At this point they are two different species.
Which scientist independently proposed the theory of evolution by natural selection at a similar time to Charles Darwin?
Alfred Russel Wallace independently proposed the theory of evolution by natural selection at a similar time to Charles Darwin
What were Alfred Russel Wallace's contributions to the study of evolution? Alfred Russel Wallace's contributions to the study of evolution were the following:
* He published joint writings about evolution with Charles Darwin in 1858. This prompted Darwin to publish On the Origin of Species the following year.
* He worked worldwide to gather evidence for evolutionary theory.
* He studied how warning colouration evolves in animals.
* He developed a theory of speciation.
What has caused the theory of speciation to develop since Alfred Russel Wallace's time?
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DRINK ADEQUATE MILK DURING PREGNANCY!
Drink:
Milk contains many nutrients, most importantly protein and calcium
Calcium is needed to build your baby's bones - if you don't have enough, the baby will take it from your bones to help build theirs
Protein helps with blood supply and building the baby's tissues during pregnancy
Milk is also a good source of vitamin D, phosphorus and potassium
Created by Penina Langer, Queens College Dietetic Intern, Spring 2021
3 cups of milk daily during pregnancy
Choose:
1% milk
1% Lactaid
Soy milk
Avoid:
Whole milkit is high in saturated fat
Overall:
Drinking milk during pregnancy is important for you and your baby
What if you don't like drinking milk by itself?
Here are some ideas of what you can have instead:
Low-fat/reduced fat cheese
Low-fat yogurt or yogurt drink
Smoothies prepared with milk, Lactaid or soy milk
Cereal/oatmeal prepared with milk
Milk with a small amount of chocolate syrup or flavored powder
Soy milk
Lactaid milk if you have lactose intolerance
Pregnancy Smoothie
Ingredients
1 banana
2 tbsp peanut butter
1 tsp honey
1 cup blueberries (frozen or fresh)
2 handfuls of spinach (fresh, washed well)
4-5 ice cubes
1 cup of 1% milk, 1% Lactaid or soy milk
Instructions
Blend together and enjoy!
Recipe adapted from the American Pregnancy Association
Prenatal Strawberry Banana Smoothie Ingredients
1 cup non-fat vanilla yogurt
1/2 cup frozen strawberries
1/2 cup 1% milk
1 banana
Instructions
Place all ingredients in a blender and blend until smooth.
Recipe from food.com
Sources
Brantsæter, A. L., Olafsdottir, A. S., Forsum, E., Olsen, S. F., & Thorsdottir, I. (2012). Does milk and dairy consumption during pregnancy influence fetal growth and infant birthweight? A systematic literature review. Food & nutrition research, 56, 10.3402/fnr.v56i0.20050. https://doi.org/10.3402/fnr.v56i0.20050
Calcium in pregnancy. (2020, September 12). Retrieved from https://americanpregnancy.org/healthy-pregnancy/pregnancy-health-wellness/calcium-in-pregnancy-11626/
College of William and Mary. (n.d.). The Importance of Low- fat Dairy Consumption During Pregnancy. Retrieved from
https://www.wm.edu/as/programs/healthy_beginnings/files/healthy_beginnings_originals/the_importance_of_%20low_fat_dairy_consumption_pamphlet_final.pdf
Pregnancy smoothies. (2020, September 02). Retrieved from https://americanpregnancy.org/healthy-pregnancy/pregnancy-health-wellness/pregnancy-smoothies-801/ Sutter, A. (2008, February 03). Prenatal strawberry banana smoothies. Retrieved from https://www.food.com/recipe/prenatal-strawberry-banana-smoothies-284040 | <urn:uuid:9096a186-aebf-431c-82f7-62ab2a08a6bd> | CC-MAIN-2023-50 | https://peninalanger.com/wp-content/uploads/2019/10/CNA-Handout.pdf | 2023-12-09T15:24:57+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00432.warc.gz | 487,397,925 | 684 | eng_Latn | eng_Latn | 0.935903 | eng_Latn | 0.951276 | [
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Purpose by Life Teen Preparation for Confirmation
Year One – 9th Grade
Session 1: BEGINNINGS: Introduction to the Confirmation process (parent and teen session)
* A sacrament imparts a grace — a free gift from God — that helps us respond to God's call to holiness in our lives.
* Parents are the first and primary educators of their children; the Church supports them in this task.
* Preparation for the Sacrament of Confirmation leads the Christian toward a more intimate union with Christ and a lively familiarity with the Holy Spirit in order to be more capable of assuming the apostolic responsibilities of the Christian life.
Session 2: SEEKING: What is our desire?
* When we try to fill our deepest longings with things other than God, we often feel unfulfilled and disappointed.
* We are all created with inherent desires and spend our lives trying to discover and fulfill them.
* There is something greater in store for us. Our earthly desires point us in the direction of our heavenly yearning.
* Introduce "Going Deeper in Prayer" prayer card, diolc.org/prayer The Prayer for the year-long focus is Praying with Scripture (lectio divina), which includes a simple prayer worksheet.
Session 3: REASONS: Faith and reason
* God created us to know Him. The gift of reason, or intellect, is geared toward that knowledge. As the author of all truth, God would not reveal Himself in a way that is contrary to the gift of right reason, for that would be contradictory to His plan.
* Sacred Scripture is more like a library of several books from various genres than a single book. There are four different "senses" or methods of reading: literal, moral, allegorical, and anagogical.
* The Church has always encouraged reason and science and has sought to unify what we can know through science with what God has revealed to us.
Session 4: REVEAL: Is God real?
* God, in His infinite goodness and wisdom, chose to reveal Himself to us in time so that we could know and love Him.
* God's existence is philosophical, not scientific. Science can only tell us about the measurable, physical world. God, because He is infinite and pure spirit, cannot be measured by science.
* God does not merely reveal Himself to us, He also nourishes us and sustains us so that we might experience the goodness of life. A Transformative Plan for Confirmation
Session 5: BREATH: Does a relationship with God matter?
* God is a personal God, never ceasing to draw us closer to Him.
* God created us through love. We are sustained by the love of God.
* The fullness of life is found in acknowledging God's love and responding to it.
Session 6: BROKENHEARTED: Why is there evil and suffering in our world?
* The problem of evil is a challenge to our faith and there is not a simple answer.
* When we live in a relationship with God, we come to know God's greatness and want to live our lives for Him.
* There is no way to escape the reality of suffering. The difference between Christianity and all other world religions is that we worship a God who suffers with us and desires to bring good out of it.
Session 7: FAULT: Our goodness and the fall
* When man and woman chose knowledge over God's will, sin entered the world and took root. Sin has continued to poison, distort, and tempt human hearts over the centuries.
* God created us for complete and total unity with Him. This is our original purpose.
* We were created by God and, as a result, the desire for God is written on our hearts. God continually seeks to draw us closer to Him.
Session 8: PRODIGAL: Why believe in Jesus – the Incarnation
* God's heroes are ordinary people whose only claim to fame is that they trusted in and were faithful to Him.
* The story of salvation is our story, just as our personal family history is our story, so we should make every effort to truly understand it.
* Jesus is the culmination of God's centuries-old plan and work. We have the opportunity to know, appreciate, and love this gift, or to forget and disregard the sacrifice of the one true God.
Session 9: MORE: Why believe in Jesus – the life of Christ
* Jesus came for the meek: those questioning the existence of God, the sinners, the broken-hearted, the enslaved, the overlooked.
* Jesus' mission was to bring about the Kingdom of God. He did so by teaching, working miracles, and most importantly, forgiving sins.
* Jesus asks us, "Who do you say that I am?" We must offer a response; our response determines our relationship with Him.
Session 10: NEW: Why believe in Jesus – Passion, Death, and Resurrection
* Jesus' death defeated the power of sin and death. By His blood on the cross, we are freed from slavery, just as the Passover lamb saved the Israelites from death.
* Jesus' death at Passover is a direct connection to the original Passover and Exodus of the Israelites from slavery in Egypt. Just as the Israelites were slaves, humanity was enslaved to sin and death.
* Christ's Resurrection proved that death had been defeated. Death no longer has power over us.
Session 11: FOUNDATION: Why be a part of the Catholic Church?
* The Church has been sent to all nations with the mission of making disciples. The Church exists to evangelize.
* Jesus intentionally established the Church and gave Peter special authority to govern, which he passed down to successors in order to guide and govern the Church with the aid of the Holy Spirit.
* The Church is the universal sacrament of salvation. Its purpose is to lead people to heaven.
Session 12: TOB Chapter 1: Created for Love
* Theology of the Body: YOU: Life, Love and the Theology of the Body
Begin class with 5 minutes of quiet prayer: begin with a prompt
2023-2024 Preparation for the Sacrament of Confirmation
* A Parent Letter informing them about the implementation of Theology of the Body and Parent Summaries of each session are available here: diolc.org/tob
Session 13: TOB Chapter 2: Naked without Shame
Begin class with 5 minutes of quiet prayer: begin with a prompt
Session 14: TOB Chapter 3: Love Defined
Session 15: TOB Chapter 4: Hope and Redemption in Christ
* Begin with 10 min. of prayer: "Praying with Scripture" prayer worksheet: John 19:23-30 diolc.org/catechesis/catechist-training-resources-for-teaching/praying-with-scripture
Session 16: TOB Chapter 5: Truth and Freedom
Session 17: TOB Chapter 6: Free, Total, Faithful, Fruitful
Session 18: TOB Chapter 7: Language of the Body
* Begin class with 10 minutes of quiet prayer: begin with a prompt
Suggested Sessions to Include:
Session: Making a good Advent
Advent
Session: Penance Service
- "Praying with Scripture" prayer worksheet: Luke 1:26-38
* Preparing for Christmas - "Praying with Scripture" prayer worksheet Luke 2:1-19 Download worksheet: diolc.org/catechesis/catechist-training-resources-for -teaching/praying-withscripture
Ash Wednesday – February 14, 2024
Session: Stations of the Cross
Session: Penance Service
Easter: March 31, 2024
Session: Time of Adoration of the Risen Lord, "Praying with Scripture" John 20: 11-18
Purpose – Preparation for Confirmation Year Two – 10th Grade
Session 1: TRANSFORMATION: The Gospel message and the Acts of the Apostles
* This new reality was proclaimed boldly by the early Church thanks to the outpouring of the Holy Spirit on the apostles at Pentecost and on every community who converted.
* The Good News is not just a piece of interesting information; it is a message that the world changed through Jesus' death and Resurrection.
* The death and resurrection of Christ the final word for those who accepted the Good News. Nothing else mattered: not status, wealth, family, friends, suffering, or even death. The followers of Christ believed there was more to life in Christ.
Session 2: BURN: The Holy Spirit in the Catholic Church
* The titles of the Holy Spirit give insight into His role in our lives and in the life of the Church.
* The personhood of the Holy Spirit is difficult to understand, but is revealed to us in Scripture, tradition, and through the prophets.
* Looking at the Sacraments of Initiation, we learn that the Church cannot be separated from the workings of the Holy Spirit.
Session 3: TOB Chapter 1: Created for Love
* A Parent Letter informing them about the implementation of Theology of the Body and Parent Summaries of each session are available here: diolc.org/tob
* Theology of the Body: YOU: Life, Love and the Theology of the Body Begin class with 5 minutes of quiet prayer: begin with a prompt
If YOU: Life, Love and the Theology of the Body was already taught in 9 th Grade, for these next 7 sessions, teach the Gifts of the Holy Spirit available from the Diocesan Confirmation Program. Feel free to adjust the schedule to teach the 7 Gifts of the Holy Spirit closer to the time of reception of the Sacrament of Confirmation.
The Supernatural Gift of Knowledge \ 9 min. Video clip – St. Patrick, living as a slave in harsh circumstances, receives the gift of knowledge. The Gift of Knowledge allows you to know that there is a space reserved within you solely for the Holy Spirit. No thing or person can fill this space. God created you for Himself alone. The supernatural Gift of Knowledge also gives you the capacity to see more deeply into human situations and understand what is happening.
Session 4: TOB Chapter 2: Naked without Shame
The supernatural Gift of Piety \ short Video clip on St. Maria Goretti; she places her love for God ahead of everything. The Supernatural Gift of Piety is knowing and loving God, our Heavenly Father as a son or daughter truly would. As members of the Family of God, we are brothers and sisters in Christ and therefore we must treat each other with deep respect.
Begin class with 5 minutes of quiet prayer: begin with a prompt
Session 5: TOB Chapter 3: Love Defined
The supernatural Gift of Fortitude – Courage \ 10 min. Video clip of St. Paul. Fortitude gives me the strength to be faithful to Christ even when it is difficult to do so. Fortitude is the gift
that gives me the courage to overcome the obstacles that would harm my relationship with Jesus.
* Begin with 10 min. of prayer: "Praying with Scripture" prayer worksheet: John 19:23-30
Session 6: TOB Chapter 4: Hope and Redemption in Christ
diolc.org/catechesis/catechist-training-resources-for-teaching/praying-with-scripture
The supernatural Gift of Understanding / 6 min. Video clip of the Scarlet and the Black. One of the functions of the supernatural Gift of Understanding is that it helps me to realize that sin separates me from this relationship with Jesus. For instance, when I break one of the Ten Commandments and my friendship is broken with Jesus, my heart is led to repentance and I seek to be reunited with Jesus in receiving the Sacrament of Confession.
Session 7: TOB Chapter 5: Truth and Freedom
The supernatural Gift of Wisdom 8 min. Video clip of Romero. Adoration of the Blessed Sacrament. The Gift of Wisdom inspires me to worship God and to love Him as my Heavenly Father. His love leads me to want to know and do what is right and good.
Session 8: TOB Chapter 6: Free, Total, Faithful, Fruitful
The supernatural Gift of Fear of the Lord / 10 min Video clip of Joan of Arc. The supernatural Gift of Fear of the Lord is a holy fear that fills us with a loving reverence towards God and helps us avoid anything that may displease Him.
Session 9: TOB Chapter 7: Language of the Body
The Supernatural Gift of Right Counsel / 8 min. Video clip of Mother Teresa. The Supernatural Gift of Right Counsel guides me to make correct decisions about God's will for my life.
* Begin class with 10 minutes of quiet prayer: begin with a prompt
Session 10: SOURCE: The Mass and the Eucharist
* The Last Supper was the first fruits of the Mass; it has been handed down over the centuries and has roots in Scripture.
* The Mass is often underappreciated but is the most perfect and beautiful celebration of our Catholic faith.
* In the Liturgy of the Eucharist, Christ literally becomes one with us by offering His body for us to consume.
Session 11: ENTER: The Sacrament of Baptism
* Baptism leaves an "indelible mark" on the soul. This means that through Baptism, a permanent change of the very essence of the individual takes place. Forever, in this life and in the next, the baptized soul is sealed with the mark of belonging to Christ.
* The water of Baptism literally washes away all of our sin, especially our original sin — that mark left on our souls, inherited from our first parents when they decided to turn their hearts away from God's will.
* It is through Christ that we have life, and through our baptism that we are brought to new life by His death and Resurrection.
Session 12: SIGNATURE: The Sacrament of Confirmation
* Confirmation is the perfection of baptismal grace. We receive the Holy Spirit in a unique way, deepening the graces we received at baptism and calling us to participate in the apostolic mission of the Church.
* The gift of the Holy Spirit received in the Sacrament of Confirmation is crucial to our lives because it is a relationship with the Holy Spirit that helps us to live out our Christian calling. Jesus sent us the Holy Spirit so we would continue to have access to Him
* In Confirmation, we are "sealed" with the Holy Spirit, giving us both an authority and responsibility within the Church.
Session 13: CALLED: Foundations of discipleship
* The Church has given us the tools we need to live out our call to discipleship. We find our strength and courage in the Sacraments of Confirmation, Reconciliation, and the Eucharist.
* If we look at the example of the disciples, we see that we must first get to know Jesus by spending time with Him. It is through time spent with Him that the disciples learned His teachings and built an intimate friendship with Him, which allowed them to love and worship Him.
* Jesus is calling each of us to be a disciple. By spending time in prayer, frequenting the sacraments, and using our gifts to glorify God, we can become the disciples we are called to be.
Session 14: POWER: The Holy Spirit in a life of discipleship
* Our relationship with the Holy Spirit grows through prayer, silence, the sacraments, and Scripture.
* By our baptism, we are given the gift of the Holy Spirit.
* The gifts and fruits of the Holy Spirit are evidence of His work in our lives and are needed in our daily lives.
Session 15: The Gifts of the Holy Spirit
* Teaching on each gift available from the Office for Catechesis and Evangelization
* Presentation by Msgr. Joseph Hirsch on the Gifts of the Holy Spirit on DVD (70 minutes) available from the Office of Cat. & Evangelization at diolc.org/catechesis/sacramental-prep/confirmation. Show 35 minutes followed by discussion
Session 16: The Gifts of the Holy Spirit (continued)
* Teaching on each gift available from the Office for Catechesis and Evangelization
* Presentation by Msgr. Joseph Hirsch on the Gifts of the Holy Spirit on DVD (70 minutes) available from the Office of Cat. & Evangelization at diolc.org/catechesis/sacramental-prep/confirmation. Show 35 minutes followed by discussion
Session 17: MEANING: Our vocation
* Each person has the same universal vocation: the call to holiness. We must respond to this vocation during every moment of our lives.
* Catholics use the word "vocation" a lot, but many teens do not know what it actually means; it includes both universal and particular vocations.
* Our particular vocation is a specific and individual vocation from God, a calling to live out His will for our lives. This includes the Sacrament of Marriage, the Sacrament of Holy Orders, and consecrated life.
* Teens should begin discerning their particular vocation by asking God what He wants for their lives and learning more about the different vocations within the Catholic Church.
Session 18: SPEAK: Witnesses of faith
* Being a witness means being a martyr; martyrdom does not necessarily mean dying for the faith, but requires a willingness to sacrifice and suffer for truth.
* Confirmation calls us to be witnesses of faith and provides us with the graces to do so.
* When learning how to become better witnesses, we should look to the examples of other members of the Church — particularly Mary and the saints.
Session 19: PATHWAY: Morality
* The Church guards the teachings of Christ, including His moral teaching. The Church cannot change these teachings but is required to interpret them for our modern situation. The Church has the authority, given by Christ, to define morality.
* Morality is objective and defined by God alone. Since God created us, God knows the best path to our happiness. Jesus is the definitive revelation of God's moral teaching.
* We live a moral life by growing in virtue and avoiding vice. When we become deficient or lack a particular virtue, we tend to engage in vice and fall into sin.
Session 20: UNITED: Social Justice
* True justice starts by diving into sacramental graces and the power of prayer but does not end there.
* Christ calls us to live out justice, a virtue that puts us in right relationship with God and one another.
* As we seek to bring justice to the world, we should follow the guidance of the Church not only in her teachings, but in her actions, too.
Session 21: NATIONS: Evangelization
* The Church exists to evangelize; each of us, in our identity as Christians and members of the Church, share in this mission of evangelization given to us by Jesus Christ in the Great Commission.
* Evangelization is about spreading the good news that Jesus Christ has come into our world, has given each of us the chance to be reunited to God the Father, and has saved from our sins.
* Our personal testimony, the way that God has worked in real and concrete ways in our lives, is the most powerful way that we can share the Gospel with the world and those we encounter.
Session 22: MY PURPOSE: Ongoing Relationship with the Holy Spirit
* The fruits and gifts of the Holy Spirit are given to us as aids as we live fully alive in Christ and share Him with those we encounter.
* The Holy Spirit, the third person of the Holy Trinity, promised to be our advocate sent from the Father after Jesus ascended into heaven.
* In the Spirit, we come to know our true identity as sons and daughters of the Father, called into new life in Christ.
Suggested Sessions to Include:
Session: Making a good Advent - “Praying with Scripture” prayer worksheet: Luke 1:26-38
Session: Penance Service
* Preparing for Christmas - “Praying with Scripture” prayer worksheet Luke 2:1-19 Download worksheet: diolc.org/catechesis/catechist-training-resources-for -teaching/praying-with- scripture
Advent
Ash Wednesday – February 14, 2024
Session: Stations of the Cross
Session: Penance Service
Easter: March 31, 2024
* Bishop Barron explains that seeing the fruits of the Holy Spirit in our lives is how we know we are on the right track. http://www.youtube.com/watch?v=1INut0Gi09Q (12 minutes) See also Luke 6:43-45. You can know what kind of person someone is by who they are and what they have done - the fruit of their life
Session: Time of Adoration of the Risen Lord, "Praying with Scripture" John 20: 11-18
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Anti Bullying Policy
Updated June 2023, next due for review October 2023
Person Responsible for updating policy: Head of Pastoral Care, Head of Pupil Welfare
______________________________________________________________________________________________
Part 1
In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of St. Columba's College has adopted the following anti-bullying policy within the framework of the school's overall code of behaviour. This policy complies with the requirements of the Anti-bullying Procedures for Primary and Post-Primary Schools which were published in 2013.
Part 2
The Board of Management recognizes 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 of best practice in preventing and tackling 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 non-threatening environment;
- promotes respectful relationships across the 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, gathering of information and follow up of bullying behaviour (including the use of established intervention strategies).
* On-going evaluation of the effectiveness of the anti-bullying policy.
Part 3
In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is 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:
* deliberate exclusion, malicious gossip and other forms of relational bullying,
* cyber-bullying and identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs.
* 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 should be dealt with as appropriate in accordance with the 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.
TYPES OF BULLYING
The following is a list of examples of bullying behaviour. It is not, nor could it be, an exhaustive one.
* Physical aggression
* Damage to, or interference with, property
* Name-calling
* Slagging
* The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
* Graffiti
2
* Extortion
* Intimidation
* Gestures
* "Death stares"
* Invasion of personal space
* Isolation/exclusion and other relational bullying
* Silent phone calls
* Abusive phone calls or text messages
* Abusive emails
* Abusive website comments/blogs/pictures/photographs/comments on social networking sites
* Abusive tweets
* Online impersonation or identity theft
* Spreading rumours about a person's sexual orientation
* Taunting a person of a different sexual orientation
* Prejudice, comments or insults about colour, nationality, culture, social class, or religious beliefs
* Spreading malicious gossip or rumours
* Excluding from the group
* Taking someone's friends away
* Harassment is defined as any form of unwanted conduct in relation to any of the nine grounds named in the equality legislation that has the purpose or effect of violating a person's dignity and creating an intimidating, hostile, degrading or offensive environment for the victim.
* Sexual harassment is defined as any form of unwanted verbal, non-verbal or physical conduct of a sexual nature that has the purpose or effect of violating a person's dignity and creating an intimidating, hostile, degrading or offensive environment for the victim.
Part 4
The relevant teachers for gathering information about and dealing with bullying are: Alison Maybury (Head of Pupil Welfare), Daron Higgins (Head of Pastoral Care) and all Housemasters, Assistant Housemasters and House Tutors.
Part 5
The education and prevention strategies (including strategies aimed at cyber-bullying and identity-based bullying including in particular homophobic and transphobic bullying) that will be used by the College are as follows:
Publishing and publicising an Anti-Bullying Charter
The Pupils' Council was asked to review our current anti-bullying policy and to draw up an anti-bullying charter in pupil-friendly language. This is displayed in each Boarding House, classrooms and the Buttery passage and published in the Green Book (including on the online staff system) and on the College website. Particular attention is drawn to it during the annual Bullying Awareness Week, in SPHE lessons and in each individual boarding house.
Supervision and Monitoring
It is important that we have a system under which proper supervisory and monitoring measures are in place to deal with incidents of bullying behaviour. It is understood that it is impossible to supervise and monitor pupils at all times, but we have an obligation to do so to the best of our ability. We are lucky in that we have a strong staff presence outside class time as many teachers live on the campus.
Staff and pupils have identified certain bullying danger spots where particular supervision is needed.
Houses, particularly Dorms:
Constant supervision and monitoring of Dorms and Common Rooms in boarding houses are neither possible nor ideal. A certain amount of freedom and space for pupils in a boarding school is vital.
Pupils are encouraged by their house staff to report any incident of bullying or unpleasant behaviour. They can speak to any of their house staff, to a house captain or monitor, or prefect. Of course, they can also report concerns to any other adult.
Pupils with positions of responsibility in House regularly discuss any concerns they may have regarding pupils with their house staff.
Members of Form V in each House undertake "lights duty" in the junior pupils' Dorms each evening on a rota system. A sixth former is on duty in House each evening. Older pupils are encouraged to visit junior Dorms on an ad hoc basis; these help to foster better communication between junior and senior pupils.
A house staff member is on duty each evening, S/he visits each Dorm. This provides the opportunity for informal chat between staff and pupils and for pupils' concerns to be raised.
Day pupils are allowed into Dorms and this helps to promote a better bond between them and boarders. They are encouraged to respect the personal space of those who board.
Meal queues
Cloisters can become crowded during meal times which can lead to pushing and shoving and potentially to bullying behaviour. Meal times have been adjusted to take form sizes into account. There are rarely any problems at breakfast as this meal is staggered over 50 minutes. Staff accompany Forms, I, II, III and IV to Cloisters at lunch time (pupils in Form V are also accompanied to this meal) and supper time and stay there until their class has gone through. The teacher on duty supervises the queue at all meals. The prefect on duty supervises the Dining Hall and the Lower Argyle. Different forms eat lunch in Whispering House each day of the week. Those teaching the relevant form directly beforehand supervise the queue in that building.
Sports pitches/courts/courses
4
Bullying behaviour can potentially happen both on, and on the way to and from, the sports pitches, courts and courses. To help prevent this, the coaching staff should ensure that they arrive on time, and preferably before a session begins. Pupils should also be punctual. Staff should be alert to any type of behaviour that might indicate that bullying has occurred on the way to, or during, the coaching session or match. It is important that coaching staff from outside the College are made aware of our policy and procedures. All are made aware of these on a regular basis.
Between classes
Bullying behaviour may occur when pupils are waiting for a teacher to arrive. Teachers must ensure that their classrooms are locked if they are leaving them; if there is a lesson in that room with another teacher who has not yet arrived, the pupils must wait outside where it is more likely that bullying behaviour will be spotted. Teachers should arrive on time for lessons.
Cloisters
The teacher on duty supervises the pupils as they disperse from Cloisters.
Dining Hall, Lower Argyle and Whispering House
Bullying behaviour may sometimes occur in the Dining Hall, Lower Argyle and Whispering House. There is a strong staff presence at lunch time and this helps to deter such behaviour. The prefect on duty moves between the Dining Hall and Lower Argyle during lunch, and supervises the Dining Hall at break, afternoon tea and supper to look out for such behaviour. S/he reports any worrying behaviour to the teacher on duty or other member of staff.
Tuck shop
The teacher in charge of the Tuck Shop is usually present in the Tuck Shop when it is open.
Prep
Bullying behaviour is more likely to occur in preps which are supervised by senior pupils rather than teachers. The SWAT team must be particularly vigilant of these. They should speak to the senior pupils in charge about the behaviour of the junior pupils, and be alert to possible bullying of the junior pupils by the senior.
School trips/away matches
Pupils are made aware that our anti-bullying policy applies outside as well as inside the College, and the same level of awareness of bullying behaviour is required by teachers, coaches, etc.
Staff awareness
All staff, both academic and non-academic, have a responsibility to be aware of the possibility of bullying behaviour.
Academic staff: New teaching staff are asked to check the current School Development Plan (on the online staff system), in particular important working policies such as those on Bullying and Child Protection, and the Expeditions Protocol. A member of the Cúram team will show them where the incident report forms are kept and how to fill them in. All staff, together with non-teaching house staff, are involved in our annual Bullying Awareness Day.
5
Non-academic staff: All non-academic staff involved in the day to day running of the school received training during the Hilary term 2017 from the Designated Liaison Person about Child Protection Guidelines and training about the bullying policy procedures from the Deputy Designated Liaison Person. We recognise that these staff play a very important role in identifying behaviour that may be of a bullying nature. Each of the non-academic staff will be alerted to the procedures by the person in charge of their area of responsibility (cleaning, maintenance, etc.) at the beginning of each academic year. New staff will be issued a copy of the procedures by the Bursar or Catering Manager as appropriate.
The Head of Sport, the co-ordinators of girls' and boys' sport, the Director of Music, the Head of Learning Support, Matron and Housemasters alert non-academic staff working in their areas of responsibility to our procedures when they start working in the College and will remind them of these procedures on a regular basis.
Pupil support and care structures:
It is important that our pupil support and care structures support measures to counter bullying behaviour. Pupils with difficulties in this area can be helped by our Counsellor. The Learning Support department coaches their pupils to be aware of their disability in such a way that enables them to stand up for themselves if bullying-type situations arise. The SPHE department has specific bullying modules in Forms I - III, and the topic is covered informally in Forms IV-VI. Time in class is given over to the topic after Bullying Awareness Week each year. The SPHE curriculum also explores the areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The RSE programme provides opportunities to explore and discuss areas such as human sexuality and relationships. CSPE fosters good citizenship and human dignity. RE fosters education in living in a school with a Christian ethos. House staff spend time talking to their charges to develop communication lines so that they will feel able to speak to them re. bullying if the need arises.
A pastoral care team called "Cúram" has been established. The responsibilities of the team include:
* raising awareness of bullying issues.
* identifying, and helping deal with, shortcomings in our dealings with bullying behaviour.
* overseeing pastoral matters in the school as a whole.
* coordinating the sharing of information, as necessary and as appropriate.
* making recommendations for future good policy.
The team is made up of the Head of Pupil Welfare (Alison Maybury), the Guidance Counsellor (Humphrey Jones), Matron (Anita Getty), a Housemistress (Julie Robinson), the Chaplain (Daniel Owen) and the Head of Pupil Welfare (Daron Higgins), the Head of Learning Support (Suzanne McEneaney) and the School Counsellor (Sonja Owen). The team meets once a week and more often if required. Alison Maybury meets with the Warden to keep him up to date on issues that are being dealt with.
The Pupils' Council helps to draw attention to such events as Bullying Awareness Week, and members are invited to share thoughts they have on bullying matters at Council meetings. Council members were involved in the reviewing and revising of an anti-bullying code in January – March 2014. They added additional information about the online reporting system in the Hilary term 2017.
Many of our extra-curricular activities can assist in raising awareness of the unacceptable nature of bullying behaviour and incorporate a focus on promoting equality and affirming diversity. These include sports activities, Sports Day, drama, music, house-singing, house debating, house-speeches, school trips, etc.
Inclusion in the Curriculum
As referred to already, the SPHE department deals specifically with bullying as part of its curriculum, and provides pupils with opportunities to develop the skills and competencies to care for themselves and others, and to make informed decisions about their health, personal lives and social development. The CSPE and RE departments foster the concepts of human dignity and inclusion. The theme of bullying may also arise from time to time in other subjects and the opportunity is used to raise awareness of the issue.
Involving Parents/Guardians and the wider community
The Parents' Association has been involved in the drawing up of this policy document. New parents are issued with an information leaflet ("Advice on Bullying – what parents need to know") detailing the signs and symptoms that may suggest that a child is being bullied, how to contact the College if a parent is concerned that their child is being bullied, how to support their child if s/he is being bullied or is involved in bullying behaviour. The Parents' Association has approved this leaflet.
Strategies aimed at cyber-bullying and identity-based bullying including in particular homophobic and transphobic bullying.
Pupils are taught appropriate online behaviour and how to stay safe while online. Our prevention and our awareness-raising measures take into account the scope for cyber-bullying to occur as a result of access to technology from within the school. Pupils' internet usage is monitored as much as is possible. Our Acceptable Usage of the Internet makes specific reference to the anti-bullying policy. Pupils are actively encouraged to report any concerns about cyber-bullying.
We address identity-based bullying including in particular homophobic and transphobic bullying under the umbrella of respect for others and bullying awareness. The SPHE curriculum already explores the areas of belonging and integration, communication, conflict, friendship,
7
personal safety and relationships. The RSE programme provides opportunities to explore and discuss areas such as human sexuality and relationships. Resources from the Growing Up LGBT are used in this programme. Information about organisations concerned with LGBT issues is displayed on the Cúram notice-board. Pupils are actively encouraged to report any concerns about identity-based bullying
Particular attention is drawn to both types of bullying (amongst others) in our annual Bullying Awareness sessions and follow up work done in SPHE classes. The subject of different types of bullying arises in other subjects and extra-curricular activities at times; the importance of welcoming diversity and of inclusivity is always emphasised.
Part 6
The College's procedures for gathering information about, follow–up and recording of bullying behaviour and the established intervention strategies used by the College for dealing with cases of bullying behaviour are as follows:
Our primary aim in gathering information about and dealing with bullying behaviour is to resolve any issues and to restore, as far as practicable, the relationships of the parties involved, rather than to apportion blame. Information will be gathered and kept about all reports of bullying, including anonymous reports, by the relevant teachers. Non-teaching staff are encouraged to report any incidents of bullying behaviour witnessed by them or mentioned to them, to the relevant teachers. Parents and pupils are required to co-operate with any enquiry and assist the College in resolving any issues and restoring, as far as is practicable, the relationships of the parties as quickly as possible.
Identification of procedures for reporting incidents
Pupils are made aware of how to report incidents by their Housemasters and House Tutors, through Bullying Awareness Week, SPHE lessons, the Pupils' Council, the Green Book and the College website. Details of this are included in the anti-bullying charter which the Pupils' Council was involved in drawing up, and which is displayed in each Boarding House, classrooms and the Buttery passage and published in the Green Book, on the online staff system and on the College website.
Pupils are encouraged to tell someone that they have been bullied or that they have witnessed another being treated in this way. They are advised to tell any adult or VI Former that they trust, but could tell a friend who should then pass the information on to an adult. They may also report concerns on an online reporting form that is anonymous if they wish.
Staff who witness situations among pupils, or who receive information from parents or pupils which could be construed as involving bullying behaviour should (a) report the matter to the relevant Housemaster/s and (b) fill in an incident report form and give it to one of the Head of Pupil Welfare (AEM). AEM ensures that all who need to be made aware of a situation (particularly House staff, if they are not already aware) are informed. If any of the pupils mentioned on the incident form have been named in previous incidents, House staff will be made aware of their history.
Noting and Recording
We recognize the importance of keeping records of all incidents of bullying and action taken to resolve them. AEM is responsible for maintaining reports of bullying incidents.
Writing a report of an incident should be done in a non-judgmental and objective manner. The following information needs to be recorded on the College Incident Report form: the names of those involved, the date, time and place of the incident, a brief synopsis of the incident, the reaction of the pupils involved, who was informed and any action taken. As the incident is considered, any further action and follow-up should be recorded on the form. The forms are kept in the Warden's Office, separately from the pupils' general school files. They are kept for at least seventy years, in accordance with school policy. Reports concerning very serious incidents are sealed, and may be kept by the Warden. It is recommended that there be no end date for the storage of documents concerning incidents of this nature.
The recording template provided by the DES must be used by the relevant teachers to record bullying behaviour in the following circumstances:
1. in cases where they consider that the bullying behaviour has not been adequately and appropriately addressed within 20 days after they have determined that bullying behaviour occurred*; and
2. where the College has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Warden or Sub-Warden.
In each of the circumstances at (a) and (b) above, the DES recording template must be completed in full and retained by the teacher in question and a copy provided to the Warden.
In determining whether bullying has been adequately and appropriately addressed the relevant teachers must, as part of their professional judgement, take the following factors into account:
* whether the bullying behaviour has ceased;
* whether any issues between the parties have been resolved as far as is practicable;
* whether the relationships between the parties have been restored as far as is practicable; and
* any feedback received from the parties involved, their parents or the Warden or Sub-Warden.
Identification of procedures for dealing with reported incidents
In dealing with bullying incidents, discretion, sensitivity and confidentiality are paramount in our approach to all concerned.
AEM will ensure that the relevant Housemaster/s have been informed of any reported incident. The Housemaster will usually gather information about the incident; if so, AEM should be informed of proceedings and outcomes to ensure that all relevant information is carefully logged. House staff may ask AEM for advice or to become actively involved in dealing with a situation, using the experience gained while involved in this area. It is vital that there is two-way communication between House staff and AEM. When more than one House is involved in a situation, it is useful if she acts as a conduit so that it is dealt with in a uniform manner and all relevant information can be shared. The Warden may be directly involved in particularly serious incidents.
The primary aim in considering and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame). Bullying incidents are best considered outside the classroom situation to avoid the public humiliation of the victim or the pupil engaged in bullying, in an attempt to get both sides of the story. The person/people making enquiries should speak to pupils individually at first. S/he should clearly state what their role is, and the reason for the interview. Where possible, interviewing should be done with a restorative approach, although this is not always possible or appropriate. Each pupil should be asked for his/her account of what happened to ensure that everyone is clear about what everyone else has said. It is important that sides are not taken when considering an incident. Any pupil may be asked to write about what happened. This does not imply that a pupil is guilty of misconduct. If a group is involved, all those involved should be met as a group after initial individual interviews. At the group meeting, each member should be asked for his/her accounts of what happened to ensure that everyone in the group is clear about each other's statements. Each member of the group should be supported through the possible pressures that they may face from the other members of the group after interview by the teachers and/or House staff.
Where the relevant teachers have determined that a pupil has been engaged in bullying behaviour, it is made clear to him/her how he/she is in breach of the College's anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupils being bullied.
Agreement should be sought about not taking revenge against the victim or others whom the bully suspects may have provided information to teachers. If agreement is not forthcoming, a warning should be given which also extends to friends of the bully.
In cases where it has been determined by the relevant teachers that bullying behaviour has occurred, the parents of the parties should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the College's policy. Parents will be given an opportunity to discuss ways in which they can reinforce or support the actions being taken by the school and the supports for the pupils.
It must be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school.
If, subsequent to this, the pupil's bullying behaviour persists, that pupil may be asked to leave the College.
Part 7
The College's programme of support for working with pupils affected by bullying is as follows:
The bullied pupil is kept aware of proceedings on an ongoing basis, and support is offered from the Housemaster, AEM, the Head of Pupil Welfare (Daron Higgins) and the Counsellor. S/he will be informed of how to contact one or more of the staff involved in the process if the need arises. A Housemaster may ask a Prefect, Head of House, etc. to keep an eye on a pupil if appropriate.
Any pupil involved in bullying behaviour is offered support from the Housemaster, AEM, the Head of Pupil Welfare (Daron Higgins) and the Guidance Counsellor. S/he will be informed of how to contact one or more of the staff involved in the process if the need arises. A Housemaster may ask a Prefect, Head of House, etc. to keep an eye on a pupil if appropriate.
Where necessary, bystanders will also be offered the support outlined above.
If appropriate, a follow-up meeting between the person who is being bullied and the person involved in the bullying behaviour will be arranged. This meeting will be arranged by the Cúram team or the Guidance Counsellor.
Bullying behaviour can be part of a continuum of behaviour rather than a stand-alone issue and in some cases behaviour may escalate beyond that which can be described as bullying to serious physical or sexual assault or harassment. To ensure that any such cases are dealt with appropriately, the College will consult with relevant agencies such as Tusla (the Child and Family Agency) and NEPS for advice on how to deal with the situation.
Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the College's complaints procedures. In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.
In cases of severe bullying, the Board of Management will be informed in writing by the Warden. Where a case is not resolved at this level, the local Inspectorate should be informed.
Teacher behaviour
We are lucky in St Columba's to have a very good relationship between teachers and pupils.
It is important, however, that we are aware that a teacher could unwittingly or otherwise, engage in, instigate or reinforce bullying behaviour in a number of ways:
* Using sarcasm or other insulting or demeaning forms of language when addressing pupils; making negative comments about a pupil's appearance or background.
* Humiliating, directly or indirectly, a pupil who is particularly academically weak or outstanding, or vulnerable in other ways.
* Using any gesture or expression of a threatening or intimidatory nature, or any form of degrading physical contact or exercise.
This behaviour of a bullying nature can happen both inside and outside the classroom.
If a complaint of bullying of a pupil by a teacher is made, the matter will be dealt with by the Warden. The teacher is entitled to be accompanied by a colleague of their choice while speaking to the Warden.
Part 8
The Board of Management 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.
Part 9
The Board of Management confirms that the College will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified*.
* Gender (including transgender), civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
Part 10
This policy was first adopted by the Board of Management in September 2014 and has been reviewed annually.
Part 11
This policy has been made available to school personnel, published on the school website and provided to the Parents' Association. A copy of this policy will be made available to the Department and the patron if requested.
Part 12
This policy and its implementation will be reviewed by the Board of Management 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 Parents' Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Declarations
These policies were ratified by the Board of Management on 8th December 2021.
__________________________________________________
Chair of the Board of Management
__________________________________________________
Secretary of the Board of Management
Appendix 1
The Anti-Bullying Pledge
At St. Columba's College, we are immensely proud of the friendly, supportive and warm atmosphere throughout all areas of College life. The College's values - kindness, compassion, inclusion, responsibility & determination - frame the positive atmosphere and respectful relationships within the College. Bullying behaviour has no place in our College so it is important to remain vigilant and reaffirm our commitment to eliminating bullying behaviour in our school.
Forms of Bullying
Physical
Verbal
Social
Cyber
I understand that ….
* bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and / or social behaviour that intends to cause physical, social and / or psychological harm.
* bullying can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening.
* bullying can also occur when one incident has the ability to cause long-term hurt to someone e.g. posting a hurtful message or image on social media is classed as bullying as it can be shared repeatedly.
* bullying can take many forms, including physical (e.g. hitting, damaging property), verbal (e.g. name-calling, teasing, using homophobic or racial slurs), social (e.g. excluding someone, rumour spreading) and cyber (abusive messages, online gossip, wrongful login, publishing damaging images with consent).
* the College deals with each bullying incident in a careful and confidential manner, ensuring the focus remains on fixing relationships rather than on labelling anyone as a victim or a bully.
* I can report bullying incidents to any Prefect, Head of House, House Captain, Form VI pupil, teacher, other staff member or using the online bullying reporting form on the College website.
* there are sometimes legal consequences to incidents of bullying, which can have a very long-lasting mental and emotional effect on the lives of those involved.
Please read the following items and sign the pledge below.
I pledge to …
* ensure I understand what bullying is and the various different forms it can take.
* not tolerate bullying behaviour, from myself or others.
* respect everyone's individuality - their background, ethnicity, gender, sexuality and beliefs.
* ensure I use my words wisely, both online and in person, and never aim to cause hurt or offence.
* allow everyone to live their lives free from intimidation and fear.
* be kind to the people I meet in the College and ensure everyone feels part of the school community.
* report bullying if I witness it, knowing that incidents of bullying are dealt with confidentiality and with the intention of mending the relationships rather than punishing someone.
* apologise if I do cause unintended harm to another person and vow to repair relationships if needed.
* follow this anti-bullying pledge and ensure my behaviour reflects the shared values of the College at all times.
Name: ____________________________________________________________ House: ________________
Signed: ___________________________________________________________
Date: __________________
This pledge was written by the members of the Pupils' Council.
Appendix 2
Anti-bullying policy
(to be shown to all non-academic staff other than sports coaches)
Our pupils are very lucky to live in a place where there is in general a friendly and supportive atmosphere throughout all areas of College life. We all value the close relationship between House staff, teachers and everyone else who helps care for them. However, it is only realistic to recognise that bullying behaviour can find its way into any community at any time. All of our staff play a very important role in identifying behaviour that may be of a bullying nature. We appreciate your support and vigilance in whatever area of College life you are involved in. All our combined efforts are vital in looking after our pupils.
We are very grateful to you for taking the time to read through the information below.
We define bullying 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". 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 too. The term "bullying" also encompasses harassment and sexual harassment.
The following is a list of examples of bullying behaviour. It is not, nor could it be, an exhaustive one.
* Physical aggression
* Damage to, or interference with, property
* Name calling
* Slagging
* The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
* Graffiti
* Extortion
* Intimidation
* Gestures
* "Death stares"
* Invasion of personal space
* Isolation
* Silent phone calls
* Abusive phone calls or text messages
* Abusive emails
* Abusive website comments/blogs/pictures/photographs/comments on social networking sites
* Abusive tweets
* Online impersonation or identity theft
* Spreading rumours about a person's sexual orientation
* Taunting a person of a different sexual orientation
* Prejudice, comments or insults about colour, nationality, culture, social class or religious beliefs
* Spreading malicious gossip or rumours
* Excluding from the group
* Taking someone's friends away
If you are concerned that a pupil may be being bullied, please discuss this with the relevant person who will pass on the information to the staff who deal with such matters.
Appendix 3
Anti-bullying policy
(to be shown to all sports coaches)
Our pupils are very lucky to live in a place where there is in general a friendly and supportive atmosphere throughout all areas of College life. We all value the close relationship between House staff, teachers and everyone else who helps care for them. However, it is only realistic to recognise that bullying behaviour can find its way into any community at any time.
With all pupils involved in at least one team sport it is important that our ethos regarding respect and acceptance is extended to our sports fields. Bullying on the sports field may not be as obvious, particularly in sports where verbal comments/abuse or indeed excessive physical contact may go undetected. We appreciate your support and vigilance during your coaching/training session to ensure that all pupils, regardless of skill level or ability, are treated with respect. All our combined efforts are vital in looking after our pupils.
We are very grateful to you for taking the time to read through the information below.
We define bullying 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". 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 too. The term "bullying" also encompasses harassment and sexual harassment.
The following is a list of examples of bullying behaviour. It is not, nor could it be, an exhaustive one.
Physical aggression
* Damage to, or interference with, property
* Name calling
* Slagging
*
The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
* Graffiti
* Extortion
* Intimidation
* Gestures
* "Death stares"
* Invasion of personal space
* Isolation
* Silent phone calls
* Abusive phone calls or text messages
* Abusive emails
* Abusive website comments/blogs/pictures/photographs/comments on social networking sites
* Abusive tweets
* Online impersonation or identity theft
* Spreading rumours about a person's sexual orientation
* Taunting a person of a different sexual orientation
* Prejudice, comments or insults about colour, nationality, culture, social class or religious beliefs
* Spreading malicious gossip or rumours
* Excluding from the group
* Taking someone's friends away
If you are concerned that a pupil may be being bullied, please discuss this with the relevant person who will pass on the information to the staff who deal with such matters.
Appendix 4
DES template for recording bullying behaviour
Name of the pupil being bullied and Form
Name: _____________________________________________ Form: ___________________________________
Name(s) and form(s) of pupil(s) engaged in bullying behaviour
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
Source of bullying concern/report
Location of incidents
(tick relevant box(es).*
(tick relevant box(es).*
Pupil concerned
Classroom
Other pupil
House
Parent
Toilets
Teacher
Sports grounds
Sports coach
Sports Hall
Other(please specify)
School bus
__________________________________
Other (please specify)
__________________________________
Name of person(s) who reported the bullying concern
__________________________________________________________________________________________________ __________________________________________________________________________________________________
Type of bullying behaviour (tick relevant box(es).*
Physical aggression Damage to property Isolation/exclusion Name calling
Cyber-bullying Intimidation Malicious gossip
Other (specify)
Where behaviour is regarded as identity-based bullying, indicate the relevant category:
Homophobic
Disabilty/SEN related
Racist
Membership of the Traveller Community
Other(specify)
_______________________________________
Brief description of bullying behaviour and its impact
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
Details of actions taken
__________________________________________________________________________________________________ __________________________________________________________________________________________________
Signed:
(Relevant teacher). Date:
Date submitted to Warden/Sub-Warden:
* The categories listed in the tables 3, 4 and 6 are suggested and schools may add to or amend these to suit their own circumstances.
Appendix 5
Checklist for the annual review of the anti-bullying policy and its implementation
The Board of Management (the Board) must undertake an annual review of the school's anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school's anti-bullying policy will be required.
Write Yes /No to each question:
* Has the Board formally adopted an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools?
* Has the Board published the policy on the school website and provided a copy to the parents' association?
* Has the Board ensured that the policy has been made available to school staff (including new staff)?
* Is the Board satisfied that school staff are sufficiently familiar with the policy and procedures to enable them to effectively and consistently apply the policy and procedures in their day to day work?
* Has the Board ensured that the policy has been adequately communicated to all pupils?
* Has the policy documented the prevention and education strategies that the school applies?
* Have all of the prevention and education strategies been implemented?
* Has the effectiveness of the prevention and education strategies that have been implemented been examined?
* Is the Board satisfied that all teachers are recording and dealing with incidents in accordance with the policy?
* Has the Board received and minuted the periodic summary reports of the Principal
* Has the Board discussed how well the school is handling all reports of bullying including those addressed at an early stage and not therefore included in the Principal's periodic report to the Board?
* Has the Board received any complaints from parents regarding the school's handling of bullying incidents?
* Have any parents withdrawn their child from the school citing dissatisfaction with the school's handling of a bullying situation?
* Have any Ombudsman for Children investigations into the school's handling of a bullying case been initiated or completed?
* Has the data available from cases reported to the Principal (by the bullying recording template) been analysed to identify any issues, trends or patterns in bullying behaviour?
* Has the Board identified any aspects of the school's policy and/or its implementation that require further improvement?
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Even More Prompts for People Who Think They Have No Imagination*
T.Q. Walton
*Guess what? Yes, you do. Sometimes you just need a little encouragement.
© 2016 T.Q. Walton
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without the written permission of the copyright owner.
Visit my website at www.tqwalton.com
Dear Writer,
Thank you for downloading these prompts. I hope you find them interesting and fun. Now stop telling yourself you can't write!
1. What is your superhero alter-ego's name? What's your power? What does your uniform look like?
2. You have won a lifetime supply of a useless household item. What is it and why is it useless? What could you do with it?
3. You lost a bet and now you must eat your least favorite food every day for a month. What is your experience like?
4. Think of the clothing you have in your closet or in your dresser. What is the strangest or most colorful outfit that you could possibly wear?
5. What is the most bizarre combination of toppings that you could put on a pizza?
6. You've been asked to design a mini-golf course. It can look any way you want. What does it look like? What are some of the obstacles like?
7. You're a video game designer. What kind of game are you working on? What is the name of it?
8. Would you rather jump into a swimming pool filled with pudding or mashed potatoes?
9. You've been cursed so that every time you sneeze, something in your house disappears. How do you find out this is happening?
10. Alien overlords have taken over planet Earth. They make humans exhibits in museums and zoos. Where do you end up?
11. You've lost another bet and now must listen to a song you can't stand for 24 hours straight. What song is it and what is your experience like?
12. Write a new nursery rhyme.
13. Invent a historical figure and write his or her biography.
14. Which would you rather use: dryer sheets that smells like bacon or ones that smell like onions? Why?
15. You've become trapped inside a cellphone. What are your experiences like?
16. You've found a way to slow down and speed up time. How do you use it?
17. You broke a mirror and your reflection escaped. What happens?
18. You've been asked to pose for a painting. What does it look like?
19. Write a haiku that describes you.
20. Fit as many puns as you can in a single sentence.
21. Every day, you get a mystery text foretelling a future event. What do you do with this information?
22. You have a key that will unlock any door. Where do you go? What happens?
23. You're on an elevator but when it gets to your floor, you find yourself in a completely different world. Describe your experiences.
24. You adopted a parrot that once lived with a pirate. He tells you some of his stories. What does he talk about?
25. If you had a bowling alley, describe some ways that you could make the game more challenging. | <urn:uuid:2c6bd16d-4eaa-416d-b64a-3b67d68d0f6d> | CC-MAIN-2017-43 | https://tqwaltonauthor.files.wordpress.com/2016/11/25-more-prompts.pdf | 2017-10-20T19:26:06Z | crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00079.warc.gz | 865,253,343 | 695 | eng_Latn | eng_Latn | 0.994398 | eng_Latn | 0.999469 | [
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CANADIAN COUNTY 4-H BUCKET CALF PROJECT
The 4-H Bucket Calf Project introduces youth 5-8 years of age to the Beef and Dairy 4-H projects. By allowing younger children the experience of working with a smaller less intimidating size of animal, they become comfortable with these projects as they grow.
This is a short-term project with calves acquired by August 1 and finalized with the showing at the Canadian County Free Fair in August.
Entry Requirements:
* Be a current 4-H Cloverbud Member ages 5-8 by August 1.
* Complete entry form by August 1.
* Each exhibitor is limited to 2 entries.
* Each entry may be dairy or beef, orphaned, male or female.
* Complete a scrapbook for exhibit and display at the county fair for each entry. Scrapbooks are due at fair entry time.
Note: Exhibitors may enter two scrapbook entries, but only one bucket calf may be shown at the fair.
Purchase Requirements: The project calf must be purchased, leased, or acquired by August 1. The 4-H Extension office must be notified on the purchase date to confirm eligibility to participate in this program.
Judging: Bucket calf classes are judged by conference method (personal interviews). The quality of the calf is not a consideration. The calf should be washed and dried. Rope halters only! NO CLIPPING, SHOW HALTERS, OR SHOW STICKS.
1. A bucket calf is an orphan or newborn calf purchased when they are one day to ten days old. The calves may be male or female, beef or dairy. The calves are started on a bottle (or bucket) and nipple.
2. Calf must be trained to lead in the show ring.
3. No dressing or cutesy things!
4. Calf should be washed and dried.
5. Interview of exhibitor will be conducted in show ring with calf on rope halter. Questions may cover calf's care, health, expenses, and future plans.
6. Ownership is not necessary.
7. Weight limit will be 350 pounds day of show.
Remember to send thank you notes to all that have helped you with this project – even the person from whom you obtained your calf.
CANADIAN COUNTY 4-H BUCKET CALF PROGRAM WORKSHEET
The project calf must be purchased, leased or acquired and registered with the County Extension Office by August 1. Please return the top portion of this form by August 1.
Name:
D.O.B.:
Parent(s) Name:
Address:
City:
State:
ZIP Code:
Phone:
Email:
Calf Name (if known):
Information about calf:
Type: Dairy or Beef
Breed:
Gender:
Age of calf:
Purchased/leased from:
------------------------------------------------------------------------------------------------------------------------
Include this portion of the worksheet with your scrapbook for check-in at the fair.
Name:
Expenses:
Purchase or lease price:
$
Price of milk replacer per week
$
x
(times) number of weeks fed:
= $
Cost of feed supplement/week:
$
x
(times) number of weeks fed:
= $
Cost of hay:
$
Cost of pen rental (if any):
$
Cost of supplies:
$
Cost of veterinary needs (antibiotics, vaccinations, etc): $
Other costs encountered:
$
(explanation of other costs):
TOTAL EXPENSES:
$
Net income or loss:
$
CANADIAN COUNTY BUCKET CALF PROJECT 4-H SCRAPBOOK
Hello lil 4-H rancher! Share this page with your parents and be sure to ask them to help you build your Bucket Calf Scrapbook. Remember, this is your keepsake, but this scrapbook is also a part of your project to share with others during and after the fair!
Here are some things to think about. Your Bucket Calf Scrapbook is your story to tell everyone about your experience! Use your creativity to build a scrapbook that matches your personality, your calf's personality or anything else that you can dream up! Be sure to include photographs of your experience, stories about the first time you met your calf, how the training process went, what your calf ate 9or wouldn't eat) and anything else you can come up with to describe your relationship.
The scrapbook can be completed in your personal handwriting or typed from a computer. We only have a few rules for you to follow, otherwise, tell your 4-H Story about you and your calf!
RULES
1. The introductory page is required. You don't have to use the page provided, but you have to include all the content on the first page of your scrapbook.
2. Only use no more than 3 photographs per page. We know you probably will have a million, but 3 per page is about right when you start adding captions and designs.
3. Caption all your photos. We can assume, but tell us what is happening in your photo.
4. Write a story. This can be up to 3 pages long, but in addition to your photos, describe your entire experience. You can make a weekly journal with each week a paragraph long, describe the top 3 experiences, or anything else. Start at the beginning and finish your story with getting ready for the county fair!
5. Don't count pages but use this as a guide: 1 cover page, 6 pages at most of photos, and 3 pages of story should be perfect.
6. If this isn't your first time exhibiting a bucket calf, you are more than welcome to include the scrapbook pages from previous years experiences BEHIND this year's project. (those pages don't count towards rule #5.)
Good luck, have fun and we can't wait to meet you, your little calf and read about your awesome summer 4-H experience!
MY 4-H BUCKET CALF PROJECT SCRAPBOOK
(introductory page)
Name:
(First)
(Middle)
(Last)
Age:
Birthdate:
Year in School:
[Picture of Me and my Calf]
Calf Name (if known):
Type: Dairy or Beef
Breed:
Gender:
Age of calf:
Purchased/leased from:
4-H Club:
I completed an Awesome Summer 4-H Bucket Calf Project!
Member's Signature
Date
And we had a blast helping!
Parent's Signature
Date
BUCKET CALF PROJECT SCRAPBOOK NOTES AND TOPIC IDEAS
Take good notes here to plan out our scrapbook. These are only ideas. Make this part of the scrapbook your own. Use this area to make notes of what would be good pictures. Take plenty of pictures. Put a Star next to things you want to talk about in your story.
Great Page 'O Facts:
Use this page to make special notes of everything important and unique about your calf. Here are some things to think about!
Calf Ear Tag Number:
Name of Your Calf:
Date Project Started:
Date Project Ended:
Days on Feed:
Source of Calf:
Purchased (when & where):
Born on our farm Other (describe):
Description of Calf:
Breed and/or Color Distinguishing Marks Gender, Etc.
Birthdate of Calf (if known):
Tag #, ID, and Breed of Sire (if known):
Tag #, ID, and Breed of Dam (if known):
Value of calf at start of project:
Weight of calf at start of project:
Weight of calf at end of project:
Value of calf at end of project:
Finding Your Calf
What was the day like? Where were you? Was it cold, rainy, hot? Your Notes:
Your Calf's Home:
Use this page to describe the barn, the pasture, the music playing, fans, etc. Your Notes:
Great Page of Yummies:
What did you feed the first several days? For how long? What did you feed after the first couple weeks and until the fair? Why did you start differently than when you ended? Your Notes:
The Doctor's Notes:
Discuss the health of your calf. Was everything normal? Did you experience any health issues? What did you do to respond to any health issues? Your Notes:
The Awesome Page(s) of Do-Reflect-Apply: What did you learn?
Your Notes:
How would you have done this project differently?
Your Notes:
What will you do NOW to make your home ready for the next animal?
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Facts About: Micro-Bioretention and Similar Micro-Scale Practices Stormwater Best Management Practices (BMPs)
Micro-scale practices are small environmental site design (ESD) water quality treatment devices that capture and treat stormwater runoff from impervious areas less than one acre in size. These practices typically include natural systems, vegetation, and soils. Unlike larger, structural practices, these smaller devices can provide stormwater management at the source.
Micro-Bioretention
Micro-bioretention practices capture and treat runoff by passing it through a mixture of sand, soil, and organic matter. The filtered stormwater is returned to the conveyance system or is partially filtrated into the soil. These practices are very adaptable for a variety of uses in landscaped areas. They should drain within 24-48 hours after a rain event, and the best plants are native plants that can tolerate both wet and dry conditions. The plants are a critical part of the practice, and without them it would simply be a physical filter. Plants enhance nutrient and pollutant uptake, and can also provide habitat and aesthetic value. The plants also slow rainfall and keep the soil healthy so it can filter effectively.
Micro-bioretention
Enhanced Filter
Enhanced filters are modified versions of micro-bioretention practices that increase water quality treatment and groundwater recharge. They use a stone reservoir underneath the filtering materials to collect runoff and remove nutrients for infiltration into the surrounding soil.
Infiltration Berm
An infiltration berm is a mound of earth made up of soil and stone that is placed along the contour of a relatively gentle slope. It slows down and retains stormwater for infiltration.
SSDS/May/2018
Infiltration berm
Landscape Infiltration
Landscape infiltration practices are native plant gardens that initially store rainwater and then filter it through the planting soil and gravel media below, allowing for infiltration into native soils. They use vegetation to naturally filter out pollutants and absorb runoff. These are often found in residential or commercial areas and filter a small drainage area.
Landscape infiltration
Design Variants
- Micro-bioretention
- Enhanced filter
- Landscape infiltration
- Infiltration berm
Pollutant Removal Efficiencies
- Sediments 80%
- Phosphorus 66%
- Nitrogen 56% (as part of a system of ESD practices)
More Information
For information on specific design criteria, go to Maryland's Stormwater Design Manual: mde.maryland.gov/programs/water/StormwaterManagementProgram/Pages/stormwater_design.aspx
SSDS/May/2018 | <urn:uuid:ca1339ee-c282-4801-88cf-fe5d4ffe0267> | CC-MAIN-2023-50 | https://mde.maryland.gov/programs/water/StormwaterManagementProgram/Documents/Fact%20Sheets/MDE_Fact_Sheet_ESD_Micro-bio_similar.pdf | 2023-12-09T14:33:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00434.warc.gz | 445,946,597 | 533 | eng_Latn | eng_Latn | 0.966673 | eng_Latn | 0.991407 | [
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Town of
Elon Fire / Rescue
"A Few Serving Many"
The Town of Elon Emergency Management urges residents to update their emergency plans and kits before storms strike.
The Atlantic hurricane season runs June 1 through November 30, but most hurricanes strike the East and Gulf Coasts between mid-August and mid-October.
Tropical storms and hurricanes bring damaging winds, heavy rains, flooding and even tornadoes. In coastal areas, hurricanes can cause rip currents and storm surge. In the foothills and mountains, these tropical storms can spur dangerous landslides and mudslides.
Since hurricanes have impacted every part of North Carolina, it's important for everyone to have a plan in place before a storm threatens Alamance County. The Town of Elon Emergency Management urges residents to make a plan and put together an emergency supply kit to provide the tools needed to survive the storm and recover from it.
Families should have their emergency kit ready to go at all times with enough non-perishable food and bottled water (1 gallon per person per day) to last three to seven days. Kits also should include:
* Copies of insurance papers and identification sealed in a watertight plastic bag
* First-aid kit
* Weather radio and batteries
* Supply of prescription medicines
* Bedding
* Changes of clothes
* Hygiene items such as toothbrush, toothpaste, soap and deodorant
* Cash or checkbook
* Pet supplies including food, water, leashes, bedding, muzzle and vaccination records
* A plan for those under your care who are unable to help themselves
Stay informed during severe weather using a battery-powered radio for weather and evacuation information. Know evacuation routes in your community; heed the warnings of state and local officials, and evacuate quickly when told to do so.
Be sure to review and update your homeowners' or renters' insurance policies to make sure they include coverage for accidental damage, natural disasters and, if necessary, flood insurance.
More information on hurricanes and overall emergency preparedness can be found at www.fema.gov or www.ReadyNC.org. Elon emergency officials also urge residents to get the free ReadyNC mobile app, which provides real-time weather and traffic conditions for all parts of North Carolina.
Also, if you haven't done so please sign up in NIXLE to receive FREE up-to-date emergency notifications concerninging your neighborhood during emergency situations by texting ALAMANCE to 888777. | <urn:uuid:046aa5f8-80e9-44c5-a3f0-7277ce02972a> | CC-MAIN-2017-43 | http://elonnc.com/images/PDFs/Hurricane.pdf | 2017-10-20T19:30:13Z | crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00082.warc.gz | 111,481,679 | 493 | eng_Latn | eng_Latn | 0.998173 | eng_Latn | 0.998173 | [
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St. Ignatius of Loyola
Inigo Lopez de Loyola, who later took the name Ignatius, was the youngest son of a nobleman of the mountainous Basque region of northern Spain. Trained in the courtly manner of the time of King
Ferdinand, he dreamed of the glories of knighthood and wore his sword and breastplate with a proud arrogance.
When Ignatius was born in 1491, the Middle Ages were just ending and Europe was entering into the Renaissance. So Ignatius was a man on the edge of two worlds. Europe of the late 15th Century was a world of discovery and invention. European explorers sailed west to the Americas and south to Africa, and scholars uncovered the buried civilizations of Greece and Rome. The printing press fed a new hunger for knowledge among a growing middle class. It was the end of chivalry and the rise of a new humanism. It was a time of radical change, social upheaval, and war.
In an attempt in 1521 to defend the Spanish border fortress of Pamplona against the French artillery, Inigo's right leg was shattered by a cannon ball. His French captors, impressed by the Inigo's courage, carried him on a litter across Spain to his family home at Loyola where he began a long period of convalescence. During that time, he read several religious books, the only reading material readily available. These books and the isolation of the recovery period brought about a conversion which led to the founding of the Jesuits. Ignatius began to pray. He fasted, did penance and works of charity, dedicated himself to God and, after some troubles with the Spanish Inquisition, decided to study for the priesthood.
As a student in Paris he drew a small band of friends to himself and directed them in extended prayer and meditation according to his Spiritual Exercises. After further studies, the first Jesuits were ordained to the Catholic priesthood in Venice and offered themselves in service to Pope Paul III. In 1540, Paul III approved the Institute of the Society of Jesus. St. Ignatius was elected General Superior and served in that post until his death in 1556 at the age of 65. [SOURCE: U.S. Jesuit Conference – www.jesuit.org ] | <urn:uuid:265ed89e-dd17-4bdc-b262-ac9b08358674> | CC-MAIN-2023-50 | https://ourladygrace.org/wp-content/uploads/2022/10/St.-Ignatius-of-Loyola.pdf | 2023-12-09T14:18:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00434.warc.gz | 504,532,958 | 479 | eng_Latn | eng_Latn | 0.998521 | eng_Latn | 0.998521 | [
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Summer Sun Safety Month
This month learn about ways you can protect yourself and your family from the harmful effects of ultraviolet (UV) from sunlight. Did you know, that most skin cancers are caused by too much exposure to UV sunlight? UV Sunlight is invisible and comes from the sun, tanning beds, and sunlamps.
Protect your skin from UV sunlight, follow these helpful tips from the CDC to stay safe:
Shade: Reduce your risk of sun damage and skin cancer by staying in the shade under an umbrella, tree, or other shelter.
Clothing/Accessories: When possible, wear long-sleeved shirts and long pants and skirts, which can provide protection from UV sunlight. For the most protection, wear a hat that has a wide brim all the way around that shades your face, ears, and the back of your neck.
Sunglasses: Protect your eyes from UV sunlight and reduce the risk of cataracts. Use your VSP Benefits and take action to get your yearly preventive eye and vision examination.
Sunscreen: Put on a broad-spectrum sunscreen that blocks both UVA and UVB rays and has an SPF of 15 or higher before you go outside. If you have a flexible spending account (FSA), sunscreen is eligible for reimbursement.
Did you know? You can use FSA to pay for a vision screening copay and purchase prescription eyeglasses and sunglasses. Learn more by clicking the button below.
Flexible Spending Account
Children's Eye Health & Safety Month
As children grow, their eyes change quickly. Paying attention to their eye health as they are still developing can help catch problems early. To learn more, visit www.nei.nih.gov/kids.
Additional Well-Being Resources:
Well-Being Activities (Virtual)
Yoga - Tuesdays - 5pm - 5:45pm
Zumba - Thursdays - 5pm - 5:45pm
SF Bodhi Meditation Center Sessions - Mon - Sun 9:05pm-10pm
SF Main Library: Meditation - Wednesdays -12:00pm - 12:30pm
Midafternoon Meditation - Wednesdays -2:00pm-2:20pm
Personal Development (Webinars)
Using Guided Imagery for Wellness and Stress Reduction - August 9
The Benefits of Acupressure - August 16
10 Strategies for Improving Your Finances - August 22
KP Health Talks Hypertension: Your Heart is in Your Hands - August 24
Health & Wellness (Articles & podcasts)
How to Feel Better About Yourself
Finding Delight Through Your 5 Senses
24 Hours of Kindness
Stay up to date with this month's free offerings. Visit sfhss.org/events
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1145 Market St. 3rd Floor | San Francisco, CA 94103 US
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Curriculum Guide
This curriculum guide is a statement of curriculum content and sequence designed to acquaint members of the school community with the academic mission of the school. The following guide summarizes curriculum content and sequence beginning with Pre-Kindergarten through Grade 12.
St. Paul's believes that careful course selection is an essential part of a student's preparation for the future. The Upper School required curriculum provides opportunities for each student to develop skills and knowledge based on the major academic areas. In addition, St. Paul's offers elective courses to allow the student to broaden his or her perspective and deepen his or her understanding in various subject areas. The final selection of a program of study is a joint effort of the student, his or her parents, the school faculty and the administration.
Table of Contents: (Click on a menu item to jump to that section of the document.)
* Grades PreK-4: Philosophy & Curriculum
* Grades 9-12: Credit Requirements
* Grades 9-12: General Information
* Grades 5-12: English
* Grades 5-12: Math
* Grades 5-12: Social Studies
* Grades 5-12: Science
* Grades 5-12: World Language
* Grades 5-12: Fine and Performing Arts
* Grades 9-12: Journalism & Yearbook
* Grades 5-12: Other Electives
* Grades PK-12: Physical Education
Philosophy & Curriculum: Grades PreK-4: (Table of Contents)
PRE-KINDERGARTEN
PHILOSOPHY: St. Paul's Pre-Kindergarten is often the first formal school experience for many children. The philosophy of the program is to form positive attitudes and habits to insure a smooth transition from a home or preschool environment to a school and classroom environment. This goal is accomplished through a developmentally appropriate curriculum that integrates a variety of subjects and skills necessary for the academic, social, physical and emotional growth and development of the four and five year old.
CURRICULUM: In Pre-Kindergarten formative concepts of language, pre-reading, reading and math are introduced. Lessons and projects are activity based, enabling children to learn through exploration and discovery while also developing fine and gross motor skills. Skills are acquired through hands-on experiences and social interactions with peers. Manipulative tools as well as digital tools are an integral component of daily lessons. Learning games are integrated daily through a variety of experiences and enrichment activities.
KINDERGARTEN
PHILOSOPHY: St. Paul's Kindergarten program is committed to teaching the whole child. The philosophy is to provide intellectual, social, emotional and physical growth experiences so that a child can develop a positive selfconcept and enjoy learning. This program builds on the foundation established in students' Pre-Kindergarten, preschool and home experiences. The program goal is to build a strong foundation for further learning by developing increased responsibility and independent decision-making, basic work habits, and proper social interactions.
CURRICULUM: The goal of the kindergarten curriculum is to meet a spectrum of student needs from pre-reading to reading, pre-writing to writing, number sense and basic math computation, as well as listening skills and following directions. Skills are reinforced through hands-on experiences, strengthening academic skills as well as fine and gross motor skills. The curriculum is enhanced through social studies and science units, foreign language, fine arts, library, computer usage, media experience, as well as social and physical opportunities. A variety of approaches are used to make learning engaging and fun.
FIRST GRADE
PHILOSOPHY: The philosophy of the St. Paul's First Grade classroom is to provide an environment that generates a desire to learn and motivates students to be productive by providing a wide variety of activities that enhance instruction. In a nurturing and encouraging classroom environment, teachers strive to stimulate each child to reach an individual mastery level of first grade skills.
READING
The goal of St. Paul's first grade reading curriculum is to teach the elemental reading skills of phonemic awareness, phonics and fluency, while also acquainting students with beginning comprehension skills. Visual tools, specifically designed to correlate with particular comprehension strategies, are used to organize and represent patterns of thinking.
WRITING AND GRAMMAR
Grammar and writing conventions are taught and modeled, and then integrated across the curriculum. Writer's Stylus is implemented with research-supported instructional methods that develop students as writers through active thinking and communication. An interactive teaching method is implemented appropriate to this grade level.
MATH
Everyday Math provides a basic understanding of the number line, the number grid, computation, math facts, time, and money. Students apply these skills through daily routines and basic problem solving activities. A variety of manipulatives, physical and digital, are used to work through and solve problems. Through continued and repeated exposure and application in students' work and play, these concepts become a part of students' overall understanding.
SCIENCE
Students are introduced to physical science through the study of Solids and Liquids. This unit introduces students to properties and laws of the physical world. The life sciences are taught through the Plants and Insects units. These units provide opportunities for investigation, problem solving and exploration through the use of hands on activities.
SECOND GRADE
PHILOSOPHY: Second graders are encouraged to work to their maximum potential and are actively involved in the learning process. Second grade begins a year of increased independence and responsibility. Confidence in these lifelong skills encourages students to become engaged in a number of learning opportunities. In a classroom environment that is both challenging and nurturing, students are met with a year of growth, change and academic rigor as they prepare for the transition to third grade.
READING
The goal of St. Paul's second grade reading curriculum is to further accuracy, fluency, comprehension and independence in reading. Reading and thinking skills are explicitly taught and modeled whole and small group. Second grade students concentrate on several areas of reading comprehension: sequence of events, retelling, character, story structure, summarization, cause & effect, main idea, and plot. Visual tools, specifically designed to correlate with particular comprehension strategies, are used to organize and represent patterns of thinking.
WRITING AND GRAMMAR
Grammar and writing conventions are taught and modeled, and then integrated across the curriculum. Writer's Stylus is implemented with research-supported instructional methods that develop students as writers through active thinking and communication. An interactive teaching method is implemented appropriate to this grade level.
MATH
Students will review and extend mathematical concepts that were developed in early grades. These concepts include computation, comparing numbers and renaming numbers, working with fractions, and using money to develop place value and decimal concepts. Students will explore fact families, and collect, organize and interpret data using tables, charts, and graphs. Students apply these skills through daily routines and problem solving activities. A variety of manipulatives, physical and digital, are used to work through and solve problems. Through continued and repeated exposure and application in students' work and play, these concepts become a part of students' overall understanding.
SCIENCE
Students expand on their knowledge of the physical sciences by studying Balance and Motion. They learn that everything is in motion but not everything is moving the same way. Earth science begins with a study of Air and Water and provides opportunities for students to explore the natural world by using simple tools to observe and monitor change. The Pebbles, Sand, and Silt module provides experiences that heighten students' awareness of rocks as earth materials and natural resources. All modules are integrated to technology and simple science experiments that are age appropriate.
THIRD GRADE
PHILOSOPHY: Third grade is a year of transition, growth, and maturation. Third graders are introduced to more complex concepts and are expected to meet higher academic expectations. Teachers use varied teaching methods to motivate positive learning experiences. These methods are designed to form a firm foundation to ensure skills of creativity, collaboration, and critical thinking.
READING
Reading is a vital part of the third grade curriculum. The reading program emphasizes teaching necessary reading skills by creating strands of learning through experience, comprehension, application, and intention. Each unit culminates with cooperative project further ensuring skill retention.
WRITING AND GRAMMAR
Writer's Stylus is implemented with research-supported instructional methods that develop students as writers through active thinking and communication. The success of this program allows students to recognize and use revision skills to create polished writing. Grammar is integrated through editing exercises creating transformative learning.
MATH
Mastery of basic facts enables students to do higher level math and apply these skills in problem solving activities. To strengthen analytical skills, introductory measurement and fractions are incorporated. Group activities, games, and technology are used to develop interest and confidence in math. Students learn to use a variety of manipulatives to work and solve problems. The end result is a transfer of knowledge into everyday experiences.
SCIENCE
The science program features an experimental hands-on approach. Students experience group work and learn to form hypotheses, solve problems, and utilize critical thinking skills using the steps of the scientific method. Units of study include structures of life, water and climate, motion and matter, wetlands, and recycling.
SOCIAL STUDIES
The focus of Social Studies includes learning the history, geography, and humanities of North America. Implementing this knowledge through writing, study skills, and organizational habits creates relevance for students. Specific units of study will include map skills, ancient Rome, Vikings, early Americans.
TECHNOLOGY
Class instruction presents basic operations of computers. Formal keyboard orientation begins in third grade using a computer tutorial. Students learn specific Microsoft office products such as Works, Power Point, and Movie Maker. Students also begin to learn how to use research skills for content area classes. Cyberbullying, internet safety, and proper usage are repeatedly integrated into lessons throughout the school year.
FOURTH GRADE
PHILOSOPHY: Fourth grade is a year of responsibility, organization, and preparedness. Fourth graders begin to assume more responsibility for their learning, both at school and at home. Organizational study skills are emphasized through daily work, projects, and long term assignments. As students move toward assuming increased responsibility for their learning, they gain the confidence and preparedness necessary to succeed in middle school.
READING
In fourth grade, reading is a large part of the language arts curriculum. Students are encouraged to read for enjoyment as well as for information. The reading program emphasizes teaching necessary reading skills by creating strands of learning through experience, comprehension, application, and intention. Each unit culminates with cooperative project further ensuring skill retention.
WRITING AND GRAMMAR
Writer's Stylus is implemented with research-supported instructional methods that develop students as writers through active thinking and communication. Students will explore genres of writing, learn revision skills related to those genres, and then draft compositions. In one-on-one coaching' sessions, the teacher and student collaborate using assessment rubrics. Grammar is integrated through editing exercises creating transformative learning.
MATH
The Everyday Math curriculum continues in Fourth grade with estimation, consumer math, critical thinking, logic, problem solving and mental math. Students must demonstrate an understanding of place value and a mastery of addition, subtraction, multiplication and division skills. Accurate computation and the ability to solve multi-step story problems are secured. Cooperative group learning allows practical applications of fractions, measurement and graphing.
SCIENCE
In science students engage in a more intensive study of the physical world by examining the properties of mixtures and solutions. The study of soil, rocks, and landforms help develop a better understand of the earth. In life sciences, students continue with a more in-depth study of the environment.
SOCIAL STUDIES
Fourth grade Social Studies consists of Alabama history and geography from prehistoric Indians to the present culminating in a field trip to Montgomery. Study skills are coordinated with and taught throughout the Social Studies curriculum.
TECHNOLOGY
Technology classes for fourth grade emphasize mastering speed and accuracy in keyboarding. Students continue to utilize productivity tools to create presentations using independent research as well as collaboration within groups. In addition to the tools learned in third grade, students will learn Office 365 and OneNote. Cyberbullying, internet safety, and proper usage are repeatedly integrated into lessons throughout the school year.
Credit Requirements: Grades 9-12 (Table of Contents)
The normal course load for Upper School students is six subjects in a seven-period day, the seventh period being a study hall. Any deviation from the aforementioned program of study must have the approval of the grade level counselor.
Credits are granted by semester only. A minimum average of 65 must be maintained each semester in order to obtain credit. A student should complete six credits each year for the four high school years. Minimum requirements to attain status for the next year are: at the end of the freshman year - 6 credits; sophomore year - 12 credits; junior year -18 credits; senior year - 24 credits.
A student must meet all core course requirements at the beginning of the senior year, along with the minimum credit requirements. A student must be eligible for senior class standing at the beginning of the senior year in order to participate in graduation ceremonies. Seniors with more than two failures at the end of first semester will not be allowed to participate in graduation exercises including Baccalaureate, senior breakfast, and commencement. Seniors with four semester failures for the academic year will not be eligible to participate in graduation ceremonies.
Students who make below a 65 in a semester may take the course in an approved summer school program. Only two semesters of St. Paul's required coursework may be made up per summer. Summer courses must meet the requirements set forth by the Southern Association of Colleges and Schools. Credits earned in St. Paul's Summer School courses are counted toward graduation and may be substituted as credits for courses in some departmental areas with administrative and departmental approval. Credits from schools other than St. Paul's may only be accepted for remediation credits. Students are required to take six credit-bearing hours per year regardless of any accrued summer credits.
Graduation Requirements
Subject REQUIRED UNITS
TOTAL
24
*Units while in the Upper School
In addition, there is a 60-hour Community Service requirement.
Please note: Not all academic courses are offered each academic year.
General Information: Grades 9-12 (Table of Contents)
HONORS PROGRAM
Honors courses in English, mathematics, science and world languages are offered for students who choose an advanced curriculum. Students must qualify for placement in these courses and have the approval of the appropriate department and teacher. Grades earned in Honors courses are weighted by the numerical factor of 1.05 which represents a 3-to-5 point increase depending on the course grade. Only the cumulative grade point average uses weighted grades; individual course grades are NOT weighted.
ADVANCED PLACEMENT PROGRAM
Through the Advanced Placement Program, St. Paul's offers courses in English, mathematics, history, science, world languages and visual arts. The AP program is an opportunity for students to earn college credit and/or advanced standing through examination. All students enrolled in an AP course are REQUIRED to take the AP exam. Students must qualify for placement in these courses and have the approval of the appropriate department and teacher. Grades earned in AP courses are weighted by the numerical factor of 1.06 which represents a 4-to-6 point increase depending on the course grade. Only the cumulative grade point average uses weighted grades; individual course grades are NOT weighted.
DUAL ENROLLMENT PROGRAM
Through a Dual Enrollment Program with the University of South Alabama, students enrolled in AP Calculus have the opportunity to earn college credit while attending class on St. Paul's campus. A course grade of A or B will result in college credit hours from the University of South Alabama. Students must meet the regular admissions requirements of the University of South Alabama.
ACCELERATED COLLEGE ENROLLMENT PROGRAM (ACEP)
St. Paul's seniors are eligible to participate in the Accelerated College Enrollment Program at the University of South Alabama. Students must request a recommendation from their counselor and consideration is given to current academic standing, GPA and ACT. Application information is available at http://www.southalabama.edu or see the College Counselor or the Senior Counselor.
ALTERNATIVE INSTRUCTION PROGRAM
COLLEGE ADVISING AND COURSE SELECTION
Alternative instruction courses are available with approval of the AIP Director, Admissions Committee and Division Director. Courses with ♦ in front of title indicate an AIP section is offered.
The college options and educational goals of a student should be considered when selecting courses. In order to keep options open, students are encouraged to challenge themselves both in the core curriculum - English, mathematics, history, science and world languages- while also choosing elective options that fit genuine interests. Although the Advanced Placement Program advises students take no more than two AP courses at a time, with special permission, a student may take more. Students and parents who are concerned about balancing their course selection should consult with their college advisor, grade level counselor, or department chair.
COMMUNITY SERVICE
Community Service is an integral part of the St. Paul's experience and a graduation requirement. Our commitment to service involves providing opportunities to serve others both within and beyond our school community. Students are required to complete 15 community service hours each year in grades 9-12. Any student who fails to complete the required community service hours will have a hold placed on their transcript until the hours are completed. Furthermore, incomplete service hours will prevent a student from progressing to the next grade. For Seniors, transcripts will be held until all service hours have been completed.
Students may only receive credit for community service work performed for an agency recognized as a 501(c)3 nonprofit organization by the state of Alabama. All community service work must be submitted on the approved Community Service Hours Form within 30 days of completing the service. Summer hours are credited to the next year.
REQUIRED COMMUNITY SERVICE HOURS:
Grade 9: 15 accumulated hours of service are required to become a Sophomore. Hours are due by April 1.
Grade 10: 30 accumulated hours of service are required to become a Junior. Hours are due by April 1.
Grade 11: 45 accumulated hours of service are required to become a Senior. Hours are due by April 1.
Grade 12: 60 accumulated hours of service are required to graduate. Hours are due by January 15.
English: Grades 5-12 (Table of Contents)
PHILOSOPHY: The English department believes that our students must be prepared to read comprehensively, think analytically, and write effectively by the time they finish St. Paul's. Furthermore, the English faculty fosters the enjoyment and appreciation of quality literature and the cultural heritage that binds the generations together. The curriculum has been designed to challenge the most capable students and to nurture those who have difficulty with unfamiliar reading and writing tasks. We believe a variety of reading and writing experiences will engage students, broaden their horizons, and give them the tools necessary to succeed in higher education and in later life. We further believe that these educational experiences will enable them to become more effective communicators, more disciplined thinkers, and informed problem-solvers. Through Prestwick House's Vocabulary Power Plus program, students expand their own vocabulary and prepare for standardized testing. To enhance the curriculum and provide even greater comprehension, St. Paul's implements an innovative approach/method to writing called Writer's Stylus.
WRITER'S STYLUS
The St. Paul's Writer's Stylus program provides a cohesive writing curriculum for grades K-12. The curriculum focuses on both Writing Concepts and Revision (Grammar) Skills. With Writer's Stylus, students engage in the process of writing in over ten genres and in every content area. They are taught to develop their ideas with visual tools and graphic organizers, and to construct detailed Vision Statements. The curriculum takes a unique approach to traditional grammar instruction, which is taught as a means to revise and improve writing. The Revision (Grammar) Skills are applied to student writing in one on one teacher/student coaching sessions. Writer's Stylus equips St. Paul's students with the tools they need to communicate their thoughts, feelings and knowledge through the written word.
♦ENGLISH 5
In English 5 grammar is taught within the context of revision skills, using the Writer's Stylus program. This grammarto-revision approach ensures that neither grammar nor writing is taught in isolation. Students gain understanding as specific grammar skills apply to their writing and revisions. Vocabulary development and study is integrated within the course for enrichment. The required summer reading selection is used as basis for a written report during the first quarter.
♦READING 5
The fifth grade reading program focuses on recreational, functional and textual reading. Literature appreciation and comprehension are taught through the use of anthologies, poems, and books. Self-selected reading, in-depth study of novels, and books read aloud by the teacher form a strong component of the fifth grade reading program. Students are encouraged to interact with the text and respond to it via group discussions, author studies, individual and small group projects, journaling and artistic media. Vocabulary, spelling, word attack methods, reading strategies and comprehension skills are taught within the context of literature. The Accelerated Reader program promotes individual reading choices and develops a love for reading. Evaluation methods include tests, quizzes, projects and presentations. Reading 5 uses Foundations & Frameworks, an instructional reading program with the goal of independent comprehension. Foundations & Frameworks addresses the following elements: phonemic awareness, phonics, fluency, and reading comprehension. Evaluations include daily work, quizzes, tests, homework and monthly book reports. Required summer reading selections reflect themes of overcoming adversity, inclusion and exclusion, as well as ways to resolve prejudices.
♦ENGLISH 6
Students in English 6 are encouraged to develop an appreciation for the beauty and power of words. Sixth graders master basic grammar skills including knowledge of parts of speech, prepositional phrases, correct pronoun usage, and basic punctuation. Vocabulary development and study are also important components of the class. As our students mature throughout the year, we encourage them to communicate who they are through the written word, implementing grammar and style in essay questions and our Writer's Stylus program. SSR (sustained silent reading) allows students to choose recreational novels throughout the year. Sixth graders create projects and assignments with their chosen books, focusing on vocabulary, setting, and character study. Furthermore, students are required to write thoughtful responses to the literary works studied in class. The Outsiders and The Giver are well-respected works that students enjoy reading and discussing. These novels stimulate them to expand their horizons and appreciate cultures, rituals, and beliefs that are, perhaps, different from their own.
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READING TECHNOLOGY
Reading Tech incorporates robotics using the Lego Mindstorms EV3 robots and software. Students learn real world robotic application along with daily programming. Students further their programming knowledge by coding with Java Scripting with an introduction to the Python language. Students learn the nine themes relating to digital citizenship and apply this knowledge to every day lessons. Students use social networking skills to understand main ideas and details, cause and effect, comparison and contrast, and sequencing in reading. Students will also analyze literary terms through applications such as Word, PowerPoint, Publisher, and Excel. Additional reading and collaborative discussion will occur with the books Stormbreaker and Zach's Lie.
STUDY/LIFE SKILLS (QTR)
This course includes study skills, such as note-taking, test-preparation, and time-management. Students are encouraged to apply technologies to their current classes. Life skills such as decision-making, goal-setting and understanding the importance of health and nutrition are all emphasized in the course.
♦ENGLISH 7
Students in English 7 broaden their ability to combine prior knowledge with new information. They are given frequent opportunities to enhance skills in reading, writing, discussing, and giving oral reports. Students become more proficient in revising and editing as they master grammar and usage concepts. They also continue to develop the necessary self-confidence for meeting the expectations of high school. This course focuses on the study of grammar, literature, and vocabulary. Using Elements of Language: Grammar, Usage, and Mechanic Skills Practice Workbook, combined with the Writer's Stylus instructional format, students receive a comprehensive overview of grammar including, parts of speech, punctuation, spelling, sentence structure, and paragraph structure. Literature study consists of short stories, The Adventures of Tom Sawyer by Mark Twain, The Call of the Wild by Jack London, and The Devil's Arithmetic by Jane Yolen. Our study concerns themes of decisions, actions, and consequences. Students will be exposed to new vocabulary using Vocabulary Power Plus for the New SAT Book H. Evaluation methods include homework, tests, projects, and written and oral assignments.
♦ENGLISH 8
English 8 is a transitional course linking the middle and the upper school curriculum. This curriculum combines literature, grammar, and vocabulary and maintains a strong emphasis on writing incorporating the Writer's Stylus instructional format. In keeping with the theme of social justice, the novels Night by Elie Wiesel and To Kill a Mockingbird by Harper Lee are studied as well as a variety of short stories. Students are also introduced to Shakespeare through the study of Romeo and Juliet. Students will be exposed to new vocabulary using the Vocabulary Power Plus for College and Career Readiness Level 1. Emphasis is placed on formal writing with an understanding and application of a thesis. In addition, emphasis is placed on formal writing by answering specific prompts, developing essays with thesis statements. Students are introduced to MLA Style using A Pocket Style Manual as they research and write different papers in all genres during the year. Computer technology is used daily for assignments, research, communication, and collaborative work. Student evaluation is based on homework, tests, scheduled quizzes, daily pop-quizzes, and written/oral assignments. Please note that in English 8 all assignments will be graded for accuracy.
♦ENGLISH 9
This course is designed to develop the student's interpretive understanding of literature and ability to write. Studies include an examination of short stories, poetry, and drama, including Julius Caesar and Antigone. A survey of classical mythology is included. Novels include The Old Man and the Sea, A Tale of Two Cities, and The Pearl. Writing assignments are integrated into each unit of study, with emphasis on content, organization, mechanics, and focus. The technological emphasis of this course is word processing. Major projects include analytical writing assignments and oral presentations focusing on, but not limited to, poetry and mythology. Student evaluation is based on major test scores, quiz grades, homework, oral presentations, writing assignments, journal entries, and memory work.
♦ENGLISH 10
This course, a survey of world literature, emphasizes critical reading, the mechanics and correct usage involved in effective expository writing, and organization of ideas. Major works include The Tempest, All Quiet on the Western Front, The Count of Monte Cristo, Kafka's novelette The Metamorphosis, The Epic of Gilgamesh, and The Inferno. The basic elements of research writing are introduced, especially the organizational component. Both literary and
contextual vocabulary are taught through assigned readings. Evaluations are based on test results, quiz grades, essays, projects, homework, journal entries, and the research paper.
♦ENGLISH 11
This course includes a survey of American literature, beginning with the works of the early settlers, their history and journals, and continuing through the late twentieth century authors. The course provides students with an understanding of the cultural heritage of the United States and focuses on the ability to read and write critically about the themes and values that reflect this heritage. The major text for this course is Holt's Elements of Literature: Essentials of American Literature. Students also read selected American novels, including The Scarlet Letter and The Great Gatsby.
AP ENGLISH 11
The AP course in Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and reading make students aware of the writer's purpose, audience expectations, and subjects. Activities and assignments enhance the student's understanding of how language resources contribute to effectiveness in writing. In addition to the predominance of non-fiction, four American novels are read during the year. Reading assignments also include American literary history and other selections from American authors. Evaluation is primarily on essays, but vocabulary work, group participation and engaging class activities are included in the course grade. All students are required to take the Advanced Placement exam, for which there is an additional fee.
♦ENGLISH 12
This course challenges students to read comprehensively the major works from British literary history, either wholly or in abridged form. The reading begins with the works of the Anglo-Saxon period and continues into the twentieth century, with major emphasis on Beowulf, The Canterbury Tales, Macbeth, Hamlet, Dr. Faustus, Lord of the Flies, and numerous essays, poems, and stories from the fifteen-hundred year history of that culture. Both literary and contextual vocabulary are taught.
Writing is heavily emphasized through reaction papers, literary analysis, the college application essay, and research work. The main research project is an argument paper which allows students to refine research skills.
Evaluations come primarily from unit tests and essays, but homework and quizzes count as well. The major text is Glencoe's British Literature.
AP ENGLISH 12
The AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Students may expect to read at least twelve major works-novels and plays-and a large body of poetry. All students enrolled in the Advanced Placement course will be required to take the Advanced Placement exam, for which there is an additional fee.
Math: Grades 5-12 (Table of Contents)
PHILOSOPHY: The Math Department strives to instill mastery of the math fundamentals students need to process abstract problem solving and to give students sufficient experiences with abstractions to enable them to advance to higher order operations. The department encourages varying levels of achievement to ensure personal success in higher level mathematics.
♦MATH 5
The fifth grade math program is a continuation of the Everyday Math Program used in fourth grade. The course focuses on operations with whole numbers, decimals, and fractions, and concepts are learned through real-life examples, manipulative, and visual models. Additional topics include percents, probability, geometry, measurement, introductory pre-algebra concepts, and data collection/graphing. A heavy emphasis is placed on problem solving and estimation strategies throughout each unit. The program provides a hands-on approach where student interaction and
discussion is encouraged.
♦MATH 6
Math 6 will continue the Everyday Math Program used in fifth grade. The emphasis is a hands on and interactive approach that focuses on basic operations with whole numbers, decimals, fractions, and percents. Students will use these skills in exploring other topics such as geometry, graphing, data interpretation, and basic algebra. Students will spend time on cooperative learning activities, games, puzzles, making connections to the real world through word problems, while reinforcing basic math skills.
ADVANCED MATH 6
Advanced Math 6 is open to selected students. The course is designed for students that have a mastery of basic operations using whole numbers, fractions, and decimals. Students will advance through the Everyday Math Program at an accelerated pace with more emphasis on enrichment of major concepts. Students will concentrate on data interpretation, percents, fractions, decimals, probability, geometry, and algebra concepts.
♦MATH 7
Math 7 is designed to be the bridge between basic math and algebra. The concentration is on solving equations including order of operations, integers, fractions, proportions, percents, exponents, formulas, and slope. Heavy emphasis is placed on the process and showing your work in an algebraic format. The goal of this course is to begin the algebraic foundation for next year's Math 8, Algebra I -8, or Honor's Algebra I-8.
ADVANCED MATH 7
Advanced Math 7 is open to selected students. The course is designed for those students who have mastered basic math skills and are ready to move at an accelerated pace. The concentration is on solving algebraic equations including order of operations, integers, and exponents. In this course students begin to graph and write linear equations in slope–intercept form as well as identify, compute, and factor polynomials. The goal of this course is to establish algebraic foundations.
♦MATH 8
Math 8 is designed to pave the way for mastery of more difficult skills and concepts enabling students to move on to the study of Algebra I. Throughout the year, students will deal with increasingly abstract concepts. Basic algebraic concepts will be introduced, explored, and some of the skills mastered. Thinking skills, problem solving, and basic math concepts (fractions, decimals, percents, etc.) are continually reinforced throughout the year. The emphasis will be to provide a strong background for Algebra I and future math courses.
ALGEBRA I-8
Algebra I-8 is open to select students and covers the basic principles of algebra topics: a brief review of pre-algebra, the language of algebra, integers, polynomial expressions, equations and inequalities, factoring, algebraic fractions, graphing linear and quadratic equations, radicals, systems of linear equations, some statistics, basic geometry review, and word problems. The main goal of this class is to provide the students with the math skills and background, critical thinking skills, and confidence needed to succeed in subsequent math and science courses.
HONORS ALGEBRA I
This accelerated version of Algebra I-8 is open to selected students and is a rigorous study of the principles of algebra.
Important topics include: the language of algebra, polynomial expressions, equations and inequalities, factoring, algebraic fractions, graphing linear and quadratic equations, radicals, systems of linear equations, some statistics, basic geometry review, and word problems. The main goal of this class is to provide students with the confidence, math skills, and critical thinking skills needed to succeed in subsequent math and science courses.
♦ALGEBRA I
This course covers the basic principles of algebra topics: a brief review of pre-algebra, the language of algebra, integers, equations and inequalities, factoring, algebraic fractions, graphing linear and quadratic equations, radicals, polynomial expressions, systems of linear equations, some statistics, basic geometry review, and word problems. The main goal of this class is to provide students with the confidence, math skills, and critical thinking skills needed to succeed in other math and science courses. Evaluation is based on homework completion, quizzes and tests.
♦GEOMETRY
Algebra I is the prerequisite. This course is designed to enable students to learn to reason inductively in a mathematical system, through formal proof. In addition, students practice problem-solving skills by applying algebra to plane and solid geometry concepts. The basic topics are definitions, theorems, postulates, congruence, similarity, measurement, coordinate geometry, transformations, constructions, trigonometry and space. Graphing calculators with Cabri geometry software and computer software Geometer Sketchpad can be used to enhance visualization. Cooperative learning groups, special class projects, and SAT/ACT preparation are periodically used. Students are evaluated on quizzes, tests, homework completion and group work.
HONORS GEOMETRY
Algebra I is the prerequisite. This accelerated version of the standard geometry course is open to selected students. This course is designed to enable students to learn to reason inductively and deductively in a mathematical system, through formal proof. It includes advanced work in standard geometry topics and additional work in logic, vectors, circular trigonometry, inductive proofs, networks, non-Euclidean geometry, three-dimensional coordinate geometry, analytic geometry, and geometric probability. Instruction is enhanced with computer and graphing calculator activities. SAT/ACT preparation is periodically used. Students are evaluated on tests, quizzes, homework completion and group work.
A-APPLIED MATH
Algebra I and Geometry are the prerequisites. This is the second-year course in algebra, designed for students who need to build a stronger background in the fundamentals of Algebra I and Geometry before entering Algebra II. Concepts from Algebra I and Geometry are reviewed for reinforcement. Algebra II topics covered include: simplifying algebraic expressions; solving word problems; linear equations; determinants; radicals; and solving quadratic systems, and probability. Emphasis is on the mastery and application of basic skills rather than theory. SAT/ACT preparation is periodically used. Students are evaluated on quizzes, tests, graphing calculator proficiency, and homework completion. A-Algebra II is required following this course.
♦ALGEBRA II
This traditional second-year algebra course connects algebra principles to other areas of mathematics as well as to real-life applications. It begins with a review and extension of topics from Algebra I. Emphasis is on simplifying various types of algebraic expressions as well as equation solving and application with word problems. Additional topics include algebraic proofs, linear equations, determinants, complex numbers, logarithms, solving quadratic systems, operations with radicals, solving polynomial functions, rational equations, and statistics. Students are evaluated on tests, quizzes, and homework completion.
HONORS ALGEBRA II/TRIGONOMETRY
This is an accelerated version of the Algebra II course and is open to selected students. This second-year algebra course strives to connect algebra principles to other areas of mathematics as well as to real-life applications. In addition to the areas of study addressed in Algebra II, this course content includes analytical geometry, logarithms, circular and trigonometric functions and their identities, matrices. All topics emphasize both theory and application. Students are evaluated on quizzes, tests and homework completion.
ALGEBRA III/TRIGONOMETRY
The prerequisites for this course are Geometry and Algebra II. Algebra III/Trig is an extension of Algebra II designed to study new and additional topics not covered in Algebra I or Algebra II. This course has been developed in order to bridge the instruction between Algebra II and Pre-Calculus. After working with advanced graphing topics such as polynomial inequalities, polynomial functions and relations, and conics, this course concentrates on extensive study of trigonometric functions from both circular and right triangle perspectives. Topics also include sequences and logarithms. Students will be evaluated on quizzes, tests, and homework completion.
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PRE-CALCULUS
The prerequisite for Pre-Calculus is Honors Algebra II/Trig or Algebra III. In this course topics coinciding with the study of economics cover discrete mathematics, statistics, curve fitting and models, logarithms, probability, combinatorics, matrices and their applications, sequences and series, counting principles and probabilities, limits and an introduction to derivatives. Other topics involve advanced graphing, such as families of functions including trigonometric and discontinuous functions and applications, analytic geometric applications, polar and parametric equations, and vectors. Students are evaluated through tests, quizzes, homework completion, group work, MATHXL and special projects. Visualization is enhanced through use of graphing calculators and computer activities.
HONORS PRE-CALCULUS
This course is an accelerated version of Pre-Calculus with Honors Algebra II/Trigonometry as a prerequisite. This course covers the same topics as Pre-Calculus but at an advanced level, stressing both theory and application. It emphasizes problem-solving skills through additional topics, some of which are mathematical induction, an introduction to calculus with the derivative, limits, continuity, finding maximums and minimums of functions and velocity and accelerations. SAT/ACT preparation is periodically used. Students are evaluated on tests, quizzes, homework completion, graphing calculator mastery, group work, computer activities, MATHXL and special projects.
CALCULUS
The prerequisite for this course is Pre-Calculus or Honors Pre-Calculus. This course provides in-depth study of functions, slopes, equalities, inequalities and absolute values. The concept of limit is introduced and developed with applications of the various limit theorems. The concept of limit is also used in the development of the derivative and the integral. Numerous techniques and formulas of differentiation and integration are studied as well as word problem applications and interpretations involving the derivative and integral. Students are evaluated on tests, quizzes and homework completion.
AP CALCULUS AB
The prerequisite for this course is Honors Pre-Calculus. This accelerated version of Calculus is open to selected students. This course provides review of functions, slopes, equations, inequalities, absolute value and limits. The various types of limits and their applications are used in the development of the theory and application of the derivative and the integral. The focus will be both application and theory with preparation geared to the Advanced Placement test. Students in this course have the opportunity to earn college credit through the dual enrollment program with U.S.A. Additionally, Advanced Placement courses provide the opportunity for students to receive college credit through the advanced placement process. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
Social Studies: Grades 5-12 (Table of Contents)
PHILOSOPHY: The philosophy of the social studies department is consistent with that of the entire St. Paul's School: that is, to develop the whole child within a Christian framework. Specifically, we feel it is our mission to help develop the student's awareness of his/her heritage by understanding the historical, cultural, social, political and economic systems that have shaped his/her heritage. The social studies curriculum has been designed to develop a student's knowledge of historical events and concepts within a chronological and topical framework. Teachers also help students develop the skills necessary for inquiry, critical thinking, investigative writing and presentations in a variety of modes. Special emphasis is placed on developing tolerance for all cultures through continued study of the past and its relationship to current events. As we prepare students for the rigors of college, we strive to prepare the students to be good citizens and learn the benefits of contributing to society.
HISTORY - WRITER'S STYLUS
Beginning in 5th grade, Writer's Stylus begins direct instruction within the History content areas. Students go through the entire writing process, from sketching to forming a vision statement, a thesis, and an outline to revising after one on one instruction. Students develop complex historical thinking skills including compare and contrast, periodization, and cause and effect. Focus is on using class content as well as research to support a well formed thesis. The paper argues a point, and expresses the complexity of historical thinking as well as the student's ability to analyze, describe and evaluate historical events.
♦AMERICAN HISTORY 5
This course examines United States history from Native Americans to the Civil War. Special emphasis is on a cultural interpretation of America's history by examining the people, events, stories, and way of life of each era. The emphasis in Geography is placed on locating the states east of the Mississippi River and the knowledge of those states' capitals. This information will continuously be tested throughout the year. Writing, critical thinking, study skills and testtaking strategies are integrated in the curriculum throughout the year. A project (or projects) is completed each quarter providing an opportunity for students to have a hands-on experience with an event from our history or geography. Evaluation measures include tests, quizzes, writing assignments, and projects.
♦AMERICAN HISTORY 6
This course will focus on the time period from Reconstruction to the Present. Special emphasis will be placed on geography, current events and states west of the Mississippi River. History of religion is taught and discussed throughout the year. Map skills, independent reading and comprehension, and short essay writing are incorporated into the sixth grade instruction. In addition, students complete several projects throughout the year using research materials, computers and crafts. Students are evaluated by means of tests, projects, quizzes, essays, and homework.
♦WORLD HISTORY 7
This course examines how geography has shaped world history. Emphasis is placed on the six essential elements of geography: (1) the world in special terms, (2) places and regions, (3) physical systems, (4) human systems, (5) environment and society, and (6) the uses of geography. Projects will be assigned which provide opportunities for students to have hands-on experiences in geography and history. Writing skills, critical thinking skills, study skills and test taking strategies are integrated throughout the year.
♦CIVICS/ECONOMICS 8
This course is divided into two sections. The primary focus of the course will be the U.S. constitution. Students examine the Constitution as both an historical and a living document. Special attention is also given to the U.S. legal system. Opportunities and responsibilities for effective citizenship, both now and in the future, are emphasized. One quarter of the course will be devoted to the introduction of basic economic concepts and principles. A highlight of the 8th grade study is the class trip to Washington, D.C. where students directly experience our government in action and see historical sites.
♦WORLD HISTORY I: THE ANCIENT AND MEDIEVAL WORLD
This ninth grade level course is a survey of world civilizations from prehistory through the medieval period, approximately to 1500. Coverage will include both western and non-western cultures. Special emphasis will be given to both current and historical geography and map skills. The course will begin with a unit on contemporary world issues and current events will be an important component of the course throughout the year. Development of writing skills, critical analysis, and reading comprehension, analysis of primary documents, organizational skills and note taking will be emphasized. Evaluations will include unit tests, quizzes, homework and a variety of in-class activities and out-of-class assignments. This course is a foundation for World History II: The Modem World or AP European History.
♦WORLD HISTORY II: THE MODERN WORLD
This tenth grade level course is a survey of world history from 1500 to the present. Coverage will include both western and non-western cultures. Geography and current events will be year-long areas of focus. Special emphasis will be given to writing both standard essays and document-based questions. Skills developed in World History I will be refined and expanded. Evaluations will include unit tests, quizzes, homework and a variety of in-class activities and out-of-class assignments.
♦UNITED STATES HISTORY
This course is a thematic survey of United States history. It begins with the study of the nation's formative years with heavy concentration on the Constitution. Recognizing that students will one day bear a portion of the democracy on their shoulders, the course continues with thematic units centered on the question: "What historical perspective do you need to understand a particular citizen issue?" Both United States and World Geography as well as current events are incorporated into each unit. Critical reading and thinking and historical writing are emphasized. Evaluations
include unit tests, historical thinking skill essays, multimedia projects, homework, and interaction with outside speakers and historical events.
AP UNITED STATES HISTORY
The AP program in United States History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and issues in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. This is a survey course that includes units ranging from exploration and colonization to the present. College level textbook and supplemental readings are utilized. Evaluations are designed to prepare students for the questions on the College Board APUSH exam. Unit tests include both stimulus based and conventional questions as well as primary document analysis. Writing is emphasized with short answer questions, long essay questions and document based questions. Video projects, debates, and interactive class presentations enhance mastery of content. The second semester grade will be an average of third and fourth quarter grades. All students enrolled in the Advanced Placement courses will be required to take the AP exam in the Spring, for which there is an additional fee.
♦GOVERNMENT/ECONOMICS 12
Senior Government/Economics is actually two separate one-semester courses. Senior government is a general survey course designed to expand a student's knowledge of U.S. political and governmental systems. Five units, ranging from Political Parties and Interest Groups to one each for the three branches, are utilized to help prepare the student for an introductory political science course in college. Skills emphasized are reading comprehension and critical analysis of opposing viewpoints. Senior economics is a general survey course created to expose the student to the discipline. The course consists of five units - three covering microeconomics, and two macroeconomics. Skills emphasized are graph design using Excel and interpretation, analysis of economic models and critical reading. The major project for the course is a stock project, in which students "purchase" stocks and research their performance over time. In both courses a primary text is utilized. Evaluations consist of tests, quizzes, essays and homework assignments.
AP GOVERNMENT/ECONOMICS 12
AP Government and AP Economics are two separate single semester courses. AP Government is designed around the curriculum established by the Advanced Placement Board for the U.S. Politics and Government course. This curriculum consists of seven units ranging from the Constitutional underpinnings of our system to the rights guaranteed by the Constitution. The course seeks to prepare the student for the AP exam in the spring. Skills emphasized are critical reading and writing, analysis of primary documents and comparative analysis of theory versus practice in our governmental system. A primary text and reading supplement of contemporary essays are utilized. St. Paul's offers AP Microeconomics designed to prepare the student for the AP exam in the spring. The course consists of five units ranging from supply and demand to the theory of the firm. In addition to the primary text, students utilize additional applications and problems to enhance understanding of the material. The major project for the course is a stock project, in which students "purchase" stocks and research their performance over time resulting in a paper utilizing Excel and other computer applications. In both courses evaluation is primarily through tests and essays, although quizzes are used for diagnostic purposes. Advanced Placement courses provide the opportunity for students to receive college credit through the Advanced Placement examination process. All students enrolled in Advanced Placement Government and Economics will be required to take one of the two examinations available, for which there is an additional fee.
AP EUROPEAN HISTORY
Advanced Placement European History provides a study of political, diplomatic, social, economic, and cultural history of Europe from the Renaissance to the present. The demands of the class are equivalent to those made by an introductory college course. This survey course utilizes a college level textbook and primary source outside readings. Emphasis is on the development of analytical thinking, reading comprehension, organizational techniques, note taking and essay writing. Particular emphasis is given to the DBQ (document-based question). Evaluation is based on unit tests, chapter quizzes, homework, and a variety of in-class and out-of-class assignments. The second semester grade will be an average of second and third quarter and no St. Paul's second semester exam will be given for the course. All students enrolled in the Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
Science: Grades 5-12 (Table of Contents)
PHILOSOPHY: Science at St. Paul's is aimed at helping the student understand the world and to find out how the world works, to seek what regularities there may be, and to penetrate the connection of all things. The science faculty wants science students to learn and appreciate scientific facts, logic, and methods, while experiencing high levels of expectation, motivation, and involvement into inquiry learning, critical thinking and problem solving. This is accomplished by utilizing the best technological tools available to prepare our students for university and informed career choices. The promotion of science literacy and appreciation, the integration of all sciences, and the integration of science with other academic disciplines is this department's goal.
SCIENCE - WRITER'S STYLUS
Beginning in 5th grade, Writer's Stylus begins direct instruction within the Science content areas. Students go through the process of organizing ideas about science, forming a vision statement, a thesis, an outline, and a draft. Focus is on clarity, precision of language and logic, as well as correct citation of source materials. Students use class content as well as research to support a well formed thesis. The paper argues a point, and sharpens the student's ability to analyze, describe and evaluate scientific concepts.
♦SCIENCE 5
The 5th grade science course of study is an integrated program based on Next Generation Science Standards. Students will investigate life processes, interaction among living things, Earth systems, the atmosphere and solar system, kinds of matter and forms of energy. This program hopes to engage students in posing problems and questions and guiding them in the exploration of scientific data. In addition, this program will expand on concepts learned and help the student apply this understanding to the real world.
♦SCIENCE 6
The 6th grade science curriculum incorporates three core ideas for engineering, technology, and the application of science as they are integrated with the life, Earth, and physical sciences and address the Next Generation Science Standards for Middle School. Performance expectations focus on learning through inquiry. Students create questions and define problems; construct explanations and design solutions; engage in arguments from evidence; and obtain, evaluate, and communicate information. The life science strand focuses on organisms' structures, functions, processing of information, and the role of matter and energy. The dynamics of the ocean basins and effects of human activities on them as a system and habitat will be the emphasis of the Earth science component. Physical science studies will concentrate on the structure, properties, and interactions of matter.
♦SCIENCE 7
The 7th grade science curriculum incorporates three cores ideas for engineering, technology, and the application of science. These are integrated in life, Earth, and physical science and address the Next Generation Science Standards for Middle School. Scientific inquiry is woven throughout, with an emphasis on forming questions, performing investigations, and communicating results. In Earth science, students explore Earth, its place in the solar system and the universe. During the life science component, students study the complexity and interactions of body systems, as well as the interaction of living things on Earth in an ecology strand. Chemical reactions, the electromagnetic spectrum, and sound are the focus of the 7th grade physical sciences.
♦SCIENCE 8
The 8th grade science curriculum incorporates three core ideas for engineering, technology, and the application of science. These are integrated in life, Earth, and physical science and address the Next Generation Science Standards for Middle School. A stress on scientific inquiry continues with increased emphasis on data analysis and experimental design. In Earth science, students will explore the history of Earth, Earth's systems, weather and climate, and human impacts. Life science studies will include a focus on the study of genetics, biological evolutions, and adaptations including the importance of energy and necessary resources. The physical science component encompasses the exploration of forces and interactions, motion, simple machines, and energy. The curriculum will be explored with hands-on labs and a creative use of project based learning.
♦BIOLOGY 9
Biology 9 is an investigation into the amazing biotic world. It explores biochemistry, ecology, genetic principles, the basic unit of all living things – cells, human body systems and the diversity and unity of the ever-changing species of the biosphere. The labs outline key science skills while providing understanding for biological concepts. The analytical activities build problem-solving skills including interpretation of data and formulation of conclusions which give birth to new ideas enhanced by innovative technological tools.
AP BIOLOGY
AP Biology, a university level biology course, is an in-depth study and research into biochemistry, genetics, taxonomy and systematics, cellular biology, physiology, botany, and an introductory study of vertebrates and invertebrates. Labs are College Board required and include dissolved oxygen testing, enzymes, genetic engineering (transformation of E. coli), cell respiration, transpiration, diffusion and osmosis, physiology of the circulatory system, etc. This course is preparation for the advanced placement biology exam, where college credit is possible. Advanced Placement courses provide the opportunity for students to receive college credit through the Advanced Placement examination process. All students enrolled in the Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
♦PHYSICS
Physics explores the areas of Newtonian mechanics (kinematics, dynamics, Newtonian gravitation, angular motion, momentum, and the work energy theorem), the laws of thermodynamics, simple harmonic motion, sound, light and optics, electrical charge, Ohm's law and DC circuits. Also included is a brief overview of modern physics covering quantum theory, nuclear physics, and Einstein's relativistic physics. Physics or AP Physics 1 is a required course for graduation.
AP PHYSICS 1
AP Physics 1 is a non-calculus based physics course that covers in detail Newtonian mechanics (linear and projectile motion, forces in one and two dimensions, gravitation, circular and angular motion, momentum, and energy), Electricity (static electricity, electric fields, DC electricity, series and parallel circuits), and including Simple Harmonic Motion and Waves (springs, pendulums, strings, interference and diffraction, vibrations and waves). This class has extensive lab requirements. Completion of Algebra II with an approved average is a prerequisite. Advanced Placement courses provide the opportunity for students to receive college credit through the Advanced Placement examination process. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
♦CHEMISTRY
Chemistry is a survey course with emphasis on measurement, problem solving, energy concepts, atomic structure, periodic trends, chemical bonding, chemical reactions, the gas laws, and solution chemistry. Numerous labs are performed to illustrate the lecture material.
HONORS CHEMISTRY
Honors Chemistry is an advanced survey course in chemistry. The course emphasis includes: measurement, problem solving, energy concepts, atomic structure, periodic trends, chemical bonding and reactions, gas laws, solution chemistry, basic organic chemistry, acid based chemistry, basics of rate laws, and basics of equilibrium. Numerous labs are performed to illustrate the lecture material. Students must be pre-approved to take this course.
AP CHEMISTRY
This class is the equivalent of a general chemistry course given in the first year of college. As a quantitative chemistry review, some topics like the structure and states of matter, reactions, and stoichiometry will be presented in much greater detail than the first year of general chemistry. Other topics, such as reactions in equilibrium, kinetics of reactions and thermodynamics, will be offered for the first time. Laboratory work will be a critical part of the class with some experiments occurring over multiple days. Chemistry is a prerequisite to this course. Advanced Placement courses provide the opportunity for students to receive college credit through the Advanced Placement examination process. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
MARINE BIOLOGY
Marine Biology presents the fascinating world of the ocean - its physical, chemical and biological interactions are explored using computer programs, cooperative learning activities, field trips, laboratory investigations and research projects. The topography, the stratification of the watery environment, and the biodiversity of marine habitats are investigated. The unique features of the water are the basis for learning survival skills and for discovering the importance of the marine world including its flora and fauna. This course delves into the mysterious depths of the hydrosphere, dispelling myths and establishing facts pertinent to mankind's quest for understanding all biomes within the biosphere.
HUMAN ANATOMY AND PHYSIOLOGY
Human Anatomy and Physiology is a course designed for juniors and seniors interested in exploring the wonders of the incredible human body. The course utilizes a systems approach to the study of the human body. Both structure and physiological function are emphasized as well as regulatory mechanisms and interactions between systems. Lab experiences including dissection of the cat and the use of analytical devices and techniques are incorporated.
AP ENVIRONMENTAL SCIENCE
AP environmental science is a college level interdisciplinary science course that is devoted to integrating our understanding of biological, physical and social sciences through the study of environmental interactions. It seeks to find solutions to environmental issues by understanding biological, chemical, and physical interactions within the local and global habitats as well as incorporating the economic, political, and ethical issues of mankind. It is an applied science that examines human intervention in the natural world using basic scientific principles, mathematical calculations, and understandings of society. Problem solving, using data collections from the field, critical thinking skills, and observations, are critical to the study of the Biosphere. Advanced Placement courses provide the opportunity for students to receive college credit through the Advanced Placement examination process. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
World Language: Grades 5-12 (Table of Contents)
PHILOSOPHY: The World Language Department emphasizes proficiency in the four communicative skills of listening, speaking, reading, and writing, as well as awareness of the differences between native and target cultures. Students in grades 3-7 receive exposure to cultural distinctions and learn models for basic communication. Students in grades 8-12 expand their communicative skills to include reading comprehension of literary texts and writing exercises designed to encourage individual expression. Aspects of contemporary life in the target culture provide a thematic schema for this process.
In the seventh grade Latin class students learn basics of the language and apply knowledge of vocabulary and grammar for enhancing English mastery and as preparation for the study of French or Spanish. Elements of Roman history and culture offer enrichment.
Students in grades eight begin Spanish 1 or French 1 and are required to take two additional years of a modern language in grades 9-12.
SPANISH 5
The curriculum for Spanish 5 introduces the student to the particulars of the Spanish language. By looking at principles of sentence structure, verb conjugations, and parts of speech, students gain valuable skills for success in modern language study at more advanced levels. This success-oriented course will include age- and skill-appropriate activities designed to enhance students' understanding of Spanish culture and the importance of global communication skills. The text used for the course is Spanish Is Fun by Amsco.
FOREIN LANGUAGE FRENCH 6 (QTR)
In the sixth grade, the students will start their exposure to the French language and culture. Using a variety of media, they will study the alphabet, the numbers, greetings, and some foods in French. They will also learn some basic vocabulary words and grammar rules.
FOREIGN LANGUAGE FRENCH 7 (SEM)
Foreign language students in the middle school learn beginning skills for successful second language acquisition at the high school level and gain insights for becoming better citizens in a multicultural world. This success-oriented course includes age- and skill-appropriate activities that focus on process rather than memorization of content. The curriculum is organized around meaningful themes related to student life. Teaching strategies are student-centered and include vocabulary games, technology activities, role-play, cooking, art, and music. The text used for this course is Discovering French Bleu, Première Partie.
♦SPANISH I
This course introduces the student to the concept of studying a foreign language and to basic Spanish grammar. Vocabulary drawn from everyday life is enhanced through idiomatic study in an effort to highlight cultural differences. All four communicative skills—listening, speaking, reading, and writing—receive equal attention.
♦SPANISH II
This course continues the examination of the structure of the language begun in Spanish I. Emphasis is placed on the mastery of grammatical patterns, while continuing the emphasis on oral communication and cultural enrichment.
♦SPANISH III
Conducted primarily in the target language, this course focuses on the mastery of the structure of the Spanish language. Proficiency skills in reading, writing, and speaking are developed through exposure to cultural and literary themes.
HONORS SPANISH IV
Conducted primarily in the target language, Honors Spanish IV is designed to further student progress in the development of the four language skills. The course offers insight into various aspects of the cultures of Spain and other Hispanic countries through readings which focus on historical events, biographies, artistic expressions and topics of human interest. Evaluation includes assessment of listening and reading comprehension, oral proficiency, writing, and grammar mastery.
AP SPANISH
This course will be an immersion experience, requiring the exclusive use of Spanish, which will be reflected in class participation grades. Students will draw comparisons between languages and cultures and explore interdisciplinary topics through the six unit themes (Beauty & Aesthetics, Global Challenges, Contemporary Life, Personal & Public Identities, Science & Technology, and Families & Communities). This course will focus on students' cognitive, analytical and communicative skills through the three essential modes of communication: interpersonal, interpretive, and presentational. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
FRENCH I
This course provides students with the fundamentals for learning a second language. It introduces students to various aspects of the French language and culture through reading, writing, listening and speaking. Students in this course will learn useful vocabulary and understand how to formulate sentences, commands, and questions. Students will also be introduced to cultural concepts, such as French holidays, foods, films, and traditions. Weekly vocabulary quizzes and dictations in addition to chapter tests will assess reading, writing, listening, and speaking skills.
FRENCH II
This course continues to build upon the four essential components of foreign languages that were introduced in French I: reading, writing, speaking, and listening. Students will expand their vocabulary and understanding of verb tenses, syntax, and different grammatical concepts. Increased emphasis is placed on oral proficiency and reading comprehension at the intermediate level. Cultural topics feature important aspects of daily life in France and in other French-speaking countries. Weekly vocabulary quizzes and dictations in addition to chapter tests will assess reading, writing, listening, and speaking skills.
FRENCH III
Conducted primarily in the target language, this course prepares the student for advanced-level communicative proficiency, with a focus on conversational skills, readings from literature, and advanced French grammar. The cultural focus extends to French literary and political history, the arts, and trends in contemporary French life. Weekly vocabulary quizzes and dictations in addition to chapter tests will assess reading, writing, listening, and speaking skills.
HONORS FRENCH IV
Conducted primarily in the target language, Honors French IV offers students an opportunity to synthesize all previous study for communicative proficiency. It is an honors-level course in which there are high expectations of students' preparedness and effort. Students in this course will engage in written discourse and conversations about various topics pertaining to French history, literature, and art. In addition to chapter tests, evaluations include proficiency checks in listening, reading, writing, and speaking.
ADVANCED PLACEMENT FRENCH
This course will be an immersion experience, requiring the exclusive use of French, which will be reflected in class participation grades. Students will draw comparisons between languages cultures and explore interdisciplinary topics through the six unit themes (Beauty & Aesthetics, The Global Challenges, Contemporary Life, Personal & Public Identities, Science & Technology, and Families & Communities). This course will focus on students' cognitive, analytical and communication skills through the three essential modes of communication: interpersonal, interpretive, and presentational. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
LATIN
Required for all seventh graders, this year-long course includes the study of basic vocabulary and grammar, conjugation of verbs, declension of nouns and adjectives, and the reading and translation of passages in Latin. The purpose of the class is twofold: as an enhancer of English grammar and vocabulary development and as a preparation for the study of French or Spanish. Emphasis is placed on modern English derivatives from Latin roots, prefixes, and suffixes as well as grammatical constructions and understanding that fosters an environment of critical thinking. A study of Roman history and culture enhances student appreciation for the importance of the Latin language and the Roman society in any liberal arts education.
Fine and Performing Arts: Grades 5-12 (Table of Contents)
PHILOSOPHY: The Fine Arts Department seeks to develop aesthetic potential, self-awareness, and cultural awareness in students through a variety of experiences. These include technical and performing opportunities that allow for individual differences and expressions and which take place in a positive supportive environment which encourages learning and creativity and exposes students to a wide range of fine arts.
MUSIC 5
Fifth grade music gives students an opportunity to participate in a performing group comprised of the entire fifth grade. This once a week course concentrates on individual and group enrichment in choral music. Students study music theory, history, appreciation and composition.
CHORUS 6
Sixth Grade Chorus is a quarter courses that gives students an opportunity to participate in a performing group that concentrates on individual and group enrichment in choral music. The group participates in required performance activities outside of the regular school day structure. Because this class is performance-based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances.
MIDDLE SCHOOL CHORUS (SEM OR YEAR)
Seventh/Eighth Grade Combined Chorus is an elective semester or full year course that gives students an opportunity to participate in a performing group that concentrates on individual and group enrichment in choral music. The group participates in required performance activities outside of the regular school day structure. Because this class is performance-based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances. Students who take other semester electives may take Chorus during an additional semester.
WOMEN'S CHORUS
Women's Chorus gives students an opportunity to participate in a performing group that concentrates on individual and group choral enrichment. The group participates in required outside performance activities with the St. Paul's Singers and separately.
Because this class is performance based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances.
MEN'S CHORUS
Men's Chorus gives students an opportunity to participate in a performing group that concentrates on individual and group choral enrichment. The group participates in required outside performance activities with the St. Paul's Singers and separately.
Because this class is performance based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances.
CHAMBER CHOIR
Chamber Choir gives advanced chorus students opportunities to participate in a performing group that concentrates on individual and group choral enrichment in a small ensemble setting. The group participates in required outside performance activities with the St. Paul's Singers and separately. Because this class is performance based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances. Students must qualify by audition.
SHOW CHOIR
Show Choir gives qualified students an opportunity to participate in a class that combines the toughest demands of athletics, including team spirit, with the finest forms of contemporary vocal music and closely choreographed dance routines. The group participates in required outside performance activities with the St. Paul's Singers and separately. Because this class is performance based, with no homework, participation at performances is mandatory. Evaluation is based on participation in class and attendance at required performances. Students must qualify by both vocal and dance audition.
BEGINNING STRINGS
Beginning Strings is a full year course that teaches the fundamentals of ensemble performance on violin, viola, cello, and double bass. Music theory and music history are included in the curriculum. Students are required to perform outside the regular school day at fall and spring performances. No prior experience is required.
INTERMEDIATE STRINGS
Intermediate Strings is a full year course that offers a more extensive exposure to String Ensemble performance. Focus is primarily on classical music, but other styles are introduced and learned. Music theory and music history are included in the curriculum. Students are required to perform outside the regular school day at fall and spring performances, church services, and performances within the community. Prior experience is required.
CHAMBER STRINGS
Chamber Strings refines the higher points of orchestral ensemble playing through the study of music history, theory, and pedagogy. Students are required to attend numerous performances outside of the school day, as well as all church and school performances. Chamber Strings prepares students to compete at a collegiate level. Students are expected to maintain performance skills and demonstrate behavior required to participate in the Chamber Strings. Chamber Strings is a full year course. Students must qualify by audition.
MIDDLE SCHOOL BEGINNING BAND - GRADE 5
This is a class for the beginning band student. Instruction on the appropriate band instrument includes basic skills: care and maintenance, introduction to technique, rhythm, and ensemble playing.
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MIDDLE SCHOOL INTERMEDIATE BAND I - GRADE 6 MIDDLE SCHOOL INTERMEDIATE BAND II - GRADE 7
This is a class for the developing band student with a strong emphasis on fundamentals of technique, rhythm, and ensemble playing. Students do not need to audition but are expected to have at least one year of previous experience. The ensemble performs at least two concerts during the school year, and members have the opportunity to participate in Middle School pep rallies and Junior High All-State. Intermediate Band 8 meets with the Advanced Band.
MIDDLE SCHOOL INTERMEDIATE BAND - GRADE 8 ADVANCED BAND - GRADES 9-12
During marching season, the band performs at football games, marching contests, and parades. During symphonic season, the ensemble will perform at least four concerts, district and state festivals. Individual students have opportunities to participate in All-State Festival and various Honor Bands throughout the southeast. All students are expected to maintain basic playing skills and to maintain the discipline necessary to perform on their instrument.
VISUAL ENSEMBLE - GRADES 9-12
Students in this course learn the use of a variety of equipment (flags, hoops, props, etc.) along with dance styles including lyrical, jazz, military, and modern to interpret musical selections. The Visual Ensemble performs during halftime at football games, pep rallies, and parades. Performances and extracurricular practices are scheduled throughout the year as required by the band director. The Visual Ensemble meets daily during the first semester to develop and improve all aspects of the field show. Students attend evening rehearsals in the summer (July) and a Band Camp during August to learn the music and field performance for the upcoming season. Students will receive .5 elective credits for the class (first semester, only).
THEATER: PERFORMANCE AND PRODUCTION
This course provides an avenue of creative expression, growth in self-confidence, an outlet for creative energy, and makes students a more discerning audience. Using Theatre: Art in Action as a text, the course will focus on acting, production and technical theater. This elective will benefit the students taking any college course in the arts, public speaking, humanities, and/or survey of literature.
ART 5
This course meets once a week for fifty minutes. Students are exposed to three-dimensional art forms through a variety of different media such as Paper Mache' sculptures and ceramic projects. Students also are exposed to twodimensional art by using pencil, color pencil, tempera paint, and mixed media techniques. Students are evaluated by an informal critique from the teacher and other students in the class.
ART 6
This quarter course is designed to introduce the students to a variety of art concepts, elements, media, and techniques. Art history and major art movements will relate to the appropriate studio project while students explore a wide variety of media. Specific media include painting, collage, torn tissue, and drawing with pencil and marker. Composition and color theory play an important role in each project, as well as critiques done as a group at the end of each project. At the end of the course, students take home their portfolios.
MIDDLE SCHOOL ART (SEM OR YEAR)
Middle School Art is an elective semester course designed to expose seventh and eighth grade students to a variety of artistic elements and principles, through which they learn techniques to achieve creative solutions. Art movements and art history are explored to expose students to a wide range of styles and techniques, which they can then incorporate into their compositions. Students will create an art journal to document their creative journey.
PHOTOGRAPHY I
The photography program enables students to study photography as an art form. The Photography I course introduces basic digital photography with an emphasis on controlling the photographic variables. Specific areas of study include: mastery of basic shooting, elements and principles of design, composition and the life and work of selected photographers. All photography classes require a course fee per semester.
PHOTOGRAPHY II
In the Photography II course, after a review of basic skills, students are encouraged to begin exploring their own subject interests while learning alternative photographic processes. While refining fundamental skills learned from Photography I, students will continue to advance digitally but also engage in proper use and control of a manual 35 mm camera, and experimental processes such as cyanotypes, pinholes, and mixed media. The main focus of the course is creative expression; fine art photography emphasizes the use of the camera as a means of expression and discovery. All photography classes require a course fee per semester. Photography I is a prerequisite.
PHOTOGRAPHY III
This is an advanced course similar to an independent study and designed for the seriously motivated student interested in continuing the learning of fine art photography. Photography III students will focus on their main interest in subject matter and improving their visual perception using the various techniques learned in Photography I and II. All photography classes require a course fee per semester. Photography I and II are prerequisites and teacher approval is required.
AP ART 2D PHOTOGRAPHY
This is a course for Advanced Photography students who would like to submit an AP Portfolio in 2D Design, Studio Art. Students would be working ONLY in photography. All photography classes require a course fee. AP 2D Photo requires teacher approval. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
FOUNDATIONS IN ART
This studio course introduces students to the elements and principles of design through experimental work with a variety of media. Drawing skills are emphasized during first quarter, followed by painting, relief and stencil printmaking processes. A broad overview of Art Movements and Art history is incorporated into the studio portion of the course. A sketchbook is created during this course that contains terminology, studio worksheets and Biography pages. Class critiques reinforce these objectives and allow the students to learn from one another and become articulate when discussing art. Teacher evaluation, based on individual abilities and skill levels, is integral to the course.
MIXED MEDIA
This art elective affords students the opportunity to continue the study of two-dimensional concepts. Students will develop a deeper understanding of design from a more creative process of aesthetic problem solving by experimentation of a variety of mediums. Project inspiration is often gathered from current artists: their styles, media, and various themes / concepts. Students will enhance drawing, painting and printmaking skills and develop basic skills in digital imaging. Students will have the opportunity to enhance digital images with various elements and mediums allowing for engagement innovative and creative methods and techniques. Elements and principles of design, composition and subject matter will be addressed as students search for personal forms of expression. Class critiques, discussions and evaluations are an integral part of the course. Foundations in Art is a prerequisite and teacher approval is required.
ADVANCED 2D DESIGN
This is an upper level course required for the student planning on submitting a 2D Design or 2D Drawing portfolio. This course is for the visual artist who wishes to develop a deeper understanding of the elements and principles of design through more rigorous and sophisticated aesthetic problem solving. Life drawing and figure drawing constitute the point of departure for the exploration of a variety of media. Graphite, pen/ ink and, oil and chalk pastels, Prismacolor, watercolor, acrylic, tempera, gouache, and encaustics will be used to develop each students individual artistic voice in order to better prepare them for their submission for a 2D Advanced placement portfolio. Altered books are created and developed as homework assignments to foster experimentation to further hone their abilities. Class critiques and teacher evaluation are integral to the learning process. Foundations in Art is a prerequisite and teacher approval is required.
ART 3D DESIGN
3D Design is an upper level art elective. It is assumed students have an interest in art since they chose to take this course. 3D Design is an art studio course introducing the systems and elements of visual organization through threedimensional design principles and theories using a variety of media. Projects in additive and subtractive sculpture, construction, assemblage, molding and casting will be studied. Students will have the opportunity to work with clay completing hand built and wheel thrown pottery. This course is designed to nurture and prepare the student toward their development of their sculpture skills and also prepare a student to further their studies with an AP 3D Design Studio Art Submission.
AP ART 2D DESIGN
All students will develop mastery in concept, composition, and execution of drawing or 2-D design. Through studio practice, 2D Design students will assemble a body of work that shows a high level of quality and commitment, and awareness of the effective use of the elements and principles of design in their compositions. Drawing students will focus on the development of technical versatility and mark making with a variety of media and processes as they utilize the elements and principles of design. All students are required to work in an altered book. Most students have started this book as a requirement in Advanced 2D Design. Summer assignments, sketches, and monthly assignments are included in this book. This book becomes a valuable resource for future larger works and possible concentration concepts. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
AP ART 3D DESIGN
This is an advanced level course that is designed for students who want to further develop mastery in their sculptural art making skills. The course is developed as a college level course completed at the high school level. Students will be executing works that utilize skills acquired in 3D Design and be introduced to processes that require advanced discipline. Requirements for the final portfolio are developed by the College Board Advanced Placement Program, including a Quality, Concentration, and Breadth Section that consists of approximately 24 different advanced level artworks. Prerequisites: Successful completion of Foundations of Art, 3D Design and other electives that support the student artistically. All students enrolled in Advanced Placement courses will be required to take the Advanced Placement exam, for which there is an additional fee.
Journalism & Yearbook: Grades 10-12: (Table of Contents)
PHILOSOPHY: The goal of journalism classes is to produce a quality yearbook, student newsmagazine and web site. Instruction in layout, copy writing, caption-writing, headline writing, page layout and design and photography facilitates the production of these school print and electronic publications. Time management is an important concept for students to master. Meeting publication deadlines is absolutely essential, and students develop a strong appreciation for meeting preliminary deadlines as they produce their pages. They understand the financial responsibility that is theirs in developing the publications. In addition, students are encouraged to understand and appreciate the advantages of working as a team. Although students are required to produce pages for which they are totally responsible, they are allowed to "job share" on others. Some are better at ad sales, while others are more creative with caption writing. They appreciate the skills and strengths of each other and can work together to produce the best pages possible for their respective publications.
JOURNALISM I
Students in this class are responsible for publishing the school newspaper and maintaining the Epistle website. Emphasis is on writing skills, editing, layout, web site design, and photojournalism.
JOURNALISM II/III
This course is a continuation of the level-I course. The editors for the publication will be in the second/third year course where emphasis will be placed on student leadership, meeting deadlines and organizational skills.
YEARBOOK I
Students in this class form the core of the yearbook staff. They plan the publication of the yearbook, including the basic layouts, the planning and positioning of photos, and the writing of copy and captions as well as the computer entry of the materials. They will also be responsible for maintaining the Halo's website.
YEARBOOK II
This course is a continuation of the level-I course. The editors for the publication will be in the second year course where emphasis will be placed on student leadership, meeting deadlines and organizational skills.
Other Electives: Grades 5-12: (Table of Contents)
COMMUNITY INNOVATIONS
Community Innovations is a course focused on posing and solving real world, authentic problems and positively impacting the community while developing future leaders. In this course, students will partner with non-profits to find innovative solutions to the pressing issues our community faces. This course will implement design thinking strategies to further the teams' goals.
♦DIRECTED STUDY 6, DIRECTED STUDY 7, DIRECTED STUDY 8
Directed study is a guided study period that offers one on one study support for students. This study support may also be provided in a group instruction process as in a mini lesson or note taking or listening skills or other study techniques. Directed study teachers provide monitoring and shaping of independent learning behaviors and give feedback to students and parents.
♦DIRECTED STUDY 9, DIRECTED STUDY 10, DIRECTED STUDY 11
Please note that Directed Study 9, 10, & 11 is required for full-time AIP students. (Full time AIP is 2 or more AIP classes.) Full time AIP students in 12th grade will be required to work with an academic coach who will provide support services. The academic coach will have regularly scheduled meetings with full-time AIP students during their study hall or common room periods. (No academic credit is earned in Directed Study or meeting with the academic coach.
PSYCHOLOGY
This course provides a study of how people generally behave, function, and react to certain stimuli. The students will develop a solid foundation in the basic principles and theories of psychology through class discussions, audio-visual presentations, group work with student teach meets, case studies, reading from psychological texts, and lectures. This course will also explore the history of psychology and its research methods, the cultural and social dimensions of behavior, including psychological disorders and treatment. The topics will include: the physiology of the brain, memory, learning, language, perception, life span changes, normality, abnormality, social interactions, group influence on individuals, and various therapies.
SPEECH I
The speech course is designed to enhance students' overall communication skills; specifically, speech delivery, critical thinking, writing, organizing and outlining. Outlines and speeches carry equal weight in evaluation. In addition to speechmaking, students will also study nonverbal communication, interview skills and debate. Speech students will discuss current events regularly. Speech I is open to sophomores, juniors and seniors.
MASS COMMUNICATIONS
Mass Communication students will explore the following areas of communication: advertising, public relations, sales, video and print journalism, writing, interview skills, publication design and public speaking. All student work in the course will be published or performed for a broad and public audience, affording students the opportunity to learn in a real-world setting. The Mass Communications course is open to all juniors and seniors and there is no prerequisite.
SERVICE LEADERSHIP
This course provides 11 th and 12 th grade students a hands-on, project based experience of philanthropy that helps them develop the skills and awareness to make a positive difference in their communities. Students will participate in several regular activities such as weekly tutoring at Prichard Preparatory School, Kate Shepard, and Regional School in addition to scouting at Augusta Evans School. The class also follows a Youth Leadership curriculum to develop skills in public speaking, organizing and leading programs, and attaining the self-confidence and ability to work with a variety of populations. Service Leadership is a highly interactive course – you will learn by DOING. Some of the
benefits of this course include: building meaningful relationships, communicating effectively, accepting person responsibility, and understanding the importance of helping others.
Physical Education: PK-12 (Table of Contents)
PHILOSOPHY: The Physical Education curriculum is based on the Alabama Course of Study used statewide. The curriculum is both sequential and progressive. In skills development, students progress from fundamental motor skills and concepts in the early elementary grades to refining and combining these skills in the upper elementary and intermediate grades. The middle school program follows a similar sequence but also emphasizes participation in a variety of activities and introduces competitive opportunities when appropriate. In high school students continue with games and lifetime sports. The department wants students to develop and maintain individual levels of fitness that will enable them to maintain a physically healthy adult life.
CURRICULUM: In grades Pre-K to 2, emphasis is placed on motor skill development. This age is the foundation for the entire Physical Education program. Teachers take time in developing fine motor skills. Physically, the students develop slowly but steadily with bones still somewhat soft and muscle strength limited as are lung and heart capacity. Special emphasis is placed on developing basic skills such as running, skipping, galloping, catching, and throwing which leads to team games incorporated in the second grade. The main objective is for the students to have fun and exercise at the same time.
In the third through fifth grades, students continue to exercise developing basic motor skills, with equal emphasis placed on health-enhancing physical activity and interactive behavior. At this age, girls develop more rapidly than boys do, so emphasis is placed on fine-tuning balance body control and gross motor skills. Focus is also placed on interactive behavior where students work cooperatively with teachers and peers. It is also important for students to continue to develop positive attitudes about physical activities that may challenge them.
By sixth through eighth grades, students should have developed their fundamental skills with the exception of some specialized skills. At this level, emphasis is placed on combining manipulative skills with previously learned locomotor skills in order to participate successfully in a variety of physical activities. Physically, students are growing more rapidly, with spurts that give the adolescent the appearance of being awkward. Over time, their coordination and balance improve as doeslung and heart endurance. Boys' skill levels increase more rapidly than girls do, and differences between sexes in skills and interests also change. Participation in health enhancing physical activity also receives equal emphasis. Students begin to participate in more sports activities. Skills testing and rules evaluation complete the middle school program.
In the upper school, the focus is on health-enhancing physical activity, with emphasis on learning how and why to live healthily for a lifetime. Students learn how to make physical activity a part of their everyday lives beyond high school, with such activities as aerobics, body toning and recreational games. Cardiovascular efficiency, muscular endurance, flexibility, and muscular strength are emphasized at this level. Upper school weight room classes are available to students in the ninth through twelfth grades. Due to limited space, the coaching staff selects all participants. The classes are segregated by gender and are taught by members of the coaching staff. Weight, speed, and power training are taught to the inexperienced and experienced athlete. Programs specific to each sport, whether in-season or out-ofseason, are developed by each coach and administered by the weight room teachers. Progress is measured up to three times a year in the strength, speed, and power categories. | <urn:uuid:e803e075-533f-48a7-8059-784610c617a6> | CC-MAIN-2017-43 | https://www.stpaulsmobile.net/file/important-school-docs/as-parent-student-documents/Course-Curriculum-Guide-07-10-2017.pdf | 2017-10-20T19:33:43Z | crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00080.warc.gz | 990,351,791 | 19,014 | eng_Latn | eng_Latn | 0.996619 | eng_Latn | 0.997523 | [
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Approved by Governors (Signature Chair of Cttee)
Date
Vernham Dean Gillum's C of E Primary School Homework Policy
Homework within our school is used to:
- Consolidate, reinforce and extend skills and understanding in English and Maths
- Help children become independent learners
- Provide opportunities for parents and children to work together
- Help parents gain an understanding of what their child is learning in school
- Develop good habits for secondary school
Our guidelines for homework show a clear progression and within this, the content, complexity and quantity of tasks set will vary according to the year group. Homework should reinforce teaching; it should not involve teaching new concepts.
Homework should be a positive experience which extends a child's understanding of their work that has been carried out in class; if you have any concerns please see your child's class teacher
Feedback on your child's homework
Children need to know how well they have done and what they could do better. All homework will be marked in a timely fashion. If a child has difficulties with a piece of homework, they should discuss it with their teacher or you might wish to discuss the problem with us yourself.
Should I help my child with homework?
Homework allows you to see what your child is doing and to support their learning. This partnership between school and home is a vital part of successful education. We take the view that children are likely to get more out of an activity if parents get involved – as long as they do not take over too much. If you are unsure about how much help to give, you should discuss it with your child's teacher. They will be pleased to see you and will help you to get the balance right. The school runs a homework club on Tuesday after school and families are welcome to join their children.
The Headteacher will monitor homework on a regular basis. In our annual questionnaires parents and children will be asked for their views on the effectiveness of the current practice and the leadership team will review the effectiveness of this policy.
Homework Guidelines
Year R
Sharing books and regular reading, phonic sounds
Homework will be given out on Monday and be due back in on the Thursday
KS1 & KS2
English
Homework set will cover two key areas:
- Spelling – these will be statutory words for the year group, or spelling activities linked to a rule that your child is learning
- Grammar – this will be the current grammar being taught, or the consolidation of previous grammar learnt
Maths
Homework set will cover two key areas:
- Times tables (for key stage 1, this includes number bonds)
- Place Value (the numerical value that a digit has by virtue of its position in a number) related activities which underpin the vast majority of Maths' curriculum – this could be identifying the place value of a digit; counting on and back in different amounts, or multiplying by 10, 100 or 1000 (KS2 only) to name a few activities
Date of Policy update:
Summer 2017
Date of policy review:
summer 2019
Signed………………………………………………………Headteacher
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Lesson Title: "Sense" able Plants
Grade: 3-4
Duration of Lesson: 4 -30 minute classes
Brief: From this lesson students will understand that plants have unique smells, tastes, sounds, textures, and looks and that agriculture provides plants for us to use as food, fiber, fuel, medicine, etc.
Croton Lambs Ear Cotton Grass Echinacea Chives
Sight & Feel & Feel & Sound & Feel & Taste&
Sound Sight Sight Feel Smell Smell
Feel & Smell
Materials:
Several plants with different characteristics that appeal to the 5 senses. See appendix A Some examples are also given above. Herbs work well for smell and taste.
6" x 6" pieces of cardstock or very heavyweight paper
Oil pastels or cattle markers
Bulletin board area for displaying student's artwork
Key Terms
agriculture, flowers, foliage, forests ,herbs, grasses, touch, taste, smell, sight, sound, texture, color, pungent, odor, aroma, prickly, soft, furry, and any other words that describe plant characteristics
Standards / Objectives
Montana State Standards:
Art: Content Standard 1: Students create, perform/exhibit, and respond in the Arts. Content Standard 2—Students apply and describe the concepts, structures, and processes in the Arts. Content Standard 3—Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning. Content Standard 5— Students understand the role of the Arts in society, diverse cultures, and historical periods. Content Standard 6—Students make connections among the Arts, other subject areas, life, and work. Science: Content Standard 3: Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. Content Standard 6: Students understand historical developments in science and technology, Benchmarks 2 & 3.
Communication Arts: Reading Content Standard 2.
Understanding(s) /Big Ideas:
Students will understand the link between agriculture and plants. Each plant has its own special characteristics, through the five senses students will inquire into the special attributes of each plant.
Students will know:
Vocabulary terms related to plant textures.
Essential Question(s):
What are the five senses? Can plants be grouped by characteristics like smell, taste, touch, sight, and sound?
Students will be able to: group plants by smell, taste, feel, sound, and sight. Students will able to use distinctive adjectives to describe plants.
Performance / Observations
Performance Task(s):
Other Evidence:
Observe and analyze each plant for information leading to the name of the plant. Use adjectives to describe plant texture and characteristics.
Students will create artwork based upon their observations and adjectives that describe plants.
Learning / Inquiry Activities
Introduction: Plants are the basis for our food and fiber. Plants also provide flowers, fuel, fungi, forests, and medicine for us. Agriculture (also called farming or husbandry) is the cultivation of animals, plants, fungi and other life forms for food, fiber, and other products used to sustain life. Plants are necessary to sustain life, from animal feed to medicine, we all depend upon plants for survival.
When you see a farmer working his field with a tractor he is performing some type of plant care. The food that we eat, from pancakes to hotdogs, are all in some way linked to plants and agriculture.
Learning / Inquiry Activities:
1. Make a list on the board with the title of each sense: sight, smell, sound, feel, and taste. Let students know that they will be trying to identify each of the plants through observation with the five senses. Ask students to wash their hands, and make sure any plants used for tasting have been cleaned to the standards in your schools food safety policy.
2. Introduce each type of plant to the students by letting them see the plant as you hold it up in front of the class, as they see each plant ask them to try and identify it. If they are correct write the name of the plant down under the "sight" heading on the board and remove that plant from the group of plants. Write the #1 after the name of each plant on the sight list.
3. Next pass each plant around and ask students to smell the plant, they should not touch the plant. If they can identify the plant write the name of the plant down under the "smell" heading on the board and write the #2 after each plant on this list.
4. Next pass each plant around and ask students to gently shake the plant to sense sound. If they can identify the plant write the name of the plant down under the "sound" heading on the board and write the #3 after each plant on this list.
5. Next pass each plant around and ask students to feel the plant, cautioning them to feel carefully if you have brought in any plants that are prickly. If they can identify the plant write the name of the plant down under the "touch" heading on the board and write the #4 after each plant on this list.
6. Next pass only the herb plants around. Ask students to pinch the leaves and smell their fingers, they may taste the oils from the plant which are on their finger. If they can identify the plant write the name of the plant down under the "taste" heading on the board and write the #5 after each plant on this list.
Evaluate the information on the board by discussing how many of the senses it took to identify each of the plants. For instance, if students did not know what the herb varieties were until they could taste the plant then it took a try at each of the 5 senses to identify the plant. Most plants do not make much sound, was sound helpful for any of the plants? Ask students what role agriculture played in the production of each of these plants. Flowers, foliage plants, and food alike are products of the agriculture industry.
From their observations, ask students to make a list of any words which describe the plants. Students should use describing adjectives and discuss their choices of adjectives to discriminate between words. Using these words, ask students to create a drawing on the 6x6 cards of several parts of the plants. Students should mix up drawing shapes of leaves, stems, flowers, buds, blooms, etc. The drawings should provide visual information into the texture of each plant part.
Ask students to complete their works with cattle markers or oil pastels. Piece together the works of art and make a “5 Senses Garden” bulletin board.
Extensions for this lesson: Try other types of art mediums for this project, like scratchboard or acrylic paints. Or, make one large drawing and cut it into pieces for each student to apply art mediums. Reattach all the pieces and display.
Sight
Smell
Chives scented geraniums celery leaves mint
Sound
Ornamental grasses make noise when gently shaken back and forth
The Croton plant has a waxy substance on the leaves. First rub the leaf between your thumb and forefinger. Now rub the two fingers together briskly, a sound like a cat purring can be heard.
Appendix A, cont.
Bergenia leaves sound like a pig squeaking when the leaves are rubbed. If the leaves do not make sound lightly mist the leaves and try again.
Feel
Lambs ear or stachys cotton
Taste
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Fill in the blanks.
1. The giant rat's home is located at _______________ near ___________________.
2. Many Secwepemc children were taken from their parents and placed in the
______________ ________________ .
3. The rock markers of Coyote and his son can be found on the shores of the _______________ ________________ _____________ on the _________________ ________________.
4. Land markers remind the Secwepemc of __________________ ___________________.
5. The Kamloops Indian Residential School was run by the ____________ _____________.
6. The balancing rock can be found near ________________________.
7. The Secwepemc know their territory by the ________________ _____________________.
8. The Kamloops Indian Residential School was responsible for loss of _____________ and ____________________ among the Secwepemc.
9. Coyote and his son were transformed into rock because Coyote had ______________ _________________.
10. The doorway to the Giant Rat’s house (crack in the rock bluffs) remind the Secwepemc children to _____________ ___________________.
Answer Key
1. Hoffman's Bluff, Chase, B. C.
2. Kamloops Indian Residential School
3. South Thompson River, Neskonlith Reserve
4. proper behavior
5. Catholic Church
6. Savona
7. land markers
8. language, culture
9. wicked thoughts
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Plain Talk about Stress
pressure, ulcers, or even heart disease.
Mark Matta, D.O., Board Certified Psychiatrist professional help. Knowing when to ask for help may avoid more serious problems later.
Stress is with us all the time. It comes from mental activity and physical activity. It is unique and personal to each of us. Too much emotional stress can cause physical illnesses such as high blood
Hans Selye, M.D., a recognized expert in the field, has defined stress as a "non-specific response of the body to a demand." The important issue is learning how our bodies respond to these demands. When stress becomes prolonged or particularly frustrating, it can become harmful. Recognizing the early signs of stress and then doing something about them can make an important difference in the quality of your life.
Dealing with Stress
When stress does occur, it is important to recognize and deal with it. Here are some suggestions for ways to handle stress. As you begin to understand more about how stress affects you as an individual, you will come up with your own ideas of helping to ease the tensions.
* Try physical activity. When you are nervous, angry, or upset, release the pressure through exercise or physical activity. Running, walking, playing tennis, or working in your garden are just some of the activities you might try. Physical exercise will relieve that "up tight" feeling.
* Must you always be right? Do other people upset you – particularly when they don't do things your way? Try cooperation instead of confrontation. A little give and take on both sides will reduce the strain and make you both feel more comfortable.
* Share your stress. It helps to talk to someone about your concerns and worries. Perhaps a friend, family member, teacher, or counselor can help you see your problem in a different light. If you feel your problem is serious, you might seek
* Know your limits. If a problem is beyond your control and cannot be changed at the moment, don't fight the situation. Learn to accept what is – for now – until such time when you can change it.
* Take care of yourself. Get enough rest and eat well. If you are irritable and tense from lack of sleep or if you are not eating correctly, you will have less ability to deal with stressful situations.
* Make time for fun. Schedule time for both work and recreation. Play can be just as important to your well being as work; you need a break from your daily routine to just relax and have fun.
* Check off your tasks. Trying to take care of everything at once can seem overwhelming, and, as a result, you may not accomplish anything. Instead, make a list of what tasks you have to do, then do one at a time, checking them of as they're completed.
* Create a quiet scene. You can't always run away, but a quiet scene painted mentally can take you out of the turmoil of a stressful situation.
* Avoid self-medication. Although you can use prescription or over-counter medications to relieve stress temporarily, they do not remove the conditions that caused the stress in the first place Medications may also be habit forming and should only be taken on the advice of your doctor.
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World Rabies Day: Making the most of your event
Thank you! By organizing a World Rabies Day event you are taking part in a global movement to put an end to the unnecessary suffering caused by rabies. You and people like you are what make World Rabies Day the phenomenon that it is.
This manual was created to help you to plan and communicate your World Rabies Day event to different audiences. We welcome your feedback to improve this resource – email us at email@example.com.
What is World Rabies Day?
When is World Rabies Day?
World Rabies Day is held annually on September 28. It is the anniversary of the death of Louis Pasteur, who developed the first rabies vaccine and laid the foundations of rabies prevention.
What is World Rabies Day?
World Rabies Day is when hundreds of thousands of people organize or participate in events to celebrate rabies prevention efforts and unite against rabies. Whether you're a veterinarian, a medical professional, a teacher, or even someone who just cares about your community, it is a chance to organize or take part in an event that raises awareness about rabies and its prevention.
It is the first and only global advocacy, education, and awareness campaign for rabies. It has the support of all international health organizations and major stakeholders including the WHO (World Health Organization), OIE (World Organisation for Animal Health) FAO (Food and Agriculture Organization of the United Nations) and CDC (Centers for Disease Control and Prevention).
To date it has reached over 150 million people with rabies prevention messages and re-initiated rabies prevention in many parts of the world. World Rabies Day continues to reach new audiences: in 2016 over 300 events were registered on the GARC website, from 57 countries.
2017 – Rabies: Zero by 30
Each year a different theme is selected for World Rabies Day. For 2017, the theme, Rabies: Zero by 30, reflects the global goal and framework to reach zero human deaths from canine rabies by 2030. This goal has been agreed by the major international agencies, including the WHO, OIE and FAO.
What is a World Rabies Day event?
Any event held on or near September 28 that
- promotes awareness about rabies prevention, or
- reduces rabies transmission (such as vaccinating dogs)
Why World Rabies Day helps
These events play a special role in supporting rabies prevention efforts by enabling and encouraging people to get involved, become aware of the disease and how it spreads, and understand what they can do to prevent it.
World Rabies Day is an opportunity to celebrate successes so far, build support for existing challenges, and increase awareness of rabies prevention in at-risk communities.
Registering your event
Go to https://rabiesalliance.org/world-rabies-day/register to register your event. Your event will go live once it has been checked, usually within 24 hours.
Find registered events in your area –https://rabiesalliance.org/world-rabies-day/events/
Ideas for events
World Rabies Day is open to anyone and everyone who wants to take action for rabies prevention. By taking part you are joining thousands of people from all corners of the globe.
Any event that promotes rabies awareness and/or works towards rabies prevention qualifies as a World Rabies Day event. However, we've given you some ideas below to help you decide, and you can also get inspiration from others who are sharing their events online at https://rabiesalliance.org/worl drabies-day/events/
The following questions may help you to decide what to do for World Rabies Day:
1. What would help prevent rabies in your community?
Most events focus on dog vaccination or raising public awareness, and it's best to focus on something that is needed in your community
2. Who can I get to help me?
* Contact local government, veterinarians, doctors, health workers, schools, colleges, and animal welfare organizations to see if they would like to get involved. Working together, your event will almost certainly have greater impact.
* Give local businesses the chance to get involved by providing financial or practical support. They may be willing to help by paying for vaccines for dogs, printing leaflets and posters, or supplying refreshments to volunteers.
* Remember to involve the media – newspapers and radio and television stations are often willing to cover World Rabies Day events and this multiplies the impact of your event. There is more about involving the media in the Event Communications section of this manual.
3. What resources are available?
* You may find a local business willing to help sponsor your event.
* GARC is here to help with advice, practical support and online resources. GARC cannot help to fund individual World Rabies Day events.
* We have lots of advice to help you plan and promote your event, at https://rabiesalliance.org/world-rabies-day/event-resources/
* World Rabies Day logos you can use on your materials are available in multiple languages https://rabiesalliance.org/world-rabies-day/event-resources/logos
* If resources are limited, remember there are lots of things you can do that cost nothing.
* There are free resources available on rabiesalliance.org for you to download and use at your event, including lesson plans for different age groups, posters, factsheets and videos. Many of these resources are in various languages. Use the Search Resources function to narrow results by language, resource type, or to search for a keyword. http://rabiesalliance.org/resources/
Ideas for events to raise awareness of rabies prevention
* Gather people together and hold a Question and Answer session with an expert (or use our rabies FAQs to help –(http://rabiesalliance.org/resources/search?type=905) draw on the collective experiences of people in the audience. You could also do this on the radio
* Hold a dog show that promotes responsible pet stewardship and encourages owners to regularly vaccinate their dogs against rabies.
* Get local artists to paint a World Rabies Day mural on a wall. Include this year's key messages for rabies prevention. Remember to get permission from authorities or homeowners where needed.
* Organize World Rabies Day information stands at a community event or center.
* Mobile team units / outreach – distribute materials in places where you don't have a information stand, or hold workshops in remote communities.
* Indoor stands in pharmacies or drug stores.
* Posters, photographs, or drawing exhibits.
* Hand out leaflets at airports for travellers.
* Graffiti, creative writing, or art contests for young people.
* Show a video, with or without facilitated discussions afterwards.
* Joint efforts – candlelight walk, ringing bells, holding hands.
* At national sport events – have a short speech about rabies and hand out leaflets.
* Local sport events – organize a Rabies: Zero by 30 tournament.
* Organize sessions in schools for children to learn about dog bite prevention, or rabies and responsible pet care. Free resources for teaching children are available online at http://rabiesalliance.org/resources/search?type=55
* Get local performers to entertain at a rally for World Rabies Day – you could get musicians, puppeteers, and dancers involved.
Ideas for dog vaccination activities
* Organize a mass dog vaccination with your local veterinarians and animal welfare groups – this could be done along with registration of owned dogs by your local authorities. Hand out information about dog bite prevention – you can download and print resources from the GARC website - https://rabiesalliance.org/resources/search?type=904
* Take a team to vaccinate dogs in remote areas that don't have easy access to vaccines.
* Ask local veterinary clinics to hold free or subsidized vaccination days and help them to organize these events – you could also ask for companies to donate or subsidize vaccines.
Ideas for activities that encourage policy change
If you're interested in influencing your local authorities to implement rabies prevention programs, please view our Policy Toolkit at
- http://caninerabiesblueprint.org/A-toolkit-for-influencing-policy
It's all about you
These are just a few possibilities. If you have an idea for something that isn't listed here, then as long as its aim is rabies prevention it can be part of World Rabies Day.
Once you have got your idea you need to start planning. See the Event Planning section for a checklist of what needs to be done.
Whatever you decide to do, please remember to register your event here https://rabiesalliance.org/world-rabies-day/register
Registering your event is the best way of making sure it has global as well as national or local impact.
Key messages
This section provides you with suggested key messages around rabies prevention and this year's World Rabies Day theme – Rabies: Zero by 30. You can use any of these as your main message for your particular audience, with others as supporting messages.
| Audience | Message |
|---|---|
| Universal | Together we can end human deaths from dog-transmitted rabies by 2030. |
| | Rabies elimination is possible. Let’s make the possibility a reality by 2030. |
| | Vaccinating dogs protects people too. |
| Prevention in rabies endemic countries | Vaccinate your dog. Protecting dogs against rabies helps protect you and your family too. |
| | Avoid dog bites: Learn to read a dog’s body language. Don’t tease or attack them. |
| | Teach children to always tell you if an animal bites or scratches them. Praise a child for doing this. |
| | Immediately wash a bite wound for 15 minutes and consult your doctor about vaccinations. |
Rabies is a solvable problem that can lead to immediate (within an election cycle) results for national governments and international donors.
- Well-designed rabies programmes have a significant impact within a few years
Rabies programmes can be integrated into existing health systems and mechanisms, strengthening them in the process
- Existing health systems will be strengthened by integrating rabies prevention programmes
- Capacity building for rabies surveillance and control can strengthen health systems for the prevention of other diseases
- Capacity building for rabies control will strengthen (one) health systems / disease preparedness
Ending rabies is integrally linked to UN Sustainable Development Goal (SDG) 3, to ensure healthy lives and well-being, particularly SDG 3.3, to end the epidemics of neglected tropical diseases by 2030
- Freedom from dog-mediated human rabies is a global public good
Ending rabies supports progress towards other Sustainable Development Goals, primarily those related to poverty, food security, economic growth, infrastructure, inequality and global partnerships
WHO member states have agreed to a global framework and vision of ending deaths due to dog-transmitted rabies by 2030
Rabies is still present in over 150 countries
We can eliminate human, canine and livestock deaths from canine rabies by vaccinating 70% of dogs
- Vaccinating 70% of dogs in at-risk areas can eliminate canine rabies
- Rabies goes beyond country borders. National governments need to work together on the international stage.
| Professionals from human and animal health sectors | Work together with medics, veterinarians, educators, legislators, community workers, and others, to prevent rabies at the community level. |
|---|---|
| Community leaders | Work together with your community to improve dog vaccination rates and awareness of rabies prevention. |
| Awareness globally | Over 59,000 people die of rabies every year, worldwide, and millions have to seek life-saving treatment Someone dies of rabies every 9 minutes – these deaths can |
be stopped
- 29 million people seek life-saving treatment to prevent rabies every year
Rabies deaths are a direct consequence of poverty and inequality in access to health services
- Many rabies deaths are a result of poverty
- People die of rabies because they cannot get medical help
Rabies is 100% preventable with current knowledge, technology, and vaccines – improving access to human and dog vaccines will save more lives
- Rabies is 100% preventable – access to vaccines will save lives
- The world has the tools to end rabies
- Vaccinating dogs saves human lives
- Vaccinating dogs protects humans as well as dogs
- The vaccinated dog is the soldier in the fight against rabies
- Fear of rabies leads to the indiscriminate slaughter of millions of dogs every year and doesn't stop rabies. Vaccination is the answer
Planning an event
Once you have decided what you are going to do for World Rabies Day, you need to work out who is taking part, where and when it is going to happen, and what you need to do to make it a reality.
Who you are working with
Are you organizing the event on your own, as an organization, or as part of a partnership? Try to set expectations around responsibilities early so everyone knows what is expected of them. Recruit volunteers to help you if you need them.
Where you will hold your event
Check to see if you need any permission to hold your event in your chosen location
When you will hold your event
Set the exact date and time. World Rabies Day, September 28, is a good day to hold events because it coincides with so many others and creates media interest but it does not have to be that day. You should select the exact date and time of your event depending on what it is, what is practical, and what best suits the people you want to attend your event.
What is your budget?
Some events, like a lesson to school children or an awareness rally, can be held for very little money. If you are planning a bigger event with a large budget, you may need to consider a back-up plan in case of funding problems. Remember to give local businesses the opportunity to support your event through sponsorship. In-kind gifts like printing and refreshments for volunteers can also be very helpful. If you need posters but printing is a problem, try asking a local school to get the children to make posters for you. This expands the impact of your event too.
What do you need to do?
Before the event
- Create a plan or timeline of all the things you need to make your event run smoothly, both before the event and on the day.
- Hold regular planning meetings to make sure everything is on track. Make sure you have contact numbers for volunteers and that they have numbers to contact you.
- Remember to contact local authorities well in advance for assistance or any permission needed to hold your event. Invite them to take part.
- Contact local media to help promote your event. Radio stations will often promote events free of charge. Our Event Communications section below has more information about involving the media.
Advertising your event
- Announce the time, date and location well in advance.
- Keep reminding people about your event.
- Contact your local media, asking them to announce your event – standard press (news) releases which you can modify are available in Appendix 1.
- Contact your local radio station – they might be willing to interview you about your event. You could even make this your event!
- Use social media networks – we'll support you where we can. Connect with us at
[x] Facebook.com/GlobalAllianceforRabiesControl
[x] Twitter.com/rabiesalliance.
[x] Remember to use #WorldRabiesDay
Remember to register your event on our website at https://rabiesalliance.org/world-rabies-day/register.
On the day
Everyone taking part in your event will need to know what to do and where they to be.
Make sure an organizer is there early to welcome volunteers.
Assign an organizer or volunteer(s) to manage:
- Other volunteers
- Performers, celebrities and guests
- Members of the public.
Make sure everyone knows who is responsible for what so, if they have a question or need something, they know whom to ask.
Look after your guests and volunteers. Make sure they have access to refreshments and shade.
Providing food will help prevent them leaving the event before it's finished
Take lots of pictures and share them on your event page on the rabiesalliance.org website.
- If you're able to tweet live from the event, tag @rabiesalliance and use the hashtag #WorldRabiesDay and we'll retweet as many as possible.
- Take photos and share them with us via Facebook and Twitter or via your event's page on our website.
Have a backup plan in case things go wrong. Make sure you know what to do if it rains, volunteers, or guests don't show up, or somebody gets hurt. Clean up after your event.
Remember to thank everyone who takes part. We hope they will thank you too but even if they don't, we'd like to.
After your event
Make a note of how things went and names and contact numbers of people who helped. This can help with planning future events.
Follow up with the media to see if they will run your story. If they didn't come to the event, offer to send them photos and/or submit a short write-up.
Share photos of your event on our Facebook page (GlobalAllianceforRabiesControl) or on Twitter (tag @rabiesalliance) and on your event page on the rabiesalliance.org website.
Send a report of your event to your government. Rabies affects both human and animal health so remember to send it to all relevant departments.
A written note thanking businesses, organizations, dignitaries and volunteers who took part is a memorable gesture. It is often worth making the extra effort because they may be able to help you in the future.
Let us know if you have ideas to help us improve World Rabies Day 2017 – email us at firstname.lastname@example.org.
Keep in touch by signing up to our newsletter - https://rabiesalliance.org/contact-us.
Event Planning Checklist
Decide on your event
Inform any authorities and get permission, if needed
Choose a location or venue
Make an event plan
Recruit volunteers
Offer businesses the opportunity to support your event with sponsorship
What do you need from them? What is in it for them?
Invite guests/speakers/celebrities/performers
Promote your event
Organize printing of posters and leaflets
Contact the media (see our Communications Toolkit)
Register your event on our website
- https://rabiesalliance.org/world-rabies-day/register
Remind people regularly of the date and time of your event
Risk Management
Do you need insurance - public liability, volunteers?
Risk assessment – what could go wrong and what is your plan if it does?
Appoint first aiders
Waste – how will you clean up after the event? Do you need any sterile services?
Refreshments
Who will you provide refreshments for?
What refreshments will you offer?
Who is going to supply them?
The day before
Contact volunteers and guests to check that they know where they need to be and when they need to arrive.
On the day
Team briefing
Organize volunteer registration area
Organize area for guests
Circulate contact list of staff, volunteers and their responsibilities
Thank people when they leave
After the event
Clean up
Thank you notes to volunteers, sponsors, and guests
De-brief
What went well? What could you do better?
Tell us! Share your experiences with GARC through our website, on Facebook and through Twitter
Event communications
This section primarily focuses on communicating with mainstream media – this includes newspapers, magazines, and news websites. It also provides some advice on using social media.
Contacting journalists may seem daunting at first, but they are always looking for new stories. Every year interesting World Rabies Day stories makes the news and your event could be one of them.
1. What, When, Who, Why, Where and How
When you are preparing to contact the media think through the following:
1a. What are you going to say?
Press releases that you can modify are available below. You can add details about your event to one of these templates or write your own release, if you prefer.
Depending on the outlet you are contacting, look to also include:
- references to other events taking place in your country (or continent);
- comments from relevant government departments (health, agriculture and/or animal health);
- national statistics or information about rabies – or discuss the lack of information as a barrier to saving lives.
If you are organizing a large event it may be worth holding a press conference. This is a good way of highlighting your work around rabies prevention and building awareness of the issues. It can also help to build support to influence the government to take action around rabies. There is more information about organizing a press conference later.
Background information on rabies is available in Appendix 3.
1b. When are you going to contact them?
World Rabies Day is on a Thursday this year. We recommend that you send your press release out one week before your event. If your event is taking place on World Rabies Day (September 28) then submit your release on September 21. Follow up again with a telephone call a couple of days before the event.
1c. Who are you going to contact?
Finding the best people to contact is sometimes challenging. It is often worth making enquiries about who to contact during your planning stage. Study the publications you plan to approach. These could be local or national newspapers, relevant magazines and websites, and TV and radio news channels. Note the names of journalists who have covered other public health related issues.
1d. Why will they be interested in your story?
This is an important question to ask yourself. To answer it you need to think about who you are contacting, who their audience is, and how you can tailor your approach to their needs. It may sound obvious but local outlets will be interested in local stories, national outlets will require details of national significance, publications aimed at young people will want a story that appeals to their audience, and so on. You can use the Key Messages above, and Appendix 3 to help you to add relevant details.
1e. Where are they and how are you going to contact them?
Think about inviting local journalists to attend your event. They are more likely to come if you have dignitaries, celebrities, or performers coming too.
Most press releases are sent via email and this is quickest and cheapest. However, journalists often receive thousands of emails a day and they don't have time to read them all. If you are sending your press release via email, make the subject line as relevant and interesting as possible.
Alternatively, a traditional letter can stand out as something different and attract a journalist's attention long enough to engage them in your story.
Whatever you do, follow up with a telephone call later in the week to see if they have had a chance to read the press release and ask if they want more information.
2. Radio and TV
A popular event for World Rabies Day is a question and answer session in which people talk about their experiences of rabies and can ask questions. It is also a great way of dispelling myths about rabies.
Doing this as a phone-in on a local radio station multiplies the impact of the discussion. If you are thinking of doing this, contact your local radio station underlining the public health importance of the subject.
Try to make sure you have at least one expert to answer questions, more if possible. Have a back-up plan in case there aren't many callers including
- a script of things to say and stories to tell about rabies and rabies prevention;
- arranging for volunteers to call in with pre-prepared questions.
You may find our Frequently Asked Questions and news feed helpful for this.
- Frequently asked questions
http://rabiesalliance.org/resources/search?type=905
- News feed https://rabiesalliance.org/media/
3. Press conferences
There needs to be a good story around the conference for media outlets to be prepared to send someone to a press conference. Some examples of things that can attract media interest are
- Having a celebrity at the press conference
- Having a press conference in conjunction with another event, such as a special mass vaccination or public awareness campaign. It will help if you can position your event as something out of the ordinary, possibly in terms of the numbers covered, or a new area or audience. (See our ideas document for some options.)
- Introducing new data about rabies prevention or highlighting the urgent concerns that need to be addressed in your area – a call to action could be included.
You could also have high-quality photos or video that will only be released at the press conference.
3a. Structure of the press conference:
- Keep it short – journalists can be very busy and you want to get the whole message across quickly.
- If you have a celebrity, make their appearance the main part of the press conference.
- Make a short statement about the issue you want to highlight and then allow questions to a panel. The panel could include a celebrity, government officials who are responsible for the issue, and someone from your organisation.
- Don't have more than two or three speakers, and they should speak for a maximum of 5 minutes each.
3b. Checklist before the press conference
- Provide enough notice – advertise your press conference at least a week in advance – send out a release to the media that includes:
o Location
o Date and time
o Speakers (highlight celebrity if you have one)
o The main theme
o Contact details
- Call the main media channels after you have sent this out, to encourage them to attend and try to get an idea of the numbers attending.
- It is worth checking the best time to hold a press conference in your area, but either 10-11am or 2:30-3pm seem to be the times when you get the most journalists to a press conference.
- Location – ensure that people can find it easily, that there is space for parking, and that there are banners or signs near the venue. Also, check the lighting and sound system, seating arrangements, make sure you have a backdrop, interview space, exhibition space (if you plan to have one) and power outlets for camera crews.
- Speeches for the media:
o Keep speeches short – 5 minutes maximum – make sure you say the parts that you want the media to quote.
o Distribute the key statement to journalists when you start the conference – this allows them to choose what they want and helps to avoid being misquoted.
o If you do want to use a long speech, give it out as a hard copy, but don't cover the whole thing at the conference.
o Avoid too many speakers as this can complicate and confuse the messages.
- You should have a chairperson to introduce speakers, explain the process, answer questions if needed and keep to deadlines.
- Put out refreshments such as tea, coffee and snacks. Designate one or more staff members to welcome people and take their names and contact details – these can be added to your media contacts database for future stories.
- Media pack – give each journalist a media pack at the beginning of the conference that contains all the necessary information. It can include:
o Printouts of the main speeches.
o Information about your organisation and work, particularly the issue you are focusing on at the press conference.
o Background information about rabies in your area.
o Background information about World Rabies Day.
o Press release – this should include all the best quotes. Also send it to journalists who did not attend the press conference.
o Photos.
You can use information from this manual in your pack.
- Have one of your staff or volunteers take photographs and also write a story about the release for your website or newsletter. You can also send out some of these photos and the story to journalists who did not attend the conference.
Press Conference Checklist adapted from Amnesty International Campaigning Manual
4. Social Media
More and more people are using social media to find information about health and you can use social media to promote your World Rabies Day activities. If you're talking about or looking for World Rabies Day on social media, please hashtag (#) #WorldRabiesDay.
This section provides an outline of how to get results from social media for those who are not familiar with Facebook and Twitter.
How to get results: Partner, Promote, Cross-Promote
The interactive nature of social media provides an ideal opportunity to share your World Rabies Day messages with current, new, and emerging audiences. Reaching these audiences via social media involves three steps: partner, promote, cross-promote.
- Partner - Establish relationships with organizations involved in rabies prevention and overlapping issues.
- Promote - Distribute your messages to them.
- Cross-promote – Share your partners' messages (where you feel comfortable doing so) and engage your audience by responding to their posts.
The following table provides a snapshot of some strategic ways to use Facebook and Twitter.
| Social Media | Partner | Promote | Cross-promote |
|---|---|---|---|
| Facebook | | | |
| Like | Find and like | Send periodic | Respond to other |
facebook.com/Glo balAllianceforRabie sControl
Twitter
Follow @rabiesalliance organizations with a similar interest in rabies, e.g.
- Health departments
- Colleges of public health and veterinary medicine
- Human and animal healthcare organizations
- Animal welfare organisations
Seek out and follow other organizations with an interest in rabies, e.g.
- Health departments
- Colleges of public health and veterinary medicine
- Human and animal healthcare organizations
- Animal welfare organisations
messages about rabies to all friends
- Write a note to your wall to promote an upcoming event and encourage your friends to participate
- Post educational and/or awareness messages
- Update your status to include a countdown to your rabies event and/or World Rabies Day
Send periodic tweets to promote upcoming events or initiatives. Use hashtag #WorldRabiesDay
Remember a tweet is a maximum of 140 characters but can include images and links to other webpages.
Tweet event updates in real time.
Tweet about local or national rabies stories.
people's posts about rabies related information
- Use current friends as a way to engage with new collaborators
- Highlight other World Rabies Day events and use them as an opportunity to promote yours.
Retweet tweets from @rabiesalliance and any other rabies related tweets.
Include @rabiesalliance in tweets that are relevant to rabies.
Follow media outlets that have twitter pages. Watch for opportunities to contact them about your rabies events.
Appendix 1: Modifiable press releases
MODIFIABLE PRESS RELEASES
Use these press releases to interest the media in your event. The text marked in red needs to modified or deleted to suit your event or organization.
OPTION #1
[Your Organization's Information/Letterhead Here]
For Release:[For Immediate Release or Embargoed Until] Contact:[Name, Phone Number & Email]
Rabies: Zero by 30 [insert town/city/county] joins World Rabies Day 2017
[City, State & Date] – World Rabies Day, a global campaign to help prevent the spread of the world's most fatal disease, received a boost today in [insert name of city], when supporters pledged to take action in their neighborhoods.
World Rabies Day is being facilitated by the international charity, Global Alliance for Rabies Control, and the global series of events will culminate on September 28 – World Rabies Day. This year's theme is Rabies: Zero by 30, reflecting the global goal of reaching zero human deaths from dog-transmitted rabies by 2030.
In [insert name of city], activists will add to the momentum by [What local organization is doing, where and when (e.g., rabies vaccination clinics, educational seminars, events, etc) will take place at/on (locations, dates and times]. [Insert who is invited to attend, etc; include fee information, or free services, etc].
[Optional – add supporting quote from an organization executive here]. "Rabies is a global problem that we can all play a role in defeating." says [insert name and title.]
The aim of World Rabies Day's theme, Rabies: Zero by 30, is to raise awareness of the goal of and progress towards eliminating rabies deaths by the year 2030. According to Professor Louis Nel, Executive Director of the Global Alliance for Rabies Control, "We have come a long way in the past few years in finding a global consensus for rabies control and elimination. The prospects for maximising our cumulative efforts have never been more promising. Now is the time to grasp a unique opportunity to ensure that we eliminate human deaths from canine rabies by 2030."
Additional information is available online at [Your organization's WRD web page] and at www.rabiesalliance.org or by calling [Contact Name and Number here].
###
[Organization Name] [Contact Name]
[Address (Street, City, Zip)] [Phone #] [Email/Website]
[Contact Title]
[Send with background information below.]
OPTION #2
[Your Organization's Information/Letterhead Here]
For Release:[For Immediate Release or Embargoed Until]
Contact:[Name, Phone Number & Email]
[Organization Name here] takes local action as part of global World Rabies Day campaign
- Rabies is preventable but continues to cause death and suffering to people and animals.
- Fresh global calls for medical and veterinary services to work together and recognize multiple benefits of eliminating rabies.
- Local activists make the difference in global challenge.
[Place & Date] From America to Zimbabwe, people are promoting rabies awareness and prevention this World Rabies Day, September 28. Most efforts are local, some are national, and together they form an international movement to put an end to the suffering that rabies brings.
"Professor Louis Nel, Executive Director of the Global Alliance for Rabies Control, which coordinates World Rabies Day, said, "Vaccinating animals saves lives. Global elimination of rabies is possible. This year's theme, Rabies: Zero by 30, reflects the commitment of all the global agencies (WHO, OIE, FAO) along with GARC and its partners to reach the goal of zero human deaths from dog-transmitted rabies by 2030."
[What your organization is doing, where and when (e.g., rabies vaccination clinics, educational seminars, events, etc.) will take place at/on (locations, dates and times]. [Put who is invited to attend, etc; include fee information, or free services, etc].
[Insert a quote from your organization.]
###
Additional information is available online at [Your organization's website address or the event page on the rabiesalliance.org website (please register your event at https://rabiesalliance.org/world-rabiesday/register to create this)] and at http://rabiesalliance.org/world-rabies-day .
[Send with background information below.]
About rabies
Around 59,000 people die from rabies annually, with over 99% of these deaths occurring in Africa and Asia, as a result of being bitten by an infected dog. Up to 60% of all dog bites and rabies deaths occur in children under 15 years of age.
Dogs are major victims of the disease too; millions are killed every year as a result of mass culling through misguided attempts to curb the disease.
Rabies is 99.9% fatal, but it is also 100% preventable. Eliminating the disease by vaccinating dogs protects them and stops transmission to people. But despite the existence of effective, relatively lowcost solutions to control animal rabies, people and animals are still dying.
About World Rabies Day
World Rabies Day, held on September 28 every year, was initiated by GARC in 2007 to create a global opportunity for people to unite in rabies prevention. Since then, it has grown year on year, with hundreds of thousands of people organizing and participating in local, regional and national events, on or around September 28 - and at other times of year too. Learn more at http://rabiesalliance.org/worldrabies-day/
About Global Alliance for Rabies Control
The Global Alliance for Rabies Control (GARC) is a leading non-profit organisation that aims to eliminate deaths from canine rabies by 2030, by working with governments, veterinary, public health and educational experts and communities to facilitate policy change and build capacity to eliminate rabies in areas hardest hit by the disease. For more information about rabies and GARC's work , visit http://rabiesalliance.org.
Appendix 2: Public Service Announcements
General Radio PSA
Every year around 59,000 people die from rabies, over one person every ten minutes. Rabies is 100% preventable and prevention starts with the animal owner. Join us on September 28 th in promoting rabies prevention awareness and education by celebrating World Rabies Day. Let's end rabies together! To learn more or to get involved visit www.rabiesalliance.org. That's www.rabiesalliance.org
Modifiable Radio PSA
Every year around 59,000 people die from rabies, over one person every ten minutes. Rabies is 100% preventable and prevention starts with the animal owner. In honor of World Rabies Day, please join the [Agency Name] on [Date & Time] at [Place] in promoting rabies prevention awareness and education by participating in [Event]. [Who is welcome and fees or free]. Let's end rabies together! To learn more or to get involved in this initiative please call [Phone #] or go to [Web site]. That's [Repeat Phone # and/or web site].
Appendix 3: Background on rabies
Overview
Rabies has been terrorising humans and animals for 4,000 years. It is a zoonotic disease (transmitted between animals and humans), usually via a bite wound inflicted by an infected animal, although scratches may also be a risk. More than 99% of human cases are a result of exposure to a rabid dog.
Rabies is currently responsible for 59,000 human deaths per year, in addition to the deaths of millions of dogs due to both the virus and indiscriminate culling prompted by fear of the disease.
Annual economic losses because of the disease are around 8.6 billion US dollars, mostly due to premature deaths, but also because of spending on human vaccines, lost income for victims of animal bites, and other costs.
Prognosis
Following exposure to the virus, the onset of symptoms can take anywhere from a few days to over a year; however, the average is 1 to 12 weeks.
The first symptoms of rabies are similar to those of the flu. As the disease progresses, the person can experience delirium, abnormal behaviour and hallucinations, as well as the famed hydrophobia and foaming at the mouth (related to the paralysis of swallowing muscles).
Once symptoms manifest, rabies is 99.9% fatal with only a handful of survivors ever recorded. However, if people are given a course of vaccinations immediately after exposure to a rabid animal and before symptoms become evident, the disease can be prevented.
Prevention
Rabies is preventable. The tools and science to halt the extensive suffering, loss of life, and financial burden of rabies already exist.
Geography
Although rabies is found on every continent, except Antarctica, it is well controlled or even eliminated in most developed countries. Today over 95% of human victims are from Africa and Asia, most from marginalised and impoverished rural communities. The World Health Organization considers rabies one of 17 Neglected Tropical Diseases.
Rabies has been known to decimate numbers of endangered species, for example the Ethiopian Wolf.
A neglected disease that perpetuates poverty
Rabies is a preventable disease that overwhelmingly afflicts the poor, both in terms of its death toll and the financial burden associated with the disease.
With a survival rate of less than 0.1%, those exposed to the virus face a stark choice: go in search of post-exposure prophylaxis (PEP, the series of vaccines and immunoglobulin that prevent the onset of the disease) or die. In some cases, PEP costs more than the monthly household income and families are known to either go into debt to pay for PEP, or sell livestock on which they depend for income; both are options that negatively affect families' future prospects.
Dogs
Countless animals die after suffering the horrific clinical symptoms of rabies. Dogs also suffer from a second tragedy: fear of rabies transmission from dogs regularly prompts dog culls in which animals are killed indiscriminately. This creates a territorial vacuum and encourages new dogs to move into the area, before the process starts again. World experts agree that dog culling does not stop rabies.
Some key challenges to rabies prevention
- Lack of awareness – this is a problem at all levels of society, from those most at risk to governments.
- Lack of coordination – as a zoonotic disease, prevention often falls under the remit of various agencies. To get sustainable results, it is essential that these agencies are joined-up in their approach the problem.
- Lack of data –Accurate surveillance (or monitoring) of rabies incidence is critical to a true understanding of the actual burden.
- Lack of capacity – this includes knowledge, the sufficient availability of quality vaccines and immunoglobulin (at a price people can afford), and networks to support supply.
Preventing canine rabies is the key to saving human lives
Canine vaccination is the key to preventing the disease in humans by stopping the disease at its source. The immunity of vaccinated dogs (and other domestic animals) also offers a barrier of protection between potentially rabid wild animals and people.
All dogs and cats should regularly be vaccinated against rabies, where required by law.
What to do when an animal bites someone:
- A dog or cat that bites a person needs to be examined by a veterinarian immediately.
- The animal may require monitoring for 10 days.
- Report any illness or unusual behavior by the animal to a veterinarian immediately.
What to do when your animal gets bitten by another animal:
- Consult your veterinarian immediately and have your veterinarian examine your animal and assess your animal's vaccination needs.
- Contact local animal control if the bite was from a stray or wild animal.
Monitor your animal for a specified time period by state law or local ordinance (usually at least 45 days) if an unvaccinated or wild animal bit your pet.
Steps in case of exposure
Following exposure to rabies, time is of the essence.
- The wound needs to be washed thoroughly with soap and running water for at least 15 minutes.
- The victim then needs to seek urgent medical care and exposure assessment.
Prompt and appropriate post-exposure prophylaxis after being bitten and before the disease develops can stop rabies infection and prevent the disease.
Post-exposure prophylaxis (PEP) is a course of vaccinations that protects against rabies after exposure to the virus.
It consists of immunoglobulin injections into the wound (these are antibodies against the rabies virus), and a series of rabies vaccinations. The number of vaccine doses and the days on which you receive them may follow a different regimen, but a single dose on each of days 0, 3, 7, 14 and 28 is the most common.
For PEP to be effective, the victim needs both the vaccination and the immunoglobulin treatment.
In some cases, particularly for people who are considered at high risk of exposure, pre-exposure vaccinations (PrEP) are given. If subsequently exposed to rabies, the patient still needs two additional doses of vaccine, on day 0 and 3 but does not need immunoglobulin injections.
PrEP is particularly important for people who are, or will be, far away from medical services.
Appendix 4: Introducing World Rabies Day to your colleagues
This is a short overview of World Rabies Day to help you tell your colleagues all about World Rabies Day and get them involved in events as well.
Rabies: Did you know?
- Fatal viral disease mainly transmitted to humans through dog bites
- 100% preventable by vaccination
- An estimated 5 billion people at risk
- 22 million people exposed annually
- Around 59,000 die every year
- Around half the victims are children
- Every dog bite in canine rabies endemic countries must be considered a risk of exposure, causing anxiety and expense
- Elimination of rabies in dogs would reduce the current number of human rabies deaths by over 95%
Why does rabies still cause deaths?
* Continuous circulation of rabies in dogs
— 99% of rabies exposures are from dogs
— Unvaccinated dogs
— Roaming dog populations
* Lack of awareness on all levels about
– Responsible pet ownership – vaccinating pets, especially dogs
– Need for post-exposure vaccines (PEP)
– Primary wound care
* Rabies vaccines not accessible to all
– Requires cost of travel to clinics with PEP
– Costs of PEP can be prohibitive
Rabies is a forgotten disease of the poor
– A disease where no one survives to tell the tale
– Effectively controlled in economically developed countries & donors have often turned their attention to other diseases
What is World Rabies Day?
WHAT: A day of declaration and action
WHY: To raise global awareness about rabies
To promote education in local communities to control and prevent rabies
WHERE: As many countries as possible
WHEN: Annually on September 28
2017 THEME: Rabies: Zero by 30
*
World Rabies Day 2016
302 events
57 countries
World Rabies Day can help attract:
* International media
* Donor countries and institutions
* International NGOs for capacity building
and encourage
* Professional and community networks to spread rabies prevention messages
Additional resources:
FREE online training course to certify community educators (Rabies Educator Certificate (REC))
Qualified Rabies Educators
– have accurate knowledge to dispel myths in at-risk communities
– raise the profile of the disease
Access this course and others at education.rabiesalliance.org
Logos in multiple languages rabiesalliance.org/world-rabies-day/event-resources/logos
Share your events with the world:
* Register events at
https://rabiesalliance.org/world-rabies-day/register
Only registered events
* are promoted on the GARC website and social media streams
* show the rest of the world the strength and commitment of the rabies prevention movement in your country
They also promote collaboration by making it easy for organisers to find and connect with each other. | <urn:uuid:5360c0ee-c02f-4cab-b1f7-67f92c8dacd7> | CC-MAIN-2017-43 | http://sandbox.ivsa.org.uk/wp-content/uploads/2017/09/WRS2.pdf | 2017-10-20T19:41:35Z | crawl-data/CC-MAIN-2017-43/segments/1508187824325.29/warc/CC-MAIN-20171020192317-20171020212317-00096.warc.gz | 315,539,109 | 9,783 | eng_Latn | eng_Latn | 0.994849 | eng_Latn | 0.998398 | [
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Rembrandt's Prodigal Son
(Lk 15:11-32)
Teacher Sheet
Questions for Class (with suggested answers)
Focus: The Artist as a Teacher
Starter: "A picture is worth a thousand words".
Do you agree?
Whatcana picture teach you?
One minute task, in groups.
What century was this painted?
What is the story being told?
Three things that strike you about this painting.
Class discussion re. response to the painting.
What is the point of it? What is the artist trying to show us? How does he do this?
Questions about the painting.
Distribute questions among groups.
Students to scribe answers of group.
1. Who are the characters at the centre of the painting?
- Father and Lost son
- Main characters are in central part of painting
2. Who are the other characters, off to the side?
- The elder brother, servants, neighbours?
3. What is happening in this painting?
- Father grants his forgiveness: The son wipes his tears as an act of contrition and thankfulness for the forgiveness shown to him by his father.
4. If the Father had a speech bubble , what would he be saying? (write a quote from the story that would fit)
- `'for this my son was dead, and is alive again; he was lost and is found' (Luke 15:24)."
5. Describe the Son's appearance, and what he is doing. Why is he looking in such a sorry state?
- Ragged, ruined, repellent, bald head, like an outcast. Has returned after many wanderings and bad experiences (what ones?) Sunk to the condition of a swineherd, has nothing to offer.
6. What does the Son's body language say about what he is feeling/ thinking?
- Doesn't dare to stand upright, or look up into his father's face. Yet clinging to him and finding shelter. Hiding from the others?
7. Describe the Father's appearance. What does the Father's body language say about him?
- The Father has hurried to meet him before the door and receives the long-lost son with the utmost fatherly love Dressed in red, like royalty. Graciousness, benevolent. Contrast of the rich velvet cloak and son's
Created by: mrumian/2010
sackcloth. Outstretched hands, perhaps stiff with age, yet outstretched to embrace the son – his son is worth the effort no matter what.
8. What is the mood of the painting?
- Stillness, meditation: strong feelings are being processed. (what are those feelings?)
- Very solemn – figures still like statues, giving the emotions a lasting character
- Delicate, sensitive, as though son's return very fragile
9. What effect does the contrast between light and dark have?
- Father and son stand out in light against the darkness – the drama of their reunion; the power of forgiveness overcomes all evil.
- Light shining upon them from outside ?God's grace upon their reconciliation
10. How does the artist show that this painting could be about God, and the way that God forgives us? "the darkness of human existence illuminated by tenderness, of weary and sinful mankind taking
refuge in the shelter of God's mercy."
- Gentle, Unconditional acceptance, forgiveness, Sublime goodness, shelter and safety
Homework
"Artist as a Teacher": Sheet for analysis.
Created by: mrumian/2010
Rembrandt's Prodigal Son (Lk 15:11-32)
Questions for Class.
1. Who are the characters at the centre of the painting?
2. Who are the other characters, off to the side?
3. What is happening in this painting?
4. If the Father had a speech bubble , what would he be saying? (write a quote from the story that would fit)
5. Describe the Son's appearance, and what he is doing. Why is he looking in such a sorry state?
6. What does the Son's body language say about what he is feeling/ thinking?
7. Describe the Father's appearance. What does the Father's body language say about him?
8. What is the mood of the painting?
9. What effect does the contrast between light and dark have?
10. How does the artist show that this painting could be about God, and the way that God forgives us?
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Genetics pre-/posttest
1. Mendels law of ___________________ states that some alleles are dominant over other alleles. (LS3.A; Cause and Effect)
a. independent assortment
b. dominance
c. segregation
d. recession
2. If an offspring is said to be homozygous recessive, which of the following could be its genotype? (LS3.A; Patterns)
a. RrSs
b. TTss
c. Tt
d. ss
3. If you wanted to determine the phenotype of an organism, what procedure would you follow? (LS1.B; Patterns)
a. DNA sequence the parents
b. DNA fingerprint the organism
c. look at the physical characteristics of the organism
d. do a dihybrid cross
4. Who is considered the father of genetics?
(LS3.A)
a. Charles Darwin
b. Gregor Mendel
c. James Watson
d. Francis Crick
5. If a black guinea pig (Bb) were crossed with a white guinea pig (bb) what would be the resulting phenotypic ratio?
(LS3; Patterns; Cause and Effect)
a. 0:1 black to white
b. 1:0 black to white
c. 1:1 black to white
d. 3:1 black to white
6. What is the resulting offspring of different species or varieties called?
(LS3; Patterns; Cause and Effect)
a. hybrid
b. purebred
c. dominant
d. recessive
7. In garden peas, purple flowers (P) are dominant to white (p) flowers, and tall plants (T) are dominant to short plants (t). If a purple tall plant (PpTt) is crossed with a white short plant (pptt), what is the resulting phenotypic ratio? (LS3; Patterns; Cause and Effect)
a. 1:1:1:1 purple tall to purple short to white tall to white short
b. 3:2 purple tall to purple short
c. 9:3:3:1 purple tall to purple short to white tall to white short
d. All purple tall
8. Which of the following describes an organism that has two different alleles for a trait? (LS3; Patterns)
a. heterozygous
b. homozygous
c. dominant
d. recessive
9. Explain how the traits of the parents are related to the traits of the offspring. (LS3; Patterns; Cause and Effect)
Answers may vary, but may be similar to the following: The traits of the offspring are the result of combining the chromosomes inherited from the parents. The traits of the offspring depend on whether the dominant or recessive alleles are passed from parents to offspring.
10. Explain how an offspring may have a trait that is not visible in the parents.
(LS3; Patterns; Cause and Effect)
Answers may vary, but may be similar to the following: If the parents are heterozygous, then each parent has both the dominant and recessive alleles. The dominant allele would be expressed in the parents' phenotypes, but they could pass on the recessive allele to the offspring. If both parents pass on the recessive allele, then the recessive trait would be expressed in the phenotype of the offspring. The offspring's trait would look different from the parents' trait. | <urn:uuid:820a7b96-48b6-4db8-bdff-ee4c9b27e18e> | CC-MAIN-2021-04 | https://static.nsta.org/connections/middleschool/201602PecorePreAndPosttest.pdf | 2021-01-21T17:43:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00408.warc.gz | 563,809,781 | 719 | eng_Latn | eng_Latn | 0.973949 | eng_Latn | 0.987937 | [
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Progression in Maths – Addition
Please note; methods are taught progressively so that children's conceptual understanding of how and, importantly, why a 'method' works is continually developed. Having a range of strategies for children to select from enables every child to be able to succeed when faced with an addition question/problem.
| Year | What will addition look like? |
|---|---|
| R | Practical, counting objects and combining sets. |
| 1 | (a) 3and 2 makes 5 0 1 2 3 4 5 6 7 8 9 10 (b) 3 + 2 = 5 (U+U=) (c) 5 + 3 + 1 = 9 (adding three numbers) + = 4 (Considering missing values) (d) 23 + 7 = 30 (TU+U=) |
| 2 | (a) 52 + 24 (TU+TU=) (b) 61 + 14 = + = 9 (finding missing values) +10 +10 +1 +1 +1 +1 52 72 73 74 75 76 (c) 12 + 7 + 4 = (Continued work on adding more than 2 numbers together) |
| 3 | (a) 186 + 57 = (HTU + TU=) and (HTU + HTU =) +10 +10 +10 +10 +10 +5 +1 +1 186 196 206 216 226 236 241 242 243 (b) 83 + 56 = 80 + 3 = 50 + 6 = 130 + 9 = 139 (c) 67 83 (e) 67 83 +24 42 +24 42 80 120 11 5 11 5 80 120 91 125 91 125 Then check answer (Adding HUNDREDS first ^ ) (Adding UNITS first ^ ) |
| 4 | (HTU + TU = with hundreds first) (HTU + TU = with units first) (a) 625 205 (b) 625 206 + 48 + 176 + 48 +176 600 300 13 12 60 70 60 70 13 11 600 300 673 381 673 382 (Introduction to ‘carrying’ – IMPORTANT TO EMPHASISE ‘carrying a ten’, ‘carrying a hundred’ NOT A ONE!) (c ) 625 367 Use number lines to check answer + 48 + 85 673 452 1 11 |
| 5 | (HTU + HTU =) (HTU+HTU= short hand) (ThHTU+HTU) (Applying method in context) (a) 587 (b) 587 (c) 3587 (d) £ 6.72 + 475 +475 + 675 8.56 12 1062 4262 + 2.30 150 11 111 £17.58 900 11 1062 and use number lines to check answer |
| 6 | (a) 7648 (b) 124.9 + 7.25 + 1486 124.90* * Fill “empty” 9134 + 7.25 columns with zero 111 132.15 to ‘hold the place’ 11 Continue to use number lines appropriately | | <urn:uuid:dcab5446-3f5a-4852-9b45-86ff99be5a6b> | CC-MAIN-2021-04 | https://www.mosleyschool.co.uk/attachments/download.asp?file=187&type=pdf | 2021-01-21T17:11:00+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00409.warc.gz | 877,978,790 | 775 | eng_Latn | eng_Latn | 0.997437 | eng_Latn | 0.997437 | [
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MEDIA RELEASE
11 JUNE 2009
Coral reef charity improves kids' Reef IQ at Sea World
Students throughout Australia can now conduct a coral reef health check without getting wet.
Queensland-based coral reef monitoring organisation, Reef Check Australia launches its new education program for young people at Sea World, Gold Coast, on 18th June. The program has been two years in the making with piloting and reviewing of the program taking place at schools across the state, such as Belgian Gardens State School, Townsville; Mercy College, Mackay and Coolum State School.
Among the activities played-out in the course are classroom-based "surveys" of the reef, allowing children to understand how the Reef Check Australia monitoring methods are carried out. All of these virtual reefs, in the form of photocards laid out along tape-measures on the ground, are actual photographs taken from underwater surveys as part of the Great Barrier Reef Community Monitoring Program. Future releases of surveys will include images from the new South East Queensland Monitoring Program, covering sites from the Sunshine Coast down to the Gold Coast.
Final drafts of the complete education program have been enthusiastically received by key players in marinebased education, such as Project AWARE Kids; Sea World, Marine Teachers Association of Queensland (MTAQ), and the Great Barrier Reef Marine Park Authority (GBRMPA). All have agreed that their members would benefit from the materials available and will be promoting the program independently to their contacts. Great Barrier Reef Marine Park Authority acting Director of Communication and Education, Fred Nucifora, said Reef IQ would be made available to more than 150 Reef Guardian Schools throughout the Great Barrier Reef catchment: "This is a fantastic educational resource for schools and will help foster a greater appreciation for the Reef."
In an effort to ensure that the maximum benefit is gained by schools, partnerships have been fostered with Catholic Education, Independent Schools, Queensland Education and the Marine Teachers Association of Queensland (MTAQ). Sheree Bell, Vice President at MTAQ says: "We believe that the Reef IQ project will provide a unique and educationally beneficial teaching and learning experience for students at all stages of learning. There is a great need for resources such as these that provide teachers and other community leaders with valuable, activity-based materials to support the environmental education of young people. This program will provide young people, as future caretakers of the environment, with an enhanced capacity to protect Australia's natural environment."
The program is aimed at children from seven to 14 years and is linked into key curriculum outcomes for all states. The complete program, including teachers' guide, factsheets, powerpoint presentations, activity materials and a fun Reef IQ game, will be available on the Reef Check Australia website and can be downloaded free of charge after the initial launch. The schools tailored package includes two courses, Coral Reefs and Sustainability, and Coral Reef Monitoring for Management.
Teachers will appreciate the truly comprehensive nature of the courses, which impart current, relevant information through fun and engaging activities, set out in an inquiry-based learning framework. Children will enjoy the unusual activities, such as finding out how a crayfish finds his dinner, using drinking straws as antennae: learning how to assess the health of a coral reef through simulated surveys; and thinking about a "My Sustainability Action Plan" that they can carry out through the term.
1
Federally-funded in part by the Australian Government's Caring for our Country, the program will have a soft launch in Queensland this month, followed by the development of a specially-tailored indigenous version of the courses over the next quarter, thanks to funding from The Myer Foundation.
Reef Check Australia hopes that the program will roll-out to a national audience within the next twelve months. Jo Roberts, Education and Outreach Officer at the charity believes, "It is our vision to raise awareness of coral reefs, their ecology, the threats they face and how humans can mitigate these threats on a daily basis, for a sustainable future. It is crucial that all Australians become more enlightened about these issues from a young age, not just those living in coastal areas."
For more information and to download materials, visit http://www.reefcheckaustralia.org/for-teachers.html .
Launch event
Where: Shark Bay, Sea World
When: 18 June
Time: 9-1030am
Reef IQ is an education initiative from Reef Check Australia.
Reef Check Australia
Reef Check Australia is an award-winning, not-for-profit organisation combining education and research to result in the protection and rehabilitation of the world's coral reefs. Established in 2001 by one passionate individual with a strong vision, the charity has inspired over 100 volunteers to train using a scientifically standardised protocol in established monitoring techniques and now collects and distributes valuable data on reef health to marine resource managers and the wider scientific community. This data can provide vital earlywarnings of a decline in reef health.
With a professional approach and recognised integrity, Reef Check Australia works in collaboration with community and industry partners to raise awareness, both locally and further afield through education and participation programs, about the effects of climate change and human impacts on the resilience of the reef.
Support from a number of industry professionals, along with some valued sponsors and several hard-working volunteers all make our current projects possible but, in order to succeed in our mission, we need to do more. As a charitable organisation, donors can make fully tax-deductable gifts to help Reef Check Australia take positive action towards reaching environmentally sound and economically sustainable solutions to the real challenges of coral reef conservation.
Our Mission:
To promote healthy local coral reefs through scientific research, community education and marine conservation.
Objectives:
1) The generation and publication of select coral reef data that is highly valued by scientists and marine managers.
To ensure a sustainable future for the Australian and Indo-Pacific region's coral reef ecosystems by:
2) The establishment of reef monitoring programs that are accessible to a wide range of the population and yet still produce valuable data.
4) For the majority of Australian adults and children to understand the importance of coral reefs and be able to tell you what they can do to help protect them.
3) The establishment of a coral reef health database for Australia and the Indo-Pacific region that is integrated in to the global Reef Check network.
5) Development and implementation of cutting edge training programs to enhance the value of the data collected by volunteers.
7) Meaningful participation by local communities in the promotion and maintenance of coral reefs through Reef Check Australia programs or use of the database.
6) Quality marine-based education programs for local communities.
2
8) Promotion of the sustainable use of coral reefs through partnerships with governments, researchers, businesses and community groups.
10) Promotion of the Reef Check Australia brand.
9) Raising public awareness of the economic, ecological and social value of coral reefs.
11) Financial sustainability of Reef Check Australia.
For more information or to get involved check out our website at www.reefcheckaustralia.org.
For further press information and photos please contact Gemma Routledge at Reef Check Australia via email, firstname.lastname@example.org or telephone (07) 4724 3950.
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The licensor cannot revoke these freedoms as long as you follow the license terms.
You have to refer to this work as follows:
Frans R., Tamassia L. , Andreotti E. (2015) Quantum SpinOff Learning Stations. Art of Teaching, UCLL, Diepenbeek, Belgium
Quantum Spin-Off is funded by the European Union under the LLP Comenius programme
(540059-LLP-1-2013-1-BE-COMENIUS-CMP).
Renaat Frans, Laura Tamassia, Erica Andreotti
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Learning station IV: Wave Particle Duality
1 Wave Particle Duality: fundamental to light and matter
In the 19th century it became clear that light was a wave phenomenon: a wave of electric and magnetic fields. But soon after it turned out that this did not exactly reveal the true nature of light.
What would you expect to see on the screen if light arrives as particles? ...............................................
What would you expect to see if dimmed light arrives as waves?
………………………………………………………………
In the double slit experiment we saw that light can't be just waves nor particles: it does not arrive as particles (which would yield two bands) and not as waves either (which would produce an interference pattern that fades away): the interference pattern is made up particle by particle (learning station I). It looks like the light particles agree how they will arrive: in an interference pattern of waves. Thus, the light seems to be somewhat of a particle and a wave at the same time.
The same seems to go for matter: electrons, neutrons and even molecules.
Can we perceive electrons or light in the double slit experiment as merely consisting of little balls? (YES/NO)
Can you compare the results of the double slit experiment with electrons to that of light? Is it comparable or not?
We thought before that at least matter would be matter-like, but even small matter particles do not arrive as separate bands after the slits. They built up an interference pattern like waves. So matter seems to have wave-like properties too.
Physicists call this unimaginable property of nature, the wave-particle duality. The strange nature of light is clearly not consistent with the classical view of being either particle or wave.
Wave-particle duality is a fundamental principle of light and matter
In nature, there is apparently a kind of symmetry between light and matter.
Electrons and photons in the 2-slit experiment arrive one at a time, but the pattern formed by these particles is an interference pattern, caused by the wave characteristics of these particles!
This wave-particle duality seems to be a fundamental principle in nature. Quantum mechanics has really changed our way of thinking about the nature of the world.
From the double slit experiment for light of low intensity, it is evident that light shows wave and .............................. properties.
From the double slit experiment for electrons, it is evident that electrons show particle and .............................. properties.
The particle model and wave model are complementary, and the reality is more complex than either of the two models can describe on its own. Wave-particle duality is a new fundamental characteristic of light and matter in physics. It is a characteristic brought by modern physics as opposed to classical physics.
2 Quantum Theory of light and matter
Einstein supposed that the energy of light can only be 'exchanged in small packets or quanta'. So not continuously as you would expect from waves. In other words the energy of the electromagnetic field cannot vary continuously, but only in small discrete jumps, called quanta . The energy quanta (or the particles if you like) of the electromagnetic field are called photons.
2.a Electromagnetic waves and their energy quanta: photons.
Max Planck discovered the precise relationship between the energy of a photon, and the frequency of the electromagnetic wave. The famous Planck-Einstein relation gives the precise size of every energy packetof the electromagnetic field for every frequency of that field:
f h E.
(1.)
where h is a very small but fundamental constant of nature that indicates the fine granularity of light in quanta: the value of the Planck’s constant h= 6,63 × 10 -34 J . s
a) Calculate the value of the quantum of light for yellow light which has a frequency of f =5 x 10 14 Hz
E = .......................................................................................
This is the smallest quantum of energy that can occur in nature for light of this frequency .
b) Calculate the energy of three yellow photons:
E = .......................................................................................
The energy of yellow light cannot take any arbitrary value but is always a (integer / not integer) multiple of the photon energy that you calculated above in a). The energy of light is not continuously variable, but is quantized.
But because light consists of an electromagnetic vibrating field, we conclude that the energy of the electromagnetic field itself is quantized. The energy can be issued only by the field per photon, thus in packets.
Experiment: in the hands-on experiments that go with these learning stations there is an experiment where you can determine Planck's constant by measuring the different voltages at which red, yellow, green and blue LEDs light up.
Technology: The fact that light is detected as energy quanta is used in every digital camera. In learning station VI you can learn about that application.
2.b Matter waves and quanta
Ok, the light particles we see are in fact energy packets of the electromagnetic field. But does the symmetry between light and matter goes so far that matter particles can be considered as the quanta of some sort of field too?
Years before the double slit experiment for electrons was performed, the French physicist Louis de Broglie predicted the wave properties of matter. Louis De Broglie believed in the symmetry of nature. Because electromagnetic waves interact in discrete quanta of energy (which we perceive as photons), it
was clear to him that the opposite would also hold: particles of matter, up till then not considered to be the quanta of a field, should be viewed in this manner as well.
So De Broglie postulated the existence of matter waves. Thus he was also the first to propose the wave nature as a fundamental property for matter. Moreover De Broglie could write down a precise relationship that connected this matter field to the normal properties of matter like mass and velocity.
In this expression, De Broglie establishes a link between mass and velocity of a particle, and wavelength.
The product of mass and velocity is called linear momentum and is noted as 'p'. So
p mv
(2.)
Momentum is a classical property of particles also known in Newtonian mechanics (e.g. a truck at low speed can have a momentum as large as a small car at high speed).
On the other hand a property of waves is the wavelength. De Broglie now connects these previously incompatible properties of particles and waves in a precise relation:
Do you notice that in De Broglie's relation the particle and wave nature of matter are precisely connected through the tiny constant of Planck which acts as a proportionality constant?
The wavelength of (a quantum of) matter is inversely proportional to its linear momentum.
Particles that have a large amount of momentum, therefore, have a (LONG/SHORT) wavelength.
For an electron the de Broglie relation states: p = h / λ, where p is ......................... of the electron, and λ is the........................ that is connected to the electron.
How is it that we can observe (e.g. in the double slit experiment) the wavelength of an electron and that we don't notice the wavelength of a ball? Let us calculate the wavelengths of the two particles with the De Broglie relation.
a) Calculate the De Broglie wavelength of an electron with a speed of v=6 × 10
6
m/s.
(You need the mass of the electron. Go look it up!) m
e-
=………………………kg
λ= … ……………
b) Calculate the De Broglie wavelength of a ball with a mass m=0,20 kg and a speed v=15 m/s.
λ= …… ……………………
c) Compare these two wavelengths with the wavelength of light (look back to one of the previous learning stations where we talked about the electromagnetic spectrum):
The wavelength of visible light ranges between ………………
The wavelength of a normal ball is ………………than the wavelength of visible light.
The wavelength of an electron is ……………… than the wavelength of visible light.
d) What is the reason why we don’t observe the wave characteristics of a normal ball (not even in a sophisticated lab)?
But what kind of a wave is a matter wave? Let's try to find an answer.
3 Quantum Fields
3.a Intensity of the waves gives the probability to dectect quanta
Let us look to the double slit experiment again, this time with the hypothesis of De Broglie that a field is connected even to matter.
How can we explain the interference pattern? The waves of the field connected to the electrons or neutrons can pass through both slits and these waves can indeed interfere with themselves. Thus, the superposition of both waves (one from each slit) is responsible for the creation of an interference pattern of maxima and minima. We know already that maxima occur on places where the path length difference is such that the wave originating from one slit is in phase with the wave coming from the other slit (constructive superposition). In other places, the path length is such that destructive interference occurs between the two waves.
Figure 2 Quantum Theory assumes that a field is connected to particles like an electron. The waves of that field pass through the slits and interfere (constructively and destructively) in different places. Where the amplitudes are large there is a large chance that a discrete and local energy packet is given off by the field. That is what we observe as a particle.
But the new insight is that where the maxima of the waves occur, it doesn't mean there will be a particle detected for sure. In places where the amplitude of the field is maximal, i.e. in the interference maxima, there is just a high probability that an energy packet is released by the field. Thus, in case of the electron double slit experiment, on those maxima there is a high probability that an electron emerges.
The intensity of the field gives the probability that a quantum of the field can be detected.
This fundamental property of probability explains the random appearance of the spots ('particles') in the double slit experiments. The precise appearance of an electron cannot be predicted, only the chances.
In the case of a double slit experiment for light, the same physical meaning holds for the electromagnetic field: the maximum number of photons occur on places where the intensity of the field is maximal: on those places there is a high probability that a photon can be issued by the field.
It was the German physicist Max Born who came up with this 'probability interpretation' of the intensity of the field. This might sound quite spooky and at first many physicists didn't believe it could be true, but it turned out to be the way nature works. That's why quantum waves are called 'probability waves'. It is the probability that varies, the probability that a quantum of energy (which we perceive as a particle) emerges from the field.
3.b A particle as a wave packet
A consequence of the wave nature of matter is that particles are not fully localised as they are in classical physics. In Newtonian mechanics a particle has a determined position and velocity. But due to the wave character of particles, the location and velocity is more 'smeared' out. Let us see what this means exactly.
In Quantum Theory you should think of a particle as a wave packet like you see in the figure above (or 'on the left' or right, depending on where you place the picture). A wave packet consists of a sum of different waves that constructively superimpose in a certain region. Further away the different waves that sum up, have phase differences that cancel each other out. As a result the particle has a probability of being detected only in a limited space.
Look at this example: two waves sum up to form a third wave which is the wave packet. Here the 'view' is limited to 2 dimensions. Do you see that the wave packet is maximal in the middle and fades away at the edges? It is all done by adding just two waves with the same constant amplitude: wave 1 has a wavelength that fits 4 times in the length L. Wave 2 has one cycle more so its wavelength fits …………… times in the length L. Do you see that the two waves show (constructive/destructive) interference at the two edges? In the middle they interfere (constructlively/destructively).
Exercise with the Phet applet
You can further examine how waves sum up to a wave packet in the Phet applet 'Fourier': https://phet.colorado.edu/en/simulation/fourier
Try to obtain the above situation with two waves that differ one cycle over the length L.
What possibility did you choose?
Number of cycles of wave 1:
………………….
Number of cycles of wave 2:
………………….
Now try to make the particle more localised. Can you do it by adding more waves?
By adding more waves with slightly a different number of cycles, there is more and more
(constructive/destructive) interference further away. Only in the middle the waves sum up (constructively/destructively).
In fact the French mathematician Fourier proved you need to add an infinite number of waves with slightly different numbers of cycles.
Possible packets that could arise further away are 'killed' by adding more properly adjusted waves. So only the central packet remains. That's where the highest probability is for measuring a particle. However, there is still some probability of finding the particle around that central area, where the sum of the waves is not zero. So can we say with certainty where the particle is? …………………………………………………………
Look back to the example: what can we say about the position of the particle, based on these considerations about probability? In other words, what is the "indeterminacy" or uncertainty of the position of the particle? .............................................
Before making a measurement, the particle is said to be in a "superposition state": this is a consequence of the wave nature. For example, when we perform a double slit experiment, we cannot know through which slit the particle will go, i.e. we do not know the position of the particle. However, when it interfers with the screen behind the double slit, then it appears in a precise position: we have made a measurement and the "superposition state" is gone away, i.e. the particle is in a well determined state as a result of the measurement.
3.c The Heisenberg indeterminacy principle
i) Indeterminacy in a particle's position and momentum
So a particle is not fully localised before it is detected, and there is no way of predicting 'where the particle actually is' like we are used to in classical physics. The consequence of this is that, unlike In Newtonian mechanics, we cannot determine the position and velocity of a particle at the same time. There is kind of a trade off: the more you know about the particles position, the less can be known about its velocity. Werner Heisenberg revealed that there is a precise indeterminacy relation between position and momentum (which is, as you recall the product of …………… with ………………). It is not a question of a bad measurement procedure that you can improve. It is an intrinsic property of particles: you cannot determine their position precisely because they have no precise position before a measurement. Now let us see how this is simply a consequence of the nature of the particle as a wave packet.
Reasoning for the particular case of two waves differing one cycle
Let us take show, at least for the case of the superposition of two waves that differ one cycle (over the length L), how this leads to indeterminacy
The number of cycles can be found by dividing the length L by the wavelength λ. So,
𝐿 𝜆
= 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑦𝑐𝑙𝑒𝑠 𝑖𝑛 𝑙𝑒𝑛𝑔𝑡ℎ 𝐿
Because the difference in cycles in this particular case is 1, we can write that the difference
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑦𝑐𝑙𝑒𝑠 𝑜𝑓 𝑤𝑎𝑣𝑒 2 𝑖𝑛 𝑙𝑒𝑛𝑔𝑡ℎ 𝐿− 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑦𝑐𝑙𝑒𝑠 𝑜𝑓 𝑤𝑎𝑣𝑒 1 𝑖𝑛 𝑙𝑒𝑛𝑔𝑡ℎ 𝐿= … … … … ?
Or in symbols:
Now we bring in the De Broglie relation which is: ………………………….
and replace
1 𝑝
𝜆 𝑛 by ℎ
So we get: 𝐿𝑝2 ℎ − 𝐿𝑝1 ℎ = ⋯…
Or:
Now, looking again at the example above, L is the indeterminacy of the wave packet (or the particle if you like), which is commonly noted as Δx.
And (p2-p1) is the indeterminacy of the momentum (mass times velocity) of the particle, mostly noted as Δp. This will indeed give the range of possible values (states) that the momentum of the wave packet can have.
So we get the following indeterminacy relation (check if your result is the same as below):
In our particular example of the superposition of 2 waves, we end up with a wave packet that is smeared out over L (or Δx). Due to the De Broglie relation where the wave is connected to a particle's momentum p, this implies a Δp too. So the product of the indeterminacies is at least h in this case. h is the minimum possible value for the case of adding the two waves. So we should write "≥"
Δx . Δp ≥ h
General indeterminacy relation
A more general deduction than the above, points out that the product of the indeterminacy of position and momentum of a particle has to be larger than h/4π
Δx . Δp ≥ h/4π
This is the famous Heisenberg indeterminacy principle which states that you cannot determine a particle's position and momentum deliberately accurate, not because of the shortcomings of your measuring instruments but simply because of the intrinsic wave character of particles. The particle does not possess an intrinsic accurate position and momentum. The indeterminacy of the product Δx . Δp is always larger than h/2π.
So quantum physics brought us the insight that an absolute determination is not a property of nature (which physicist believed until the advent of quantum physics). On the other hand nature's laws are not totally deliberate either. It is all more subtle and a lot of philosophical implications are still under discussion, about what this all means for our universe and the life it contains.
Exercise:
Let's calculate the indeterminacy in the velocity of an electron that is bound to an atom of 10 -10 m diameter
(Answer: Δv≥ 10 6 m/s ! )
As you can see the question 'what is the velocity of the electron in the atom?' is quite meaningless if the velocity of the electron in the atom is not determined within such a large value. It shows again that the classical Rutherford picture where an electron orbits the nucleus is quite an insufficient scientific model.
ii) Indeterminacy in a particle's energy and time
There is also an indeterminacy trade-off between the energy and the time.
It is also a consequence of the wave character of particles. You can compare this to the situation where you want to determine the frequency of a tone. If you want to do that, you have to listen to the tone (or measure the tone if you like) for a certain time. So there is some relation
Δf . Δt ≥ some value
Ok, this indeterminacy relation holds in classical physics like the physics of sound. You can't determine the frequency of a wave if the wave does not last for at least one cycle, in the case of one cycle Δt=T and since Δf= 1/T the 'some value' will equal 1.
Now since particles in quantum physics have wave character too and the frequency of the quantum waves are related to the energy by the Einstein-Planck equation E=h.f, we get the following result, by replacing f by E/h
And so we get the indeterminacy relation between the energy and the time:
ΔE . Δt ≥ h
The exact form is also in this case
So a particle's energy is only defined within the limits of a certain time interval. You cannot speak of a certain energy of a particle at a given time like you can do in classical physics.
4 Quantum Field Theory
We saw earlier how scientists felt uncomfortable about the idea of 'action at distance' with respect to forces like gravitational or magnetic forces. To make this 'action at distance' scientifically sound physicists introduced the concept of field. Classical fields, such as the electric or gravitational field, are considered as "mediators" of forces (or rather energy). In quantum theory, the idea of field stays and also the notion that fields carry energy. Moreover, the idea of field is also connected to matter itself which is quite unexpected.
In fact, physicists developed quantum theory further in what is known today as Quantum Field Theory. QFT describes in principle everything we observe in the universe (or at least tries to do so): matter and forces. Compared to classical fields (like gravitational or the classical electromagnetic fields) quantum fields can only issue energy in discrete packets or "quanta".
Quantum fields are, like classical fields, defined in all points of space. They may vary over time as a wave, and in this way they can propagate.
For example, a photon may be created as the quantum of an electromagnetic field. But also matter itself, such as electrons and protons are quanta of matter fields. E.g. all particles measured at particle accelerators like CERN in Geneva, are predicted by quantum field theory too.
In the modern view of quantum field theory even forces (with remote action, remember!) are seen as the result of the exchange of energy quanta between fields.
But there are still some problems: the gravitational field still cannot be understood within the quantum field theory. Gravitation is therefore treated as a mere classical field, even in Einstein's general relativity. Physicists have been searching for about 100 years, for a quantum theory of gravity. Everyone hopes that the experimental verification of the Brout-Englert-Higgs boson in july 2012, will give some further outlook on that issue (cf. Nobel Prize in physics for Belgian François Englert and Scotsman Peter Higgs in 2013). New physics might be in sight when seeking for new answers to not yet understood phenomena such as dark matter and dark energy.
But only the future will tell to which new insights and ultimate applications this all will lead.
Concepts in Learning Station IV
5 Complete by adding the missing concepts
Classical concepts:
Momentum is a classical property of ………………………
Wavelength is a classical property of ………………………
The concept of field as "mediator" of forces.
Position and velocity of particles are ……………………………………
Quantum concepts:
The energy of the electromagnetic field can be issued only in ………………………... The energy of light cannot vary continuously, but only in ………………………………, called ………………...
Light has a wave-particle nature.
…………………………………….. is a fundamental characteristic of light and matter.
The energy of the electromagnetic field itself is quantized. The size of the energy packages of this field (the photons) can be calculated with the Planck-Einstein relation: E=h·f, where f is ……………………………………..
De Broglie’s hypothesis connects the particle and the wave nature of matter: λ = h/mv, where λ is …………………………………………………………. and mv the …………………………………………………………….
Quantum field theory: quantum fields can only issue energy in ……………………………………………..
A photon may be created as the quantum of an ……………………………………………………...
Matter, such as electrons and protons, are quanta of vibrating ………………………………………………...
The discrete interference pattern in the double slit experiment is in fact the image of the ……………………………………………… that an energy packet (quantum) is released by the (electromagnetic or matter) field.
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145 Recognizing Literary Symbols
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Universal symbols are symbols that nearly all people can relate to regardless of their culture, time period, gender,
race, ethnicity or religious background. We relate to these symbols because we automatically make connections between the object and the concept or idea that it represents.
Universal Literary Symbols Flashcards | Quizlet
The first thing we have to talk about is what symbolism and symbols mean.. Put simply, literary symbols are objects, actions, places, words, colors, and sometimes characters that signify something different from their original meaning.Symbolism, then, is the use of symbols within a story.. Symbols exist everywhere, even outside of literature.Think about the American flag, for instance.
How to Identify and Write About Literary Symbols With ...
Start studying Common Symbols in Literature. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Study 28 Terms | English Flashcards | Quizlet
Common Archetypes and Symbols in LiteratureAP Lang Gonzo 2. Young Person from the Provinces – This hero is taken away as an infant or youth and raised by strangers. He or she later returns home as a stranger and able to recognize new problems and new solutions. 3.
Archetypes and Symbols - KIRSTEN
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In literature, symbolism is used in stories, fiction, poetry, and other written content. Symbolism is a part of speech in which the actual meaning of something is different than the meaning intended. Other two important parts of speech simile and metaphor also fall in the category of symbolism.
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Symbolism is a literary device in which a writer uses one thing—usually a physical object or phenomenon—to represent something more abstract. A strong symbol usually shares a set of key characteristics with whatever it is meant to symbolize, or is related to it in some other way. Characters and events can also be symbolic.
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Symbols are used often to portray a literal meaning. Symbols can be people, objects, or even places. Examples of a poem and two short stories that use symbolism; each written by a different poet to which I will compare, "I Stop Writing the Poem," a poem by Tess
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ISTEP+ Grade 8 ELA: Recognizing Literary Elements Chapter Exam
Instructions Choose your answers to the questions and click 'Next' to see the next set of questions.
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Review these flashcards to cover some of the most common symbols in literature, and to be able to recognize what they may represent in the literature you read and in your own writing.
Flashcards - Literary Symbols List &
Flashcards | Study.com
What is one way to recognize symbolism in literature? A. The author states the symbol in the first sentence of the book. B. The author frequently mentions the character or object that is a symbol. C. The text that explains the symbolism is underlined. D. The plot reveals the symbolism.
What is one way to recognize symbolism in literature? A ...
You will be able to explain the function of symbolism and allegory in a text.
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Literary Terms Quiz: English, R Literary Terms Pre-Test: English, R Clemente name: _____ 9th Grade Literature, Unit Two Below are listed some Literary Terms that you have seen, studied, and discussed in prior classes Find the answer in the multiple choice section that best fits the concept of the term and write it in the space provided
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answer choices . Imagery. Symbolism. Theme. Denotation. Tags: Question 2 . SURVEY . 30 seconds . Q. Why does an author use symbolism in their literary piece? answer choices . To convey deeper meanings about a topic or subject. To show the importance of symbols. Tags: Question 3 . SURVEY . 30 seconds . Q. What does the apple
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Alameda County: A Profile of Poverty, Hunger & Food Assistance
| Local Demographics 1 | Alameda | % | CA |
|---|---|---|---|
| Total Population Child Population (0-18) Population in Poverty Children in Poverty (0-18) Food Insecure Adults with and Without Hunger Food Insecure Adults with Hunger | 1 , 4 19,998 348,529 156,804 48,221 53,000 17,000 | 11.0% 13.8% 21.7% 7.0% | 14.2% 19.5% 28.3% 8.3% |
| Child Nutrition Indicators 2 | Alameda | CA |
|---|---|---|
| Anemia, 0-5 yrs. Anemia, 5-20 yrs. Stunted Growth, 0-5 yrs. Stunted Growth, 5-20 yrs. Underweight, 0-5 yrs. Underweight, 5-20 yrs. Overweight*, 2-5 yrs. Overweight*, 5-20 yrs. | 12.4% 14.3% 6.2% 8.3% 5.9% 3.1% 16.1% 18.6% | 13.5% 12.3% 5.0% 6.8% 5.3% 2.7% 16.6% 20.0% |
Despite California's economic and agricultural prosperity, over one in four is hungry or at serious risk of hunger—significantly worse than the nation as a whole. Hunger is a symptom of poverty; far too many families experience devastating health consequences when their low wages or modest public benefits can't cover the cost of housing, utilities and food.
Underutilization of Federal Food Programs
Even as the demand for charitable food assistance increases, federal food programs are failing to serve eligible, hungry families. Bureaucratic hassles and the stigma of receiving assistance prevent people from getting the help they need. Federal food programs—if fully utilized—are essential for fighting hunger in Alameda County.
To help prevent hunger in Alameda County:
♦ Support state legislation to eliminate barriers in the Food Stamp Program.
♦ Urge school officials to ensure that every school in Alameda County provides breakfast.
♦ Contact school and community leaders in your county about expanding the Summer Food Program so that needy children don't go hungry when school is out.
*Poverty impairs one's ability to access nutritious foods, which may cause one to be overweight.
♦ Work with childcare centers and homes to ensure that children get nutritious meals through the federally funded Child & Adult Care Food Program.
Background Information on federal food programs:
Food Stamp Program
As our nation's largest and most comprehensive nutrition assistance program, the Food Stamp Program provides an average benefit of $78 per month to almost 2 million people in California. Citizens and legal immigrants are usually eligible if they meet certain income and asset requirements. The most basic criteria is that a household must have an income below 130 percent of the Federal Poverty Line (FPL).
WIC
WIC is the Special Supplemental Nutrition Program for Women, Infants and Children, a program designed for low-income women and children up to age 5. Through WIC, families receive vouchers each month for specific nutritious foods, as well as individual counseling and health care referrals. To qualify, families must live below 185 percent FPL and must be at risk of nutrition-related health problems.
School & Community Nutrition Programs
Through the National School Lunch and School Breakfast Programs, schools provide students of all ages with the nutritious meals they need in order to learn. Enrolled children who live below 130 percent FPL can receive free meals, while children living above 130 percent but below 185 percent FPL qualify for meals at a reduced price.
Footnotes:
1. Local Demographics, 2000 U.S. Census (1999 estimates) and UCLA's California Health Interview Survey 2002.
2. Child Health Indicators, CA Dept. of Health Services, 2001
3. Food Stamp Program: U.S. Census Bureau and CA Dept. of Social Services, December 2002
4. WIC: California WIC Association, January 2002
5. School Nutrition Programs, California Department of Education, Nutrition Services Division, 2001-2002
6. Income guidelines for July 1, 2002 to June 30, 2003, USDA's Food and Nutrition Service.
Access this profile with the data methodology at
http://www.cfpa.net/countyprofile/CountyProfiles2003.htm
Through the Summer Food Service Program, schools, non-profit agencies, and recreation programs provide free lunch to students when school is not in session. Students who qualify for free or reduced-priced lunch are eligible. In addition, all children in areas with over 50 percent free and reduced-price lunch enrollment are eligible for free lunch during the summer.
CACFP
The Child and Adult Care Food Program is the only program that provides funding for meals served in a childcare setting to children up to age 13 and impaired adults. Through this program, certified child care programs are reimbursed for 2 meals and 1 snack each day, with higher reimbursements for those living at or below the 185 percent FPL.
| Family size 6 | 100% Federal Poverty Line | 130% Federal Poverty Line | 185% Federal Poverty Line |
|---|---|---|---|
| 1 2 3 4 5 | $739 $995 $1,252 $1,509 $1,765 | $960 $1,294 $1,628 $1,961 $2,295 | $1,366 $1,841 $2,316 $2,791 $3,266 |
116 New Montgomery Street, Suite 633, San Francisco, CA 94105
Phone: (415) 777.4422 / Fax: (415) 777.4466
Email: email@example.com / Web: www.cfpa.net
Join our network of anti-hunger advocates by signing up for CFPA's weekly Action Alert at www.cfpa.net/Alerts/Alert.htm | <urn:uuid:db7d8167-9617-4f42-8313-a881d1d54192> | CC-MAIN-2021-04 | https://www.berkeleyside.com/wp-content/uploads/2019/04/Alameda-food-insecurity-rates.pdf | 2021-01-21T18:25:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00410.warc.gz | 684,599,492 | 1,344 | eng_Latn | eng_Latn | 0.989634 | eng_Latn | 0.99045 | [
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Jemima
What am I?
Rabbit
Where do I live in the wild?
How am I looked after as a pet?
What do I eat?
What do I look like?
Why do we love Jemima?
Near lots of grass. Somewhere I can dig holes (burrows) to live and hide in.
A good rabbit hutch, a friend to live with, plenty of cuddles and the chance to run around outside.
Grass, hay, green vegetables, small amount of rabbit pellets.
Big eyes on the side of my head let me look all around to see if there are any big, dangerous animals coming. Big back feet for hopping.
Jemima is very sweet natured and gentle. Because of this, and her small size, she is really good for even the youngest of children to interact with.
Jemima's Story
Jemima came to us in 2017, aged almost a year old, from a family who had an unexpected litter of babies. She had been living with her sisters for a long while.
At Rachael's house, Jemima has a rabbit friend Jasper, and they both love to be out in the garden, munching on grass and dandelions. They also love to chew on branches from the apple trees. When Jemima is out in her run, she likes to keep look-out, sitting on top of her den.
You might see Jemima on her own when she is out and about, as Jasper, despite being very friendly, is not good at being carried around. Jemima would like everyone to know that it is not good for rabbits to be on their own all the time, they do need company. | <urn:uuid:bb03a163-8f41-4774-922a-2b8bbf079424> | CC-MAIN-2021-04 | https://www.lionlearners.co.uk/wp-content/uploads/2018/09/Lion-Learners-Animal-Profiles-Rachael-Rabbit-Jemima.pdf | 2021-01-21T17:10:22+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00410.warc.gz | 868,156,307 | 355 | eng_Latn | eng_Latn | 0.998495 | eng_Latn | 0.998653 | [
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Welcome
Hello! Happy new year to all our children and their families. We would like to share with you the first issue of our Healthy Hearts and Healthy Minds newsletter. The aim of this newsletter is to promote the health and wellbeing of all. In this busy modern world, it is essential that we all take time to look after ourselves and others. There are many ways this can be achieved, which require very little time and very little money, often cost free. The benefits to your physical and mental health can be huge, if you take just a moment of time each day to do something that enhances your wellbeing. In every issue of this newsletter, we will be sharing simple ideas for you to try. If there is anything you are doing already that works for you, we would love to hear your ideas. Please email firstname.lastname@example.org.
Physical Challenge
Explore the outdoors
At BEYA we are passionate about promoting children's well-being through purposeful physical play.
Oakhill Park is local to all our nursery schools and boasts a wonderful woodland and nature reserve with a marked trail to follow. Go for a walk and observe the seasonal changes, take a flask of hot chocolate, build dens, balance on logs and look out for wildlife. Bus routes: 184, 307, 382
The daily recommendation for children under five is that they should be physically active for at least 180 minutes a day! This improves concentration at school, helps children to sleep well, is fun and helps them feel good about themselves. To support this, we will be setting a fun physical challenge for you to try with your child. Do you walk to nursery? Try scooting instead or if you drive, park five minutes away and include a short walk in your journey to nursery.
Parkrun is a free, timed 5k walk/run at 9am every Saturday in Oakhill Park. Whether you are interested in taking part as an established runner, a beginner, or wishing to improve your fitness, then Parkrun is for you! It is a great way to improve your fitness and meet new people. Children under 11 must be accompanied by an adult and you can also complete the course with younger children in a buggy. For more information and to register, go to www.parkrun.org.uk/oakhill. For a shorter distance, you could try the Junior Parkrun. This is 2k and held every Sunday at 9am in Friary Park. Age 4-14, families welcome. www.parkrun.org.uk/events/juniorevents
"The mind is just like a muscle – the more you exercise it, the stronger it gets and the more it grows."
Every month we will be showing you a simple yoga pose to try at home with your child. Shanine, a local yoga teacher recommends this pose, which assists in stretching the front of the body, focusing on the front of the hips and pectoral muscles. In today's society where we frequently sit and constantly use digital devices this is a 'must' pose for parent and child to stretch out their tight hips and overly contracted chest muscles. Remember to focus on your breathing. www.shaninecollinsonyoga.co.uk
Did you know that a quarter of all five year olds have tooth decay?
It is important that from a young age, children are taught about oral health. From growing their first tooth, it is essential that their teeth are brushed properly and that it becomes part of their daily routine. Children should be brushing their teeth at least twice a day. The NHS recommend the tips below.
In England NHS dental care is FREE for all children up to the age of 18. Make sure you visit the dentist on a regularly basis for a check-up and not just when your child is in pain. To find your local NHS Dentist, visit NHS Choices website at www.nhs.uk/dentists
Being Sugar Smart can also help with keeping your teeth healthy. Think about eating less sugar, less often. Children should be avoiding sugary foods and drinks before bedtime. Sugary drinks have no place in a child's daily diet. Try sugar free, diet or noadded sugar drinks, but remember plain water and lower fat milk are best. You can download the Change4Life food scanner app to find out what is in your food and drink. For fun ideas to help you and your children stay healthy, visit www.nhs.uk/change4life
At nursery…
Dimcho, the persona doll, came to visit our nursery. He shared with the children his recent visit to the dentist. He showed them photos of his experience and talked to the children about how to brush your teeth and why it is important to keep them clean, especially after eating sweet treats. They then went into the nursery bathroom to have a go at brushing their own teeth, making sure they did all their teeth - top, bottom, front and back.
Easy, versatile vegetable soup
Healthy eating including lots of vegetables and fruit is essential to maintaining a healthy lifestyle.
Fry 200g of chopped raw vegetables with 300g potatoes, peeled and cubed in 1 tablespoon of oil until they begin to soften. Cover with 700ml of stock, simmer for 10-15 minutes until the vegetables are tender. Blend until smooth and season with salt and pepper. You could vary this by adding any leftover vegetables you have in the fridge. Why not involve your children and get
them to help to chop the vegetables? | <urn:uuid:c001c9d0-c127-4052-9f7a-fdfa6db14909> | CC-MAIN-2021-04 | https://brookhill.beya.creativeschools.co.uk/wp-content/uploads/sites/2/2019/11/Wellbeing-News-Issue-1.pdf | 2021-01-21T17:42:22+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00410.warc.gz | 248,562,825 | 1,111 | eng_Latn | eng_Latn | 0.999273 | eng_Latn | 0.999289 | [
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World Population
Note: This activity is intended for advanced and/or upper elementary students.
Student Objectives
The student:
* can explain how population, energy consumption and limited natural resources are connected
* will list renewable and nonrenewable energy sources.
Materials:
* World Population video (see Internet Sites section for link)
Key Words:
fossil fuel J curve population renewable energy
Time:
1 hour
Background Information*
A graph of human population before the agricultural revolution would likely have suggested a wave, reflecting growth in times of plenty and decline in times of want, as graphs of other species' populations continue to look to this day. The graph of recent human population growth is referred to as a J curve as it follows the shape of that letter, starting out low and skyrocketing straight up.
World population is currently at 7.3 billion, and is expected to reach 8.5 billion by 2025. At the present rate of growth; nearly 80 million a year, the world adds a New York City every month, a Germany every year and a Europe each decade. The United States, with over 320 million people, is growing by more than 2.3 million people each year. At this rate, we are one of the fastest growing industrialized nations in the world, and we have the third largest population of all nations, preceded only by China and India.
With a current annual growth rate of 1.1%, world population is projected to double in just 63 years. However, this doubling time will be realized if and only if growth rates remain constant. Today, the world's birth rate is almost three times its death rate. The closer these two rates are, the slower population growth will be.
An area's carrying capacity is the number of a given species that area can support without impairing its ability to continue supporting that population. People are only able to live in densely populated areas if enough space elsewhere is left much less densely populated to grow food and produce oxygen.
The impact of any human group on its environment has to do with three equally important factors. The first is the number of people. The second factor encompasses the ways in which we manufacture goods, design communities, and use technology. The third is the actual amount of resources consumed by each person. Unfortunately, the rate at which industrialized nations
consume resources makes their populations effect on the planet vastly greater than that of developing countries. Consider the following examples:
* Energy - Americans constitute less than 5% of the world's population, but are responsible for 26% of the world's annual energy consumption, including 25% of fossil fuels. On average one American consumes as much energy as 2.1 Germans, 6.9 Iraquis, 12.1 Columbians, 28.3 Indians, 127 Haitians, or 395 Ethiopians.
* Natural Resources - Industrialized countries account for only about 20% of global population, yet they consume 86% of the world's aluminum, 81% of its paper, 80% of its iron and steel, and 76% of its timber.
* Land Use - In the last 200 years the United States has lost: 71% of its topsoil, 50% of its wetlands, 90% of its northwestern old-growth forests, and 99% of its tallgrass prairie. We are currently developing rural land at the rate of 9 square miles per day, and paving over 1.3 million acres each year–an area roughly equivalent in size to the state of Delaware.
* Global Warming - In 1996, the United States was responsible for 23% of the world's carbon dioxide emissions, more than any other country. Our per capita emissions are greater than every country except the United Arab Emirates. Carbon dioxide is the primary greenhouse gas, responsible for 60% of global warming caused by greenhouse gases.
* Water Pollution - In the United States, 40% of all surface waters are unfit for bathing or fishing. Agricultural chemicals, eroded sediment, and animal wastes have fouled over 173,000 miles of waterways. In addition, groundwater reserves are being depleted in many regions, and overall are being used at a rate 25% greater than their replenishment rate.
* Waste - The more we consume, the more waste we produce. By the time a baby born today in the United States reaches the age of 82 years, he or she will have produced nearly 60 tons of garbage. The average resident of New York City generates 4 lbs. of solid waste each day. The average Parisian produces 2.4 lbs., while residents of Manila, Cairo, and Calcutta produce just 1.1 lbs. per day.
*Used with the permission of Population Connection: http://www.populationconnection.org
Procedure
Note: It is extremely important that after showing the video you lead a discussion that stresses positives--career opportunities, the positive effects of having more people in your school/neighborhood/town/county, and the positive things that can be done by individuals to make our world a better place for everyone. Young students can easily feel helpless by overwhelming negative images, so care must be taken to balance the message and empower them.
1. Show the 6-minute video.
2. Take a few minutes to discuss the video. Remind your students that the facts are the historical population data presented and that there are 7.6 billion people on the world at the present time. The predictions of human population in the future as well as its effects are issues. As with all issues, there are many different valid opinions.
3. Ask the students what this video has to do with energy and energy use. Students should understand that every living thing on the planet needs energy to live, and that more people means we have to share the available energy with everyone. Remind your students that in some areas of the world people have less technology and use less energy than people in our country do. Follow with a line of questions--
* in some areas of the world families don't have refrigerators, but they are starting to be available....should they be able to have one?
* in some places they don't have televisions, but would like to have one....should they be able to have one?
* Continue this line of questioning with other items the students take for grated like computers, cell phones, video games, etc.
* End the list of questions with cars.
Note: don't be surprised if some students answer 'no' to some of these questions. If that happens, ask them why. They may even have a good answer (i.e. my parents say that too much television is bad for me). Students should ultimately see that they don't have the right to tell other people what they can and cannot do....even if walking may be healthier for them then than riding in a car.
4. Explain to the students that the United States is 5% of the world's population, but we use 25% of the world's resources. Draw two pie charts on the board to show the difference between these two percentages. Ask the students if everyone in the world wants to have and use the technology that we have and enjoy (refrigerators, cars, computers, etc), where is the energy going to come from? (We would need approximately 5 Earths!)
5. Steer the discussion into ways we can have enough energy for everyone. Things to include in the discussion are:
* conservation of resources (if we don't need to use as much then there is more to share with others)
* recycling (recycling uses less resources than making new)
* reusing (we live in a very throw-away society!)
* renewable energy sources (these can be expanded even as our nonrenewable resources are shrinking).
* thinking of things in a new way–new housing solutions, transportation solutions, food production, etc.
* new inventions
During this discussion let the students brainstorm...almost no answer is wrong! If a student suggests harnessing electricity from lightning (or something similar)...respond with something like "What a great new invention.....and it's your generation that will be the ones to invent it!"
* When a student says something like 'pump more oil' or 'dig up more coal', tell them that at present, we are digging/pumping just about as fast as we can. And, even if we could extract more of these resources faster, they are finite–nonrenewable–and not a good solution for the future. We don't know when, but if we keep using these resources as quickly as we are now, someday they will become very scarce and very, very expensive.
6. On the board write 'Renewable Resources' and 'Non-Renewable Resources'. Have the students volunteer to come up and list a resource under one or the other column. Prompt
them as needed until the major resources are listed. (You may want to let them use two colors–one for resources we currently use, and one for the futuristic ideas they brainstormed.)
* Renewable Resources - solar, wind, hydropower (dams and tidal), geothermal, biomass (wood, corn, etc), waste material (methane from garbage dumps), food, water, oxygen
* Non-Renewable Resources - oil (includes gas and diesel), coal, nuclear fuel, natural gas, minerals
Key Words and Definitions
* fossil fuel – a nonrenewable energy source created from the remains of plants that lived millions of years ago
* 'J' curve – the shape that population growth appears on a graph, starting out low and shooting straight up near the end
* population – the whole number of people or inhabitants occupying a country, region or area
* renewable energy – bundant fuel sources that can be replenished
Further Research
1. Do the activity Timber! from Population Connection, https://populationeducation.org/sites/default/files/timber.pdf which contrasts arithmetic growth with geometric growth and relates it to supply and demand.
2. Currently in the U.S. the number of motor vehicles per 1000 inhabitants is 910 (this includes children and infants!). In China the number is 154, similar to our national rate in the early 1900s when motor vehicle use was fairly rare. As China modernizes, more of its citizens are planning to purchase a vehicle. How will the Earth supply enough energy for all the cars? Have students research in groups the new cars being produced that use less fossil fuels (electric/gasoline hybrids, plug-in electric vehicles, hydrogen fuel cell vehicles) with each group reporting on one of the new technologies. The groups should then present their findings to the class using visuals (posters, slide shows, manufacturers brochures, etc). Included in their presentations should be the vehicles range (miles before refueling), price and what areas of the country the vehicle is available. The class can then 'vote' on their favorite car/new technology.
3. What can young students do to make a difference in our very large world? Watch a few of the videos on Lynne Cherry's website Young Voices for the Planet, https://www.youngvoicesfortheplanet.com/youth-climate-videos/. Have the students discuss the videos and brainstorm ways that they can make a difference, either as a class or individually. Pick a project and begin working on it!
Related Reading
* Earth's Growing Population by Catherine Chambers (Heinemann-Raintree, 2009) This book takes an important world-wide issue and makes it easy to read, understandable
and engaging. Each section also includes teacher ideas, writing prompts, discussion starters and community service project ideas.
* The Earth's Resources: Renewable and Non-Renewable by Rebecca Harman (Heinemann, 2005)
This book includes information on renewable and non-renewable resources and suggestions on how we can use fewer nonrenewable resources--using photos, diagrams and relatable facts and figures.
Internet sites
https://vimeo.com/130468614
World Population video with 'dots' to show population growth in millions from 1CE to present.
http://worldpopulationhistory.org/map/1/mercator/1/0/25/
Interactive website lets you explore different times in history as they related to the themes of Food & Agriculture, Health, People & Society, Environment, and Science & Technology.
https://www.census.gov/popclock/
US Census Bureau, population clock
http://www.populationconnection.org/poped/
Population Connection site contains current population events and actions, teacher resources, and internet publications
http://www.prb.org/
Population Reference Bureau, worldwide data and current population issues
World Population
Florida NGSS Standards & Related Subject Common Core
| | | | .1 | .2 | .3 | .4 | .5 | .6 | .7 |
|---|---|---|---|---|---|---|---|---|---|
| Grade 4 | | | | | | | | | |
| Earth Structures | Big Idea 6 | SC.4.E.6 | | | X | | | X | |
| Interdependence | Big Idea 17 | SC.4.L.17 | | X | | X | | | |
| Language Arts Standards | | | | | | | | | |
Third Grade Benchmarks
Language Arts–Standards for Speaking and Listening
* LAFS.3.SL.1.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Fourth Grade Benchmarks
Science--Big Idea 6: Earth Structures
* SC.4.E.6.3 - Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
* SC.4.E.6.6 - Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
Science–Big Idea 17: Interdependence
* SC.4.L.17.2 - Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
* SC.4.L.17.4 - Recognize ways plants and animals, including humans, can impact the environment.
Language Arts–Standards for Speaking and Listening
* LAFS.4.SL.1.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Fifth Grade Benchmarks
Language Arts–Standards for Speaking and Listening
* LAFS.5.SL.1.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
National Next Generation Science Standards
Third Grade Standards
Note: Related Common Core Language Arts Standards are listed in the Florida section above.
Fourth Grade Standards
Earth and Human Activity
* 4-ESS3-1 - Obtain and combine information to describe that energy and fuels are derived from natural resources and their use affect the environment.
Note: Related Common Core Language Arts Standards are listed in the Florida section above.
Fifth Grade Standards
Note: Related Common Core Language Arts Standards are listed in the Florida section above. | <urn:uuid:2b7357c3-53ef-480b-9c8f-00a8e6104df9> | CC-MAIN-2021-04 | https://energyresearch.ucf.edu/resources/sm2/SM2-26-WorldPopulation.pdf | 2021-01-21T17:44:42+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00410.warc.gz | 316,051,791 | 3,268 | eng_Latn | eng_Latn | 0.98874 | eng_Latn | 0.997402 | [
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On Cultural differences and similarities - Sigulda, April 2014
Sinterklaas - Saint Nicolas - Santaclaus
On the 5th of December the Dutch celebrate Sinterklaas, the birthday of a popular Saint called Sinterklaas. He is always is accompanied by his coloured helper Piet.
Sinterklaas has been celebrated for centuries and it is one of the most popular festive traditions in our country.
Countries like Luxemburg (Zinniklos or Kleeschen), the Czech Republic, France (Saint Nicolas), Austria (Nicolo), Germany (Sünnerklaas) and many more have similar traditions, that we know of.
If we reduce the celebration to its core definition, its about right and wrong. Sinterklaas being the Saint and the one who represents 'good' as well as an authority in how to behave, and his helper who punishes kids if they misbehaved.
Fortunately nowadays Piet is as popular as Sinterklaas and also Sinterklaas lost most of his original sterness. Both are loved, cherished and widely celebrated.
When looking into similar traditions in Europe, many parallels can be found.
Our Sinterklaas rides his white horse across the rooftops. This is a tradition shared with Norwegian mythology: Odin did the same.
German mythology led to offerings to the Gods through open fire. The children in the Netherlands offer water and bread at the fireplace in order to increase their chances of receiving gifts.
Sinterklaas was banned in 1535 by Luther, but he never succeeded in ending the Sinterklaas tradition. It was even exported to the US by immigrants which led to the 'birth' of Santa Claus, who brings good cheer and Christmas presents.
Our suggestion is that it would be very interesting if you were willing to write down the exact tradition in your town/country and if possible its history.
Parallels and differences will emerge and give us all an educational and interesting impression of our cultural differences and similarities concerning the festivities of Sinterklaas.
We could publish a book/an e-book on the topic and thus inform our towns, schools and libraries.
It will be yet another inside look on our common heritage! | <urn:uuid:fe8261db-5e5f-46f0-a67a-c88d85d548c0> | CC-MAIN-2021-04 | https://www.douzelagemeerssen.nl/wp-content/uploads/2015/12/2014_Meerssen-Saint-Nicolas-in-the-Douzelage.pdf | 2021-01-21T17:20:06+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00417.warc.gz | 751,249,392 | 449 | eng_Latn | eng_Latn | 0.997473 | eng_Latn | 0.997473 | [
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PUBLIC SCHOOL DARBHANGA
SESSION (2020-21) I LOVE MY FAMILY (Lesson-3) REVISION WORKSHEET SUBJECT-MORAL SCIENCE CLASS- 1
Q1. Tick the correct answer.
(a)When do Sonia and Sohaib go to wish mummy?
(1)early in the morning
(2)in the afternoon
(3)at night
(b)What gift do they give to their mother?
(1) a jar of sweets
(2) a bar of chocolates
(3) a box full of kisses
Q2. Mark a tick on things you do to show your parents that you love them.
1.Eat what your mother cooks for you.( )
2.Hug and kiss them.( )
3.Tell lies to them.( )
4.Look after them when they are not well. ( )
5. Don’t take their permission before going out. ( )
6.Serve them water when they come home from outside. ( )
7.Listen to them when they tell you to do
Something. ( )
Q3. Write three sentences about your mother.
Ans-_____________________________________.
_____________________________________.
______________________________________. | <urn:uuid:1db6503d-6a55-489e-a742-728178988c62> | CC-MAIN-2021-04 | http://publicschooldarbhanga.in/sm/1105msc1.pdf | 2021-01-21T17:50:42+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00418.warc.gz | 72,374,107 | 247 | eng_Latn | eng_Latn | 0.987432 | eng_Latn | 0.996333 | [
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Uncovering the hidden side of storms: France's Taranis satellite to launch in November
19 November 2020, by Manon Colonna D'istria
because we don't know enough about them, they don't feature in the toolbox of climatologists and meteorologists. Are they implicated in the increasing number of extreme weather events? If so, they could be modeled and factored into forecasts in real time. Although Taranis is first and foremost a fundamental research satellite, the data it is set to deliver on Earth's thermal and climate mechanisms could serve more operational applications like climatology and weather forecasting.
Credit: CNRS
Sprites, elves, jets… few people know that scientists habitually use such other-worldly words to describe transient luminous events or TLEs, light flashes that occur during active storms just a few tens of kilometers over our heads. Few people also know that storms can act as particle accelerators generating very brief bursts of X-rays and gamma rays. But what are the physical processes and mechanisms behind these phenomena discovered barely 30 years ago? Do they impact the physics and chemistry of the upper atmosphere, the environment or even humans? Such are the questions facing the French Taranis satellite that will be riding aloft during the night of 16 to 17 November atop a Vega launcher from the Guiana Space Center, an all-French mission involving research scientists from CNES, the national scientific research center CNRS, the atomic energy and alternative energies commission CEA and several French universities.
TLEs and terrestrial gamma-ray flashes (TGFs) are seen all over the world where storms occur. But
Elves, sprites, sprite halos, blue jets and even pixies or gnomes are just some of the whimsical names given to the range of phenomena in the generic family of TLEs—a poetic lexicon that contrasts sharply with their violence. These ephemeral upper-atmosphere events occur between the tops of storm clouds and an altitude of 90 kilometers. First predicted as early as 1920, their existence was not confirmed until the nineties.
They have since been recorded by numerous ground and space observations. Elves take the form of an expanding glow of light, appearing at an altitude of 90 kilometers and lasting no more than one millisecond; an active storm may produce thousands of them in the space of a few hours. Occurring between 40 and 90 kilometers above Earth's surface, sprites have a complex structure of branches and tendrils and can last for up to 10 milliseconds. Blue jets appear at the top of storm clouds and propagate to altitudes of up to 50 kilometers. Occasionally, 'gigantic' jets may propagate up to 90 kilometers.
TGFs were first observed scientifically in 1994 by the Compton Gamma-Ray Observatory (CGRO), a NASA spacecraft deployed from the U.S. space shuttle Atlantis. In certain conditions, storms generate a very short burst of gamma photons. TGFs were for a time considered a rare occurrence
1 / 3
accompanying sprites; we now know they are generated by electric activity in clouds. For lack of the right instruments, the Italian AGILE satellite (2007) and U.S. Fermi space telescope (2008) were unable to fully confirm current hypotheses on the mechanisms that generate them or estimate their number. Taranis will therefore bring new insights into how they are generated and their radiation impact, which has never been measured before.
In France, the atomic energy agency CEA first turned its attention to these transient events and their impact in 1993. On 9 December 2010, the project got the official go-ahead from CNES's Board of Directors. Taranis is an all-French mission with science goals set by French research laboratories. In addition to CEA, CNRS is closely involved through several of its affiliated research laboratories1: the LPC2E environmental and space physics and chemistry laboratory is coordinating development of the science payload, is responsible for the science mission center and is contributing instruments; the IRAP astrophysics and planetology research institute, the LATMOS atmospheres, environments and space observations laboratory and the APC astroparticles and cosmology laboratory are contributing to the payload.
Other instruments on Taranis include outside contributions from Stanford University and Goddard Space Flight Center (GSFC) in the United States, the Institute of Atmospheric Physics (IAP) and Charles University in the Czech Republic and the Space Research Center of the Polish Academy of Sciences (CBK).
Taranis looks somewhat different, as in place of the aluminized or gold-plated Mylar insulation traditionally used on satellites it is coated with a special black and white paint. This is not just attention to esthetic detail, the purpose of the paint being to avoid interfering with the surrounding electric field and prevent reflected light disrupting the optical sensors. A less visible but key feature is the original design of its payload, comprising eight instruments operated as a single unit thanks to MEXIC, the brain of Taranis that powers and synchronizes the instruments and manages the payload, executes the trigger strategy to capture an event and even handles the transfer of selected data to mass memory.
Taranis' payload close up:
XGRE: three X-ray and gamma-ray detectors for measuring high-energy photons (50 keV to 10 MeV) and relativistic electrons (1 MeV to 10 MeV) – APC/IRAP/CNES
IDEE: two high-energy electron detectors (70 keV to 4 MeV) – IRAP/Charles University
MCP (MC-U and PH-U): two cameras (10 images per second) and four photometers to measure luminance in different spectral bands—CEA/CNES
IMM: three-axis magnetometer to measure the alternating magnetic field (5 Hz to 1 MHz) – LPC2E/Stanford University
IME-BF: instrument for measuring the lowfrequency electric field (DC to 1 MHz) – LATMOS
IME-HF: HF antenna for measuring the highfrequency electric field (100 kHz to 35 MHz) – LPC2E/IAP
SI: ion probe to determine thermal plasma
2 / 3
Powered by TCPDF (www.tcpdf.org)
fluctuations—GSFC/LATMOS
MEXIC: two electronic units comprising eight analysers, each connected to an instrument. It powers each instrument, handles payload modes and interfaces with mass memory and the onboard computer. MEXIC will also be tasked with synchronizing the instruments when events are detected (TLEs by MCP's photometers, TGFs by XGRE, electron beams by IDEE, wave bursts by IME-HF) – LPC2E/CBK
For two to four years, Taranis will scan regions of the sky where storm activity is intense and the probability of seeing TLEs and/or TGFs high. While it may be a national program, its results are eagerly awaited by the wider international scientific community. In atmospheric chemistry and physics, environmental science, climatology, high-energy astrophysics and many more fields besides, Taranis is set to reveal new insights—and science efforts won't end there, as the mission will undoubtedly pave the way for future investigations.
Provided by CNRS
APA citation: Uncovering the hidden side of storms: France's Taranis satellite to launch in November (2020, November 19) retrieved 21 January 2021 from https://phys.org/news/2020-11-uncovering-hiddenside-storms-france.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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Exercise 11
Reading a Map
North
South
East
West
Main Street
1. Which direction is West?
a. up
b. down
c. right
d. left
2. Which direction is down?
a. south
b. north
c. east
d. west
North
South
East
West
Main Street
The LaRue Literacy Exercises were created by Charles LaRue through a grant from the Minnesota Department of Education under the supervision of the Minnesota Literacy Council. ©2004 MN Dept of Education
North
South
East
West
Main Street
3. What direction does First Avenue run?
a. north and east
b. north and south
c. east and west
d. east and south
4. Which street is the school on?
a. Central Avenue
b. First Street
c. Second Street
| Central Avenue |
|---|
5. Which street is the bank on?
a. First Street
b. Second Street
c. Central Avenue
6. To go from the school to the bank you should go?
a. south on Central Avenue
b. north on Central Avenue
c. east on Central Avenue
d. west on Central Avenue
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
7. To go from the hospital to the gas station you should go?
a. north on Broad
b. south on Broad
c. east on Broad
d. west on Broad
7. To go from the gas station to the post office you should go?
a. north on Elm
b. south on Elm
c. east on Elm
d. west on Elm
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
9. What is one block east of the Hospital?
a. the beauty salon
b. the gas station
c. the coffee shop
d. the post office
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
Fairview Avenue
Green Avenue
N
Post Office
Hospital
Beauty Salon
Gas Station
Coffee Shop
10. What is one block south of the gas station?
a. the hospital
b. beauty salon
c. coffee shop | <urn:uuid:b0cd2d77-244d-419b-b754-9bbd9501688d> | CC-MAIN-2021-04 | https://mcedservices.com/wp-content/uploads/2020/12/mapex11_F-309.pdf | 2021-01-21T16:59:18+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00416.warc.gz | 452,424,532 | 570 | eng_Latn | eng_Latn | 0.975421 | eng_Latn | 0.975863 | [
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Meteorology
Q1. Lowest layer of atmosphere is……………
a) Troposphere
b) Tropopause
c) Stratosphere
Q2. Height of tropopause at equator is ……….
a) 10-12 Km
b) 16-18 Km
c) 12-14Km
Q3. Height of tropopause at poles is ………….
a) 12-14Km
b) 12-13 Km
c) 08-10 Km
Q4. CO2 and H2O keep the atmosphere ……………………
a) Warm
b) Cold
c) Have no effect
Q5. Noctilucent clouds occur in ………………….
a) Thermosphere
b) Mesosphere
c) Stratosphere
Q6. Temperature at 2 Km is 05
0
C. What is ISA deviation ………..
a) -05 0 C
b) -02 0 C
c) 03 0 C
Q7. Pressure at MSL is 1002.25 hPa. Find the ISA deviation.
a) -11 hPa
b) 10 hPa
c) 12 hPa
Q8. In a high pressure area, winds are ………….
a) Normal
b) Strong
c) Weak
Q9. Flying from low to high an altimeter would read …………….
a) Over
b) Under
c) Constant
Q10. Isallobars are lines of equal …………………
a) Pressure
b) Temperature Tendency
c) Pressure Tendency
Q12. What kind of a barometer is an altimeter …………
a) Aneroid
b) Mercu c) Alcohol
Q13. A region between two highs and two lows is ………………
a) Depression
b) Secondary low
c) Col
Q14. Bad weather and better visibility is associated with ………….
a) High
b) Low
c) Col
Contact us:
www.altivia-aviation.com: email@example.com
Q15. The relationship between height and pressure is made use in construction of …………..
a) Altimeter
b) ASI
c) VSI
Q16. Warmer the earth ………………… will be the Nocturnal
a) Intense
b) Weaker
c) Moderate
Q17. Heat is the ………… of the KE of all the molecules and atoms of a substance:
a) Sum total
b) Average
Q18. The solar radiation consists of about 46% …………..
a) UV
b) IR
c) Visible
Q19. The total energy radiated by a black body is proportional to its temperature (T):
a) T 2
b) T 3
c) T 4
Q20. Intense radiation is emitted by ……………..
a) Hot bodies
b) Cold bodies
c) Stars
Q 21. The wave length of most intense radiation is inversely proportional to it's …………….
a) Absolute temperature
b) Humidity c) Albedo
Q 22. Hot bodies (like Sun) radiate ……………..
a) Short waves
b) long waves c) Both
Q23. If ELR= SALR = DALR the atmosphere is:
a) Stable
b) Unstable
c) Indifferent
Q24. DALR means:
a) The rate at which temperature of unsaturated parcel of air falls with height when made to ascend adiabatically
b) The rate at which temperature falls with height
c) the rate at which ascending parcel of saturated air cools
Q25. The surface air temperature is 30 0 C. Assuming DALR prevailing what is the temperature at 2 Km:
a) 18 0 C
b) 10 0 C
c) 42 0 C
Q26. An isothermal atmosphere is:
a) Stable
b) Unstable c) Neutral
Q27. If environmental lapse rate (ELR) is less than SALR, that part of the atmosphere is said to be:
a) Absolutely stable b) Conditionally unstable
c) absolutely unstable
Q28. DALR is approximately:
a) 5 0 C /Km
b) 15 0 C /Km
Q29. SALR at mean sea level is about:
a) 10 0 C /KM
b) 5 0 C /Km
c) 5 0 F /Km
Q30. SALR approaches DALR:
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c) 10 0 C /Km. | <urn:uuid:c81c31d5-53eb-4540-a913-19f1550ce891> | CC-MAIN-2021-04 | http://altivia-aviation.com/download/Meteorology.pdf | 2021-01-21T18:51:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00416.warc.gz | 6,397,635 | 1,068 | eng_Latn | eng_Latn | 0.482266 | eng_Latn | 0.529305 | [
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PUBLIC SCHOOL DARBHANGA
ENGLISH/ CLASS III/ NOUNS: GENDER/2020-21
* Nouns can be classified as Feminine and Masculine.
* Feminine is used for female gender. E.g: boy, man, father and more.
* Masculine is used for male gender. E.g : girl, woman, mother and more.
Q1. Match the Faminine Gender with the Masculine Gender
COLOUMN A COLOUMN B
heroine
lad
wife
landlord
queen
hero
lass
husband
manageress
master
mistress
manager
millionaires
widower
widow
millionaire
Q2. Unjumble and write the masculine gender and then match with the feminine gender.
COLOUMN A COLOUMN B
oract ____________
conductress
thauor ____________
empress
trempor ____________
lady
oyb ____________
actress
odryl ____________
author
ductconor ____________
girl
Q3. In each of the following sentences, the masculine noun should be changed to Feminine gender in the given blanks:
a. The nephew ____________ dressed up well for the party.
b. The prince _____________ spoke to his step-father ______________ .
c. The boy ____________ congratulated the bridegroom.
d. The emperor __________ & the king __________ shook hands.
e. That person was not a hero ________________ . | <urn:uuid:39d53389-812f-4315-a2f7-c773d9722bf4> | CC-MAIN-2021-04 | http://publicschooldarbhanga.in/sm/2305eng1.pdf | 2021-01-21T18:26:57+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00418.warc.gz | 72,805,686 | 328 | eng_Latn | eng_Latn | 0.990292 | eng_Latn | 0.990292 | [
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Suggestions
* Have 3 meals at regular times during the day.
* Include wholegrain bread and cereals, vegetables and fruit daily.
* Include dried beans, split peas, lentils and barley.
* Fill up on vegetables from the 'Eat Freely' list.
* Cook with minimal added fat – steam, boil, bake, microwave, or grill. Dryfry or stirfry in nonstick pan or wipe/spray pan with oil.
* When using coconut cream, use only a little and dilute with water or low fat milk. Try using low fat tinned coconut milk/cream.
* Use only a scraping of margarine on bread.
* Use very little salt.
* Alcohol is high in calories/energy and can affect the control of your diabetes. Discuss its use with your Dietitian or Doctor.
* If overweight aim to lose weight slowly.
* Exercise is very important. Aim for 30 minutes/day
Remember
Snacking is necessary when taking insulin or diabetes medication. When taking Metformin, or Acarbose only, snacks may not be necessary.
There is a lot more to learn about healthy eating. Contact a dietitian who can help you with your own personal eating plan.
auckland region dietitians
Note: ™ Trademark, ® Registered Trademark – All rights reserved by the owners of their trademarks Copyright © April 2007 – Ownership of this material is vested in A+ Auckland District Health Board, Counties Manukau and Waitemata District Health Board. Reproduction of the whole or any part of this material for any purpose without written consent of the joint copyright owners is prohibited.
Sample Meal Plan
Amounts will vary for each person.
Breakfast
High fibre, low sugar cereal Raw fruit or ½ cup unsweetened fruit and/or 'diet, lite' yoghurt, low fat milk and/or wholegrain bread/toast with a scraping of margarine or peanut butter vegemite/marmite or 'no added sugar' jam
Lunch
Meat, fish or chicken - small 'palm' size serve Vegetables from the 'Eat Freely' list Potato, kumara, taro, tapioca, green banana, rice or pasta – medium serve Raw fruit – 1 cupped hand full
Or
Meat, fish or chicken - small 'palm' size serve
Low fat cheese or yoghurt – small serve
Vegetables from the 'Eat Freely' list
Wholegrain bread or rolls
Raw fruit – 1 cupped hand full
Evening Meal
Meat, fish or chicken - small 'palm' size serve Vegetables from the 'Eat Freely' list Potato, kumara, taro, tapioca, green banana, rice or pasta – medium serve
Raw fruit – 1 cupped hand full
Between Meals
Water, tea, coffee or 'diet' drinks Raw fruit – 1 cupped hand full / 2 wholegrain crispbreads / lite or diet lite yoghurt / 250ml low fat milk / 1 medium slice wholegrain bread.
| Pamphlet No.: | DIAB15 | Version: | 2.0 |
|---|---|---|---|
| Department: | Whitiora | Last Updated: | 20 September 2007 |
| Document Owner: | Senior Dietician | Next Review Date: | |
| Approved By: | Quality Coordinator | Date First Issued: | |
Counties Manukau District Health Board choices.
Protein
Carbohydrate
Vegetable
“Eat Freely”
A Basic Guide to Food for
People with Diabetes
Re-Order No. DIAB15 September 2007 | <urn:uuid:d0988ce4-188d-4026-b27c-c1ce4a849142> | CC-MAIN-2021-04 | https://www.healthpoint.co.nz/download,238362.do | 2021-01-21T18:48:56+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00415.warc.gz | 802,821,016 | 781 | eng_Latn | eng_Latn | 0.993134 | eng_Latn | 0.993134 | [
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Ball manipulation and familiarity
By Michael Beale
In youth football, you'll always be looking for players to get into their comfort zones, but not at the expense of forgetting to learn new techniques.
This is an extensive warm-up, and one you may wish to perform over two or three training sessions, but it showcases a range of different skills and touches that, if learned properly, will really enhance a player's game.
Communicate the fact that most skills are difficult at first, but they can be perfected over time, and encourage your players to ask for help if they get stuck. They should enjoy trying to master new skills and you'll gain real satisfaction when you see them trying them out for real in a match situation.
How to set it up:
- Cone off a small playing area. Give each player a ball.
Getting started:
- Work your players through the following dribbling exercises.
- The exercises will enable the players to work using various parts of both feet.
- You should be looking for players to swap techniques quickly and smoothly, but don't expect them to master each of the skills straight away. And be willing to offer plenty of practical on-the-spot advice throughout.
- Instruct players to use the ball to showcase the following:
1. Best foot.
2. Weak foot.
3. Inside and outside of best foot.
4. Inside and outside of weak foot.
5. Move around using only the sole of your foot to drag the ball.
6. Dribble around and drop your shoulder and then take the ball in the opposite direction.
7. Inside and outside of best foot followed by inside and outside of weak foot.
8. Inside, outside and then a sole drag with best foot.
9. Inside, outside and then a sole drag with weak foot.
10. Inside, outside and then a sole drag with best foot and then continue with weak foot.
11. Inside, outside, sole drag and then a step-over with best foot.
12. Inside, outside, sole drag and then a step-over with weak foot.
13. Inside, outside, sole drag and then a step-over with best foot, then continue with weak foot.
14. Sole drag x 2 and then a step-over with best foot, then continue with weak foot.
15. Sole and step-over with best foot and then take away with weak foot.
16. Sole and step-over with weak foot and then take away with best foot.
17. Dribble and step across the ball with your best foot, then take away with the outside of your best foot. Now repeat on your weak foot.
18. Dribble forward and cut the ball with the inside of your best foot behind your weak foot and into space. Now repeat with your weak foot.
19. Put your best foot on the ball and drag the ball towards your weak foot, now step across the ball, missing it with your weak foot (the Ronaldo move).
20. Dribble the ball with your best foot, make a step-over with your weak foot and immediately step across the ball with your best foot. Now your whole body is the other side of the ball and you take the ball away with the outside of your best foot. | <urn:uuid:2c03196c-ceb6-49af-8608-9a660df7b8bb> | CC-MAIN-2021-04 | https://waipunafc.co.nz/wp-content/uploads/2019/02/Ball_manipulation_and_familiarity.pdf | 2021-01-21T17:25:49+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703527224.75/warc/CC-MAIN-20210121163356-20210121193356-00419.warc.gz | 635,921,889 | 649 | eng_Latn | eng_Latn | 0.998665 | eng_Latn | 0.998652 | [
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St. Joseph's In The Park
This policy also relates to the Early Years Foundation Stage and is linked to the Teaching and Learning Policy, the SEN policy and the Inclusion policy. The document appears on our school website.
1 Introduction
We believe in the best possible provision for pupils of all abilities. We plan our teaching and learning so that each child can aspire to the highest level of personal achievement. The purpose of this policy is to help to ensure that we recognise and support the needs of those children in our school who have been identified as 'able', 'more able' and/or 'talented' according to national guidelines.
* 'able' refers to a child who has a high level of achievement in one particular subject area;
* 'more able' refers to a child who has a broad spectrum of high ability when viewed against school norms
* 'talented' refers to a child who excels in one or more specific fields, typically those that call for performance skills, such as sport or music, or who has outstanding leadership and social awareness or artistic ability.
Provision will made for these children within the normal class teaching by providing appropriate differentiation. It may involve the provision of enrichment or extension activities to promote their skills and talents still further.
While we recognise and cater for these particular categories of children in our school, at the same time, we respect the right of all children, irrespective of differences in ability, to access various areas of learning, both for their self-fulfilment, and for their eventual development into active and responsible adults.
2 Aims and objectives
Through this policy we aim to:
* ensure that we recognise and support the needs of our children;
* enable children to develop to their potential;
* offer children opportunities to generate their own learning;
* ensure that we challenge and extend children through the work that we set them;
* encourage children to think and work independently.
3 Identification of able, more able and talented children
It is expected that a child will be identified as able, more able or talented by teaching staff or in the case of extra-curricular activities by a parent or other adult.
Evidence can include:
* A comparison of learning behaviour and achievement with the peer group
* Moderation of work by other members of staff
* Fine and gross motor skills
* Standardised Assessments and Teacher assessment or any evidence which the teacher considers indicative of above average ability.
* Parents
* Problem solving and thinking skills
* Checklists
Teachers identifying children as Able, More Able and Talented should inform the Able, More Able and Talented Coordinator.
4 Teaching and learning style
Our teachers plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do, and we achieve this in a variety of ways when planning for children's learning, such as by providing:
* a common activity that allows the children to respond at their own level;
* an enrichment activity that broadens a child's learning in a particular skill or knowledge area;
* an individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
* the opportunity for children to progress through their work at their own rate of learning.
Teachers regularly review the progress of children and their level of differentiation to ensure effective progress and planning for each child.
We offer a range of extra-curricular activities for our children, which stimulate the thirst for knowledge and creativity, offering higher achievers the opportunity to further extend their learning in a range of activities. Opportunities include a range of sporting, creative arts, and curriculum based and activity clubs together with enrichment activities on Wednesday afternoons. The last two sessions on Wednesday afternoon offer an enrichment of opportunities. A greater variety of activities are offered to all children and are designed to offer them opportunities to experience 'taster' sessions. Currently in children have the opportunity to take part in activities such as forest schools, lacrosse, photography and street dance, cooking and textiles. In Year 6, the children undertake a Social Responsibility and Awareness Week. Opportunities may also be given to take part in associated competitions or children may be permitted time off school to pursue their talent e.g sport or performing arts, when it is deemed necessary.
Learning may also be enriched through homework activities linked to the work being undertaken in classes. This offers teachers a further opportunity to set work at the level of individual children.
Children have the opportunity to experience a range of educational day and residential visits that further enrich and develop learning. These are highly valued for the able and talented child. Use is also made of specialists e.g. visiting professional adults, workshops and authors. In addition, children identified as able, more able and talented are selected to attend specific activity days or take part in competitions to enrich their own learning. For example the Felsted Art and Technology days, the Haileybury Science Challenge, The Maths Challenge at Aldwickbury and the Haileybury Art and Creative Writing competitions provide such opportunities.
5 Provision at classroom level
The classroom should offer a structured positive atmosphere in which the contribution made by pupils is recognised, differences acknowledged and where enthusiasm for learning is fostered.
When planning work, teachers consider how to extend the objectives, e.g. using higher order questioning skills, for their able, more able and talented pupils. There are five key dimensions to planning for these children:
Breadth – More challenging tasks not just more of the same
Depth – More detail and complexity
Acceleration – Using objectives from those outlined for later years e.g. tackling objectives earlier.
Independence – encouraging children to work independently, setting their own tasks, working with minimal support and extending ideas on their own.
Reflection – Ensuring there are opportunities for reflecting on and evaluating what has been achieved.
In Early Years provision, it is important that there is:
* Recognition that all children have strengths to build on
* Recognition that the development of abilities and talents may be uneven and evolving
* Provision which offers children very broad experiences rather than narrow pathways
* A practitioner acting as a facilitator and 'scaffolder' of children's learning.
Good practice exemplified within our school includes:
* Full class teaching – in an atmosphere of mutual respect where mistakes are accepted as part of learning
* Withdrawal – to create an atmosphere conducive to enquiry, to use specific resources or materials in a one-to-one session or a small group.
* Setting – by social groups, ability groups or mixed aptitude groups
6 The Role of Teachers:
* Identify children who are able and talented and discuss this with colleagues and coordinator
* Provide appropriate, stimulating activities for the child's ability with the support of the school e.g. provide tasks that promote problem-solving skills, clear thinking and a spirit of investigation
* Follow school procedure for registration and write an ITF
7 The Role of the Able, More Able and Talented Coordinator
The coordinator's role includes:
* Revising school policy, as appropriate
* Keeping a register of able, more able and talented pupils up-to-date
* Supporting colleagues in their teaching by providing a strategic lead and direction for this area
* Supporting staff in the identification of these children
* Providing information about CPD in this area
* Reviewing progress with the Headmaster annually, who in turn reports to the Governing body
This policy is reviewed every two years, or before, if necessary. | <urn:uuid:6d978344-f94f-444a-9e99-e6e4d76a34ba> | CC-MAIN-2019-13 | https://stjosephsinthepark.com/images/policies/2018/Able-More-Able-and-Talented.pdf | 2019-03-19T06:24:42Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00474.warc.gz | 659,353,962 | 1,507 | eng_Latn | eng_Latn | 0.996605 | eng_Latn | 0.997434 | [
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PUBLIC SCHOOL DARBHANGA SESSION ( 2020-21) CLASS-III MATHEMATICS SUBTRACTION
Write any 6 subtraction sentences that equals the numbers displayed on each flower.
1)
2)
Answer key
Score :
Subtraction Facts
Write any 6 subtraction sentences that equals the numbers displayed on each flower. (Answers may vary)
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Chapter 1 : The growth pattern of transplanted normal and nodular hepatocytes
Normal Growth: What to Expect in Healthy Children Normal growth is an indicator of child's overall well being. Any deviation from expected growth velocity for age indicates compromised child health in terms of psycho-social stress in the family, chronic diseases, emotional deprivation or inadequate nutrition.
Up until the time babies are 36 months old, doctors measure weight, length, and head circumference. With older kids, doctors measure weight, height, and body mass index BMI. Why Is Head Circumference Measured? In babies, head circumference the distance around the largest part of the head can provide clues about brain development. For example, an unusually large head may be a sign of hydrocephalus, a buildup of fluid inside the brain. Percentiles are measurements that show where a child is compared with others. On the growth charts, the percentiles are shown as lines drawn in curved patterns. How Are Percentiles Determined? They were last updated in After collecting growth measurements from thousands of U. Being in a high or a low percentile does not necessarily mean that a child is healthier or has a growth or weight problem. There is no one ideal number. Healthy children come in all shapes and sizes, and a baby who is in the 5th percentile can be just as healthy as a baby who is in the 95th percentile. Ideally, each child will follow along the same growth pattern over time, growing in height and gaining weight at the same rate, with the height and weight in proportion to one another. This means that usually a child stays on a certain percentile line on the growth curve. So if our 4-year-old boy on the 10th percentile line has always been on that line, he is continuing to grow along his pattern, which is a good sign. What Could Signal a Problem? A few different growth chart patterns might signal a health problem, such as: This is particularly common during infancy and puberty. That might be a problem.
Chapter 2 : Patterns of Growth and Decline in Lung Function in Persistent Childhood Asthma.
An understanding of infant growth and development patterns and concepts is necessary for parents and caregivers to create a nurturing and caring environment which will stimulate young children's learning.
It is important to remember that these predictions are only educated guesses. In general, height predictions are more reliable as the child becomes older. Tests for growth hormone secretion should be performed after other causes of growth failure have been considered and ruled out. Growth hormone is secreted by the pituitary gland in quick bursts and does not last long in the blood, so checking a single blood sample for growth hormone is not likely to be helpful. The amount of growth hormone in the bloodstream is measured by taking one or more small blood samples over a 1 to 4-hour period. This is usually done as a brief hospital stay. The results of this test will show if the child s growth problem is caused by a deficiency lack of growth hormone. The amount of testing a child needs depends on what the doctor finds at each step of the evaluation. A short child who is healthy and growing at a normal rate may be observed throughout childhood, while a child whose growth has stopped, will need more involved testing. The evaluation process may make more sense if we take a closer look at some of the variations of the normal growth pattern and some of the causes of abnormal growth. Variations Of The Normal Pattern Of Growth Although most children follow the usual pattern of growth described earlier, a small but significant number of children have growth patterns that differ from this typical model. Some of these less common but normal patterns of growth include shifting channels in infancy, familial short stature, constitutional growth delay and familial tall stature. Shifting Channels In Infancy It is not unusual for normal children under 2 years of age to cross percentile lines in either direction. This happens because the factors that affect the growth of the fetus are different from those that govern growth after birth. Babies who are small at birth often shift to a higher growth channel during the first few months of life, as they "catch up" to their own growth potential. On the other hand, large or average-sized babies who have short parents may have slower-than-expected growth during the first months of life, as they settle into their own growth channel. A downward shift in growth during the first 1 to 2 years of life may not be a cause for concern if the baby is healthy, thriving and has a good diet, and if height and weight are shifting together. After this "new" growth curve is established, height and weight should be checked and plotted on the growth chart every 3 to 6 months until age 3 and every 6 to 12 months after that. As long as the child is healthy and growing at a normal rate, no special treatment is needed. Familial Short Stature Short parents tend to have short children. This is the result of genes that are passed from one generation to the next. Your pediatrician needs to know the heights of parents and relatives when evaluating a short child. The height of a short child with short parents often will fall within a normal range of height when this midpoint is taken into account. The term familial short stature applies to children who: Children with familial short stature are likely to enter puberty and have a growth spurt at a normal age, their bone age will be the same as their chronological age age in years , meaning that there is no delay in bone maturity. They can expect to reach an adult height about the same as that of their parents. Sometimes the diagnosis of familial short stature can be made only by excluding other causes of short stature. Certain laboratory tests may be necessary to exclude other causes of short stature. There is no known treatment that will increase the adult height of these children beyond their inherited potential. Constitutional Growth Delay This type of growth pattern is one of the most frequent causes of parental concern about growth. Constitutional growth delay is the term used to describe children who: Constitutional growth delay is much more common in boys than in girls. These children often fall behind the height of other children their age before they start school. If good growth records are available, one or more periods of slow growth during early childhood may be seen. These children do not catch up in their growth until after the pubertal growth spurt. They continue to grow at the slow, steady rate of childhood for longer than most of their friends. When they finally enter puberty at age approximately 15 to 18 for boys and 14 to 16 for girls, they have a normal growth spurt and normal sexual development. Their adult height usually is similar to that of their parents. Constitutional growth delay sometimes runs in families. As with familial short stature, the diagnosis of constitutional growth delay may depend upon excluding other causes of short
stature. To do that, your pediatrician may order some laboratory tests before making the diagnosis. The problems faced by some children with constitutional growth delay result from their short stature and delayed sexual development. A year-old boy with severe growth delay may look like a 9-or yearold-a real disadvantage when it comes to making the football team or getting a date for the school dance. In many cases, support from parents and reassurance from your pediatrician that he is normal, that he can expect to mature sexually and that he will reach a normal adult height, is all that is needed to help him adjust. In some cases, where the teenager s emotional pain is extreme, the endocrine specialist may consider using male hormones androgens to speed up the delayed timetable of puberty. These hormones cause a growth spurt and the onset of sexual development, but they also speed up bone maturation. This means that the growing ends of the bones fuse and growth stops at an earlier age than if no treatment were given. The result may be a small decrease in adult height. Some experts think that giving growth hormone to children with constitutional growth delay may increase their growth rate without speeding up bone maturation. This treatment is experimental, and studies are planned to see if growth hormone will help these children. Abnormal Growth Although most children who are very short or tall are healthy and normal, there are children who have diseases or conditions that affect their growth. For this reason, regular, accurate measurements plotted on a growth chart are very important: The known causes of growth failure and short stature fall into 3 major groups: Sometimes no cause can be found, this is called idiopathic short stature. Abnormal tall stature is most often caused by an endocrine disease or a genetic condition. They impair growth by affecting the child s overall health and well-being. Good nutrition is the cornerstone of normal growth. A balanced diet with the right number of calories and the right amount of protein is necessary to meet the needs of growing children. Several diseases of the digestive tract gastrointestinal diseases can cause food to be poorly absorbed, so that the body cannot use food properly. Failure to absorb nutrients and energy from food often leads to growth failure. Some of the symptoms of nutritional or bowel disease include: Treatment of digestive tract problems often involves a special diet. Children usually have normal growth after the problem is correctly diagnosed and treated. Diseases of the kidneys, heart and lungs may lead to growth failure by causing the buildup of undesirable substances in the body and by interfering with the body s use of nutrients and energy. Children with diabetes, or "high sugar, sometimes grow poorly even when their blood sugar is fairly well controlled. Severe stress can cause growth failure. Children who live in very unhappy or disturbed homes may stop growing for a while, then start growing again when their home life improves. Endocrine Diseases Endocrine diseases are those which involve deficiencies or excesses of hormones. A deficiency exists when there is not enough of a hormone in the body, excess means there is too much of a hormone in the body. Hypothyroidism, or deficiency of thyroid hormone, can halt growth completely and can occur at any time. Growth failure may be the first sign of this disease in childhood. Other symptoms which may appear later include: Every child who is growing at a slower than normal rate should have the simple blood test to check for thyroid deficiency. This disease is treated easily by taking a thyroid pill every day. The child with growth arrest from hypothyroidism usually "catches up" and returns to his or her previous growth channel after treatment begins. In this disorder, weight often increases while height stays the same. Too much cortisol also causes thinning of the skin, easy bruising, softening of the bones, and muscle wasting and weakness. It may be caused by overactivity of the pituitary gland, a tumor in the adrenal glands where cortisol is made or overmedication with cortisol pills used to treat asthma and other diseases. A blood test is used to check the amount of cortisoi in the blood. If there is too much cortisol, additional tests are needed to find out what is causing the excess. The treatment depends on the cause. Early diagnosis of this problem is important because the longer it lasts, the less chance the child has of returning to a normal height channel. Growth hormone GH deficiency may occur at any time during infancy or childhood. There are many causes of GH deficiency. Most of them involve damage to the pituitary gland before, during or after birth. The major sign of GH deficiency is a marked slowing of growth, usually to less than 2 inches 5 cm a year. Children with GH deficiency have normal body proportions and normal intelligence, some may be overweight for height and have problems with low blood sugar. GH deficiency is diagnosed by doing special blood tests to look for GH in the blood. It is treated by giving the child injections of GH several times a week until the child reaches an adult height in the normal range or until the growing ends of the bones fuse.
Congenital Conditions Congenital conditions are present at birth and result from a problem that occurs before the baby is born. A number of factors can affect the mother, the fetus or the placenta the organ in the uterus that links mother and fetus to cause intrauterine growth retardation, or slow growth within the uterus. Babies who are born prematurely early but who are of normal size for their age usually will "catch up" and fall within the normal range for height and weight by 2 to 3 years of age, assuming that they are in good health. Some full-term babies are smaller than expected at birth. Full-term babies who are very small at birth under 4 pounds are likely to remain small throughout life. No treatment is known to be consistently effective in increasing their height. Many genetic syndromes groups of signs and symptoms of a known abnormality are associated with short stature and growth problems. One of the most common is Turner syndrome, which occurs only in girls. Girls with Turner syndrome have a missing or misshapen sex chromosome "package" of genes in many of their cells. The cause of this defect is not known.
Chapter 3 : Understanding Growth and Development Patterns of Infants | VCE Publications | Virginia Tech
During the second half of the first year of life, growth is not as rapid. Between ages 1 and 2, a toddler will gain only about 5 pounds ( kilograms). Weight gain will remain at about 5 pounds ( kilograms) per year between ages 2 to 5.
Helps pick up and put away toys. Enjoys being held and read to. Often imitates adult actions in play. Enjoys adult attention; likes to know that an adult is near; gives hugs and kisses. Recognizes self in mirror. Enjoys the companionship of other children, but does not play cooperatively. Begins to assert independence; often refuses to cooperate with daily routines that once were enjoyable; resists getting dressed, putting on shoes, eating, taking a bath; wants to try doing things without help. May have a tantrum when things go wrong or if overly tired or frustrated. Exceedingly curious about people and surroundings; needs to be watched carefully to prevent them from getting into unsafe situations. Young toddlers 12 months have a wider midfoot than older toddlers 24 months. The foot will develop greater contact area during walking. Maximum force of the foot will increase. Peak pressure of the foot increases. Force-time integral increases in all except the midfoot. The lateral toes did not show a pattern in development of walking. Loading parameters of the foot generally increase, the midfoot develops opposite of the other regions in the foot. Two-year-old[ edit ] Physical Posture is more erect; abdomen still large and protruding, back swayed, because abdominal muscles are not yet fully developed. Respirations are slow and regular Body temperature continues to fluctuate with activity, emotional state, and environment. Brain reaches about 80 percent of its adult size. Squats for long periods while playing. Climbs stairs unassisted but not with alternating feet. Balances on one foot for a few moments , jumps up and down, but may fall. Throws large ball underhand without losing balance. Holds small cup or tumbler in one hand. Unbuttons large buttons; unzips large zippers. Opens doors by turning doorknobs. Grasps large crayon with fist; scribbles. Climbs up on chair, turns, and sits down. Stacks four to six objects on top of one another. Uses feet to propel wheeled riding toys. Most likely in the emerging stage of learning to run. Cognitive Eyeâ€"hand movements better coordinated; can put objects together, take them apart; fit large pegs into pegboard. Begins to use objects for purposes other than intended may push a block around as a boat. Does simple classification tasks based on single dimension separates toy dinosaurs from toy cars. Seems fascinated by, or engrossed in, figuring out situations: Attends to self-selected activities for longer periods of time. Discovering cause and effect: Knows where familiar persons should be; notes their absence; finds a hidden object by looking in last hiding place first. Expected to use " magical thinking ". Tells about objects and events not immediately present this is both a cognitive and linguistic advance. Expresses more curiosity about the world. English language Enjoys participating while being read to. Realizes language is effective for getting desired responses. Uses fifty to three-hundred words; vocabulary continuously increasing. Receptive language is more developed than expressive language; most two-year-olds understand significantly more than they can talk about. Utters three- and four-word statements; uses conventional word order to form more complete sentences. Refers to self as "me" or sometimes "I" rather than by name: Some stammerings and other dysfluencies are common. Is able to verbalize needs. Asks a lot of questions. May use some pronouns. Social and emotional Shows signs of empathy and caring: Temper tantrums likely to peak during this year; extremely difficult to reason with during a tantrum. Impatient; finds it difficult to wait or take turns. Enjoys "helping" with household chores; imitates everyday activities: Watches and imitates the play of other children, but seldom interacts directly; plays near others, often choosing similar toys and activities parallel play ; [16] solitary play is often simple and repetitive. Making choices is difficult; wants it both ways. Often defiant; shouting "no" becomes automatic. Ritualistic; wants everything "just so"; routines carried out exactly as before; belongings placed "where they belong.
Chapter 4 : Normal growth and development: MedlinePlus Medical Encyclopedia
Normal growth is the progression of changes in height, weight, and head circumference that are compatible with established standards for a given population. The progression of growth is interpreted within the context of the genetic potential for a particular child [ 1 ].
Understanding child development is an important part of teaching young children. Developmental change is a basic fact of human existence and each person is developmentally unique. Although there are universally accepted assumptions or principles of human development, no two children are alike. Children differ in physical, cognitive, social, and emotional growth patterns. They also differ in the ways they interact with and respond to their environment as well as play, affection, and other factors. Some children may appear to be happy and energetic all the time while other children may not seem as pleasant in personality. Some children are active while others are typically quiet. You may even find that some children are easier to manage and like than others. Having an understanding of the sequence of development prepares us to help and give attention to all of these children. Child Development Development refers to change or growth that occurs in a child during the life span from birth to adolescence. This change occurs in an orderly sequence, involving physical, cognitive, and emotional development. These three main areas of child development involve developmental changes which take place in a predictable pattern age related , orderly, but with differences in the rate or timing of the changes from one person to another. Physical Development Physical development refers to physical changes in the body and involves changes in bone thickness, size, weight, gross motor, fine motor, vision, hearing, and perceptual development. Growth is rapid during the first two years of life. As each physical change occurs, the child gains new abilities. During the first year, physical development mainly involves the infant coordinating motor skills. The infant repeats motor actions which serve to build physical strength and motor coordination. Reflexes Infants at birth have reflexes as their sole physical ability. A reflex is an automatic body response to a stimulus that is involuntary; that is, the person has no control over this response. Blinking is a reflex which continues throughout life. There are other reflexes which occur in infancy and also disappear a few weeks or months after birth. The presence of reflexes at birth is an indication of normal brain and nerve development. When normal reflexes are not present or if the reflexes continue past the time they should disappear, brain or nerve damage is suspected. Some reflexes, such as the rooting and sucking reflex, are needed for survival. The rooting reflex causes infants to turn their head toward anything that brushes their faces. This survival reflex helps them to find food such as a nipple. This reflex also helps the child get food. This reflex usually disappears by three weeks of age. The Moro reflex or "startle response" occurs when a newborn is startled by a noise or sudden movement. When startled, the infant reacts by flinging the arms and legs outward and extending the head. The infant then cries loudly, drawing the arms together. This reflex peaks during the first month and usually disappears after two months. This reflex disappears the first three or four months after birth. The Babinski reflex is present in normal babies of full term birth. This reflex usually lasts for the first year after birth. The Stepping or walking reflex can also be observed in normal full term babies. When the infant is held so that the feet are flat on a surface, the infant will lift one foot after another in a stepping motion. This reflex usually disappears two months after birth and reappears toward the end of the first year as learned voluntary behavior. Motor Sequence Physical development is orderly and occurs in predictable sequence. For example, the motor sequence order of new movements for infants involves the following orderly sequence: Head and trunk control infant lifts head, watches a moving object by moving the head from side to side - occurs in the first few months after birth. Infant rolls over turning from the stomach to the back first, then from back to stomach - four or five months of age. Sit upright in a high chair requires development of strength in the back and neck muscles -four to six months of age. Infant gradually is able to pull self into sitting positions. Crawling - occurs soon after the child learns to roll onto the stomach by pulling with the arms and wiggling the stomach. Some infants push with the legs. Hitching - infant must be able to sit without support; from the sitting position, they move their arms and legs, sliding the buttocks across the floor. Creeping - As the arms and legs gain more strength, the infant supports his weight on hands and
knees. Stand with help - as arms and legs become stronger. Stand while holding on to furniture. Walk with help with better leg strength and coordination. Pull self up in a standing position. Stand alone without any support. Walk alone without any support or help. Changes in physical skills such as those listed above in the motor sequence, including hopping, running, and writing, fall into two main areas of development. Gross motor large muscle development refers to improvement of skills and control of the large muscles of the legs, arms, back and shoulders which are used in walking, sitting, running, jumping, climbing, and riding a bike. Fine motor small muscle development refers to use of the small muscles of the fingers and hands for activities such as grasping objects, holding, cutting, drawing, buttoning, or writing. Early hand movements in infants are reflex movements. By three to four months, infants are still unable to grasp objects because they close their hands reflexively too early or too late, having no control over these movements. They will swipe at objects. By the age of nine months, infants improve eye-hand coordination which gives them the ability to pick up objects. Children must have manual or fine motor hand control to hold a pencil or crayon in order for them to write, draw, or color. Infants have the fine motor ability to scribble with a crayon by about 16 to 18 months of age when they have a holding grip all fingers together like a cup. By the end of the second year, infants can make simple vertical and horizontal figures. By two years of age, the child shows a preference for one hand; however, hand dominance can occur much later at around four years of age. By the age of four, children have developed considerable mastery of a variety of grips, so that they can wrap their fingers around the pencil. Bimanual control is also involved in fine motor development, which enables a child to use both hands to perform a task, such as holding a paper and cutting with scissors, and catching a large ball. The infant appears to focus in a center visual field during the first few weeks after birth. In infants, near vision is better developed than their far vision. They focus on objects held 8 to 15 inches in front of them. As their vision develops, infants show preference for certain objects and will gaze longer at patterned objects disks of checks and stripes than disks of one solid color. Studies also show that infants prefer bold colors to soft pastel colors. They also show visual preference for faces more than objects. By two months of age, an infant will show preference gaze longer at a smiling face than at a face without expression. As infants grow older they are more interested in certain parts of the face. At one month of age, their gaze is on the hairline of a parent or other caregiver. By two months of age, infants show more interest in the eyes of a face. At three months of age, the infant seems very interested in the facial expression of adults. Hearing Hearing also develops early in life, and even before birth. Infants, from birth, will turn their heads toward a source or direction of sound and are startled by loud noises. The startle reaction is usually crying. Newborns also are soothed to sleep by rhythmic sounds such as a lullaby or heartbeat. Infants will look around to locate or explore sources of sounds, such as a doorbell. They also show reaction to a human voice while ignoring other competing sounds. At three to six months, vocalizations begin to increase. Infants will increase their vocalizations when persons hold or play with them. Perception To explore their world, young children use their senses touch, taste, smell, sight, and hearing in an attempt to learn about the world. They also think with their senses and movement. They form perceptions from their sensory activities. Sensory-Perceptual development is the information that is collected through the senses, the ideas that are formed about an object or relationship as a result of what the child learns through the senses. When experiences are repeated, they form a set of perceptions. This leads the child to form concepts concept formation. For example, a child will see a black dog with four legs and a tail and later see a black cat with four legs and a tail and call it a dog. The child will continue to identify the cat as a dog until the child is given additional information and feedback to help him learn the difference between a dog and a cat. Concepts help children to group their experiences and make sense out of the world. Giving young children a variety of experiences helps them form more concepts. Cognitive Development Cognitive development refers to the ways children reason think , develop language, solve problems, and gain knowledge. Identifying colors, completing a maze, knowing the difference between one and many, and knowing how things are similar are all examples of cognitive tasks. Children learn through their senses and through their interactions with people and things in the world.
Chapter 5 : Developmental milestones record: MedlinePlus Medical Encyclopedia
Growth patterns differ between breastfed and formula-fed infants. Beginning around 3 months of age weight gain is generally lower for breastfed infants than for that of the formula-fed infant. Linear growth generally follows a similar pattern for both breast- and formula-fed infants. 4 For the.
While the putative clonal nature of focal lesions has often been emphasized, increasing attention is being devoted to the possible role of an altered growth pattern in the evolution of carcinogenesis. Here we compare the growth patterns of normal and nodular hepatocytes in a transplantation system that allows their selective clonal proliferation in vivo. Rats were pre-treated with retrorsine, which blocks the growth of resident hepatocytes, and were then transplanted with hepatocytes isolated from either normal liver or hepatocyte nodules. Both cell types were able to proliferate extensively in the recipient liver, as expected. However, their growth pattern was remarkably different. Clusters of normal hepatocytes integrated in the host liver, displaying a normal histology; however, transplanted nodular hepatocytes formed new hepatocyte nodules, with altered morphology and sharp demarcation from surrounding host liver. Both the expression and distribution of proteins involved in cell polarity, cell communication, and cell adhesion, including connexin 32, E-cadherin, and matrix metalloproteinase-2, were altered in clusters of nodular hepatocytes. Furthermore, we were able to show that down-regulation of connexin 32 and E-cadherin in nodular hepatocyte clusters was independent of growth rate. These results support the concept that a dominant pathway towards neoplastic disease in several organs involves defect s in tissue pattern formation. Liver nodules, Growth pattern, Cell transplantation, Focal growth Introduction Many human solid cancers, including hepatocellular carcinoma, often arise from discrete focal lesions that long precede the overt clinical appearance of the disease. In fact, it is well established that such lesions represent a common precursor site for overt neoplasia Clark et al. Historically, the salient feature of cancer precursor lesions has been considered to reside in their putative clonal nature, and this notion still forms the basis for most of the current theories on the pathogenesis of neoplastic disease Diallo et al. Within this perspective, research efforts continue to be focussed mainly on putative biochemical and molecular changes of rare altered cells that could possibly explain their selective growth, resulting in the emergence of focal proliferative lesions Hanahan and Weinberg However, over the past few years increasing attention has been devoted to the analysis of the phenotypic property that serves to define these focal lesions, i. In fact, a nodule, an adenoma, a polyp or a papilloma are defined as discrete lesions displaying a morphology distinct from that of the normal surrounding counterpart. While this phenotypic feature has long been neglected and implicitly considered as a mere by-product of clonal growth, it is now emerging as a fundamental property of pre-cancerous lesions with specific pathogenetic relevance to the process Chen et al. Over the past several years, we have developed a model of orthotopic hepatocyte transplantation wherein the selective clonal expansion of both normal and nodular hepatocytes can be achieved and analysed over time in an in vivo system Laconi and Laconi This transplantation model is based on a pre-conditioning regimen, i. It was observed that both normal and nodular hepatocytes undergo clonal proliferation when injected into the liver of RS-treated hosts. However, the biological outcome is radically different in either case. In fact, transplanted normal hepatocytes integrate in the host liver and gradually repopulate the entire organ with a seemingly normal histology Laconi et al. In contrast, when hepatocytes isolated from liver nodules are injected into RS-treated animals, they also proliferate but fail to integrate in the host parenchyma and rather undergo expansive growth, re-forming liver nodules that rapidly progress to hepatocellular carcinoma Laconi et al. We observed that the altered growth pattern of transplanted nodular hepatocytes is consistently associated with decreased expression of Cx32, E-cadherin, and MMP Furthermore, it was unequivocally found that these alterations are inherent to nodular lesions and are unrelated to growth per se. Induction of liver nodules in donor rats and isolation of nodular and normal hepatocytes Hepatocyte nodules were induced according to a well-characterized experimental model in the rat, as previously described Laconi et al. W and prepared for transplantation experiments. Normal hepatocytes were isolated from a normal young adult syngeneic Fischer donor rat following a similar two-step collagenase perfusion technique. Cells
were isolated as described above and were delivered via portal vein infusion, suspended in 0. Immunohistochemistry for Ki67, Cx32, and E-cadherin was performed using specific monoclonal antibodies anti-Ki67 from Abcam, cat ; anti-Cx32 from Zymed Labs, cat , anti-E-cadherin from Santa Cruz, cat. After rehydration in Tris buffer, specimens were blocked and subsequently incubated with the second primary antibody anti-DPPIV, 1: Negative controls were carried out for each antibody by omitting the primary antibody from the protocol. Pictures of each filter set were digitally merged using layering technology software Leica FW , Version 1. PCR thermal profile was as follows: Results The growth pattern of normal and nodular hepatocytes Normal transplanted hepatocytes integrated well in the recipient liver, forming clusters of irregular shape which were macroscopically indistinguishable in the context of the host tissue. No signs of compression of the surrounding tissue were evident during the growth of normal cells derived from donors. The distribution of DPPIV enzyme activity displayed the typical chicken-wire pattern, consistent with its normal bile canalicular location Fig.
Chapter 6 : Infant growth: What's normal? - Mayo Clinic
pattern of growth by 3 years of age and do not deviate from this pattern until the onset of puberty. During this time, the normal growth rate is inches/year ( cm/year).
They are circumscribed and localized and do not transform into cancer. They are localised, do not invade and destroy but in time, may transform into a cancer. Malignant neoplasms are commonly called cancer. They invade and destroy the surrounding tissue, may form metastases and, if untreated or unresponsive to treatment, will prove fatal. Secondary neoplasm refers to any of a class of cancerous tumor that is either a metastatic offshoot of a primary tumor, or an apparently unrelated tumor that increases in frequency following certain cancer treatments such as chemotherapy or radiotherapy. Rarely there can be a metastatic neoplasm with no known site of the primary cancer and this is classed as a cancer of unknown primary origin Clonality[ edit ] Neoplastic tumors are often heterogeneous and contain more than one type of cell, but their initiation and continued growth is usually dependent on a single population of neoplastic cells. These cells are presumed to be clonal â€" that is, they are derived from the same cell, [8] and all carry the same genetic or epigenetic anomaly â€" evident of clonality. For lymphoid neoplasms, e. The demonstration of clonality is now considered to be necessary to identify a lymphoid cell proliferation as neoplastic. Therefore, clonality is not required in the definition of neoplasia. Current English, however, both medical and non-medical, uses tumor as a synonym for a neoplasm a solid or fluid-filled cystic lesion that may or may not be formed by an abnormal growth of neoplastic cells that appears enlarged in size. Tumor is also not synonymous with cancer. While cancer is by definition malignant, a tumor can be benign , precancerous , or malignant. The terms mass and nodule are often used synonymously with tumor. Generally speaking, however, the term tumor is used generically, without reference to the physical size of the lesion. Not all types of neoplasms cause a tumorous overgrowth of tissue, however such as leukemia or carcinoma in situ and similarities between neoplasmic growths and regenerative processes, e. Recently, tumor growth has been studied using mathematics and continuum mechanics. Vascular tumors formed from blood vessels are thus looked at as being amalgams of a solid skeleton formed by sticky cells and an organic liquid filling the spaces in which cells can grow. Recent findings from experiments that use this model show that active growth of the tumor is restricted to the outer edges of the tumor, and that stiffening of the underlying normal tissue inhibits tumor growth as well. Breast cysts as occur commonly during pregnancy and at other times are another example, as are other encapsulated glandular swellings thyroid, adrenal gland, pancreas. Encapsulated hematomas, encapsulated necrotic tissue from an insect bite, foreign body, or other noxious mechanism , keloids discrete overgrowths of scar tissue and granulomas may also present as tumors. Discrete localized enlargements of normal structures ureters, blood vessels, intrahepatic or extrahepatic biliary ducts, pulmonary inclusions, or gastrointestinal duplications due to outflow obstructions or narrowings, or abnormal connections, may also present as a tumor. Examples are arteriovenous fistulae or aneurysms with or without thrombosis , biliary fistulae or aneurysms, sclerosing cholangitis, cysticercosis or hydatid cysts, intestinal duplications, and pulmonary inclusions as seen with cystic fibrosis. It can be dangerous to biopsy a number of types of tumor in which the leakage of their contents would potentially be catastrophic. The nature of a tumor is determined by imaging, by surgical exploration, or by a pathologist after examination of the tissue from a biopsy or a surgical specimen. The central features of DNA damage, epigenetic alterations and deficient DNA repair in progression to cancer are shown in red. DNA damage is very common. Naturally occurring DNA damages mostly due to cellular metabolism and the properties of DNA in water at body temperatures occur at a rate of more than 60, new damages, on average, per human cell, per day [16] [also see article DNA damage naturally occurring ]. Additional DNA damages can arise from exposure to exogenous agents. Tobacco smoke causes increased exogenous DNA damage, and these DNA damages are the likely cause of lung cancer due to smoking. Individuals with a germ line mutation causing deficiency in any of 34 DNA repair genes see article DNA repair-deficiency disorder are at increased risk of cancer. However, a majority of sporadic cancers have deficiency in DNA repair due to epigenetic alterations that reduce or silence DNA repair gene expression. These epigenetic defects occurred in various
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cancers e. When expression of DNA repair genes is reduced, DNA damages accumulate in cells at a higher than normal level, and these excess damages cause increased frequencies of mutation or epimutation. Mutation rates strongly increase in cells defective in DNA mismatch repair [34] [35] or in homologous recombinational repair HRR. Field defects, normal appearing tissue with multiple alterations and discussed in the section below , are common precursors to development of the disordered and improperly proliferating clone of tissue in a malignant neoplasm. Such field defects second level from bottom of figure may have multiple mutations and epigenetic alterations. Once a cancer is formed, it usually has genome instability. Because of such instability, the cancer continues to evolve and to produce sub clones. For example, a renal cancer, sampled in 9 areas, had 40 ubiquitous mutations, demonstrating tumour heterogeneity i. Plus a schematic diagram indicating a likely field defect a region of tissue that precedes and predisposes to the development of cancer in this colon segment. The diagram indicates sub-clones and sub-sub-clones that were precursors to the tumors. Various other terms have been used to describe this phenomenon , including "field effect", "field cancerization", and "field carcinogenesis ". The term "field cancerization" was first used in to describe an area or "field" of epithelium that has been preconditioned by at that time largely unknown processes so as to predispose it towards development of cancer. Field defects are important in progression to cancer. Likewise, epigenetic alterations present in tumors may have occurred in pre-neoplastic field defects. An expanded view of field effect has been termed "etiologic field effect", which encompasses not only molecular and pathologic changes in pre-neoplastic cells but also influences of exogenous environmental factors and molecular changes in the local microenvironment on neoplastic evolution from tumor initiation to patient death. A mutant or epigenetically altered stem cell may replace the other nearby stem cells by natural selection. Thus, a patch of abnormal tissue may arise. The figure in this section includes a photo of a freshly resected and lengthwise-opened segment of the colon showing a colon cancer and four polyps. Below the photo there is a schematic diagram of how a large patch of mutant or epigenetically altered cells may have formed, shown by the large area in yellow in the diagram. Within this first large patch in the diagram a large clone of cells , a second such mutation or epigenetic alteration may occur so that a given stem cell acquires an advantage compared to other stem cells within the patch, and this altered stem cell may expand clonally forming a secondary patch, or sub-clone, within the original patch. This is indicated in the diagram by four smaller patches of different colors within the large yellow original area. Within these new patches sub-clones , the process may be repeated multiple times, indicated by the still smaller patches within the four secondary patches with still different colors in the diagram which clonally expand, until stem cells arise that generate either small polyps or else a malignant neoplasm cancer. These neoplasms are also indicated, in the diagram below the photo, by 4 small tan circles polyps and a larger red area cancer. The cancer in the photo occurred in the cecal area of the colon, where the colon joins the small intestine labeled and where the appendix occurs labeled. The fat in the photo is external to the outer wall of the colon. In the segment of colon shown here, the colon was cut open lengthwise to expose the inner surface of the colon and to display the cancer and polyps occurring within the inner epithelial lining of the colon. If the general process by which sporadic colon cancers arise is the formation of a pre-neoplastic clone that spreads by natural selection, followed by formation of internal sub-clones within the initial clone, and sub-sub-clones inside those, then colon cancers generally should be associated with, and be preceded by, fields of increasing abnormality reflecting the succession of premalignant events. The most extensive region of abnormality the outermost yellow irregular area in the diagram would reflect the earliest event in formation of a malignant neoplasm. In experimental evaluation of specific DNA repair deficiencies in cancers, many specific DNA repair deficiencies were also shown to occur in the field defects surrounding those cancers. The Table, below, gives examples for which the DNA repair deficiency in a cancer was shown to be caused by an epigenetic alteration, and the somewhat lower frequencies with which the same epigenetically caused DNA repair deficiency was found in the surrounding field defect. Frequency of epigenetic changes in DNA repair genes in sporadic cancers and in adjacent field defects Cancer.
Page 11
Chapter 7 : HON Mother & Child Glossary, Postnatal Physical Development
Still, infant growth tends to follow a fairly predictable path. Consider these general guidelines for infant growth in the first year: From birth to age 6 months, a baby might grow 1/2 to 1 inch (about to centimeters) a month and gain 5 to 7 ounces (about to grams) a week.
URL of this page: By about age 2 weeks, an infant should start to gain weight and grow quickly. During the second half of the first year of life, growth is not as rapid. Between ages 1 and 2, a toddler will gain only about 5 pounds 2. Weight gain will remain at about 5 pounds 2. Between ages 2 to 10 years, a child will grow at a steady pace. An infant needs more calories in relation to size than a preschooler or school-age child needs. Nutrient needs increase again as a child gets close to adolescence. A healthy child will follow an individual growth curve. However, the nutrient intake may be different for each child. Healthy eating habits should begin during infancy. This can help prevent diseases such as high blood pressure and obesity. A child with a poor diet may be tired and unable to learn at school. Also, poor nutrition can make the child more likely to get sick and miss school. Breakfast is very important. Children may feel tired and unmotivated if they do not eat a good breakfast. The relationship between breakfast and improved learning has been clearly shown. There are government programs in place to make sure each child has at least one healthy, balanced meal a day. This meal is usually breakfast. Programs are available in poor and underserved areas of the United States.
Page 12
Chapter 8 : Average Growth Patterns of Breastfed Babies • blog.quintoapp.com
If the infant is following a normal pattern of growth, what would be an expected weight for this child at the age of four months? 13 lbs. ( kg) Most infants double their birthweight by 4 months of age and triple their birth weight by the time they are 1 year old.
It is important to realize that the plant, with its two transport systems, xylem and phloem, is able to move any substance to virtually any part of its body; the direction of transport is usually opposite in the two systems, and transfer from one… The process of growth Growth is seldom random. Rather, it occurs according to a plan that eventually determines the size and shape of the individual. Growth may be restricted to special regions of the organism, such as the layers of cells that divide and increase in size near the tip of the plant shoot. Or the cells engaged in growth may be widely distributed throughout the body of the organism, as in the human embryo. In the latter case, the rates of cell division and of the increase in cell size differ in different parts. That the pattern of growth is predetermined and regular in plants and animals can be seen in the forms of adults. In some organisms, however, notably the slime molds, no regular pattern of growth occurs, and a formless cytoplasmic mass is the result. The rate of growth of various components of an organism may have important consequences in its ability to adapt to the environment and hence may play a role in evolution. For instance, an increase in the rate of growth of fleshy parts of the fish fin would provide an opportunity for the fish to adapt more easily to terrestrial locomotory life than could a fish without this modified fin. Without disproportionate growth of the finâ€"ultimately resulting from random changes in the genetic material mutations â€"the evolution of limbs through natural selection might have been impossible. Types of growth In cells The increase in size and changes in shape of a developing organism depend on the increase in the number and size of cells that make up the individual. Increase in cell number occurs by a precise cellular reproductive mechanism called mitosis. During mitosis the chromosomes bearing the genetic material are reproduced in the nucleus, and then the doubled chromosomes are precisely distributed to the two daughter cells, one of each chromosomal type going to each daughter cell. Each end of the dividing cell receives a complete set of chromosomes before the ends separate. In animal cells this is a pinching off cytokinesis of the cell membrane; in plant cells a new cellulose wall forms between the new cells. During the period of cell life preceding the actual distribution of chromosomes, the mother cell often grows to twice its original size. Hence, a cycle consisting of cell growth and cell division is established. Cell growthâ€"an increase in cytoplasmic mass, chromosome number , and cell surfaceâ€"is followed by cell division, in which the cytoplasmic mass and chromosomes are distributed to the daughter cells. An increase in cytoplasmic mass does not always occur during cell-division cycles, however. During the early development of an embryo, for example, the original egg cell, usually a very large cell, undergoes repeated series of cell divisions without any intervening growth periods; as a result, the original egg cell divides into thousands of small cells. Only after the embryo can obtain food from its environment does the usual pattern of growth and mitosis occur. In plants The fact that most plant cells undergo extensive size increase unaccompanied by cell division is an important distinction between growth in plants and in animals. Daughter cells arising from cell division behind the tip of the plant root or shoot may undergo great increases in volume. This is accomplished through uptake of water by the cells; the water is stored in a central cavity called a vacuole. The intake of water produces a pressure that, in combination with other factors, pushes on the cellulose walls of the plant cells, thereby increasing the length, girth, and stiffness turgor of the cells and plant. In plants, much of the size increase occurs after cell division and results primarily from an increase in water content of the cells without much increase in dry weight. The very young developing plant embryo has many cells distributed throughout its mass that undergo the cycle of growth and cell division. As soon as the positions of the root tip, shoot tip, and embryonic leaves become established, however, the potential for cell division becomes restricted to cells in certain regions called meristems. One meristematic centre lies just below the surface of the growing root; all increases in the number of cells of the primary root occur at this point. Some of the daughter cells remain at the elongating tip and continue to divide. Other daughter cells, which are left behind in the root, undergo the increase in length that
Page 13
enables the new root to push deeper into the soil. The same general plan is evident in the growing shoot of higher plants, in which a restricted meristematic region at the tip is responsible for the formation of the cells of the leaves and stem; cell elongation occurs behind this meristematic centre. The young seedling secondarily develops cells associated with the vascular strands of phloem and xylemâ€"tissues that carry water to the leaves from the soil and sugar from the leaves to the rest of the plant. These cells can divide again, providing new cell material for development of a woody covering and for more elaborate vascular strands. Hence, the growth of higher plantsâ€"i. These activities occur throughout the period of plant growth. In animals The growth of animals is more restricted in time than is that of plants, but cell division is more generally distributed throughout the body of the organism. Although the rate of cell division differs in different regions, the capacity for cell division is widely distributed in the developing embryo. Increase in size is rapid during the embryonic period, continues at a reduced rate in juveniles, and thereafter is absent. Cell division and size increase continue, however, even after increase in total body size no longer occurs. Because these events are balanced by cell death , post-juvenile increase in cell number is primarily a replacement phenomenon. Height increase in mammals is limited by cessation of cell division and bone deposition in the long bones. The long juvenile period of growth in humans is unusual, most higher animals attaining mature size soon after the end of embryonic development. Some organ systems undergo little cell division and growth after birth; for instance, all of the germ cells precursors of egg cells of the female are formed by the time of birth. Similarly, all of the nerve cells of the brain are formed by the end of the embryonic period. Further increase in the size of the nervous system occurs by outgrowth of nerve fibres and deposition of a fatty insulation material along them. Although the greatest increase in size of nerve cells occurs, as in plant cells, after the cessation of cell division, the nerve fibre outgrowth in animals represents a true increase in the amount of cytoplasm and cell surface and not just an uptake of water. Some organs retain the potential for growth and cell division throughout the life span of the animal. The liver , for example, continues to form new cells to replace senescent and dying ones. Although cell division and growth occur throughout the liver, other organs have a special population of cells, called stem cells , that retain the capacity for cell division. The cells that produce the circulating red cells of mammalian blood are found only in the marrow of the long bones. They form a permanent population of dividing cells, replacing the red cells that continuously die and disappear from the circulation. The rates of both growth and cell division can vary widely in different body parts. This differential increase in size is a prime factor in defining the shape of an organism. Normal and abnormal growth Tumours When growth is not properly regulated, anomalies and tumours may result. If the increase in the number of liver cells is abnormal, for example, tumours of the liver, or hepatomas, may result. In fact, one feature of malignant tumours, or cancers , is the absence of the usual growth patterns and rates. The cells of malignant tumours, in addition to having abnormal growth rates, have altered adhesive properties, which enable them to detach easily from the tumour; in this way the cells may spread to other parts of the body metastasize and grow in unusual locations. It is the growth of tumours in places other than the organ of origin that usually causes the death of an organism. Tumours may vary widely in their growth rates. They may grow very rapidly or so slowly that the rate approaches that of normal cell division in adult tissues. Tumours are not only characterized by an increase in the rate of cell division but also by abnormal patterns of growth. The new cells formed in the tumour are not organized and incorporated into the structure of the organ and may form large nodules. These abnormal growths may present no medical problems e. Regeneration Not all abnormal growths are tumours. If a tree is partially burned, cells below the bark produce a new covering for the exposed vascular strands. Growth may not be normal, and an obvious scar or growth of the new bark is apparent. Similarly, if the skin of a mammal is severely injured, the repair, although abnormal and imperfect, causes the organism no physiological difficulty. Many organisms possess the ability to regrow, or regenerate, with varying degrees of perfection, parts of the body that are lost or injured. Salamanders possess remarkable powers of regeneration, being able to form new eyes or a new limb if the original is lost. Lizards can regenerate a new tail; even humans can regenerate parts of the liver. The reasons for the differences in regenerative powers in different animals remain a fascinating mystery of great practical importance. When regeneration does occur, some specialized cells usually lose their specialized characteristics and enter a period of an increased rate of cell
Page 14
division; subsequently, the new cells respecialize into the tissues of the original body part. Plants whose tops are lost as in pruning can also sometimes form new meristematic centres from dormant tissues and produce new shoots. Compensatory growth Many organs of animals occur in pairs, and if one is lost the remaining member increases in size, as if responding to the demands of increased use. If one of the two kidneys of a human is removed, for example, the other increases in size. This is called a compensatory reaction and may occur either by some increase in cell size hypertrophy , by an increase in the rate of cell division hyperplasia , or both. Although an increase in cell number is primarily responsible for the compensatory reaction of the kidney, the number of individual filtration units glomeruli does not increase. Hence, cell division increases the size of glomeruli but not the total number. Some of the most striking examples of increases in cell size in animals take place during stimulation of endocrine organs, which secrete regulatory substances called hormones; when the thyroid gland is stimulated, for example, the individual cells of the gland may increase dramatically in size. Factors that regulate growth Temperature The environment in which an organism lives plays an important role in modifying the rate and extent of growth. Environmental factors may be either physical e. Organisms and the cells of which they are composed are extremely sensitive to temperature changes; as the temperature decreases, the biochemical reactions necessary for life occur more slowly. The width of trees increases partly by cell division and enlargement of secondary meristematic tissue below the bark. During the cold of winter, cell division and enlargement may cease completely; but during the spring renewed growth occurs. This intermittent growth is influenced by temperature, light, and water. The amount of growth may decrease considerably if the spring is cold, if day length is changed by obstructions blocking the sunlight, or if a drought occurs. In fact, the width of the growth rings visible on the surface of the cut tree trunk provides a partial history of climatic conditions, the spacing of the growth rings of different size having been correlated with known periods of drought and cold to provide reliable archaeological dating of various structures, as in the timbers used in Indian pueblos in the southwestern United States. Temperature also affects both warm- and cold-blooded animals. In animals that do not become dormant, increased demands for food consumption occur during cold periods to provide energy to maintain body temperature; this utilization of food energy may limit the energy available for size increase if food is in short supply. Pressure Because atmospheric pressure is relatively constant except in the mountains, it probably is of little importance in growth regulation. Tissues of deep-sea fishes must have become adapted to such pressure effects, which have been little studied thus far. Movements of the terrestrial atmosphereâ€"windsâ€"may affect growth patterns in trees and shrubs, as is evident in the exotic shapes of certain conifers that grow along coastlines exposed to strong prevailing winds. Light Of all the physical factors, light plays the best understood and most dramatic role. Many of the effects of light on plant growth are obvious and direct. Light energy is the driving force for photosynthesis , the series of chemical reactions in green plants in which carbon dioxide and water form carbohydrates and upon which all life ultimately depends. Insufficient light causes death or retardation of growth in green plants. But light also has indirect effects of great importance. Green plants possess small amounts of a pigment called phytochrome that can exist in two forms.
Chapter 9 : Growth and Your 2- to 3-Year-Old
Two boys or girls exactly the same age can start or end puberty years apart, yet still fall within what is considered "normal" blog.quintoapp.com timing and speed of a child's physical development can vary a lot, because it is determined largely by the genes inherited from the parents.
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ENHANCING FLEET SAFETY
TOO CLOSE FOR COMFORT?
Professional drivers already know the importance of keeping a safe interval between their vehicles and the vehicle directly ahead of them. Because safe distances vary based on speed and weather conditions, it's helpful to have a method for determining what interval will keep you safe. That's where the timed-interval theory — based on the distance a vehicle will travel in a given period of time — comes in. Using this technique can help drivers more accurately judge a safe distance in any given condition.
WHAT IS THE TIMED INTERVAL?
The timed interval is a two-step process that can be used at any speed or condition. Your results vary based on your vehicle type and the road conditions you're facing. Typically, a four-second interval should allow an adequate stopping distance for passenger cars and 2-axle trucks within normal driving conditions. When poor road conditions exist, or for larger axle combinations, the timed interval should be increased to six seconds or more.
HERE'S HOW TO USE THE TIMED INTERVAL:
1. Notice the vehicle ahead as it reaches some fixed object such as a sign or tree near the side of the road.
2. At that moment, count at a medium pace -- "1,000 and 1, 1,000 and 2, etc." until your vehicle reaches the same object. Each count approximates one second and will tell you whether or not you are following too closely.
DON'T BE TOO CLOSE FOR COMFORT. THE TIMED INTERVAL TECHNIQUE CAN HELP YOU DETERMINE IF YOU'RE FOLLOWING TOO CLOSELY.
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BROCHURE ABOUT A LANDMARK
Before You Write
A Read the brochure. Write the correct heading from the box above each paragraph.
Attractions Location History
THE EMPIRE STATE BUILDING
______________________________
1 The Empire State Building was built during the Depression from 1930 to 1931. The building was officially opened by President Herbert Hoover on May 1, 1931. In 1945, the 79th floor was damaged when a plane crashed into it. Fourteen people were killed, but the structure wasn’t damaged.
______________________________
2 About 4 million people visit the Empire State Building every year. The observatories on the 86th and 102nd floor are the main attractions. They offer fantastic views of Manhattan. The building is also visited for its restaurants and stores.
______________________________
3 The Empire State Building is located at 350 5th Avenue. You can get there by subway or by bus.
B Read the brochure again and underline all the passive verbs.
Your First Draft
A Choose a landmark in your country. Complete the chart with information about the landmark.
| Attractions | Location | History |
|---|---|---|
B Write a brochure for the landmark you chose. Write one paragraph about its attractions, one about its location, and one about its history. Use your notes and the brochure about the Empire State Building as a model.
C
PAIR WORKRead your partner's brochure. Write answers to these questions.
1. What do you like about the brochure?
2. What information is unclear?
3. What else do you want to know?
Your Second Draft
Use your partner's answers to revise your brochure.
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| Book: Interchange 3 | Level: 9th | Unit: 10 |
|---|---|---|
| Objective: Referring to time in the past. | | |
Referring to Time in the Past
a year = That song was popularduring 1986.
DURING
a decade = My parents lived in Europeduring the 1960s.
a period = He was unemployedduring the recession.
a century = That vaccine was developedduring the 18
th
century.
Describes an action that occurred throughout a period of time.
During is a preposition that should be followed by either a noun or a pronoun to say when something happens. It does not tell us how long it happened. For Example:
During my vacation, I witnessed a lot of amazing events.
We can discuss this topic during the dinner.
Nobody spoke during the presentation.
We get plenty of snow here during the winter.
Used to describe duration of an action.
For is a preposition which must be followed directly by a or an or by a number plus a time noun (year, month, week etc.). For Example:
I haven't seen you for a long time.
My father has been in Paris for six days.
We were on a vacation for a week.
I lived in San Francisco for ten years.
```
a month = They moved away in December. a month + year = I graduated in July, 2005. IN a year = I was born in 1995. a decade = Disco was popular in the 70s. a century = World War II occurred in the 20 th century.
```
Describes a specific moment in time.
time
= They closed an hour
AGO
ago.
a number of months = She quit her job a month ago
a number of years
= I moved here ten years ago.
Used to express an amount of time in the past.
a moment in time = I have felt sicksince I ate that fish.
SINCE
a month
= He has been the presidentsince April.
a year
= I have worked heresince 2009.
Describes when the action started.
time = They worked last Saturdayfrom 8to 3.
FROM … TO…
months = School vacations gofromDecemberto February.
years = World War I lastedfrom 1914to 1918.
Used to describe when the action began and when it ended.
Note: It is not correct to say "Since three years ago". You must say "Since 2012", or "Three years ago", or "For the last three years".
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WEEKEND PLANS
Complete the conversation with the correct form of be going to or will.
A: What
are you going to
do on Saturday?
B: I _______________________take some friends for a drive. There’s a beautiful national park not far from here.
A: That sounds great. But you don't have a car.
B: I guess we _________________ rent a camper.
A: __________________ you ____________________________ come back on
the same day?
B: I’m not sure. Maybe we ___________________ stay there for one night and come back on Sunday. I know it __________________ be lots of fun! We ____________________ probably go sailing if the weather’s nice.
A: Really? I love sailing!
B: Say, would you like to come with us?
A: Thanks, but I ______________________ stay home this weekend.
It's my sister's birthday. There's a party for her on Saturday.
WHAT SHOULD I DO?
GROUP WORK Read these problems and ask for and give advice. Take turns.
1. I need to lose weight, but chocolate is my favorite food.
2. I'm moving to Mexico, but I can't speak any Spanish.
3. I invited my mother-in-law for dinner, and I'm a terrible cook!
4. I missed three classes last week, and there's a test tomorrow.
5. I've lost my friend's book, and now he wants it back.
6. I've had a terrible headache for several days.
7. I forgot to call my best friend on her birthday.
8. I have trouble getting up early in the morning, so I'm always late for work.
A: I need to lose weight, but chocolate is my favorite food. What should I do?
B: You don't have to give up chocolate. But you should eat more fruit.
C: And you have to exercise more . . .
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Working together without conflict.
Tuesday 26th February
Following instructions.
Doing the right thing even if it's hard.
Term 1 Issue 2 Week 5
Principal: Michelle Kamma
Website: fraserpkps.sa.gov.au
Phone: 85313090
RESPECT CARING ENTHUSIASM FUN
School Colours Wear Them With Pride
School Improvement Plan (SIP) Goal 2
To increase student's achievement in writing in the Primary Years.
Every day at 10am all students are writing. Students are committed to improving writing and have shown dedication and engagement during this time.
Everyone is having a go!
You can support your child at home by:
- Telling rich and exciting stories.
- Having those conversations about shared experiences and places you visit.
- Keep paper, crayons, pencils, pens for use at home.
- When your child draws, write a story about the drawing.
- Listen to you child read their own writing.
- Demonstrate joy, make a card for loved ones.
* Friday March 1: Student Free Day—Positive Education
We have had an exciting year of learning so far at Fraser Park Preschool-7 School.
Week 4 was swimming week and the staff at Fraser used this as an opportunity to build our oral language goal from our School Improvement Plan. We focused on swimming related vocabulary as well as practicing speaking and listening activities. The students also learned about water safety and how to swim at the river safely.
Each class have been doing follow up writing activities in whole school writing time at 10:00 and keeping a swimming journal. This work is supporting our focus on Goal 2 in our Improvement Plan. It is really important for students to get the opportunity to practice writing as often as they can to build up their fine motor skills and stamina.
Cheers, Russell
What do you like about Fraser Park? I love working at Fraser Park. The grounds and gardens are beautiful and I love finding strengths in children.
What is top of your bucket list? To take my children to the German Christmas Markets.
Teal.
What is your favourite colour?
What is your favourite food? Roast Pork.
Where were you born? Adelaide.
What is the most EXCITING thing you have done? I went to the 2004 Grand Final and saw Port Adelaide win their first premiership.
What is the one thing that would surprise people to know about you? My second highest character strength is LOVE.
What are your hopes and dreams? For the children at Fraser to have a thriving vegie garden.
Who has inspired you in your life? My dad. He had polio and didn't let that stop him.
Who would you most like to share a 'cuppa'
with? My children !
Thank you—This Fraser Profile was brought to you by the Administration Team.
The students in Kungari are studying 'The Little Red Hen' this term as part of their Literacy program. They have been using this text to support their oral language development by acting out the story. They have been taking turns in playing different characters in the story and further developing their listening skills as audience members.
Paula Fahey Accelerated Literacy Focus Teacher
We have been hatching eggs. On Monday of Week 4 we received 10 eggs, an incubator and a brooding box from Living Eggs. The children have been very engaged and excited in the process of the chicks pipping and then hatching. On Wednesday we had 2 chicks and then by Thursday 9 chicks had hatched. Many conversations have been had about the life cycle of chickens, the hatching process, why we had
to wait before moving the chicks from the incubator to the brooding box, making sure the chicks stay warm, and have food and water as they need these things to live, and being caring and gentle with the chicks when holding them. Having the chicks has been a really rich experience for our children to see the wonder of a new life and to learn about caring for living creatures. This also tied in nicely with the stories Rosie's Walk by Pat Hutchins, and Fancy That! by Pamela Allen.
The Pulyeri children have also been looking at identity. They have made Identity Webs and Family Trees and we had a great time at our Family Day Barbecue. All our families were welcome to come and see what their children have been doing at preschool, and have a chat with Pulyeri staff.
Another celebration we enjoyed was on the 21st of February, International Mother Language Day. We looked at different greetings used in languages from around the world, and the children helped make a mural for the occasion.
Cheers, Brad
Learning Together at Fraser Park is a fun place for families with children aged 0-4. Programs include playgroups, parenting programs, cooking groups, craft groups, baby playgroups and home visits. A free crèche is provided for parent, craft and cooking groups.
Our playgroups are all about: playing, singing, learning and having fun together. Morning tea is provided for the kids and tea, coffee and milo for you.
Adele Greer Manager
New families are always welcome. Drop in for a play on Monday, Wednesday and Friday mornings after dropping your older children off at school.
For more information call Adele on 0423 020 991
lands on which the Fraser Park Preschool-7 School are located on are the traditional lands for the Ngarrindjeri people. We respect their spiritual relationship with | <urn:uuid:edaf5acb-4672-4f2d-8f8d-0142e1d497a6> | CC-MAIN-2019-13 | http://fraserpkps.sa.edu.au/docs/Term1Issue2Week526022019.pdf | 2019-03-19T05:58:36Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00480.warc.gz | 79,373,877 | 1,127 | eng_Latn | eng_Latn | 0.984928 | eng_Latn | 0.999116 | [
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REW
December - Examination 2017
BCA Pt. I Examination
Report Writing in English Paper - REW
Time : 3 Hours ]
[ Max. Marks :- 100
Note: The question paper is divided into three sections A, B and C. Write answers as per the given instructions.
Section - A
10 × 2 = 20
(Very Short Answer Questions)
Note: Answer all questions. As per the nature of the question delimit your answer in one word, one sentence or maximum up to 30 words. Each question carries 2 marks.
1) (i) What does length of your report depend on?
(ii) What do you mean by 'feedback'?
(iii) Why is eye contact important?
(iv) Name two types of interview where exchange of information take place?
(v) What is the role of observer?
(vi) What do you mean by 'impromptu' speaking.
(vii) Write two advantages of video aids.
(viii) What is mixed punctuation?
(ix) Name two salient strategies to capture the reader's attention in sales letter?
(x) What is common accepted definition of Telemarketing?
Section - B
4 × 10 = 40
(Short Answer Questions)
Note: Answer any four questions. Each answer should not exceed 200 words. Each question carries 10 marks.
2) What are the advantages of emails?
3) Write notes on the importance of interview?
4) Change the following sentences in active voice.
(i) Sugar is sold by the grocer.
(ii) Mice are caught by cats.
(iii) My book was stolen by Hari.
(iv) The bell is rung by the peon.
(v) Animals are loved by children.
(vi) A meeting has been arranged by the manager.
(vii) The begger was bitten by the mad dog.
(viii) Let the door be shut.
(ix) By whom were you taught English?
(x) My watch has been stolen.
5) Identify and name the parts of speech of the underlined words:
(i) My work is easy.
(ii) Everyone came but Rajan.
(iii) We ate in the afternoon.
(iv) The after effects of the drugs are bad.
(v) He did not accept any favour.
(vi) Time and tide wait for none.
(vii) Still waters run deep.
(viii) Each of them has a pen.
(ix) Lucky is going to school.
(x) He likes big dogs.
6) Write the significance of body language.
7) Throw light on the factors aiding effective presentation.
8) Explain different types of reports.
9) Explain the characteristics of good business reports.
Section - C
2 × 20 = 40
(Long Answer Questions)
Note: Answer any two questions. You have to delimit your each answer maximum up to 500 words. Each question carries 20 marks.
10) What are the fundamental of communications? Explain.
11) Explain the importance and techniques of writing reports.
12) Discuss different types of Government correspondence.
13) Elucidate official and social correspondence. | <urn:uuid:eb473a9c-866a-485d-a65d-20bf77991b58> | CC-MAIN-2019-13 | http://assets.vmou.ac.in/Question%20Papers/Exam%20DEC%202017/REW.pdf | 2019-03-19T07:13:28Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00482.warc.gz | 15,342,536 | 635 | eng_Latn | eng_Latn | 0.995254 | eng_Latn | 0.996688 | [
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TEACHING
PHILOSOPHY
"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." Albert Einstein
As both professional and teacher I have several goals that I want my students to achieve in order to be successful. I want students to understand the connection between culture and design in order to have a deeper understanding of concepts behind visual solutions. With the ever-changing shape of the profession, flexibility and adaptability are necessities for students to succeed. I engage students in the analysis of the factors that drive the decisionmaking processes and motivate them to look beyond solutions that are satisfactory. I aim to teach students to embrace critical thinking, attention to detail, organization and craftsmanship as necessary qualities to succeed in the profession. Finally, I hope to instill a sense of confidence in my students, by encouraging them to feel comfortable not only creating design, but also to see themselves as culture makers. A thorough understanding of the design process, awareness of culture, design integration, and a commitment to learning will prepare students for the rigors of professional practice.
In order to achieve these goals, I require my students to be artists first, experimenting with sketches, and creating various solutions to a given visual problem, and then analyze which one is most worthy of execution and presentation in class. Fostering creativity through brainstorming, sketching, and critical thinking often gives students results in a range of concepts to a solution. With research as a base, technology as a production tool, and critical thinking skills engaged, the graphic design process develops naturally, allowing for future professional success. Classroom critiques provide a platform for students to articulate their own thoughts about design and demonstrate what they have learned. I challenge students to participate in a weekly platform (blogs) in which they must write and add visual content. This promotes opportunities for writing about design, self-growth as a designer, and interaction with peers. Furthermore, this platform expands students' cultural language of design. I also present students with clear expectations, a detailed syllabus, and semester schedule to provide organization and structure in their development.
My varied design experience has resulted in a wealth of practical knowledge to share with students. As a design educator and mentor, I strive to inspire my students to become creative problem solvers with a sense of respect for themselves and for the field of graphic design. | <urn:uuid:a5c3fa94-5686-4c5e-87a4-dc923cbd2e3b> | CC-MAIN-2019-13 | http://katiaclord.com/klord/wp-content/uploads/2013/03/Final-teaching-philosophy.pdf | 2019-03-19T05:55:09Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00482.warc.gz | 100,862,518 | 478 | eng_Latn | eng_Latn | 0.998174 | eng_Latn | 0.998174 | [
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The Cheetah Rehabilitation Project
AfriCat's Cheetah Rehabilitation project was initiated in 2000 and aimed to give some of AfriCat's captive cheetahs Acinonyx jubatus the opportunity to return to their natural environment. Although hunting in carnivores is instinctive, many of the cheetahs at AfriCat lack experience due to being orphaned or removed from the wild at an early age. This inexperience, as well as their conditioning to captivity, makes these animals unsuitable for release on farmland, and so they were released into the 20,000ha Okonjima Nature Reserve (ONR).
Between 2000 and 2018, 53 former captive cheetahs were released into the 200 km2 Okonjima Nature Reserve. Besides reducing the number of cheetahs in captivity, the project aimed to assess whether rehabilitation is a successful instrument of conserving an endangered population. The majority of all rehabilitated animals were individuals rescued from farmland who spent a significant amount of time in captivity prior their release. Age upon release varied between 10 months and 8 years.
The Okonjima Nature Reserve functioned as release site for all rehabilitated cheetahs, who were fitted with VHF radio collars to enable regular post release monitoring. The ONR is surrounded by a 96 km long electrified perimeter fence and is bordered entirely by commercial farmland and harbors a high density of naturally occurring leopards (Panthera pardus) and brown hyaenas (Hyaena brunnea). Three spotted hyenas (Crocuta crocuta) were introduced into the reserve in 2008.
The mortality rate of all cheetahs released between 2000 and 2018 into the ONR amounts to 76% with almost half of the individuals dying during the first year post release.
76% of all released cheetahs died during a certain stage of their rehabilitation process. The majority of animals (42%) died during their first year post-release. Interspecific killing accounts for 71% of all mortalities. Thereby, interspecific killing by leopards accounts for 81% of all mortalities, followed by spotted hyenas (8%). In 11% of all cases the source of predation could not be determined. Fatal injuries sustained during hunting was the second most common source of death (13%), followed by disease (11%) and other factors (5%).
Within the last years the leopard and brown hyena population in the ONR has increased steadily expanding the pressure on other carnivores like cheetahs with regards to home range and dietary overlap. Fencing becomes a more and more increasingly critical tool in the future of large carnivore conservation. However, effective fencing restricts natural dispersal patterns and causes differences in ecology and behavior when compared to free-ranging carnivores.
Although we proved that leopards are able to overcome the surrounding fence and move in and out of the ONR if intraspecific competition becomes too high, the high density of leopards in the reserve remains stable.
The high density of leopards in particular and the resulting strong overlap of home ranges between leopards and cheetahs are contributing to the high rate of interspecific competition and thus, mortality rate of cheetahs in the reserve. Predator-avoidance strategies such as natural large ranging patterns and the utilization of hunting grounds in areas of low predator occurrence are difficult to implement due to the fence restricted useable area.
With the creation of more open plains in the reserve over the past years, we have hoped that we could achieve a more distinct separation between leopard and cheetah habitat use and thus, decrease the encounter rate of the two carnivore species. Due to the fact that the anticipated success failed to appear, the AfriCat Foundation reached the decision that the Okonjima Nature Reserve with its high leopard population will no longer be used as a release site for rehabilitated cheetahs.
News Release February 2019
After 18 years of rehabilitating cheetahs into the Okonijma Nature Reserve we have come to the conclusion that rehabilitation can be a successful tool in conserving cheetahs, that cheetahs are able to adapt to different environments and are able to learn how to survive in the wild and become sustainable hunters. Unfortunately, the increasing pressure of higher level carnivores like leopards and brown hyenas in an enclosed ecosystem, makes the ONR a more and more unsuitable place in which cheetahs can thrive.
Which leaves us with the question of what is the fate of those cheetahs currently living their lives in captivity waiting for their second chance in the wild?
The choice of release sites for rehabilitated cheetahs are sadly very limited as the majority of them grew up in captivity and thus, are habituated to people to a certain degree which makes them unsuitable for a release onto farmland where a high percentage of Namibia's cheetahs are most successful due to the lower number of the larger predators like leopards and hyenas.
Most other conservation-minded, non-hunting private reserves in Namibia don't have the capacity to release or reintroduce cheetahs due to porous and unmaintained fences and the large spatial requirements of cheetahs.
Post release monitoring is as a key component in the field of wildlife rehabilitation. Unfortunately, the implementation of post release monitoring methods are expensive and therefore often get neglected, due to the lack of sufficient funds and manpower, which results in the unknown fate of many rehabilitated study animals.
To evaluate post-release success and survival and to assess rehabilitation of former captive carnivores as a tool of conservation efforts, an effective monitoring programme of those carnivores needs to be implemented and conducted.
Until more protected areas designated for the protection of cheetahs become available, education, human-wildlife mitigation and the creation of cheetah positive mentality are the most powerful tools when it comes to the future survival of cheetahs in Namibia.
- Team Okonjima | <urn:uuid:572f1e37-d1b5-4c28-895d-46b05c2ab076> | CC-MAIN-2019-13 | https://africat.org/wp-content/uploads/2019/02/The-Cheetah-Rehabilitation-Project.pdf | 2019-03-19T05:29:17Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00480.warc.gz | 409,427,421 | 1,252 | eng_Latn | eng_Latn | 0.997422 | eng_Latn | 0.997859 | [
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Stress
12% of Australians experience severe levels of stress according to the Stress & Wellbeing Survey conducted by the Australian Psychological Society in 2011.
What is Stress?
Stress is the body's way of responding to any demand or pressures. It can be caused by both good and bad experiences. In many cases stress is a healthy reaction. It helps us cope with life's challenges. However too much stress, or prolonged stress can affect our physical and mental health. Taking steps to cope with situations we find stressful is important so we can function and live productive lives.
What can help?
* Be aware of your stress levels, ask whether they are helping you in situations or making it worse
* Regular exercise relieves stress
* Connect with your friends, family and colleagues
* Learn techniques to help you relax, such as mindfulness
* Be aware of your values and what motivates you
* Eat a healthy diet
* Get the sleep you need
* Seek help
Seeking Help:
* Visit your GP to check your physical health and general wellbeing
* Contact Drake WorkWise – our experienced counsellors can help you manage stress more effectively
We're here to help. For a confidential discussion or more information contact Drake WorkWise on 1300 135 600 (AU) 0800 452 521 (NZ).
Note: This material is designed as general information only and may not be applicable to your personal situation. If you have questions or concerns, please contact your doctor. | <urn:uuid:9f06d8d7-0c82-4699-a8b4-4130f607ba1a> | CC-MAIN-2019-13 | https://www.drakeworkwise.com.au/media/1416559/dww-stress.pdf | 2019-03-19T05:38:02Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00485.warc.gz | 734,591,258 | 307 | eng_Latn | eng_Latn | 0.997288 | eng_Latn | 0.997288 | [
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Strategies to assist with
Spelling:
Practice is the best way to improve spelling skills. Try using interactive ways of practicing. 1.
For written reports, the student should be allowed to use a computer with spell check if one is 2. available.
Do not count off for spelling errors except on spelling assignments. Encourage the student to 3. correct spelling errors for extra credit.
Present spelling words in logical groupings. For example, practice words with a silent "e" in 4. a group until all of those words are mastered.
Write a list of spelling rules on a card or paper that the student can refer to while doing 5. writing assignments.
Have the student make a list of commonly misspelled words, and allow him/her to refer to 6. that list throughout the day (a personal spelling dictionary).
Have the student write spelling words very large on a chalkboard or poster. Involving large 7. muscle groups may facilitate recall.
Post "spelling rules" in the classroom where they are visible to the student, or write them 8. inside the front cover of the "personal spelling dictionary".
Study a group of words that illustrate a particular spelling rule. 9.
Try to isolate the source of spelling errors and remediate that area (e.g.: long-term memory, 10. concentration, consonant sounds, etc.).
Practice a small number of spelling words at a time. Assign several new words per day 11. rather than a long list at the beginning of the week.
Require the student to slowly sound out the spelling word in an effort to identify the phonetic 12. components.
Have the student practice making the sounds that correspond to each letter in addition to the 13. name of the letter.
Establish a reward system to promote accurate spelling. For example, the student receives a 14. "token" for each word correctly spelled. The "tokens" can be saved up and exchanged for small prizes.
Use a computer program to drill in spelling. 15.
Require the student to look up the correct spelling of a word in the dictionary, then add that 16. word to the "personal spelling dictionary".
Make certain that the student accurately hears words that are dictated. Seat him/her closer to 17. the teacher, eliminate auditory distractions, refer to the school nurse for a hearing test, etc.
On spelling tests, give partial credit if the word is nearly spelled correctly. Acknowledge 18. that the student may have correctly identified the beginning consonant, ending sound, "silent e", etc.
Develop a crossword puzzle using words from the spelling list. 19.
Have the student read passages and highlight words from the current spelling list. 20.
Make certain that the spelling words assigned are those that the student is likely to encounter 21. in daily conversations or readings.
Integrate words from the spelling list into other classes such as reading, science, social 22. studies, etc. In doing so, avoid words that are very rare or technical. | <urn:uuid:c7cbeb8c-3ede-47bc-98dc-55533c0ffe17> | CC-MAIN-2019-13 | https://nisd.net/sites/default/files/attachments/spelling.pdf | 2019-03-19T06:39:48Z | crawl-data/CC-MAIN-2019-13/segments/1552912201904.55/warc/CC-MAIN-20190319052517-20190319074517-00490.warc.gz | 574,848,181 | 628 | eng_Latn | eng_Latn | 0.998895 | eng_Latn | 0.998895 | [
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TRAUMA INFORMED CHILD DEVELOPMENT
WHAT IS TRAUMA?
A child witnessing or experiencing an event that poses a perceived threat to the life or well being of the child or someone close to the child (such as a parent or sibling). The event overwhelms the child's ability to cope and causes feelings of fear, helplessness, or horror, which may be expressed by disorganized or agitated behavior (National Child Traumatic Stress Network).
TYPES AND CAUSES OF TRAUMA IN CHILDREN
WHAT TO EXPECT FROM CHILDREN WHO HAVE EXPERIENCED TRAUMA
* Acute: exposure to a single traumatic event that is limited in duration.
* Chronic: exposure to multiple events over time that has a cumulative effect.
* Complex: both the exposure to multiple events occurring over time and the long-term impacts of these events on a child's development.
* Historical: the collective and cumulative wounding of a group of people across the lifespan and generations, resulting from large-scale cataclysm or historical conditions.
KEY FACTORS OF TRAUMA THAT AFFECT DEVELOPMENT
The earlier and more pervasive the trauma, the more devastating the impact.
* Timing: At what age did trauma occur?
* Nature: What type of trauma occurred? The nature of the trauma experience will shape the nature of the trauma response.
* Pattern: Was the trauma a single incident, a regularly occurring event, or an event that occurred in a chaotic pattern?
* Feelings of vulnerability and helplessness.
* Flinching, crying, attempts to hide.
* Sudden strong outbursts or tantrums.
* Acting out the traumatic events in their play.
HOW TO HELP CHILDREN WHO HAVE EXPERIENCED TRAUMA
* Create an environment that is as safe as possible.
* Learn the child's story.
* Look for patterns.
* Allow for avoidance.
* Provide tools to manage a child's reaction.
* Don't be surprised or impatient.
* Anticipate anniversaries.
* Offer reassurance and comfort.
* Be self-aware.
* Seek professional consultation.
"There's been an unusual amount of trauma that has happened to Indian people and there are very clear physiological as well as behavioral responses to trauma. Historical trauma is a critical perspective for understanding that."
— Dr. Ann Bullock, Cherokee, North Carolina
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Meeting Safety Goals in California with Safe Routes to School
HSIP and Safe Routes to School
The Federal Highway Safety Improvement Program (HSIP) sets out a system whereby states identify safety hazards and projects that will improve those hazards. To fund projects under HSIP, a state must first have a Strategic Highway Safety Plan (SHSP) that identifies and analyzes highway safety problems and opportunities and lists a program of projects and strategies to reduce those identified safety problems. The SHSP must align with the performance measures for safety forthcoming in the next 18 months from FHWA, but which will be focused on serious injuries and fatalities (number and rate per vehicle-mile traveled).
The infrastructure and non-infrastructure initiatives undertaken through Safe Routes to School fit into this framework. The California SHSP also distinctly calls out Safe Routes to School as a strategic action item under three key challenge areas: Reduce Young Driver Fatalities (Challenge Area 6), Make Walking and Street Crossing Safer (Challenge Area 8), and Improve Bicycling Safety(Challenge Area 13). Per the HSIP guidance from FHWA, several types of HSIP projects warrant additional consideration. The guidance specifically calls out non-infrastructure projects as one of those warranting special consideration. It indicates that non-infrastructure projects intended to correct or improve a hazardous location or feature or that address a highway safety problem are eligible, as long as consistent with the SHSP and contribute to a reduction in fatalities and serious injuries. 1
California's Safety Problem
Californians walk and bicycle at much higher rates than the rest of the country, especially Californians between 5 and 15 years of age. Higher exposure coupled with unsafe road conditions result in a much greater risk of serious injuries and fatalities to pedestrians and bicyclists.
Fatal crashes involving bicyclists and pedestrians are significantly higher than their share of transportation modes, and the statistics involving children are even more disproportionate:
- Fifteen percent of all trips in California are already made by bicycling or walking, according to the 2009 National Household Travel Survey.
- Based on a three-year average from 2008-2010, 23.2 percent of serious injuries and fatalities due to motor-vehicle crashes in California involve a bicyclist or pedestrian of any age.
- Between 26-31 percent of Californian children walk and bicycle to school, more than twice the national average. 2
- In 2010, 40 percent of children (ages 5-15) killed and 27 percent of children injured in motorvehicle crashes were walking or bicycling (see graph below for rates since 2001). 3
There is significant opportunity to increase rates of walking and bicycling even more in California, if safety hazards can be addressed:
- According to the 2009 American Community Survey, approximately 18 percent of California households do not have a driver's license. 4
- In 2012, California had 6,207,064 students in K-12 (representing approximately 16 percent of the State's population), most of whom cannot drive and need mobility options. 5
- Approximately 62.4 percent of children in CA live within two miles of school, yet 51 percent of these children are driven to school in a private vehicle. 6
- Approximately 50 percent of all trips in California are under 3 miles 7 and 60 percent of trips under one mile are currently taken by automobile. 8 These trips can easily be accomplished by walking or bicycling.
How Safe Routes to School has Improved Safety
In 1999, California became the first state in the nation to pass legislation funding a new Safe Routes to School program. The program redirected one-third of federal safety funds to Safe Routes to School, and began providing more than $20 million per year for new bike lanes, pathways, crossings and sidewalks to help kids walk and bicycle to and from schools throughout the state. When the federal Safe Routes to School program was created through 2005 Congressional legislation, California elected to spend 70 percent of federal program funds on infrastructure and 30 percent on non-infrastructure safety initiatives. The federal program doubled funding available for Safe Routes to School to approximately $48 million/year.
The types of infrastructure built with Safe Routes to School dollars have proven safety benefits for all residents in the community surrounding a school:
- Traffic calming improvements can reduce pedestrian-vehicle crashes by up to 25 percent. 9
- Pedestrians are more than twice as likely to be struck by a vehicle in locations without sidewalks. 10
- Refuge islands in crosswalks can reduce the likelihood of pedestrian-vehicle crashes by 66 percent. 11
- Increasing street lighting can reduce pedestrian-vehicle crashes by 59 percent. 12
Safe Routes to School non-infrastructure programs such as safety education and enforcement activities also have significant proven safety benefits:
- Teaching children bicycle and pedestrian safety can improve children's knowledge of safety when walking and crossing roads. 13
- Enforcing speed limits in school zones can reduce the risk of death significantly: a pedestrian hit by a vehicle traveling 20 miles per hour (mph) has a 95 percent of surviving; at 30 mph the chance of survival is 55 percent, and at 40 mph the chance of survival decreases to only 15 percent .14
Implementing Safe Routes to School in California over the last 12 years has had dramatic positive safety benefits for children walking and bicycling to school in the state. A safety analysis by the California Department of Transportation estimated that the safety benefit of Safe Routes to School was up to a 49 percent decrease in child pedestrian and bicycle collision rates. 15 In addition, the last ten years of California Highway Patrol records in the Statewide Integrated Traffic Records System (SWITRS) reveals a steady decline in injuries and fatalities for walking and bicycling children aged 5-15 (see figures below) which shows that California's Safe Routes to School programs are working.
A cornerstone to developing livability and sustainability in California will be creating safe communities where people can walk and bicycle. An important indicator of a livable, safe community is whether our children can safely walk or bicycle to schools. Numerous polls and surveys point to the fact that people want to ride bicycles and walk more often, but they are afraid to do so without safer places to ride and walk. Safer streets and communities can be achieved with Safe Routes to School. And, the evidence is there to support funding this important safety program out of the federal allocation for California's Highway Safety Improvement Program.
End Notes
1 FHWA HSIP guidance http://www.fhwa.dot.gov/map21/guidance/guidehsip.cfm
3 Statewide Integrated Traffic Records System (SWITRS) http://www.chp.ca.gov/switrs/
2 Nancy McGuckin, "Travel to School in California: Findings from the CA-NHTS", Active Living Research, November 2012.
4 Statewide Integrated Traffic Records System (SWITRS) http://www.chp.ca.gov/switrs/
4 Assumes the population eligible to obtain a driver's license is 29,199,714 and that 23,681,000 Californians have drivers licenses. License information found here
http://www.census.gov/compendia/statab/2012/tables/12s1098. pdf
. Population of Californians 15 years and older from the 2009 American Community Survey found here
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.
xhtm l?
pid=ACS_09_1YR_S0101&
e=table.
6 2009 National Household Travel Survey
prodTyp
5 California Department of Finance: http://www.dof.ca.gov/research/demographic/reports/projections/k12/documents/2012Series_K-12_Reports_Internet.xls
7 2009 NHTS Caltrans. http://saferoutescalifornia.wordpress.com/2012/05/31/trip_distance_ca2009/
9 W. Brilon and H. Blank. "Extensive Traffic Calming: Results of the accident analyses in six model towns." In Proceedings of the 63rd Annual Meeting of the Institute of Transportation Engineers. Washington D.C.; Institute of Transportation Engineers. 1993:119-123.
8 Nancy McGuckin, "Walking and Biking in California: Analysis of the CA-NHTS." UC Davis ITS, August 2012.
10 R. Knoblauch, B. Tustin, S. Smith, and M. Pietrucha. "Investigation of Exposure-Based Pedestrian Accident Areas: Crosswalks, Sidewalks, Local Streets, and Major Arterials." Washington DC: US Dept of Transportation; 1987.
12 B. Pegrum. The Application of Certain Traffic Management Techniques and Their Effect on Road Safety. In: Proceedings of the National Road Safety Symposium. Perth, Western Australia: Dept of Shipping and Transport; 1972:277-286.
11 P. Carder. "Pedestrian Safety at Traffic Signals: A study carried out with the help of a traffic conflicts technique." Accidents Annual and Prevention. 1989:21:435-444.
13 O. Duperrex, I. Roberts, and F. Bunn. "Safety Education of Pedestrians for Injury Prevention." The Cochrane Database of Systematic Reviews; The Cochrane Library. 2 (2009).
15 M. Orenstein, N. Gutierrez, T. Rice, J. Cooper, and D. Ragland, "Safe Routes to School Safety and Mobility Analysis" (April 1, 2007). UC Berkeley Traffic Safety Center. Paper UCB-TSC-RR-2007-1. http://repositories.cdlib.org/its/tsc/UCB-TSC-RR-2007-1
14 Federal Highway Administration (2002). Pedestrian Facilities Users Guide: Providing Safety and Mobility. Available at: http://drusilla.hsrc.unc.edu/cms/downloads/PedFacility_UserGuide2002.pdf | <urn:uuid:fa9fcb6e-c0c3-4a2e-be0f-9ac2b4dc2938> | CC-MAIN-2021-49 | https://saferoutespartnership.org/sites/default/files/pdf/CA-HSIP-SRTS-case.pdf | 2021-11-28T05:24:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00277.warc.gz | 568,878,649 | 2,077 | eng_Latn | eng_Latn | 0.977456 | eng_Latn | 0.991341 | [
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If We Teach Them, They Can Learn: Young Students Views of Nature of Science During an Informal Science Education Program
Cassie Quigley • Khemmawadee Pongsanon •
Valarie L. Akerson
Published online: 16 June 2010
The Association for Science Teacher Education, USA 2010
Abstract There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, www.nsta.org/159&psid=22, 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicitreflective instruction could improve young students' understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicitreflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.
Keywords Elementary education Science Nature of science Explicit-reflective instruction V-NOS
C. Quigley (&) K. Pongsanon V. L. Akerson
Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue,
Bloomington, IN, USA
e-mail: email@example.com
Introduction
Essential to teaching science is teaching aspects of nature of science (NOS) (AbdEl-Khalick et al. 1998; Akerson and Donnelly 2009; Carey and Smith 1993; Duschl 1990; Lederman 2007; Lederman et al. 2002; McComas 1996; McComas et al. 2006; Schwartz and Lederman 2004; Walls 2009; Zeidler et al. 2002). There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS 1993; NRC 1996; NSTA 2000). According to Anderson (2007), ''Scientific literacy is a term that can be used to designate the science-related knowledge, practices, and values that we hope students will acquire as they learn science'' (p. 5). A central component of scientific literacy is NOS (DeBoer 2000). The construct of NOS has been advocated as an important goal for student studying science for approximately 100 years (Central Association of Science and Mathematics Teachers 1907). Lederman and O'Malley (1990) referred to NOS as the epistemology of science: the values and beliefs. By focusing science instruction on the aspects of NOS educators promote, ''lifelong learning, and a valuing of the kind of knowledge that is acquired through a process of careful experimentation and argument, as well as a critical attitude toward the pronouncements of experts'' (Carey and Smith 1993, p. 235). Lederman (2007) refers to NOS as the epistemology of science, the values and beliefs inherent to the development of scientific knowledge, or science as a way of knowing. By promoting this type of learning, NOS instruction can create a space for all students to be successful in science.
Throughout the years, many researchers have discovered explicit reflective instruction is crucial for both teachers and students to develop understandings of NOS aspects (Abd-El-Khalick and Lederman 2001; Abd-El-Khalick et al. 1998; Akerson et al. 2000; Akerson and Donnelly 2009; Akerson and Volrich 2006; GessNewsome 2004; Khishfe and Abd-El-Khalick 2002; Scharmann et al. 2005; Smith et al. 2000). Explicit reflective instruction ''should be planned for instead of being anticipated as a side effect or secondary product'' (Akindehin 1988, p. 73), meaning forethought into the types of questions to be asked and how the aspects are going to be explicitly taught are essential to effective NOS instruction. The reflection component of explicit reflective instruction includes providing students with opportunities to reflect on the class activities regarding the different NOS aspects. This reflection piece is critical for students and teachers to develop an understanding of how science is a way of knowing or their epistemology of science (GessNewsome 2004; Khishfe and Abd-El-Khalick 2002). By explicitly teaching certain aspects of NOS, teachers can ensure that the same attention is given to NOS aspects as is given to the traditional science content which is critical for students to become both scientifically literate and active citizens in their community.
Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich 2006). Although some studies demonstrated early elementary students do not naturally develop an understanding of NOS when using inquiry instruction (Akerson and Abd-El-Khalick 2005), other researchers (Akerson et al. 2000, 2007; Akerson and Donnelly 2009; Carey 1986; Carey and Smith 1993;
Metz 2004; Sandoval 2003; Smith et al. 2000) found young students were able to conceptualize many aspects of NOS in a similar informal science format using explicit reflective instruction. We believe that with the appropriate instruction students can learn NOS aspects. However, the extent to which they can develop these views and the specific views that are attainable still remains a question (Akerson and Donnelly 2009).
Purpose and Research Questions
The aspects of NOS targeted in this study include an understanding that scientific knowledge is tentative, subjective, empirically based, socially embedded, and dependent on human imagination and creativity; an additional aspect involve the distinction between observation and inference (Lederman and Lederman 2004). The purpose of this study was to explore how explicit-reflective instruction could improve young students' understanding of NOS. The specific question that guided the study was:
1. To what extent can K-2 students improve their understanding about target NOS aspects (Science is based on observations and inferences; Science is empirically-based; Science is culturally-based; Science is tentative but reliable; Science is subjective; Science is a creative endeavor) through the use of explicit reflective instruction during a 6-week informal science program?
Conceptual Framework
We based our conceptual approach to teaching the course and the study on an instructional approach that intended to teach NOS to elementary students. As previously described, explicit reflective instruction needs to accompany scientific inquiry teaching methods (Akerson and Donnelly 2009). Although there are two approaches, (1) implicit and (2) explicit reflective approaches, to improve learners' understanding of NOS aspects several research studies supported the explicit reflective instruction approach as a more effective teaching technique to foster adequate views of NOS in both pre-service and in-service elementary teachers (e.g., Abell et al. 2001; Abd-El-Khalick et al. 1998; Akerson et al. 2000; Akerson and Volrich 2006; Khishfe and Abd-El-Khalick 2002).
Explicit reflective instruction is not only an effective approach to improve teachers' view of NOS, there is evidence showing that this approach also influences elementary students' understanding of NOS (Carey et al. 1989; Khishfe and Abd-ElKhalick 2002; Akerson et al. 2000; Akerson and Donnelly 2009; Akerson and Volrich 2006; Khishfe and Abd-El-Khalick 2002) found the teaching method also promotes sixth graders' learning of NOS. After experiencing the explicit reflective science activities, the students were able to articulate informed views of NOS including tentative, empirical, inferential, and imaginative and creative NOS. Akerson and Volrich (2006) concluded that through explicit reflective instruction, first graders were able to improve their views of inferential, tentative, and creativity NOS. However, the question still remained how younger elementary students' views
of NOS would change when engaging in explicit reflective instruction. To answer this question, Akerson and Donnelly (2009) performed a study using this instructional technique tailored to K-2 students in an informal science setting. Although kindergarten students developed only adequate views of the tentative and empirical NOS, the higher-grade levels tend developed adequate views of more aspects. Thus, the question remains of whether the kindergarteners were developmentally ready to attain more views or if they just did not develop the views during this program.
Khishfe and Abd-El-Khalick (2002) clearly explained that the key concept of ''explicit reflective NOS instruction'' is to emphasize learners' awareness of certain NOS aspects in relation to the science-based activities in which they are engaged. The pattern of the instruction begins with introducing the target NOS aspects. Next, the learners experience a science-based activity where they are allowed to conduct their investigations and experiments. After an activity, students are provided opportunities to analyze the activities in which they are engaged from various perspectives including a NOS framework. For instance, Akerson and Donnelly (2009) focused on observation and inference, evidence, and creativity of NOS. After completing NOS activities, K-2 students were asked to reflect how they were like scientists during the activity. The current study used this instructional approach with explicitly teach NOS aspects through an inquiry approach along with adequate time for the students to reflect. Examples of how explicit reflective instruction was used are on pages 9–12.
Methods
We used a qualitative approach based on the VNOS procedures (Lederman et al. 2002) to determine our students' views and changes of NOS throughout the course. We collected data using a variety of methods to determine the students' views and changes of views throughout the course. The following is a description of the intervention, data collection and analysis.
Intervention
We conducted this research in the Saturday Science program at a large midwestern university. The 6-week Saturday Science program provided local students in grades K-8 an opportunity to explore a variety of science topics through hands-on inquiry based activities. Experienced classroom teachers and university faculty, who are assisted by pre-service elementary teachers from the School of Education, taught the classes. Each weekly session was 2.5 h long, which provided extended time for investigations of science ideas. This informal science education setting allowed the researchers the ability to reflect and emphasize NOS over an intensive 6 week course as well as giving the researchers the flexibility to adapt the lessons plans weekly based on their reflections. However, the setting was similar to informal science education settings in that the activities were all hands-on, did not focus on correct terminology, fostered individual student engagement by following their
interests, and did not formally assess the students for a grade. As well, we included activities that fostered a student-centered curriculum (see Table 1) to encourage the students to explore and develop questions.
Participants
The 25 students who attended the K-2 Saturday Science class we taught ranged from kindergarten to second grade. We had 19 students whose parents signed consent forms and agreed to participate in the study. Of these students, five were kindergarten students, eight were first grade students, and six were second grade students. Four of the kindergarten students were male, one was female, seven of the first grade students were male, one was female and all of the second grade students were male. Seven students were non-native speakers. Parents enrolled their students on a voluntary basis, and students are largely drawn from the university community surrounding the campus. Two students were on a scholarship, which means they received free tuition due to low SES and seven students received reduced tuition because they lived in community housing. The other students paid $75 to participate in the program. Half of the students had participated in a similar program at the university the previous spring, which was also focused on NOS aspects.
Instructors
Author 1 taught middle and high school science for 6 years in the United States and in Cambodia and has taught Saturday Science twice (grades K-2 and 3–5). Author 2 has 2 years of experience conducting NOS research with in-service teachers, and has taught K-2 as part of the Saturday Science program twice. Author 2 participated in science curriculum design for K-12 students and teaching in-service teachers in Thailand for 6 years. Author 3 is a former K-3 elementary teacher and taught Saturday Science three times (K-2 and 3–5). Authors 1 and 2 received a $375 stipend each for teaching the 6-week course.
Description of the Course
The title of our specific course was ''Invention Convention: Nature of Science Put into Action.'' The science content for this course focused on six aspects of the NOS (Lederman and O'Malley 1990) within the context of scientific inventions that help people travel around our world such as cars, airplanes, rockets, and bridges. These NOS aspects were: science is: (a) based on observations and inferences, (b) empirically-based, (c) culturally-based, (d) science is tentative but reliable, (e) science is subjective, and (e) science is a creative endeavor. These aspects were chosen because of their relationship to National Science Teachers Association (NSTA 2000) position statement that recommends young children understand that science is tentative, subjective (theory laden) culturally-embedded, creative and imaginative, based on empirical evidence and is a product of observation and inference. Additionally, previous research indicated that young children were able to develop these understandings (Akerson and Donnelly 2009; Akerson and Volrich
Table 1 Activity table with corresponding NOS aspects emphasized each week
Table 1 continued
2006; Metz 2004; Smith et al. 2000). Using inquiry-based instruction with explicit reflective instruction, we emphasized the empirical, creative, tentative, and subjective, nature of science, as well as helped students distinguish between observation and inferences (See Table 1 for an overview of the activities by week). Throughout the course we provided opportunities for students' previous concepts of science to be challenged through inquiry so their ''existing conceptions might not be personally recognized, but also restructured as a result of the experience (Driver et al. 1985).'' We connected NOS to the science content areas explicitly by asking questions individually such as, ''What observations can you make about your airplanes flight path?'' and ''How can you use those observations to change your design?'' or during classroom discussions we asked questions such as, ''How were we acting like scientists today?'' or ''Why do you think everyone in the class created different cars?'' Sometimes we asked students to write their responses to similar questions in their journals with our assistance or pre-service teacher aides. We asked the students to reflect on certain aspects of NOS during class discussions and journal writing (assisting those students who were not able to read or write).
We maintained a similar schedule each class to provide structure for the students (See Table 1). First, we began by engaging students in the discussion about observations and inferences by reading a book and/or showing video clip during which the students were on the floor listening or watching. We followed up with questions about their observations, which allowed discussion regarding the distinction between observation and inference. Second, we gave a brief description of the activities of the day, which generally involved the students building something out of the materials (e.g., building a bridge out of paper and tape) we provided (see Table 1). To encourage inquiry, we asked students to get up from their seats to examine the materials we had made available and if desired, ask for additional materials. After building the item, such as a car, they tested to see how far it would travel or the length of time it took to reach a certain distance. During testing, adult aides assisted students with measuring or timing and helping them to record the data in their journals. Students were often at different points of their inventing, some building, some testing, and some planning. If we had enough adult aides available, we had each of them help small groups of four or five students while the instructors, Authors 1 and 2, moved around the classroom helping to resolve conflicts, and organizing the next activities. Finally, we conducted discussions
where students were encouraged to reflect on the target aspects of NOS they experienced during their inventions. During classroom discussions, either Author 1 or 2 took the lead in the discussions with a particular focus of NOS previously planned.
At the beginning of the first session, we randomly selected the students and interviewed them using the pre test of View of Nature of Science Form D (VNOSD). We conducted the interview according to the recommendations of Lederman et al. (2002), which provided a valid and reliable protocol for assessing young students' views. If the students asked what something meant, we did our best to describe it without leading the students. We repeated this same procedure during the sixth session when we post interviewed students using the VNOS D questionnaire.
The first session focused on ''What is the Nature of Science?'' We began with a book by Lionni (1997) titled, ''The Color of His Own'' discussing the nature of a chameleon and used that information to a ''nature of me'' activity in which students colored an outline of a person with items that make them unique. We then transitioned into the ''nature of wheels'' and had a classroom discussion posing questions such as, ''What makes a wheel a wheel?'' and ''What makes a wheel different from a door?'' with a focus on introducing the words observations and inferences, explicitly correcting the students if they named an inference as an observation and vice versa. Then the students drew a picture of a ''good'' wheel and a ''bad'' wheel and describe the differences, again using the terminology observation and inferences. Finally, we had the students create their own wheels and test them making any needed changes to the wheels after testing. During the building of the wheels, we focused on subjectivity of science and how scientists use creativity.
During week two, we focused on observation and inference skills by giving the students multiple opportunities for using these skills. We begin by reading a book about cars in the past. Then we had a class discussion that specifically asks the students to make observations about these cars and infer why scientists would have designed the car this way. This week we included an activity that promoted the students' observation skills and helped them differentiate observation and inference. Author 2 demonstrated a toy car moving and asked questions about observations and inferences. Next, we introduced the car building activity. Each student created a car using the materials we provided such as Styrofoam balls, aluminum cans, etc. Then they tested to see if the car would roll down a ramp and then we provided time to make alterations and re-test the cars. During the testing process, we introduced measuring tape as a scientific tool. Then, we allowed students to present his/her cars to the class and describe the building process. We also allowed the students to work at their own pace so some of the students are building, some journaling, some testing at the same time.
During the third week's session, we continued emphasizing observation and inferences and practicing using scientific tools. Students recorded their data and then could share evidence for the claims they made. Also, we continued to focus on working collaboratively to model subjectivity in science and social context of NOS in a scientific environment. The students began the class by drawing pictures of pictures in their journals. We read a book that described different types of bridges and then we asked them to make observations about these bridges. We assigned the
groups to ensure that no one is left without a team. We provided every group with the same materials. The task was to make a paper bridge that can hold a 20 oz. water bottle filled with water. After they made a plan for the bridge, they constructed it. Then they tested the bridge and timed how long the bottle was held using a stopwatch and recorded the data in their journals. After all the teams successfully completed the task, they were allowed to choose another item from the materials provided (i.e. more tape or paper or popsicle sticks) to add to their bridge and then they repeated the test. They were challenged to increase the time the bottle was held. Then the class was brought together for a classroom discussion with a focus on explicitly asking them how they acted like scientists in this activity.
In the fourth week we shifted to demonstrating subjectivity in science. We also continued to provide opportunities for making observations and inferences and to re-examine how scientists use data to inform their future work (tentative nature of science). Another purpose of this session was to foster an uncompetitive environment. We began the class by having the students draw pictures of airplanes in his/her journals. Then we discussed the drawings. We showed the students video clips of airplanes taking off and landing. We simultaneously asked the students to make observations and inferences. After the clips, we demonstrated how a piece of paper can fly and asked them to make observations. Then the students made their own paper airplanes. First, we provided them with instructions so that everyone would have the ''same'' paper airplane. After they completed this first airplane, they tested them and we measured the distance traveled and time they were in the air. Then we asked the students to design a new airplane in their journals and make predictions about how far the airplane would fly. Then they built this airplane. After they finished building, they tested the airplanes, recorded the data and compared it to their predictions. This activity allowed us to emphasize the use of evidence that can be observed to make inferences from testing or experiments to redesign the invention. Also, this allowed us to reflect on subjectivity where they started from the same information (in this case the same design and same materials) and then they redesigned the different planes that affected the final outcome. Moreover, this week we started to emphasize prediction and expected them to gain the idea that scientists use their imagination when they make predictions. The fifth session focused more on developing inferences from observations. We also explicitly focused on the creativity aspect. Although throughout the class creativity had been modeled implicitly, it was never explicit, until this point. We also reinforced the sociocultural aspect of science by having them work in pairs to make the rockets. We had the students draw pictures of rockets when they arrived to the classroom. Then we read a rocket book and showed them the video clips about rockets and provided time for students to make observations and inferences about the rockets. We then demonstrated the activity that they would be doing which was creating a rocket by putting Alka-seltzer tablets in a film canister that contained water. The students were required to wear goggles while they were watching the demonstration and while they were doing the experiment. Also, we started using an observation and inference data sheet. Students were required to write down in the first column of the sheet what happened in the container when an instructor put an antacid tablet into the water. We reviewed the definition of an observation. Once all students could
make their rockets work, we asked them to use pieces of paper to decorate the rockets and determine if it still works the same way. Finally we held a class discussion and we asked them what observations they made and why.
At the beginning of the final session, we administrated the VNOS-D and conducted interviews. For the lesson, we focused on completing the egg drop activity with an overall theme of how we were acting like scientists during the entire program. We asked the students to work in teams of two to create an invention that protects the egg when we drop it from the second floor. We provided them with several materials; however, they had to decide which items to use. Before they dropped their creations, we held a class discussion in which they shared his/her egg drop device and give the rationale of how they create their invention. They then tested the egg drop devices we had a discussion. The students had a chance to share if their eggs were safe. Finally, we asked what we learned about what science is, and what scientists do.
Data Sources and Collection
To determine the influence of our explicit reflective instruction on K-2 students understanding of NOS aspects, we used a variety of data sources. These data sources included: videotaped class sessions, audio-recorded instructor reflections, student journals, and VNOS-D pre- and post-interviews. To track our instruction we videotaped each class session and audio recorded our reflective conversations. After the 6-week course ended, we individually viewed the videos and recorded observations and reflections of the course. We focused on the objective for the course and which NOS aspects we were trying to address, along with how we attempted to meet that objective, and our interactions with the students. We also used the videotapes to ensure that we explicitly emphasized NOS through the use of contextualized and decontextualized science instruction. The reflective conversations occurred immediately after the classes with the focus of the class on students' understanding of the NOS aspect we attempted to teach. We transcribed the conservations verbatim.
We used student journals and views of nature of science form D (VNOS-D) to track views of NOS throughout the course. We used copies of the student journals to track changes in perceptions of NOS elements over time. Students used their journals to make observations, collect data, and reflect in writing or drawings to our prompts. Throughout the course, we used prompts such as ''What were some observations of the rocket launch you can make?'' to help the students explicitly reflect. We used the journals as evidence for student understanding of the NOS aspects and to determine whether instructional techniques were effective.
Secondly, we used the procedures first described by Lederman and Lederman (2004) and later modified by Akerson and Donnelly (2009) for the VNOS-D with very young children. This protocol is as followed: In a small table groups of 4, adult leaders asked students for responses for individual items on the VNOS-D. The adult leaders wrote down the responses verbatim. They were instructed to ask questions such as, ''can you give me an example?'' They were instructed not to provide any responses themselves, nor lead the students to a particular response. Lederman and
Lederman describe using this interview approach with small groups of young children because they likely have little knowledge of NOS pre-instruction, and some cannot write their responses on the survey. Akerson and Donnelly (2009) recommended individual assessment of student views and by tracking the verbal responses with the student's name, it made it easy for us to note which student held various ideas. This procedure was conducted on week 2 and week 6 of the program. Additionally, we randomly selected five students to individually interview on week 2 and 11 students were interviewed on week 6. We followed the protocol determined by Lederman to be appropriate and valid for early elementary students. The interviewers did not lead the students in any way. If the students said, ''I don't know'' the interviewers did not push the students and moved onto the next question. We waited until week 2 in order to receive the signed consent forms from the parents and children. This procedure served two purposes as a (a) baseline of student NOS instruction, and (b) way to help students identify their own ideas. We then transcribed the interviews verbatim. It is also important to note that while researchers have had success with using the VNOS-D in similar age levels (see Akerson and Donnelly 2009) this survey was one component of our data collection.
Data Analysis
In analyzing the data, we used the procedure validated by Lederman et al. (2002). We transcribed the audiotapes of the interviews and reflection sessions verbatim. We analyzed all pre- and post-instruction transcripts and VNOS-D questionnaires to generate profiles of each participant's view regarding the target NOS aspects. We used four ratings including informed, adequate, inadequate, and irrelevant to generate those profiles. We also coded the data sources of reflection sessions, and observation notes using an emergent coding technique paying particular attention to changes made due to our reflective practice and the implementation of those changes. We used traditional qualitative procedures for coding and developing themes (Creswell 2003; Miles and Huberman 1994) into attain a view of the students' understandings of NOS. The VNOS and the individual interviews were coded using an open-coding coding technique to represent, as closely as possible, participants' own words. This open-coding process included segmenting text into meaningful units and assigning code labels to each segment. For example, a broad unit was that the students' felt scientists used creativity in parts of the experiment, which was an overall theme for the more refined code; scientists are creative during designing an experiment. The codes were refined throughout the coding process as new ideas emerged and as similar codes were grouped together into broader themes.
Next, we coded the data sources of reflection sessions, observation notes, and student journals using an emergent coding technique (Miles and Huberman 1994) paying particular attention to changes made due to our reflective practice and the implementation of those changes. Additionally, the researchers coded the data individually, then came together to review the coding and discussed any conflicts. The videotaped lessons were also reviewed to determine whether NOS was explicitly addressed and to examine students' views of NOS that were articulated during the reflective discussion at the conclusion of the day. The researchers coded
the data individually, then came together to review the coding and discussed any conflicts.
Finally, we crossed checked our reframed lessons with the student journals and other artifacts to see if the changes affected student learning. We organized our data so that our reflections and reframing could be clearly seen and then provided examples of how our changes influenced students' understandings to NOS. We validated our data using triangulation, negative case analysis and construct validity. We triangulated the data by using multiple forms—student interviews, audio recordings of reflections, observations of the video recordings of the classes, and student journals. This use of multiple forms allowed for multiple perspectives of student understanding through the student journals, observation of classes, and interviews. It also provided multiple opportunities for reflection through audiorecordings of reflection session and observing the video recordings of the classes. Next we triangulated the data by viewing the videotapes and coding separately. This provided both members, who represent different theoretical backgrounds, to individually analyze the data and then come back together to review the analysis. When possible, we provided negative case analysis as a means for strengthening our data. For example, although several students demonstrated that they could differentiate between observations and inferences, we also provided examples of students who could not distinguish between the two ideas. In addition, we strengthened the construct validity to enhance the credibility of our findings through an in-depth description that elucidates the complexities of our processes and interactions that took place during the study. Secondly, in reflective practice there is a risk of rationalization, which would decrease construct validity. Rationalization is ''most apparent when a problem is not (cannot) be viewed in other ways such that the existing perspective dominates the practice setting and the problem continues in its present form'' (Loughran 2002, p. 33). We protected against rationalization by having two members who co-taught the course as a part of the entire process. By having two members analyze the data independently we reduced the chance we were rationalizing what we saw happening in the class. As well, since we videotaped all the classes, we reflected on these tapes as a way of checking our observations and reflections. We constantly engaged in reflection of our practice, which helped to continually define the concepts we taught. Finally, we engaged in a form of member checking during the coding because we were the teachers of the course.
Results and Interpretations
Throughout the program students developed their understanding of the target aspects of NOS including observation and inference, empirical, tentative, creative, subjective, and social and cultural embedded NOS. We present our results by addressing students' understandings of the target NOS aspects prior to the participation in the program. Next, we present the results by NOS aspect that includes (a) description in class activities that informed specific NOS aspects and (b) examples of evidence from both debriefing at the end of each lesson and post
intervention survey that showed the influence of the intervention on students' views of those aspects.
Students' Views of NOS Prior to the Program
Prior to the program, half of the students realized science is not only a body of knowledge, but also a scientific process. Secondly, they believed science is learning about the world through experiments. The pre-survey also revealed that many students already held an adequate view of empirical NOS; they believed that scientists observe and make inferences. Ninety percent of the students articulated that bones and fossils are evidence for the existence of dinosaurs, and scientists use them to infer the physical appearance of dinosaurs. However, partial understandings were found regarding other aspects of NOS. Half of the class believed science was a creative endeavor; however, they could not articulate how scientists apply creativity throughout the scientific process. Regarding the tentative NOS, only one student (second grade) believed science could change when scientists discovered new evidence. No evidence of adequate views of the subjective and cultural NOS was found prior to the program.
After instruction analysis of the interview transcripts and the post-NOS surveys revealed that students retained adequate views of all previously attained NOS aspects. Overall, there was improvement in the understanding of the tentative, creative, subjectivity, and social and cultural embedded nature of science. We found our instruction most influenced the students' understanding of the tentative NOS. We will describe those changes in the following sections.
Development of Students' Views of NOS
In this section we will describe the changes in students' understandings of NOS. We will also describe particular influences on their conceptions of NOS.
Observation Versus Inference
The concept of the distinction between observation and inference was emphasized throughout the program (See Table 1). We used several teaching strategies to teach this particular concept. During week one, we allowed them to practice making observation and inferences by reading a book about different types of wheels followed by the discussion of what makes a wheel different from others. Most of the time, students responded with the inferences merged with observations. This finding is consistent with Akerson and Donnelly (2009) showing the distinction between observation and inference tended to be more difficult than other aspects of NOS for early elementary students to understand. Therefore, we decided to focus more explicitly on NOS aspects beginning with observations and inferences and use that as a starting point to lead into other aspects (Leager 2008). We first gave students multiple opportunities to practice by observing and discussing similarities and differences they saw in the picture books of cars and what they have seen previously in their observations. Second, we continued asking students challenging questions
about the cars that they were building to focus their attention on situations where it is possible and not possible to gather data using observations. Finally encouraged students to look for patterns and make generalizations from their data (i.e., inferences). By helping children develop their skills of observation and inference in science while simultaneously explaining the importance of each skill we hoped they would develop a better understanding of how scientists generate knowledge about the world (Hanuscin and Park-Rogers 2008). For the second week's session, we added an activity that allowed us to walk the students through the distinction between observation and inference. We demonstrated the movement of a toy car, where the students were asked to observe what happened when the instructor pushed the car.
Overall, these students could not differentiate inferences from observations. When asked what they observed when the instructor pushed the car, they answered the car moved. However, they started to realize the roles of these two skills in science practice and we make observation through our five senses. For example, Joseph stated that ''we use our senses such as sight to observe and scientists do the same thing.''
During week three, the evidence showed that students began to develop an understanding of the distinction between observation and inference. For instance, Author 2 mentioned in her reflection ''…We discussed different observations of the bridges. The students commented about color, size, detailed descriptions, places, they all transport things….'' However, this understanding was not present for all students. Occasionally they included inferences into their observations. For instance, after building bridges that students were required to test, when asked what they observed during the testing, Alex, a second grade student, responded, ''The bottle went boom;'' while others answered ''The tape was not strong enough,'' indicating that some students were developing better understandings of the distinction between observation and inference than others.
During week five, when an instructor demonstrated an antacid tablet dissolving, the students recorded their observations and inferences on the data sheet. The result from the sheet revealed students' adequate understanding of observations. All fifteen students were able to name observations, such as ''It looks smoky'' or ''bubbles are going up.'' However, inferences remained a difficult concept. According to the data sheet, only 3 out of 15 students could record both observations and inferences correctly. All three of these students were second grade students. For example, David wrote on his data chart under observations, ''bubbles stick to the side'' and the corresponding inference, ''because of force.'' Alex also was able to demonstrate his knowledge of observations and inferences when he wrote, ''the tablet is getting smaller and smaller'' as an observation and the inference, ''it is dissolving.''
Although the majority of the class could not explicate the distinction between observation and inference, some students were able to give the definition of inference and its role in science. For instance, when asked during the discussion in week five what inference is, Alex responded an inference is ''what we think.'' When asked what we learn in science class and what scientists do during the discussion in the final week, Sarah addressed science is about ''what you think and how scientists discover stuff.''
Empirical
Throughout the program, we emphasized the empirical NOS by encouraging the students to test their inventions using the tools provided by the instructors, and to modify their pieces to improve the performance of the invention. They were asked to record data in their journals while they were testing, and at the conclusion of the lesson they were asked to share how they used these data to improve their pieces. Moreover, to demonstrate the idea of how scientists collect their empirical data, we provided opportunities for the students to use scientific tools such as measuring tape, and stop watch.
During discussion in week one, four students showed their understanding of empirical NOS. They agreed they acted like scientists when they tested their wheels. They not only used evidence from the test to improve their invention, but also developed the new designs from their peers' ideas. Thomas shared in his journal that he used one of his peers' ideas as the information to change his own wheel. During week three, students were assigned to build and test bridges as a group. In the first round of the invention, all groups were provided with the same materials. After testing and discussing the weaknesses of their bridges, they rebuilt them, and this time they were allowed to select two additional materials to incorporate. During the small group discussion, the students demonstrated their understandings of how to use data from their observations to change their ideas. As Author 1 wrote in her journal,
One group tried putting a bottle in the middle of their bridge and the bottle fall down, so that they put a wider piece of paper in the middle of the bridge where they had put a bottle. When asked for a reason, they said that they saw the bottle fall down and because the middle part is too narrow so it could not hold the bottle. Then they fold the middle part, and they said, 'so that the bottle can stay on.' Then they tried it and the bottle stayed on.
During week six, when we asked how we acted like scientists, Thomas said, ''We were inventing something and making sure and scientists do that. Making and trying to see how it works.''
Tentative
Due to the nature of the course, this concept was heavily reinforced as each week students designed and redesigned different inventions. We emphasized the tentative NOS by allowing the students to test and redesign their inventions and draw pictures of their original and final pieces. During the testing session, they were provided the opportunity to collect data from not only their own pieces, but also their peers' inventions. Through this experience, they understood scientific claims could be changed to make improvements in scientific designs. During the discussion in week four, three students demonstrated their adequate view of tentative NOS. The following excerpt provides the evidence of their understanding:
I: How we were acting like scientists today?
Todd: We have to design over and over again.
I: Why?
Roy: Because if one fails we can have another.
Joseph: We design to make something different.
The results from the VNOS-D survey showed after the intervention eight students who had initially believed that science is absolute changed their conceptions to understanding that scientific claims can change toward the end of the program. Nevertheless, the causes of the change were varied. For example, one student believed that scientific knowledge could change because of the knowledge itself and scientists are required to try it several times. He responded to question three of the post survey that ''Yes, b/c science is usually changed from thing to thing because some things don't work and you have to do it over and over''; another student believed that science changed because scientists [people] change the ways they look at it. He said, ''Yes, because people come up with different things.'' Moreover, one student demonstrated his adequate understanding across several aspects in his response to question 1; he said, ''[Science] is where you invent stuff. You try it out, fail, [repeated several time] and finally you get it.'' Similarly, during week four, Tim articulated during a discussion the class was acting like scientists when ''they have to design over and over again.''
Creativity and Imagination
During week one the students were asked to record in their journal how they used their creativity when they were inventing. Three out of nineteen students stated in their journals that they used their creativity when they designed and chose materials to develop their wheels. Jordan mentioned in his journal that he was creative when he used string in different ways than [people] would probably expect. Moreover, Joseph stated that he used his creativity when he was thinking about how to change it.
Throughout the program, we designed lessons that allowed the students to experience creativity's role in science and how scientists use their creativity in their work. Due to the nature of the course, we centered on scientists being creative during the invention phase, however during the journal activities, we asked questions such as, ''Do you think you were creative during all stages of the development?'' At the conclusion of the program, data from post-interviews revealed that more than 50% of the students believed that scientists are creative. For example, David described scientists as being creative when, ''they invent something that they haven't seen before.'' Also Jackson stated that scientists are creative when, ''they analyze data. And experimenting too, and planning because they have to think about what is going to happen. That is using their imagination.''
The intervention had some influence on students' views of creativity and imagination in science. One student, who initially held an inadequate view of the creative NOS, developed an informed view by the end of the program. When asked in the post-interview whether scientist use creativity and imagination in their
investigation, he responded, ''Yes, they use it when they are trying to find out what things there are. For example, when trying to figure out the color of dinosaur skin they used their imagination and the bones to figure it out.''
Subjectivity
In week three we designed the invention session for the students to experience the idea of subjective NOS, where scientists have same information/materials; however, they interpret/create different conclusion and inventions. For the first invention they worked in groups of four creating a bridge with the same materials, tested it, recorded the amount of time the bridge suspended a water bottle, and reported the findings to the class. Later they were asked to choose two additional materials to create a new bridge. As we expected, each group chose different materials. During the discussion at the end of the class Joseph demonstrated his adequate view of the subjective NOS. When asked what we did today that was like how scientists work, he responded, ''Scientists do not always come up with the same idea.'' During week four, we continued emphasizing the subjective NOS by creating paper airplanes from the certain materials and designs provided. After students tested their airplanes, students were asked to use the same materials to create another airplane with their own design.
After the course of 6 weeks, some students improved their views of subjective NOS. The results from pre-survey and interview showed that none of the students were able to give the reason of scientists' disagreement on the extinction of dinosaur; however, 3 out of 15 students gave explanation that relates to subjective NOS. For example, Jackson's response referred that the way scientists' explanations of dinosaur extinction are influenced by different theories each scientist has studied. He mentioned that some scientists have heard about the theory of the meteor but some might not know about it.
Social and Cultural Embeddedness
After reviewing our classroom instruction, we discovered this aspect was the most challenging for us to model to the children. However, we were still able to successful implement several strategies during our teaching. During the invention in the first week, students were asked to create their own wheels individually. They were asked to draw the picture of their first invention and the final piece to see how much they had changed their invention. They were allowed to test and modify their pieces as much as they wanted. At the end of the lesson, they were asked to share their invention and how they changed them. Several students mentioned that they changed their piece in the same way as their peers because they saw it worked well when they tested it. At the conclusion, they all agreed on when asked if scientists use others' ideas to improve their invention. During week three, we hoped to create a sense of how scientists work in teams and how social context is a central theme in science. In week six, when asked what they would do if they acted like scientists, one student answered, ''We [would] change and incorporate others' ideas to our invention.''
The results from the post intervention VNOS survey reveals there was little improvement on students' understanding of the social and cultural aspect of NOS. When asked about scientists' disagreement on the cause of dinosaur extinction on the post intervention survey, one student, Han, gave an explanation that relates to social and cultural embedded NOS. His response refers to the different beliefs in different countries that influence how the people from those countries interpret data in different ways.
Conclusions
Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.
We discovered that explicit reflective instruction provided us with an opportunity to truly learn as we were teaching, as well as recognize and respond to that knowledge as we become more responsive to the needs of the students. Because of the built-in reflective piece, we were able to constantly monitor whether the students understood NOS aspects and alter our instruction to help scaffold them to better understandings. In addition, the topic of invention that we used as the embedded-content to teach NOS served as a good model for the target aspects of NOS (observation and inference, empirical, tentativeness, creativity and imagination, subjectivity, and social and cultural context). By using our pattern of including first inventing, testing, and reinventing, we used the objects we asked them to create each week as the concrete model where the students' were able to experience the importance of those aspects while they were designing, assembling, testing, and redesigning. Each part allowed us to discuss several aspects of NOS and when students revised their designs they were truly experiencing firsthand the tentative NOS. Additionally, the design process during the inventions served as the model for creativity and imagination, and subjectivity of NOS. When the students were asked to draw a picture of their inventions, we modeled creativity and model imagination by asking them to predict the performance of their inventions. This allowed us to emphasize subjectivity of NOS when each of them selected to use different materials for their invention. The testing of their design allowed them to practice their observation and inference, and also a small group discussion during the testing allowed us to determine their ability to differentiate observation and inference. The experience from the redesign allowed us to emphasize the difference between observation and inference, tentativeness, and social and cultural embedded NOS. Finally, the fact that some students used the
ideas from their peers to redesign their final invention allowed us to emphasize social and cultural context of NOS.
Implications
The purpose of this study was to determine if K-2 students were able to adequately understand target aspects of NOS. We sought to provide a resource to other teachers who want to improve their young students' understandings of NOS aspects and therefore could use these techniques in their classrooms. By studying our own teaching, we were afforded a unique opportunity of being able to constantly monitor our successes and failures in the classroom at the same time we were reflecting and reframing our lessons in order to improve our teaching. Using this technique, we quickly responded to issues that arose in the classroom and altered our instruction to help alleviate any problems. This study has implications for teachers of early elementary students to include explicit reflective instruction in their teaching of NOS aspects. It demonstrated the importance of this type of instruction as an effective tool for helping young students better conceptualize NOS aspects. We realize we were afforded a unique situation in which we had a limited number of students in an informal setting that allowed us to focus on science for 150 min at a time. There still needs to be more work done in this area to determine how effective this technique is in a traditional classroom setting where the teacher is responsible for teaching all subjects including science. Yet we believe young children are definitely capable of conceptualizing NOS aspects to varying degrees, and it is essential that they receive explicit reflective instruction to help them reach their potentials in these understandings.
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