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Lesson 9 1 Practice Answers
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Grade 7, Unit 1, Lesson 9 \"Creating Scale Drawings\" Open Up Resources Illustrative Math - Tutorial 8th Grade, Unit 1, Lesson 9 \"Moves in Parallel\" Open Up Resources Illustrative Mathematics Tutorial Grade 6, Unit 1, Lesson 9 Practice Problems Cambridge IELTS 9 Listening Test 1 with answer keys 2020 Class 9th Science Chapter 9 | Exercise Questions (Q1, Q2, Q3, Q4) | Force \u0026 Laws of Motion | NCERT Class 6th, Subject English Practice Book, Lesson 9, Part 1 CLASS 3 | MATHS | CHAPTER 9 | PART - 1 HOW MANY TIMES | NCERT | CBSE | EXPLANATION AND SOLUTION 9th std Maths part-1 PRACTICE SET 3.1 Answers 3 Polynomials Land of the Free and Home of the Work TOEFL Listening Practice Lesson 9 (Question, Audio Script, Answer), Part 1, Book 1 Q 1 - Ex 9.5 - Algebraic Expressions and Identities - NCERT Maths Class 8th - Chapter 9
Illustrative Mathematics Grade 6 - Unit 1- Lesson 9Isaiah 9:1–7 // Part 1 // Gloom to Glory by a Great Light IELTS Listening | Book 9 Test 1 — Step-by-step Answers IELTS LISTENING - MAP(1) with key \u0026 script Real Numbers Class 9th | Practice Set 2.3 Part 2 Code.org Lesson 9 How to score good Marks in Maths | How to Score 100/100 in Maths | गणित में अच्छे मार्क्स कैसे लाये Grade 7 Math 8.1A, Dimensions, Area, and Scale Drawings (New version) Mole Concept L1 | Atoms \u0026 Molecules | CBSE Class 9 Chemistry | Science Chapter 3 | NCERT Solutions Full Toefl ITP/PBT Listening TestGrade 7 Math 8.1B, Area and scale drawings (New version) Class - 9th, Ex - 6.1, Q 1 (Lines and Angles) Maths NCERT CBSE Class 9th , Ex - 10.4, Q 1 ( Circles ) CBSE NCERT
IELTS Writing task 1: Pie chart lessonAtoms and Molecules in 30 Minutes | Chemistry CRASH COURSE | NCERT Solutions | Vedantu Class 9 Real Numbers Class 9th | Practice Set 2.1 | Maharashtra Board Part - 2 Class 9th , Ex - 1.1, Q 1 ( NUMBER SYSTEM ) CBSE NCERT NCERT Class 9 History Chapter 1-The French Revolution - MCQs with solutions Learn Japanese | Minna No Nihongo Lesson
9 Grammar
Lesson 9 1 Practice Answers
Lesson 9-1 Chapter 9 7 Glencoe Algebra 1 Skills Practice Graphing Quadratic Functions Use a table of values to graph each function. State the domain the range. 1. y = x 2 - 4 2. y (=-x 2 (+ 3 3. y = = x 2-2 x-6 7 x y O x y O x y O Find the vertex, the equation of the axis of symmetry, and the y-intercept. 4. y = 2 x 2--8 x + 6 5. y D = x 2 2 + 4 x b.
Page 1/4
Answers (Anticipation Guide and Lesson 9-1)
Answer Key Lesson 9.1 Practice Level B 1. A9(9, 21) 2. B9(2, 22) 3. C(24, 24) 4. D(29, 1) 5. 6. 7. (x, y) → (x 2 5, y 1 3) 8. (x, y) → (x 1 2, y 2 5) 9. #J##MY; 5, 2 10. #XY##Y 24, 3 11. #DR##Y 27, 23 12. 23, 2 13. 3, 21 14. 25, 6 15. 210, 22 16. 17. 18. a 5 80, b 5 4, c 5 13, d 5 20 19. a 5 59, b 5 17, c 5 6 20. a.
Answer Key - Santa Ana Unified School District
9 R Lesson 9.1 Understanding and Measuring Angles Name the angles in two ways. 1. A B C Angle at B: / or / 2. R S Q Angle at R: / or / Y X W k n m l Z 3. / YZW : / or / 4. / WXY : / or / Extra Practice 4B 37 © Marshall Cavendish International (Singapore) Private Limited. Name: Date:
Lesson 9.1 Understanding and Measuring Angles
LESSON 9-1 Practice A 1. CED or AEC 2. AEB, BEC or DEF 3. Possible answer: BED and CEF 4. AEB and BEC 5. Possible answer: AEC and CED, BEC and CEF 6. m 3 = 120º 7. m 4 = xº 8. m 2 = 70º 9. m 1 = 115º Practice B 1. NXP, MXR, MXN, or RXP 2. MXS and RXS 3. NXS and PXS 4. RXS and SXM 5. Possible answer: NXP and MXN, RXM and MXN, RXP, and PXN
9-1 Angle Relationships
Chapter 9 Standardized Test Practice . 539–540 ... • The answers for the lesson-bylesson masters are provided as reduced pages with answers appearing in red. • Full-size answer keys are provided for the assessment masters in this booklet. ... Lesson 9-1!. 1. 2.
Chapter 9 Resource Masters - Math Class
A1 SpringBoard Geometry, Unit 2 Practice Answers LeSSon 9-1 1. B 2.(x, y) → (x 1 3, y 1 5) 3. a. (23, 3) b. (26, 22) c. (3, 29) d. (4, 26) 4. a. rigid b. nonrigid c. rigid d. nonrigid e. nonrigid 5. a. 41 units b. A rigid transformation does not change lengths. LeSSon 9-2 6. D 7. a. (22, 2) b. (x, y) → (x 2 3, y 2 3) 8. a.They have the same ...
Answers to Geometry Unit 2 Practice
Write a multiplication equation and a division equation for the question, then find the answer. Draw a diagram, if needed. Check your answer using the multiplication equation. ... Lesson 9 Practice Problems. A group of friends is sharing . pounds of berries. If each friend received .
Grade 6 Mathematics, Unit 4.9 - Open Up Resources
This Go Math video address the Essential Question: How can you use the strategy "solve a simpler problem" to help you solve a division problem? The Distribu...
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Activity Practice: p.461: Chapter 32. ... Now is the time to redefine your true self using Slader's SpringBoard Geometry answers. Shed the societal and cultural narratives holding you back and let step-by-step SpringBoard Geometry textbook solutions reorient your old paradigms. NOW is the time to make today the first day of the rest of your life.
Slader :: Homework Answers and Solutions
9.1: Completing the Square and Taking Square Roots: Exercises: p.138: 9.2: The
Quadratic Formula: Exercises: p.141: 9.3: Solutions of Quadratic Equations:
Exercises: p.144: Activity 9 Practice: p.149: Embedded Assessment: p.151
Slader :: Homework Answers and Solutions
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw ... Relate Tenths and Decimals - Lesson 9.1. Relate Hundredths and Decimals - Lesson 9.2 . Equivalent Fractions and Decimals - Lesson 9.3. Relate Fractions, Decimals, and Money - Lesson 9.4. Problem Solving With Money - Lesson 9.5. Add Fractional Parts of 10 and 100 - Lesson 9.6. Compare Decimals - Lesson 9.7
Fourth Grade Math
EngageNY/Eureka Math Grade 5 Module 1 Lesson 9For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.onlinePLEASE leave a mes...
Eureka Math Grade 5 Module 1 Lesson 9 - YouTube Extra Practice Answers 9.1 p. 665 9.1 Skills Practice ANS All assigned book problems 9.2 p. 677 9.2 Skills Practice ANS 9.3 p. 689 9.3 Skills Practice ANS 9.4 p. 701 9.4 Skills Practice ANS 9.5 p. 709 9.5 Skills Practice ANS 9.6 p. 721 9.6 Skills Practice ANS Review packet ANS
Chapter 9 Answers - Mr. Simmons Math
Notes for lesson 9-3. Practice worksheet for lesson 9-3 . Answer Key for Lesson 9-3. Review worksheet for lessons 9-1 through 9-3 . Video for lesson 9-4: Arcs and chords. Notes for lesson 9-4. Practice worksheet for lesson 9-4 . Answer Key for Practice Worksheet 9-4. Video for lesson 9-5: Inscribed angles. Notes for lesson 9-5. Practice ...
Boyd_Geometry: Review worksheet for lessons 9-1 through 9-3 GUIDED PRACTICE, PAGE 593 1. A = bh = (12)(10) = 120 c m 2 2. A = bh 10 x 2 = (2x)h h = 5x ft 3. A = s 2 169 = s 2 s = 13 P == 4s = 4(13) = 52 cm 4. A = 1__ ( 2 b 1 + b 2)h = 1__ (9 2 + 15)(20) = 240 m 2 5. A = 1__bh 2 58.5 = 1__b 2 (9) =
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4.5b b = 13 in. 6. A = 1__( 2 b 1 + b 2)h 48x + 68 = 1__( 2 b 1 + 9x + 12)(8) 48x + 68 = 4 b 1 + 36x + 48 ...
CHAPTER Solutions Key 9 Extending Perimeter, Circumference ...
For use before Lesson 9.1 Sample answer: In general, if a scatter plot has a positive relationship, as the value of xincreases so does the value of y. The points lie close to a line.
mscc8rb RBC Ans a - Birmingham Schools
60 CHAPTER 9 Discovering Geometry Practice Your Skills ©2008 Key Curriculum Press Lesson 9.2 • The Converse of the Pythagorean Theorem Name Period Date All measurements are in centimeters. Give answers rounded to the nearest 0.01 cm. In Exercises 1–4, determine whether a triangle with the given side lengths is a right triangle.
Lesson 9.1 • The Theorem of Pythagoras
Discovering Geometry Practice Your Skills CHAPTER 9 59 Lesson 9.1 • The Theorem of Pythagoras Name Period Date Give all answers rounded to the nearest 0.1 unit. 1. a _____ 2. p _____ 3. x _____ 4. Area 39 in2 5. Find the area. 6. Find the coordinates ofC h _____ and the radius of circle A. 7. Find the area. 8. RS 3 cm. Find RV. 9. Base area 16 cm2 and slant height 10.
Copyright code : 39494df78537dd4157c2ad1db17bd835
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London Wayfarers Hockey Club
Anti-Bullying Policy
London Wayfarers Hockey Club adopts England Hockey's Anti-Bullying Guidance and works in accordance with the following statement:
1. INTRODUCTION
Everyone has the right to be treated with respect. London Wayfarers Hockey Club (LWHC) is committed to creating and maintaining an environment in which all young people involved in hockey are free from bullying.
2. ENGLAND HOCKEY'S (EH) ROLE
EH is committed to supporting its affiliated clubs and associations to implement guidance through the provision of appropriate access to education and training, and supporting documentation.
EH is also committed to ensuring that concerns relating to bullying of young people in hockey are taken seriously and acted upon swiftly and appropriately. To achieve this, EH has developed procedures for reporting concerns. EH may refer concerns to the relevant statutory agencies, instigate proceedings under its own Safeguarding and Protecting Young People Complaints and Disciplinary Regulations or refer the matter to a club or association for resolution as appropriate.
3. BULLYING
Bullying is anything that is done with the intention of hurting or intimidating, frightening or upsetting another person. Bullying is not always physical but it results in distress to the victim. Instances of bullying can occur not only between young people but also from adult to young person; this includes a parent/guardian to their own child.
Bullying can be: Emotional – persistently being unfriendly excluding tormenting, threatening gestures
* Physical – pushing, kicking, hitting, punching or any use of violence
* Racist – racial taunts or language, graffiti, gestures
* Sexual – unwanted physical contact or sexually abusive comments
* Homophobic – because of, or focusing on the issue of sexuality
* Verbal – name-calling, sarcasm, spreading rumours, teasing
* Cyber – all areas of the internet (including social networking sites), email and text messaging, misuse of technology, i.e. manipulation of digital images
It should be noted that bullying may not only occur through face to face contact. Some bullying may be illegal and necessitate a report to police/children's social care.
* Sexting – is the sending and receiving of self-generated sexually explicit images, videos or text messages through mobile phones or this may be via webcams. Young people often feel pressurised into sending a sexting image or message believing it is what is expected of them. Young people may see this as a harmless activity, however this can have long lasting implications, as there is no control over how it is passed on. The images may never be completely removed from the internet and could be found in the future eg when applying for university or a job. This is illegal. For more information regarding sexting, visit the Safeguarding section of the EH website.
PRINCIPLES
Everyone within LWHC should have an understanding of what bullying is and EH's antibullying guidance.
Bullying of any kind is not acceptable and should not be tolerated by anyone within the Hockey Family, in particular any organisation providing hockey opportunities for young people.
Any incident or concern of bullying must be acted upon swiftly.
4. ORDER OF ACTIONS WHEN REPORTING CONCERNS
Separate the young people involved and ensure safety
Is medical attention required?
Implement good practice when intervening and enlist additional adult support to gather the facts (preferably the welfare officer and both parents/carers
Talk and listen to those involved independently in a non- threatening environment. Inform parents
Ensure all facts gathered are objective and recorded
Monitor the behaviour of all parties involved
Welfare Officer will determine appropriate action depending on seriousness supported by either:
* Another Welfare Officer
* A person in a similar role
Apply first aid or in more serious cases call an ambulance and inform the doctor that there is a child protection concern
If the incident is an adult bullying a young person, the Welfare Officer will report the incident to the England Hockey Ethics and Compliance Manager who will:
* Make a decision on the method and process for managing the incident
* Manage the situation with the support of the Welfare Officer
All reported incidents of bullying behaviour or threats of bullying must and will be investigated at the appropriate level.
Useful Contacts
| Safe Network | http://www.safenetwork.org.uk |
|---|---|
| Kidscape | 02077303300 www.kidscape.org.uk |
| Childline | 08001111 ww.childline.org.uk |
| NSPCC | 08088005000 www.nspcc.org.uk |
| Internet Watch Foundation | 08456887277 www.cybersmile.org |
Last Reviewed March 2017 | <urn:uuid:ca62bb7f-c35d-483c-b26e-1602b77e83fb> | CC-MAIN-2021-49 | https://cdn.londonwayfarers.com/media/20200229182432/LWHC-Anti-Bullying-Policy-Mar-2017.pdf | 2021-11-28T05:12:44+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00277.warc.gz | 246,765,428 | 955 | eng_Latn | eng_Latn | 0.997227 | eng_Latn | 0.997257 | [
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WELCOME TO THE ONLINE RHYTHM, MOVEMENT AND SHARE STUDY!
2021
ONLINE STUDY for children aged 6-11 years
Tapping and Sharing Play Study
Our Research Focus
We are rolling out this new online study aiming to explore how the development of prosocial (kind social) behaviour can be supported. There has been some research that shows when children behave similarly to each other (e.g., swinging on a swing set at the same time as a friend, moving rhythmically to music at the same time as each other), they feel closer to each other and act more pro-socially.
In this study, we would like to see if children who are asked to tap along to a video of a bouncing ball will also show more prosocial behaviour.
Who Can Take Part?
Children between the ages of 6 and 11 years old. The caregiver will need to be present at the beginning.
10-15 minutes ONLINE STUDY
Birkbeck, University of London
Are you wondering how moving in synchrony, such as clapping, tapping, marching, rocking, stepping at the same time or dancing with someone may help your child to develop kind social behaviors?
FURTHER INFORMATION
How Does it work?
Your child will be asked to play two short games and answer some questions. Before the tasks begin, your child will see a brief video of another child who will say that they are also playing the games. The first game will involve watching a video of a ball and being asked to either watch the video or tap along, and the second game will ask your child to make decisions about different sharing scenarios. At the end of these two tasks, your child will be asked to answer some simple questions about the child they saw in the video at the beginning.
What is needed to take part?
* Computer with Keyboard (laptop, desk top)
The study will take place in your child's home on a laptop, at a time of your choosing, and it will take approximately 15 minutes to complete.
There are no risks or benefits of taking part.
The project has received ethical approval from the School of Science Ethics Committee and the Department of Psychological Sciences Research Ethics Committee of Birkbeck, University of London
Primary investigator contact details:
Judit Sebok-Rose, firstname.lastname@example.org
Or txt to 07738863302
* Internet Connection
Co-applicant contact details: Dr Natasha Kirkham; email@example.com
If your child is 6-8, please click here to access to experiment:
https://research.sc/participant/login/dynamic/8F410F8A-5AB5-428EAE89-94A7B86550AA
If your child is 9-11, please click here:
https://research.sc/participant/login/dynamic/AA5F6ADD-6628-47548AA5-1B91F24C441C
Please only click the links when you are ready to play! | <urn:uuid:3296ad35-d9a6-4ec2-960d-14cc7cac8770> | CC-MAIN-2021-49 | https://cbcd.bbk.ac.uk/sites/default/files/cbcd/Tapping%20and%20Sharing%20Play%20Study.pdf | 2021-11-28T05:34:23+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00279.warc.gz | 246,153,550 | 621 | eng_Latn | eng_Latn | 0.998327 | eng_Latn | 0.998493 | [
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Reading
Online
S.W.A.G.
Text: "Otzi the Iceman"
Day 1
Math
Online
S.W.A.G.
Complete Day 1
Day 1
mASD Grade 4 At-Home Learning
Day 2
Day 3
Day 4
| Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text: “Otzi the Iceman” Day 2: Cold read the text for the following vocabulary and use context clues to determine the meaning: Carbon dating, domesticate, Neolithic, specimen | Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text: “Otzi the Iceman” Day 3: Read and annotate the text for the main idea and details. | Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text: “Otzi the Iceman” Day 4: Answer the questions to the text |
|---|---|---|
| Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 2 | Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 3 | Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 4 |
Day 5
: Who was Otzi the Iceman?
lived? Include facts and details from
Reading
Online
S.W.A.G.
worth saving.
Do yo
*
Math
Online
S.W.A.G.
Complete Day 6
| Day 7 | Day 8 | Day 9 |
|---|---|---|
| Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text: “Sniffing Out Extinction” Day 2: Cold read the text for the following vocabulary and use context clues to determine the meaning: Captivity, conservationist, endangered, stamina | Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text: “Sniffing Out Extinction” Day 3: Read and annotate the text for the main idea and details. | Reading Online Learning: i-Ready Reading- 30 minutes Lexia- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Text“Sniffing Out Extinction” Day 4: Answer the questions to the text |
| Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 7 | Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 8 | Math Online Learning: i-Ready Math- 30 minutes Virtual Learning Resource List S.W.A.G. Pack Complete Day 9 |
Day 5: Explain how trained dogs endangered species, such as the. | <urn:uuid:8d907870-3f34-4038-bff2-821259279a70> | CC-MAIN-2022-05 | https://resources.finalsite.net/images/v1590999653/masdk12msus/hkw1b6rklfhkbuusv6v9/fourth.pdf | 2022-01-27T17:42:02+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00224.warc.gz | 540,737,577 | 690 | eng_Latn | eng_Latn | 0.890571 | eng_Latn | 0.903966 | [
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The Relationship Factor
by JASON ROYCE
From the Youthwork Magazine December 2013
Group work on relationships designed for 11-14yr olds.
How often do we help our young people explore what is most important in a relationship? This resource is designed to help them think more deeply about relationships they see in the media and what they can apply to their own relationships. By allowing young people to think about the qualities of a good relationship and whether they see that modeled in celebrity relationships, they can then reflect on the quality of relationships they would like to have for themselves. These activities work very well in small group settings, but can easily be adapted for a PHSE lesson.
Q Preparation
Download the 'rights and responsibilities' cards and the 'celebrity couples' cards from the schoolswork. co.uk website. Simply search for 'relationship factor' and you will find them. Print them out and laminate if you have time/resources. Print copies for each group and put them in envelopes.
Q Rights and responsabilities cards
Working in a group of 4-6 young people (or if you are working with a whole class, split them into groups of 4-6), give out the envelopes with the word cards inside. The cards are designed to help young people think about their responsibilities in a relationship. Ask the group to sort the words into the four categories: 'Things I shouldn't do', 'My rights', 'Things I'm required to do', 'rewards, bonuses and advantages'. Some examples of what are on the cards include:
- respect
- listen
- flirt with others
- teasing
Encourage them to get a group consensus but don't change where they put the words, they must make those decisions as a group. Asking questions such as "why have you chosen to put that word there?" and "What do other people think?" will help the group find agreement.
Allow them 10 – 15 minutes to do this activity then get some feedback once they are happy with their categories.
Q Celebrity Couples
Say "based on the exercise you have just done, sort these relationships with the best one at the top and worst at the bottom. Imagine you are judges on the X Factor, judging relationships instead of music talent". The pictures include pictures and descriptions of 10 celebrity couples, including JayZ and Beyonce, Angelina Jolie and Brad Pitt and Kat and Alfie from Eastenders.
Discuss what they found interesting, obvious or difficult about their decision making process.
Wrap up the exercise with a discussion about any issues that have arisen, and what they may have learnt about implications for their own relationships. Here are some questions to help you do that:
1. If we were to have asked you to rate these relationships before we did the first activity together, would the outcome have been different? How?
2. What makes a good relationship? How do you know when you are in a healthy relationship – what are the top 5 indicators?
3. What in the rights and responsibilities task stood out to you as being something that you are wrestling with when you consider a healthy relationship?
Q New playing card resource launched at the Youthwork Conference
Romance Academy has partnered with schoolswork.co.uk to launch a new set of playing cards, designed to help young people talk openly in a helpful way about sex and relationships. Following on from the primary and secondary age playing cards that schoolswork.co.uk already produce, these cards are designed to be played with young people either in a school, youth group or home setting. They are ideal for discussion starters around the topic of thinking through sex in the media, culture, pornography, romantic relationships, responsibilities, community, character and self-esteem.
They can be used in as many ways you use a normal pack of playing cards as they are use a normal pack of 52 cards with the four different suits. Each of the suits has a different category assigned to it designed to get discussion going in a different area around the theme of sex and relationships. The idea with putting questions on playing cards, takes out the confrontational element of having conversations around potentially tricky topics, and it also allows the young person to take the question as deep as they would like, or move on quickly to looking at another card or playing another game.
Check these out on: http://www.romanceacademy.org/product/romance-academy-playing-cards
Jason Royce is director of Romance Academy
© schoolswork.co.uk 2013
Feel free to use and distribute this resource but please acknowledge schoolswork.co.uk as the source. | <urn:uuid:c29ee84a-ddc0-459d-a52d-7db8724a33c8> | CC-MAIN-2022-05 | https://www.schoolswork.co.uk/media/files/Schoolswork_ym_dec_2013.pdf | 2022-01-27T17:29:06+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00222.warc.gz | 1,013,260,970 | 930 | eng_Latn | eng_Latn | 0.998702 | eng_Latn | 0.998699 | [
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Historic Wings
1:72 Metal Kit of the
© Copyright unknown
1894 Lilienthal Glider
History, Notes and Assembly Instructions
History
Otto Lilienthal (May 23, 1848 – August 10, 1896) was a German pioneer of human aviation who was the first person to make well-documented, repeated, successful gliding flights. He followed an experimental approach established earlier by Sir George Cayley.
In 1867 he began his experiments on the force of air in earnest, interrupted when he volunteered to serve in the Franco-Prussian War. Lilienthal made his flights from an artificial hill he built near Berlin and from natural hills, especially in the Rhinow region. Working in conjunction with his brother Gustav, he made over 2,000 flights in gliders of his design starting in 1891 with his first glider version, the Derwitzer, until his death in a gliding crash in 1896.
Lilienthal did research in accurately describing the flight of birds, especially storks, and used polar diagrams for describing the aerodynamics of their wings. He made many experiments in an attempt to gather reliable aeronautical data. His gliders were controlled by changing the centre of gravity by shifting his body, much like modern hang gliders. However they were difficult to manoeuvre and had a tendency to pitch down, from which it was difficult to recover.
He made over 2000 flights, but during a flight on 9 August 1896, Lilienthal's glider stalled and he fell from a height of 17 m (56 ft), breaking his spine. He died in Berlin the following day, saying "Kleine Opfer müssen gebracht werden!" ("Small sacrifices must be made!"). He was buried at Lankwitz Cemetery in Berlin.
Specifications
General characteristics
Length: .......................................... 7.92 m (13 ft 8.75 in)
Width: ............................................ 5.31 m ( 21 ft 11 in)
Introduction
This Historic Wings kit is made from etched brass for the structure. The flying surfaces can be covered with the Litespan film supplied, although many modellers may prefer to leave the structure uncovered to show the details.
Brass components can be soldered together, or joined with Cyanoacrylate Adhesive (CA or SuperGlue) or 5-minute epoxy.
To remove parts from the etched fret, you can use a pair of side cutters, or put the fret on a ceramic tile or similar hard flat surface, and press down on each attaching tab with a sharp knife. If you use the 'knife & tile' option, put the attaching tab with the half-etched side of the tab face down. Whichever method is used, it may necessary to remove the burr of the attachment tab with a needle file afterwards.
CAUTION - MAKE SURE THE ORIENTATION OF THE WING IS CORRECT BEFORE YOU TWIST EACH RIB.
The wings are etched with integral ribs. Hold the leading or trailing edge in a vice or clamp, and then hold each rib in turn with a pair of fine flat-nosed pliers, and twist that rib through 90 degrees, while simultaneously holding the other end with another pair of pliers.
Parts List
Fret 1
1 ASSEMBLY
A Remove the wing, tailplane and fin from the fret and remove all burrs from the attachment tabs.
B Gentle curve the ribs of the wings downwards as shown in Figure 1.
C If it is intended to cover the model with the Litespan film, cover the fin and tailplane at this stage (it will be much simpler than trying to cover them on an assembled model).
D Remove the body support from the fret and remove any burrs. Make sure that it will fit onto the outstretched arms of the figure in the kit, then attach it to the central wing structure. If the loops will not fit over the arms, make the oval loops more circular with a pointed tool ( for example as a scriber).
E Attach the boom of the fin to the wing structure. Make sure that it is vertical when you attach it.
F Slide the tailplane down over the fin and attach it to the lugs on the fin.
G Cover the wing with Litespan film if required, then attach the two kingposts to the wing structure.
2 FINISHING AND DIORAMA LAYOUT
Paint the components. A
(1) Paint the visible structure of the glider to represent wood.
(2) Paint the figure of Otto Lilienthal with dark coloured breeches, black shoes, white shirt, waistcoat of your choice and flesh for his face and hands..
B Arrange the diorama
(1) Mount the grass matting on the preferred base, and attach the name plate.
(2) Attach the figure to the base.
(3) Slide the glider onto the arms of the figure. | <urn:uuid:a3ca2d3f-be4b-4d43-b060-39f83f8f29d3> | CC-MAIN-2022-05 | http://www.aim72.co.uk/Lilienthal%201894-Glider_inst-A-A5.pdf | 2022-01-27T16:59:11+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00224.warc.gz | 83,717,666 | 1,033 | eng_Latn | eng_Latn | 0.811528 | eng_Latn | 0.998077 | [
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*
Did you know…
One way to help a child develop their language skills is by reading to them. This is also a great way to help them start to develop an awareness of other people's facial expressions, what they indicate and the emotions that everyone feels. For example, if someone is crying in the book that is being read, asking your child why the character is crying opens the door to discuss what happened to cause the character to become upset and to discuss other emotions that are visible in the character's expressions throughout the book.
Important Dates
* Nov. 7 th - Daylight Savings Time"Fall Back"
Happy Birthday!
* Nov. 25 th - Happy Thanksgiving!BCEEC CLOSED!
* Nov. 26 th - Black Friday-BCEEC CLOSED!
* Nov. 28 th - Happy Hanukkah!
What we're learning
*
Traveling, Traveling Make It Move
Happy 3 rd Birthday Nora, Olive and Violet! | <urn:uuid:fcb046f9-92c9-42c0-a38d-141c3930d632> | CC-MAIN-2022-05 | https://brooksideearlyeducation.com/fogelsville/wp-content/uploads/2021/11/Preschool-November-Newsletter.pdf | 2022-01-27T17:42:16+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00222.warc.gz | 205,481,273 | 197 | eng_Latn | eng_Latn | 0.997217 | eng_Latn | 0.997217 | [
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SCIENCE
I can:
Year 4 Medium Term Plan
States of Matter
[x] Explore a variety of everyday materials and develop simple descriptions of the states of matter.
[x] Know that solids hold their shape, liquids take on the shape of their container and gases expand to fill the space available.
[x] Observe that some materials change state when they are cooled or heated and measure or research the temperature at which this happens in degrees Celsius.
[x] Know that when a liquid evaporates it becomes a gas and when gas condenses it becomes a liquid.
Spring Term
Around the World
[x] Identify the part played by evaporation and condensation.
Living things and Habitats
I can:
[x] Explore and use classification keys to help, identify and name a variety of living things in their local environment.
[x] Describe some of the characteristics of the vertebrate groups.
[x] Explain why some animals are hard to classify.
[x] Construct and interpret a variety of food chains, identifying producers, predators and prey.
[x] Represent feeding relationships within a habitat.
COMPUTING
We are Meteorologists.
COMPUTING
We are Musicians.
I can:
[x] Understand the different measurement techniques for weather, both analogue and digital.
[x] Use computer-based data logging to automate the recording of some weather data.
[x] Use spreadsheets to create charts.
[x] Analyse data, explore inconsistencies in data and make predictions.
[x] Practise using presentation software.
Dance I can:
PE
[x] Perform using and range of movement patterns and set phrases.
[x] Identify the key features of dancing from British and Indian culture.
[x] Perform routines to audiences.
[x] Work collaboratively in groups.
[x] Evaluate my own performance and that of others, and suggest ways in which they can be improved.
Gym I can:
[x] Balance and show specific planned shapes.
[x] To create a sequence on balance showing planned variations in shape.
[x] Rotate and roll on different body parts.
[x] Create a sequence with a partner on floor and apparatus.
Persuasive texts
ENGLISH
I can
[x] Use the imperative verb to convey urgency.
[x] Use rhetorical questions to engage the reader.
[x] Use noun phrases to add detail and description.
[x] Use relative clauses to provide additional enticement.
[x] Develop character through description.
[x] Begin to make choices about sentence length and type. With a focus on:
Adverbials, conjunctions and commas.
Poetry
I can:
[x] Recite narrative poetry.
[x] Use vocabulary and grammatical structures to communicate ideas.
Writing to entertain
I can:
[x] Use fronted adverbials.
[x] Write with expanded noun phrases.
[x] Use subordinate clauses to add detail or context.
[x] Use nouns and pronouns for clarity and cohesion.
[x] Develop the use of dialogue, action and description to show character and to move events forward.
[x] Develop independent editing and proof reading skills.
I can:
[x] Write detailed character descriptions-The Iron Man
[x] Use full punctuation for direct speech.
[x] Experiment with different sentence lengths to vary pace.
GEOGRAPHY
Climate Zones
I can:
[x] Identify the different lines of latitude and explain how latitude is linked to climate.
[x] Locate different climate zones and explore the differences between the Northern and Southern Hemispheres.
[x] Compare temperate and tropical climates.
[x] Explore weather patterns within a climate zone.
[x] Identify the characteristics of each climate zone.
[x] Describe the key characteristics of the Congo.
I can:
PSHCE
[x] Describe 'good' and 'not so good' feelings and how feelings can affect our physical state;
[x] Explain how different words can express the intensity of feelings
[x] Demonstrate strategies for working on a collaborative task;
[x] Define successful qualities of teamwork and collaboration.
[x]
[x] Recognise that different people can have different feelings in the same situation;
Identify a wide range of feelings;
[x] Explain how feelings can be linked to physical state.
I can:
MUSIC
- learn about the language of music through playing the glockenspiel.
- learn to sing, play, improvise and compose with the well-known song Mamma Mia.
- Explore and develop playing skills through the glockenspiel.
- Learn about pulse, rhythm, pitch by singing and playing instruments.
Hinduism, Sikhism and Christianity
RE
I can:
[x] Describe why and where worshippers connect to prayer and worship.
[x] Observe how people of faith communicate beliefs through sacred spaces and worship.
[x] Discuss and present my own and others views about belonging, meaning, purpose and truth.
[x] Consider the value of belonging to a religious community.
I can:
ART
I can:
[x] Take inspiration from geometric art – Matisse.
[x] Use digital media to create my own geometric art.
[x] Sketches and watercolour of Taj Mahal.
[x] Share my personal opinion about Indian art.
DT
- Handle food safely - following basic hygiene rules.
- Evaluate and compare a range of ingredients.
- Create branding for the final product.
Using GarageBand, I can:
* Create a repeating percussion pattern
* Play at least one touch instrument
* Create a piece of music using the piano roll
* Play a piece of music using live loops
* Combine two or more tracks.
PE
Sports Hall Athletics
I can:
- Develop technique and stamina.
- Challenge myself.
Badminton
I can:
[x] Control a Shuttle cock.
[x] Coordinate using both hands.
[x] Move in different directions.
[x] Develop flexibility, strength, technique, control and balance. | <urn:uuid:329adf92-481d-4fe7-ad69-f19362d2227c> | CC-MAIN-2021-49 | https://www.hartsfield.herts.sch.uk/attachments/download.asp?file=1287&type=pdf | 2021-11-28T04:46:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00280.warc.gz | 911,952,406 | 1,167 | eng_Latn | eng_Latn | 0.99268 | eng_Latn | 0.99268 | [
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Chronic Kidney Disease Fact Sheet
Definition – Chronic Kidney Disease
Chronic kidney disease is permanent kidney damage or decreased level of kidney function for three months or more. If left untreated, chronic kidney disease can lead to total kidney failure, requiring dialysis or a kidney transplant for survival.
Statistics
- 26 million American adults (age 20+) have chronic kidney disease.
- More than a million Michigan adults (age 20+) have chronic kidney disease.
- 1 in 3 American adults is at risk for kidney disease.
- In Michigan, African Americans make up only 14 percent of the general population, yet make up 45 percent of the dialysis population, and 46 percent of the kidney transplant waiting list.
- More than 14,000 people are on dialysis in Michigan.
- As the incidence of obesity in children increases, so does the rate of type 2 diabetes, which is a leading cause of kidney failure. One in three kids born in 2000 will develop diabetes.
- 2,234 people were waiting for a lifesaving kidney transplant in Michigan on February 1, 2020.
Detection and Prevention
- Many adults with chronic kidney disease do not even know it – there are little or no symptoms in the early stages, people are not visiting their physicians regarding the illness, and many are not educated on the risk factors or the detection steps they should take.
- In 2014, diabetes and high blood pressure caused more than 71% of all kidney failure cases in Michigan. Diabetes alone caused 42% of all cases.
- 70 percent of kidney failure cases in Michigan caused by diabetes and/or high blood pressure could have been prevented or delayed.
- Ask your doctor to calculate your glomerular filtration rate (GFR) from the results of a simple blood test. GFR can tell your doctor what your level of kidney function is.
Risk Factors
- Individuals with diabetes and high blood pressure are at higher risk.
- Older individuals, African Americans, Hispanics, Asians, Pacific Islanders, Native Americans and Arab Americans are at increased risk for developing chronic kidney disease.
- African Americans are 4 times more likely to develop kidney failure from diabetes than Caucasians.
- African Americans are 6.5 times more likely to develop kidney failure from high blood pressure than Caucasians.
Last updated: February 2020 | <urn:uuid:d9111966-9c88-41be-bb41-29ee67786f2b> | CC-MAIN-2022-05 | https://www.nkfm.org/sites/default/files/documents/pages/ckd_fact_sheet_-_nkfm_feb_2020.pdf | 2022-01-27T18:11:54+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00222.warc.gz | 952,349,999 | 481 | eng_Latn | eng_Latn | 0.996316 | eng_Latn | 0.996316 | [
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Berkeley Math Circle
Monthly Contest 3 Due December 4, 2007
Instructions
This contest consists of 5 problems, some of which are easier than the others. Every problem is worth 7 points. Please, write solution to every problem on a separate sheet of paper, and on top of each sheet include your name, grade and school, as well as the problem number and the contest number. Thus, the header on each sheet should look something like:
Solution to Problem 3 of BMC Monthly Contest 3 by Bart Simpson in grade 5 from Springfield Middle School, Springfield
If you submit more than one sheet for a specific problem, please, staple the sheets together to avoid getting them confused with someone else's solution. Please, do NOT staple together solutions to DIFFERENT problems, as they will be graded separately.
Remember that you are NOT ALLOWED to consult or talk to anyone else about the problems, whether in person, on the phone, via e-mail, or other means of communication. You can consult any book that you wish. For more on the contest rules, please, check the BMC website at http://mathcircle.berkeley.edu.
Carefully justify your answers to avoid losing points. Include all relevant explanations in words and all intermediate calculations. Answers without justification will receive no credit. However, good reasoning with minor calculational errors may receive a lot of points. Thus, submit solutions to as many problems as you can since partial credits will be awarded for sufficient progress on any particular problem.
Enjoy solving these problems and good luck!
Problems
1. Given 8 oranges on the table, 7 of them have exactly the same weight and the 8th is a little bit lighter. You are given a balance that can measure oranges against each other and you are allowed to use the balance at most twice! How can you determine which one of the oranges is lighter then the others? Explain your answer!
Remark. All oranges look the same and the difference in the weight of the lighter orange is not big enough for you to distinguish it without using the balance. The balance doesn't have any weights or numbers. If you put some oranges on each side of the balance, you can only tell which side (if any) is heavier.
2. Find all prime numbers p such that p 2 + 8 is prime number, as well.
Remark. A number p is prime if it has exactly 2 divisors: 1 and p. Numbers 2, 3, 5, 7, 11, 13, . . . are prime, while 4 and 2007 are not.
Hint. Write down first several prime numbers (hint - you can copy them from the paragraph above), calculate p 2 + 8 for them, and look at those that happen to be composite. Notice further that they all have a common divisor.
3. p is a prime number such that the period of its decimal reciprocal is 200. That is,
for some block of 200 digits X, but
for all blocks Y with less than 200 digits. Find the 101st digit, counting from the left, of X.
4. Let ABCD be a trapezoid such that AB∥CD and let P be the point on the extension of the diagonal AC such that C is between A and P . If X and Y are midpoints of the segments AB and CD, and M , N intersection points of the lines PX, PY with BC, DA (respectively) prove that MN is parallel to AB.
5. Let 0 < a0 ≤ a1 ≤· · · ≤ an. If z is a complex number such that a0z n + a1z n − 1 + · · · + an = 0 prove that |z| ≥ 1. | <urn:uuid:9f17c9dd-c33f-41ca-89dd-376a149a1859> | CC-MAIN-2022-05 | https://mathcircle.berkeley.edu/sites/default/files/archivedocs/2007_2008/contest/0708contestpdf/comp3.pdf | 2022-01-27T18:27:35+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00229.warc.gz | 424,928,982 | 801 | eng_Latn | eng_Latn | 0.99856 | eng_Latn | 0.99856 | [
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Lake Care 101
Lake Care 101 from LE/AD
While this event is all about the challenge of getting cardboard to float! It is also a lake education event!
Why Should we care? What's the problem?
THE PROBLEM:
Our lakes are filling in from erosion and are being degraded from the nutrients washed into them from our homes and businesses. Harmful materials which are deposited into gutters, storm drain systems, and eventually our lakes, cause algae blooms and fish kills.
What you can do!!
THE SOLUTION:
We can take 14 simple and easy precautions that will save (1) our lakes and (2) a lot of tax money that we would need to restore them.
1. Don't Litter
The trash, food wrappers, and litter scattered around our streets can get into lakes and cause harm to fish and wildlife.
2. Fertilize And Spray Carefully
These substances can be very detrimental to lakes because they are carried to lakes by storm water runoff. When fertilizers and pesticides are applied to lawns, keep them out of the driveway and street. Most people fertilize and spray more than necessary. Native plants reduce the need for chemicals and frequent watering.
3. Be Careful With Grass And Leaves
Grass and leaves can add nutrients and fill in the lakes, so don't blow or wash them into the street, but instead bad them or start a mulch pile.
4. Clean Up After Pets
Pet droppings add to the pollution that harms our lakes. Cleaning up after pets is the considerate and most responsible thing to do.
5. Wash Cars And Boats In The Yard
If vehicles are washed on a paved surface the detergents used can run into the street and wind up in the lake. Detergents add nutrients to lawns instead of lakes if cars and boats are washed on grass.
6. Protect Against Erosion
Exposed soil on construction sites and dirt storage areas can wash in to the storm drains which run into the lakes. Make sure barriers are erected to prevent this from happening.
7. Be A Responsible Boater
Oil, gasoline, and trash deposited in lakes by boaters are harmful. Also, do not operate boats close to shoreline where waves can erode shoreline and disturb wildlife.
8. Use Lake Friendly Surface Covers
Non-hard surfaces, such as porous ceramics, stone, gravel, and mulch.
9. Keep Septic Tanks And Drains Buffered From The Lakes
Keep them away from the water's edge and make sure that they are maintained and in proper working order.
10. Conserve Water
All of our water resources are interconnected. Using less water in homes, yards, businesses and for agriculture can help. Observe watering guidelines. Consider connecting rain water in a cistern for watering plants, washing and bathing.
11. Maintain Lakefronts
Aquatic plants provide habitat, food and shelter for fish and wildlife. Plants also reduce erosion and filter storm water runoff which helps to enhance water quality. Open areas can be cleared for boating and swimming, but aquatic vegetation should be maintained.
12. Properly Maintain Vehicles
Automobiles and other vehicles that leak oil, gas, grease and fluids pollute lakes when these materials are washed into the lakes by storm water. Keep driveways and parking areas clean by wiping up drip areas and spills.
13. Report Suspicious Activities
Keep an eye out for activities that might be harmful to lakes. Chemical spills or dumping, wetland destruction, wildlife harassment, fish kills, or any other suspicious activity, should be reported to your local environmental officials.
14. Get Involved
Join local environmental organizations, and become involved in the political decision-making process so that local leaders understand lakes are important to our quality of life. Be aware and don't be afraid to take action and become involved. | <urn:uuid:95feabe1-e49e-40a9-8a4f-b011639978d3> | CC-MAIN-2022-05 | https://lakeseducation.org/wp-content/uploads/2021/11/Lake-Care-101-tips.pdf | 2022-01-27T16:44:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00228.warc.gz | 398,408,382 | 809 | eng_Latn | eng_Latn | 0.998078 | eng_Latn | 0.998544 | [
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Ministerial Statement
To The House of Assembly
By
The Hon. Diallo V. Rabain JP, MP
Minister of Education
Ministerial Statement
Department of Education – Summer Learning Programmes
Friday, June 18 th , 2021
Mr Speaker,
This morning I rise before you and my Honorable colleagues to share about the summer programmes that the Department of Education will be putting in place for our students to help make up for the lost number of school days they have experienced during the past school year.
Mr Speaker,
The COVID-19 pandemic has affected educational systems worldwide, with one of the major impacts being the loss of learning time. Although we could not make up days lost during this school year, students will be given opportunities to engage in online learning programmes and activities; and in some cases, in-person summer programmes, ranging from the preschool to the senior school level.
Mr Speaker,
Let me share about these opportunities for our students, starting with the Preschool I-Play Summer Boost Programme. I am pleased that The Reading Clinic has partnered with the Department of Education to extend learning into the summer for preschoolers who are transitioning into primary school. Seven of our public school preschools signed up to work with The Reading Clinic to have I-PLAY this year. I-PLAY refers to Interactive Phonological Literacy Activities for Youngsters. Normally the I-PLAY tutors would come into the preschool and screen all the
preschoolers on pre-literacy skills, especially in the area of phonological processing. Phonological processing skills are those that are all about listening and sounds. Can children hear the difference in sounds in words and sentences? Can they hear the separate words in sentences? Are they able to notice rhyming words or words that begin with the same sounds? Phonological processing skills are a strong predictor of later reading success and it is more important for children to first be able to hear sounds than to identify letters.
Mr Speaker,
Due to COVID-19 restrictions, the I-PLAY tutors had limited access into these seven preschools. As a result, the programme was delayed. The Reading Clinic was only able to screen our preschoolers during the latter half of the school year, leaving no time for tutoring those children identified as needing help with gaining valuable pre-reading skills prior to entering primary school. Because of The Reading Clinic's commitment to helping our preschoolers have the best start to primary school and learning to read, they have joined with the Department of Education in providing an in-person I-PLAY Summer Boost for our preschoolers.
The I-PLAY Summer Boost is offered to parents of those preschoolers who could benefit from a boost in literacy and extra support in phonological processing. The Summer Boost programme will be offered in four locations: Port Royal Primary, St. Paul's Preschool, Lyceum Preschool and St. George's Preschool, from 8:30 am to 3:00 pm during the month of July.
The programme is ,literacy-rich and play-based. All learning activities are centered around studying insects while being engaged in large group and small intensive tutoring groups to teach pre-literacy skills including those that target listening. The programme mirrors a typical preschool day. We thank Government Estates and Workforce Development for joining the Department of Education to provide this Summer Boost through the Reading Clinic to our preschoolers.
Mr Speaker,
Students at our Primary and Middle School levels will have access to online reading and math programmes throughout the summer. Many schools have subscriptions to online reading programmes for their students; programmes such as Literacy Footsteps and Raz-Kids. Students who attend Primary and Middle schools in the western zone of the island have access to the Achieve3000 reading programme. These online reading programmes are available 24/7 and can be accessed using most devices. These programmes will enable students to continue to read e-books and take quizzes. This is the same as they would normally do when in school. Students' work, their efforts and progress will be automatically recorded as they engage in these reading programmes, and their teachers will able to access their results at the end of the summer.
Mr Speaker,
For those students who do not have access to Literacy Footsteps, Raz-Kids, Achieve3000 and other online reading programmes offered by their schools, the Department is encouraging parents to subscribe to the Epic online reading programme, a free online reading programme that will give students access to hundreds of e-books and opportunities to take quizzes after they have finished reading the books. Parents can also share their children's results with their school.
Mr Speaker,
We want our students to spend time reading during the summer, and to engage with these online reading programmes. The Department wants children to read every day. The minimum expectation is for all students to read e-books for at least thirty minutes twice per week; and once they finish their e-book, to take the quiz, taking time to think about the questions carefully; to give careful answers with the aim of scoring a 4 out 5 on the quiz. We also encourage our students to take advantage of books offered at our local libraries.
Mr. Speaker,
Let me focus on mathematics. The Public School System is working to improve students, math knowledge and skills. I am pleased to report that we will offer an eight-week online math tutoring programme during July and August for all primary and middle school students. The programme will run every Tuesday and Thursday from July 6 th to August 24 th with specific times allocated for year level groupings of students.
Mr Speaker,
This online programme is being developed and personalised for our primary and middle school students based on the end of year math assessment results which have been analysed to determine gaps in learning. Additionally, each teacher in the system will receive a gap analysis report for their class and every parent will also be provided with a report which indicates what their child has mastered, partially mastered or not mastered.
Parents will receive a schedule of when tutoring will be provided for specific topics. Students may sign-on for all tutoring sessions. However, we especially want parents to ensure that their children sign on for tutoring sessions that match their learning gap. After each session, students will be shown how to use their methodmaths account to practice the skill that has been demonstrated. They will receive instant feedback as they progress and all lessons will be recorded and shared on the Ministry's website so that students can revisit them as part of any later revision.
Mr. Speaker,
The tutoring sessions will focus on deeper conceptual understanding as well as procedural modelling, and international, expert Maths teachers will deliver these sessions. The engagement of math experts is possible because of the Department's partnership with the UK based organisation, Primal Academic Innovations. Students will also have access to DreamBox during July and August.
Mr Speaker,
The question is always asked what about our students who do not have access to the internet. The Department has planned for that. Students who cannot access online reading and math tutoring programmes will be provided with subjectspecific learning packets for core subjects of reading, writing and mathematics. Schools will be asked to identify students who do not have online access. The parents of those students can contact the Department of Education and collect from the offices learning packets that children from P1 to M1 can complete during each week of the summer break. The packets that will be provided to students will have answer keys and this will enable students and parents to get immediate feedback on student progress with the learning activities they have completed.
Mr Speaker,
In keeping with tradition, the Department of Education will offer its annual Summer School Programme at Dame Marjorie Bean Hope Academy during the month of July. The programme, which runs from 8:30 am to 3:00 pm, is for students who attend DAME. There is also an after school programme which runs from 3:30 pm to 5:30 pm. While the programme is very much fun-based, the programme's primary goal is for students to continue to work on their current Individualized Education Plan (IEP) goals and reinforce the skills they have mastered during the school year. Students will also participate in activities WindReach and they will continue to receive art and music therapy.
Mr Speaker,
The summer programme at DAME is delivered by staff at DAME and other carefully selected applicants. The team for summer school also includes the school's nurse and social worker. All staff who work at the summer programme must participate in a mandatory two-day orientation and planning and preparation session. This year, staff orientation will be on July 1 st and 2 nd as students are scheduled to commence on July 5 th .
Mr. Speaker,
The overarching outcomes for the summer programme at DAME are:
1. 100% of students pursue a minimum of 2 IEP goals with 1 objective per goal
2. 100% of students participate in a small group or individual adaptive PE sessions
3. 100% of students participate in community-based activities at least once per week
4. 100% of students receive a data-based progress report at the end of the programme
Mr Speaker,
STEAM Academy is offered every summer. Students from Primary 4 to M3 have an opportunity to register for the Department of Education's virtual STEAM Academy this summer, with the theme 'Pandemic Vibes - Making the Shift'. This year's STEAM Academy will provide an amazing outlet for students who have been extremely resilient through this COVID-19 experience. The annual programme, operated by the Gifted and Talented Education (GATE) Programme, will be delivered remotely from July 5 th to 28 th at the cost of $65 per week.
Using online tools, students will engage in remote learning classes from 10 a.m. until 2:15 p.m. With a focus on project-based learning, students will create a collaborative motion picture, from script to screen, reflecting their COVID-19 experience. They will be writing scripts, composing music, creating visual animations in 2D and 3D, and ultimately, producing a collaborative motion picture.
Mr Speaker,
Students at the Steam Academy will once again have the opportunity to participate in activities offered by AH! TEMPO and Digibotics to provide a comprehensive array of opportunities for students interested in STEAM. AH! TEMPO, under the directorship of local Music Director, Mrs Malinda Jennings and a team of local experts in the Visual and Performing Arts will immerse P4 to M3 students in the multi-facets of dramatic and vocal performance and musical composition. Hosted by Mr Neville Zuill and his team, DIGIBOTICS will immerse P5 to M3 students in 21st Century learning experiences that develop digital content creation skills. The team will work with students as they create 2D and 3D masterpieces while exploring the world of stop motion animation and digital effects.
Student applications will be accepted on a first-come, first-serve basis. Interested parents can register their children by completing the online registration form at: http://www.steamacademybermuda.com . Parents are encouraged to register their children quickly as this is a great opportunity for students to demonstrate their skills, their talent and be creative while increasing their knowledge and learning to work together as a team.
Mr Speaker,
The Department will also be providing summer school for students in the Primary and Middle School functional skills classes and for students in functional academics classes at the Middle School level. The Programme will run from July 5 th to 28 th , with a daily schedule from 8:30 am to 3:00 pm. The morning classes will focus on academics connected to students IEP goals and objectives and curriculum content in Math, English and Science for the functional academic students. The afternoon classes will focus on life skills, physical, social and health sessions. An adaptive PE teacher will also work with students on their IEP goals.
Students will participate in field trips to Wind reach, Tulo Valley Plant Nursery and Kaleidoscope.
Mr Speaker,
At the senior school level, the two senior schools will provide a summer school program for credit recovery and skills improvement. Students enrolled in the programmes will include those who have previously taken a course and failed or those who have passed the course and who want to improve their grade.
Mr Speaker,
The schools will deliver the programmes for English, mathematics, social studies, science, and foreign languages using a remote learning platform. There will be opportunities for selected students to attend in-person classes. The summer program will run from July 5 th until July 27 th with morning and afternoon sessions held from 9:00 am to 12:00 pm and 12:30 pm to 3:00 pm respectively. The programme will also afford students an opportunity for independent practice daily and teachers will be available to provide students with additional support, as necessary. Both schools will facilitate their respective summer school programmes independently; however, teachers will collaborate through common planning to ensure equitable delivery and common assessments.
Mr Speaker,
There will be in-person accommodations for students without devices and for learning support students.
In closing,Mr. Speaker,
We will be using some of our newly donated Chromebooks during the summer months. I am pleased to report that we have teachers from 5 primary schools and 1 middle school piloting the use of Chromebooks with approximately 200 students:
- 2 classes at Francis Patton Primary School
- 2 Classes at Harrington Sound Primary School
- 2 Classes at Heron Bay Primary
- 3 Classes at Purvis Primary
- 2 Classes at St. George's Preparatory
- All M1 Students at Whitney Institute Middle School
An orientation meeting has already been held with the teachers taking part in the programme to provide:
- Pilot programme overview
- Goals for the pilot
- Pilot expectations (minimum lessons, surveys)
- Communication protocol within the group
- Overview of Chromebooks
- Support channels that will be available
The piloting of the Chromebooks is well underway at these respective schools.
Thank you, Mr. Speaker. | <urn:uuid:453876e2-7870-4b10-961e-166b74551586> | CC-MAIN-2022-05 | http://parliament.bm/admin/uploads/ministerials/76dc6184114df47399b72ef4a99a9680.pdf | 2022-01-27T18:17:32+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00228.warc.gz | 48,563,612 | 2,876 | eng_Latn | eng_Latn | 0.998446 | eng_Latn | 0.999256 | [
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Published on United States Botanic Garden (https://www.usbg.gov) Home > USBG History
Brief History of the U.S. Botanic Garden
The United States Botanic Garden is the oldest continuously operating public garden in the United States. The Garden is rooted in the nation's heritage. D century, George Washington, Thomas Jefferson and James Madison shared the dream of a national botanic garden and were instrumental in establishing in 1820. George Washington's letter where he wrote in support of a botanic garden in the new federal city is currently on display in the Library of Congress
The institution traces its beginning to 1816, when the constitution of the Columbian Institute for the Promotion of Arts and Sciences in Washington, D.C., p botanic garden to collect, grow and distribute plants of this and other countries that might contribute to the welfare of the American people.
On May 8, 1820, the President James Madison signed a bill passed by the U.S. Congress designating land for the garden to the west of the Capitol Street to Third Street between Pennsylvania and Maryland Avenues. This facility functioned until 1837, shortly after the organization stopped holding meet
In 1842, the idea of a national botanic garden was reestablished when the United States Exploring Expedition to the South Seas (the Wilkes Expeditio living plants from around the globe to Washington, D.C. These form the first permanent collection of plants for the U.S. Botanic Garden, and four plants in back to this expedition. The plants were kept in a specially constructed greenhouse behind the Old Patent Office Building while a new Conservatory for the between 1842-1850.
The Victorian Conservatory opened to the public in 1850 and the U.S. Botanic Garden has been in continuous operation and open to the public this da
The Garden moved to its present location in 1933, a complex located along the north and south sides of Independence Avenue bordered by First Stree The Garden includes the Conservatory, which was renovated from 1997-2001; the National Garden, which opened in 2006; and Bartholdi Park, which was production and support facility opened in Anacostia in 1993, which includes 85,000 square feet under glass divided into 34 greenhouse bays in addition to
The U.S. Botanic Garden was formally placed under the jurisdiction of the Joint Committee on the Library of Congress in 1856 and has been administered the Capitol since 1934. The Architect of the Capitol has served as Acting Director of the U.S. Botanic Garden and is responsible for the maintenance and o and for any construction, changes or improvements made.
Media Resources:
200th Anniversary History Program Part 1
The U.S. Botanic Garden's First Conservatory This 1858 photograph shows the Conservatory constructed eight years earlier (in 1850). The accompany acres extending from First Street to Third Street between Pennsylvania and Maryland Avenues SW. Architect of the Capitol | <urn:uuid:2911665b-41c2-4f59-88e2-a435883f45a4> | CC-MAIN-2022-05 | https://usbg.gov/printpdf/198 | 2022-01-27T17:04:48+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00226.warc.gz | 628,344,824 | 616 | eng_Latn | eng_Latn | 0.993202 | eng_Latn | 0.993202 | [
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Workshops
We customise workshops to suit your needs and requests.
www.faheysparksconsulting.com.au
These are designed as 2 day workshops but can be modified to one-day, half-day or keynote.
An Inquiry Approach to teaching and learning Mathematics (4-12 years) Facilitated by Kelvin Sparks
With its inherent probing for meaning and building of connections, inquiry pedagogy is eminently suited to teaching and learning mathematics. Yet, even in schools with a commitment to inquiry-based learning, mathematics is one of the learning areas where inquiry pedagogy is least used.
Ways to learn through Inquiry: Guiding children to deeper understanding (3-7 years) Facilitated by Jo Fahey
Children naturally inquire in multiple ways. This workshop, based on Jo's research and book of the same name, demonstrates how the learning environment can be structured to support children's inquiries so that they go deeper in their understanding of the world and their place in it.
Unleashing Creativity in the classroom (5-12 years) Facilitated by Kelvin Sparks
There is widespread agreement in business and scientific circles that the problems that will face us in an uncertain future will require greater numbers of creative problem solvers, while the opportunities this presents will require greater numbers of creative entrepreneurs. But how can we promote greater creativity in schools?
These are designed as 1 day workshops – can be modified to half day, twilight or keynote.
Fostering Intercultural Understanding in our times (3-7 years) Facilitated by Jo Fahey
Intercultural understanding has rarely been more important than now. It is vital that we live in peace and harmony with others from different backgrounds and religions. When adults value diversity, acknowledge differences as well as similarities and treat everyone with respect, then children will take on the values modelled.
Children as Researchers: the way young children engage in research (3-7 years) Facilitated by Jo Fahey
Young children are naturally curious: they seek to find things out, to explore possibilities. How do we support children's natural inquisitiveness, balancing autonomy for the child with manageability for the educators? A range of ways for young children to carry out research can become the keystone of much of their later learning.
What workshops would you like to have
Customised workshops
Facilitated by Kelvin Sparks and Jo Fahey
We can design a whole school workshop around a unifying aspect of your school's vision. We can design flexible professional learning experiences to fit your context, e.g. co-leading workshops or Jo facilitating workshops with your Pre-K to Grade 2 staff while Kelvin works with your educators in Grades 3-7 and beyond.
Play and Pedagogical Documentation: How will we know what learning is taking place? (3-8 years) Facilitated by Jo Fahey
Educators often say, "Yes, I see the value of play but how will I document the learning?" Given the devolved nature of play, whereby children have — and need to have — ownership, documentation and interpretation of what happens, can be challenging. Documentation can also be time-consuming. Explore strategies in this workshop.
Reading aloud and facilitating responses: links to browsing and viewing (3- 7 years) Facilitated by Jo Fahey
Regardless of their age or reading fluency, reading aloud to children is an important educational experience. While reading fiction aloud is common in early childhood settings, information texts are frequently under-utilized. When teachers read information texts children are more likely to engage with such texts when reading or browsing independently.
Tinkering and Making: linked to other learning (3-8 years) Facilitated by Jo Fahey
Tinkering is what it sounds like: children engaging in hands-on, investigative learning experiences that involve problem-posing and problem-solving, which is the essence of inquiry. This workshop will show how to structure the experiences so that there are opportunities for not only hands-on but 'heads-on' learning.
Learning to self-regulate emotions and actions (3-7 years) Facilitated by Jo Fahey
Since self-regulation is central to lifelong success as learner, how can we help children to learn to self-regulate? Socio-dramatic play and process drama provide ideal opportunities for children to learn the skills of self-regulation through the collaboration and negotiation that is naturally present in authentic role-play situations.
Opportunities for spontaneous literacy and numeracy in children's play (3-7 years) Facilitated by Jo Fahey
As Early Childhood Educators we know that if we make available interesting and varied tools for mark-making, drawing and writing both indoors and outdoors then children will use them in their socio-dramatic play and research. Likewise if a variety of texts are available, such as maps and plans, children will use them. Learn more about creating a culture where children choose to show us what they know about literacy and numeracy.
Please contact us to discuss how we can customise these for you or create new workshops | <urn:uuid:912ad755-76bf-41ab-beba-067aef2afa6d> | CC-MAIN-2022-05 | https://faheysparksconsulting.com.au/images/WorkShops/Workshops.pdf | 2022-01-27T18:18:23+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00227.warc.gz | 299,529,033 | 1,027 | eng_Latn | eng_Latn | 0.997904 | eng_Latn | 0.997995 | [
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Plane Geometry I:
Reflection Across a Line Does It!
Berkeley Math Circle – Beginners by Zvezdelina Stankova
Berkeley Math Circle Director
September 7, 2010
Note: We shall work on the problems below over several circle sessions. Bring this handout with you to all Geometry I sessions of BMC–beginners. Try to understand what the problems say and draw pictures for them as best as you can. You are not expected to be able to solve the problems on your own, at least not in the beginning of the Geometry series at BMC–beginners. Some of the problems in this handout are from "Mathematical Olympiads", part II by Stoyan Budurov and Dimo Serafimov, State Publishing Company "Narodna Prosveta", Sofia, 1985.
1. Overarching Problems
(1) (Three Squares) Three identical squares with bases AM, MH, and HB are put next to each other to form a rectangle ABCD. Find the sum of the angles ∠ AMD + ∠ AHD + ∠ ABD and prove that your answer is correct.
(2) (Farmer and Cow) During a hot summer day, a farmer and a cow find themselves on the same side of a river. The farmer is 2 km from the river and the cow is 6 km from the river. If each of them would walk straight to the river, they would find themselves 4 km from each other. Unfortunately, the cow has broken its leg and cannot walk. The farmer needs to get to the river, dip his bucket there, and take the water to the cow. To which point on the river should the farmer walk so that his total walk to the river and then to the cow is as short as possible? Prove your claim.
2. Extensions
(3) (Shortest Broken Line) Two lines p1 and p2 intersect. Two points A and B lie in the acute angle formed by the lines. Find a point C on p1 and a point D on p2 so that the broken line ADBCA has the smallest possible length. Prove that the points you have found indeed yield this smallest possible length.
(4) (Locating Angle Bisector) Two points A and B and a line l are given so that the line intersects segment AB (neither A nor B lies on l). Find point C on l so that the angle bisector of ∠ ACB lies on l. Prove that your construction is correct.
3. Preparation with Reflections: How to Draw and Basic Properties
(5) (Parallel axes of reflection) Line g1 and g2 are parallel and point M does not lie on any of them.
(a) Find the reflection M1 of M across g1 and the reflection M2 of M across g2.
(b) If d is the (shortest) distance between g1 and g2, prove that |M1M2| = 2d. Consider the case when M is between the two parallel lines and the case when it is not between them.
(6) (Reflections on a circle) Two lines g1 and g2 intersect in point O, and point M does not lie on any of the lines. Let M1 be the reflection of M across g1, M2 the reflection of M1 across g2, and M3 the reflection of M across g2. Prove that
(a) points M , M1, M2, and M3 lie on a circle with center O.
(b) the line determined by O and the midpoint of M2M3 is perpendicular to M2M3.
Theorem 1. Segments preserve their length under reflection across a line. In other words, if we reflect segment AB across line l to segment A1B1, then |AB| = |A1B1|.
Theorem 2. In △ABC the segment connecting C to the midpoint M of side AB is perpendicular to AB if and only if △ABC is isosceles with |AC| = |BC|.
(7) (Reflections and angles) Two lines g1 and g2 intersect in point O, and point M does not lie on any of the lines.
(a) Draw the reflection M1 of M across g1 and the reflection M2 of M1 across g2.
(b) In case O does not lie on line MM2, prove that ∠ M2MO = ∠ MM2O.
(c) If |OM| = 9 cm and ∠ MOM2 = 120 ◦ , find the distance from O to line MM2.
Theorem 3. Angles are preserve their measure under reflection across a line. In other words, if three points A, B and C are reflected across line l to points A1, B1 and C1, then ∠ ABC = ∠ A1B1C1.
Theorem 4. In a 30 ◦ -60 ◦ -90 ◦ triangle, the shorter leg is half of the hypothenuse. (Note: The shorter leg lies against the 30 ◦ angle. Why?)
(8) (Reflections and rectangle) Lines m and n are mutually perpendicular and intersect in point A. Point B does not lie on any of these lines but is in their plane. Point B1 is the reflection of B across m, point B2 is the reflection of B1 across n, and point B3 is the reflection of B2 across m.
(a) Draw points B1, B2, and B3.
(b) Prove that points B, B1, B2, and B3 are the vertices of a rectangle.
(c) If point B is at a distance 1.5 cm from line n and segment AB makes an angle of 30 ◦ with line n, find the length of AB.
Theorem 5. A quadrilateral is a rectangle if and only if its diagonals intersect each other in a point equidistant from all four vertices. In other words, a quadrilateral ABCD is a rectangle exactly when its diagonals AC and BD intersect in point O such that |OA| = |OB| = |OC| = |OD|.
(9) (Reflections and angle bisector) In △ABC the angle bisector of ∠ BAC lies on line g1, while line g2 is perpendicular to g1 and passes through point A.
(a) Prove that the angle bisector of the supplementary angle to ∠ BAC lies on g2.
(b) If B1 and B2 are the reflections of B across line g1 and g2, respectively, prove that B1 and B2 lie on line AC.
(c) Find the length of segment BB1, given |AB| = 2.5 cm and ∠ AB2B = 30 ◦ .
Theorem 6. Let α and β be two supplementary angles, i.e., α and β share one ray, and their other rays are opposite to each other. Then the angle bisectors of α and β are perpendicular to each other.
(10) (Reflecting a whole line) Given are lines a, b, and s. On line b draw point A1 so that its reflection across s lies on a. After that locate this reflection of A1 on line a.
Theorem 7. The reflection of a line b across a line s is another line b1. Moreover, either both lines b and b1 make the same angle with s, or they are both parallel to s.
4. Related Exercises for Work at the Math Circle and at Home
(11) What is reflection across line s? Describe in words.
(12) How do we draw reflections of points across s? Draw several examples. Are there any special cases we need to consider? What instruments do we need to draw such reflections precisely? (Hint: The answer here includes, among other things, being able to drop a perpendicular from a point to a line.)
(13) There are essentially three cases in Problem 5: two outside cases and one inside case. Why does the problem ask you to consider only two cases? Explain.
(14) Theorem 2 has two directions:
(a) You assume that |AC| = |BC| and then prove that CM is perpendicular to AB; the latter is written as CM ⊥ AB.
(b) You assume that CM ⊥ AB and then prove that |AC| = |BC|.
Prove each directions. Of course, you are allowed to use and obliged to state which criteria for congruent triangles you use.
(15) What is a circle? Describe carefully and precisely, in words.
(16) Given segment AB, what instruments do you need to find precisely the midpoint M of AB? Describe the construction step by step. (Hint: The previous exercise on Theorem 2 essentially gives away the idea: you need to construct an extra special point C.)
(17) Prove Theorem 1. Consider separately four cases, depending on whether segment AB and line l intersect and whether they are perpendicular to each other.
(18) Prove Theorem 3. For a full and formal solution, you may need to consider a bunch of cases dependending on the relative position of ∠ ABC with respect to (wrt) line l. Just concentrate on a generic case, e.g., all three points are on one side of l and none of the sides of △ABC is perpendicular to l.
(19) (For the die-hards) Prove Theorem 4. (Hint: One way is to pick the midpoint of the hypothenuse, show that it is the center of the circle passing through the vertices of the triangle, and see why this introduces a new equilateral triangle in your picture.)
(20) Prove Theorem 5. Note that it requires the proof of two directions.
(21) Draw two supplementary angles neither of which is right. Draw their angle bisectors and notice that they seem perpendicular to each other. Prove Theorem 6.
(22) What is an angle bisector of ∠ ABC? Describe carefully in words. Assuming we are forbidden to use a protractor, what other instruments do we need to draw the angle bisector of angle? Describe the construction step by step.
(23) Can you think of two different solutions to Problem 10?
(24) Investigate what happens in the special positions for the lines a, b and s in Problem 10. Does the solution to Problem 10 change? Why or why not? Explain.
(25) Find out and describe all positions of the lines a, b and s in which Problem 10 has no solution. Explain in words what goes wrong and why there is no solution. (Hint: One way to look at it is that a certain isosceles triangle will cause trouble. There is another way to discribe this troublesome situation, using the word reflection.)
(26) (For the experienced) Prove Theorem 7.
(27) (For the die-hard explorers) Suppose in Problem 5 we keep on reflecting:
What is the distance |MM2010|? How about |MM2011|? What additional initial data do you need to know to determine these distances? Explain.
(28) What does it mean that 3 lines are in general position?
(29) What special positions for 3 lines can you think of?
(30) What happens if we reflect all points of a line b across s? What figure do you get? Do we need to reflect all points of b across s in order to find where b goes?
5. Further Applications of Reflections
(31) (Minimal perimeter, again!) Given △ABC, on the ray opposite to ray −→ CA take a point B1 so that |CB1| = |CB|. Prove that
(a) Point B1 is the reflection of B across the angle bisector l of the exterior angle of the triangle at vertex C.
(b) If D is an arbitrary point on l different from C, the perimeter of △ABD is bigger than the perimeter of △ABC.
4
(32) (Find the perimeter!) In △ABC, |AC| = |BC| and |AB| = 10 cm. Through the midpoint D of AC we draw a line perpendicular to AC. This line intersects BC in point E. The perimeter of △ABC is 40 cm. Find the perimeter of △ABE.
(33) (Medians and angle bisector) In isosceles △ABC (|AC| = |BC|) the medians to the congruent sides intersect in point D. Prove that segment DC divides the angle of the triangle at C into two equal parts.
(34) (A fifth criteria for triangle congruence) Prove that if in a given triangle one of its sides, an angle adjacent to that side, and the sum of the other two sides of the triangle are correspondingly congruent to the same elements in a second triangle, then the two triangles are congruent. | <urn:uuid:b261b741-f774-414e-a47d-f7d15c7d565d> | CC-MAIN-2022-05 | https://mathcircle.berkeley.edu/sites/default/files/archivedocs/2010_2011/lectures/1011lecturespdf/PlaneGeometry1-BMCBeginnersSept2010.pdf | 2022-01-27T17:38:42+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00227.warc.gz | 428,932,164 | 2,837 | eng_Latn | eng_Latn | 0.99099 | eng_Latn | 0.994983 | [
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Examples of Proposals that fit well within the Nutrition Initiative:
Perspectives, Inc.
Kids Café
Perspectives is the largest supportive housing program for women and children in Minnesota, housing over 75 women and over 130 children annually. Their services are extensive and span from recovery, mental health, and employment to children's academic, social, and nutritional enrichment. Perspectives is the only supportive housing program that provides 12-month, comprehensive, in-house academic, social, and nutritional programming for the children, known as Kids Connection.
PROGRAM:
Kids Café, located in the Family Center, is the nutritional component of Perspectives' Kids Connection. This nutritional and culinary program provides healthy snacks and evening dinners prepared by students under the direction of a full-time chef. The program operates 5 days/week, 12 months/year, serving 55-60 children each day (65 students K-8 are currently enrolled). USDA-approved meals are provided for students on a daily basis with special attention given to recommended nutritional needs. This amount of contact provides them with the time and opportunity to both provide nutritional meals/snacks through the Cafe, as well as to influence and engage parents.
Pillsbury United Communities
Oak Park Center Family Wellness Initiative
Pillsbury United Communities (PUC) is a multiservice, social entrepreneurial organization that addresses social problems with creativity, innovation, partnerships, and a relentless drive for change. PUC's mission is to create choice, change and connection for every individual that walks through its doors.
PROGRAM:
The Oak Park Family Wellness Initiative will:
- Increase access to healthy food in North Minneapolis. Through partnerships with a local gardening endeavor and the MN Landscape Arboretum, the Oak Park Family Wellness Initiative will emphasize the idea that healthy food is both accessible and affordable for residents of North Minneapolis.
- Expand the current after-school meal program and educate parents and families about how to prepare healthy meals at home. The Oak Park Center will increase capacity of the existing after-school meal program and summer meal programs to serve additional meals for children, and to include siblings and family members in evening meals.
- Fully incorporate a nutrition-related STEM curriculum into OST programming and engage parents and families. Oak Park's existing OST programming will be focused on addressing the math and science achievement gap faced by North Minneapolis children. Oak Park's STEM curriculum will be centered on issues of nutrition and engage participants in experiential learning
The Family Wellness Initiative will also teach children and parents about ways to bring healthy nutrition home; in child and parent healthy cooking classes using fresh food, a community gardening curriculum for children, and nutrition-focused STEM programming, healthy behaviors and good nutrition will be reinforced and made more accessible for both children and families.
Urban Ventures Leadership Foundation
City Kid Enterprises, Nutrition Matters
Urban Ventures mission is to reverse the cycle of generational poverty in the city one person, one family at a time. Children who don't receive the nutrition they need in their earliest years of life are prone to chronic health conditions ranging from obesity to asthma to autism. A lack of early learning delays the acquisition of language, reading and numeracy as well as a lack of attention span and self-control (detrimental to a child's successful start in school). Children who are hungry don't learn. Children with poor nutrition suffer poor health and miss more school due to illness.
PROGRAM:
Urban Ventures, City Kid Enterprise program targets the urban poor in the City of Minneapolis to address food insecurity, and basic nutrition understanding. Urban Ventures believes that early health and early learning directly impact an individual's long-term productivity and success. Urban Ventures kitchens are a nutritioneducation site for inner-city youth (age 3-18) and their parents. This project targets the urban poor, 100% of youth in their programs receive free/reduced lunch.
The goal is to provide a solution to reducing hunger, increase nutritional education and eating habits, and provide a pathway to sustainability through job creation in the following ways:
- Doubling the amount of produce in 2013 (5 tons) to 12 tons in 2014
- Educate children (2-12 yrs. old) and parents to begin a new life of healthy eating habits
- Provide living-wage jobs for hard-to-employ adults that will give them financial resources to purchase nutritious food for their families and freeing them from dependency upon food shelves
- Hands-on cooking classes that students can translate back to their home kitchens.
- Exposed to eating nutritiously and expanded eating choices through sampling
The project will involve the scaling up of the amount of organic vegetables produced this past year by Growing Hope Farm as well as the addition of a 30'x 60' greenhouse on Urban Ventures property that will focus on producing 5,000 pounds of greens, year-round which translates into 6,000 additional meals. The food will be delivered in a Mobile Market truck that will accept WIC & SNAP vouchers and be available free-of-charge to school children.
Appetite for Change
Community Cooks Program
ORGANIZATION MISSION AND BACKGROUND:
Appetite For Change (AFC) is a community-based, food-justice organization in North Minneapolis. Their mission is to use food as a tool for facilitating health, wealth and social change, and their vision is for North Minneapolis to be a healthy, vibrant and economically stable place where families are socially connected through food and every child has the chance to grow, cook and eat fresh, nutritious foods and grow-up healthy and prosperous.
PROGRAM:
Community Cooks is Appetite for Change's flagship program bringing families together to cook, eat, learn and dialogue together about food, nutrition, and community health. The goal of this initiative is to execute programming that brings families, preschoolers, new and pregnant women, school-aged-children and fathers with one another to learn about and practice growing and cooking fresh, nutritious foods in a safe, friendly and community-led environment.
The objectives of the Community Cooks program are to:
- Increase participant's knowledge, interest in, or hands-on experience with growing and cooking food while learning basic nutrition concepts.
- Bridge social connections between individuals, families and community and build social capital around food.
- Partner with and service other agencies, groups, schools, and child-care centers by providing community cooks workshops.
- Building a curriculum and training kit that can be used to replicate the Fresh Start Garden Project at other childcare and preschool facilities.
Hunger-Free Minnesota
School Breakfast Program
ORGANIZATION MISSION AND BACKGROUND
Hunger-Free Minnesota is a statewide campaign to fight hunger in our communities. It unites a coalition of business people, community leaders, government policy specialists, communities of faith, food banks, food shelves, aligned agencies and thousands of community members in a challenge to close the missing meal gap in every county in Minnesota.
The mission of Hunger-Free Minnesota is to ensure that no Minnesotans go without food in their time of need. The goal of Hunger-Free Minnesota is to close Minnesota's gap of 100 million missing meals, annually and sustainably, for Minnesotans in need by 2015.
PROGRAM:
Hunger –Free Minnesota's child hunger and nutrition platform will accelerate the utilization and change trajectory of at risk children. This model will:
1. Promote successful models of making breakfast more accessible to children
2. Deliver customized evidence based solutions to targeted schools
3. Incentivize schools to increase breakfast participation by adopting new services models to increase participation | <urn:uuid:6edb7717-f532-4b04-964f-ebe39f159a62> | CC-MAIN-2022-05 | https://www.cargill.com/doc/1432076147259/cargill-foundation-proposal-examples.pdf | 2022-01-27T16:50:06+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00233.warc.gz | 732,504,557 | 1,509 | eng_Latn | eng_Latn | 0.997617 | eng_Latn | 0.997824 | [
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Focus on the Sonoma Developmental Center: Preserving the Sonoma Valley Wildlife Corridor
Source:
Sonoma Land Trust
By Tracy Salcedo
"We cannot bridge the growing gulf between economics and ecology until we see personal wellbeing as being inseparable from the planet's health." —Hank Lentfer, Raven's Witness
I saw them before the dog did, which was a good thing because I could lock the leash and keep her still.
One deer, then two, then three, then ten, then twenty or more. They pranced through the heart of the former Sonoma Developmental Center campus, right down the road in front of the iconic Main Building, like they owned the place.
Because they do.
It's not yet a done deal, but if all goes as intended, and as legislated, the bulk of the SDC property will become parkland, with open space on the east side of Arnold Drive becoming part of Sonoma Valley Regional Park and open space on the west becoming part of Jack London State Historic Park. But, as with the mandate for provision of affordable housing on the site, the legislation doesn't say how much open space should be preserved, or delineate its boundaries. Drawing the lines is the job of the Sonoma County planners and consultants tasked with developing a specific plan for the property. In a process that's community driven, responsibility also falls on local residents and others who use the SDC's open spaces for recreation, and who care about the natural values of those wildlands.
A critical element of the preservation process is protecting the Sonoma Valley Wildlife Corridor.
What is a wildlife corridor and why does it matter?
The Sonoma Land Trust (SLT) says it succinctly: "Wildlife (or ecological) corridors are the natural pathways or routes used by animals and plants of all types to move or disperse from one place to another. Such wildlife movement is absolutely essential for maintaining the health and function of entire ecosystems on which our community's well-being depends."
Richard Dale, executive director of the Sonoma Ecology Center (SEC), elaborates: "It's important not to isolate [wildlife populations]. This reduces the gene pool, isolating animals from mates. Animals need to connect to sustain diversity. Larger carnivores need wide ranges to be able to access mates." If those ranges are fragmented, biological islands are created, resulting in inbreeding, loss of vitality, and possibly loss of the animals themselves.
Connection is important for flora as well. "In terms of plants, when things warm up, habitat changes," Dale said, noting that locally, trees are dying because of drought and heat caused by global climate change. "[The conditions] that plant community thrived in are changing," he said. "They need to move too; they can move uphill to a cooler spot, or around the corner to a different aspect. Plants can find another place to survive."
In a region pressured by development or redevelopment, such as the SDC, preserving an established wildlife corridor, or habitat corridor, as Dale prefers, is key. Sonoma
Valley's wildlife corridor has shown up on maps used by a number of groups, including the SDC Coalition Land Committee, for decades. These maps delineate the corridor as a swath that sweeps over Sonoma Mountain, narrows to maybe a mile in width on the valley floor in Glen Ellen (roughly bounded by Chauvet Road and the regional park on the north side and the developed footprint of the SDC campus on the south), and then fans open again into the Mayacamas range. It encompasses a number of protected and private open spaces on the valley floor and over the mountain and range, including Jack London SHP and the regional park, Glen Oaks Ranch, the Bouverie Preserve, Calabazas Creek Open Space Preserve, and Oak Hill Farm. Ultimately, Sonoma Valley's wildlife corridor is one fragile link in a chain that hitches habitats in Point Reyes National Seashore to those in Berryessa Snow Mountain National Monument.
Drawing lines on a map, however, does not ensure deer, bobcats, opossums, foxes, snakes, newts, and birds will stay inside those lines. Take the turkeys (please): They walk down the middle of the streets of Glen Ellen like flocks of oblivious tourists. Murders of crows, nurseries of raccoons, rhumbas of rattlesnakes, and solitary mountain lions have been seen or tracked throughout Glen Ellen, Kenwood, Oakmont, and Eldridge, both inside and outside the designated wildlife corridor.
That's one reason the corridor matters — because people living in and visiting the region cherish the wildness it confers. From the grandmother redwood to P5, the hummingbird to the poppy, these things make this place golden.
The wildlife corridor has also long been a local playground for humans, for better or worse. Access is important; everything about the corridor supports the well-being and quality of life of the people who walk, ride, or even just sit near the corridor. Additionally, according to the SLT, "[b]iological diversity of wildlife … protects us from the species most likely to make us sick, like the smaller animals (like rats) that overpopulate in the absence of their natural predators, like bobcats, foxes, and coyotes. Thus, landscapes with more kinds of plants and animals have stronger 'immune' systems, protecting us by reducing the likelihood of zoonotic diseases (like Lyme)," and now, COVID-19.
One woman's legacy; a gift for the Valley
For Dale, the SEC's executive director, the Sonoma Valley Wildlife Corridor is also the Christy Vreeland Wildlife Corridor.
Vreeland was an artist, a longtime Sonoma Valley resident who worked at the SDC, and a volunteer with the ecology center, according to Dale. She was also masterful at bringing people together on conservation projects, envisioning and then helping facilitate the transformation of Sonoma's Nathanson Creek corridor into a refuge for both people and wildlife.
In the mid-1990s, Dale said, Vreeland came to a "strategy summit" at the SEC with an idea. She'd been looking at a AAA map and realized that, because of human development, Sonoma Mountain was in danger of becoming biologically isolated. The only place where wildlife could make the connection between the mountain and the Mayacamas was through the SDC. Her vision: A unified corridor of land conneting the two ranges.
From that moment, Dale said, the SEC made preservation of the wildlife corridor a priority. Vreeland was at the forefront of the effort, gathering materials, organizing meetings, and bringing people together — biologists, PhD candidates, California's fish and wildlife department, CalTrans, other environmental groups — "a bunch of players, a bunch of citizens," Dale said. "Christy saw [the value of the wildlife corridor] and got everyone to come to the table. She was really nice, but very determined and kept everyone on task." The end product was a "first of its kind — and one of the first in the world — citizens-led wildlife corridor."
Vreeland may have seen what others hadn't before, but the wildlife corridor has since attracted other champions, including the late Anne Teller of Oak Hill Farm; the folks at the SEC; Tony Nelson, John McCaull, Wendy Eliot, and others from the SLT; and Mickey Cooke, Pat Eliot, and members of Sonoma Mountain Preservation.
Redevelopment of the SDC and preserving the wildlife corridor
"I hope that we can very quickly dispense with the idea of false choices—i.e. that economic growth/housing/jobs are somehow pitted against the health of our natural world, and that human needs are so pressing that we can overlook or override environmental values," said John McCaull when asked why preservation of the wildlife corridor should carry as much weight as affordable housing in planning the future of the SDC.
"I would liken the wildlife corridor to clean air and clean water: We can't actually live without them, and we have already stressed our systems so much that if we compromise these last few wild places in Sonoma, we will tip the scales toward a much bigger ecosystem collapse," he said.
McCaull's point of view is backed by science. In 2015, when the SDC was still operational, a paper prepared for the land trust by researchers from the University of California, Berkeley, not only documented how the SDC's wildlife corridor maintains connectivity, but also addressed what it will take to ensure its integrity.
The SDC "has high potential for landscape permeability and therefore is expected to allow for free passage of wildlife if left undisturbed," the researchers wrote. They also cited a state mandate — "a cornerstone of California's State Wildlife Action Plan" — that places a priority on making sure development does not encroach on such corridors.
The researchers noted that protecting the corridor "will require preventing further development, especially in the northern portion of the SDC; as well as reduction in traffic speeds, artificial lighting, invasive species and domestic animal control, limiting human access, and a move toward wildlife-friendly fencing throughout the corridor." All of these issues have been cited by the community as well, and are issues that should be addressed in the three alternatives slated for release in November by the consultants preparing the county specific plan.
In the meantime, when I walk the dog on the property, I'll stick to the path most traveled and keep the pooch on her leash. Not that the leash was needed on the day we saw the deer crossing. She knew: This was their turf. She and I were content to stand back and watch them pass. | <urn:uuid:59ff23e3-9a7f-456f-bd73-368edfc36b6a> | CC-MAIN-2022-05 | https://sonomalandtrust.org/wp-content/uploads/2021/10/101521-Kenwood-Press-article-on-wildlife-corridor.pdf | 2022-01-27T18:29:55+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00231.warc.gz | 579,955,992 | 1,990 | eng_Latn | eng_Latn | 0.996744 | eng_Latn | 0.998659 | [
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NAME
_______________________________________________________________
DATE
________________________
NUMBER BONDS AND ARROW WAY METHODS
Add the following expressions using number bonds and arrow way methods. Example:
Number bond:
30 + 20 =___.
50
50 + 3 =___.
53
Number bond:
35 + 20 =
30
30 + 20 =___
___
.
50 +__= 55
Number bond:
47 + 10 =
40
___+ 40 = 50
50 + 7 =___
edubuzzkids.com c 2013. All Rights Reserved.
___
Arrow way:
Arrow way:
Arrow way:
47
+ 10.
. | <urn:uuid:519bc538-7b79-461b-b384-5b071f89a517> | CC-MAIN-2022-05 | http://edubuzzkids.com/content/grade-1/worksheets/math/Mixed%20Operations/Number%20Bonds/1_Number%20bonds%20and%20arrow%20way%20methods.pdf | 2022-01-27T16:37:17+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00233.warc.gz | 25,014,577 | 139 | eng_Latn | eng_Latn | 0.528781 | eng_Latn | 0.528781 | [
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FOR IMMEDIATE RELEASE CONTACT:
Ayah Ali Local Oral Health Program Director Shasta County Public Health firstname.lastname@example.org
Dental Check-Ups Reduce Childhood Tooth Decay and Missed School Days
Shasta County Launches Back-Tooth-School Activities to Remind Parents and Caregivers of the Importance of Children's Oral Health
Redding (August 16, 2021) – Healthy teeth not only help children eat, speak and sleep better; they also help them to perform better in school. Studies show children who have poor oral health often miss more school and receive lower grades than children who do not. 1 To ensure students keep a healthy smile this coming school year, Shasta County Public Health suggests that parents and caregivers get their children regular dental check-ups.
Cavities, which are largely preventable, remain the most common chronic childhood disease. In the Northern California Region, more than 51.6% of students have experienced tooth decay by the third grade. 2 To help address the issue, Shasta County Public Health launched a local media campaign and is participating in educational outreach opportunities in community settings. These activities are in support of a larger statewide effort implemented by the California Department of Public Health's Office of Oral Health and the Medi-Cal Dental Program's campaign—Smile, California—to help MediCal members make use of their dental benefits.
"Visiting the dentist before school starts should be at the top of every family's back-to-school checklist, along with school physicals, vaccinations and school supplies," said Ayah Ali Local Oral Health Program Director. "Regular dental check-ups allow the dentist to provide consistent preventive treatments, such as sealants and fluoride treatments. Regular visits also allow children to feel more comfortable at each visit, increasing the chances of them continuing regular dental check-ups as adolescents and adults."
California requires that all children have a comprehensive Kindergarten Oral Health Assessment by the time they enter public school. The assessment identifies children suffering from untreated dental disease and helps parents and caregivers find a family dentist.
1 Griffin SO, Wei L, Gooch BF, Weno K, Espinoza L. Vital Signs: Dental Sealant Use and Untreated Tooth Decay Among U.S. School-Aged Children. MMWR Morb Mortal Wkly Rep 2016;65:1141-1145
2 California Office of Oral Health. 2018-2020 Third Grade Basic Screening Survey.
"Regular check-ups discover problems that could cause pain and potentially even harm a child's selfconfidence and overall school performance, if left untreated," said Alani Jackson, Chief of the Medi-Cal Dental Services Division within the California Department of Health Care Services. "Medi-Cal Dental is here to help. We provide free or low-cost check-ups every six months for members under the age of 21 and molar sealants up to the same age."
To find a Medi-Cal dental home near you or to download Back-Tooth-School resources, including informational flyers, videos, fact sheets, presentations and social media images, visit the Oral Health and School Readiness page at SmileCalifornia.org and SonrieCalifornia.org.
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Grade 4 Language
Cotton
Student Name:
Class:
Date:
Instructions:
Read each question carefully and circle the correct answer.
1. Fill in the blank.
Cotton is a soft, fluffy, staple fiber that grows in a around the seeds of a cotton plant.
A. hull
B. bale
C. boll
D. furrow
2. Fill in the blank.
A is a bundle of tightly compressed cotton fiber ready for market.
A. hull
B. bale
C. boll
D. furrow
3. Fill in the blank.
The artificial application of water to land to assist growing crops is called .
A. cooperation
B. furrow
C. spinning
D. irrigation
4.
Fill in the blank.
A furrow is a narrow made in the ground, especially by a plow.
A. groove
B. irrigation
C. yarn
D. planter
5. Fill in the blank.
A gin quickly separates the seed from the cotton.
A. meal
B. dye
C. fibers
D. yarn
6.
Fill in the blank.
The word, cotton, is an English version of the Arabic work ‘qutun’ meaning fabric.
A. calm
B. colorful
C. sewn
D. fancy
7. Fill in the blank.
are short fibers that cling to the seeds after the lint is removed.
A. Liners
B. Linters
C. Lions
D. Liars
8. Fill in the blank.
To is to interlace yarn or strips to form fabric or materials.
A. weave
B. wear
C. watch
D. wonder
Grade 4 Writing
Cotton
Student Name:
Class:
Date:
Instructions:
Read the question carefully and write your answer below.
Extended Response
Cotton is most often considered a fiber, which is used in clothing from blue jeans to t-shirts. Cottonseed oil is also used as a food product in items such as salad dressings and snack items. We also use cottonseed hulls for animal feed. In the late 1800s, potato blight killed most of the potatoes in Ireland, which led to the Irish potato famine. This caused a shift in the Irish population, as over 1 million people died from starvation, and another million people emigrated (fled) the country in search of a stable food source. Explain what would happen if a disease were to wipe out the U.S. cotton crop. Be sure to include what would happen to both food and fiber systems. What safeguards are in place to prevent this from happening?
Grade 4 Science
Cotton
Student Name:
Class:
Date:
Instructions:
Read each question carefully and circle the correct answer.
1. Why do farmers plant in furrows?
A. To warm the soil and direct water.
B. To move water away from the seeds.
C. To make sure the rows are straight.
D. To allow tractor tires to maneuver safely.
2. Cotton plants grow to be about how tall?
A. 3-6 inches
B. 1-3 feet
C. 2-5 feet
D. 5-8 feet
3. Fill in the blank.
Cotton bolls open 50-70 days after blooming, letting air in to the white, clean, cotton fiber.
A. release
B. reveal
C. dry
D. clean
4. Today, cotton is harvested by a mechanical cotton picker or brush stripper. These machines would resemble which of the following?
A. tractors
B. plows
C. combines
D. windmills
5. What happens at the cotton gin?
A. Cotton is picked.
B. Cotton is compressed into modules.
C. The seeds are separated from the fiber.
D. Lint is pressed into bales.
6. This scientist studies climate change.
A. agronomist
B. engineer
C. chemist
D. climatologist
7. This is a substance used to change the color of something.
A. dye
B. diet
C. lint
D. gin
8. Which of the following is not a use for cotton?
A. film
B. yarn
C. insulin
D. denim
Grade 4 Social Studies
Cotton
Student Name:
Class:
Date:
Instructions:
Read each question carefully and circle the correct answer.
1. Which of the following cotton producing states is located farthest west?
A. Texas
B. Missouri
C. Florida
D. Louisiana
2. Which of the following cotton producing states is located farthest north?
A. Texas
B. Missouri
C. Florida
D. Louisiana
3. Denim jeans were created during which event?
A. Columbus Explorations
B. American Colonization
C. California Gold Rush
D. First Airplane Flight
4. The American Civil War occurred between 1861-1865. Which event happened before the Civil War?
A. Astronauts returned from the moon.
B. Cotton was used for smokeless gun powder.
C. Morse code was developed.
D. Arab merchants brought cloth to Europe.
5. Cotton was used to wrap mummies in Egypt. On which continent is Egypt located?
A. Asia
B. Africa
C. Europe
D. Antarctica
6. Fill in the blank.
The top cotton producing states extend from .
A. the Atlantic Ocean to the Pacific Ocean
B. Canada to Mexico
C. the Mississippi River to the Atlantic Ocean
D. the Rockies to the Pacific Ocean
7. The wings on the first airplane were covered in cotton. Who flew the first airplane?
A. Orville Redenbacher
B. The Wright Brothers
C. The Righteous Brothers
D. Neil Armstrong
8. When Columbus came to America, on which island chain did he discover cotton?
A. The Hawaiian Islands
B. The Aleutian Islands
C. The Bahamian Islands
D. The Philippine Islands
Grade 4 Math
Cotton
Student Name:
Class:
Date:
Instructions:
Read each question carefully and circle the correct answer.
1. How many years passed between the invention of the cotton gin and the invention of the first light bulb with a cotton filament?
A. 56 years
B. 68 years
C. 86 years
D. 1879 years
2. The average American owns 7 pairs of blue jeans. Use this information to answer questions 2-4.
Mr. Schultz’s classroom is ‘average.’ There are 23 students in his classroom. How many pairs of blue jeans does his class own?
A. 30
B. 160
C. 161
D. 171
3. Although Mr. Schultz’s class is average, he also likes blue jeans. Mr. Schultz and 2 of the 23 students have 12 pairs of blue jeans each. What is the total number of jeans owned by Mr. Schultz’s class?
A. 36
B. 147
C. 173
D. 183
4. Due to a new fashion trend, the 11 girls, in Mr. Schultz's class of 23 students, only wear skirts. They each have 1 pair of jeans. The remaining boys each have 7 pairs of jeans. How many boys are in this class?
A. 23
B. 16
C. 12
D. 7
5. One bale of cotton weighs 480 pounds. How much do 2 bales of cotton weigh?
A. 482 pounds
B. 860 pounds
C. 960 pounds
D. 962 pounds
6. One bale of cotton weighs 480 pounds. Which estimate is closest to the weight of 3 bales of cotton?
A. 483 pounds
B. 500 pounds
C. 1,000 pounds
D. 1,500 pounds
7. Use the graph below to answer questions 7-8.
7. In 2011, 4 states (shown in green) had an increase in pounds of cotton produced. Which state had the highest percentage increase?
A. Arizona
B. California
C. Louisiana
D. Mississippi
8. In 2011, 13 states (shown in red) had a decrease in pounds of cotton produced. Why did the states have a decrease?
A. Drought
B. Insect Damage
C. Hurricane Ivan
D. Unable to tell from the graph.
Answer Key:
Language
1. C. boll
2. B. bale
3. D. irrigation
4. A. groove
5. C. fibers
6. D. fancy
7. B. Linters
8. A. weave
Science
1. A. To warm the soil and direct water.
2. C. 2-5 feet
3. C. dry
4. C. combines
5. C. The seeds are separated from the fiber.
6. D. climatologist
7. A. dye
8. C. insulin
Social Studies
1. A. Texas
2. B. Missouri
3. C. California Gold Rush
4. D. Arab merchants brought cloth to Europe.
5. B. Africa
6. A. the Atlantic Ocean to the Pacific Ocean
7. B. The Wright Brothers
8. C. The Bahamian Islands
Math
1. C. 86 years
2. C. 161
3. D. 183
4. C. 12
5. C. 960 pounds
6. D. 1,500 pounds
7. B. California
8. D. Unable to tell from the graph. | <urn:uuid:0190f8ba-3df2-4f54-acea-1bbbee6e796f> | CC-MAIN-2022-05 | http://www.agintheclassroom.org/teacherresources/TerraNova/Cotton.pdf | 2022-01-27T18:22:36+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00234.warc.gz | 68,465,344 | 2,083 | eng_Latn | eng_Latn | 0.947668 | eng_Latn | 0.99426 | [
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PHARAOH ANT
insect answers
Pharaoh ants, Monomorium pharaonis, are becoming a serious nuisance in the Pacific Northwest. They are particularly bothersome in multifamily buildings and in hotels, condominiums, warehouses, grocery stores, or other places where food is abundant or is frequently handled. Because they are omnivorous and have the obnoxious habit of getting into virtually everything, pharaoh ants can also pose a serious health threat in hospitals and veterinary clinics where they are attracted to intravenous units, medical preparations, and open wounds.
Description and Biology
Historically, pharaoh ants are believed to have come from Africa sometime during the last century. The name originated with Linnaeus and his mistaken belief that these ants were one of the biblical plagues, along with flies and locusts, during the time of the Egyptian pharaohs.
All workers are approximately the same size (monomorphic) and are approximately 1 /16 inch long. They are yellow or light brown to reddish, although the tip of the abdomen may be somewhat darker. The petiole or waist has two nodes (segments), and the thorax is without spines (Fig. 1). The antennae have 12 segments; the last three segments end in a distinctive club. Pharaoh ants may be confused with another Washington resident, the thief ants, Solenopsis molesta, which are similar in color but slightly smaller in size. However, the antennae of the thief ant has only 10 segments; the last two segments end in a distinctive club (Fig. 2). Wing venation can also be used to separate these two ants if reproductive (winged) forms are present (Fig. 3).
SEGMENTED PETIOLE
Fig. 2. Thief ant*, Solenopsis molesta.
*Figures 1 and 2 have been redrawn from USDA Tech. Bull. No. 1326.
Fig. 3b. Solenopsis* sp. forewing.
*Figures 3a and 3b have been redrawn from Bull. Comp. Zool. 204.
Although pharaoh ants feed on a wide variety of foodstuffs, including syrups, sugar, honey, cake, breads, and butter, they apparently prefer grease, meat, and fat.
ably be slow; however, their cosmopolitan occurrence suggests that human activities have helped distribute them throughout the world.
These ants nest almost anywhere and in some very unusual places—under houseplants, between books, in appliances, between sheets of linen, in wall voids, and even in stored clothing. Nest sites are usually associated with favorable humidity, temperature, and light, not with proximity to food. Pharaoh ants will forage fairly long distances from their nesting sites— up to 115 feet or more—in search of food. They are frequently found around food dishes used for pets, dripping faucets, or other places where food and water are consistently present. While these ants make and use chemical trails, they do not always follow the same paths. Their nests may be difficult for untrained personnel to find based on observations of ant movements.
Pharaoh ants have become particularly well adapted to living in close association with people. They prefer areas where the temperature is about 80°F and the humidity 80%, but they do well within a moderate range on either side of these figures.
Pharaoh ants have evolved some habits that enable them to spread out within a structure, and make it difficult for people to locate their nests. Colonies nearly always contain many queens (polygynous). These ants do not have nuptial flights or exhibit territorial behavior. New colonies are created by "budding." In this procedure, a portion of the colony, including several to many queens, simply moves away (sometimes very short distances). Geographical spread of these ants by their own devices would prob-
Breeding takes place throughout the year. Development from egg to adult typically takes 38–42 days. Adult workers usually live for about 9 or 10 weeks, while queens can live a year or more. Males probably live fewer than 3 weeks.
Control
Conventional pesticide applications are usually ineffective, because chemicals generally repel these ants, and repelling them sometimes causes colonies to move or even split into several colonies. The most practical control measure against pharaoh ants is use of baits. Bait toxicants consist of boric acid, the insect growth regulator methoprene (Pharorid ® ), or hydramethylnon (Maxforce Ant Killer ® Bait Stations). Boric acid and methoprene toxicants are customarily mixed with mint flavored apple jelly, strained egg yolk, peanut butter, liver powder or other protein, and honey. Baits must include both carbohydrate and protein bases. Apparently, ants will stop coming to singlebase baits after a period of time.
Both methoprene and boric acid baits can be used for good control, but methoprene prevents larvae from reaching adulthood. Unfortunately, baiting with this material takes 30–50 days or more to achieve control. Methoprene does not kill adult ants, and many people may be unwilling to wait the necessary period of time to see results. The bait material containing hydramethylnon achieves control much faster than the methoprene or boric acid baits. Control is apparent in 5 days or less. The key to success in any bait program is that the toxicant must work slowly enough to allow the ants to distribute the bait throughout the colony, and especially to the queens before it starts to kill them.
Using a Bait Program
A bait program is the best method for controlling pharaoh ants. However, baiting must be done correctly or it will not work. Colonies are most susceptible to control by baits when they are strong and active. Never treat ants with insecticides before beginning a bait program. If the ants have been poisoned prior to baiting, the program will probably be ineffective. Baiting will also be ineffective if the ants have access to foods other than the baits. Sanitation is a key to a successful baiting program.
Several commercial bait formulations are available for control of pharaoh ants. These have been used successfully in several geographical areas, particularly in California. Some come with bait dispensers, some do not. You can make bait dispensers at home using readily available containers such as pill boxes, small plastic caps, or even sections of straws. Measure the toxicant exactly and mix it thoroughly in the bait. The only readily available homeowner material for incorporating into a bait is boric acid. Most people prefer to use commercial preparations.
Place the bait stations in locations where the ants are most active, but where children and pets cannot reach them. Preferred baiting locations are under and inside counters, between the refrigerator and wall, or in other locations away from children, pets, and cooking utensils. Replace the bait as soon as the ants remove it or when it becomes dry and unattractive. Baiting with boric acid or methoprene must continue for several weeks. Baits using hydramethylnon as the toxicant are effective much faster; baiting for a week is probably adequate.
After foraging ants spread the boric acid or methoprene baits throughout the colony over a period of 4–6 weeks, use of a registered pesticide to spray the colony is recommended for complete kill.
You can apply sticky materials, such as Vaseline ® , double-stick Scotch ® tape, etc., to bed and table legs, and to poles holding intravenous fluids, to keep ants from being a nuisance in these areas.
Again—keep foods not included in the bait program away from pharaoh ants; allowing access to other food will only slow the process. Keeping counter tops clean and using other sanitation measures will enhance your bait program.
By Arthur L. Antonelli, Ph. D., Extension entomologist, Washington State University Puyallup Research and Extension Center, and Roger D. Akre, Ph.D., WSU entomologist, deceased.
Use pesticides with care. Apply them only to plants, animals, or sites listed on the label. When mixing and applying pesticides, follow all label precautions to protect yourself and others around you. It is a violation of the law to disregard label directions. If pesticides are spilled on skin or clothing, remove clothing and wash skin thoroughly. Store pesticides in their original containers and keep them out of the reach of children, pets, and livestock.
Issued by Washington State University Cooperative Extension and the U.S. Department of Agriculture in furtherance of the Acts of May 8 and June 30, 1914. Cooperative Extension programs and policies are consistent with federal and state laws and regulations on nondiscrimination regarding race, sex, religion, age, color, creed, national or ethnic origin; physical, mental or sensory disability; marital status, sexual orientation, and status as a Vietnam-era or disabled veteran. Evidence of noncompliance may be reported through your local Cooperative Extension office. Trade names have been used to simplify information; no endorsement is intended. Published June 1989. Revised March 2003. Subject code 352. | <urn:uuid:45d4ed8c-98c1-4a1d-b397-cc62660f2373> | CC-MAIN-2018-05 | http://fleshmaninspections.com/documents/PharaohAnt.pdf | 2018-01-23T05:33:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00069.warc.gz | 124,820,040 | 1,889 | eng_Latn | eng_Latn | 0.997076 | eng_Latn | 0.997296 | [
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INDIVIDUAL SCOUT RECORD
PERSONAL DATA
Name _______________________________________________________________________
Address _____________________________________________________________________
City_______________________ State, zip code ____________________________________
Phone________________________ Date of birth__________________________________
Church or synagogue_________________________________________________________
School_________________________________________________________________________
____________________________________________________________________________________________
Parent's name _______________________________________________________________
Business address _____________________________________________________________
City_______________________ State, zip code ____________________________________
Business phone__________________________ Occupation _________________________
TROOP/TEAM
NO._______________
PATROL
__________________________ __________________________ __________________________
Cub Scout—from________ to_________ Rank _________
Webelos Scout—from_____________ to ______________
Pack No.__________ City__________ State ____________
Became Boy Scout (registered) . . . . . ______________
Date
Transfer in . . . . . . . . . . . . . . . . . . . . . . ______________
Date
Transfer out . . . . . . . . . . . . . . . . . . . . ______________
Date
Became Varsity Scout or Venturer . . . ______________
Date
MEMBERSHIP
ORDER OF THE ARROW
Election . . . . . . . . . . . . . . . . . . . . . . . . ______________
Date
Ordeal . . . . . . . . . . . . . . . . . . . . . . . . . ______________
Date
Brotherhood . . . . . . . . . . . . . . . . . . . .
____________________
Date
Vigil Honor . . . . . . . . . . . . . . . . . . . . .
____________________
Date
T = PRESENT AT TROOP MEETING
S = PRESENT AT SERVICE PROJECT
H = PRESENT ON TROOP HIKE
C = PRESENT AT OVERNIGHT CAMP
10¢, 15¢, 25¢, 50¢, $1 = AMOUNT PAID ON DATE SHOWN ✓ = DUES PAID AHEAD OR BACK
A = PRESENT AT TROOP, DISTRICT, OR COUNCIL ACTIVITY
ATTENDANCE AND DUES
C 3 = (Numeral indicates number of days and nights in camp)
Scout's last name
TROOP POSITIONS OF RESPONSIBILITY
ADVANCEMENT REQUIREMENTS
9b. BSA swimmer test ____
9c. Water survival skills ____
9d. Line rescue
____
10. Scout spirit
____
11. Scoutmaster conference ____
12. Board of review
____
From (Date)
To (Date)
D
Note:
34518B
STAR RANK
Date
____
____
____
____
____
____
____
____
____
____
Date
____
____
____
____
____
____
____
____
____
Date
____
____
____
____
____
____
____
____
____
____
____
____
____
____
5
MERIT BADGE LIST
Merit badges on required list for Eagle are in boldface. 119. Woodwork 83. Photography 2000 Boy Scouts of America Revised 1999
1. Camping
2. Citizenship in the
Community
3. Citizenship in the
Nation
4. Citizenship in the World
5. Communications
39. Cycling
6. Emergency
Preparedness
7. Environmental
Science
129. Family Life
8. First Aid
61. Hiking
9. Lifesaving
10. Personal Fitness
11. Personal
Management
14. Swimming
15. American
Business
17. American
Cultures
16. American
Heritage
121. American Labor
18. Animal Science
132. Archaeology
19. Archery
20. Architecture
21. Art
22. Astronomy
23. Athletics
24. Atomic Energy
127. Auto Mechanics
25. Aviation
26. Backpacking
27. Basketry
29. Bird Study
32. Bugling
33. Canoeing
34. Chemistry
126. Cinematography
133. Climbing
35. Coin Collecting
128. Collections
84. Pioneering
85. Plant Science
86. Plumbing
87. Pottery
89. Public Health
90. Public Speaking
91. Pulp and Paper
93. Radio
94. Railroading
95. Reading
96. Reptile and Amphibian Study
123. Rifle Shooting
98. Rowing
12. Safety
99. Salesmanship
100. Scholarship
101. Sculpture
124. Shotgun
Shooting
103. Skating
105. Small-Boat
Sailing
104. Snow Sports
106. Soil and Water
Conservation
107. Space
Exploration
13. Sports
108. Stamp Collecting
109. Surveying
110. Textile
111. Theater
112. Traffic Safety
113. Truck
Transportation
114. Veterinary
Medicine
115. Waterskiing
116. Weather
125. Whitewater
117. Wilderness
Survival
118. Wood Carving
36. Computers
38. Cooking
131. Crime Prevention
40. Dentistry
60. Disabilities
Awareness
41. Dog Care
42. Drafting
43. Electricity
44. Electronics
45. Energy
46. Engineering
134. Entrepreneurship
48. Farm Mechanics
49. Fingerprinting
50. Fire Safety
51. Fish and Wildlife
Management
52. Fishing
54. Forestry
55. Gardening
56. Genealogy
58. Geology
59. Golf
122. Graphic Arts
62. Home Repairs
63. Horsemanship
64. Indian Lore
65. Insect Study
66. Journalism
67. Landscape
Architecture
68. Law
69. Leatherwork
71. Mammal Study
130. Medicine
74. Metalwork
75. Model Design and Building
76. Motorboating
77. Music
78. Nature
79. Oceanography
80. Orienteering
81. Painting
82. Pets
en chief . . . . . . . . . . . . . . . . . . . . ____________ ____________
Librarian . . . . . . . . . . . . . . . . . . . . ____________ ____________
Quartermaster . . . . . . . . . . . . . . . ____________ ____________
Scribe . . . . . . . . . . . . . . . . . . . . . . . ____________ ____________
Historian . . . . . . . . . . . . . . . . . . . . ____________ ____________
Instructor . . . . . . . . . . . . . . . . . . . ____________ ____________
Varsity program manager . . . . . . ____________ ____________
Chaplain aide . . . . . . . . . . . . . . . . ____________ ____________
Varsity team captain . . . . . . . . . . ____________ ____________
Varsity team co-captain . . . . . . . . ____________ ____________
Varsity team secretary . . . . . . . . . ____________ ____________
Patrol leader . . . . . . . . . . . . . . . . . ____________ ____________
Squad leader . . . . . . . . . . . . . . . . . ____________ ____________
Assistant senior patrol leader . . . ____________ ____________
Senior patrol leader . . . . . . . . . . . ____________ ____________
Troop guide . . . . . . . . . . . . . . . . . . ____________ ____________
Junior assistant Scoutmaster . . . . ____________ ____________
Each of the positions of responsibility listed above can help fulfill requirements for the
Eagle Scout Award.
BOY SCOUT
Date
1. Joining requirements
____
2. Scoutmaster conference ____
TENDERFOOT RANK
Date
1. Preparing to camp ____
2. Overnight camp
____
3. Preparing a meal
____
4a. Whipping and fusing rope
____
4b. Tying hitches
____
5. Safe hiking rules
____
6. Care of the flag
____
7. Scouting principles ____
8. Patrol knowledge ____
9. Buddy system
____
10a. Physical test
____
10b. Physical improvement ____
11. Poisonous plants
____
12a. Heimlich maneuver ____
12b. First aid
____
13. Scoutmaster conference ____
14. Board of review
____
SECOND CLASS RANK
Date
1a. Map and compass use ____
1b. Map and compass hike ____
2a. Troop/patrol activities ____
2b. Tent pitching
____
2c. Wood tools
____
2d. Cooking fire
____
2e. Lightweight stoves ____
2f. Lighting a fire and stove
____
2g. Preparing a meal ____
3. Care of the flag
____
4. Service project
____
5. Animal identification ____
6a. "Hurry" cases
____
6b. First-aid kit
____
6c. First aid
____
7a. Safe swimming
____
7b. Swimming skills
____
7c. Water rescue methods ____
8. Health programs ____
9. Scout spirit
____
10. Scoutmaster conference ____
11. Board of review
____
FIRST CLASS RANK
Date
1. Finding your way
____
2. Orienteering
____
3. Troop/patrol activities ____
4a. Planning a menu ____
4b. Purchasing food
____
4c. Cooking gear
____
4d. Safe handling of food ____
4e. Camp cooking
____
5. Citizenship
____
6. Plant identification ____
7a. Appropriate use
of lashings
____
7b. Hitches and lashings ____
7c. Camp gadget
____
8a. Bowline knot
____
8b. Bandages
____
8c. Transporting a victim ____
8d. CPR
____
9a. Safe trip afloat
____
1. Participation
2. Scout spirit
3. _______ merit badge*
4. _______ merit badge*
5. _______ merit badge*
6. _______ merit badge*
7. _______ merit badge
8. _______ merit badge
9. Service project
10. Position of responsibility ____
11. Scoutmaster conference ____
12. Board of review
*Total of 6 merit badges, including any 4 from required list for
Eagle.
LIFE RANK
1. Participation
2. Scout spirit
3. _______ merit badge*
4. _______ merit badge*
5. _______ merit badge*
6. _______ merit badge
7. _______ merit badge
8. Service project
9. Position of responsibility ____
10. Scoutmaster conference ____
11. Board of review
*Total of 11 merit badges, including any 3 more from required list for Eagle.
EAGLE SCOUT AWARD
1. Participation
2. Scout spirit
3. _______ merit badge*
4. _______ merit badge*
5. _______ merit badge*
6. _______ merit badge*
7. _______ merit badge*
8. _______ merit badge
9. _______ merit badge
10. _______ merit badge
11. _______ merit badge
12. _______ merit badge
13. Position of responsibility ____
14. Service project
15. Scoutmaster conference ____
16. Board of review
*Total of 21 merit badges, including 12 (at least one in each category) from the required list for
Eagle. SeeBoy Scout Require-
mentsfor categories.
BRONZE PALM
________________________________
Date
GOLD PALM
________________________________
Date
SILVER PALM
________________________________
Date
7 30176 34518
#34518B
Enter date earned for each merit badge, rank, and individual requirement. Indicate specific skills and merit badges earned for each rank. | <urn:uuid:f5a7e3d2-07ab-426f-a70d-4ba0c2661126> | CC-MAIN-2018-05 | https://bsa765.org/index.php/forms/category/1-troop-forms?download=33:individual-scout-record-form | 2018-01-23T05:44:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00068.warc.gz | 625,716,047 | 2,666 | eng_Latn | eng_Latn | 0.529017 | eng_Latn | 0.733877 | [
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Status:
State special concern
Global and State Ranks: G5/S4
Family: Accipitridae
Total Range: The Osprey (Pandion haliaetus) is one of the most widespread birds in the world, found on all continents except Antarctica. The North American breeding range spans from Alaska across Canada, southward locally, and along the east and west coasts to Mexico, the Caribbean, and Florida. Osprey also breed in Eurasia, Middle East, Australia, and Indonesia (Poole et al. 2002). Poole et al. (2002) describes four recognized subspecies of Ospreys which are separated by geographic region: Pandion haliaetus carolinensis breeds in North America and the Caribbean, and winters in Florida, the Caribbean, on the Gulf Coast, and in South America, P. h. haliaetus breeds in Europe, north Africa and in Asia, and winters in south Africa, India and the East Indies, P. h. ridgwayi breeds the Caribbean, from the Bahamas and Cuba to southeast Mexico and Belize, and finally, P. h. leucocephalus inhabits coastal Australia and the southwest Pacific. The latter two subspecies are essentially non-migratory residents (Poole et al. 2002). In North America, Osprey populations breeding at latitudes north of 30-32 ° N (northern Florida) are migratory (Poole 1994).
State Distribution: It was not until the 1960s that breeding numbers were adequately quantified in Michigan, with over 60 nests reported (Postupalsky 1969). Prior observations reported Osprey as a state breeder and uncommon summer resident (Wood 1951; Zimmerman & Van Tyne 1959). Later, Michigan Breeding Bird Atlas (MBBA) records from 1983-1988 documented 156 atlas blocks (each block encompassing nine square miles) with confirmed breeding, the majority of those concentrated in the eastern Upper Peninsula of Michigan (Poole 1989; Brewer et al. 1991). The figure above identifies counties with confirmed breeding during Atlas surveys and from known occurrences from the Michigan Natural Features Inventory database.
Recognition: The scientific name (Pandion haliaetus) comes from the Greek Pandion (the mythical king of Athens, who, along with his two daughters, was turned into a bird), halos (referring to the sea) and aetos (meaning eagle). The name "Osprey" comes from the Latin ossifragus, meaning bone breaker, which does not accurately describe Osprey hunting habits (see below). Also known as the "fish hawk", the Osprey is a large, diurnal raptor with a wingspan of 150-180 cm (59-71 in) and weight from 1400-2000 g (49.42-70.6 ounces) (Poole et al. 2002). It possesses a white breast and belly, black back, wings and bill, a finely barred
tail and wings, a dark eyestripe, gray legs, and yellow eyes. Its long, narrow wings have a large black mark (carpal patch) at the wrist or bend in the wing, and the wings are crooked; held with wingtips angled slightly backwards (Sibley 2000). Ospreys acquire their adult plumage around 18 months of age. Although sexes look similar, females are slightly larger and tend to have a fuller and darker chest band, and sometimes a darker head. Juveniles appear similar to adults, but with white or buff colored edging on back feathers, fewer markings on the chest, and orange eyes (Poole 1994).
Ospreys display morphological variation by region; individuals breeding in tropical and subtropical regions tend to be smaller than individuals at higher latitudes. In addition, the four subspecies of Ospreys show some variation in size and color. For example, P.h. carolinensis is one of the largest and darkest subspecies and breeds in North America (Poole 1994). Osprey are similar in appearance to the Bald Eagle (Haliaeetus leucocephalus), but eagles are larger, have a dark chest and underside, yellow legs, and fly with their wings held flat.
Ospreys are quite vocal, with shrill whistles "tewp, tewp, tewp, teelee, teelee, tewp" and single, loud shrills "teeeeaa" (Sibley 2000), with females having lower pitched calls than males (Poole 1994). Poole (1994) discusses three main vocalizations used for guarding, alarm and courtship, and begging, which are nearly always associated with a visual flight display or posturing. For example, before and during courtship the "sky-dance" display is performed: with dangling legs, a male carrying a fish or nest material gives a screaming call while simultaneously performing short undulating flights separated by periods of hovering (Poole 1989).
Best Survey Time: The best time to survey for Osprey shortly follows arrival on breeding grounds in spring (in Michigan starting in April) and through the breeding season (ending in early-to-mid August in Michigan) (Postupalsky 1991). Depending on site accessibility and visibility of nests from the ground, either ground or aerial survey methods can be employed to monitor occupancy, productivity, and trends among nesting populations. In either case, methods should include at least two properly timed visits: an early check to locate occupied nests and a late check to determine nesting success. For example, Osprey nests in far northern Michigan, such as on Isle Royale, should be checked for occupancy during the last week of May,
Phone: 517-373-1552
and for numbers fledged, during the last week of July (Romanski 2001). However, young, inexperienced pairs often initiate breeding later than older pairs; consequently, more frequent visits are suggested to measure productivity with accuracy (Poole 1989).
Habitat: Throughout their range Osprey winter and breed in a variety of habitats in association with water, primarily near lakes, rivers, reservoirs, desert salt-flat lagoons, and along coastal waters (Poole et al. 2002). All sites include shallow water, an adequate fish supply within 10-20 km of nest, and open nest sites, which can include artificial structures (Poole et al. 2002). Local breeding habitat includes forested areas near the Great Lakes, inland lakes, and swamps. Nesting sites are typically characterized by pine, aspen, and hardwood forests. Many nest sites are located in large snags and dead-topped pines along lake and stream shorelines, in recent clearcut areas near water, in swamp conifer stands, and in marshes and bogs (Wisconsin Department of Natural Resources 2007). All nesting Osprey populations must be afforded an ice-free period long enough to permit egg-laying, incubation, fledging of young, and food acquisition.
Biology: The longevity record for Osprey is 26 years, 2 months (Patuxent Wildlife Research Center 2007). Survivorship varies among populations, but is estimated to be approximately 60% for young Ospreys (< 2 years old) and 80 to 90% for adult ospreys (Poole et al. 2002). Ospreys do not sexually mature until approximately three years of age but may not breed until age three to seven, depending on nest site availability. Hatchyear birds almost always remain on wintering grounds throughout the year before returning to the area where they learned to fly (Poole et al. 2002). Migratory Osprey populations arrive on breeding grounds shortly before and/or after ice-melt, with males and females arriving separately, the male often arriving several days earlier than the female (Poole 1985). Male Ospreys sometime perform a conspicuous aerial "sky dance" display (described above) near the nest site during early courtship which may serve to attract potential mates or to threaten intruders. Once paired, both sexes collect materials for the nest and the female arranges most of the nest materials (Poole 1989). Previous nests are usually reused from year to year and can get quite large and conspicuous. Nests are generally located within three to five km of a water body, but breeding Ospreys are known to travel over 10 km to hunt (Poole et al. 2002). The Osprey readily builds its nest on the tops of
isolated, large, dead trees and on manmade structures, such as telephone poles, channel markers, duck blinds, and nest platforms. In some areas nest platforms have become the preferred structures for nesting (Poole et al. 2002). Where mammalian predators are not a threat, such as on small, isolated islands, this species will nest directly on the ground, sometimes forming dense colonies (Poole 1989). Although pairs do not defend the feeding territory, they aggressively defend the nest (up to 50-100 m) from intruders such as Bald Eagles with vocalizations, postures, chases, and dives. Other nest predators include snakes, raccoons, and Great-horned Owls (Bubo virginianus) (Poole 1989).
Parents (mostly the female) incubate one to four (usually three) eggs for 32-43 days, with the male delivering food to the female at the nest. Ospreys are generally monogamous, however rare instances of polygyny, and even rarer, polyandry, have been reported (Poole 1989). Ospreys are single brooded, laying slightly glossy, yellowish or creamy eggs with chestnutred to dark brown colored spots (Baicich & Harrison 1997). The first chick hatches up to five days before the last one. Consequently the older chick dominates younger siblings, and if food is limited, the younger chicks often starve (Poole et al. 2002). Osprey leave the nest when about 50 days old and receive food from their parents for two to eight weeks thereafter (Poole 1989, 1994).
The Osprey is a fish-eating specialist with several physical adaptations including barbed pads on the soles of its feet, long, curved talons, and a reversible outer toe to aid in catching and holding slippery fish. In addition, dense oily plumage and efficient nasal valves prevent Ospreys from getting wet and drowning when diving into water (Poole 1994). Ospreys dive feet-first into water to grab fish from a depth up to about one meter. With two toes pointed forward and two backward, they carry fish headfirst; making it more aerodynamic (Poole et al. 2002). Eagles are known to pirate Osprey food, often relentlessly diving and chasing them; forcing Osprey to drop fish that they have caught, after which eagles catch the fish in midair (Poole 1994). In Michigan, migratory departure from breeding territories begins in August (Postupalsky 1991). Although females typically depart breeding grounds earlier and travel farther than males, migration routes do not differ by sex and both sexes display strong fidelity to wintering and breeding sites (Martell et al. 2001).
Conservation/Management: Ospreys are not currently listed under the Endangered Species Act, however, this species is listed as threatened, endangered or a species of special concern in several U.S. states, including Michigan, where it is threatened. Ospreys can serve as valuable bio-indicators of general environmental quality in aquatic systems because they rapidly accumulate chemical contaminants contained in fish. Like the Bald Eagle, Peregrine Falcon (Falco peregrinus), and other birds, Osprey numbers declined drastically in 1950-1970s, primarily due to egg shell thinning from DDE, the longer lived metabolite of DDT (Paige 2000). During this time, Postupalsky (1969) noted over 60 Osprey nests in Michigan. After the ban on DDT and implementation of clean water regulations, Michigan Osprey populations increased, with an estimated 70 pairs in the late 1970s and 167 pairs by 1988 (Postupalsky 1991). Moreover, surveys in the early 1990s in U.S. and most Canadian parts of the Great Lakes basin recorded at least 750 occupied Osprey nests (Environment Canada 1994). Despite this population increase, a lack of adequate nesting pairs in southern Michigan was noted. Since 1998, the Michigan Department of Natural Resources (MDNR) Nongame Wildlife Fund has supported the transfer of Osprey chicks from the northern Lower Peninsula to southern Michigan. Chicks are reared in "hacking" towers until they are ready to fly and feed on their own. After fledging, the young Ospreys migrate to South America to winter. After one or two years, Ospreys often return to nest in the area where they fledged. Males are more likely than females to return as adults to the fledging location for nesting. It is anticipated these released birds will form the core of a breeding population in southern Michigan, eventually expanding their range along rivers and other floodings (MDNR 2007). As of 2006, 59 Ospreys have been released through this program (personal communication L. Sargent 2007).
Research Needs: Ongoing management activities insuring statewide productivity and population recovery of Osprey must include understanding the effects of environmental contaminants. There is a need for more information on the effects of certain contaminants, including mercury, PBDEs, PCBs, DDT, and organo chlorines.
Related Abstracts: Bald Eagle (Haliaeetus leucocephalus), Peregrine Falcon (Falco peregrinus)
Selected References:
Baicich, P. J., and C. J. O. Harrison. 1997. A guide to the nests, eggs and nestlings of North American birds. Second edition. Academic Press, New York, New York.
Brewer, R., G. A. McPeek, and R. J. Adams Jr., editors. 1991. The Atlas of Breeding Birds of Michigan. Mich. State Univ. Press, East Lansing, Michigan.
Environment Canada. 1994. The fall and rise of Osprey populations in the great lakes basin. Great lakes fact sheet. Environment Canada, Ontario Region, Burlington, Ontario.
Martell, M. S., C. J. Henny, P. E. Nye, and M. J. Solensky. 2001. Fall migration routes, timing, and wintering sites of North American Ospreys as determined by satellite telemetry. Condor 103:715724.
MDNR. Osprey (Pandion haliaetus). Available at http://www.michigan.gov/dnr/0,1607,7-153- 10370_12145_12202-60853—,00.html (accessed March 2007).
Paige, L.C. 2000. America's Wildlife: The Challenge Ahead. International Association of Fish and Wildlife Agencies. Washington, D.C.
Patuxent Wildlife Research Center. Species longevity records. Available at http://www.pwrc.usgs.gov/bbl/ homepage/long5930.htm (accessed February 2007).
Poole, A. 1985. Courtship feeding and Osprey reproduction. Auk 102:479-492.
Poole, A. 1989. Ospreys: A Natural and Unnatural History. New York: Cambridge University Press.
Poole, A. 1994. Family Pandionidae (Osprey). Pages 42-50 in J. Del Hoyo, A. Elliott, J. Sargatal, editors. Handbook of the Birds of the World, Vol. 2. Barcelona: Lynx Edicions.
Poole, A. F., R. O. Bierregaard, and M. S. Martell. 2002. Osprey. Number 683 in A. Poole and F. Gill, editors. The Birds of North America. The Birds of North America, Philadelphia, Pennsylvania.
Phone: 517-373-1552
Postupalsky, S. 1969. The status of Osprey in Michigan in 1965. Pages 338-340 in J. J. Hickey editor. Peregrine falcon populations; their biology and decline. University of Wisconsin Press. Madison, Wisconsin.
Postupalsky, S. 1991. Species account for Osprey. Pages 158-159 in Brewer, R., G. A. McPeek, and R. J. Adams Jr., editors. The Atlas of Breeding Birds of Michigan. Michigan State University Press, East Lansing, Michigan.
Romanski, M. 2001. Executive summary for resource management report 01-04 2001 raptor monitoring program. Isle Royale National Park, Michigan.
Sibley, D. A. 2000. National Audubon Society The Sibley Guide to Birds. Alfred A. Knopf, New York, New York.
Wisconsin Department of Natural Resources. Osprey (Pandion haliaetus). Available at http:// dnr.wi.gov/org/land/er/factsheets/birds/ osprey.htm#Endangered%20Resources%20Reports (accessed March 2007).
Wood, N. A. 1951. The birds of Michigan. University of Michigan Museum Zoology, Miscellaneous Publication 75:l-559.
Zimmerman, D. A., and J. Van Tyne. 1959. A distributional check-list of the birds of Michigan. University of Michigan Museum Zoology, Occasional Paper 608:1-63.
Abstract Citation:
Gibson, J.M. 2007. Special animal abstract for Pandion haliaetus (Osprey). Michigan Natural Features Inventory, Lansing, MI. 4pp.
Updated April 2009.
Copyright 2007 Michigan State University Board of Trustees.
Michigan State University Extension is an affirmativeaction, equal-opportunity organization. Funding for abstract provided by the Michigan Department of Transportation. | <urn:uuid:22fa2740-3a45-4e4c-8767-3a69ceeda0ff> | CC-MAIN-2018-05 | http://mnfi.anr.msu.edu/abstracts/zoology/Pandion_haliaetus.pdf | 2018-01-23T05:54:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00070.warc.gz | 243,708,865 | 3,868 | eng_Latn | eng_Latn | 0.907517 | eng_Latn | 0.988269 | [
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Make your own emergency car kit Checklist
A car emergency kit is one of those things that you don't think much about until it's too late. Then you'll wish you didn't leave home without one.
❏ 1. Charged cell phone/Cell phone charger. Although this item will probably be on your person, it may make the difference between getting help fast and maybe not getting help at all. "Make sure it is properly charged every time you get into your car". If you have a cell phone charger in your car this can be a big help as well.
❏ 2. First-aid kit. As well as an assortment of Band-Aids, it should include adhesive tape, gauze pads, aspirin, antiseptic wipes, antiseptic cream or ointment, and anything particular to you or your family.
❏ 3.Foam tire sealant. A quick, inexpensive way to repair many flats without changing the tire. You can also by small tire pumps that can get you out of being stranded. Fire Extinguisher. It should be rated for Class B and Class C fires by the National Fire Protection Association, or NFPA. The NFPA says Class B fires are those that involve flammable or combustible liquids, such as gasoline, diesel fuel and kerosene. Class C fires involve energized electrical equipment such as switches, panel boxes and batteries.
❏ 4. Three reflective warning triangles. While many prepackaged emergency kits contain one
warning triangle, I suggests you have three that are placed 50 feet apart to warn oncoming traffic.
❏ 5. Tire gauge. Make sure your spare tire is properly inflated. A lot of the time people ignore it until they have a flat, and then discover the spare is flat, too.
❏ 6. Fire Extinguisher. It should be rated for Class B and Class C fires by the National Fire Protection Association, or NFPA. The NFPA says Class B fires are those that involve flammable or combustible liquids, such as gasoline, diesel fuel and kerosene. Class C fires involve energized electrical equipment such as switches, panel boxes and batteries.
❏ 7. Jumper cables. They should be at least 10 feet in length and coated with at least 8-gauge rubber. "Bigger cables are better."
❏ 8. Flashlight and extra batteries or a cell phone with a light. The flashlight should be waterproof. some cell phones have built in lights. Make sure your know how to access the app of function.
❏ 9. Gloves.
❏ 10. Rags.
❏ 11. Duct tape. It is the universal fix-it solution. Carry at least 10 feet of it.
❏ 12. Tow strap or tow rope. It should be strong enough to tow 6,000 pounds.
❏ 13. Multipurpose utility tool/Small tool kit. This can be something like a Leatherman Tool or a Swiss Army Knife.
❏ 14. Rain poncho. Even an inexpensive plastic poncho is better than nothing when changing a tire in the pouring rain.
❏ 15. Drinking water. "You can survive 3 days on water alone"
❏
16. Nonperishable snacks. Protein bars are a good choice. *If you frequent the cold country, See below.
❏ 17. Warm blanket.
❏ 18. Snow shovel/small shovel.
❏ 19. Cat litter. It works as well as sand beneath the tires for traction and weighs less. and
❏ 20. Windshield ice scraper
If you don't have most of the highlighted items in your kit then you better get prepared! | <urn:uuid:6e76afab-f3eb-4e90-b59d-c25720720e7f> | CC-MAIN-2018-05 | http://www.iwillprepare.com/files/fair/Emergency%20Car%20Care%20List.pdf | 2018-01-23T05:58:58Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00072.warc.gz | 462,717,743 | 774 | eng_Latn | eng_Latn | 0.998485 | eng_Latn | 0.998485 | [
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What is SOROBAN ABACUS And How Does it Help My Child in Math?
Most of young children started to learn "numbers" by counting their fingers. It is difficult for them to comprehend numeric relationships beyond the number 10 for lack of countable objects. Using regular math, children can use nothing but limited memory and brain power to solve arithmetic problems. Abacus presents multi-digit numeric relationships in a concrete bead-based system. Using an abacus, young children can relate number values and comprehend the concepts of mathematics easily. Therefore, the abacus makes math easier to comprehend than when it is presented to children in an abstract form.
Abacus math establishes numeric relations in a clear and logical way. The abacus mental picture training will elevate memory power and improve concentration of a child. The speed training enables the child to respond to questions promptly. In addition, the speed hearing training encourages the child to dedicate full attention to study by listening more attentively and effectively. Ultimately, the abacus training will make the learner more confident and interested in school works, both curricular and extra-curricular. His/Her creativity and ability to analyze problems will be improved considerably.
CONTACT FOR MORE INFORMATION: (916) 741-9876
Email - email@example.com
Improved math comprehension
Better and faster calculation skills
Better problem solving skills
Clearer logic reasoning
More attentive to instructions
Keener listening skills
Sharper memory
Better reflexes
Stronger mental formation skills
Improved confidence and self-esteem
Better endurance of stress and pressure
Better and faster calculation skills
Our abacus math program complements and supplements the arithmetic approaches adopted in schools, and helps students master mathematics, and gain confidence.
Learn More:
Video link 1: https://youtu.be/GQtqlB-jXO0
Video link 2: https://youtu.be/3g63WR_PelY
Decode the Magic of Math
Introduction to Abacus
Session 1 :Jan 9- Feb 13 – Tuesdays
Session 2: Feb 27- April 17 – Tuesdays
Beginner Abacus
Session 1: Jan 11 – Feb 15 – Thursdays
Session 2: March 1 – April 19 - Thursdays
Grades 1 - 6
Contact: firstname.lastname@example.org
or 916-741-9876 for and questions. | <urn:uuid:2bc8c36b-807a-4f64-acdc-ab2f65e8d697> | CC-MAIN-2018-05 | http://sres.rocklinusd.org/documents/2017-2018/Virtual%20Backpack/12-21-17/Visual%20Math%20Class.pdf | 2018-01-23T05:59:08Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00077.warc.gz | 309,930,375 | 526 | eng_Latn | eng_Latn | 0.930404 | eng_Latn | 0.992441 | [
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Mathematics (Revision Assignment) Applications of Trigonometry
1. If the angle of elevation of a cloud from a point h meters above a lake is α and the angle of depression of its reflection in the lake is β, prove that the height of the cloud is h(tanβ + tanα)
tanβ – tanα
2. The shadow of the tower, when the angle of elevation of the sun is 45 o , is found to be 10 m longer than when it was 60 o . Find the height of the tower.
3. A boy standing on a horizontal plane finds a bird flying at a distance of 100 m from him at an elevation of 30 o . A girl standing on the roof of 20 m high building finds the angle of elevation of the same bird to be 45 o . Both boy and girl are on the opposite sides of the bird. Find the distance of the bird from the girl.
4. At a point on the level ground the angle of elevation of a vertical tower is found to be such that its tangent is 5/12. On walking 192 m towards the tower, the tangent of the angle is found to be ¾. Find the height of the tower.
5. The angle of elevation of a jet plane from a point A on the ground is 60 o . After a flight of 15 seconds, the angle of elevation changes to 30 o . If the height of the second tower is 60 m, find the height of the first tower.
6. The angle of elevation of the top of the hill at the foot of the tower is 60 o and the angle of elevation of the top of the tower from the foot of the hill is 30 o . If the height of the tower is 50 m, what is the height of the hill?
7. The angles of elevation and depression of the top and bottom of the light house from the top of the building 60 m high are 30 o and 60 o respectively. Find the difference between the heights of the light house and the building. Also, find the distance between the light house and the building.
8. From the top of the hill, the angle of depression of two consecutive milestones due east are found to be 30 o and 45 o . Find the height of the hill.
9. The horizontal distance between two towers is 75 m and the angle of depression of the top of the first tower as seen from the top of the second tower, which is 160 m high, is 45 o . Find the height of the first tower.
10. A man standing on the deck of the ship, which is 8 m above the water level. He observes the angle of elevation of the top of the hill as 60 o and the angle of depression of the bottom of the hill as 30 o . Find the distance of the hill from the ship and the height of the hill.
11. The angle of elevation θ of the top of the light house, as seen by a person on the ground is such that tanθ = 5/12. When a person moves a distance of 240 m towards the light house, the angle of elevation becomes φ such that tanφ = ¾. Find the height of the light house.
12. A ladder rests against a wall at an angle of α to the horizontal. Its foot is pulled away from the wall through a distance d, so that it slides a distance h down the wall, making an angle β with the horizontal. Show that d/h = cosα – cosβ/sinβ – sinα.
13. A vertical tower stands on a horizontal plane and is surmounted by a vertical flag staff of height h. At a point on the plane, the angles of elevation of the bottom and top of the flag staff are α and β respectively. Prove that the height of the tower is htanα/tanβ – tanα
14. A round balloon of radius r subtends an angle α at the eye of the observer while the angle of elevation of its centre is β. Prove that the height of the centre of the balloon is rsinβcosecα/2.
Keeping in touch: (Arithmetic Progressions)
1.Show that the sequence defined by an = 5n – 7 is an AP, and find its common difference.
3. If the n th term of the AP 9, 7, 5,……is same as the n th term of the AP 15, 12, 9,….... Find n.
2.The n th term of an AP is 6n + 2. Find the common difference.
4. Find the 10 th term from the end of the AP 8, 10, 12,…….126.
5. Three numbers are in AP. If the sum of these numbers be 27 and the product 648, find the numbers.
6. Show that (a – b) 2 , (a 2 + b 2 ) and (a + b) 2 are in AP.
7. Find the sum of first n odd natural numbers.
8. In an AP the first term is 8, n th term is 33 and the sum to the first n terms is 123. Find n and d, the common difference.
9. Find the sum of n terms of the series: √2, √8, √18, √32…….
Mathematics (Revision Assignment) Surface Areas and Volumes
1. A circus tent is cylindrical up to a height of 3 m and conical above it. If the diameter of the base is 105 m and the slant height of the conical part is 53 m, find the total canvas used in making the tent.
2. A solid toy is in the form of a right circular cylinder with a hemispherical shape at one end and a cone at the other end. Their common diameter is 4.2 cm and the height of the cylindrical and conical portions are 12 cm and 7 cm respectively. Find the volume of the solid toy.
3. A solid is composed of a cylinder with hemispherical ends. If the whole length of the solid is 104 cm and the radius of each of the hemispherical ends is 7 cm, find the cost of polishing its surface at the rate of Rs. 10 per dm 2 .
4. A cylindrical tub of radius 5 cm and length 9.8 cm is full of water. A solid is in the form of a right circular cylinder mounted on a hemisphere is 3.5 cm and the height of the cone outside the hemisphere is 5 cm, find the volume of the water left in the tub.
5. A vessel is in the form of inverted cone. Its height is 8 cm and radius of its top, which is open, is 5 cm. It is filled with water up to the brim. When lead shots, each of which is a sphere of radius 0.5 cm are dropped in the vessel, one fourth of the water flows out. Find the total number of lead shots dropped in the vessel.
6. A solid iron pole consists of a cylinder of height 220 cm and the base diameter is 24 cm, which is surmounted by a cylinder of height 60 cm and radius 8 cm. Find the mass of the pole, given that 1 cm 3 of iron has approximately 8 g mass.
7. A tent is in the shape of a cylinder surmounted by a conical top. If the height and diameter of the cylindrical part are 2.1 m and 4 m respectively, and the slant height of the top is 2.8 m, find the area of the canvas used for making the tent. Also find the cost of the canvas of the tent at the rate of Rs. 500 per m 2 .
8. An ice cream cone consists of a right circular cone of height 14 cm and diameter of the circular top is 5 cm. It has hemisphere on the top with the same diameter as of the circular top. Find the volume of the ice cream in the cone.
9. The height of a solid cylinder is 15 cm and 7 cm. Two equal conical holes or radius 3 cm and height 4 cm are cut off. Find the volume and surface area of the remaining solid.
10. A spherical ball of radius 3 cm is melted and recast into 3 spherical balls. The radii of the two balls are 1.5 cm and 2 cm respectively. Determine the radius of the third ball.
11. A sphere of diameter 6 cm is dropped in a cylindrical vessel partly filled with water. The diameter of the cylinder is 12 cm. If the sphere is completely submerged in water, by how much will the level of water rise in the cylinder?
12. A rectangular vessel is 20 cm × 16 cm × 11 cm is full of water. This water is poured into a conical vessel of base radius 10 cm. If the vessel is completely filled, find the height of the conical vessel.
13. A well, whose diameter is 7 m, has been dug 22.5 m deep and the earth dug out is used to form an embankment 10.5 m wide around it. Find the height of the embankment.
14. A conical vessel of radius 6 cm and height 8 cm is completely filled with the water. A sphere is lowered into the water and its size is such that when it touches the sides, it is just immersed. What fraction of the water over flows?
15. A bucket made of aluminum sheet is of height 20 cm and its upper and lower ends are of radius 25 cm and 10 cm respectively. Find the cost of making the bucket, if the aluminum sheet costs Rs. 70 per 100 cm 2 .
16. The height of a cone is 30 cm. A small cone is cut off at the top by a plane parallel to the base. If its volume be 1/27 of the volume of the given cone, at what height above the base is the section made?
17. The height of a right circular cone is trisected by two planes parallel to the base at equal distances. Show that the volumes of the three portions, starting from the top, are in the ratio 1:7:19.
Mathematics (Revision Assignment) Constructions
1. Draw a right angled triangle ABC with AB = 4.5 cm, AC = 7.5 cm and angle B = 90 o . Construct another triangle A`BC` whose corresponding sides are 5/3 times of the given triangle.
2. Construct a ∆ABC, BC = 6.5 cm, angle B = 45 o and angle A = 100 o . Construct another triangle similar to the triangle ABC whose sides are 6/5 times of the triangle ABC.
3. Construct an isosceles triangle whose base is 6 cm and altitude 3.5 cm and then another triangle whose sides are 1 ⅔ times the corresponding sides of an isosceles triangle.
4.
Draw a circle of radius 4.5 cm. From a point 10 cm away from its center, construct a pair of tangents to the circle.
5. Draw a pair of tangents to a circle of radius 4.5 cm which are inclined to each other at an angle of 45 o .
6. Draw a line segment AB of length 11 cm. Taking A as center, draw a circle of radius 4 cm and taking B as center, draw another circle of radius 3 cm. Construct tangents to each circle from the center of the other circle.
7. Draw a circle of radius 5 cm. Take a point P on it. Without using the center of the circle, construct a tangent at the point P. Write steps of construction.
8. Construct a quadrilateral ABCD with angle A = 45 o . AB = 5.1 cm, AC = 6 cm, AD = 4.2 cm and BC = 3.6 cm. Construct another quadrilateral AB`C`D` similar to quadrilateral ABCD such that its diagonal AC` = 8 cm.
9. Construct a ∆ABC in which BC = 6 cm, angle A = 60 o and the median through A is 4.5 cm. Draw a ∆A`BC` similar to ∆ABC, having base BC` = 7.5 cm.
10. Construct a triangle of sides 4 cm, 6 cm and 7 cm and then a triangle similar to it whose sides are 2/3 of the corresponding sides of the first triangle.
Mathematics (Revision Assignment) Circles
1. The radius of the in circle of a triangle is 4 cm and the segments into which one side is divided by the point of contact are 6 cm and 8 cm. Determine the other two sides of the triangle.
2. The in circle of the ∆ABC touches the sides BC, CA and AB at D, E and F respectively. Show that
3. A circle is inscribed in a ∆ABC having sides 8 cm, 10 cm and 12 cm. Find the length of AD, BE and CF.
4. If all the sides of a parallelogram touch a circle, show that the parallelogram is a rhombus.
5. Two circles touch each other externally at C. Prove that the common tangent at C bisects the other two common tangents.
6. XP and XQ are two tangents to a circle with O from a point X outside the circle. ARB is tangent to circle at R. Prove that XA + AR = XB + BR
7. The four sides AB, AC, PQ are tangent in the given figure, and AB = 5 cm, find the perimeter of ∆APQ.
8. Two circles with centres X and Y touch externally at P. If tangents AT and BT meet the common tangent at T, then prove that AT = BT.
9. Circles are drawn from the three vertices of a ∆ABC; taken as centre to touch each other externally. If the sides of the triangle are 4 cm, 6 cm and 8 cm, find the radii of the circles.
10. Prove that the tangents drawn at the ends of the chord of a circle make equal angles with the chord.
11. The radii of two concentric circles are 13 cm and 8 cm. AB is a diameter of the bigger circle. BD is a tangent to a smaller circle, touching it at D. Find the length of AD.
Mathematics (Revision Assignment) Co – ordinate Geometry
1. Find the point on the y – axis which is equidistant from the points (-4, 6) and (5, 9).
2. Show that the following points are the vertices of an equilateral triangle:
a) A(1, 1), B(-1, -1) and C(-√3, √3)
b) P(0, 0), Q(5, 5) and R(2 + √3, 5)
3. Show that the following points are the vertices of a rectangle:
a) A(2, -2), B(8, 4), C(5, 7) and D(-1, 1) b) P(0, -1), Q(-2, 3), R(6, 7) and S(8, 3)
4. If P(x, y) is equidistant from A(a + b, b – a) and B(a – b, a + b), show that bx = ay.
5. Find the ratio in which the line segment joining the points (7, 3) and (-4, 5) is divided internally by y – axis.
6. The co – ordinates of the middle points D, E, F of the sides BC, CA and AB respectively of a ∆ABC are (-3, 2), (5, -7) and (11, 7) respectively, find the co – ordinates of the vertices A, B and C.
7. Find the centroid of the triangle whose vertices are (-2, 3), (2, -1) and (4, 0).
8. If the co – ordinates of the mid points of the sides of the triangle are (1, 1), (2, -3) and (3,
4). Find its centroid.
9. If the points (a, 0), (0, b) and (1, 1) are collinear, show that 1/a + 1/b = 1.
10. Find the area of the quadrilateral, the co ordinates of whose vertices are (1, 2), (6, 2), (5, 3) and (3, 4).
Class – X Mathematics (Revision Assignment) Probability
1. A bag contains 5 red, 8 white and 7 black balls. A ball is drawn at drawn from the bag. Find the probability that the ball drawn is:
i) red or white
ii) not black
iii) neither white nor black
2. 17 cards numbered 1 – 17 are put in a box and mixed thoroughly. One person draws a card from the box. Find the probability that the number on the card is:
i) odd
ii) a prime
iii) divisible by 3
3. Find the probability that a number selected from the number 1 to 25 is not a prime number when each of the given numbers is equally likely to be selected.
4. Find the probability that a number selected at a random from the numbers 1 – 35 is a:
i) prime number
ii) multiple of 7
iii) multiple of 3 or 5
5. A bag contains 3 red, 5 black and 7 white balls. A ball is drawn from the bag at random. Find the probability that the ball drawn is:
i) white
ii) red
iii) not black
iv) red or white
6. Out of 400 bulbs in a box, 15 bulbs are defective. One bulb is taken out at random from the box. Find the probability that the drawn bulb is not defective.
7. A card is drawn from a well shuffled pack of 52 cards. Find the probability that the card is neither a red card nor a queen.
8. A bag contains 5 white balls, 7 red balls and 2 blue balls. One ball is drawn at random from the bag. What is the probability that the ball drawn is:
i) white or blue black
ii) red or black
iii) not white
iv) neither white nor
9. Cards marked with numbers 3 – 50 are placed in a box and mixed thoroughly. One card is drawn at random from the box. Find the probability that the number on the card drawn is:
a) divisible by 7
b) a number is a perfect square
10. 1000 tickets of a lottery were sold and there are 5 prizes on these tickets. If Saket has purchased one lottery ticket, what is the probability of winning a prize?
11. From a pack of 52 playing cards, jacks, queens, kings and aces of red colour are removed. From the remaining, a card is drawn at random. Find the probability that the card drawn is:
i) a black queen
ii) a red card
iii) a black jack
iv) a picture card
12. If x and y are natural numbers such that 1 < x < 4 and 3 < y < 6. What is the probability
that:
i) x + y > 8
ii) xy is even
Keeping in touch: (Polynomials & Pair of linear equations in two variables)
1. Draw the graphs of the following equations: x – y + 1 = 0, 3x + 2y – 12 = 0. Determine the coordinates of the vertices of the triangle formed by these lines and the x – axis and shade the triangular region.
2. Find the values of a and b so that the following system of linear equations has an infinite number of solutions: 2x – 3y = 7 and (a + b)x – (a + b – 3)y = 4a + b
4. Find the value of k for which the system of equations has infinitely many solutions:
5. A father is 3 times as old as his son. In 12 years, he will be twice as old as his son. Find their present ages.
6. A 2 digit number is 4 times the sum of the sum of digits and twice the product of the digits. Find the number.
7. The denominator of a fraction is 4 more than twice the numerator. When both numerator and denominator are decreased by 6, then the denominator becomes 12 times the numerator. Determine the fraction.
8. A sailor goes 8 km downstream in 40 minutes and returns in 1 hour. Determine the speed of the sailor in still water and the speed of the current.
9. Sumit travels 600 km to his home partly by train and partly by car. He takes 8 hours if he travels 120 km by train and rest by car. He takes 20 minutes longer if he travels 200 km by train and rest by car. Find the speed of the train and the car.
10. The area of a rectangle gets reduced by 80 sq. units if its length is reduced by 5 units and breadth is increased by 2 units. If we increase the length by 10 units and decrease the breadth by 5 units, the area is increased by 50 sq. units. Find the length and breadth of the rectangle.
11. A railway half ticket costs half the full fare and the reservation charge is same on the half ticket as on the full ticket. One reserved first class ticket from Mumbai to Ahemdabad costs Rs. 216 and one full and one half tickets costs Rs. 327. What is the basic first class full fare and what is the reservation charge?
12. In a cyclic quadrilateral, the angles are (2x + 4), (y + 3), (2y + 10) and (4x – 5). Find all the angles of the cyclic quadrilateral.
13. 2 women and 5 men can together finish an embroidery work in 4 days, while 3 women and 6 men can finish it in 3 days. Find the time taken by 1 woman alone to finish the work, and also that taken by 1 man alone.
14. Solve graphically: x + 3y = 6, 2x – 3y =12.
15. Five years ago, Nuri was thrice as old as Sonu. Ten years later, Nuri will be twice as old as Sonu. How old are Nuri and Sonu?
17. Find the value of 'k' such that the sum of zeroes of the given polynomial (k + 1)x 2 + 2kx + 4 is equal to the product of zeroes.
16. If one of the zeroes of 2x 2 + ax + 3 is 1, find the other zero and the value of a.
18. If α and β are the zeroes of 6x 2 + x – 2, find the value of α/β + β/α.
19. If α and β be the zeroes of x 2 – 8x + k, find k if α 2 + β 2 = 40.
20. If α, β are the zeroes of x 2 – x – 2, form a quadratic polynomial whose zeroes are 2β + 1, 2α + 1.
21. If one of the zeroes of ax 2 + bx + c is double of the other, show that 2b 2 = 9ac.
22. For 2x 4 – 3x 3 – 3x 2 + 6x – 2, find the remaining zeroes if its 2 zeroes are given √2 and √2.
23. For what common value of x, both polynomials p(x) = x 2 – x – 6 and q(x) = x 2 + 2x – 15 becomes zero.
Real Numbers
1. 7×11×13×15 +15 is a
(a) Composite number (b) Whole number (c) Prime number (d) None of these
2. For what least value of 'n' a natural number, (24)
is divisible by 8?
(a) 0 (b) -1 (c) 1 (d) No value of 'n' is possible
3. The sum of a rational and an irrational is
(a) Rational (b) Irrational (c) Both (a) & (c) (d) Either (a) or (b)
4. HCF of two numbers is 113, their LCM is 56952. It one number is 904. The other number is:
(a) 7719 (b) 7119 (c) 7791 (d) 7911
5. Show that every positive even integer is of the from 2q and that every positive odd integer is the four 2q+1 for some integer q.
6. Show that any number of the form 4 n , can never end with the digit 0.
7. Use Euclid's division algorithm to find the HCF of 4052 and 12576
8. Given that HCF of two numbers is 23 and their LCM is 1449. If one of the numbers is 161, find the other.
9. Find the greatest of 6 digits exactly divisible by 24, 15 and 36. 10. Prove that the square of any positive integer is of the form 4q or 4q+1 for some integer.
11. 144 cartoons of coke can and 90 cartoons if Pepsi can are to be stacked in a Canteen. If each stack is of the same height and is to contain cartoons of the same Drink. What would be the greater number of cartoons each stack would have 12. Prove that Product of three consecutive positive integers is divisible by 6. | <urn:uuid:71df4670-16e3-4754-b12a-61516daccd79> | CC-MAIN-2018-05 | http://thesrijanschool.com/includes/editor/assets/CLASS%2010%20WORKSHEETSMATHEMATICS.pdf | 2018-01-23T05:36:57Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00079.warc.gz | 343,109,387 | 5,539 | eng_Latn | eng_Latn | 0.968265 | eng_Latn | 0.994869 | [
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St Anne's Catholic Primary School
English Policy
Approved by staff: 27th January 2016
Approved by governor committee:
Ratified by the full governing body:
Date for review: January 2019
At St. Anne's Catholic Primary school we 'offer our children a creative, challenging and broad curriculum. We want them to be enthusiastic about learning.'
1 Introduction
This document is a statement of the aims, principles and strategies for the reading and learning of English.
2 Principles
Teaching pupils to use spoken and written language competently and confidently should recognise the importance of:
2.1 Teaching pupils how to craft language for particular effects, through an understanding of how texts are created in relation to genre, purpose and audience;
2.2 Providing interactive opportunities for pupils to practise using language in relevant, 'real life' contexts;
2.3 Providing opportunities for pupils to communicate independent views and opinions, respond imaginatively and express feelings through spoken and written language;
2.4 Valuing the first language and encouraging them to use it where relevant;
2.5 Enabling pupils to make critical responses about the language which they read, view and hear in a variety of media;
2.6 An integrated approach to reading and writing, speaking and listening;
2.7 The need to develop language skills in all curriculum subjects;
2.8 Recognising the language needs of all EAL pupils and facilitating additional language development through setting appropriate language and curriculum targets;
2.9 Recognising the language experiences of pupils at home and in the wider community;
2.10 Increasing pupils' understanding of how language is used in the world beyond school.
3 Aims of English Education
Through the teaching of English the children will:
3.1 Develop communication skills;
3.2 Develop the necessary skills to use the English language confidently, appropriately, and accurately to the best of their ability;
3.3 Develop enthusiastic and reflective readers, through contact with challenging and substantial texts;
3.4 Become confident, independent writers, through an appropriate focus on word, sentence and text level knowledge;
3.5 Foster the enjoyment of writing, where children feel confident to experiment with their ideas;
3.6 Learn to write accurately and imaginatively using different genres. This can be done through big write, literacy lessons and talk for writing;
3.7 Be able to speak clearly, audibly and with confidence;
3.8 Encourage children to listen with concentration, in order to respond appropriately and with interest.
4 Special needs
Pupils with special needs in English are identified as early as possible to ensure extra support can be given. The children often receive extra support in the classroom from teachers, teaching assistants and Learning Support Assistances. Children supported by the SENCo may have Individual Education Plans (IEP) to support their learning. During the year children who are performing below the national expectation for their year group are identified and take part in an individual, or group catered, intervention program. Although children are taken out of class for intervention programmes, it is also important that children still feel included as part of the class and we should ensure children don't feel isolated in the class.
4.1 Wave 3 Intervention
Children who require the specialist intervention support are referred to the SENCo who, following the assessment may arrange to support the targeted pupils in their basic reading, spelling and writing skills. The support is mainly aimed at children in KS1 and KS2.
4.2 Speech and Language
Children who require the specialist support to develop their listening and speaking in English, are referred to the SENCo who may decide on a speech and language programme based on the children's needs.
Children who are significantly below in their speaking and language skills are referred to the Speech and Language Therapist who, following the assessment, provides the tailored support to improve children's fluency in spoken and written English and to develop their command of the English vocabulary.
4.3 Wave 2 Intervention
Children who require the additional support in writing may be referred via the SENCo for additional support to focus on improving their written work in English or Big Write/Creative Learning Journey.
4.4 EYFS and KS1
Children in years 1 and 2 who are struggling to learn Phonics and Reception key words work daily with the teaching assistant using 'The Five Minute Box' which is a Wave 3 intervention. Reception classes start this from the summer term where needed
5 English as an Additional Language
The school is fully committed to raising the achievement of all EAL learners and children from ethnic minority backgrounds through:
5.1 Setting appropriate language targets for EAL learners and planning for the needs of EAL learners. Targets identified and reviewed at EAL target meetings;
5.2 Modelling uses of language appropriate to context, genre and audience;
5.3 Identifying the language function and its structure;
5.4 Grouping EAL learners appropriately so that they benefit from a strong language peer group and have additional adult support;
5.5 Use of specialist EAL Support Teacher to offer support to those children identified as most needing additional language support;
5 More able pupils
Pupils who have a particular strength in English are identified and placed on the Gifted and Talented Register. There is an emphasis on drama, through the ARTis programme which provides specialist provision to promote acting and drama skills. During book week they enjoy small group sessions with authors and illustrators. The library offers a section of fiction to enrich their reading experience.
7 Assessment
This is an integral part of the teaching and learning process.
Learners should be actively involved, through an explicit understanding of learning objectives/success criteria, 'Steps to Success' and their 'Next Steps'.
7.1 Marking should be formative and extended pieces of writing should be marked against the 'The Learning Question.
7.2 Writing is formally assessed each half term through the use our school's writing assessment grid.
7.3 Writing achievements are moderated across phase groups on a termly basis in preparation for pupil progress meetings.
7.4 Reading is formally assessed in the autumn term using the NFER test and on a termly basis using other forms of assessing reading comprehension.
7.5 Children are formally assessed throughout the reception year to build the foundation stage profile and in Years 2 and 6. Years 3, 4 and 5 are tested using the QCA optional tests and by using writing assessment and moderation judgements when assessing writing.
7.6 With the introduction of the New National Curriculum for 2014, children are assessed for reading and writing against the New National Curriculum targets and stored electronically.
7.7 QCA optional tests and NFER Reading Tests maintained to support judgement through transition of assessment to the New Curriculum.
8 Planning
Teachers plan from the agreed framework, which can be applied as a cover sheet to existing planning, allowing teachers to highlight points of focus linking into the English and whole school development plan. Planning should consider crosscurricular links, matching closely at times with topic work. For each unit they are to produce:
8.1 An overview planning sheet;
8.2 Weekly plans;
8.3 Teachers are also expected to plan Guided Reading and Writing sessions, these take place outside the literacy lesson. These sessions can run on alternative weeks.
9 Equal Opportunities
The full and effective participation and progression of all pupils should be achieved by:
9.1 Acknowledging and valuing the variety of different experiences, interests, languages, social and cultural backgrounds of pupils. We celebrate these differences in order to raise confidence and self-esteem;
9.2 Ensuring access to learning at an individual level through differentiated teaching and learning strategies; planning should set high expectations and provide appropriate learning opportunities for pupils;
9.3 Providing texts from a range of cultures and which are free from discrimination and stereotyping;
9.4 Providing resources to support specific learning difficulties, e.g. The Five Minute Box;
9.5 Providing dual language books to show and encourage the value of other languages;
9.6 Recognising disability and eradicating discrimination.
10 Standards of Learning and Teaching
The planning of the curriculum should take into account the following statements, which integrate the requirements of the revised National Curriculum of English and the Primary Strategy:
Speaking and Listening
10.1 Pupils will be taught how to speak confidently, clearly and audibly in a wide range of contexts;
10.2 Pupils will understand how to adapt their use of language, varying use and register in relation to purpose and audience;
10.3 Pupils listen with concentration to a wide range of spoken language in reallife contexts, such as live tasks, television and film;
10.4 Pupils participate in pair/group discussions, debates and individual presentation;
10.5 Rules for talk should be clearly displayed in the classroom along with class rules;
10.6 Drama strategies should be used to provide interactive opportunities for developing spoken language;
10.7 Pupils will have opportunities provided to enable them to participate in public speaking during assemblies and productions;
10.8 Pupils will have opportunities to listen to stories, poetry and novels;
10.9 Specific language targets should be set for EAL learners;
10.10 Additional opportunities for speaking and listening should be provided for EAL learners;
10.11 Effective role models for developing communication skills for EAL learners should be established;
10.12 In class children use talk partners to share ideas and rehearse responses;
10.13 Inline with the New Curriculum (2014), children should be given the opportunity to recite poems from memory.
Reading
10.14 Pupils read for pleasure and to develop research and study skills;
10.15 Pupils read a wide range of fiction and non fiction, including media and computing texts from a variety of cultures and traditions;
10.16 Pupils read a range of poetry and with time are able to identify a range of features of poetry;
10.17 Pupils are taught to be discriminating readers, be able to understand layers of meaning and make a critical response to what they read;
10.18 Pupils explore meanings of texts using drama strategies;
10.19 Pupils will be able to read on-screen texts;
10.20 Teachers should understand the skills and strategies involved in teaching reading to enable pupils to read accurately for meaning and pleasure; using methods and strategies such as shared, guided and independent reading as well as a systematic approach to teaching phonics;
10.21 Guided Reading is planned and delivered daily to a maximum group of 8 children. Objectives are shared with the children and is assessed at the end of the session;
10.22 Reading for information and other purposes should be reinforced in others subjects;
10.23 EAL learners should be provided with: additional visual support, bilingual resources e.g (dictionaries) and pre teaching opportunities where possible to accelerate learning;
10.24 Lexia Reading is used across the school (from Year 1-6) to provide children with an interactive reading programme which tailors its self to the needs of the child accessing- home access allows children to continue their learning at home.
Writing
10.25 Writing is seen as an enjoyable activity in itself;
10.26 Pupils are encouraged to write with commitment and vitality and develop independent styles;
10.27 Pupils are taught to write fluently and accurately, understanding how to use the main rules and conventions of written English, paying increasing attention to punctuation, grammar and spelling as children become more fluent, independent and confident;
10.28 Pupils can write for a range of purposes: to communicate to others, create imaginary worlds, explore and describe experience, organise and explain information, imagine and explore feelings and ideas, use language creatively to engage a reader, to persuade and present arguments;
10.29 Pupils write in a variety of forms, e.g. narrative, letter, poems, notes;
10.30 Pupils are able to choose form and content to suit purpose and audience;
10.31 Pupils can compose on paper and on computer screen , using different formats and layouts to present work;
10.32 Pupil could discuss and respond critically to their own and other pupils' writing, analyse strengths and weaknesses, make improvements at the formative stage;
10.33 Pupils should use re-drafting to improve and develop content, style and accuracy of writing;
10.34 Teachers should understand and practise the skills and strategies involved in writing such as demonstration, shared, guided, and independent writing;
10.35 Pupils should be given opportunities to write at length;
10.36 Teachers should provide additional opportunities and strategies in modelling writing for specific needs of EAL learners;
10.37 EAL pupils should be encouraged to use their first language, when appropriate, to communicate in writing- translation software can be used to support writing where the supporting adult feels it is appropriate;
10.38 Guided writing is planned and delivered daily to a maximum group of 8 children. Objectives are shared with the children and is assessed at the end of the session against new curriculum objectives inline with school assessment;
10.39 Reciprocal Reading is used as a means to support Guided Reading sessions which is introduced in Year 1 and used throughout the school to Year 6- roles of Reciprocal Reading are introduced in EYSF;
10.40 Grammar is taught through the school from years 1-6 with the use of Jolly Grammar in KS1 & KS2. Teachers identify grammar covered within English planning;
Spelling
This is developed through:
10.41 Learning of spelling lists- taken from the New NC (Years 2-6) with Year 1 using Jolly Phonics to deliver their spellings;
10.42 Encouragement of dictionary and thesaurus work;
10.43
'Look, say, cover, write, check' strategy;
10.44 Word families- letter strings;
10.45 Phonetics;
10.46 Spellings are assessed on a termly basis- word lists from New NC used as a basis for assessment.
Handwriting
This is developed through:
10.47 Regular teaching and practise sessions (3-4 times a week for 15 minutes) which can be imbedded as part of a guided reading session (if necessary in upper KS2);
10.48 Letter formation is taught throughout Key Stage one and in Key Stage two and introduced in the Foundation Stage when the teacher feels appropriate. Handwriting to be taught using the font style 'Cursive Four';
St Anne's Catholic Primary School
English Policy
January 2016
11 Drama
Drama is of central importance in developing language use and the curriculum does provide opportunities for pupils to:
11.1
Create, adapt and sustain different roles individually and in group;
11.2 Explore meanings of text-characters, actions, themes, emotions and ideas;
11.3 Participate in spoken performances, dramatic interpretations, improvisations;
11.4 Write original scripted plays to develop written skills;
11.5 Evaluate their own and each other's contribution and effectiveness of performance;
11.6 Experience drama for a sense of achievement, enjoyment and to develop self-esteem;
11.7 Deepen their understanding of other curricular areas e.g. history, geography and music etc;
11.8 Children have the opportunity to perform drama pieces to an audience (often in assemblies, summer/Christmas productions and in church).
12
Computing
Technology is an important tool in the development of language in the context of the modern world and should be used to support pupil learning in the following ways:
12.1 Pupils should have opportunities to compose directly on screen;
12.2 Pupils use word processing techniques to develop writing skills;
12.3 Pupils can use a range of fonts and layout presentation features in relation to audience and purpose;
12.4 Pupils can check for accuracy, using grammar and spellcheckers;
12.5 Pupils can use computers to read information-CD ROMS, Internet, Email, word process and create presentations;
12.6 Pupils have home and school access to computer software to support reading and writing, where progress can be monitored by class teachers;
12.7 Pupils have the opportunity to Blog based on activities taking place in their classroom, improving typing accuracy;
12.8 Pupils have the opportunity to use social media (Twitter) to document the day's events in the class.
13 Developing Literacy at Home
13.1 We recognise that the role of the family is central in supporting the child's language development as a speaker, reader and writer.
13.2 Families, pupils and teachers are regularly informed of reading progress through reading diaries which are provided and sent home for parents to record and read comments about their child.
13.3 Teachers provide guidance on what families can do to extend their child's competence in using spoken and written language during stat of year class meetings.
13.4 We recognise and value the importance of pupils' first language in the acquisition and development of the additional language and therefore encourage families of EAL learners to use their first language as much as possible at home.
13.5 Lexia Reading allows children home access to continue to develop their reading at home on computers, smart phones and tablets.
13.6 Children are encouraged to access blogging pages at home and respond to stimulus on pages. | <urn:uuid:dcfdadcf-9afe-4f05-84d2-acd43785eed9> | CC-MAIN-2018-05 | http://st-annes.lambeth.sch.uk/wp-content/uploads/2017/06/english-policy.pdf | 2018-01-23T05:35:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00078.warc.gz | 313,733,415 | 3,551 | eng_Latn | eng_Latn | 0.995763 | eng_Latn | 0.996717 | [
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Maxwell's Fun List
Pick a letter and try to think of things that start with that letter to fill the categories. Play by yourself or with a friend. See how long it will take you.
You Pick
You Pick
You Pick
Luke 12:7 "But the very hairs of your head are all numbered. Do not fear therefore; you are of more value than many sparrows. | <urn:uuid:cbed8693-5bb5-427a-a0f8-c139e4c972d5> | CC-MAIN-2018-05 | http://kidstime4jesus.org/max_place/pdf_fun_sheets/Maxwell_fun_list.pdf | 2018-01-23T05:35:12Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00078.warc.gz | 188,347,023 | 82 | eng_Latn | eng_Latn | 0.999747 | eng_Latn | 0.999747 | [
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709 STUDENT TRANSPORTATION SAFETY POLICY
I. PURPOSE
The purpose of this policy is to provide safe transportation for students and to educate students, parents and staff on safety issues and the responsibilities of school bus ridership.
II. PLAN FOR STUDENT TRANSPORTATION SAFETY TRAINING
A. School Bus Safety Week
The school district may designate a school bus safety week. The National School Bus Safety Week is the third week in October.
B. Student Training
1. The school district shall provide students enrolled in grades kindergarten (K) through 10 with age-appropriate school bus safety training of the following concepts:
a. transportation by school bus is a privilege, not a right;
b. school district policies for student conduct and school bus safety;
c. appropriate conduct while on the bus;
d. the danger zones surrounding a school bus;
e. procedures for safely boarding and leaving a school bus;
f. procedures for safe vehicle lane crossing; and
g. school bus evacuation and other emergency procedures.
2. All students in grades K through 5 who are transported by school bus and are enrolled during the first or second week of school must receive the school bus safety training by the end of the third week of school. All students in grades 6 through 10 who are transported by school bus and are enrolled during the first or second week of school must receive the school bus safety training or receive bus safety instruction materials by the end of the sixth week of school, if they have not previously received school bus
training. Students in grades K through 10 who enroll in a school after the second week of school, are transported by school bus, and have not received training in their previous school districts shall undergo school bus safety training or receive bus safety instructional materials within 4 weeks of their first day of attendance.
3. The school district and a nonpublic school with students transported by school bus at public expense must provide students enrolled in grades K through 3 school bus safety training twice during the school year.
4. Students taking driver's training instructional classes must receive training in the laws and proper procedures for operating a motor vehicle in the vicinity of a school bus as required by Minn. Stat. § 169.446, Subd. 2.
5. The school district and a nonpublic school with students transported by school bus at public expense must conduct a school bus evacuation drill at least once during the school year.
6. The school district will make reasonable accommodations in training for students known to speak English as a second language and students with disabilities.
7. The school district may provide kindergarten students with school bus safety training before the first day of school.
8. The school district may provide student safety education for bicycling and pedestrian safety for students in grades K through 5.
9. The school district shall adopt and make available for public review a curriculum for transportation safety education.
10. Nonpublic school students transported by the school district will receive school bus safety training by their nonpublic school. The nonpublic schools may use the school district's school transportation safety education curriculum. Upon request by the school district superintendent, the nonpublic school must certify to the school district's school transportation safety director that all students enrolled in grades K through 10 have received the appropriate training.
III. CONDUCT ON SCHOOL BUSES AND CONSEQUENCES FOR MISBEHAVIOR
A. Riding the school bus is a privilege, not a right. The school district's general student behavior rules are in effect for all students on school buses,
including nonpublic and charter school students.
B. Consequences for school bus/bus stop misconduct will be imposed by the school district under adopted administrative discipline procedures. In addition, all school bus/bus stop misconduct will be reported to the buildings principal. Serious misconduct may be reported to local law enforcement.
1. School Bus and Bus Stop Rules. The school district school bus safety rules are to be posted on every bus. If these rules are broken, the school district's discipline procedures are to be followed. In most circumstances, consequences are progressive and may include suspension of bus privileges. It is the school bus driver's responsibility to report unacceptable behavior to the school district's Transportation Office and building principal.
2. Rules at the Bus Stop
a. Get to your bus stop 5 minutes before your scheduled pick up time. The school bus driver will not wait for late students.
b. Respect the property of others while waiting at your bus stop.
c. Keep your arms, legs, and belongings to yourself.
d. Use appropriate language.
e. Stay away from the street, road, or highway when waiting for the bus.
f. Wait until the bus stops before approaching the bus.
g. After getting off the bus, move away from the bus.
h. If you must cross the street, always cross in front of the bus where the driver can see you. Wait for the driver to signal to you before crossing the street.
i. No fighting, harassment, intimidation, or horseplay.
j. No use of alcohol, tobacco, or drugs.
3. Rules on the Bus
a. Immediately follow the directions of the driver.
b. Sit in your seat facing forward.
c. Talk quietly and use appropriate language.
d. Keep all parts of your body inside the bus.
e. Keep your arms, legs, and belongings to yourself.
f. No fighting, harassment, intimidation, or horseplay.
g. Do not throw any object.
h. No eating, drinking, or use of alcohol, tobacco, or drugs.
i. Do not bring any weapons or dangerous objects on the school bus.
j. Do not damage the school bus.
4. Consequences
a. Consequences for school bus/bus stop misconduct will apply to all regular and late routes. Decisions regarding a student's ability to ride the bus in connection with cocurricular and extracurricular events (for example, field trips or competitions) will be in the sole discretion of the school district. Parents or guardians will be notified of any suspension of bus privileges.
(1) Elementary (K-5)
1st offense – warning
2nd offense – 3 school-day suspension from riding the bus
3rd offense – 5 school-day suspension from riding the bus
4th offense – 10 school-day suspension from riding the bus/meeting with parent
Further offenses – individually considered. Students may be suspended for longer periods of time, including the remainder of the school year.
(2) Secondary (6-12)
1st offense – warning
2nd offense – 5 school-day suspension from riding the bus
3rd offense – 10 school-day suspension from riding the bus
4th offense – 20 school-day suspension from riding the bus/meeting with parent
5th offense – suspended from riding the bus for the remainder of the school year
Note: When any student goes 60 transportation days without a report, the student's consequences may start over at the first offense.
(3) Other Discipline
Based on the severity of a student's conduct, more serious consequences may be imposed at any time. Depending on the nature of the offense, consequences such as suspension
or expulsion from school also may result from school bus/bus stop misconduct.
(4) Records
Records of school bus/bus stop misconduct will be forwarded to the individual school building and will be retained in the same manner as other student discipline records. Reports of student misbehavior on a school bus or in a bus-loading or unloading area that are reasonably believed to cause an immediate and substantial danger to the student or surrounding persons or property shall be provided by the school district to local law enforcement and the Department of Public Safety in accordance with state and federal law.
(5) Vandalism/Bus Damage
Students damaging school buses will be responsible for the damages. Failure to pay such damages (or make arrangements to pay) within 2 weeks may result in the loss of bus privileges until damages are paid.
(6) Notice
School bus and bus stop rules and consequences for violations of these rules will be reviewed with students annually and copies of these rules will be made available to students. School bus rules are to be posted on each school bus.
(7) Criminal Conduct
In cases involving criminal conduct (for example, assault, weapons, drug possession, or vandalism), the appropriate school district personnel and local law enforcement officials will be informed.
IV. PARENT AND GUARDIAN INVOLVEMENT
A. Parent and Guardian Notification
The school district school bus and bus stop rules will be provided to each family. Parents and guardians are asked to review the rules with their children.
B. Parents/Guardians Responsibilities for Transportation Safety
Parents/Guardians are responsible to:
1. Become familiar with school district rules, policies, regulations, and the principles of school bus safety, and thoroughly review them with their children;
2. Support safe riding and walking practices, and recognize that students are responsible for their actions;
3. Communicate safety concerns to their school administrators;
4. Monitor bus stops, if possible;
5. Have their children to the bus stop 5 minutes before the bus arrives;
6. Have their children properly dressed for the weather; and
7. Have a plan in case the bus is late.
V. SCHOOL BUS DRIVER TRAINING
A. Training
1. All new school bus drivers shall be provided with pre-service training, including in-vehicle (actual driving) instruction, before transporting students and shall meet the competency testing specified in the Minnesota Department of Public Safety Model School Bus Driver Training Manual. All school bus drivers shall receive in-service training annually. For purposes of this section, "annually" means at least once every 380 days from the initial or previous evaluation and at least once every 380 days from the initial or previous license verification. The school district shall retain on file an annual individual school bus driver "evaluation certification" form for each school district driver as contained in the Model School Bus Driver Training Manual.
2. All bus drivers operating a type III vehicle will be provided with annual training and certification as set forth in Section VII.C.1.b., below, by either the school district or the entity from whom such services are contracted by the school district.
B. Evaluation
School bus drivers with a Class D license will be evaluated annually and all other bus drivers will be assessed periodically for the following competencies:
1. Safely operate the type of school bus the driver will be driving;
2. Understand student behavior, including issues relating to students with disabilities;
3. Ensure orderly conduct of students on the bus and handling incidents of misconduct appropriately;
4. Know and understand relevant laws, rules of the road, and local school bus safety policies;
5. Handle emergency situations; and
6. Safely load and unload Students.
The evaluation must include completion of an individual "school bus driver evaluation form" (road test evaluation) as contained in the Model School Bus Driver Training Manual.
VI. SCHOOL DISTRICT EMERGENCY PROCEDURES
A. If possible, school bus drivers or their supervisors shall call "911" or the local emergency phone number in the event of a serious emergency.
B. School bus drivers shall meet the emergency training requirements contained in Unit III "Crash & Emergency Preparedness" of the Minnesota Department of Public Safety Model School Bus Driver Training Manual. This includes procedures in the event of a crash (accident).
C. School bus drivers and bus assistants for special education students requiring special transportation service because of their handicapping condition shall be trained in basic first aid procedures, shall within 1 month after the effective date of assignment participate in a program of in-service training on the proper methods for dealing with the specific needs and problems of students with disabilities, assist students with disabilities on and off the bus when necessary for their safe ingress and egress from the bus; and ensure that protective safety devices are in use and fastened properly.
D. Emergency Health Information shall be maintained on the school bus for students requiring special transportation service because of their handicapping condition. The information shall state:
1. the student's name and address;
2. the nature of the student's disabilities;
3. emergency health care information; and
4. the names and telephone numbers of the student's physician, parents, guardians, or custodians, and some person other than the student's parents or custodians who can be contacted in case of an emergency.
VII. SCHOOL DISTRICT VEHICLE MAINTENANCE STANDARDS
A. All school vehicles shall be maintained in safe operating conditions through a systematic preventive maintenance and inspection program adopted or approved by the school district.
B. All school vehicles shall be state inspected in accordance with legal requirements.
C. A copy of the current daily pre-trip inspection report must be carried in the bus. Daily pre-trip inspections shall be maintained on file in accordance with the school district's record retention schedule. Prompt reports of defects to be immediately corrected will be submitted.
D. Daily post-trip inspections shall be performed to check for any children or lost items remaining on the bus and for vandalism.
Legal References:
Minn. Stat. § 122A.18, Subd. 8 (Board to Issue Licenses)
Minn. Stat. § 123B.03 (Background Check)
Minn. Stat. § 123B.42 (Textbooks; Individual Instructor or Cooperative Learning Material; Standard Tests)
Minn. Stat. § 123B.88 (Independent School Districts; Transportation) Minn. Stat. § 123B.885 (Diesel School Buses; Operation of Engine; Parking) Minn. Stat. § 123B.90 (School Bus Safety Training)
Minn. Stat. § 123B.91 (School District Bus Safety Responsibilities)
Minn. Stat. § 144.057 (Background Studies on Licensees and Other Personnel)
Minn. Stat. Ch. 169 (Traffic Regulations)
Minn. Stat. § 169.011, Subds. 15, 16, and 71 (Definitions)
Minn. Stat. § 169.02 (Scope)
Minn. Stat. § 169.443 (Safety of School Children; Bus Driver's Duties)
Minn. Stat. § 169.446, Subd. 2 (Driver Training Programs)
Minn. Stat. § 169.451 (Inspecting School and Head Start Buses; Rules;
Misdemeanor)
Minn. Stat. § 169.454 (Type III Vehicle Standards)
Minn. Stat. § 169.4582 (Reportable Offense on School Buses)
Minn. Stat. §§ 169A.25-169A.27 (Driving While Impaired)
Minn. Stat. § 169A.31 (Alcohol-Related School Bus or Head Start Bus Driving)
Minn. Stat. §§ 169A.50-169A.53 (Implied Consent Law)
Minn. Stat. § 171.02, Subds. 2, 2a, and 2b (Licenses; Types, Endorsements, Restrictions)
Minn. Stat. § 171.168 (Notification of Conviction for Violation by a Commercial Driver)
Minn. Stat. § 171.169 (Notification of Suspension of License of Commercial Driver)
Minn. Stat. § 171.321 (Qualifications of School Bus Driver)
Minn. Stat. § 171.3215, Subd. 1(c) (Canceling Bus Endorsement for Certain Offenses) | <urn:uuid:5e6f662a-15bf-4ddb-8ea8-8cff1b54f0d0> | CC-MAIN-2018-05 | http://isd194.org/download/communications_master/709-Student-Transportation-Safety-Policy-adopted-11-14-17.pdf | 2018-01-23T06:01:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00075.warc.gz | 179,519,280 | 3,348 | eng_Latn | eng_Latn | 0.93744 | eng_Latn | 0.997154 | [
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General aims
* Appreciating the communicative value of the English through stories, songs, games
* Understandings simple oral texts about Known situations
* Interacting during the usual activities of the class in communicative situations created to the purpose
Transversal aims
* Valorizing the importance of correct behaviors
* Respecting animals
Learning aims
* Identifying and understanding key words about a proposed story (THE THREE LITTLE PIGS)
* Identifying and understanding numbers
* Identifying and understanding colours
Exit competences
* Using in the learning of the English language experiences and abilities developed in the learning of the mother language
* Developing as soon as strategies of autonomous learning
1. Understanding and oral expression:
- Showing to understand through a behavioral and bodily answer
- Repeating word-key making use of suitable intonation, pronunciation and gestures
- Showing to understand through a short oral answer
- Identifying, understanding and using the "classroom language"
- Participating in games
- Singing songs, playing rhymes, dramatizing
- Using the lexicon and the structures of unity in similar contexts.
2. Interdisciplinary aims
* Developing the manual practice through opportune activities
* Developing visual memory, space and orientation sense
* Identifying and naming numbers
3. Learning autonomy
* Developing chromatic sense through the recognition of colors
* Interpreting images attibuting the correct meaning
Appraising the gotten progress
* Appraising the scholastic activities and his/her own work using a graphic code
4. Sociocultural aspects
- Showing interest and curiosity for the English language
- Partecipating gladly to acticities of common interest, to dramatizations and other bodily expressions
- Accepting and respecting the democratic norms and the rules of playing
- Respecting the norms of co-operation
- Respecting animals
Activities
For the acquisition of the English language in an interesting, interactive, meaningful context:
Storytelling Manual training Rhymes Dramatizations Dynamic games with answers in T.P.R.
Classroom organizations
* Whole class = for presentation and "controlled practise" about lexicon, structures, stories, songs, drama, games
* Groups – small groups = for games, manual activities
* Pairs work= for communicative games, roleplay
* Individual work= for individual activities, for miniprojects, to create own material
Times
There'll be seven phases. Their order is not necessarily the following:
Presentation of items (based lexicon)
Presentation of story
Presentation of song
Didactic development
Tell us the story!
Games
Chant
Lesson plan
The lessons will be articulated in this way (approximately)
Previous knowledge
* Words to identify: What's this? What's that? It's…
* Greetings: Hello! Good-bye!
* Commands: Stand up! Sit down!
Lexicon
* One, two, three
* Pig, pigs, wolf, house(s), door(s), window(s)
* Red, yellow, blue
Classroom language
* Listen to…, Look at…, Point to…, Draw…,Cut…, Colour…, Fold …, Put on…, Show me…
Materials
* Storyboards card
* Flashcards of the principal words
* Audiocassettes
Spaces
* The classroom
* Gym
* Games
Assesment – Evaluation
* Questions
* Test of pleasure
First lesson
1. Warm up
The teacher greets the children and then they sing all together a known song:
Oh happy days, oh happy days! We tell our stories, we laugh and play. Be an animal, be a King! With happy days you can be anything!
"Happy days!"
2. Presentation
<<Children, today we are going to learn a story about thee pigs!>>
Flashcards: The teacher shows them the flashcards about the little pigs and she says "Three pigs: one, two, three."
Tell the story: The teacher asks them who knows the story and together try to tell it. (It is a very important preliminary action because the pupils are relaxed and ready for listening to it.)
"This is one pig. They are two pigs. They are three pigs. This is a wolf. This is a house. They are two houses. They are three houses. (and so on)
Flashcards: Using by the flashcards, T. shows them the characters of the story and she names more times.
3. Reinforce
Game: T. divides the class into two groups, then she calls the captains and shows them a falshcards, asking what is it. He confers with his companions and who first answers he is the winner of the manche, then he surrenders the place to another one.
Put in order:T. shows them the flashcards in shed order and she asks them to guess the right name of the animal or object.
Game: "Touch something…" The pupils playing this game to repeat the colours: there are two teams and one says to other team to touch something blue…red…yellow. It is very amusing for children and they know the rules because it is an Italian game too.
Talking about…:In this way, it is possible talking about animals and the importance to care for them.
Walking around the classroom, the T. asks to each pupil:
4. Assesment
"Point to the pig… Point to the wolf… Point to the door… Point to the house…
………………………..
to create a communicative situation.
5. Evaluation
Finally the pupils draw an emoticon (smiling or annoyed) if they liked/disliked the lesson.
Second lesson
Sing the song: The T. invites the pupils to sing a song "Happy days"
1. Warm up
Tell the story: Then they repeat the story in italian tongue.
2. Presentation
3. Didactic development
Look at! The T. presents the story and the storyboard cards with the 3 pigs and their adventure. Children start to know the context.
Listen to! They listen to the tape-script, following on the storyboard cards. The T. stops the tape after every picture and she asks to them: "What is it? – What colour is it?"
Listen to the story! "The three pigs"
N. = narrator pig
P. =pigsRP. = Red
YP. = Yellow pigBP. = Blue pigW. = Wolf
Picture n. 1
N.= There are three pigs: one, two three pigs.
They've got three house: one, two, three house
Picture n. 2
N.= W.=
The Red Pig says: "Uh!Oh! Look! …The wolf! Listen!"
Hello, Red Pig! Open the door!
RP.=NO! NO!
Picture n. 3
Picture n. 4
W.= I' ll huff! I' ll puff! I' ll blow your house down! N.= And he huffs, he puffs and he blows the house down! "Run, Red Pig! Run, Red Pig!"
N. = The Yellow Pig says:
Y.P. = Uh! Oh! Look!...The wolf! Listen!
W. = "
Hello, Yellow Pig! Open the door!
Picture n. 5
Y.P. = NO! NO!
W. = I' ll huff! I' ll puff! I' ll blow your house down! N.= And he huffs, he puffs and he blows the house down! "Run, Yellow Pig! Run, Red Pig!"
N. = The Blue Pig says:
Picture n. 6
B.P. = Uh! Oh! Look!...The wolf! Listen!
W. = Hello, Blue Pig! Open the door!
B.P. = NO! NO!
Picture n. 7
W. = I' ll huff! I' ll puff! I' ll blow your house down!
N. = And he huffs, he puffs and he does not blow the house down!!!
Picture n. 8
The three pigs = Look, look! There goes the wolf!!!
Good-bye, Wolf!
The second or the third time, pupils follow the story on the Student's book and this activity is very important to develop the concentration and the individual ability to connect sounds and pictures.
Reinforce
"What colour is this pig? And the door?... Count the pigs – Count the doors –Count the houses - …"
Asking: They repeat colours and numbers by looking at balloons of the story and by asking: "
Musical clues = Whereas the pupils listen to the story once again, the T. stops the tape when there is a musical clues about the wolf and that one about the pigs, then she asks:
"Listen! Is this the wolf or the three pigs?"
4. Assesment
Game: RING = When the T. says a number, pupils make a circle with that number of persons and so on.
5. Evaluation
On a paper with two emoticons (smiling/annoyed) each pupil will tick one if he liked/disliked the lesson.
Evaluation
Third lesson
1. Warm up
Stand up! Sit down! Hello!
Sing the song! The pupils repeat and act out a known song:
Stand up!
Stand up, sit down!
Good-bye, turn around!
2. Reinforce
What colour is number one? And number two? And number three? Is it blue? Red? Yellow? Ask to your friend!
Color! The pupils listen to the story and then the T. gives them a photocopy of three pigs. Then she says to colour every pig. Finally she asks:
Story craft = Using by some eggs boxes, every child colours and prepares his pig's nose: they need it for drama.
Talking about… = In this time, the T. introduces an important topic: the friendship and the co-operation.
Game: T.P.R.-B = the class is divided into two teams (PIGS, WOLVES) and they have to do what the T. says: Pigs, stand up! Blue Pigs, sit down! Wolves, stand up! Yellow Pigs, sit down!... and so on.
3. Assesment
4. Evaluation
Every child draws and correctly colours the characters of the story to verify the understanding of colours.
The same test of pleasure
Fourth lesson
o Sing the song! The class sings "Happy days"
1. Warm up
2. Reinforce
o They listen to the story to remember it and via via the T. asks:
3. Controlled practise
Who's this, the wolf or the pigs?...
o Activity = The T. distributes a photocopy to the class and they cut, glue and colour the wolf and the three pigs puppets:
"Colour the pigs. Colour the wolf. Cut out the pigs. Cut out the wolf. Now put some glue. Fold it."
o Greetings: The T. invites them to greet their puppets with the known greetings:
o Talking about… = In this moment the class talks about the importance of polite behaviour.
Hello, pig! Good-bye, wolf!
o Clapping chant = Sit down in circle, they listen to it and repeat with clapping their hands:
4. Assesment
One, clap! Two, clap clap! Three, clap clap clap! Three, clap clap clap! Two, clap clap! One, clap!
o Game: The pupils are in circle and the T. starts the game showing a number to a child: if he guesses it, he chooses a companion and continues.
o The same test of pleasure.
5. Evaluation
Fifth lesson
1. Warm up
[x] Clapping chant: the class repeats and acts out the clapping chant
One, two, three!
[x] Game: invisible number = A pupil draws an invisible number from 1 to 3 on his partner's back, who has to guess it.
2. Presentation
[x] Listen to! The class listens to the same story but in the short form:
W. = Hello, Red Pig! Open the door!
R. P. = NO! NO! Good-bye, Wolf!
W. = Hello, Yellow Pig! Open the door!
Y. P. = NO! NO! Good-bye, Wolf!
W. = Hello, Blue Pig! Open the door!
B. P. = NO! NO! Good-bye, Wolf!
When a character speaks, pupils show T. the right puppet. They listen to it and repeat lots of times.
[x] Bingo: The T. distributes white papers and invites pupils to cut them into 9 pieces. The class is divided into 2 teams:
You be the pigs team! – pointing to the bingo card on the right You be the wolf team! – pointing to bingo card on the left.
The T. asks to each child: "Are you pig or wolf?" – to verify if they know their team.
They listen to the instructions from the tape-script and cover the pictures on their own bingo card.
Instructions
The three pigs. The wolf. One. Two. Three. Hello. Good-bye. A house. A door. Red. Yellow. Blue. Listen!
The pupil who first answers, he continues the game.
3. Assesment
[x] Bingo: The pupils can play in small groups
4. Evaluation
[x] The same test of pleasure.
Sixth lesson
1. Warm up
[x] Clapping chant: They repeat the numbers using by the kown clapping chant
[x] Sing the song: The pupils sing the song "Happy days"
[x] A soft-ball game: A pupil throws a soft-ball to a companion, who takes it and says a colour, then he throws it to a third pupil and so on.
[x] Listen to! The pupils listen to the short form of the story and repeat it to memorize.
[x] Reinforce
[x] Story craft: The T. gives each pupil a circular black cardboard and he says them to do the wolf' s eyes and mouth.
[x] Tell the story: using by the pigs' noses and the wolf' s mask (or the puppets), the T. invites the pupils who are ready to dramatize the story. She is the narrator.
3. Assesment
[x] Questions: The T. asks to each pupil to point to the characters and to say what he sees on the storyboard cards ( in order to colorus, numbers, objects, animals…)
For example: What is it? What colour is it? Is it a door? What colour is this pig? What number is this?... and so on.
4. Evaluation
[x] The pupils tick the emoticons to evaluate the lesson.
Evaluation of the project
Weak points
Strong points
* I produced little interaction among the pupils; I had to create more free communicative situations.
* I could limit my interventions but I had to strengthen the preliminary activities.
* I had to balance and to integrate better the different activities.
Angela
* The story created a good level of constant motivation and a climate of curiosity and safety because the pupils already knew it.
* The games with the T.P.R. - B served to verify the oral understanding.
* The dramatization also helps the most timid pupils to emotionally participate.
* Manual activities contributed to create a relaxed cooperative climate. | <urn:uuid:92167217-dbed-4910-b922-7618968d2faf> | CC-MAIN-2018-05 | http://www.scuola3d.eu/documenti/70/8902_La_comunicazione_orale.pdf | 2018-01-23T06:15:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00076.warc.gz | 535,914,718 | 3,291 | eng_Latn | eng_Latn | 0.973076 | eng_Latn | 0.997362 | [
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EBOLA Virus
Where is Ebola Virus Disease found?
Though the natural habitat of the Ebola virus is unknown, Ebola virus is normally found in an animal host that is native to the African continent.
Where do cases of Ebola Virus Disease occur?
Outbreaks of Ebola VD have been mainly restricted to Africa. Confirmed cases of Ebola VD have been reported in the Democratic Republic of the Congo, Gabon, Sudan, the Ivory Coast, Uganda and the Republic of the Congo. Ebola VD is usually spread within a health care setting. However, sporadic isolated cases may occur unnoticed.
How is Ebola Virus Disease spread?
The manner in which the Ebola virus first appears in a human at the start of an outbreak has not been determined. However, Ebola VD could be spread through the following:
1. Direct contact with an infected animal or human;
2. Direct contact with the blood and or secretions of an infected person especially within families;
3. Contact with contaminated medical equipment such as needles;
4. Reuse of unsterilized needles in hospital;
5. Eating or handling of the carcass of infected animals;
6. Inhalation of contaminated air in hospital environment;
7. Use of infected non human primate/bats as food source;
8. Non implementation of universal precautions.
What are the symptoms of Ebola Virus Disease?
The incubation period for Ebola VD ranges from 2 to 21 days. The signs and symptoms of Ebola VD include:
1. Fever
2. Headache
3. Diarrhea
4. Vomiting
5. Chest pain
6. Stomach pain
7. Cold
8. Cough
9. Joint and muscles pain
10. Sore throat
11. Weakness
12. Depression
13. Confusion
14. Red eyes
15. Internal and external bleeding
Who is at risk?
1. People exposed to and handling wild animals;
2. People depending on wild animals such as bats as a food source;
3. Mortuary attendants;
4. Health workers caring for Ebola VD patients;
5. Health workers in hospital settings with poor basic hygiene and sanitation practices;
6. Family members of an infected patient;
7. People that go to hospitals with poor hygiene and sanitation practices;
How is Ebola Virus Disease prevented?
1. Avoid contact with the blood/secretions of Ebola infected animals and humans or dead bodies by:
a) Maintain good hygiene and sanitation practices in hospitals;
b) Isolate Ebola infected patients;
c) Dispose of dead bodies of Ebola patients properly in a safe manner;
d) Avoid local traditional burial rituals such as embalming for Ebola patients;
2. Health workers and visitors caring for Ebola patients should:
a) Wear proper personal protective equipment such as disposable face mask. Gloves, goggles,
b) and gown always;
c) Use disposable needles;
d) Avoid reuse of needles or use of inadequately sterilized needles;Avoid embalming of a deceased Ebola patient;
Information: the Epidemiology Division, Federal Ministry of Health/Nigerian Centre for Disease Control, Abuja OR Call: 08033120482, 08037154575 and 08037879701. twitter @EbolaInfoFmohNg . Helpline:0800-EBOLA-HELP. Twitter@lagosebolaresp www.facebook.com/lagosebolaresponse.
Website : www.lagosebolaresponse.org | <urn:uuid:ec870148-e63a-4bce-8957-6db524a75b7a> | CC-MAIN-2018-05 | http://www.lebaneseconsulatelagos.com/downloads/doc_download/7-ebola-virus-information | 2018-01-23T05:48:28Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00075.warc.gz | 483,962,550 | 701 | eng_Latn | eng_Latn | 0.983938 | eng_Latn | 0.991796 | [
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Model Lesson The Art of Dissent – Visual Arts, Grade 10, Open (AVI20)
The Ontario Ministry Visual Arts grade 10 course is organized into the following three strands:
1 Theory
2 Creation
3 Analysis
These lessons meet the following curricular expectations:
Overall Expectations Theory, Creation, Analysis
* Demonstrate an understanding of the design process
* Differentiate historical artworks by content, theme, style, techniques, and materials
* Explain the social and historical context and the chronology of distinctive artistic styles
* Produce a work designed around specific objectives and challenges
* Demonstrate the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities
* Explain the importance of process in relation to the final product
* Use concepts of visual literacy in describing their art activities
* Apply critical analysis processes to their artwork and works studied
* Describe interrelationships among art, the consumer, and the community
Specific Expectations, Theory
Design and Composition
By the end of these lessons, students will:
* Explain how compositions are altered by a change in design principles
Personal Applications
By the end of these lessons, students will:
* Explain how they have incorporated into their studio assignments characteristic materials and expressive qualities of art works studied
Specific Applications, Creation
Perceiving and Planning
By the end of these lessons, students will:
* Use various strategies in creating images
* Use tools, materials, processes, and technologies safely
* Use research from various sources
Experimenting and Producing
By the end of these lessons, students will:
* Demonstrate the ability to solve artistic problems and make creative choices when completing artworks that reflect their concerns
* Execute sketches and drawings in an increasing variety of media
Reviewing and Evaluating
By the end of these lessons, students will:
* Use appropriate visual arts vocabulary in describing materials and processes
The Art of Dissent Visual Arts Grade 10 Open ~ Page 1 of 3
* Demonstrate the ability to review and evaluate the creative processes they use, as well as the resulting artworks
Specific Expectations, Analysis
Critical Process
By the end of these lessons, students will:
* Describe the stages of the design process followed in a particular assignment
* Analyse the formal composition of an example of artwork from personal and/or historical works studied
* Identify possible meanings of work by referring to background information and specific visual indicators
Aesthetics
By the end of these lessons, students will:
* Demonstrate an understanding of the use of symbols in creative expression
* Describe how a culture shapes its art with reference to historical and contemporary examples
The Fit between Visual Arts and The Art of Dissent
The Ontario Ministry of Education Visual Arts course at the grade 10 open level links the student's acquisition of new skills and competencies with the importance of developing an understanding of the role the visual arts have played historically. The Art of Dissent, and its contextual materials, combine the study of a time period in the past where an authoritarian state controlled the creative process with models of response from contemporary young people between the ages of 14 and 25.
Willy Fick's historical art works provide the design, social, thematic and symbolic elements that encourage analysis; the students' art works stimulate experimentation and creativity. The lessons are a perfect blend of using the past to educate for the future.
Time – Two 80 minute periods
Materials available at www.angielittlefield.com
The Art of Dissent Cultural Scene up to 1937 Fact Sheet Willy Fick art works Speaker, Glass Roof, Boxer, Diabolo and lessons for these works
Teacher Resource "Deconstructing Fick's Works"
Outline of Lesson One
1. In four groups, students read the Fact Sheet Cultural Scene up to 1937 and sketch in answers to the Prompt questions so that they might report back to the group as a whole. 30 min
2. In four groups, students review a copy of one of Willy Fick's works: Speaker, Glass Roof, Boxer, or Diabolo looking at the "Discussion" and "Activities" sections of the Lessons to help them deconstruct the work. In their report to the class as a whole, the individuals in the group must make one comment on Design, one on Theme, one on Symbols and answer the question: How are Fick's works a product of the societal milieu of Nazi Germany? 30 min
3. To move towards individual expression the students must be able to link the past and present. To do so, they must first understand the different factors that controlled art in a tyrannical state and those that control art in a free democratic society.
The German state, when controlled by the National Socialists, repressed Jewish artists and other artists who did not promote their Nazi created 'Aryan ideals'; eventually they persecuted and even killed those artists who did not comply with their vision. Fick's art represents the emotional impact of a controlling state intent upon control, persecution and genocide. Democratic Canada today provides freedom for artistic expression, yet, the arts, even in a democratic society, are still controlled. What forces control the arts today? Are these forces benign?
In class time remaining, and for homework, students list/discuss the forces that control artistic production in Canadian society today and indicate which are benign.
The Art of Dissent Visual Arts Grade 10 Open ~ Page 2 of 3
Outline Lesson Two
1. The teacher takes up the homework by discussing the forces that control the arts in a democratic society. Just as Fick had to find symbols and design elements to show the emotional impact of Nazi control (checker boards and other game playing, spacial voids, partial humans), what symbols and design elements might students today use to show the various factors that control the arts? Students have 15 minutes to sketch thumbnails that include symbols of cultural control.
2. In four groups, the students discuss the strengths and weaknesses of their thumbnails from the perspective of design, theme and symbolism.
3. Students have the remaining class time to develop their own works to show "Who's in Control of the Arts Today" They must:
* use various strategies, tools, materials and processes safely and
* use research from various sources
When their work is ready for presentation, they must be able to explain:
* how they incorporated expressive qualities of the works studied
* how they made creative choices to reflect their concerns
* how they would review and evaluate their own creative process
* how they would describe the stages of their own design process
* how they would demonstrate an understanding of their use of symbols and
* how they would describe that their own culture shaped their art
Resources
Felstiner, Mary L. To Paint Her Life: The Work of Charlotte Salomon. New York: Harper Collins, 1997. This book is available through the Toronto Public Library system.
Saloman, Charlotte. Life? Or Theatre? Zwolle, Netherlands: Waanders; Amsterdam: Jewish Historical Museum; Charlotte Salomon Foundation, 1998. This book, with 769 illustrations, features a young woman who died at 26 years of age. She documented her life under Nazi persecution in a style that foreshadowed graphic novels. The book is available through the Toronto Public Library system.
www.fcit.usf.edu/holocaust/resource/resource.htm excellent listing of movies, plays, music, documents, galleries and much more from the University of Florida www.holocaust-education.net features art created by artists who were interned in WWII
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The Seven Norms of Collaborative Work
Pausing
Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision-making.
Paraphrasing
Using a paraphrase starter that is comfortable for you:
"So..."" or "As you are..." or "You're thinking..." and following the starter with a paraphrase assists members of the group to hear and understand each other as they formulate decision.
Probing
Using gentle open ended probes or inquiries such as, "Please say more..." or "I'm curious about..." or "I'd like to hear more about..." or "Then, are you saying..." increases the clarity and precision of the group's thinking.
Putting ideas on the table
Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, "Here is one idea..." or, "One thought I have is..." or "Here is a possible approach..."
Paying attention to self and others
Meaningful dialogue is facilitated when each group member is conscious of self and of others and is aware of not only what she/he is saying but how it is said and how others are responding. This includes paying attention to learning style when planning for, facilitating, and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm.
Presuming positive presuppositions
Assuming that others' intentions are positive promotes and facilitates meaningful dialogue and eliminates unintentional put-downs. Using positive presuppositions in your speech is one manifestation of this norm.
Pursuing a balance between advocacy and inquiry
Pursuing and maintaining a balance between advocating a position and inquiring about one's own and other's positions assists the group to become a learning organization. | <urn:uuid:37f093a5-4bbe-4646-9e11-00860b5ec71c> | CC-MAIN-2020-16 | https://district.mpcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=200&dataid=216&FileName=The%207%20Norms%20of%20Collaborative%20Work.pdf | 2020-03-28T23:35:03+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00330.warc.gz | 438,619,538 | 358 | eng_Latn | eng_Latn | 0.998818 | eng_Latn | 0.998818 | [
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ST. GEORGE'S Year 4 Spring Term Plan
Maths: General number skills – Place Value, Addition,
English:
A lot of this term's writing will be focussed around the Ancient Greeks. The children will be studying the story of Theseus and the Minotaur and writing their own Greek myths. They will also be writing their own newspaper article based around a popular Greek myth.
FRENCH:
The children will learn numbers, greetings, classroom phrases and adjectives.
ART and DT:
Greek Art – The children will study Greek pot designs, then design and create their own 2D and 3D pots.
MUSIC:
The children will listen to, review and evaluate music and will also use their voices and instruments to compose and perform their own creations.
Subtraction, Multiplication and Division. (Focus on times tables up to 12x)
Measures- capacity, mass
Shape- properties of 2D and 3D shapes
Investigations and problem solving.
SPRING 2020
PE Indoor:
Real PE - The focus for this unit of work is cognitive skills, with a physical focus on dynamic balance, Coordination and ball skills
PE Outdoor:
Orienteering and Tennis
P.S.H.E:
SCARF Scheme –Achievement and Resilience units of work to be covered. The children will role play scenarios and discuss the meanings of the words and how they can display these qualities.
Growth Mindset activities – developing independent thinking skills and a positive and hardworking mindset.
Science
Electricity – The children will construct simple circuits and draw them. They will find which materials are the best electrical conductors and use this information to make switches. They will find out what happens to a bulb's brightness when circuits are changed. Humans and Animals – The children will learn all about teeth and the digestive system. They will develop their understanding of how diet affects the human body. They will also study animals in the same way.
HUMANITIES:
The Ancient Greeks
Children will place the ancient Greek civilisation on a time line and further develop their understanding of BC and AD. They will find out about important features of life in Ancient Greece and compare life in different city states. They will select and combine information from written and archaeological sources.
RE:
Judaism – Passover and Jewish food rules. Christianity- Jesus as an adult – leading up to Easter. | <urn:uuid:711ca41f-c84a-48af-85cb-ca86af38e121> | CC-MAIN-2020-16 | http://stgeorgesportland.dorset.sch.uk/wp-content/uploads/2020/03/Spring-Term-Cloud-Overview-2020.pdf | 2020-03-28T23:30:51+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00331.warc.gz | 177,261,361 | 493 | eng_Latn | eng_Latn | 0.997228 | eng_Latn | 0.997228 | [
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Grade 3 Force and Motion Study Guide Test on:________________
Force, Gravity and Direction
1. _____________ can change the direction of objects. An object moved to the left will change its direction to the _________. An object moved to the right will change its direction to the ____________.
2. When you kick or hit a ball, the ______________ of the ball will change.
3. Friction produces __________ __________. An example of this is rubbing your ________ together or the _______ of a car rubbing against the road.
4. When 2 objects are pulling on each other with _________ force, the objects will not move. When one of the two objects pulls with _______ force, the other object will be moved.
WORD BANK: Use these words to complete 1 – 5 below.
more tires
gravity direction
left
hands heat energy force right
equal
5.
Using time to measure force and speed:
1. Put the following times in order from slowest to fastest.
31 seconds, 50 seconds, 43 seconds, 48 seconds
2. Mike ran 1 mile in 7 minutes and Molly ran 1 mile in 9 minutes. Who ran faster? Who ran slower? How do you know?
3. Put the following times in order and tell who ran the fastest
Billy: 9 seconds
Bobby: 10 seconds
Betty: 7 seconds
Barbie: 12 seconds
4. Which of these cars went the fastest in the 3 minute race? Look at where they stopped to help you decide. | <urn:uuid:995066f2-f146-4c33-afe2-9f4451575713> | CC-MAIN-2020-16 | https://www.westhirdgrade.com/uploads/2/2/0/8/22088268/motion_force_study_guide__1_.pdf | 2020-03-28T23:49:32+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00331.warc.gz | 1,265,413,481 | 336 | eng_Latn | eng_Latn | 0.999308 | eng_Latn | 0.999482 | [
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Reusing/Repurposing LESSON 9:
OVERVIEW
Students will learn about the second "R" in protecting our environment: Reusing (and repurposing), through classroom discussion and creating their own repurposed items.
Learning Targets
* Students will describe repurposing as taking an object and creating a new way to use it. This is often done with objects that have outlived their original usefulness. Another term for repurposing is upcycling.
* Students will create ways to reuse materials in their original form instead of throwing them away, or pass those materials on to other people who can use them.
* Students will demonstrate social and economic benefi ts that may be gained from reusing and repurposing objects.
GLEs
See attachment
Materials Needed
* Empty plastic gallon milk jug (one for every student in the class)
* Scissors
* Single-punch hole puncher
* Green acrylic paint
* Clear drying craft glue
* Wire or rope for hanging
* Twigs (fi ve per student)
* An assortment of stones, pinecones, pine needles, more twigs or any other decorations
* Bird seed
Background Information
Reduce, Reuse, Recycle
The three R's of sustainability are to reduce, reuse, and recycle. It is no accident that they are listed in that order, as reducing the use of materials has the greatest environmental impact – while recycling has the least. Closely related to both reducing and recycling is the act of reusing. Reusing leads to a reduction in material use because you eliminate the need to use new materials. Reusing is sometimes called "upcycling" because, it gives an old object a new life that often has greater value. Unlike recycling, a reused item doesn't have to be broken down and remanufactured.
Necessity Is the Mother of Invention…
The idea of upcycling is not new. During the Great Depression, crafty housewives still managed to cloth their families by reusing using cotton and feed sacks, which were made out of cotton at the time. These "fl our sack dresses" became so common that manufactures began printing cotton and feed sacks with colorful prints in hopes that the prettiest designs would be purchased.
Reusing/Repurposing LESSON 9:
The fl our sack dresses were made out of economic necessity. Today, reusing is regaining importance because of environmental necessity. There is a growing body of evidence that our habits of replace before repair, single-use plastics, and planned obsolescence are causing increased pollution and habitat destruction. Knowing this, we should think of ways to reuse the objects we have.
Examples of Reusing and Repurposing
Using a reusable grocery bag is a better environmental choice than a single-use plastic one. However, sometimes you are traveling without your reusable bags and you unavoidably pick up a single-use one. What do you do? Plastic grocery bags make excellent trash can liners, and using the bags this way is an environmentally friendly practice. Some other examples of reusing or repurposing include:
* Glass jelly jars and other similar containers make great drinking glasses.
* Old clothing and bedding can be turned into kitchen towels, quilts, shopping bags, rugs, etc.
* Plastic food containers can become "to-go" containers for your dinner guests or your own lunch.
There is a community devoted to developing ideas to reuse and upcycle old items. Pinterest, Instagram, and many other blogs and websites are great resources for ideas.
Reusable By Design
Some of the objects we buy are designed to be reused repeatedly, and can take the place of single use items. For example, refi llable water bottles and travel mugs replace disposable cups, recycled plastic or cotton totes can replace plastic grocery bags, metal straws can replace plastic ones, and waxed cloth can replace plastic fi lms. By choosing items that are designed to be reused, you are helping to eliminate waste and, in some cases, saving money.
Donation
Have you ever heard of the expression, "One person's trash is another person's treasure?" Items that are no longs useful to you and that you cannot think of a way to repurpose may have value to someone else. By trying to donate (or sell) them, you will not only be reducing waste, but helping others. Churches, community centers, thrift stores, schools, and nonprofi t organizations often take a variety of donated items. You may even receive tax benefi ts from your donations!
Environmental Impact of Reusing
There are numerous environmental benefi ts to reusing materials. Reusing helps to prevent the pollution that is caused during the production of new materials and the disposal of old materials. Reusing also saves energy and reduces greenhouse gas emissions that are normally associated with production, disposal, and transport of materials. It helps to keep objects out of landfi lls, and saves you money in the process!
ACTIVITY
Part I (Recommended for grades K to 4)
1. Show the class the following video from The New York Times. http://thekidshouldseethis.com/post/pass-it-on-turningscraps-into-soccer-balls-for-village-children. In a village outside of Kinshasa, the capital of the Democratic Republic of Congo, this Congolese gentleman crafted scraps of garbage into a homemade soccer ball.
2. Ask the students the following questions:
* What was the man in the video doing?
* Did the kids notice that they were not playing with a traditional soccer ball?
* What materials was he using?
* What does "One man's trash is another man's treasure" mean?
* What are things that we can use to turn scraps into something that we can use?
3. Review some of the ways objects can be reused from the background section. Ask students what would happen if we didn't reuse or repurpose any of our waste.
Part II (Suggested for grades K to 4)
Activity: Turn an old plastic milk jug into an easy-to-make bird feeder.
1. To make the main entrance on the feeder: Draw and cut out a large circle (about 2 1 /2 inches wide) a few inches up from the bottom of an empty, clean gallon milk jug.
2. To make the perch: Make a small twig-sized hole just below the large one, either with a nail or a hole puncher. (See step 5 for adding the perch.)
3. Brush green acrylic paint on the outside of the jug and let it dry. Using any clear-drying craft glue, glue leaves onto the outside of the jug.
4. To make the hanger: Punch a hole through both sides of the top just below the cap and slip a wire through it.
5. To make the roof and fi nal touches: Glue about a dozen or so fi ve-inch twigs to each side of the jug's top, as shown. Poke another, thicker twig into the perch hole. Glue on stones, pinecones, pine needles, more twigs or any other decorations you like. Paint over the leaves with clear non-toxic craft glaze or fi nish.
6. Add birdseed and hang your feeder from a tree branch.
7. Ask students, what are ways you can reuse waste in our classroom? Our homes? Have students identify four ways they will reduce and reuse waste.
This activity was published in Ranger Rick magazine, a publication of the National Wildlife Federation.
LESSON 9:
Reusing/Repurposing
Reusing/Repurposing LESSON 9:
Part III - Repurpose Challenge (Modeled after the DECA Challenge) (Recommended for grades 3 to 4)
1. In this engineering-based challenge, students will work in teams to come up with an innovative use for a common item. This activity should be spread out over at least two weeks to give student teams adequate time to brainstorm, develop and present their repurposed objects.
2. You will need to pick a common item for students to engineer into a repurposed item. Suggested items include a cardboard box, newspaper, aluminum cans, plastic water bottles, plastic bags, etc.
3. Other materials can be used in conjunction with the item you choose, but the chosen item must be the primary component of the fi nal creation. Encourage students to be frugal!
4. Divide students into teams and recall the activity of creating the birdhouse from the milk jug. Explain that they will be engineering their own product from an item that is commonly found in many homes and schools. Show the following video that gives an example of how students took plastic bags and repurposed them: https://www.youtube.com/watch?v=ASOE0pXLeY. Encourage teams to create a product that will be useful to the community.
5. Announce the item that students will be using. Students will need to obtain all materials to make their product. Allow adequate time for students to complete this task.
6. Have teams present their products to the class and/or school. This is a great opportunity to incorporate technology.
Part IV (Recommended for grades 3 to 4)
1. This activity is similar to the Repurpose Challenge, only in this version students will design and market an item that has been repurposed from a previously used one. This activity should be paced out over several months to allow students to develop and market their items.
2. Have students recall the video from Part I. In this video the man makes a soccer ball to give to children. Donating objects like this is a socially responsible thing to do and should be encouraged. However, there are some items that can be made from repurposed objects that have economic value. For example, these bracelets made from soda can tabs (http://www. wikihow.com/Make-a-Pop-Tab-Wristband) are sold by an environmental club at a high school in Baton Rouge to raise money for the school's recycling program.
3. Ask students if there is anything they would like to raise money for at their school. It may be to fund a school recycling program, a school garden or a donation to a charity. Let students guide the discussion.
4. Explain to students that they are going to raise money for the purpose identifi ed in #3. To do so, they will be making their own reused objects, marketing and selling them.
5. You may choose to do this activity individually or in groups. Have students visit the following website (http://www. artistshelpingchildren.org/craftsbyitems.html) to explore different craft options. Students should only be allowed to pick out an option that will allow them to reuse or repurpose items they have (students should not go out to buy these items, nor should they purposefully generate trash in order to complete the craft!).
6. In order for students to create a product that will sell, it will be useful to explain the concepts of wants/needs.
7. Decide on a date on which students will come together to sell their objects. This can be a big event for the school, or a classroom sale between students. Encourage parents and community members to get involved.
Reusing/Repurposing LESSON 9:
8. A couple of weeks before the sale have students develop marketing materials for their object. These materials can be a fl ier, poster or presentation. Explain that the point of marketing is to get other people to buy their objects.
9. The fundraising, or sale, day should be a great occasion for students to share their creations. Keep track of raised funds according to your school's policies.
10. Following the sale, congratulate the students and share with the class how much money was raised.
a. How did students feel about this experience?
b. Did the objects that they and their classmates created make them feel differently about reusing/repurposing?
c. Did students learn of any objects they could make for their homes that could help them to save money?
d. Share with students the website for TerraCycle (https://www.terracycle.com/en-US/) and explain that some people make a living from repurposing and recycling items. Ask students if they think this is something they could do.
CALL TO ACTION
1. Hold a classroom "Yard Sale" but instead of charging money for items sold, challenge other classes to bring in their own old things to use as "payment." One old treasure for another. Take all the leftover items collected in the sale and bring to a local homeless shelter or other charity that accepts donations.
2. Identify items that are being thrown away in the classroom and have students identify ways to reuse or repurpose them.
OTHER RESOURCES
* Keep Louisiana Beautiful http://keeplouisianabeautiful.org/
* Keep America Beautiful https://www.kab.org/
* FreeCycle – Online community for reusing materials https://www.freecycle.org/
* Making a Chair from Plastics found in the Sea, http://thekidshouldseethis.com/post/sea-chair
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Boundary Waters Wilderness Protection
and Pollution Prevention Act
H.R. 5598
Original Cosponsors: Rep. Rooney (FL-19), Rep. Grijalva (AZ-03), Rep. Lowenthal (CA-47), Rep. Phillips (MN-03), Rep. Upton (MI-06)
What is the Boundary Waters Canoe Area Wilderness?
* Originally designated in the Wilderness Act of 1964, the Boundary Waters Canoe Area Wilderness (BWCAW) is a 1,090,000-acre Federal Wilderness Area located within the Superior National Forest (Superior N.F.).
* As America's most visited wilderness area, the BWCAW includes more than 1,200 miles of canoe routes and 2,000 pristine lakes, ranging from 10 acres to 10,000 acres in size.
* The Rainy River Watershed lies within the Superior N.F. and flows north, feeding into the BWCAW and on to Canadian waters.
* A full 20% of the fresh water supply in the entire N.F. System comes from the Superior N.F.
* The local economy supports a diverse and thriving business environment and growing population of new residents. Studies by Headwaters Economics Group, a non-partisan land management research organization, show that wilderness areas and public lands contribute to booming populations, employment, and personal income in local communities, and attract investment and businesses to the rural areas.
Despite the many natural, recreational, and economic benefits, these pristine waters have been persistently under threat from sulfide-ore copper mining:
* In 1966, the Bureau of Land Management (BLM) issued two mineral leases covering nearly 5,000 acres of the Superior N.F. adjacent to the BWCAW for a term of 20 years. These leases were renewed for 10year terms three additional times, totaling 50 years.
* In 1978, Congress passed the Boundary Waters Canoe Area Wilderness Act (P.L. 95-495) to remove incompatible uses and prohibit mining within the BWCAW and on 220,000 acres of Superior N.F.
* In 2016, after 50 years of no mining, the U.S. Forest Service issued a Record of Decision finding that sulfide-ore copper mining in the same watershed as the BWCAW risked "harm to this unique, iconic, and irreplaceable wilderness area."
* BLM denied the renewal of original 1966 leases, now owned by Twin Metals Minnesota, a subsidiary of a Chilean-owned mining company, and the leases expired.
* After the Forest Service denied its consent to the renewal of the 1966 mineral leases, the agency applied for a mineral withdrawal of 234,328 acres of N.F. lands in the headwaters of the BWCAW and Voyageurs National Park, launching a 24-month environmental review study.
* In 2018, approximately 20 months into the 24-month review period of the Rainy River Watershed mineral withdrawal proposal, the Department of Agriculture abruptly abandoned the study. Despite multiple directives from Congress, the results of the study have still not been released.
* In 2019, BLM restored the cancelled and expired 1966 mineral leases to Twin Metals Minnesota.
The mining of copper and other metals in sulfide bearing ore on Federal lands in the Superior N.F., within the Rainy River Watershed, poses a direct and long-term threat from sulfide-ore mining contamination to the pristine water, air quality, and healthy forested habitat of the BWCAW and Voyageurs National Park.
mccollum.house.gov
A 2012 study of U.S. copper mines found that at 13 of the 14 sulfide-ore copper mines (92%), water collection and treatment failures significantly harmed water quality.
The BWACW is intact today because of more than a century of protections by the State of Minnesota and the U.S. government. The Boundary Waters Wilderness Protection and Pollution Prevention Act will ensure these unique and valuable natural resources remain pristine for generations to come.
What does H.R. 5598 do?
This bill permanently protects 234,328 acres of federal land and waters within the Superior N.F. from risky sulfide-ore copper mining. The bill has bipartisan support, and is supported by local, regional, and national advocacy groups in favor of permanently protecting this wilderness area.
The legislation solely applies to federal lands and minerals within the Rainy River Drainage Basin – where the surface waters and groundwater flow directly into the BWCAW and Voyageurs National Park.
Sulfide-ore copper mining risks contaminating the air, water, and forested habitat, and also risks:
* Degradation of the nationally significant and recognized resources in the area
o The waters of the BWCAW and Voyageurs National Park are classified as Outstanding Resource Value Waters under Federal and State Law, and degradation of water quality is prohibited.
* Hurting the region's amenity-based/tourism industry
o The best independent economic analysis shows that the region would enjoy more jobs (1,500 to 4,600 more jobs) and more income ($100 million to $900 million more in income) over the next 20 years if sulfide-ore copper mining were banned on National Forest lands in the watershed.
* Threatening the U.S.' commitment to the 1909 Boundary Waters Treaty
o The treaty between the United States and Canada states that "Boundary waters and the waters flowing across the boundary shall not be polluted on either side to the injury of health or property on the other."
70% of Minnesotans oppose sulfide-ore copper mining near the BWCAW, according to a poll by President Trump's pollster Fabrizio Ward.
Because H.R. 5598 is focused on sulfide-ore copper mining in the headwaters of the BWCAW and Voyageurs National Park, it:
* Does not limit taconite or iron-ore mining anywhere in the State of Minnesota
* Does not affect sulfide-ore copper mining projects outside the Rainy River Drainage Basin
* Does not interfere with state mineral leasing, state environmental regulations, or state permitting processes
The Boundary Waters Wilderness Protection and Pollution Prevention Act is a bipartisan bill that puts science over politics. Protecting our pristine waters is not only an environmental issue, it is an economic and diplomatic one. If you have any questions or are interested in co-sponsoring, please contact Trish Palermo (email@example.com).
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March 29, 2020
Bible Passage: Matthew 14:22–36; John 6:16–21 (Walking on Water)
God Is Near
Schedule
EXPLORE
DISCOVER
RESPOND
BLESS
3.10
Leader Prep
Each week you'll find information to help you prepare your heart to present the lesson.
Equip
Offers perspective and context to the lesson's Bible passage
When it came time to say good night to the crowds, Jesus sent the disciples out in a boat ahead of Him. As the disciples set sail and the crowds dispersed, Jesus withdrew to the mountainside to pray.
Scripture tells us that it wasn't until the fourth watch of the night that Jesus met the men out on the water. For sailors, the night is split into four sections, or "watches." The fourth watch is the one during the darkest hours of the night. We know that the men had been fighting against the wind and the waves for quite some time. And judging from when Jesus sent them out and when He came to them, they had been on the sea for eight to 12 hours! Clearly, these men were exhausted and afraid.
When they saw Jesus walking out to meet them, they cried out, "It's a ghost!" In ancient Jewish culture, people believed they would see ghosts as their own death approached. But Peter did not think this. Instead, Peter said, "Lord, if it's you … tell me to come to you on the water." "Come," Jesus said (Matthew 14:28–29).
Peter walked out on the water to meet Jesus and then took his eyes off of Jesus because he was afraid. As Peter began to sink, he shouted, "Save me!" (v. 30). Jesus reached out and saved him. Truly, Peter was safe the entire time. But because he thought he was in danger, he forgot what was true—Jesus was near.
Jesus knew this experience would be one of many Peter would have in his arsenal of faith. Through this situation, Jesus let Peter know He would always be near—even in a time of seemingly great danger.
Support
Provides reflection and assessment through encouragement, prayer, and time in God's Word
For most of us, facing the storms of life is not our favorite thing. We wish God would just blow away the storms, but often this is where God meets us. He comes to us in the middle of the storm and asks us to step forward to a new level of faith and trust. He grows us in the scary times, walks with us, and shows us new things about Himself.
What storms are you and your loved ones facing today? If possible, spend some time this week near water, even if it's just your bathtub. Take a few minutes to journal about how God has been near to you in this storm … has He sent you people to walk alongside you? Has He met you in worship and strengthened you with His presence? Has He grown you to a higher level of faith and trust than you had before?
Then, spend some time meditating on Isaiah 43:1–4. No matter your storm this week, God has promised to be with you, to love you and strengthen you. Turn your eyes from the wind and waves and focus on His face … He is near.
EXPLORE
Children engage in fun, creative activities designed to pique their curiosity about the day's portion of The Big God Story.
With these EXPLORE activities, get the children thinking about today's portion of The Big God Story, which describes Jesus inviting Peter to walk on water.
Option 1: Floating Boats (for younger or older kids)
SUPPLIES
* Tarp or plastic tablecloth
* Shallow plastic container filled with water
* Objects that float or resemble boats (small plastic storage containers, lids, etc.)
* Straws (1 per child)
* Optional: Boat Coloring template (and crayons or markers; Origami Boat Instructions and Perfect Square, scissors
SET UP
Spread the tarp or plastic tablecloth on a table and place the container of water on top of it. Set out the floatable objects and straws. Optional: Print one copy per child of the Boat Coloring template and/or the Origami Boat Instructions and Perfect Square.
RELATE
Invite your children to play with things that float. Point out the container of water, and encourage kids to put the floatable objects on the water. Have them blow through the straws to create wind to move the objects across the water. Optional for younger kids: Let the children color the Boat Coloring template. Optional for older kids: Let the kids follow the Origami Boat Instructions to create boats out of the Perfect Squares. They can float their origami boats on the water.
Option 2: Crossing the Water (for older kids)
SUPPLIES
* Large blue tarp, sheet, or parachute
* Optional: bouncy balls or beanbags
SET UP
Spread out the tarp, sheet, or parachute over a large area of the floor.
RELATE
After the miracle of feeding the five thousand, Jesus sent His disciples away in a boat. They soon encountered a storm. Jesus walked out onto the water toward their boat! Peter walked on the water to meet Jesus, but the wind and huge waves made him afraid, and he began to sink. Jesus saved Peter and calmed the storm.
Invite the children to stand around the edges of the tarp, sheet, or parachute and grab it. Have them hold the
tarp close to the ground and shake it to make large, wave-like ripples—their own "storm" on a body of water. Then ask a volunteer to walk across the tarp while everyone continues to shake it. Optional: Toss in bouncy balls or beanbags to make the storm more chaotic. Repeat until everyone has had a chance to walk across the "water."
DISCOVER
Children participate in discovering God's Word through Bible verse memorization, interactive storytelling techniques, and worship as response.
Connect
Question
Would you rather use a raft to float on a river, a pool, or the ocean?
Activity: Finding My Raft SUPPLIES
* Connect Activity image (see Resources)
* Connect Question image (see Resources)
* Inflatable inner tubes, floats, or rafts (3)
SET UP
Inflate the inner tubes, floats, or rafts, and place them around the room.
RELATE
Encourage children to walk around the room and ask one another the Connect question. Give them about 30 seconds. Then, when you're ready, assign "river," "pool," or "ocean" to each raft, and tell the kids to run to the rafts matching their answers. Once the children reach the raft, they must sing "Row, Row, Row Your Boat."
The Big God Story
Bible Passage: Matthew 14:22–36; John 6:16–21
Storytelling Technique: Children Acting Out the Narrative
God Is Near
SUPPLIES
* Bibles
* Shower caps (4)
* Spray or squirt bottle filled with water
* Wooden spoons (4)
* Large blue sheet or blanket
SET UP
Ask children to help act out today's portion of The Big God Story. Kids can be disciples, one will be Peter, and one will be Jesus. Let them know you'll prompt them as you tell the story.
RELATE
If applicable, briefly tell about a time you experienced a harsh storm and how you felt in the midst of it. Last week we heard how Jesus fed more than five thousand people with only two fish and five loaves of bread. After this amazing miracle, Jesus went away to pray by Himself while the disciples got into a boat and headed out onto the water. Soon, they found themselves caught in a terrible storm. Before we hear more, let's pray together. Lead children in a Prayer of Release to pause, be still, and ask the Holy Spirit to quiet their hearts and minds.
Invite children to open their Bibles to Matthew 14 and follow along. The terrified disciples sailed in the storm for several hours. Invite the three disciples and Peter to the stage. Have them put on the shower caps, and take the spray or squirt bottle and start misting the air above the four actors. They must have been exhausted! This boat didn't have a motor. The disciples had to row the boat the whole way! Hand each disciple a wooden spoon, and encourage the actors to line up, facing the side of the stage, and use their wooden spoons as if they're rowing. Continue squirting water into the air above the disciples. They rowed and rowed for hours and hours, late into the night. Encourage disciples to slow down their rowing and slump over as if exhausted.
Suddenly the disciples saw something that really scared them. Invite child playing Jesus to walk toward the disciples. They saw a man walking toward them in the middle of the storm—on the water! "'It's a ghost!' they said, and cried out in fear" (v. 26). Encourage disciples to cry out in fear. But then they heard a familiar voice say, "Take courage! It is I. Don't be afraid" (v. 27). Encourage Jesus to say those words. When they looked closer, they realized it was Jesus!
Invite kids to continue following along in verses 28–30. Have Peter and Jesus come to the center of the stage, and invite Peter to repeat his words after you. Peter yelled out to Jesus, "Lord, if it's you … tell me to come to you on the water" (v. 28). Wow! Peter was a gutsy guy! When Jesus told him to come, he climbed out of the boat. He took one step (pause) and then another (instruct Peter to step slowly toward Jesus) … and he was walking on water, in a storm, with Jesus!
But Peter took his eyes off of Jesus and remembered the storm. Squirt some more water above Peter. He became afraid, and—does anyone know what happened next? Pause for responses. Peter's doubt caused him to sink. Hand one end of the blue sheet to one of the disciples while you hold the other end. Have Peter stand behind the sheet. Start with the sheet bunched up near Peter's feet and slowly raise it up to look like water rising as Peter sinks. As Peter sank down in the water, he shouted, "Lord, save me!" (v. 30).
The Bible tells us that right away Jesus reached out and grabbed Peter by the hand, saving him from drowning. Have Jesus grab Peter's hand, and lower the blue sheet to look like Peter is rising in the water. Even during Peter's most frightening moment, Jesus was near. He was just one arm's length away. Jesus looked at Peter and said, "You of little faith … why did you doubt?" (v. 31). Jesus was near and wanted Peter to trust Him.
Squirt one last long, slow spray across the front of the stage, and then set the squirt bottle aside as you speak. Then, when Jesus and Peter climbed into the boat together, the storm stopped immediately. Everyone who was watching worshipped Jesus, saying, "Truly you are the Son of God" (v. 33). Invite the disciples to repeat this phrase after you. Then thank the actors for their performances and have them sit down in the audience.
The disciples may not have fully believed Jesus was the Messiah before this experience. But, after they saw Jesus' power, they believed. Sometimes, when we experience hard times, we expect God to take all of our problems away. But God never promised to give us a problem-free life. He promises to
be near to us in the middle of it all. When we have challenges and learn to trust God in the middle of our struggles, we grow in faith. Share a personal story about a time God was near to you in a difficult time.
It's okay to pray for God to take our troubles away, and sometimes He does. But we should also pray for God to remind us that He is near. Sometimes the way God serves us is by increasing our faith. We can always trust God to know what is best for us. We can also trust Him to comfort us because He is near.
Worship as Response
This time allows kids to respond to God through worship.
SUPPLIES
* Prayer Journals
SET UP
Set up the worship response stations.
RELATE
When Peter was walking on the water with Jesus, he got distracted by the storm and took his eyes off of Jesus. Because of this, he sank. But when he yelled, "Lord, save me!" Jesus rescued him. Jesus was near—only an arm's length away.
We all go through struggles and challenges. Sometimes the problems in our lives make us feel like we're drowning and we need somebody to save us. But we can have faith that even though life is difficult, Jesus is right there with us.
Have the kids spread out and find comfortable spots where they can sit or lie on their backs and close their eyes. Tell them to think about situations in their lives that are hard for them. Then ask them to imagine Jesus standing with them, right next to them. Encourage them to reach out their hands to Jesus in worship. Explain that sometimes physically reaching out in worship can increase the heart's willingness to praise God.
After about five minutes, invite each child to write in a Prayer Journal. Encourage the kids to tell God what they are struggling with, what they are afraid of and ask God to be near.
RESPOND
Children reflect on what the Holy Spirit is teaching them and respond through creative activities and games.
Reflect: God Is Near
Encourage the kids to open their Bibles and read the suggested passages.
Questions for Younger Kids
* How do you think the disciples felt in the middle of the storm? Matthew 14:24; John 6:16–18
* How would you have felt if you had been Peter stepping out onto the water? Matthew 14:28–29
* Why did Peter start to sink? Matthew 14:30
* Why can hard times be a good thing sometimes? Job 23:10
* Does anyone want to share a story about experiencing God being near? Tell us about it.
Questions for Older Kids
* Why did Jesus send His disciples out on the water, knowing there would be a storm? Matthew 14:23–24
* If you had been in Peter's shoes, would you have walked on water to Jesus? Matthew 14:29
* How does God help us in hard times? 2 Corinthians 1:3–5
* How did Jesus serve Peter though this situation? Matthew 14:31
* How does God strengthen us in times of fear or uncertainty? Isaiah 41:10
* Does anyone want to share a story about experiencing God being near? Tell us about it.
Letters of Encouragement
SUPPLIES
* Bible
* Construction paper or card stock (1 sheet per child)
* Markers and pens
* Misc. decorating supplies (stickers, glitter, glue, etc.)
RELATE
Earlier, we talked about how Jesus and Peter walked on water. Even though Jesus was there with him, Peter still became distracted by the storm. When he took his eyes off Jesus, he was in danger—sinking into the stormy sea. But, of course, Jesus was so close to Peter that Jesus only needed to reach out His hand and save him. Peter's struggle is similar to the struggles we have in our lives. Even though our struggles might be scary (parents divorcing, people who are sick, moving to a new town), we know God is near. We can have faith that He is always with us.
Give each child a sheet of construction paper or card stock. Have each older kid look up one of these passages and read it to himself. After a few minutes read them, one at a time, out loud: Psalm 57:1–2; Psalm 136:1; Psalm 139:1–6; Psalm 34:17–18. Then discuss: What do these verses tell us about God? How do we know God is near? How can these verses help us trust God? How do you need God to be near you?
Ask all the children to take a minute to think of responses. Have older kids write letters for themselves; have younger kids draw on their cards. In the letters and on the cards, they should write or draw about what they learned today and some words of encouragement about how God is near to them. Help them think of truths about God, such as "God loves me" or "God is with me." Afterward, they can decorate the letters and cards.
When the kids finish, suggest they take their letters and cards home and place them somewhere special. Remind them that when they're having a bad day, they can pull out their letters or cards and remember that God is near. If there's extra time, have the kids think of other people who might need letters or cards of encouragement. Give them the option to serve others by writing them letters or cards of encouragement as well.
BLESS
Children receive a blessing from their leaders and sometimes one another.
3.10
A blessing may be prayer of commission, a portion of Scripture, or words to encourage and guide.
RELATE
Encourage the kids to hold their hands in front of them, palms up. Open a Bible and read Hebrews 12:2 and Psalm 123:1:
Fixing our eyes on Jesus, the pioneer and perfecter of faith. For the joy set before him he endured the cross, scorning its shame, and sat down at the right hand of the throne of God.
I lift up my eyes to you, to you who sit enthroned in heaven.
Invite the children to close their eyes and picture Jesus Christ, seated on His throne, looking at them with love.
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What education means to you in New Zealand?
Education in New Zealand allows us to learn English first hand and to experience the culture, both at the same time.
Thai education provides a foundation in many subjects in order to achieve university entrance. However, studying in New Zealand has enabled us to make choices and has given us the opportunity to be more selective in our specific areas of interest. We have been able to spend time on analyzing and applying knowledge in a broader and more practical way to everyday living and learning. The advantages we will gain are the knowledge and experience of western cultures, which will inarguably increase our potential for employment in the future.
The differences between New Zealand and Thailand are quite obvious in many areas such as education, friends, location, and way of life. One of the main differences is in education. Education in New Zealand allows freedom of speech, the teachers gladly accept students' suggestions or arguments and gladly improve themselves, although they have much more knowledge than the students. This greatly develops the education system in New Zealand.
The other obvious difference in students who have studied abroad from Thai students is that they have more confidence. The majority of students who study in Thailand do not speak out as they would think of this as being inconsiderate and disrespectful to their teachers. They are not confident enough to ask questions or provide the teacher with suggestions because they're afraid of being wrong. But when somebody else says it out loud, they'll say, "I've thought of that" the question is then why don't you say it? Because of this the teachers will never know what the students need to know or don't understand.
From our point of view, we prefer out friends and society in Thailand. Because we feel safe and warm, just like coloured photos. On the other hand the friendships in New Zealand will be old black and white photos with stain colours and full with memories.
We felt very strange at first to be listening and communicating in English all the time. It's very hard to understand and talk to friends and the teachers, because we didn't know how to speak properly in English. As time went on, we became used to listening to English and felt more confident and so the more we tried speaking the language the better we got at it.
The benefits of being in New Zealand are learning English, becoming more responsible, and being more independent. Being in New Zealand has allowed us to put into use the language drilled into ours heads since we were young. Being in New Zealand has shown us how huge the world is and has made us realize what a small world we have been living in. We have learnt that we have so much responsibility in New Zealand for our actions, our grades, and our lives. Being in New Zealand has made us independent as well because ours parents are not here to help us decide every single decision we have to make.
Studying in New Zealand isn't much different from studying in Thailand like you expect. Sometimes it may seem much easier but that is because the students in New Zealand are allowed to choose to study whatever they want. This makes them more eager to learn from their teachers. Southland Girls' High School gives each student a year planner for the subjects for what will be learnt for the year in order to prepare them for learning from the very first day of school. The year planner consists of the amount of credits in each topic in the subjects. This helps both the teacher and the student to know and prepare for what comes next and where they should be throughout the year so the student will be able to prepare for each lesson and keep up the pace.
The teaching style in New Zealand incorporates the use of more technology than Thailand, for example the use of interactive whiteboards to teach or integrating many different styles and ideas to keep students engaged in class. The students learn not only just in class from textbooks but from many different medias such as videos, songs and field trips. The students in New Zealand have many different experiences because everyone has chosen different subjects. For instance if they choose tourism, they would be able to go on many trips to different cities to study about many tourist landmarks of that city. If they choose physical education, they would get to learn to play many different sports as well as learning first aid. Maybe if they're lucky they might meet some sports professionals.
Every year, all Year 11-13 students have to sit national exams called NCEA. These exams are very crucial to the students' grades and maybe their careers in the future. Many schools for example Southland Girls' High School, usually set up practice school exams in preparation for NCEA at the end of the year. This aims to let both students and teachers see whether they are at NCEA level, how to improve, and how much work they have to put in, in order to pass the exams at the end of the year. | <urn:uuid:6f0ab5c7-8728-4770-ac5d-c5b12f543b41> | CC-MAIN-2020-16 | https://www.southlandgirls.school.nz/files/20120704101751-1341353871-0.pdf | 2020-03-29T00:32:48+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00336.warc.gz | 1,192,384,581 | 994 | eng_Latn | eng_Latn | 0.999256 | eng_Latn | 0.999297 | [
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Galifrey Permaculture Project
Name of Project:
Galifrey Permaculture Project Braidwood, New South Wales, Australia August 2004
Location of Project:
Project Start Date:
Expected Completion Date: Ongoing
Project Concept:
To develop a commercial (profitable and large scale) sustainable permaculture farm in a dry temperate climate and to have a permaculture demonstration site
Detailed Project Description:
Our 250 acre property is outside Braidwood on the southern tablelands of NSW, near the Great Dividing Range and Shoalhaven River, and between Canberra and the coast. We have established a commercial scale alpaca herd and are adding pomegranates and other orchard/timber crops on a commercial scale, as well as establishing permaculture food production for ourselves and our community in Zones 1 and 2.
Half of our property has been dedicated to regrowth forest, which covers the ridges and several level 1 creeks that start on the ridge and flow into the Shoalhaven. The other half was cleared prior to our move here and has had some pasture improvement in the past (fertiliser and phalaris grass establishment).
Our climate is temperate, with snow sometimes, many frosty nights, and hot dry summers. In the past, rainfall patterns have been steady throughout the year, totalling 600mm annually. We have had a number of years of drought, but in 2010 we received over 1000mm of rain. Our project aims are to:
1. Maintain and improve our stocking capacity for our commercial alpaca herd and other large food animals: Improve our pastures providing more food (trees and grasses) and more intensive grazing and paddock rotation for our alpaca herd and small beef cattle herd, as well as wind breaks and shelter belts – involves fencing into smaller paddocks, yeoman's ploughing to improve water holding capacity of soil, building dams, water reticulation from header tanks to water troughs by pumping up from the dams, application of organic fertilisers, reseeding pastures (direct drill or spreading), and planting of wind breaks and shelter belts in paddocks, laneways, and around dams.
2. Develop a commercial orchard and timber crop, specialising in pomegranates: Establish laneways and fencing to keep stock out; acquire plant-stock and propagate plants; prepare planting areas (deep rip or holes, water, organic fertiliser) and acquire/make mulching material; make provision for watering plants; plant trees (with tree-guards); mulch; water until established
3. Provide food, firewood, and other materials for ourselves and our community: Develop Zone 1 vegetable garden with fruit trees; Develop Zone 2 orchards with poultry management and grow food for poultry species (and provide safe housing); Develop food forest; Build relationships with local agricultural coop and various friends and neighbours to sell surplus or share in produce (and the work!); Clear current deadfall in forest for firewood for heating
4. Retrofit our home for energy efficiency: insulate walls and seal windows to decrease need for heating; plant windbreaks around house paddock (Zones 1 and 2); build pergolas and structural windbreaks; add solar panels and wind turbine to generate power and to put back into the grid
5. Revegetate creeks and waterways, and add biodiversity to regrowth forest: fence off creeks and gullies and provide water troughs in other paddocks for animals, prepare for tree planting (deep rip), acquire/ propagate suitable local species, plant and mulch and put tree guards in, water until established; identify other suitable local species and acquire or propagate tubestock, replant throughout forest.
6. Develop permaculture teaching materials to run local permaculture tours and site visits
7. Assist others in designing their permaculture projects, building on local experience
Project Duration & Schedule:
Short term – Continue water reticulation project and tree planting for fodder, windbreaks and shelter belts
Medium term – site second header tanks on slope above dam and connect pipes to all water troughs; apply organic fertiliser to remainder of paddocks and reseed with multi-species grasses/ herbs/ forbs mix; do second pass of Yeoman's plough; propagate for tree belts and orchards; add to food forest ecosystem; develop materials for permaculture courses Long term – complete all planting; insulate home; energy production on site; run permaculture courses/workshops/site visits; design permaculture projects for others
Project Needs:
All resources are supplied by the property and the owners. Time & good rainfall are also needed, & no bushfires!
Cattle Herd June 2007
Geese (Chinese and Tufted Italian) and Ducks (Aylesburys and Muscovies) June 2007
Zone 1 Vege Garden June 2007 Chicken Flock at work
Zone 1 Garden December 2007
Zone 1 Garden February 2007
Zone 2 Vege Garden June 2007
Yeoman's Ploughing (after application of organic fertiliser) September 2007
October 2005 Zone 3 and 4
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Subtraction – Pencil and paper method
Expectations for each year group:
Year 2:
Recognise the place value of each digit in a two-digit number (tens and ones)
Solve word problems with subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and measures.
Apply their increasing knowledge of mental and written methods
(Recording subtraction in columns supports place value and prepares for formal written methods with larger numbers.)
Year 3: Recognise the place value of each digit in a three-digit number (hundreds, tens and ones)
Subtract numbers with up to 3-digits using formal written methods of columnar subtraction.
Solve problems – more complex subtraction
Subtract: lengths (m, cm, mm), mass (kg, g), volume/capacity (l, ml)
Subtract amounts of money to give change using £ and p.
Year 4: Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones)
Subtract numbers with up to 4 digits using the formal written methods of columnar subtraction where appropriate.
Solve subtraction two-step problems in contexts.
Year 5: Subtract whole numbers with more than 4 digits – including using formal written methods.
Solve subtraction multi step problems in contexts Solve problems involving number up to 3 decimal places
Year 6: Solve subtraction multi-step problems in contexts Solve problems involving subtraction
Key skills to support understanding:
- Addition and subtraction number facts to 20
- place value
- non-commutative i.e. the order does matter for subtraction.
- patterns of similar calculations
- Models and images
- Reasoning: provide opportunities e.g., 'Talk it, Solve it' and White Rose activities.
Subtraction – Pencil and paper method
Use of empty number line - informal Complementary addition (shop-keepers method)
Counting up from the smaller to the larger number
Subtraction – Pencil and paper method
Standard written method – formal no exchange
68
-26
42
Standard written method - formal
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Urine can tell you a lot about a person's health. If a person's urine contains too much glucose, it could mean that they have diabetes. If it contains protein, it could mean that something is wrong with their kidneys. Urine testing, or urinalysis, is a quick way to see if certain chemicals are present in urine. In this activity, you will compare water with artificial urine to see how urinalysis works.
Materials
D Marking pen
D
Distilled water
D Measuring cup (1 cup)
D 4 disposable plastic cups (6 oz.)
D Pediatric electrolyte solution
D Powdered milk
D Measuring spoon ( 1 /4 teaspoon)
D
2 disposable plastic spoons
D 4 glucose test urinalysis strips (available at your local pharmacy) *
D Paper towel
D 4 multiple test urinalysis strips (available at your local pharmacy) †
NOTE: Powdered egg whites can be substituted for powdered milk. Tall, narrow cups are better than short, wide cups for this activity. If only glucose test strips are available, just the top row of the data table is relevant.
from Celebrating Chemistry
ADAPTATION
A magnifying glass may make
the test pads and comparison charts easier to see. Wooden craft sticks can be taped to the test strips to make them easier to hold.
Be sure to follow Milli's Safety Tips and do this activity with an adult! Do not test your own urine, or that of someone else. Do not eat or drink any of the materials in this activity. SAFETY!
Procedure
Test Sample Preparation
1. Label one cup "distilled water", the second cup "pediatric electrolyte", the third cup "water + milk" and the last cup "pediatric electrolyte + milk".
2. Pour 1 /2 cup distilled water in the cups labeled "distilled water" and "water + milk".
3. Pour 1 /2 cup pediatric electrolyte solution in the cups labeled "pediatric electrolyte" and "pediatric electrolyte + milk".
4. Add 1 /4 teaspoon powdered milk to the cups labeled "water + milk", and "pediatric electrolyte + milk". Using a different spoon for each, stir the mixtures until the powdered milk dissolves.
pediatric
electrolyte
Glucose testing
5. Read the instructions for the glucose test urinalysis strips that you are using in this activity. General instructions are given in the next few steps, but they may need to be modified depending on the brand of strips you use. *
6. Hold the strip by the end opposite the felt pad. Dip the stick into the cup labeled "distilled water". Immediately pull the test strip out of the water and place the strip on the paper towel with the felt pad facing up.
7. Tilt the strip onto its longest side to allow the paper towel to dry any excess water remaining on the strip.
8. Watch the color of the felt pad to see if it changes. Compare the color on the pad with the chart on the side of the bottle for the glucose test urinalysis strips. If the color stays pink, then there is no glucose in the solution. If the felt pad turned purple, then glucose is present.
9. Record whether glucose is present in the solution by circling "Yes" or "No" in the "Glucose Test Urinalysis Strip Results" table in the "What Did You Observe?" section.
10. Repeat steps 6–9 with new test strips for the other three solutions, and record your results in the "Glucose Test Urinalysis Strip Results" table in the "What Did You Observe?" section.
Protein testing
11. Read the instructions for the multiple test urinalysis strips that you are using in this activity. General instructions are given in the next few steps, but they may need to be modified depending on the brand of strips you use. †
12. Hold the strip by the end opposite the felt pads. Dip the stick into the cup labeled "distilled water". Make sure that all the pads on the strip are wet, and immediately pull the test strip out of the water and place the strip on the paper towel with the felt pads facing up.
13. Tilt the strip onto its longest side to allow the paper towel to dry any excess water remaining on the strip.
14. Watch the colors of the felt pads to see if they change. Compare the color on the pad for the protein test with the chart on the side of the bottle for the multiple test urinalysis strips. Because the multiple test
urinalysis strips have many different pads for many different tests, you will need to check the chart on the side of the bottle to see which pad shows the results for protein.
15. Record whether protein was present in the solution by circling "Yes" or "No" in the "Multiple Test Urinalysis Strip Results" table in the "What Did You Observe?" section.
16. Repeat steps 12–15 with new test strips for the other three solutions, and record your results in the "Multiple Test Urinalysis Strip Results" table in the "What Did You Observe?" section.
17. Pour all the liquids down the drain and throw away the rest of the materials. Thoroughly clean the work area and wash your hands.
Where's the Chemistry?
The urinalysis test strips that you used in this activity use a mixture of several different chemicals that react with each other to change the color of the felt pad when glucose or protein is present. Because the test looks at how much the color changes, it is called a "colorimetric" test. Colorimetric is a compound word, with the first part being "color", and the root of second part being "meter". Together, the word means color meter. Can you think of any other colorimetric tests around your home?
What Did You Observe?
Circle "Yes" or "No" for each of the following.
Glucose Test Urinalysis Strip Results:
Is Glucose Present?
Distilled Water
Yes / No
Pediatric Electrolyte
Yes / No
Water + Milk
Yes / No
Pediatric
Electrolyte
+ Milk
Yes / No
Multiple Test Urinalysis Strip Results:
Is Protein Present?
Distilled Water
Yes / No
Pediatric Electrolyte
Yes / No
Water + Milk
Yes / No
Pediatric Electrolyte + Milk
Yes / No
pediatric
electrolyte
* Many brands of glucose test strips are available through your pharmacy, and all should work well in this experiment. Clinistix from Bayer HealthCare, Diagnostics Division were used in the preparation of this activity. The use of the Clinistix brand in this activity does not imply an endorsement of the product by the American Chemical Society.
† Many brands of multiple test urinalysis strips are available through your pharmacy, and all should work well in this experiment. Multistix from Bayer HealthCare, Diagnostics Division were used in the preparation of this activity. The use of the Multistix brand in this activity does not imply an endorsement of the product by the American Chemical Society.
The American Chemical Society develops materials for elementary school age children to spark their interest in science and teach developmentally appropriate chemistry concepts. The Activities for Children collection includes hands-on activities, articles, puzzles, and games on topics related to children's everyday experiences.
The collection can be used to supplement the science curriculum, celebrate National Chemistry Week, develop Chemists Celebrate Earth Day events, invite children to give science a try at a large event, or to explore just for fun at home.
Find more activities, articles, puzzles and games at www.acs.org/kids.
Safety Tips
This activity is intended for elementary school children under the direct supervision of an adult. The American Chemical Society cannot be responsible for any accidents or injuries that may result from conducting the activities without proper supervision, from not specifically following directions, or from ignoring the cautions contained in the text.
Always:
* Work with an adult.
* Read all warning labels on all materials being used.
* Read and follow all directions for the activity.
* Wear eye protection.
* Use all materials carefully, following the directions given.
* Follow safety warnings or precautions, such as wearing gloves or tying back long hair.
* Be sure to clean up and dispose of materials properly when you are finished with an activity.
* Wash your hands well after every activity.
Never eat or drink while conducting an experiment, and be careful to keep all of the materials used away from your mouth, nose, and eyes!
Never experiment on your own!
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Jockey Hollow Trail
A Historic Hike for Cub Scouts
Adapted from a Hike Created by Madison, NJ Boy Scout Troops 25 & 27 in 1962
Cedar Knolls, New Jersey www.ppcbsa.org
Things to consider before hiking the Jockey Hollow Trail
Your Cub Scouts and families should be prepared for their hiking experience at Jockey Hollow. Strong consideration should be given to the below list of things to do before you come to ensure a fully enjoyable experience.
1. One or more of your unit's adult leaders and/or parents may want to consider taking the hike for themselves in advance – and ask them to bring their Cub Scout with them. In this way they can understand how the other families and Scouts in the unit will respond to the experience while at the same time getting a better understanding of the trails and rest areas.
2. You may wish to conduct a pre-hike meeting. In addition to discussing the points below, you can discuss the importance of Jockey Hollow and preview some of what the families are going to be seeing there. You can also prepare and begin some of the advancement requirements you might choose to pursue. Requirements can be found later in this pamphlet and in the Guide to Advancement. https://filestore.scouting.org/filestore/pdf/33088.pdf
3. Review what appropriate hiking attire families should wear depending on season and weather conditions (unless it's been raining, sneakers are okay for this hike).
4. Give a list of items that you suggest families bring as personal gear. These may include:
a. First aid kit
b. Filled water bottle-there are no facilities to refill water bottles
c. Trail food
d. Flashlight
e. Sunscreen
f. Whistle
g. Rain Gear
h. Etc. (best to leave the pocket knife at home for this outing)
5. Review the Buddy System in detail.
6. Provide detailed instruction on the BSA Outdoor Code as well as the Leave No Trace front- and back-country guidelines
http://www.scouting.org/scoutsource/OutdoorProgram/LeaveNoTrace.aspx
7. Discuss types of poisonous plants that exist in the park, provide solid tips on how to identify them, and give guidance on what to do if anyone accidentally touches one.
8. Make sure you review with your Cub Scouts and families what they should do if they become lost or separated from the group.
9. Make sure that all leaders are trained in Youth Protection and Weather Hazards. Talk through with your families about how to prepare for marginal weather conditions. Arrange to have your unit's first aid kit and an appropriately trained adult present to help with any emergencies.
10. Be sure to review the Commitment to Safety, the Guide to Safe Scouting, Risk Assessment Strategy as well as Camp Standards planning tools. www.Scouting.org,
11. Call the park at 973-539-2016 x210 in advance to schedule your trip and to arrange to have the Wick House open for your visit and to assure there are no scheduled events that will interfere with your hike.
12. This information is to be used as a reference guide only. Although we have strived for accuracy, the Patriots' Path Council, BSA cannot be held responsible for any historical, trail or park information it contains.
You may also want to consider other activities that you may want to accomplish during the outing. Information about the Ford Mansion and Washington's Headquarters, Advancement on the Jockey Hollow Trail and The Junior Ranger program are all included in this packet. Be creative and have fun!
The Jockey Hollow Encampment December 1779-May 1780
"It was December 1779. Having lost most of New England, and one of their armies surrendered at Saratoga, the British moved the war south. However, the redcoats still held New York City, and General Washington must keep a watchful eye on those rascals. He needed a safe place to winter the Continental Army and maintain that watch!
After conferring with General Nathaniel Greene, the army's quartermaster, General Washington ordered his army to march for Morristown. Referred to as the Military Capitol of the Revolution, vital storehouses and bake ovens were located there. Also, the area offered enough space, trees and water to support the 10,000-11,000 soldiers soon to arrive. The main army would camp at Jockey Hollow, an area of farms some five miles south of town. Nine brigades, comprising troops from several states, like Maryland, Pennsylvania and Connecticut, would call it home for the next six months. The New Jersey Brigade, the last unit in, camped two miles further south. General Henry Knox and his artillery units set up camp closer to Morristown.
Huts sites were located along the sloping hillsides in Jockey Hollow. Each brigade was allotted an area 320 yards long by 100 yards deep. The quartermasters laid out a uniform plan: eight huts per row, with three to four rows, for the enlisted men. Officers' huts were spaced behind and uphill, with wide streets between. During the two months it took to build the 1,000 -1,200 huts, the army slept in tents. As schoolmaster Ebenezer Fitch called it, the soldiers built 'a log house city.'
Unfortunately for the soldiers and Morristown's citizens, they experienced the worst winter of the 18 th century. The horrendous weather, combined with a worthless currency, meant vital supplies were often not available. Soldiers lacked proper clothing, sufficient food, and the pay promised them. Over 1,000 men deserted the army, while others stole what they desperately needed. Maintaining discipline was a constant problem for General Washington. During that hard winter of 1779-1780, the army's battle against the British had been temporarily replaced by a battle for survival. That his army endured these hardships can be attributed to General Washington's determination to overcome those obstacles, keep the Continental Army united, and the cause for Independence alive.
The Ford Mansion, in Morristown, served as General Washington's headquarters. Assisted by his aides, including Alexander Hamilton and Tench Tilghman, Washington worked many winter months deciding the army's strategies for the 1780 campaigns. Fortunately, in April, ministers of France and Spain arrived to reaffirm their countries' commitments to the American fight for freedom. In May, General Lafayette, returned from his diplomatic mission to France. His news: King Louis would send warships and 6,000 soldiers to support the Continental Army! With this vital help, General Washington might achieve what he long sought to date: victory!"
Written by and used with permission from National Park Ranger Kevin Hanley, July 2013.
A History of Scouting in Jockey Hollow
Fred Bruehne and Warren Wheeler of Troops 25 and 27 in Madison, NJ put together the first Jockey Hollow Trail, in 1960 as a 17-mile overnight hiking and camping event. The Arrowmen of the Allemakewink Lodge of the Order of the Arrow helped to maintain the trail and it was officially opened in May, 1962. Some of the original trail markers can be seen on trees along the trail.
The idea was that Scouts from New York, Newark and Jersey City could hike and camp along the trail as a weekend adventure. They could travel by train to Peapack on a Friday and hike to the then Schiff Scout Reservation by dinnertime and camp overnight. The next day, they would hike to Jockey Hollow and set up camp at the Grand Parade. On Sunday they would hike to Morristown to visit the Ford Museum-Washington's Headquarters, returning home by train in time for dinner. Scout troops would also hike the entire trail in one day to earn the Hiking merit badge.
The legacy of the Jockey Hollow Trail teaches Scouts about the history of Morristown during the Revolutionary War and the hardships the soldiers endured during the harsh winter of 1779-1780.
The Hike
As you arrive at the Visitor Center let the Park Ranger know you will be hiking the Cub Scout section of The Jockey Hollow Trail. Have your Jockey Hollow Trail Award Application stamped at the front desk.
Start your visit with the viewing of the video "Morristown, Where America Survives". (This takes approx. 10-15 minutes)
This informative video is an excellent introduction to what is now the Jockey Hollow National Park. (To start the video, go to the rear of the seats and press the button)
Go from the visitor center to the Wick House. It was refurbished by the Civilian Conservation Corps in 1934 to reflect its original historical appearance of winter of 1779-1780, when the Commander of the Pennsylvania Line General St. Clair made his headquarters there while living with the Wick family, Mary age 61, and daughter Temperance, age 21. Henry Wick, age 72, was serving as a volunteer with the Morris County cavalry during this time.
Count how many windows the Wick House has. ________________________
How many rooms did Mary and Temperance Wick live in while General St. Clair stayed with them?
_____________________
Before you leave the Wick House grounds enjoy the garden with its well-kept variety of fruits, vegetables, herbs and plants which were used for medicines, dyes, seasonings, polishes and cleansers. Most of what you see today are the same items grown by the Wicks.
Name one fruit, one vegetable and one herb that were grown when the Wicks owned the farm.
1.___________________________________________________________________
2.___________________________________________________________________
3. ___________________________________________________________________
Now that you completed the Wick House grounds, walk along the left side of the field adjacent to Cemetery Road to pick up the yellow trail markers. This trail is also known as soldier hut trail and leads to the soldiers' huts. It is approximately 1 mile to the soldiers' huts and takes approximately 30 minutes.
The Soldiers' Huts:
Proceed along the yellow trail towards the soldiers' huts. This trail closely follows Cemetery Road as you enter the woods. You'll be walking through a typical New Jersey Forest with Black Walnut, Maples, Oaks, Beeches and Tulip trees towering over you. At the aqueduct trail intersection, keep to the left on the "yellow" trail. As you journey along the trails you will see low growing bushes. They are known as
Japanese barberry bushes. These "alien" plant species are not native to New Jersey and will gradually take over the environment of plants that belong here.
Where does the barberry bush come from?
__________________________________________________________________________
Name three trees growing in the park.
1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
When you arrive at the open field below the soldiers' huts take the time to read the signs explaining the different brigades that were here.
Can you name two different brigades that camped here?
1.______________________________________________________________________
2.______________________________________________________________________
What holiday were the men given off for?
Head up the field to the soldiers' huts.
How many bunks do you see? __________________
These reconstructed huts represent the soldiers' living conditions. General Washington was very specific in the dimensions for the huts. Each was "14 feet wide, 15-16 feet long, about 6.5 feet high. Any hut not meeting those requirements had to be torn down and started over." The officers' huts were not built until after all the soldiers were in their huts. Can you imagine the field with up to 1,200 huts? This is the number of huts that stood in the winter of 1779-1780. Can you picture yourself living with 11 other people in these small huts? Walk a short distance up the hill to the officer's huts. Do you notice the difference in living conditions?
How many officers lived in a hut?
______________________________________________
Soldiers' Huts to Grand Parade
Continue on the yellow trail from the soldiers' huts up and over the hill to Grand Parade Road. Go left on Grand Parade Road to the interpretive signs in front of the Grand Parade. The Grand Parade field is
the spot where soldiers lined up daily for inspections. Here officers were checking to make sure the soldiers' guns were in working order and that they had enough ammunition. Imagine this field being 6 times its size during the Revolution. In this field soldiers who disobeyed their officers were possibly punished and deserters who were caught risked being hanged. However, General Washington did not like to give the harsher punishments because he felt the men were already suffering enough. Continue to walk along Grand Parade Road, do not follow the yellow trail across the other side of the road, up to Jockey Hollow Road. You will pick up the blue trail to the right of the restrooms and parking lot. Cross Jockey Hollow Road.
Grand Parade to Stark's Brigade
At the top of the hill take the blue trail on the right. The New York brigade encampment was to the right. Follow the blue trail down to Cat Swamp Pond on your right. Continue along the blue trail bearing left with Cat Swamp Pond to your right. As you pass the pond, bear to your right to stay on the blue trail, the white trail bears left. You will now proceed up a long gradual hill. At the top of the hill you will turn right at a metal gate marking the park boundary. Walk a short distance along this road with a private house on your left. Please be respectful of the residents here. Just past the house bear left to follow the blue trail. A few minutes down the trail you will come to the Stark's Brigade Monument. The harsh weather of the winter of 1779-1780 and the protective hills around Morristown worked to the advantage for the Patriots as they endured the winter without an attack. You are now standing on a ridge providing a beautiful view to the east of the Watchung Mountains and New York City. Look across, can you see the top of the Empire State Building and the Freedom Tower? It is easy to see from this vantage point why General Washington chose Jockey Hollow as a strategic location for his troops. Here he could keep a watchful eye on the threat of advancing British troops. General Stark's troops were stationed here to watch for smoke signals warning the countryside of advancing enemy troops. Word would have to get to General Washington as fast as possible.
Continue along the blue trail to the bottom of a hill where you will meet the Old Camp Road Trail. Go right. The blue trail will take you past a private residence on your right. A short distance past the house you will come to the Primrose Brook which was the main water source for Stark's troops, as well as the New York and Connecticut brigades. Imagine carrying buckets of water from here all the way back to the soldiers' huts. After crossing over the Primrose Brook Bridge the blue trail continues up a gradual hill returning you to Jockey Hollow Road. When you arrive at Jockey Hollow Road turn left onto the road across from the Visitor Center parking lot which will be on your right. Looking at the parking lot from Jockey Hollow Road, take the yellow trail on the left side of the lot heading back towards the Wick Farm and Visitor Center.
Trail Center to the Visitor Center
Go over a little bridge across to Primrose Brook. Take a left at the head of the aqueduct trail. Do not go on the aqueduct trail to the right. Just past the aqueduct trail bear right just beyond the Jockey Hollow Road where you will continue on the yellow blazed Grand Parade Trail uphill. You are now
walking between the camps of the first and second Maryland brigades. There will be a trail to your left, take this back onto Jockey Hollow Road. Continue walking up hill on Jockey Hollow Road. Look for the small headstone on the left side of the road, across from the Wick Farm field fence. This headstone marks the grave of Captain Bettin who was accidently killed during the mutiny of the Pennsylvania line. Ask the Scouts to salute Captain Bettin. Just past Captain Bettin's grave you will see the Visitor Center and Wick House on your right. Make sure you get your Jockey Hollow Award application stamped by the Park Ranger before leaving the park.
What was Captain Bettin's first name?
This is where your Cub Scout adventure ends but the history of Jockey Hollow National Park continues…
Thank you for hiking through our nation's history! When your Cub Scouts become Scouts BSA, they can hike the 10-mile Jockey Trail Historic Hike for Scouts BSA and learn more about General Washington's army and the events of the winter of 1779/1780.
Cub Scout Advancement
Jockey Hollow is a great place to work on Cub Scout advancement. Some of the suggestions below require work either before or after the experience. Other requirements can also be completed by inserting your own optional activities into the outing. Be sure to consult the Guide to Advancement for exact requirement details. https://filestore.scouting.org/filestore/pdf/33088.pdf.
Tigers: Tigers in the Wild Adventures:
2 Go for a short hike with your den or family, and carry your own gear. Show you know how to get ready for this hike.
3a Listen while your leader reads the Outdoor Code. Talk about how you can be clean in your outdoor manners.
3b Listen while your leader reads the Leave No Trace Principles for Kids. Discuss why you should "Trash Your Trash."
3c Apply the Outdoor Code and Leave No Trace Principles for Kids on your Tiger den and pack outings. After one outing, share what you did to demonstrate the principles you discussed.
4 While on the hike, find three different kinds of plants, animals, or signs that animals have been on the trail. List what you saw in your Tiger Handbook.
6 Find two different trees and two different types of plants that grow in your area. Write their names in your Tiger Handbook.
7 Visit a nearby nature center, zoo, or another outside place with your family or den. Learn more about two animals, and write down two interesting things about them in your Tiger Handbook.
Wolf: Call of the Wild Adventures
3 While on a den or family outing, identify four different types of animals. Explain how you identified them.
7a Recite the Outdoor Code with your leader
7b Recite the Leave No Trace Principles for Kids with your leader. Talk about how these principles support the Outdoor Code.
Wolf: Paws on the Path Adventures:
1 Show you are prepared to hike safely by putting together the Cub Scout Six Essentials to take along on your hike.
2 Tell what the buddy system is and why we always use it in Cub Scouts.
3 Describe what you should do if you get separated from your group while hiking.
4 Choose the appropriate clothing to wear on your hike based on the expected weather.
5
Before hiking, recite the Outdoor Code and the Leave No Trace Principles for Kids with your leader.
After hiking, discuss how you showed respect for wildlife.
6 Go on a 1-mile hike with your den or family. Watch and record two interesting things that you've never seen before.
7 Name two birds, two insects, and two other animals that live in your area. Explain how you identified them.
Bear: Fur, Feathers, and Ferns
1 While hiking or walking for one mile, identify six signs that any mammals, birds, insects, reptiles, or plants are living nearby the place where you choose to hike.
3 Visit one of the following: zoo, wildlife refuge, nature center, aviary, game preserve, local conservation area, wildlife rescue group, or fish hatchery. Describe what you learned during your visit.
4 Observe wildlife from a distance. Describe what you saw.
5 Use a magnifying glass to examine plants more closely. Describe what you saw through the magnifying glass that you could not see without it.
Webelos: Webelos Walkabout
1 Create a hike plan.
2 Assemble a hiking first-aid kit.
3 Describe and identify from photos any poisonous plants and dangerous animals you might encounter on your hike.
4 Before your hike, plan and prepare a nutritious lunch. Enjoy it on your hike, and clean up afterward.
5 Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them on your Webelos adventures.
6 With your Webelos den or with a family member, hike 3 miles (in the country, if possible).
7 Complete a service project on or near the hike location.
8 Perform one of the following leadership roles during your hike: trail leader, first-aid leader, lunch leader, or service project leader.
National Summertime Pack Award – If conducted during the summer months.
This is an individual recognition for Scouts.
The pack can qualify for the certificate and streamer by planning and conducting three pack activities— one each in June, July, and August, or during other school vacations if your pack is in a year-round school.
Dens with an average attendance of at least half their members at the three summer pack events are eligible for a colorful den participation ribbon.
Scouts who participate in all three pack events are eligible to receive the National Summertime Pack Award pin, which they can wear on the right pocket flap of their uniform.
https://filestore.scouting.org/filestore/pdf/33748.pdf
Morristown National Historical Park-Ford Mansion and Washington's Headquarters
The Ford Mansion first became a museum in 1876, operated by the Washington Association. Combined with Fort Nonsense and Jockey Hollow, it became our nation's first National Historical Park in 1933 and has been an important destination for Scouts for almost 100 years. The Patriots' Path Council is proud to support the park and its outstanding educational programs.
Entrance Fee-$7.00 cash or check
* Valid for seven days.
* Under 16 years old free
* Includes: Washington's Headquarters Museum and Ford Mansion
* Jockey Hollow, New Jersey Brigade, Cross Estate Gardens and Fort Nonsense are free
Annual Park Pass- $30.00
* Valid only at Morristown NHP for 12 months from date of purchase
* Permits the card holder and three adults free entrance.
* Includes: Washington's Headquarters Museum and Ford Mansion
Park Regulations
All paleontological, natural and historical resources are protected. Special activities and groups may need permits. Contact a Ranger at the Jockey Hollow Visitor Center at 973-5434030 or 973-539-2016, ext. 210 for more information.
* The use of bicycles on hiking trails is prohibited. Bikes are allowed on paved roads.
* Driving or parking outside of established roads and parking areas is prohibited
* The use of roller skates, skateboards, roller skis, in-line skates and similar devices is prohibited.
* Open flame fires are prohibited.
* Pets must be kept on a six-foot leash at all times while visiting any area of the park. Pets are not permitted in park buildings. Pets also may not be left unattended while their owners explore the park. You are required to clean up after your pet.
* Use of metal detectors or digging to retrieve any object is prohibited
* Feeding of, or harassing any wildlife is prohibited.
* Gathering of plants, wood, pine cones, rocks, and artifacts of any kind is prohibited.
* Gathering of flowers, nuts, fruits, for other than limited personal use is prohibited.
* Operating drones is prohibited.
* Check website for current hours. http://www.nps.gov/morr
* Phone: (973) 539-2016 for additional information.
* Call park headquarters if large group (50 or more) are attending.
* No food in historical interpretation areas, but permitted in the open fields. Check with Ranger upon arrival. You must follow Leave No Trace-whatever you pack in you must pack out. You may not eat inside the visitor's center.
* Bikes and motor vehicles are NOT permitted on any of the trails.
Junior Ranger Program
Your unit may also want to consider participating in the National Park Service's Junior Ranger Program. Participation in the program gives youth and families the opportunity to uniquely explore and learn about their national parks, and how they can help protect them today and into the future. Details about the program and some of the activities that need to be completed before you go can be found at: http://www.nps.gov/morr/forkids/beajuniorranger.htm
Directions to Jockey Hollow National Historical Park
* I-287 to Exit 30B ("Bernardsville"-turn right at the end of the exit ramp).
* Turn Right on Route 202 North (look for signs to Jockey Hollow)
* Left at Tempe Wick Road
* Turn Right at the National Historical Park entrance –parking lot to the left.
Directions to Washington's Headquarters/Morristown
* I-287 to Exit 36/36A ("Morris Ave"-entrance is behind the Ford Mansion)
* Signs are clearly posted
PROGRAM EVALUATION OF
YOUR JOCKEY HOLLOW TRAIL HIKE
In order to better serve your program needs, please complete this form and return. Thank you
********************************************************************************************
(PLEASE PRINT)
Date of the event: ________________ Unit type & # _______________ District ____________________________
Leader or Coordinators name: ____________________________________________________________________
Address: _________________________________________ Town / Zip: __________________________________
Telephone (H) ____________________________ (C) ____________________________________
E-mail __________________________________________________________________________
OVERALL EVALUATION OF YOUR EXPERIENCE
1 2 3 4 5
E
XCELLENT POOR
Additional comments: Please describe any positive or negative experiences you have had and any changes/additions you would like to see in the future. ________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Signature: ______________________________________________________ Date: ______________________
Please return to Patriots' Path Council or email to firstname.lastname@example.org
Jockey Hollow Historic Trail Award-Cub Scouts
I certify that Cub Scout Pack _______of the ______________________________Council has completed the Jockey Hollow Trail hike, and the Scouts and Scouters listed below have earned the Jockey Hollow Historic Trail Award.
The trail leader should mail all the completed documents back to the Patriots' Path Council with a check for $3.00 per patch made out to Patriots' Path Council.
Jockey Hollow Trail Patriots' Path Council 1 Saddle Road Cedar Knolls, NJ 07927 (973) 765-9322 ext. 253
You are welcome to email the information to email@example.com (call with a credit card) or you may fax the information to: (973) 267-3406 (call with a credit card).
Scout Shop Code =158
National Park Stamp-Jockey Hollow
______ I will pick up awards from the Patriots' Path Council Service Center.
______ Please mail the JHT Historic Awards to:
Name________________________________________________________________________________
Address______________________________________________________________________________
City, State, Zip_________________________________________________________________________
Phone: __________________________Email: ________________________________________________
Cub Scouts, Scouters and family members who have completed the requirements are:
1._______________________________________ 8. __________________________________________
2._______________________________________ 9. __________________________________________
3._______________________________________ 10. _________________________________________
4._______________________________________ 11. _________________________________________
5._______________________________________ 12. _________________________________________
6._______________________________________ 13. _________________________________________
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Trash Effects on Wildlife LESSON 6:
OVERVIEW
The students will use role-playing, models and a simulated entanglement to learn about trash in our environment and how it affects our wildlife in water and on land.
Learning Targets
* Students will demonstrate how litter is dangerous to our environment and harms wildlife both on land and water.
* Students will investigate how items that don't break down, such as plastic, can make wildlife sick or die as they are consumed.
* Students will model plastic entanglement and discuss and evaluate methods to prevent it from occurring.
GLEs
See attachment
Materials Needed
* Plastic six-pack drink holders, fi shing line, plastic bags, nets and other pieces of trash that could harm wildlife
* An aquarium or other transparent container of water
* One small plastic fi sh or turtle
* Stuffed animals brought in by the students (optional)
* Shoeboxes (one per child)
* Spoons (one per child)
* "Wildlife food" (bird seed or popcorn)
* Dried beans
* Rubber bands (one per child)
Background Information
Have you seen a picture of a sea bird with its neck stuck in a plastic six-pack holder? Many have, and were inspired to cut up their six-pack rings before disposing them. This is an example of trash and its impact on wildlife. Properly disposing of waste is critical in minimizing these impacts.
Ingestion
Much of our trash looks like food to wildlife, especially plastics. Sea turtles mistake plastic bags for jellyfi sh, Laysan albatross will mistake plastic pieces for fi sh, and there is an entire industry that exploits how fi sh look at plastic like it is food.
Animals are not able to get nutritional energy from plastic. A belly full of plastic will create a sense of fullness, but in reality, the animal is starving. Many birds found dead on the beach have stomachs full of plastic. Plastic fragments can also damage the digestive tracks of animals as it passes through them. The damage can range from micro-abrasions to complete puncture, and can lead to infections and sepsis. Other items that wildlife consume could block their digestive track. With no way to pass food through, the animal will eventually starve.
Trash Effects on Wildlife LESSON 6:
Entanglement
A large component of marine debris includes discarded fi shing gear. An abandoned crab trap will continue to attract crabs, and other marine wildlife. Once these creatures die in the traps, they will attract even more marine organisms. This is known as ghost fi shing. Fishing nets and lines can entangle wildlife and restrict their movement. This may result in starvation, predation, bodily injury, or drowning.
Reduced Fecundity
Fecundity is the reproductive potential of an organism. Eating microplastics has been shown to lead to reduced fecundity in a variety of marine organisms. The exact mechanisms are poorly understood, but it appears to be a combination of malnutrition, exposure to toxic chemicals, and behavioral changes that all result from feeing on microplastics
Baiting
When litter accumulates, it attracts wildlife looking to utilize it as a resource. This is known as baiting, and it can have negative consequences. For example, an apple core that is thrown out of a car will attract insects and rodents, which will then attract owls and other birds of prey. This sets up a situation for increased vehicle collisions.
Habitat Destruction
Litter that impacts the food and shelter resources of wildlife can be said to destroy its habitat. A tire dump can prevent native plants from growing, used fi shing gear can destroy portions of coral or oyster reefs, and a tossed cigarette butt can ignite a wildfi re that consumes thousands of acres. Without a habitat to call home, wildlife will vanish.
Invasive Species
Litter travels. As litter is carried by wind and water, it often picks up some hitchhikers along the way. These can be seeds, spores, plants, barnacles, algae, or microorganisms. These organisms can then fi nd their way into new habitats, reproduce, and become an invasive species. An extreme example is found on a fl oating dock from Japan that was dislodged by the 2011 Tōhoku earthquake and tsunami. When the dock washed ashore in Oregon, it carried with it over 47 different non-native species that were still living.
Bio-accumulation
Plastic loves chemicals. Plastics contain chemicals that leach into the environment, as they are broken apart by ultraviolet radiation. However, plastics also adsorb chemical contaminants in the environment, such as PCB's and pesticides. The amount of chemicals the plastics can adsorb are biologically signifi cant. It has been shown that these chemicals can accumulate in the tissues of wildlife that is feeding on them and contaminate the food chain – including the food that humans eat.
Sources
* https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4780651/
* https://www.researchgate.net/publication/270662401_The_Impact_of_Polystyrene_Microplastics_on_Feeding_Function_and_Fecundity_in_the_ Marine_Copepod_Calanus_helgolandicus
* https://pubs.acs.org/doi/full/10.1021/es504525u
* https://marinedebris.noaa.gov/fi le/4168/download?token=SkOSYDWE
* https://www.epa.gov/trash-free-waters/impacts-mismanaged-trash
ACTIVITY
Part I (Suggested for grades 2 to 4)
1. Fill the aquarium with enough water so that the turtle and trash items can fl oat. You will use these to demonstrate how trash can affect wildlife and let students demonstrate their ideas.
2. Show the students this video clip, which shows what happens when plastic trash goes into our waterways. http://thekidshouldseethis.com/post/85747435912
3. Have a short discussion with students about what they learned from the video, and then explain that they will be doing a couple of activities that explore how plastic affects wildlife.
Optional for younger students
1. Ask the students to bring a stuffed animal from home, including toy birds, turtles, bears
2. Place the transparent bag in an aquarium, with a plastic fi sh or plastic turtle
3. Ask the students how the bag could create a problem for the animals living in the sea. Demonstrate how the fi sh or the turtle can get trapped in the plastic bag.
4. Have the students share the animals they brought to class
5. Have the students use the plastic bags, six-pack holders and other litter to demonstrate ways that the animals could get hurt by using the litter.
Part II (Suggested for grades 2 to 4)
1. Make sure each student has a shoebox, spoon, cup, wildlife "food" and dried beans.
2. Have each child take a shoebox and add 1½ cups of the birdseed or popcorn. Explain that this represents the food that wildlife such as fi sh or ducks may eat.
3. Have the students add ½ cup of the dried beans to the shoebox. Explain to students that this represents trash, such as plastic, that has wound up in the environment as litter.
4. Explain to students that they are about to feed from their shoeboxes. The spoons represent their mouths, while the cups are their stomachs. They need to "eat" as much food as they can in 30 seconds. Start the timer and go!
Trash Effects on Wildlife LESSON 6:
Trash Effects on Wildlife LESSON 6:
5. When time is up, have the children examine their cups for any trash that was mistakenly eaten. As an option you may have students create a table or pie chart to show the amounts of trash and food that was eaten.
6. Discuss with students what they think may happen to an animal that ingests plastic or other litter. Do they get sick? Are they able to feed as well? You may approach this by asking students what would happen to them if they ate plastic. Use the aquarium as a demo as appropriate.
7. You may also choose to do multiple rounds of feeding as a game.
a. Have students create data sheets in order to record the amount of natural food and plastic litter consumed. Have one column for the plastic litter and the other for natural food.
b. After a round of "feeding" have students analyze their food. If ¼ or more of the food they ate was plastic, the plastic blocks the student's digestive tract and they "die." Continue for several rounds.
8. Ask students how they can help keep animals safe from litter, and what actions they will personally take.
Part III – All Tangled Up (Suggested for grades K to 4)
1. Animals do not have to eat trash in order to be harmed by it. Discuss the term entanglement with students, and explain that they are going to become entangled today. Using the plastic fi sh or turtle, discuss and show some common ways that animals may become entangled, in plastic bags, monofi lament fi shing line and plastic rings from soft drinks.
2. Make sure each student has a rubber band. Show them the proper way to put it on their hand.
a. Hold your left hand up in front of your face, with the back of your hand towards your face.
b. Hold the rubber band in your right hand and hook one end of it over the little fi nger of your left hand.
c. Hook the other end of the rubber band over the left-hand thumb. The rubber band should be taut and resting across the bottom knuckles on the back of your left hand.
d. Place your right hand on the bottom of your left elbow, and keep it there.
3. Have students try to free their hand of the rubber band without using their right hand, teeth, face or other body parts.
4. While the students are struggling, ask the class to imagine that they are animals that have gotten pieces of fi shing line, abandoned net or other trash wrapped around their fl ippers, beaks, or necks. Tell them: imagine that you are birds that are unable to eat until they are free from the trash. Ask the students the following questions (Encourage students to share their feelings about being entangled as they answer these questions):
a. How would you feel after struggling like this all morning?
b. How would you feel after missing breakfast?
c. What would happen if you continued to miss meals and spent all of your strength fi ghting to get free?
d. What would happen if a predator was chasing you?
5. Discuss what students can do to help prevent problems like entanglement. If they see any trash, they should pick it up, cut up plastic soda rings before disposal, and recycle monofi lament fi shing line whenever possible.
Trash Effects on Wildlife LESSON 6:
CALL TO ACTION
1. Ask the students to create a poster asking their school community to help keep animals safe by properly disposing of their litter.
2. Encourage students to create a recycling program for harder-to-recycle items like plastic grocery bags and monofi lament fi shing line.
3. Have students make a pledge to reduce the amount of trash they produce by using reusable grocery bags and water bottles.
OTHER RESOURCES
* Lasell, Fen H. Kiya the Gull. Reading. Mass: Adison-Welsey Publishing Company, 1969. A boy rescues a gull that became injured in a tangled fi shing line
* Learn more about Marcus Erikson's work at http://www.5gyres.org/
* Background Material Source: http://www.humanesociety.org/news/magazines/2009/07-08/the_deadly_truth_about_trash.html
* Instructions for building a monofi lament collector http://www.boatus.org/monofi lament/
Mail collected monofi lament to:
Berkley Recycling
1900 18th Street
Spirit Lake, Iowa 51360
* Keep Louisiana Beautiful http://keeplouisianabeautiful.org/
* Keep America Beautiful https://www.kab.org/
* Activities modifi ed from "Marine Wildlife and Harmful Trash" from the National Park Service, and "Mistaken Munchies" from the Marine Mammal Center. | <urn:uuid:7e74be94-fb6b-4bdb-9029-a76c17b860f7> | CC-MAIN-2020-16 | https://projectfrontyard.org/wp-content/uploads/2019/10/rocksey_lesson_plan6_trash_effects_on_wildlife_.pdf | 2020-03-29T00:49:10+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00334.warc.gz | 659,851,993 | 2,599 | eng_Latn | eng_Latn | 0.993505 | eng_Latn | 0.997832 | [
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HOW CAN I PARTICIPATE IN THE CLIMATE ACTION PLAN IN MY HOME?
In February 2018, the St. Louis Park City Council adopted a Climate Action Plan, the most ambitious of its kind in Minnesota.
Energy reduction and sourcing
Appliances
Transportation
* Install LED bulbs in your home, garage and exterior to reduce your energy bill (bulbs discounted through Xcel Energy ® ).
* Schedule a utility bill consultation to learn about your bill and how to reduce energy use (free through Citizen's Utility Board).
* Schedule a Home Energy Squad visit to tune up your house (only $50 for St. Louis Park residents and includes all materials and labor).
* Sign up for wind power with Windsource ® through Xcel Energy ® .
* Source your energy from solar through panels or community gardens (Xcel Energy Solar Rewards ® , Solar United Neighbors and more!).
* Install a smart or programmable thermostat (discounts through Xcel Energy ® and CenterPoint Energy).
* Need help weatherizing? Apply for the state's low income weatherization assistance.
* Check out the home remodeling assistance programs available through the City of St. Louis Park.
* Appliances need to be replaced? Check out replacement rebates available through Xcel Energy ® , CenterPoint Energy and the City of St. Louis Park.
* Choose alternative transportation options: walk, bike, carpool or bus. Try reading or texting – or simply resting – on your bus ride!
* If you do this regularly, don't forget to sign up for the Metro Transit's guaranteed ride home program in case you need an emergency ride.
* Try RideSharing programs. It will save you money on insurance and parking too!
* Practice eco-friendly driving – slow down a few miles an hour, practice proper acceleration and use cruise control.
* Buying a vehicle? Consider purchasing a hybrid or electric vehicle.
Do you have your own ideas or feedback to contribute? Or do you need help getting started? Reach out to us at email@example.com.
CLIMATE ACTION PLAN
More sustainable practices at home!
Food
* Participate in the city's organics recycling program – options available for single and multifamily homes!
* Don't waste! Eat your leftovers – incorporate them into another meal, freeze or share with a neighbor.
* Start Meatless Mondays – swap for beans or more veggies for a healthy, lower carbon meal!
* Buy locally grown produce at a farmers market or store, or consider joining a local Community Supported Agriculture (CSA) to buy directly from farmers.
* Grow your own food – inside and outside year-round.
To learn more about or get involved with food growing, visit www.SLPSEEDS.org.
Do you have your own ideas or feedback to contribute? Or do you need help getting started? Reach out to the environment and sustainability commission at firstname.lastname@example.org.
Yard
Clothing
* Cut your grass the appropriate height (3 inches) to keep it healthy, easier to care for and better for the soil.
* Practice mulching in your lawns and gardens.
* Salt and sand smartly in the winter to save money and our water sources (use sand, apply salt when temps are higher than 15°, sweep up excess and reuse, etc.).
* Collect rain in rain barrels for watering (watch for discounts in spring through the city and RAM) or add a rain garden.
* Add more trees and bushes to your yard; shop the annual St. Louis Park Tree Sale.
* Consider low-mow grass or turf alternatives (rock gardens, edible gardens, etc.) with new landscaping.
* Consider pervious pavement with exterior renovations.
Check out Metro Blooms for ideas and information on many of these yard options!
* Set out used clothing and home goods for reuse or recycling through St. Louis Park's Simple Recycling program (free curbside pick-up) or donate to Goodwill, Salvation Army, etc.
* Buy gently-used clothing from thrift or consignment shops and/or visit local clothing swaps or swap with friends!
* Wash your clothes in cold water to save money and energy, and hang dry your clothes when possible instead of using the dryer.
Waste
* Drink from reusable water bottles, coffee mugs, etc.
* Avoid using disposable utensils, plates, cups, etc.
* Learn more from St. Louis Park solid waste staff. | <urn:uuid:16d2f043-9a38-4927-be9e-257ec9bef2e2> | CC-MAIN-2020-16 | https://www.stlouispark.org/home/showdocument?id=15775 | 2020-03-28T22:57:02+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00337.warc.gz | 1,156,690,977 | 886 | eng_Latn | eng_Latn | 0.996292 | eng_Latn | 0.996512 | [
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Physical Activity: CLIMBING
While participants are climbing, they are getting lots of health benefits. The information in this packet details those benefits, from the muscles that climbing develops to the way it makes people feel.
This packet supplements what you do during the climbing wall session. You do have to get participants to recognize that this activity is great for their physical and emotional health, but you can do that in the way that best works for your group and you. These materials offer lots of different ideas for incorporating the health components into your already fabulously planned session.
Read the Facilitator's Guide in order to understand Frost Valley's physical activity initiative; to effectively use the materials in your session; and for ways to encourage physical activity among your participants in and beyond Frost Valley.
This chart, also featured in the Facilitator's Guide, highlights each of the sections in this module. This can guide you in selecting what to focus on during the session.
2000 Frost Valley Road, Claryville, NY 12725 TEL: 845-985-2291 FAX: 845-985-0056 WEB: frostvalley.org
DESCRIPTION
Climbing on the climbing wall is a low-impact indoor or outdoor activity that offers a fullbody cardio and strengthening workout. It develops many different skills and boosts a person's sense of self. It promotes body awareness and improves balance.
Many people think that climbing relies on upper-body strength. What a skilled climber needs is proper technique, balance, and leg strength. Climbing gets your body into positions that it would not normally be in. It involves reaching with your hands and feet to grab onto holds. It develops muscles that help in other sports. For example, it builds upper-body flexibility for running and cycling; core strength for most sports; agility for soccer; and grip and hand strength for tennis.
The climbing wall in particular offers repeated experiences that enable you to tackle a specific climbing skill or goal. On the climbing wall, you use many of the muscles in your body: fingers, forearms, back, legs, and shoulders.
Climbing has many social and emotional benefits, from heightened determination and problem solving to greater patience and concentration. Because it is a strategic sport, you have to figure out your next move, and think about your options before making that move. You ask yourself questions like: Will this move get me where I need to go? Will this move give me access to another handhold or foothold? Problem solving and visualization are definitely at play! Overall, climbing calls for setting goals and planning how to reach those goals in terms of negotiating and making it to the top of the climbing wall.
Using the climbing wall improves motor skills, spatial awareness (the sense of your body in relation to your physical surroundings), and concentration . . . and even communication and listening skills, because you listen to instructions or work with a partner or a group. Climbing on an outdoor climbing wall lets you experience and enjoy nature.
TYPE OF ACTIVITY: Aerobic and anaerobic (muscle-building and endurance)
Climbing is a low-impact sport of moderate intensity. It increases your heart and respiratory rates, so it is a great cardio workout. It is also an anaerobic sport, specifically in terms of the use of the forearm and pull muscles. Climbers refer to this as "power endurance," or the near-maximum strength needed to climb a continuously strenuous sequence without resting, with reliance of the forearm and the muscles to accomplish this.
WHERE IT FITS WITHIN THE RECOMMENDED AMOUNT OF PHYSICAL ACTIVITY
As a sport of moderate intensity, climbing can fulfill part of the daily requirement of 60 or more minutes of physical activity. It is also a muscle-building activity, which is recommended for at least 3 days per week.
HOW IT MAKES YOU FEEL
* Enhances problem-solving and decision-making skills
* Makes you determined
* Builds self-confidence
* Makes you proud and driven to succeed (climbing the wall, getting to the top, etc.)
* Reduces stress
* Promotes patience
* Builds trust in others (when you are climbing together, relying on each other)
SUGGESTIONS FOR WAYS TO INCORPORATE
DAY 1
1. Ask participants to share climbing (wall, rock, bouldering, etc.) experiences they have had:
* Who has done any kind of climbing before? Where did you climb? What kind of climbing did you do? Did you use the climbing wall?
* What do/did you like about climbing? What do/did you dislike about climbing?
* What do you think of climbing as exercise? Do you think it gives you a good workout? Explain why or why not?
* What parts of the body do you think get the most benefit from climbing?
* How might/does climbing make you feel?
2000 Frost Valley Road, Claryville, NY 12725 TEL: 845-985-2291 FAX: 845-985-0056 WEB: frostvalley.org
2. Point out that climbing on the climbing wall is a great physical activity and that it also really makes you feel good in many ways. Build on what participants noted about its benefits. Share other benefits with the group.
3. If participants are beginners, ask them to observe as you model climbing to figure out which parts of the body and muscles the activity relies on. Affirm contributions. Show students where the body benefits. Explore with them specific aspects of climbing that affect different muscles.
4. Ask the group what they think is the most important skill a climber needs: strength, endurance, flexibility, balance, other? Have participants share their thoughts. Explain that it is a mix of all of these elements but what is most important is PROPER TECHNIQUE.
5. Once participants start climbing, tell them to make a mental note of where they are "feeling" the workout. When they are done, discuss with them which parts of their bodies and/or which muscles they think they will have to work on so they can climb further and negotiate more challenging areas.
6. If relevant, ask participants to set individual climbing goals. For example: How far do they want to climb? What level of difficulty do they want to reach? Which muscles do they want to focus on? The purpose is to have them set one reachable climbing goal and to plan how to achieve that. They can log their progress toward that goal in a journal or on a posted chart.
FOLLOWING SESSIONS
1. Couple climbing with conditioning exercises that work on specific skills; that target specific parts of the body so participants can build strength and experience a good "workout;" and that help participants to improve other aspects of climbing— balance, coordination, posture, etc. These exercises should be age-appropriate. For example:
* Under age 10: Pull-ups, push-ups, planks, bridging, and other core builders.
* Ages 10-15: Pull-ups; lock-offs (gripping a single handhold with enough strength to allow the other hand to shift to a new handhold); fingerboard pull-ups and a few hangs; controlled campus laddering (climbing in a hand-over-hand, ladder-like motion up the wall with no aid from the feet); various core-strengthening routines; regular workouts on the climbing wall; and stretching of arms, hips, and legs.
2. After each session, encourage participants to do some strengthening, stretching, and aerobic activity to either improve certain aspects of their climbing skills or enhance their overall climbing fitness. At the start of each session, ask participants questions like:
* What activity did you do? How long did you do it?
* With climbing and your other physical activities, do you think you did your 60 minutes' worth of daily exercise?
* How do you think this exercise will help you improve your climbing skills?
3. During the last session, participants engage in the Climb to the Goal challenge, where they reach or surpass their individual climbing goals. Participants discuss what helped them reach their goals, from physical to mental skill. Point out, where possible, the physical gains they have made and then ask them how they feel about them.
SOME FUN IDEAS
1. Encourage participants to try a new activity at camp and to compare it with climbing.
2. Engage participants in climbing games that build important climbing skills and target parts of the body and muscles that they need to develop these skills. See attached sample games. Participants can also create a variation of a game and/or create a new game that targets specific skills or the development of muscles.
3. One way to measure the amount of physical activity done in a day is by the number of steps taken in a day. Typically, there are 2,000 steps per mile (about 30 minutes of continuous activity).You can measure steps with a pedometer for sports like walking, hiking, and running. But, you need to use a conversion chart for other sports, like climbing. In climbing (ascending), the comparison looks like this:
Thirty minutes of climbing is almost five miles' worth of steps! There are recommended guidelines for the number of steps that make up moderate to intense physical activity –— and meet the recommended 60 minutes or more of activity each day. For young people, 9,000 steps is the magic number. So 30 minutes of climbing exceeds the 9,000-step expectation! (Purdue University estimates that climbing equates to 244 steps per minute, putting it slightly above the 222 steps per minute estimated by running a 10-minute mile. i )
Participants can chart the steps they have taken in a day, including climbing, general walking (using a pedometer), and other activities. Post the Step Conversion table on Page 12 the Facilitator's Guide for participants to see and/or distribute it for them to refer to at the end of each day. Have participants share their step rates.
CLIMBING: Interesting facts
On January 15, 2015, two Americans, Tommy Caldwell and Kevin Jorgeson, became the first climbers ever to free-climb Dawn's Wall, a 3,000-foot vertical wall on El Capitan, the largest cliff in California's Yosemite National Park. They used ropes and safety harnesses to catch themselves in case of a fall, but depended on their strength and their skill in using their hands and bodies to climb the wall by grasping very thin and very small cracks. ii
The Excalibur climbing tower at the Bjoeks climbing center in Groningen, the Netherlands, is known to be the highest climbing tower in the world. It is 121 feet tall, with an overhang of 36 feet. iii
A fitness club in Japan has an Alice in Wonderland–themed climbing wall. Instead of rocks sticking out, the wall has picture frames, mirrors, deer heads, bird cages, and flower vases to grab for climbing. iv
Vertical Club (now Vertical World) established the first indoor climbing gym in 1987 in Seattle, WA. v
Schurman Rock, built in 1939 in West Seattle, is known as the first man-made climbing rock in the nation. vi
EVALUATION
1. How much FUN do you think the climbing wall is? Choose the number that shows what you think.
3= A lot of fun
2 = Pretty fun
1= A little fun0= No fun
2. How HEALTHY do you think the climbing wall is? Choose the number that shows what you think.
3= Very healthy2= Pretty healthy1= A little healthy0= Not healthy
3. Which parts of your body would you say got the best workout from climbing, in all its forms?
o Legs
o Hips
o Calves
o Arms and shoulders
o Back
o Hands
o Fingers
o Heart
o Lungs
o Whole body
4. How often might you climb the climbing wall again at Frost Valley? Choose the number that shows what you think.
3= Very often
2 = Pretty often
1= Rarely0= Never
5. How often might you climb after leaving Frost Valley? Choose the number that shows what you think.
```
3 = Often 2 = Sometimes 1 = Not very often 0 = Hardly ever (everyday) (once a week) (once a month) (once a year)
```
2000 Frost Valley Road, Claryville, NY 12725 TEL: 845-985-2291 FAX: 845-985-0056 WEB: frostvalley.org
SAMPLE GAMES vii
* Balloons Inflate a balloon and either place it inside or tape it to the outside of the climber's clothing. Have climbers experiment with the position of the balloons and observe how this addition to their bodies affects their positioning on a range of climbs of differing degrees, grades, or levels of steepness. This can be a quick and easy method of getting climbers to climb with straight arms and a twisting motion on steeper ground, as they try to keep the balloon away from the wall.
* Getting Dressed This works in a similar way to "one-handed catch," but offers more variety in practice. Hang a range of different items of clothing on the wall. The climbers then have to climb to those clothes and put them on or even take them off without touching the ground, making them think about stable body positions.
* Musical Climbing Climbers move to the rhythm of the music. Slower, more controlled movements are required for slower music, while faster music means that climbers have to move dynamically.
* One-Handed Catch For a climber on a wall to catch a soft ball, he or she has to get into a stable body position. He or she then has the option of throwing the ball to the instructor or to another climber.
* Octopus Identify two handholds, which are level and approximately shoulder-width apart, and a single foothold. While holding the handholds and standing on the foothold, have each climber move his or her body around and try to touch as many different footholds as possible with his or her spare foot.
* Twister® This classic party game can keep a group on a climbing wall amused for hours. Have several climbers positioned on a section of wall, well away from each other, with a range of different colors. Play the game as normal, using a standard Twister® spinner, but have all the climbers moving at the same time. The winner is the climber that stays on the wall for the longest time without falling or touching another hold.
2000 Frost Valley Road, Claryville, NY 12725 TEL: 845-985-2291 FAX: 845-985-0056 WEB: frostvalley.org
ADDITIONAL TYPES OF CLIMBING
At Frost Valley, participants may have the opportunity to participate in other types of climbing. The following describes these activities. Their health elements mirror those associated with climbing done on the climbing wall.
Climbing: Usually done with ropes, this type of climbing is typically practiced outdoors. The person climbing is tied to a rope controlled by another person. Controlling the rope is belaying; the person controlling the rope is the belayer.
Scrambling: This is a mix of hill walking and climbing. Some scrambles up steep ridges can be very exposed. The steeper the rock, the harder the scramble.
Bouldering: This type of climbing involves using the hands without equipment. The goal is to climb to challenging places that are just a few feet off the ground. You have to support your weight with your arms and legs, which builds upper- and lower-body strength, along with abdominal (core) strength.
ENDNOTES
i Kenney, Kaye. "Benefits of Climbing."[Internet - WWW, URL]http://exercise.lovetoknow.com/typesexercise/benefits-rock-climbing.
iiTribune wire reports. "2 Americans complete 'world's most difficult' rock climb at Yosemite [Internet WWW, URL],"http://www.chicagotribune.com/news/nationworld/chi-el-capitan-climb--20150114story.html, 14 January 2015.
iiiMurano, Grace. "10 Coolest Climbing Walls" [Internet - WWW, URL] http://www.oddee.com/item_97954.aspx, 2 November 2011.
ivQuay, Anthea, "In Japan, an Alice in Wonderland-inspired Rock Climbing Wall" [Internet - WWW, URL],http://designtaxi.com/news/350831/In-Japan-an-Alice-in-Wonderland-inspired-Rock-ClimbingWall/, 19 October 2011.
v Wikipedia. "Indoor Climbing" [Internet - WWW, URL],https://en.wikipedia.org/wiki/Indoor_climbing, 08 June 2015.
viSeattle.gov, "Brief History of Camp Long Started in 1937, dedicated in 1941"[Internet - WWW, URL],http://www.seattle.gov/parks/environment/history.htm.
vii Smith, Paul, "Climbing Games" [Internet - WWW, URL] http://pesdablog.com/pdfs/climbinggamesissuu.pdf, 2009. | <urn:uuid:3467cf78-8a83-4cb6-84f4-3f5be0d9d90e> | CC-MAIN-2020-16 | http://frostvalley.org/wp-content/uploads/2015/05/Physical-Activity-Climbing-REV-1.12.2017.pdf | 2020-03-28T23:52:34+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493121.36/warc/CC-MAIN-20200328225036-20200329015036-00339.warc.gz | 76,315,954 | 3,602 | eng_Latn | eng_Latn | 0.972668 | eng_Latn | 0.998752 | [
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WHAT HAPPENS WHEN YOU FLUSH THE TOILET?
Flex your knowledge about the wastewater treatment process with this MWRD crossword puzzle.
OVER
Street
Water
Reclamation
Plant
WATERWAY
Local combined sewers carry wastewater from homes and businesses as well as stormwater from street drains.
In older communities, water from drains, toilets and rainstorms enter the same sewers.
Pumps raise
wastewater to WRPs
for cleaning.
1
2
3
4
Drain
1Water from your drains and faucets, as well as water after a storm, goes into the sewer system.
Stickney Water Reclamation Plant Cicero
2Wastewater is treated (cleaned) at one of seven Metropolitan Water Reclamation District of Greater Chicago (MWRD) water reclamation plants (WRPs).
3After water is treated at a WRP, the clean water is sent to downstream waterways which eventually flows into the Mississippi River.
MWRD'S SEVEN WATER RECLAMATION PLANTS
O'Brien Water Reclamation Plant
Skokie
Egan Water Reclamation Plant
Schaumburg
Kirie Water Reclamation Plant
Des Plaines
Hanover Park Water Reclamation Plant Hanover Park
Lemont Water Reclamation Plant
Lemont
4Solid materials removed from the water at the WRP are processed to kill harmful bugs then dried. This product is called "biosolids." Biosolids enrich soil and enhance plant growth. We use biosolids to make compost.
10.28.19
Puzzle Instructions Use the clues below to fill in the correct answers for the boxes going across and down. There is one letter for each box.
Across
Down
1 Wastewater treatment works using the same processes that occur naturally in rivers to clean water, incorporating physical and biological processes with a combination of air, gravity and ______________ .
2 In secondary treatment, a community of microorganisms help remove ________ material from the wastewater.
3 We see the benefits of our work resulting in increased recreation on the ________, such as kayaking and canoeing, a rebounding aquatic habitat and increases in fish species.
4 ________ treatment adds a final layer of treatment before water is released into neighboring waterways. The Calumet WRP uses a chlorination/de-chlorination application process and the O'Brien WRP uses an ultraviolet (UV) disinfection system.
Word Bank
interceptors
5 In primary treatment, aerated grit tanks and settling tanks use physical and ________ means to remove fats and oils and to separate solids from the water.
6 If you live within our service area, the water that goes down your toilet, sinks and ______ eventually comes to us to be cleaned.
7 We treat wastewater from homes and businesses throughout our 882.1-square-mile service area, in addition to ________ from some communities.
8 Wastewater and stormwater flows through local sewers into our ________ before flowing to WRPs where we clean the water and recover resources.
9 The goal of wastewater treatment is to reduce ________ in water.
stormwater microorganisms waterways
drains contaminants
organic tertiary
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28
Stormwater
Stormwater harvesting could help South Africa manage its water shortages
Despite its potential as an alternative water supply, stormwater remains grossly underutilised in South Africa, writes Kirsty Carden and Lloyd Fisher-Jeffes from the University of Cape Town.
In 2016, South Africa experienced one of the worst droughts in decades. Many towns and cities across the country were left with compromised water-supply systems and limited food production. This placed pressure on an already fragile economy.
urban water supplies. Stormwater harvesting is different to rainwater harvesting. Rainwater harvesting is the collection and storage of runoff water from an individual property with private use – usually from the roofs of buildings.
South Africa must find ways to adapt to and mitigate water insecurity threats. These can be from droughts, climate change, but also from increases in water demand through urbanisation, population growth and rising standards of living. Towns and cities need to start operating within the limits of their existing water resources.
To avert a future water crisis, the country needs to seek alternative sources of water supply and reduce its reliance on conventional surface water schemes such as dams and reservoirs.
Stormwater harvesting is the collection and storage of rainfall runoff in open ponds or aquifers. It has been identified as one alternative water resource that could supplement traditional
Stormwater harvesting can improve water security and increase resilience to climate change in urban areas. It can also prevent frequent flooding and provide additional benefits to society – such as creating amenities and preserving biodiversity.
There is a significant variation in rainfall across South Africa, and most parts of the country are well placed to harvest stormwater. For example, Cape Town obtains roughly 400 million m 3 of water annually from its supply reservoirs. But more than three times this amount falls onto the city every year as rain that becomes stormwater.
Stormwater potential
A recent study of the Liesbeek River Catchment in Cape Town found that stormwater harvesting had the potential to reduce
The Water Wheel May/June 2017
BACK TO TOP
the total current residential potable water demand of the catchment by more than 20% if the stored stormwater was used for purposes such as irrigation and toilet flushing. For such a reduction to take place, the vast majority of residents would be required to make use of harvested stormwater. This would likely necessitate changes to the regulations related to the supply of water in the city.
There has only been one large-scale example of successful, longterm stormwater harvesting in South Africa. This is in the town of Atlantis on the country's west coast. This low rate of adoption of stormwater harvesting is likely due to a range of socioinstitutional challenges. These include resistance to innovative approaches, fragmented and underfunded water management institutions, a lack of political will, and a shortage of capacity required to operate and maintain the harvesting process. There are, however, signs of increasing interest of utilising stormwater as a resource in the country with a number of smaller-scale schemes being undertaken.
There are several international examples of large-scale stormwater harvesting. One of the most comprehensive is in Singapore where it has been shown to be a useful high-quality water resource. Other initiatives in the US and Australia highlight that harvested stormwater is used for a range of purposes, including irrigation, toilet flushing, commercial and industrial uses.
How they work
Stormwater harvesting schemes all make use of some form of storage system. Some make use of retention ponds with permanent water storage. Others make use of detention ponds; these are normally dry except following large storm events when they temporarily store stormwater to reduce downstream flooding.
Detention or retention ponds are used to store runoff volumes. This results in the reduction of downstream flows, and decreased flooding. Stormwater can infiltrate into the ground from these ponds, or it can be intentionally injected into boreholes so that it can be captured and stored in aquifers. This is a process known as managed aquifer storage.
There are further opportunities for stormwater managers to actively manage the systems using real-time control. This can be done in a way that, prior to a predicted storm event, the storage is partially emptied, resulting in an increase in the flow rates in the river ahead of the storm, but a decrease in the peak flow during the storm, which could prevent flooding. In this way, additional storage capacity is created for stormwater harvesting purposes.
Few and far between
Stormwater and higher-quality treated municipal effluent in Atlantis are used to recharge the aquifer beneath the town for later extraction through boreholes. The scheme has successfully ensured a consistent supply of water for the town over the last 37 years. Approximately 30% of the town's groundwater supply comes from the artificial recharge scheme.
But research shows that it should also be seriously considered as an alternative water source in other areas. In Cape Town most of the harvestable stormwater is only available during the wet winter months when the reservoirs are typically filling in any case. If it were properly captured it could be used as a way to reduce normal demand during this time.
This can be done by increasing the rate and level to which these reservoirs fill up to ensure an increase in the availability of water during the dry summer months.
Additional benefits
Stormwater harvesting can have spin-off benefits too in terms of protecting natural assets such as parks, wetlands and ponds. This, in turn, has benefits for biodiversity as corridors to support indigenous vegetation within an urban area are created. There is also potential for these systems to provide water treatment functions through naturally filtering and biologically treating polluted urban stormwater.
For example, the positive amenity created by stormwater harvesting in the Liesbeeck catchment was estimated at between R2 million and R7 million a year in 2013. This was calculated by the public's willingness to pay for a change in the quality or quantity of an environmental good or service like recreational use, added property value, water treatment, or flood alleviation.
Stormwater harvesting offers an alternative water-supply source. It is almost entirely untapped in South Africa and could ensure improved water security for towns and cities across the country. Stormwater could be treated to potable standards like in Singapore. But it may not be economically feasible, and it may be preferable to use the stored water for non-potable purposes such as irrigation and toilet flushing.
Stormwater harvesting appears to be financially and technically viable in South Africa, but it would depend on whether all sectors of society would be willing to use harvested stormwater, and for the required municipal policy and regulatory processes to be put in place.
BACK TO TOP
The Water Wheel May/June 2017
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TRANSFORMATIONAL SOLUTIONS
Empowering youth to engage in climate action through simulations and local advocacy
Description of the project:
TRANSFORMATIVE OUTCOMES
ECAP is a female-youth-led project that offers a holistic climate education and advocacy programme based on computerized simula tions. Using an MIT Sloan computer model, the ECAP team facilitates interactive simulation workshops, and guides participants on how to tackle climate change from a scientific and systemic perspective testing the effectiveness of solutions via a computer model. They encourage young people to advocate for ambitious climate action by sharing science news and stories of inspiring changemakers. Finally, ECAP works with schools and State representatives to advance local environmental policies and national legislation on cross-cutting issues related to climate.
+
INDUSTRY, INNOVATION
AND INFRASTUCTURE
9
CONTACT
Country: United States of America Organisation:
Effective Climate Action Project
Representative: Luna Abadia
E-mail: firstname.lastname@example.org
Address: 708 NW Skyline Crest Rd.,
Portland, OR 97229
Climate impact
16 climate simulation workshops facilitated for 150 participants from 7 countries
Linking participants' theoretical reasoning to practical knowledge through experiments with computer models
Amplifies youth voices to advocate for local environmental policy in partnership with elected officials
Gender impact
Female-led and implemented project focusing on young women's education and empowerment
Opportunities for young women and men to engage in local and national advocacy activities
Scalability / replicability
Bottom-up approach reaching out to regional legislators to implement local climate policies and action
Easy-to-replicate educational model linking theoretical knowl edge and policy change
Development of a training program which equips young leaders to facilitate workshops locally using culturally-relevant approaches
Financially supported by:
Plan International, General Motors STEM for Changemaking challenge, Ashoka and T-Mobile Changemaker challenge
29 | <urn:uuid:c774ebe5-7ca7-47a5-b70e-9c0b63e0ef3f> | CC-MAIN-2023-14 | https://womengenderclimate.org/wp-content/uploads/2022/03/Empowering-Youth-to-Engage-in-Climate-Action_GJCS_2021.pdf | 2023-03-30T12:02:27+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00407.warc.gz | 686,090,688 | 393 | eng_Latn | eng_Latn | 0.984425 | eng_Latn | 0.984425 | [
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WHAT THE EPA SAYS ABOUT DRINKING WATER CONTAMINANTS
Drinking Water
Between claims made by people selling water treatment devices and news reports about environmental issues, it is easy to forget that the water delivered by the Midland Water System undergoes a multi-stage treatment process and is rigorously tested to ensure it meets strict government standards. Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. Additionally, the presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained from the Environmental Protection Agency's (EPA) Safe Drinking Water Hotline (800-426-4791) or www.epa.gov/drink/.
What if I Have Special Health Needs?
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons – such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants – can be particularly at risk from infections. These individuals should seek advice about drinking water from their health care providers. Environmental Protection Agency/Centers for Disease Control guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791) or www.epa.gov/drink/.
Source Water
The sources of drinking water (both tap and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. In order to ensure that tap water is safe to drink, EPA prescribes regulations that limit the amount of certain contaminants in water provided by public water systems. FDA regulations establish limits for contaminants in bottled water that must provide the same protection for public health.
UTILITIES DEPARTMENT
WATER TREATMENT • WATER DISTRIBUTION • WATER OFFICE
Here are some helpful City of Midland telephone numbers:
Water Quality News
A Newsletter for the Citizens Served by the City of Midland Water System May 2011
2010 DRINKING WATER QUALITY REPORT
The City of Midland has a water treatment facility designed to do one thing — provide drinking water that meets all state and federal water-quality standards. Midland's annual Drinking Water Quality Report is intended to provide you, our customer, with the most recent water quality testing data. Your concerns and opinions are important to us, and we encourage you to contact us with any questions or comments. You can reach us by calling the Water Treatment Plant at 837-3515 or leaving a message on our 24-hour citizen comment line, 837-3400. You may also send an e-mail to firstname.lastname@example.org or write to us at 333 West Ellsworth Street, Midland, MI 48640.
SOURCE WATER INFORMATION
In June 2004, the Michigan Department of Environmental Quality (MDEQ) released a Source Water Assessment Report (SWAR) for our community's source of raw water. Included in the Source Water Assessment is a susceptibility analysis of our raw water. Susceptibility is a measure of the factors within the source water area that may pose a risk to the water supply. The Source Water Assessment Report concluded that potential contaminant sources present a negligible risk due to the physical location of the intakes. Based on our intake's infrequent experience with abnormal current flows, the Saginaw-Midland source water is defined as moderately low for susceptibility to potential contamination. Midland has effectively treated this source to meet drinking water standards.
Midland has received its source water supply from Lake Huron since 1948. The source water pumping system is jointly owned and operated by the cities of Midland and Saginaw and is called the Saginaw-Midland Municipal Water Supply Corporation (SMMWSC). Water is drawn into the system through two intake structures located in Lake Huron off the shores of Whitestone Point. The water is chlorinated at the lake intake structures to kill harmful bacteria and zebra mussels and is then pumped through 65 miles of pipeline to Midland. The water treatment complex is able to provide 48 million gallons per day (MGD) of treated Lake Huron water to our community. The water plant is staffed by state-certified water treatment operators, water analysts and maintenance personnel that monitor, test, maintain and adjust the treatment process to provide high-quality and reliable water service. Water distribution personnel are on duty to ensure water quality and safety as the water is delivered to the Midland area through approximately 359 miles of water main.
Protecting the source of our drinking water is an investment in our community's future and one of our main priorities. A copy of the Source Water Assessment is available for review at the Water Office, located at City Hall. If you have questions or need additional information on the report, please call the Water Plant at 837-3515.
ECRWSS
Postal Customer
This report was mailed to all residences and businesses in the City of Midland and to customers in communities that purchase their water directly from the City of Midland. Extra copies are available at the Water Plant by calling 989-837-3515 or on the City's website at www.midland-mi.org.
2010 Drinking Water Quality Report Is produced by the Utilities Department – Water Division 333 W. Ellsworth • Midland, MI • 48640 • www.midland-mi.org Midland City Council – meetings held twice monthly on Monday evenings at 7 p.m. Check your City calendar for dates. Tom Adams, Ward I / Mayor Pro Tem Maureen Donker, Ward II / Mayor J. Dee Brooks, Ward III Bruce Johnson, Ward IV Marty Wazbinski, Ward V
Midland, MI
PAID
Permit No. 5
PRSRT STD
U.S. Postage
CITY OF MIDLAND TEST RESULTS FOR 2010
SUBSTANCES REGULATED AT MIDLAND'S WATER TREATMENT PLANT
Amount Detected
a. Turbidity is monitored because it is a good indicator of the effectiveness of the filtration system. The treatment technique for turbidity requires that all samples be below 1 ntu, and at least 95% of the samples each month be lower than 0.3 ntu. 100% of our samples were below 0.3 ntu.
b. Testing for this substance is conducted every nine years. Last test date 2004.
SUBSTANCES REGULATED IN THE DISTRIBUTION SYSTEM
Amount Detected
c. Highest Running Annual Average (RAA) calculated quarterly.
SUBSTANCES REGULATED AT THE CUSTOMER'S TAP (CITY OF MIDLAND)
Amount Detected
d. No testing site exceeded the Copper Action Level of 1.3 ppm.
e. No testing sites exceeded the Lead Action Level of 15 ppb.
f. Testing for this substance is conducted every three years. Last test date 2010.
IMPORTANT DEFINITIONS
some of which may require an explanation.
The following tables contain scientific terms and measures,
Action Level or AL: The concentration of a contaminant which, if exceeded, triggers the need for additional treatment or other requirements that a water system must meet.
Maximum Contaminant Level or MCL: The highest level of a contaminant, that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
Maximum Contaminant Level Goal or MCLG: The level of contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
Maximum Residual Disinfectant Level or MRDL: The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
Maximum Residual Disinfectant Level Goal or MRDLG: The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contamination.
Nephelometric Turbidity Units (ntu): A measure of the clarity of water. The lower the numbers, the clearer the water.
Not Applicable: n/a
Part per million (ppm); part per billion (ppb): These units describe the levels of detected contaminants. One part per million is about 1/2 of a dissolved aspirin tablet (162.5 mg) in a full bathtub of water (about 50 gallons). One part per billion is about one dissolved aspirin tablet (325 mg) in a typical 25-meter swimming pool (about 100,000 gallons).
Treatment Technique or TT: A required process intended to reduce the level of a contaminant in drinking water.
INFORMATION ON LEAD AND COPPER
Copper is an essential nutrient, but some people who drink water containing copper in excess of the action level over a relatively short amount of time could experience gastrointestinal distress. Some people who drink water containing copper in excess of the action level over many years could suffer liver or kidney damage. People with Wilson's Disease should contact their physician. If you are concerned about elevated copper levels in your home's water, you may wish to have the water tested, and flush your tap for 30 seconds to 2 minutes before using the water.
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Midland is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline 1-800-426-4791 or at www.epa.gov/drink/.
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Cambridge English: First
Listening Part 1 – Multiple choice
Teacher's notes, transcript and answer key
The following worksheet is intended to help your students prepare for Part 1 of the Listening paper of the Cambridge First exam. The audio file can be downloaded from onestopenglish, and the transcript is included below for your convenience.
Transcript
1. Narrator: You hear a woman talking on the radio.
Presenter: Scientists have confirmed that our weather is getting wetter and we can expect more rainfall in the years to come. What does this mean for the northern part of the country? Well, much wetter summers and heavy snow in winter. This is no joke for drivers in the north of the country. Last year, we saw snowfall of up to two metres in some areas and there were more than 240 serious accidents due to snow and ice on our roads. This year, choose SafeSure winter tyres. No more worrying about skidding on icy surfaces! For a limited period, we're offering 20 percent off for new customers. Stay safe this winter. Choose SafeSure.
2. Narrator: You hear a musician talking about his career.
Interviewer: Do you enjoy having so many fans?
Musician: Oh, definitely! I wouldn't be where I am today without my fans, would I? I'm not signed to a record label, so all the money to record my music and go on tour comes from my fans, through crowdfunding. They're really amazing. Sometimes, when I'm stood at the front of the stage, I'm just astonished that all these strangers, who've never met me, have learnt all the words to my songs. It's really quite humbling. I have to say though that probably the best thing about having fans is that there's always someone there to support you. If I'm feeling low, I just post something on social media, and I get hundreds of lovely messages back. It lifts me up.
EXAMS / Cambridge English: First / Listening Part 1
3. Narrator: You hear two people talking about a book they read.
Man: Here's the book that you lent me. Thanks for that.
Woman: Did you enjoy it?
Man: I did. Although I'm not sure I like the way it ended. It left a lot of questions unanswered.
Woman: That's true. But maybe that was intentional. Maybe we're supposed to use our imaginations to create the ending ourselves.
Man:
Hmm, maybe.
Woman: I really liked the writing style too, all those long descriptions about what the countryside would look like in the future.
Man: Hmm, I didn't enjoy that side of the book so much. The descriptions went on for too long if you ask me. But it certainly gave me food for thought, and I like it when a book does that.
Woman: Oh yeah, it definitely gets you thinking.
4. Narrator:
You hear a voicemail.
Man: Oh, hello, this is Brett Thomson. I came into your shop on Saturday to help my mum buy a new phone. Well, your staff were very helpful and the phone is great, my mum likes it and everything. But I think there has been a mistake with the contract. You see, my mum doesn't use her phone very much, just the odd phone call or message. So she doesn't need a very expensive package with lots of data. We explained this in the shop. But when we read the contract at home, she has been given the most expensive contract available, with loads more data than she'll ever use. She'll need to change this. It's too much for her. Please can you call me back?
5. Narrator: You overhear two friends talking about a coffee shop.
Man: It's handy for me because it's on my way home from college.
Woman: Yes, I think a lot of students go in
*
*
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
Cambridge English: First
Listening Part 1 – Multiple choice
there, probably because the prices are so reasonable. And because of the food.
Man: Oh yeah, the cakes are really delicious and made by hand.
Woman: They are. I had the chocolate cake yesterday and it was really tasty.
Man: And they have an impressive selection of coffees too.
Woman: True. Although the cold drinks aren't that impressive, just the usual drinks you get everywhere else.
Man: A friend of mine, Lara, works there at the weekends. She says the other employees are really friendly.
Woman: Some of them are, but some of them aren't. I didn't bother leaving a tip yesterday – the waiter who served me was in a really bad mood and just grunted at me!
6. Narrator: You hear a doctor talking about her work.
Doctor: Of course, working in the Accident and Emergency Department is very exciting. There's always something happening and no two days are ever the same. What I love most is making a difference to patients – diagnosing a problem they have and then organising treatment, or even, sometimes, saving a person's life. It's a very challenging place to work, but I'm surrounded by a team of really excellent professionals who are all committed to their work, so I never get too stressed. I really enjoy the fact that my job always keeps me on my toes and I'm constantly learning new things.
7. Narrator: You hear two people talking about a cinema.
Man: Have you been to the new cinema yet?
Woman: Yes, I took the kids last week. The food was great and the seats were really comfortable, but by the time you've paid for two adults, two children, plus drinks and snacks, the cost really does add up. It would be nice if they could offer some kind of reduced family ticket.
Man: I know what you mean. And I found the online booking a bit difficult when I went on their website. It's not very easy to use.
Woman: I booked on the phone, and that was easy enough. I'd definitely go again, but maybe only for a special occasion.
8. Narrator: You hear two people talking about a dance show they've just seen.
Woman: So, what did you think of your first ever dance show?
Man: Well, I'm glad you told me to wear a jacket. I wasn't expecting the audience to be so smart!
Woman: People like to dress up when they go to the theatre! But did you enjoy it?
Man: I did, much more than I'd expected. Those performers are so talented, and so fit. I hadn't realised what athletes dancers are before.
Woman: Oh, it must take years of practice.
Man: And I wasn't expecting the performance to affect me so much. But I actually had a tear in my eye at the end.
Woman: You big softie!
Answer key
1. A; 2. B; 3. A; 4. C; 5. B; 6. A; 7. B; 8. A
*
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
*
Cambridge English: First
Listening Part 1 – Multiple choice
You will hear people talking in eight different situations. For questions 1–8, choose the best answer (A, B or C).
1 You hear a woman talking on the radio. What kind of information is she giving?
A an advert
B a news bulletin
C a weather report
2 You hear a musician talking about his career. What does like most about his fans?
A their dedication to learning his lyrics
B their ability to energize him
C their financial support of his music
3 You hear two people talking about a book they read. The man thinks the book was ...
A ... thought-provoking.
B ... imaginative.
C ... non-descript.
You hear a voicemail. Why is the speaker calling?
A to give positive feedback about the employees
B to make a complaint about a product
C to make changes to the cost of a service
5 You overhear two friends talking about a coffee shop. What do they both like about it?
A the wide choice of drinks
B
the home-made cakes
C the friendliness of the staff
6 You hear a doctor talking about her work. What is she doing?
A explaining what she finds rewarding about the job
B describing the problems that many doctors face
C encouraging others to consider a career in medicine
7 You hear two people talking about a cinema. The woman says the cinema should ...
A ... have special deals for special occasions.
B ... offer discounts on tickets.
C ... make the website easier to use.
8 You hear two people talking about a dance show they've just seen. How does the man feel about it?
A surprised by his emotional reaction
B embarrassed he did not dress smartly
impressed by the dancers' training
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
4
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Students with Disabilities/Special Education Programs
Students with disabilities are protected by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and, when eligible, the Individuals with Disabilities Education Improvement Act (IDEA-2004). Students with disabilities are entitled to a "free appropriate public education" (FAPE), which is defined by the student's Individualized Education Program (IEP) or §504 Plan (IAP). Parents/guardians who believe their child may have a disability can initiate the special education and/or §504 "identification" process by making a request to school staff. When staff members have significant concerns about a student, they are to initiate the "problem solving" process and, when appropriate, refer the student to the school's Care Team.
Students between the ages of three (3) and twenty-one (21) residing in St. Louis County, as well as St. Louis City residents attending Parkway schools, are eligible for special education and related services offered by the Special School District (SSD) of St. Louis County if they are diagnosed with educational disabilities. The SSD also provides special education and audiological evaluations, hearing and speech/language screening services, Special Non-Public Access Program (SNAP) special education services for students with educational disabilities attending private/parochial schools, and a variety of adult education and "transitional" programs. Homebound instruction for home or hospitalbound students (both with and without disabilities) and applied technology/vocational programming are also available. Parkway provides accommodations and services for students with §504 disabilities who are not eligible for services under the IDEA.
Under the Family Educational Rights and Privacy Act (FERPA), parents have the right to review, request amendment of, and file complaints concerning the content or maintenance of personally identifiable information about their children. The rights of individuals with disabilities are available upon request from school staff or the Parkway Special Services Department. Appeals of disability related decisions should be submitted in writing to the Parkway and/or SSD Superintendents of Schools.
Questions or requests for assistance/information should be directed to the student's guidance counselor, the school's special education Administrative Team (West Middle administrator and SSD area coordinator), or to Parkway's Special Services Department at the Instructional Services Center at 314-415-5002. July 2013 | <urn:uuid:a61633bc-dcae-4438-bf3f-4c8792b06b31> | CC-MAIN-2023-14 | https://www.parkwayschools.net/cms/lib/MO01931486/Centricity/Domain/331/Students_with_Disabilities.pdf | 2023-03-30T12:27:24+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00406.warc.gz | 1,025,681,845 | 474 | eng_Latn | eng_Latn | 0.989397 | eng_Latn | 0.989397 | [
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Rabbit
Rabbits help us learn about a variety of health issues including heart disease and blood flow problems. They produce antibodies, which are used to study infectious diseases, like the flu. Rabbits helped scientists develop the rabies vaccine. They also help us battle diabetes and eye and ear diseases. | <urn:uuid:74c1260c-b811-46b9-a16a-39476342ef66> | CC-MAIN-2023-14 | https://www.bradglobal.org/_files/ugd/bdf350_15167a37570842da8063ae52f3c7be96.pdf | 2023-03-30T11:08:46+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00404.warc.gz | 750,976,793 | 61 | eng_Latn | eng_Latn | 0.998942 | eng_Latn | 0.998942 | [
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Your Gas Stove Is Bad for You and the Planet
To help solve the climate crisis, we need to electrify everything.
By Justin Gillis and Bruce Nilles
- New York Times, May 1, 2019
OAKLAND, Calif. — We have some good news that sounds like bad news: Your gas stove has to go.
We know how you'll feel reading those words. We used to love cooking with gas, too. But if our society is going to solve the climate crisis, one of the things we must do is stop burning gas in our buildings.
Nobody is going to shed a tear about having to switch to a more efficient furnace or water heater. But people feel emotional about gas stoves, and the gas industry knows it. Seeing this fight coming, the industry is already issuing propaganda with gauzy pictures of blue flames.
What the gas companies will not tell you is that your stove is a danger not just to the world's climate but also to your own family's health. We'll explain in a moment.
First, here's the larger situation: The need to tackle climate change is beyond urgent. We are running out of time. Within the next decade we need to cut climate pollution in half in the United States, roughly, to do our fair part in preserving a livable planet.
Despite the Trump administration, the nation is actually making progress in some areas. We are retiring coal-burning power plants at a record pace, and half of them are already gone. A new wave of ambition to address climate change is sweeping across state legislatures this year as more and more commit to 100 percent clean electricity or debate doing so. But despite this progress, the Rhodium Group estimates that climate-altering emissions in the United States increased 3.4 percent last year from the year before, one of the biggest jumps in decades.
Burning gas is now a bigger source of such pollution than burning coal, and nearly a third of that gas is burned in homes and commercial buildings. But despite the rising chorus of climate pledges by state and local governments, none of them has really tackled the problem of gas in buildings. In fact, gas companies are still being allowed to spend billions extending new lines, connections that will have to be capped off long before the end of their useful lives if we are to meet our climate goals.
Getting gas out of existing buildings is going to take a while, clearly, so new buildings are the right place to start weaning ourselves from this addiction. California is poised to go first.
In Berkeley, Councilwoman Kate Harrison is proposing a ban on gas hookups in new buildings, part of an effort to make sure the city follows through on its 2018 declaration of a "climate emergency." [Update: Berkeley and Windsor has passes this ban. Santa Rosa will be voting on this measure soon.] Other cities are studying the issue, and Los Angeles announced an ambitious plan this week. Once California cities show it can be done, we hope action will spread across the country.
The ultimate goal of this switch-over is to run more and more of the economy on electricity, a strategy known as "electrify everything." This makes sense because as renewable energy displaces fossil fuels, the electric grid will get cleaner and cleaner.
People of a certain age may be thinking: Hold on. All-electric "Gold Medallion Homes" were a thing half a century ago, at a time when electricity prices were falling. Those homes were promoted heavily by the power industry and by Ronald Reagan, a pitchman for General Electric. But they became albatrosses for their owners when electricity prices eventually rose.
Why do all-electric homes make sense now? Because technology has come to the rescue, in the form of devices called heat pumps. They run on electricity, but far more efficiently than the electric appliances of our parents' generation. So if we start installing them now, then as the electric grid gets greener, our buildings will be contributing less and less to climate change.
You might never have heard of heat pumps, but you already have one in your home. A heat pump is the core technology in your refrigerator. It is basically a loop involving a pump and a compressor that sucks heat out of the interior and blows it into the kitchen, and it can do this even when the interior of your refrigerator is colder than the air in the room.
A heat pump can replace both your furnace and your air conditioner. In the winter, it sucks heat in from the outside, even when the weather is cold, and blows it into your house. In the summer, a heat pump runs in reverse, cooling the house. Highly efficient heat-pump water heaters are also widely available.
Building a new all-electric home powered by heat pumps is already cheaper than building with gas because you avoid the costs of gas lines and ventilation. For older homes the economics vary; a Rocky Mountain Institute study found the cost of installing and operating a heat pump over its lifetime can be more expensive or less expensive — plus or minus 10 percent — than having a gas system. And as heat pumps become standard in new buildings, the market will scale and costs will fall for both new and old homes.
Stoves actually use very little energy, but until people are convinced there are superior alternatives to gas stoves, we will not be able to get rid of gas lines to buildings — and start saving large amounts of money by shutting down the gas distribution system.
Once again, technology has come to the rescue. Induction cooktops, running on electricity, are superior to gas stoves. These devices use magnetic waves to heat up pots, and cooks who have tried them quickly fall in love. The perceived advantage of gas stoves is pinpoint control of heat, but induction cooktops are more precise, and faster. For now, induction cooktops are generally more expensive than gas stoves. At retail, 30-inch gas cooktops generally run $500 to $1,000, while induction cooktops of that size run from $800 to $2,000.
A change to induction cooking would make sense even if the climate were not a concern, because gas stoves are polluting our homes. Over the past decade, a growing body of scientific evidence has shown that gas stoves throw off pollutants like nitrogen dioxide and carbon monoxide. When you are cooking, those invisible pollutants can easily reach levels that would be illegal outdoors, but the Clean Air Act does not reach inside the home.
Scientists link gas stoves to asthma attacks and hospitalizations. In 2008, Johns Hopkins scientists urged doctors to advise parents of asthmatic children to get rid of their gas stoves or at least install powerful exhaust hoods. Asthma is a rampant, discriminatory disease, hitting children and communities of color the hardest.
For health and climate reasons, we think people who can afford to switch now need not wait for prices to fall. Enlist a good contractor, replace gas appliances with heat pumps and cap off the gas line. At the same time, state incentive programs should be designed to ensure all families can make this transition as quickly as possible, regardless of income.
The sooner you make the switch, the sooner you can show off your sleek new induction cooktop to the neighbors and let them know that all-electric living is back, not a moment too soon.
Bruce Nilles is a managing director at Rocky Mountain Institute, where he has started a building electrification program.
Justin Gillis, a former Times editor and environmental reporter, has been a contributor to the Opinion section since January 2018. He is working on a book about energy policy. @JustinHGillis | <urn:uuid:371e4065-95ca-49ba-9e94-46d4b712a52d> | CC-MAIN-2023-14 | https://www.absnorthbay.com/_files/ugd/e4e28b_345cdbe757f04eeebee0fbfdbefd8bbb.pdf | 2023-03-30T11:04:42+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00404.warc.gz | 692,278,659 | 1,558 | eng_Latn | eng_Latn | 0.99947 | eng_Latn | 0.999569 | [
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Tip Sheet for Patients with Cardiovascular Disease
Staying Safe When It's Hot Outside
Hot days can make it harder to stay healthy if you have cardiovascular disease (CVD), including heart failure, a history of heart attack, or atrial fibrillation. People with cardiovascular disease can easily get dehydrated and overheat. Some medicines used to treat cardiovascular disease, like diuretics ("water pills"), can also make it harder to stay hydrated during hot weather. Follow these tips to stay cool and safe.
1. Know when high temperatures may put your health at risk. To get your local forecast, use your phone's weather app or go to weather.com and type your town or zip-code in the search box at the top of the screen. Look for a heat advisory or warning.
You can also tune in to your local weather forecast on TV or radio and listen for an announcement of a heat advisory or extreme heat warning.
If you feel hot, even if there is not a heat advisory or heat warning, use the following tips to stay safe.
2. Drink to help your body handle heat. Avoid sugary drinks, alcohol and caffeine in coffee, tea, energy drinks, and some sports drinks that have high amounts of sugar and/or caffeine. Eat light, easy-to-digest foods, such as fruit or salads.
For most people, when your urine is light yellow or clear, you are well hydrated. If your urine is dark, you need to drink more (see chart below). However, if you are on dialysis, or take diuretics (i.e., water pills) talk with your provider about how much water you should drink when it gets hot outside.
3. Take your medicines as prescribed unless your provider tells you not to. Many medicines may affect your body's ability to deal with heat. These include medicines for high blood pressure (ACE inhibitors, angiotensin receptor blockers/ARBs, or beta blockers), medicines for depression and anxiety (selective serotonin reuptake inhibitors/SSRIs), or antipsychotics such as quetiapine (Seroquel), risperidone (Risperdal), and olanzapine (Zyprexa), among others. If you are taking any of these, make sure you are following the rest of the tips on this sheet to keep yourself cool and safe.
4. Use cool water on your body: take a cool bath or shower or dampen cloths for a sponge bath. If you use a fan, use it only when the temperature is below 95 o F. Blowing hot air on your body can increase your body temperature.
5. Do outdoor activities when temperatures are lower, usually before 11 am or after 6 pm. If you work outdoors, or near a heat source such as a grill, furnace, or boiler, take frequent breaks to rest and rehydrate in a shaded or air-conditioned area, and discuss a heat safety plan with your employer.
6. Dress for success. Wear loose-fitting, lightweight, and light-colored clothing. Wear sunscreen and a hat when you're outside.
americares.org/ClimateClinics
7. Know where to go to stay cool. If you cannot keep the temperature in your home below around 80 o F, know where you will go to stay safe when it gets hot outside. This could be a neighbor's home, a place of worship, a community center, a local building designated as a cooling center, or even a shaded area in a local park.
8. Know the signs when your body is telling you it's too hot. See the figure below for what to do when your body gets too hot.
9. Complete a Heat Action Plan before the weather gets hot outside. Ask your provider to review the Heat Action Plan handout at your next appointment.
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REMBRANDT'S SHADOW
READERS GUIDE FOR BOOK CLUBS
1. How did the main character, Sylvie Rosenberg, change throughout the story?
2. On the cover of the book, is the girl on the tracks looking forward or looking back?
3. The title "Rembrandt's Shadow" holds two different meanings. What does it mean to you?
4. Which of the three main characters, Sylvie, Michael, or Angela, can you relate to?
5. Did Sylvie ever truly escape the Holocaust?
6. What is the turning point in the book for you?
7. Michael resents his mother's materialism. Why do you think she needs "things" so much? How does Sylvie's son Michael's life contrast with his mother's? How are the lessons in their lives similar?
8. How does Angela relate to Sylvie's character? Does Sylvie remind you of a dark protagonist from another novel?
9. Birds are a theme throughout the novel … what do they represent?
10. What is it about seeing the portrait of Rembrandt in the New York museum that made Sylvie come to some revelation? How do you feel about the restitution of pilfered art? Should the museums display them on their walls without showing provenance, or should they be returned to the families in honor of the lives they lost during the Holocaust? | <urn:uuid:ab541003-09ad-4e7a-8783-23377e4c8ef5> | CC-MAIN-2023-14 | https://janetleeberg.com/wp-content/uploads/READERS-GUIDE-for-REMBRANDTS-SHADOW.pdf | 2023-03-30T12:20:05+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00410.warc.gz | 386,006,137 | 282 | eng_Latn | eng_Latn | 0.99829 | eng_Latn | 0.99829 | [
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Lesson 17
The Pitch-Time-Music Practice Method
Copyright © 2018 David Dempster. All rights reserved.
Version 1.0, 20 Apr 2017
Dear Reader
In today's world, where so much is changing and information is so freely available, I just want to outline your rights and mine with regard to this booklet, which is part of my home study course 'Read & Play Music'.
This is a legally binding agreement between you and myself (David Dempster). Please read it carefully.
This is a multimedia home study course which contains lessons, audios, videos, and documents – all in digital format. Unlike printed books and music where you own the physical book, the standard for digital works is to purchase a licence to use the media.
Your group has purchased a Group User Licence. This means the course materials will be used only by members of your group, such as a choir, a school music class or a community study group. This licence is intended for a group of up to 20 members. If you have a larger group, your group should purchase multiple licences.
Reminder of terms of Group User Licence
Your group members may:
- STUDY the course materials online.
- DOWNLOAD the course materials and read them on their personal computers or other devices.
Your group members may not:
- Resell, lend or give away your course login, any downloaded course files, or any printed course materials.
- PRINT the course materials from downloaded files, up to one copy per group member, for their personal use.
- Print additional copies of the course materials.
Thank you for respecting my intellectual property rights.
David Dempster
Course
Read & Play Music
Book 2 Read and Play Simple Tunes with Two Hands
Lesson 17 The Pitch-Time-Music Practice Method
CONTENTS
LESSON 17: The Pitch-Time-Music Practice Method .............................................................................. 1
Summary of video ............................................................................................................................................................. 2
LESSON17:
THE PITCH-TIME-MUSIC PRACTICE METHOD
I gave you this practice method in Book 1 when you were playing with only your right hand. I want to go over it again now as you may find it very helpful in meeting the greater challenge of reading and playing with two hands.
Start by watching this Book 1 video again. Do at least a few of the exercises on the video to remind yourself how this method works. Then we'll discuss how to apply this to playing with two hands.
Click the blue box above, or find the video on your Book 2 Course Materials page at www.dempstermusic.com
Summary of video
As you've seen, the Pitch-Time-Music practice method has 3 steps:
Step 1: Pitch
Step 2: Time
Step 3: Music
Step 1: Pitch
You already know how to play accurate pitches:
Apply Know-Before-You-Go for two hands.
Step 2: Time
In the video, you saw how to play with accurate time with one hand:
Apply Count-Point-PlayC.
You'll find you can also apply that with two hands. Use lower C to tap out the bass-clef timing with your left index finger, and at the same time use middle C to tap out the timing of the treble-clef music..
Step 3: Music
The final step is to put it all together and play the music (pitch + time). And here is how to do it:
Start slowly.
In step 3, you find a speed slow enough that you can play the music accurately: accurate pitches with accurate timing.
By the time you do step 3, you've already played the pitches with no hesitation (step 1), and you've already played the timing with no hesitation (step 2). You will then be able to put them together and play the music (step 3), provided you don't start too fast.
This rule – 'Start slowly' – couldn't be simpler! And yet, many music students get into trouble and may even give up completely because they don't know it or don't apply it.
When you play music, you should feel in control. If you start playing too fast, you'll feel like someone learning to ski who is going down too steep a slope. You feel out of control, like you're about to crash at any moment.
When you get that out-of-control feeling while playing music, it means you started too fast. Instead of plunging ahead and making mistakes, go back and start again at a slower speed.
When you find a speed slow enough, you will feel like a beginning skier who has chosen a gentle slope, and is confident he can execute all the motions without falling.
You may have to start at an unbelievably slow speed. You'll see me demonstrate that in the video that's coming up shortly.
When you find the right speed, you will play accurately. Then you can gradually increase your speed, little by little. You'll feel in control all along the way.
Oddly enough, by starting slowly like that, you end up making faster progress.
Give this a try as you play the tunes with two hands in the next lesson.
What's next?
OK, now you're all set to read and play tunes with two hands.
To find Lesson 18, click the green box:
or go to your Book 2 Course Materials page at www.dempstermusic.com
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If the World Were a Village of 100 People
If we could reduce the world's population to a village of precisely 100 people, with all existing human ratios remaining the same, the demographics would look something like this:
The village would have 60 Asians, 14 Africans, 12 Europeans, 8 Latin Americans, 5 from the USA and Canada, and 1 from the South Pacific
51 would be male, 49 would be female
82 would be non-white; 18 white
67 would be non-Christian; 33 would be Christian
80 would live in substandard housing
67 would be unable to read
50 would be malnourished and 1 dying of starvation
33 would be without access to a safe water supply
39 would lack access to improved sanitation
24 would not have any electricity (And of the 76 that do have electricity, most would only use it for light at night.)
7 people would have access to the Internet
1 would have a college education
1 would have HIV
2 would be near birth; 1 near death
5 would control 32% of the entire world's wealth; all 5 would be US citizens
33 would be receiving --and attempting to live on-- only 3% of the income of "the village" | <urn:uuid:816e9927-6d2d-4812-a23a-8c28196c5f89> | CC-MAIN-2023-14 | https://ourladysbishopeton.com/wp-content/uploads/2020/04/If-the-World-Were-a-Village-of-100-People.pdf | 2023-03-30T12:01:58+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00408.warc.gz | 495,119,612 | 266 | eng_Latn | eng_Latn | 0.996122 | eng_Latn | 0.996122 | [
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Prince of Wales Primary School
Latest News: 25
th November 2011
Citizenship
On Tuesday 22 nd November Year 6 went to Enfield Town's Dugdale Centre to take part in the annual Junior Citizenship Programme. Here the pupils learnt about how to be a good citizen, and how to stay safe. They completed various activities linked to road, bus and rail safety, gang and knife crime and many more.
Class 5H assembly
Class 5H chose a range of poems to present to the school. They included poems about school, animals and many other things. There were funny poems, riddles, poems by Shakespeare, and even a poem in Spanish. Their poems were accompanied by a powerpoint displaying pictures and animations for all the poems.
Year 3 visit to Verulamium
Year 3 went to the Verulamium Museum at St Albans by coach. As soon as we arrived, we played in the park and it was super fun! We went to the Hipercaust and we looked at some of the beautiful mosaics and had our drinks. After that we had our yummy lunch in a kind of hut. Then we went to the Museum and saw Roman pots, skeletons, coins and a dolphin necklace charm. We also saw a video. Next the guide talked to us about some of the mosaics. Finally, we went back to school on the coach.
Darrel, Class 3K
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Science - The Senses
1 Match the pictures to the words.
Complete the sentences.
1 I smell with my _________________.
4 ________________________.
2 I hear with my __________________.
5 ________________________.
3 ________________________________.
2 Complete the speech bubbles and number the senses.
This page has been downloaded from www.onestopclil.com.
© Copyright Susan House and Katherine Scott. Published by Macmillan Publishers Limited 2006.
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
•
TEACHER'S NOTES
Subject: Science
* Write the following words on the board: taste, smell, see, hear, touch.
The senses
Objective: linking the senses with parts of the body and perception
Vocabulary: taste, smell, see, hear, touch, body parts
Introduction
Pupils study the senses and the organs of sense in their science class at this stage. It is important for them to understand that although we can isolate the senses and the parts of the body, we often use a combination of senses in perception. For example, we look at, smell and taste food.
Warm up
* Write the following words on the board: nose, hand, eye, ear, mouth.
* Explain that these are the parts of our body we use to perceive. Explain that we generally touch with our hands but in fact we use all our skin for the sense of touch.
* Ask pupils if they can connect the words, for example, I see with my eyes.
Activity 1
* Pupils match the words to the pictures and then to the senses.
* Pupils complete the sentences.
Answers: 1-I smell with my nose; 2-I hear with my ears; 3-I see with my eyes; 4-I taste with my mouth; 5-I touch with my hand
Activity 2
* Pupils complete the speech bubbles with the missing verbs.
* Ask volunteers to read the speech bubbles out loud. Pupils correct their work.
Answers: 1-looks; 2-tastes; 3-feels; 4-sounds; 5-smells. 1-eyes; 2-mouth; 3-hand; 4-ear; 5-nose
Project ideas
* Do sense experiments for touch, taste and smell.
* Investigate optical illusions. | <urn:uuid:dedaf736-8557-4853-a690-b619f49531ae> | CC-MAIN-2023-14 | https://www.onestopenglish.com/download?ac=4539 | 2023-03-30T11:24:45+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00408.warc.gz | 1,016,464,184 | 513 | eng_Latn | eng_Latn | 0.991805 | eng_Latn | 0.999111 | [
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Objective of Concert Band Assessment:
To provide an incentive for the development of musical understanding, skills and musical tastes through performances. Assessment offers opportunities for bands to hear performances by their peers, stimulate growth and provide constructive criticisms from objective adjudicators.
Categories in which bands are evaluated:
* Tone Quality (produces a dark, characteristic tone quality; focused; controlled sound in all ranges and registers; produces a quality sound on percussion instruments through proper technique and choice of equipment)
* Intonation (produces uniform tonal focus through the ensemble; demonstrates careful attention to tuning and pitch processes; understands chordal and harmonic structures; adjusts any perceived pitch issues)
* Technique (meets technical demands with precision; demonstrates an understanding of styles of articulation; demonstrates dexterity in performing technical passages; starts and stops together, within sections and across the ensemble)
* Rhythm (demonstrates control of rhythms-accuracy and precision; maintains tempo; produces a natural feel to rhythmic passages; demonstrates control in multi-meter)
* Balance (produces correct balance in all sections of the music; demonstrates balance between inner and outer voices, demonstrates the melodic line as the prevalent voice; understands the supportive relationship between the percussion and wind sections)
* Musicianship (demonstrates attention to detail; demonstrates the music's expressive features; shapes phrases using dynamics, articulation and direction; produces effective moods and emotions; demonstrates an understanding of musical style)
* General Factors (provides evidence that selected literature is appropriate for the ensemble; presents a variety of idioms; demonstrates appropriate appearance and demeanor; radiate confidence | <urn:uuid:7c0a189a-3227-4470-828b-193f28f42253> | CC-MAIN-2023-14 | http://kgroyalregiment.com/__static/d063e12df2475f7d5c28d50d70050139/objective-of-concert-band-assessment.pdf?dl=1 | 2023-03-30T10:57:51+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00411.warc.gz | 22,430,286 | 320 | eng_Latn | eng_Latn | 0.982417 | eng_Latn | 0.982417 | [
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ENGLISH
Storytelling: to tell the story of 'Handa's Surprise' and 'The Enormous Turnip' through story telling and drama
Non-fiction: to write a recount of an event – our visit to the Science Centre
Poetry: to explore different adjectives to describe fruit and our feelings towards them to create an acrostic poem.
Grammar and Punctuation:
to revise singular nouns and explore post and present verbs to use in our writing and speaking.
To use capital letters for days of the week.
lfred t
Reading:To participate in discussions about stories from around the world, poetry and images; to consider what we like about a story and what we don't and think of reasons why.
MATHS
Addition and Subtraction within 20: whole-part models; look at addition and subtraction symbols; using number bonds; adding by counting on and subtraction by finding how many are left.
Place Value to 50: look at tens and ones; representing, comparing and ordering numbers to 50; counting in 2s and 5s.
Length and Height: comparing objects; using vocabulary long, longer, short, shorter, tall, taller.
Weight and Volume: comparing objects; using vocabulary heavy, light, heavier than, lighter than; using scales
Times Tables: focus on counting in 2s forwards and backwards and using these skills to multiply in 2s
SCIENCE
Everyday Materials: identify and name a variety of everyday materials such as wood, plastic, glass and rock; describe the physical properties of everyday materials. Seasonal changes: observe the changes in weather during winter;
Working scientifically: perform simple tests to explore questions such as 'what is the best material to make a fruit basket out of'; make displays of what happens during winter
PERSONAL, SOCIAL, HEALTH EDUCATION
Puzzle piece 3: Dreams and Goals: explain how I feel when I am successful and how to celebrate positively; to explore challenges and know that I did well.
Puzzle Piece 4: Healthy Me: explain why my body is amazing and consider ways to keep safe and healthy; know some ways of being healthy and recognise what may be unhealthy.
PHYSICAL EDUCATION
Forest School: to take part in outdoor activities.
Swimming:
to swim competently, confidently and proficiently over 25
metres using a range of strokes effectively.
Gymnastics:
to learn how to roll, curl, travel and balance in different ways; to copy sequences and repeat them.
Snowdrop Class – Spring 2021
Where in there world did that come from?
WOW: Winchester Science Centre approx. £20 per child. Outcomes:
1. To create our own dips and dippers
2. To try new and unusual fruit from other countries
MUSIC
In The Groove and Round and Round – using Charanga units to listen to and appraise music and learn how to be in the groove with different styles of music
HISTORY
Changes within living memory: understand historical concepts such as continuity and change through creating a time line of food dishes over the past 80 years; explore changes of diet.
RELIGIOUS EDUCATION
Does creation help people understand God:
to understand
Christian and Jewish beliefs about Creation and the character of God.
Should everyone follow Jesus?
to explore the reasons why people follow Jesus, with reference to the Easter story.
COMPUTING
E-Safety – Perfect Passwords – introduce the concept of passwords; explore where and why we might need one.
Maze Explorers – understand what algorithms are through 2Go; learn to create and debug algorithms to create and solve maze puzzles
Tech outside of School – understand what is meant by 'technology'; consider different types of technology used outside of school
DESIGN AND TECHNOLOGY
To learn about kitchen and food hygiene rules and use kitchen equipment to prepare food safely. To use these skills when making and evaluating a healthy dip and dipper.
ART AND DESIGN
To create 'Arcimboldo' inspired artwork and describe how their own work is similar and/or different to the work of the artist. To create observational drawings of fruit/veg, making bold and strong lines and applying less pressure to make softer lines.
GEOGRAPHY
Place Knowledge – understand the similarities and the differences between our locality and that of a village in Africa
Geographical skills and fieldwork – use world maps and atlases to identify the UK as well as continents and oceans of the world; to find locate where fruit comes from
FRENCH
To answer the register in France. To join in with simple French songs. | <urn:uuid:6e4a360b-3369-440e-8f76-04cbd0be5ece> | CC-MAIN-2023-14 | http://stanford.oxon.sch.uk/Curriculum/Topics%202021-2022/Where%20in%20the%20world%20did%20that%20come%20from%20Topic%20Web%20Year%201.pdf | 2023-03-30T10:55:29+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00412.warc.gz | 51,809,458 | 944 | eng_Latn | eng_Latn | 0.996557 | eng_Latn | 0.996557 | [
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Wonderful Words
booty= a person's bottom 1.
chubby= to be fat in a cute or pleasant way 2.
gorgeous = beautiful or attractive 3.
massive = very big 4.
mate= a friend 5.
muscly = to have a lot of well-developed muscles 6.
nickname = a funny or familiar name that you use to refer to a friend of family member 7.
tough = strong and able to resist or overcome difficult situations or conditions 8.
vain = someone who thinks they are superior over others or who sees themself in a superficial way. 9.
Excellent Expressions
fitness instructor = someone who usually leads or motivates a group of people to improve their fitness 1.
personal trainer = a qualified professional who works individually with people to complete a fitness program 2.
to starve for something = to desire something greatly or to need something greatly 3.
to be afraid of = to be fearful of something 4.
to gain weight = to put on weight 5.
to get into a relationship = to begin a relationship 6.
Find more podcast episodes on acingles.com/podcast | <urn:uuid:a3d3dfc8-a181-44fd-91c3-13eca99d4b2f> | CC-MAIN-2023-14 | https://acingles.com/wp-content/uploads/2020/08/Episode-9-Marcos-Story-Vocabulary-List.pdf | 2023-03-30T10:24:06+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00412.warc.gz | 114,673,504 | 242 | eng_Latn | eng_Latn | 0.989936 | eng_Latn | 0.989936 | [
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Name:
Time::
-:
Date:
Completing a Sentence with the Correct Plural Form Part 2
Complete the sentence with the correct plural form.
1. I bought two (loaf) of bread.
2. I jumped in the pile of (leaf).
3. Ancient kings often had multiple (wife).
4. A cat has nine (life).
5. The (elf) helped the shoemaker make shoes.
6. (Wolf) like to howl at the moon.
7. (Mosquito) always bite me in the summer.
8. I don't like (tomato).
9. (Hero) are people who step in to save the day.
10. I think it is scary when (volcano) erupt.
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11. I picked two
(scarf) for the two
(woman).
12. The kings'
(wife) lived fabulous
(life).
13. The
(moose) like to mingle with the
(goose).
14. The
(hoof) of the
(elk) could be heard by the lions.
15. The
(stimulus) damaged the atoms'
(nucleus).
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Copyright © Turtlediary.com. All rights reserved www.turtlediary.com | <urn:uuid:a5023077-718d-45a6-b6d4-bb84fb856975> | CC-MAIN-2023-14 | https://media.turtlediary.com/ws/quiz/ela/noun/question/completing-sentences-with-correct-plural-forms.pdf | 2023-03-30T10:43:32+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00415.warc.gz | 431,428,902 | 504 | eng_Latn | eng_Latn | 0.913456 | eng_Latn | 0.926204 | [
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Self-filling water bottle takes cues from desert beetle
November 25 2012, by Nancy Owano
Credit: Moongateclimber / Wikipedia Commons
(Phys.org)—Biomimicry is the term given to using nature as an inspiration for sustainable technology ideas, and a young company has joined the biomimicry brigade with its prototype self filling water bottle, which mimics the Namib desert beetle. NBD Nano, a startup of four graduates with degrees in biology, organic chemistry, and mechanical engineering, hopes to bring their prototype to market. They say that, like this beetle, their bottle can pull water from the air. Their self-filling water bottle is said to be capable of storing up to three liters every hour.
The desert beetle in focus can live in an area which gets only 0.5" of rainfall a year. Its shell is covered in bumps, and the way the bumps are constructed are key to its survival. Humidity in the air accumulates on
1/3
the shell until water droplets form. They roll down the beetle's back and directly into its mouth. The NBD Nano team drew from the natural shell design in constructing a bottle that could take advantage of the same water-collecting process. The result is that the bottle is able to continually fill itself up. They describe their process as making use of a nano-scale surface to enhance water condensation. The surface of the bottle is covered with hydrophilic (water-attracting) and hydrophobic (water-repellent) materials.
They would not be the first to study the Namib beetle's modus operandi for surviving in harshly arid conditions. National Geographic in 2001 said scientists were studying the beetle, noting how the beetle can survive via its bumpy shell drawing its drinking water from winds. Zoologist Andrew Parker of the University of Oxford detailed how it was an efficient water-harvester in capturing water from the wind. Parker, who reported his findings in Nature, suggested that the shell was a promising model for designing inexpensive tent coverings and roof tiles that could collect water for drinking and for agriculture in arid regions.
As for NBD Nano, they are only in prototype stage. "We have developed a proof of concept and [are] currently creating our first fully-functional prototype," Miguel Galvez, one of the co-founders, said.
How much water does the bottle harvest from air? Galvez told the BBC that "We think our initial prototype will collect anywhere from half a liter of water to three liters per hour, depending on local environments."
They have varied applications in mind. They list enhanced dehumidification for households; potable water for military operations; water for greenhouses to support plant life; and potable water for third world nations.
"We realize that water is such a large issue in the world today, and we
2/3
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want to try to alleviate those problems with a cost-efficient solution," said Deckard Sorensen, another company co-founder. Sorenson said the company is looking to incorporate the bottle in greenhouses or green roofs in the immediate future, but later on will be looking to see how far they can scale up to supply larger agricultural goals.
NBD Nano plans to enter the worldwide marketplace between 2014 and 2015.
More information:
www.nbdnano.com/
© 2012 Phys.org
Citation: Self-filling water bottle takes cues from desert beetle (2012, November 25) retrieved 30 March 2023 from https://phys.org/news/2012-11-self-filling-bottle-cues-beetle.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.
3/3 | <urn:uuid:2ed98d42-ebf2-47c8-baad-437c8587fa03> | CC-MAIN-2023-14 | https://phys.org/news/2012-11-self-filling-bottle-cues-beetle.pdf | 2023-03-30T12:31:21+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00416.warc.gz | 504,172,573 | 801 | eng_Latn | eng_Latn | 0.996959 | eng_Latn | 0.997847 | [
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Orange Room Ms. Iris
Theme
Monday
Fire Safety
Nightlife/Nocturnal Animals
Outer Space
Halloween
October
Tuesday
Wednesday
Thursday
3
Firetruck Painting
10 Racoon Painting
17 The Solar System
Collage
Children will paint with glitter paint and paste the planets
24 Trick or Treat Bag
4
Firefighter Mosaic Hat
Children will cut the firefighter hat and decorate with mosaic.
11 Bat Shape Craft
Children will cut their shape by their choice to create a bat shape.
5 Fire Station
Pasting
12 Paper Plate Fox
Children will use different types of craft materials to create their own jack o' lantern.
6
911 Ripping and
Tearing Craft
Children will use plastic fork to paint the spines on a hedgehog template.
20 Puffy Moon
Children will use shaving cream to create a puffy moon.
CHALK Preschool Tarzana
Friday
Special Notes
7 Fire Dog
Children will receive a circle, two ovals and a
fire hat, to create a fire dog.
21 Alien Ship Paper Plate
We will dye the salt with food coloring and children will design their spider web by drawing with a squeezable bottle glue and sprinkle the dyed salt.
Letter Ee
Star of the Week:
Jordan
Letter Ff
Star of the Week: Ariana
Letter Gg
Star of the Week Arshia
Letter Hh
Star of the Week Matteo
Letter Ii
Star of the Week Rex | <urn:uuid:74580b8c-e339-4cae-8c9f-e0e625c4f5ab> | CC-MAIN-2023-14 | https://www.chalkpreschools.com/wp-content/uploads/Orange-Room-October-2022-Calendar-.pdf | 2023-03-30T11:54:12+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00415.warc.gz | 757,839,816 | 312 | eng_Latn | eng_Latn | 0.987795 | eng_Latn | 0.987795 | [
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Holmfirth JIN: Y2 Whole School Learning Project 4 – Food and Healthy Eating
Weekly Maths Tasks – Try to at least one every day.
Weekly Reading Tasks – It's a lovely thing to be 'lost' in a good book. Make sure that you find time to read at least once a day.
* Practise Times Tables on Purplemash, on websites from our school website, on apps you may have or on paper.
* Play on daily 10 for practice at speeding up your mental maths. Remember to look for near doubles or number bonds to speed things up! You can also change the time limit at the bottom of the screen
* Write down as many words as you can think of that are to do with fractions (we know about ½, 1/4, ¾, and 1/3. What are fractions? How could you explain fractions to somebody who doesn't know what they are? You might explain what the top and bottom numbers of a fraction are called and what they show. You could show a fraction of a shape or a number.
* White Rose maths lessons – They have online video tutorials to help you to understand.
* There are fractions games on Purplemash to play to help you remember about fractions.
* Which foods can you think of that you could share into fractions? Remember to keep all pieces equal!
Weekly Spelling Tasks – Try to do at least one every day.
- Practise your weekly spellings, we are now on Summer 1 (3A), Week 5.
- You might make a list of 10 foods that you really like and learn how to spell them correctly. Think about which letters make those words trickier to spell.
- Spend a bit of time most days on Nessy.
- You might make a quiz from your letters by replacing them with numbers – see the grid below – and see if a family member can work out what the word is.
* You could read a story with somebody in your family or even read to a younger brother or sister. If you are reading a chapter book, then why not chat about what you have read and work out what might happen in the next chapter. Try to find a story about an animal.
* Listen to your child read and let them discuss what they have read. Encourage them to read with expression and intonation.
* Find a good book that is about a kind of food. E.g. James and the Giant Peach, The Hungry Caterpillar and Charlie and the Chocolate Factory.
* Audible Stories is currently offering free audiobooks for kids. Why not listen to a story about animals for a change. Remember to get an adult help you to find the website and a book so that you keep safe online.
https://stories.audible.com/discovery/enterprise-discovery21103929011?ref=adbl_ent_anon_ds_ds_dbb_0-0
Weekly Writing Tasks – Try to do one each week.
Write a set of instructions for a recipe you would make for:
- Lunch at Hogwarts to help Harry stay firmly on his broom in a game of Quidditch.
- A 'powerful picnic' to help the famous five on their next adventure.
- A special breakfast to help Baby Shark win a singing and dancing marathon competition.
- A special 'food glue' that would help Humpty Dumpty to stay on the wall instead of falling off.
- Or, why not choose your own characters and make up a special recipe for them.
Learning Project 3 – Food
The second page of this project is all about introducing you to your summer term topic. For Y2, it's 'Food and Healthy Eating.' We always love a good chat about the different foods we like or dislike and we already know something about why certain foods are good for us. I'd like us to explore a bit deeper into where these foods come from!
Let's Wonder – International Foods
We are incredibly lucky to have access to foods from all over the world! You could investigate this by looking on the labels of the foods you eat. When you know where your chosen food is from, you could investigate how it travels from the place where it is grown to your supermarket shelf! Which form of transport does it travel on? Across which oceans does it travel? You might also want to consider the effect on the environment by watching this video. You could also use the pdf document attached to give you some more information but you might need an adult's help to explain some of the words. Maybe you could look them up in a dictionary!
Why not do a bit of research into one of these foods (with an adult to keep you safe) about these foods and them make a poster with sketches, diagrams and writing about them.
You might like to find out more about 'Fairtrade' is. The Co-op has many of these foods. What does it mean?
Let's Create:
You could make repeated pattern prints using some fruit or veg. For instance, potato printing or using other fruit and veg such as apples, lemons, carrots or celery.
You might like to take a look at the artwork of Paul Cezanne as he liked to draw fruit. Maybe you could try to something similar of your own.
Be Active:
Food provides us with energy and we need energy to exercise and this keeps us fit. Your daily exercise might be Joe Wicks at 9am each day and Go Noodle has dances that are a good fun way of exercising. We recommend that you do at least 2 hours of exercise a week.
Understanding Others and Appreciating Differences
In our everyday lives we eat many foods from different parts of the world. Can you make a list of foods that you eat that you know come from other parts of the world? E.g. Curry comes from?...
Reflect: Think about what your favourite meal is, and what it is about that meal that makes it so special to you.
Time to Talk:
As a family you could design a healthy meal plan for the week which could include the 5 food groups for a balanced diet – carbohydrates, protein, dairy, fruit and veg and fats.
Extras:
Find your own activities from these learning resource websites for free.
Twinkl – Code CVDTWINKLHELPS for free access.
Classroom Secrets – Free packs and interactive resources.
White Rose – Online maths lessons with a video that explains how to do it.
Mindfulness – If you get an adult to google 'GoNoodle Mindfulness' (keeps you safe online), we know you like these videos and they might help you at home.
Solvemoji – great little quizzes for keeping that maths mind active
BBC Bitesize - lessons for a range of subjects. | <urn:uuid:775ecfd2-495d-4d21-ab25-09fa32e5f7b6> | CC-MAIN-2023-14 | https://holmfirthjinschool.net/wp-content/uploads/2020/05/y2-food-home-learning.pdf | 2023-03-30T11:16:05+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00415.warc.gz | 335,214,709 | 1,371 | eng_Latn | eng_Latn | 0.998797 | eng_Latn | 0.998776 | [
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Freshman Treble Choir
The following learning targets represent the major concepts studied and assessed in this course.
Semester 1:
Unit 1: Fall Concert
* Students will be introduced/review rhythms and notes on the staff.
* Introduced to key signature identification.
* Basic sight reading skills (Sight Reading Factory Level 1)
* Introduced to performance etiquette.
* Introduced to proper vocal technique.
* Students will apply learned concepts to the Fall Concert performance.
Unit 2: Winter Concert
* Students will be able to perform a variety of rhythmic and melodic passages.
* Students will be able to perform level 1 of Sight Reading Factory examples alone and with others.
* Students will be able to perform their concert music alone and with others.
* Students will be able to expand on their rhythm reading and counting skills and apply these skills to their music.
* Students will apply learned concepts to the Winter Concert.
Semester 2:
Unit 3: Pre-Contest Concert
* Students can analyze repertoire for technical considerations.
* Students will value and connect with the history, context and meaning of a piece of music.
* Students will develop and demonstrate collaboration, empathy, teamwork, responsibility and advocacy.
* Students will expand on their rhythm and note reading in Sight Reading Factory level 2.
* Students will be able to apply learned concepts to their Pre-Contest Concert performance.
Unit 4: Spring Concert
* Students will be able to sight read and sing scales a cappella.
* Students will be able to sing their vocal part without the piano.
* Students will transfer knowledge of breathing, posture and vowel shapes into performance.
* Students will continue to master Sight Reading Factory level 1 and level 2.
* Students will explore more divisi in repertoire.
* Students will apply learned concepts to the Spring Concert performance.
Essential Questions for Each Semester
1. How do I begin to read music?
2. How do I learn to produce a good tone?
3. How do I identify all major key signatures?
4. How do I find Do, Mi, and So on the music staff?
5. Can I stay in tune without the piano?
6. Can I stay on my own part without the piano?
7. What skills did I improve on from the Fall Concert to the Winter Concert?
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Chapter 8
TRICKY CURRICULUM
In this chapter:
Curriculum hotspots Reading material and films Mothers' Day and Fathers' Day
When we visit the cinema or buy a DVD or video game, there is usually a classification that indicates what age-range it is suitable for based on its content. Occasionally, a TV continuity announcer will warn us that an upcoming broadcast may contain scenes of an upsetting nature. Even music tracks are sometimes accompanied by a warning about explicit content. These warnings are designed to assist us in making choices about what is suitable material for ourselves and our children.
There are times when it would be helpful if aspects of the school curriculum came with a similar warning. Basic staples of the curriculum at all ages can pose genuine difficulties for children who have experienced trauma, and especially for those who are care-experienced, adopted or previously looked-after. While it is not always possible, or even desirable, to remove these topics altogether, awareness of their impacts and extra thought given to their planning and delivery may help to prevent children from responding negatively to material that unexpectedly triggers strong feelings.
Curriculum hotspots
Bring in a photograph of yourself as a baby. Draw a family tree. Create a timeline of key events in your life so far. If we look at any of these common tasks with a care-experienced child or young person in our mind, we can immediately see the difficulties. Children who no longer live with their birth families may not have access to family photographs. A family tree is not a simple diagram for an adopted child. While their classmates are writing, 'Age 7: I got my first pet' on their life chronologies, would a child feel comfortable writing, 'Age 3: My dad went to prison', or 'Age 4: I was taken into care'?
The examples above fall into the first category. We could also include writing autobiographical stories, mapping eye colour or other characteristics in your family as part of studying genetics, researching family history, and any other topic or activity which assumes that immediate families are only biological relatives, and children remain in the same family throughout childhood.
Tricky curriculum areas fall broadly into two categories: topics or activities that directly impact on or exclude children who have experienced trauma, are looked-after or are previously looked-after, and topics or activities that may serve as triggers to individual children depending on their circumstances.
The difficulty created by these types of activities is not only practical. In most cases, there is likely to be an alternative option for the individual, such as bringing in a random baby photo found on the internet. However, both the activity itself, and the practical workarounds proposed, create conflict for children whose backgrounds are not straightforward.
For some children, the impulse will be to hide sensitive information about themselves and their families. If their home life is chaotic or they have
Let's take the example of the baby photo. Straightaway, the request for a baby photo that an adopted child may not have access to highlights their adoptive status, their difference. The child or their parents then have to make a decision about how to handle the request. Explaining the predicament to the teacher involves revealing personal information. While most adopted children should be aware of their own status, they may still not wish their teachers and peers to know about it. Teachers would most likely be understanding of the situation and willing to accept alternatives, but the alternatives themselves only serve to further highlight the child's different status. If the child brings in a stock baby photo, will a pretence be kept up that this is really the child's baby picture? Or will everybody need to know the truth, and the reasons for that decision?
experienced traumatic events within the family recently or in the past, they may feel a sense of responsibility for not revealing the reality of their home lives and situations. A child may omit to mention on their personal timeline that a parent was incarcerated for instance, while internally being thrown into a state of turmoil over the reminder of that event.
While some topics or activities are likely to cause difficulties for any child who has experienced trauma, or is care-experienced, others may serve as triggers only for individual children depending on their particular circumstances. These may be linked to specific occurrences or incidents in a child's life, or may be more generalised, relating to themes of loss, rejection, abandonment or fear, for instance.
Other children may be prompted by such activities to share very personal information. This may be in the form of a disclosure, or simply a case of a child naively over-sharing details about themselves and their lives which they may later come to regret, for instance, revealing their adoptive or looked-after status to the whole class while giving a talk on 'My Life'. Once spoken, the words can never be taken back.
In Year 4 they worked on World War II evacuees who eventually returned to their parents. This created three months of additional anxiety. It never crossed the school's mind, the mental anguish it caused.
As part of foster care training, potential carers are introduced to the concept of being a behaviour detective. It is not possible to know everything about a child that comes into a foster carer's home, so all triggers cannot be avoided, but depending on what a child has experienced, even certain sounds and smells can be triggers. Foster carers need to become adept at recognising anxiety and fear-fuelled behaviours arising from such triggers, and responding to the cause rather than the presenting behaviour. Carers are trained to re-arrange their households to minimise potential triggers, including, for instance, avoiding spending time in a fostered child's bedroom, or leaving the door open if they do. Similarly, teachers cannot know the intimate life history of every child in their classroom, but can be aware that some unexpected and unwanted reactions can occur as a result of triggers related to a child's traumatic experiences.
As children move through their school years, more and more challenging topics are introduced. Themes such as sex and relationships, drug and alcohol abuse, bullying, and crime and punishment may have direct links to
experiences that some children have faced. Children who have experienced trauma may have a stronger reaction than others to topics referencing sensitive content, such as issues relating to war, terrorism, bereavement, or the plight of refugees, even if it is not directly connected to their experience. The themes covered in special assemblies by organisations like the NSPCC or Barnardo's might be too close to home for some. A child who has been taken into care may see aspects of their own experience reflected in children who were evacuated during World War II. Asking those children to, for instance, write a diary entry from the point of view of an evacuated child risks awakening all the trauma and grief of their own experience.
These individual triggers are particularly difficult for a class teacher to navigate. The range of potential triggers, and the range of possible responses to these, makes it very difficult for all eventual possibilities to be predicted. Some children will not make the link between the subject matter and their own experience, and sail through the topic oblivious. Others may seem fine in the classroom, but react once they are home. However, if a child is experiencing an unexplained increase in anxiety-fuelled behaviour, then triggers in the current curriculum are always worth considering as a possible cause.
Approaches to try
* Look at your curriculum with a 'trauma lens' and make a note of activities and topics which may be upsetting or triggering. Consider current trauma as well as historical experiences. The simple request, 'Tell me what you did during the holidays' can be terribly humiliating for a child who lives in a chaotic home, or who may have spent the whole time caring for a parent or younger siblings and has no lovely stories of holidays or day trips to tell.
* Speak to parents and carers of looked-after, adopted and previously looked-after children about their child's particular needs. Some children will have triggers which are well known to their families.
* Avoid making changes to topics and activities that only apply to children who are adopted, looked-after, or particularly vulnerable for another reason, as being singled out adds to their feeling of difference and highlights it.
* Consider the learning objective of activities which may be problematic, and find ways to deliver the same objective in a different way for the whole class. For example: explore themes of growing up, change and chronology using photographs of yourself over time, rather than asking children to bring in photographs; create a family tree or timeline of a famous or historical figure; use non-human or hypothetical examples to investigate genetics.
* Ensure that all parents and carers are aware of the topics their child's class will be covering each term. It is not possible to avoid all difficult topics, and neither is it possible to shield children forever, but involved parents and carers can prepare their children for topics that might evoke big feelings, and work with the school to find strategies to support the child. This is better for everybody than managing a crisis after it has erupted.
* Make sure parents and carers are aware of visitors to the school, and special events which may highlight sensitive subject matter.
* At times when sensitive subject matter is unavoidable, ensure that there is a safe place for affected children to go, preferably with key adults available.
* Be aware that children who have experienced trauma may react more strongly than others to upsetting news stories, and that discussions of those stories in class and around the school may provoke anxietyfuelled behaviours.
* Resist the urge to compare children. Every human being processes adverse experiences in their own way. Just because the last adopted child you taught was fine with this topic, it does not mean the next one will be.
Reading material and films
Stories and films where children are the protagonists seem to rely heavily on plot devices that remove the children's parents in the first few scenes, or even before the story has begun. The world of children's literature and film is replete with orphans. Think of Harry Potter, Anne of Green Gables, Lyra from His Dark Materials, Peter Pan, Sophie from The BFG, and even the three children in Despicable Me.
Sometimes, the child's orphanhood is an essential part of their story but, in many cases, perfectly acceptable parents are unceremoniously dispatched purely so that the child heroes can go about their exploits unhindered by inconveniences such as regular bedtimes or healthy meals. Bereavement or abandonment is little more than a plot device, and cruel step-parents and guardians regularly mete out arbitrary punishments in order to set up a scenario whereby children will be rescued by a fantasy benefactor, or will somehow save themselves.
Think about the stories that you plan to read to your class, or that you will expect them to read, the films you might show them as an end of term treat, or the books in the class reading corner or school library. Many will directly reference children who have lost their parents, who have been caught up in war or tragedy, who have been bullied, or attacked or abused in some way. While some children may be able to separate these fictional experiences from their own without even thinking about it, others, and especially children whose developmental and emotional age is younger than their chronological age, might find such material more difficult to cope with. A mild on-screen thrill can evoke genuine terror in some, and something that is 'Just a story!' to most children might be a horribly accurate portrayal of remembered experiences to others. Older children who are 'young for their age' may struggle to separate fiction from reality, and become anxious about things they have read in stories, even to the point of experiencing nightmares. Others may adopt the fantasies presented to them in fiction as being more palatable than the reality, holding on to them fiercely just as little orphan Annie held on to her broken locket.
The orphaned child with a wicked guardian is such a common trope in children's literature that we often don't pause to think about it. It is even possible that children whose own experiences directly resonate with the characters in the books they are reading don't notice the connection because they have become so used to it. Recognising the ubiquitous nature of the theme of the abandoned and orphaned child is, however, a wake-up call to adults that books, films, art and music are just as likely to contain triggering themes and content as the most sensitive parts of our school curriculum.
We can't shield children from difficult topics in the curriculum for ever and neither can we weed out every story, book, song or film that might upset them. Trauma-informed practice is not concerned with trapping children in their difficulties through removing all expectations, but in recognising the challenges they face, and supporting them to make progress from where they are, not where we wish they were. It is hoped that every
person who has experienced trauma will one day be able to come out from under its shadow, but that will not happen by magic. If a child feels safe at school, and has good attachment relationships with key adults, then, supported by their parents or carers, they may benefit from the exploration of challenging themes through fiction, film, song and drama. This is not the same as expecting them to 'get on with it' or 'toughen up', or manage their strong feelings unsupported.
It undoubtedly takes up valuable time checking books, films and other resources for potentially triggering content, but this time is likely to be amply re-paid in the form of a quieter, calmer classroom if doing so helps to avoid raising the anxiety levels of particularly vulnerable children.
Approaches to try
* Review the books, stories, films and other material you plan to share with your class with a trauma-lens, making yourself aware of any challenging themes.
* Ensure that all parents and carers have a complete list of such materials in advance so that they can familiarise themselves with the content and support and prepare their child.
* Plan to have support in place when difficult themes will be covered, including access to key adults and availability of a safe space.
* If children have free choice of class or library books, discuss with parents and carers how best to support children to choose books that will be suitable, without singling them out. Where possible, involve children in this process with the aim of enabling them to make informed choices.
* Where resources do contain challenging material, acknowledge this, and offer support. Avoid issuing a blanket 'trigger warning' as this puts the responsibility on the child to take action to protect themselves, whereas children need adults to support them to manage big feelings.
* Be aware that a child may be unsettled by material without knowing why. If there is a rise in anxiety-fuelled behaviours (including avoidance and dissociation), consider the possibility that issues raised by stories, books and films may lie beneath it.
* * *
Listening to a story, reading quietly, or watching a documentary or film in class can be difficult for some children, even if there is no challenging content involved, as it requires children to sit still, to sit quietly and to pay attention, sometimes for long periods. Children who have experienced early trauma may find this particularly difficult, even if they are older, for a number of reasons:
* Poor core strength may mean that a child finds it physically tiring to sit still on a chair, or on the floor unsupported for long periods.
* A child who is hypo-sensitive to vestibular and proprioceptive input (see Chapter 2) may wriggle and fidget to get the sensory input they need while sitting still.
* Hyper-vigilant children may find themselves distracted by unexplained noises around them in a quiet classroom, or by movements they see out of the corner of their eye.
* Unexpected loud noises in films and videos may startle those with auditory sensory processing difficulties.
* Films and videos can contain a lot of visual stimulation that may impact on children with visual sensory processing difficulties, especially if the room has been darkened.
* Many children with Foetal Alcohol Spectrum Disorder (FASD) have attention difficulties, finding it difficult to settle down and to filter out distractions and concentrate consistently.
* Children with poor receptive language skills may struggle to follow a story being read aloud, lose interest, and begin to fidget and disrupt out of boredom.
* Similarly, children whose reading skills lag behind their peers will have to work much harder at silent reading, tiring more quickly.
* Reading aloud in class is particularly challenging for children who lack confidence, who fear being ridiculed or who value the safety that they find in being effectively invisible. In those circumstances, a child may even prefer to be excluded from the lesson than participate in an activity that causes them deep anxiety.
Approaches to try
* Provide a sensory break before and after to give children the vestibular and proprioceptive input they need. Activities such as carrying stacks of books, or pushing furniture out of the way, can be incorporated into the preparation for the quiet period.
* Ensure children are sitting comfortably and are well-supported, with back support if on the floor.
* Use wobble cushions and wedge cushions for 'active sitting' for restless, fidgety children, to improve seated posture and increase proprioceptive input.
* Allow hyper-vigilant, easily distracted children to sit against the wall at the side or the back of the room so they have a clear view of the classroom, making them less likely to turn around in their seats in response to movements and noises.
* Allow the use of ear defenders for children who react strongly to auditory input.
* Read aloud in short chunks, pausing regularly to re-focus children and ensure they are following.
* Try paired reading aloud with a partner instead of reading aloud to the class or reading in silence.
* Actively teach, reinforce and model good listening skills regularly.
Mothers' Day and Fathers' Day
While Mothers' and Fathers' Days are not the only celebratory days that weave themselves into the school curriculum, they can be particularly challenging celebrations for children who are adopted, looked-after, previously looked-after or experiencing other kinds of family difficulty and, as such, they deserve some special attention.
Perhaps in recognition of the complexity of modern families, Fathers' Day is often less celebrated, and less ubiquitous in the media than Mothers' Day. Schools have become used to encouraging children to create cards and gifts for a variety of male role models, recognising that there will be those in every classroom who do not live with, or even have contact with, their birth fathers. In some schools, Fathers' Day passes without celebration.
Mothers' Day, however, is still widely recognised, and its approach is heralded by an intense period of advertising, idealising the mother–child relationship. Both approaches can cause difficulties for children from nonstandard family backgrounds.
Since 2006, there have been nearly 3000 adoptions recorded for samesex families in the UK. In the year ending March 2017, 10 per cent of adoptions were to single adopters, and just under 10 per cent were to samesex couples in England alone. At any given time, there are approximately 95,000 children in the care of local authorities across the UK, who may be living with foster carers or relatives, in children's homes or elsewhere. Add to this the tens of thousands of children who are permanently placed with relatives or others on different legal orders, and it is clear that traditional approaches to Mothers' and Fathers' Days could be problematic for huge numbers of children who, for whatever reason, can no longer live with their birth parents.
When my four-year-old adopted son brought home the invitation to the 'Mothers Day Tea Party', I phoned the school to ask if I, as one of two dads, would be able to attend. At first they suggested he bring in a female relative. It took several phone calls before it was agreed that my son would be allowed to bring his parent to this event, like the other children.
While some care-experienced children's difficulties around celebrating Mothers' and Fathers' Days may overlap with children who have experienced family separation, parental bereavement, or who live in single or same-sex parent households, children who have been permanently removed from their birth families can also experience specific additional conflicts around the existence of a day where parents are celebrated.
Let's consider Mothers' Day from the perspective of, for example, an adopted child. This child has two mothers: their adoptive mother and their birth mother. Which mother should they celebrate? Does making a card for their adoptive mother somehow betray their birth mother? If Mothers' Day makes them think about their birth mother, does this betray their adoptive mother? A child who has memories of neglect and abuse in their birth family may struggle to reconcile those memories with the idealised notions of motherhood portrayed on Mothers' Day. An adopted child may also have conflicted feelings towards the adoptive mother who seems to have replaced their birth mother, which Mothers' Day only serves to highlight.
Even if your school makes no mention of Mothers' or Fathers' Day, has no card-making lessons, and puts on no special events, the existence of these days is impossible to ignore. While some care-experienced children will be unaffected, many will find these times of year upsetting even if their attention is not drawn to it in school, leading to an increase in anxiety and trauma-fuelled behaviours. Some may not even be able to pinpoint the source of their own distress.
Approaches to try
* Be aware that Mothers' and Fathers' Days can raise difficult feelings for many children. Increase supervision and support, especially by key adults, and involve parents and carers in plans for any celebration that will take place in school.
* Ensure that plans for celebrating these days account for the full range of diverse families represented in school, and in society as a whole. See it as an opportunity to celebrate family in all its forms.
* If the children are to make cards in class time, allow all children to make several cards for whomever they choose. Avoid singling out children and providing them with individualised alternative activities.
* Remain neutral if children choose to make cards for unexpected people, for example, birth parents they have no memory of. Resist the urge to encourage them to make a card for their carer or adoptive parent instead. Speak to the parents or carers privately about this if appropriate.
* Be careful about the language used in school and about assumptions around what a mother or a father is. Not all mothers give birth to their children, for instance. Most adoptive families avoid the terms 'real mum' or 'real dad' and instead use terms such as 'birth mum' or 'first mum'. Check with families to make sure you know the terms their children are familiar with. | <urn:uuid:da5efd0c-a45e-4b2c-b321-a9d2124e7279> | CC-MAIN-2023-14 | https://blog.jkp.com/wp-content/uploads/2019/11/Pages-from-Brooks-the-trauma-and-attachment-aware-classroom-9781785925580-PRESS.pdf | 2023-03-26T19:09:08+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00311.warc.gz | 168,292,507 | 4,627 | eng_Latn | eng_Latn | 0.99837 | eng_Latn | 0.998601 | [
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Objective
1. To promote consciously and encourage a school ethos that has respect for persons at its centre and seizes every opportunity to celebrate the achievements of all members of our community. –
2. To provide planned opportunities within the curriculum for pupils to learn about the diversity of our society. To equip pupils with the skills to identify and challenge negative stereotyping wherever it is found and so eliminate prejudice-related incidents. –this is continuing to be evolved through the Personal Development Curriculum.
Note: the percentage of female students across the whole school is 40% with the biggest gaps in years 11 and 13 the percentage of girls is 31% and 22% respectively
3. To encourage collaborative planning across subject departments and involving both teaching and educational support staff so that the classroom experience is enhanced for all
Progress
The school's most recent Ofsted (2017) and Section 48 (2019) inspections comment positively on the harmonious nature of the school's diverse community.
The school's vertical tutoring system enables pupils to mix in a structured environment with pupils of different ages, this has been reinstated since September 2021 following restrictions on mixing due to the pandemic. Our expanded ASD resource base provision enables vulnerable students (with ASD and mental health needs) to access a mainstream education.
The school's RUAH ethos is embedded in different aspects of school life including school mission statement and pupils are able to articulate these RUAH values
All departments have written and exemplified an inclusive curriculum to identify and reflect where diversity and wider values are taught across the key stages.
RE department has embedded 'Together for the Common Good' programme focusing on social justice and community action in partnership with external agencies. Founder of UK Black History Month spoke to whole school in October 2021 with event acting as launchpad for ongoing events/presentations (e.g. screening and panel discussion on 'Uprising' documentary)focusing on diversity. Bespoke events for girls supporting them as a minority in the school (retreat, Girls in maths day)
Consultation with student council on ensuring that different equality issues are identified and tackled when problems arise in school e.g. homophobia.
Whole school focus on delivering high quality first teaching to ensure equality of opportunity for all.
Objective
pupils. –this remains a central aim of all our professional development
4. To provide appropriate additional support and resources to individual pupils who may experience significant barriers to learning and so minimise attainment gaps. Data on individual students is monitored regularly and patterns or concerns shared with the relevant Governors' Committee
5. To encourage actively pupil involvement in enrichment activities and monitor the response to such activities by vulnerable and "hard-toreach" groups. –this is in place
6. To assure equality of opportunity when recruiting staff by frequently reviewing and updating our Recruitment and Selection policy and procedures in the light of current legislation. All interviewers trained in safer recruitment.
Progress
Programme of CPD aiming to challenge and develop teaching staff to maintain high quality provision for all.
Middle leadership strengthened to promote greater ownership of curriculum intent and implementation.
SEN data collection and actions shared with Governors and LA.
Positive peer review of SEND provision by Southfields Academy in January 2022. Significant investment in support staff to provide high levels of care and support to SEN and challenging pupils.
Expanded ASD base provision enables vulnerable students to access mainstream curriculum particularly in new (2021) Savio Plus offering providing students with lower prior attainment opportunity to work and study in a mainstream setting.
Extracurricular Pathways programme, covering five themes; Lifestyle, Media, STEAM, Creative and Justice; enables pupils to explore themes of diversity through different enrichment activities e.g. Radio Club and Bosco Times club members reported on 'Uprising' panel discussion.
Senior Leadership has balanced composition in terms of gender (42% male, 58% female) and ethnicity (33% BAME). | <urn:uuid:a4aea3b3-e23e-427b-8839-a23d05345ed9> | CC-MAIN-2023-14 | https://www.sjbc.wandsworth.sch.uk/attachments/download.asp?file=2199&type=pdf | 2023-03-30T11:03:48+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00414.warc.gz | 1,104,246,580 | 787 | eng_Latn | eng_Latn | 0.996841 | eng_Latn | 0.99756 | [
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Fire Safety Guidelines for Using Candles when Writing Pysanky
Everything you need to make beautiful pysanky the traditional way
Safety should be considered first and foremost when writing pysanky using a candle-heated kistka. Comply with all candle safety rules of the National Candle Association 1 , and use the following precautions and practices:
supervise children at all times
instruct participants on the correct use of tools 2
use stable, heat-resistant, aluminum foil-covered surface 3
use kistka tools treated with patented fire inhibitor
use sturdy, stable candle holders
prevent drafts to candles
limit the exposure of brass tip of kistka to candle flame
always keep burning candles within sight
extinguish all candles when not in use
trim candlewicks each time before burning
maintain safe candle height
avoid shared candles to reduce moving or jostling
use a snuffer to extinguish candles
avoid tea lights as the source of heat for beeswax
use a taper-style candle (this type is best-suited for safety)
keep all matches and lighters out of sight
minimize the number and size of flammable items on the working surface
1 http://candles.org/fire-safety-candles/candle-safety-rules/ Headquartered in Washington, DC, the National Candle Association is widely recognized as the leading technical authority on the safe use of candles
2 The traditional kistka tool used for writing pysanky has been used for many generations. When used correctly and following guidelines for using candles, it is safe to use
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Your Oxygen Prescription
Oxygen is a medication and is prescribed by a doctor. Like any other medication, oxygen must be used carefully. As with most medications, your doctor will order your oxygen to meet your needs.
The prescription will state:
- The flow rate or percentage of oxygen. This is the amount of oxygen you need for rest, for exercise and for sleep. Here is an example: 2 litres of oxygen per minute (LPM) or 24%.
- The duration of oxygen treatment. This is the number of hours you need to use your oxygen each day. If your doctor writes 'continuous oxygen therapy', this means that you must use oxygen at least 15 hours a day. Oxygen may also be prescribed for sleeping or with exercise only.
- The method of delivering the oxygen to your body. This means by nasal cannula or mask.
Be Careful
Oxygen is a medication. It is important to follow your doctor's orders. Taking too much oxygen can be dangerous. Never adjust your oxygen dose without a prescription from your doctor.
Your oxygen prescription:
Oxygen at rest
Oxygen with exercise and activities
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"Great attention gets paid to rainforests because of the diversity of life there. Diversity in the oceans is even greater."
Sylvia Earle (1917 – 2008), American marine biologist
1. Marine Life Discussion
1. Which animals live in or near the ocean?
2. What are the most beautiful animals that live in the ocean?
3. What are some dangerous animals that live in the ocean?
4. What animals have you seen at the beach?
5. Do you like eating fish or seafood? What are your favourites?
6. Where are the best places in your country to see marine animals? Have you visited these places?
7. Do you think there could be monsters, like giant octopuses, in the ocean?
8. Do you think that all life on Earth began in the ocean? Why or why not?
2. Marine Life Vocabulary
* coral reef (noun) – an underwater ecosystem made up of coral, an organism that forms a hard, rocklike substance on the ocean floor.
* algae (noun) – a plant like organism living in the sea which can be single-celled or multi-celled.
* oil spill (noun) – a deposit of oil in the sea, usually by accident.
* trawler (noun) – a fishing vessel that drags a large net behind it to catch fish.
* overfishing (noun) – the depletion of the quantity of fish in the ocean due to excessive fishing.
* sustainably caught fish (noun) – fish that have been caught using methods that do not endanger the survival of fish or marine life species.
Using the vocabulary words above, complete the following sentences (remember to use the correct form of the word, e.g. verb conjugation or plural noun)
1. The cod is now an endangered species in the North Sea thanks to decades of overfishing.
2. If we do not protect coral reefs, all the sea life that relies on this ecosystem will perish.
3. The Deepwater Horizon oil spill caused the largest amount of marine life deaths ever recorded in history.
4. Due to the process of photosynthesis from algae, the ocean provides 50% of the oxygen in the atmosphere.
5. Unless everyone buys sustainably caught fish, we'll have no fish to eat in the first place.
6. When seagulls follow the trawler, it's because they think sardines will be thrown into the sea.
Marine Life vocabulary comprehension questions
1. Why are coral reefs important for marine life?
2. Have you ever seen algae that glows in the dark?
3. Can you think of any oil spills that have happened? How did these affect marine life?
4. What do you think of the practice of trawlers using nets that can be over 140 metres long that catch all kinds of marine life? Is it necessary for a cheap source of fish and seafood?
5. Do you think governments should ban fishing, or limit the number of fish caught, to combat overfishing? Why or why not?
6. Would you be happy to pay extra for sustainably caught fish to help protect marine life?
3. Video: The Survival Of The Sea Turtle
You are going to watch a TED Ed video called "The Survival Of The Sea Turtle".
Watch the video here: https://yourenglishpal.com/blog/esl-conversation-lesson-plan-marine-life/
While you watch the video, answer the following questions:
Multiple choice
1. Sea turtles existed at the same time as which prehistoric animals?
a) sabre-toothed tiger b) mammoths
c) dinosaurs
2. Which object do turtle eggs resemble?
a) tennis balls
b) shuttlecocks
c) table tennis balls
3. What proportion of turtle eggs will never hatch?
a) 20%
b) 30%
c) 40%
4. How long does it take for a turtle egg to hatch after being laid?
a) 30 days
b) 45 days
c) 60 days
Sentence completion
5. Turtle hatchlings make the perilous journey across the sand to the ocean, encountering many threats. Of these, only 50% will make it to the water.
6. Hatchlings that make it to the ocean are faced with predators such as fish, dolphins, sharks and seabirds.
7. The leatherback turtle grows to the size of a dinner table.
8. Once turtles have reached adulthood, they only have to worry about sharks and the odd killer whale.
Short answer
9. What are some of the human activities that threaten turtles? Beach development, plastic refuse, poaching, long lines, nets, noxious chemicals (oil)
10. How many sea turtle species are there? 8
11. Because turtles haven't had time to evolve to respond to the threat posed by humans, how do they find themselves? Overwhelmed
12. If a turtle lays 2000 eggs, how many will survive to breeding age with human interference? 4
4. Marine Life Conversation Questions
1. How important is the ocean for the environment and for humans?
2. What human activities are having a negative impact on marine life?
3. Does the amount of plastic in the ocean concern you? What effect does this have on marine life?
4. Why are sea temperatures rising? What effect do you think this will have on marine life?
5. How can fishermen be helped to maintain their livelihoods in a more sustainable way?
6. What do you think about people that hunt endangered species like whales and sharks for cultural reasons? Should we respect their cultural practices, or should this hunting be banned?
7. How would the world be different if the ocean became so polluted that it could no longer sustain life?
8. How can marine life be better protected? What can individuals and governments do?
5. Marine Life Writing Task
Write about the threats to marine life. Try to use some of the vocabulary you learned earlier in this lesson. In your answer, you could include some of the following topics:
* What these threats are.
* What the consequences of these threats will be for marine life.
* How marine life can be protected.
Alternative exam practice question:
In order to protect and preserve fish species, as well as other forms of marine life, fishing using long lines and nets should be banned. Do you agree or disagree? | <urn:uuid:9868fff4-abea-445d-a8a6-ca2b20809ead> | CC-MAIN-2023-14 | https://yourenglishpal.com/wp-content/uploads/2022/02/Your-English-Pal-ESL-Lesson-Plan-Marine-Life-v2.pdf | 2023-03-26T18:52:58+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00312.warc.gz | 1,203,274,864 | 1,309 | eng_Latn | eng_Latn | 0.997052 | eng_Latn | 0.997746 | [
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Face masks slow spread of COVID-19; types of masks, length of use matter
November 24 2020
Volume of fraction of respired air at beginning/peak of inspiration and expiration under the ventilation rates of both 7.5 liters per minute (cases I) and 15 liters per minute (cases II). The color in blue represents the volume occupied by pure fresh air, while the red color represents the volume occupied by pure respired air. The colors in between represent a mixture of fresh and respired air. Credit: Heow Pueh Lee
The use of face masks to help slow the spread of COVID-19 has been
1/3
widely recommended by health professionals. This has triggered studies exploring the physics of face mask use and disease transmission, as well as investigations into materials, design, and other issues affecting the way face masks work.
In Physics of Fluids, investigators looked at research on face masks and their use and summarized what we know, to date, about the way face masks filter or block the virus. They also summarize design issues that still need to be addressed.
One key aspect of face mask function involves the size of fluid droplets expelled from the nose and mouth when a person talks, sings, sneezes, coughs, or even simply breathes. Larger droplets, with sizes around 5-10 microns, are the most common. These droplets are still quite small, however. To compare, a human hair is about 70 microns in diameter.
Even smaller droplets, those below 5 microns, are possibly more dangerous. These can become aerosolized and remain suspended in air for long periods. Among the many types of masks in use (cloth masks, surgical masks, and N95 masks), only N95s can filter out aerosol-sized droplets.
The performance of face masks worn for many hours, such as by health care or other essential workers, impact how effective overall mask wearing can be. Thermal comfort is an important issue, especially in hot and humid environments.
The investigators found face masks made of hybrid polymer materials could filter particles at high efficiency while simultaneously cooling the face. The fibers used in these special masks are transparent to infrared radiation, allowing heat to escape from beneath the mask.
"There could be some relation between breathing resistance and the flow
2/3
Powered by TCPDF (www.tcpdf.org)
resistance of the face mask which will need to be studied for a face mask-wearing interval," said author Heow Pueh Lee. "Also, the environmental condition in the compartmental space within the face mask will need to be more accurately quantified using miniaturized sensors and the development of human replicas for such studies."
The investigators also reviewed epidemiological studies aimed at discovering whether face masks reduce the effective reproduction number. If the reproduction number drops below 1, the epidemic stops spreading. One study used COVID-19 data from New York state.
"The results suggest that the consistent use of efficient face masks, such as surgical masks, could lead to the eradication of the pandemic if at least 70% of the residents use such masks in public consistently," said author Sanjay Kumar. "Even less efficient cloth masks could also slow the spread if worn consistently."
More information: The perspective of fluid flow behavior of respiratory droplets and aerosols through the facemasks in context of SARS-CoV-2, Physics of Fluids (2020). aip.scitation.org/doi/10.1063/5.0029767
Provided by American Institute of Physics
Citation: Face masks slow spread of COVID-19; types of masks, length of use matter (2020, November 24) retrieved 26 March 2023 from https://phys.org/news/2020-11-masks-covidlength.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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_______________________________________________________________
________________________
ADDITION WORD PROBLEMS
Verify the work done by 3 friends stated as under. One of the works is wrong make it in correct procedure.
1. Joe has 8 red marbles and 3 green marbles. How many marbles does Joe have?
10 + 1 = 11
X
2. Mummy caught 7 fishes and daddy caught 8 fishes. How many fishes were caught?
edubuzzkids.com c 2013. All Rights Reserved. | <urn:uuid:17448b0f-b115-4371-8baa-2534f4915d9e> | CC-MAIN-2023-14 | https://www.edubuzzkids.com/content/grade-1/worksheets/math/addition/Word%20problems/1_Addition_word_problems.pdf | 2023-03-26T18:47:29+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00313.warc.gz | 839,787,632 | 112 | eng_Latn | eng_Latn | 0.997665 | eng_Latn | 0.997665 | [
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Kennebunk Free Library Collection Policy and Procedures
Introduction
Kennebunk Free Library's mission is to inspire and enable our communities to discover, learn, and connect. The Library
* develops and promotes the use of resources including books, technology, films, informational materials, programs, displays, and community exhibit space that contribute to literacy, informed citizenship, and lifelong learning;
* provides educational opportunities and engagement for people of all ages;
* offers expert and personal assistance; and
* provides inviting and accessible facilities.
The library collection is a major tool for fulfilling its mission. To develop the library's collection to its fullest within financial and other practical constraints, the Board of Trustees appoints a Library Director who will delegate the below.
* Study Kennebunk Free Library's service community to discover its members' needs that are to be met by materials of the library
* Analyze the library collection to determine how well it serves the community within the scope of the library mission
*
Assess materials available from a variety of sources to find new materials suitable for inclusion in the library collection
* Determine the best arrangement, maintenance and access options for the collection, and assist in providing these options
* Develop procedures to provide for the above activities and materials
* Support the ALA Library Bill of Rights, The Freedom to Read Statement, and the Freedom to View Statement through provision of library materials and collection activities.
Affirmation of Intellectual Freedom
Kennebunk Free Library values a free and inquiring society and affirms its support of the The Library Bill of Rights of the American Library Association (ALA), the ALA Freedom to Read Statement, and the ALA Freedom to View Statement appended to this policy as guiding professional documents for the collection development choices made by staff at KFL. All challenges will be submitted to the American Library Association's Office for Intellectual Freedom database. All personal information is kept confidential.
Selection
The library recognizes its duty to provide a wide range of materials on all levels of difficulty, diversity of appeal and points of view. Library materials are all items in any format including print, non-print, and online or electronically transmitted resources used by patrons of the library.
All members of the community and staff are encouraged to suggest materials for consideration. It is the responsibility of the appropriate personnel employed by the library to select materials for inclusion in the collection. These selectors are the Library Director, the Assistant Director/Head of Adult Services Librarian, the Children's Librarian/Head of Youth Services, and other staff designated by the Director.
Selectors use their training, knowledge, judgment, and expertise along with the following criteria (listed in no particular order) to select materials for the collection:
* timeliness
* accuracy of information (non-fiction)
* demand in the subject area
* quality of the writing/production
* popular appeal
* authoritativeness/reputation of the publisher/producer
* reputation and significance of author or subject
* availability elsewhere in the Minerva Consortium
* cost
* recommendation in reliable review sources
* condition of the item (i.e., in good repair)
Donated materials are judged by the same standards. Multiple copies of high demand materials are purchased as needed up to four copies for any one title. Worn or missing items are replaced periodically. Outdated materials no longer useful are withdrawn from the collection.
In selecting materials for purchase, library staff will place principle above personal opinion, and reason above prejudice, to select materials of the highest quality in order to assure a comprehensive collection. Library staff will evaluate the existing collection and using the Selection Aids cited below and other appropriate sources, select materials to meet the demands and needs of the library service population.
Selectors use a variety of aids when evaluating materials for inclusion in the collection. Reviews found in professional and general periodicals are a primary source for material selection. The selection aids named at the end of this paragraph should be used as a starting point in the search for library materials, rather than as any limitation to the selection process. These sources include lists only, recommended lists, and annotated sources. All should be used critically. A representative sample of selection aids consulted by library staff include but are not limited to: Booklist, Bookmarks, BookPage, Kirkus, Library Journal, New York Times bestsellers list, School Library Journal, and Voices of Youth Advocates (VOYA).
Any source, be it patron, subject specialist, or popular medium, will be considered if it leads to appropriate materials.
Requests for Reconsideration Procedures
Objections may be raised by a community member about a collection item, exhibit, or piece of artwork on display. In the event a complaint about materials in the collection is made, the following procedure will be used:
1. The complainant will be heard by the staff person who selected the challenged material. If that person is not available, the complaint will be directed to the staff member in charge of the building at the time. This staff member will listen to the complainant, provide them with a copy of the Collection Policy, and take their contact information and let them know the selector will be in contact with them. All complaints will be documented and reported within 24 hours to the Library Director via the Incident form.
2. If the complainant is not satisfied with the response given by staff in step (1), the complainant may fill out a Request For Reconsideration of Library Materials, Exhibits, or Artwork form and return it to the Library Director. For a request for reconsideration to be evaluated, the Request for Reconsideration of Library Materials, Exhibits, or Artwork form appended to this document must be completed in full. Anonymous or incomplete forms will not be processed.
3. The Library Director will then appoint a committee to review the challenge and make recommendations. This committee will be composed of a professional librarian not on KFL staff, two KFL Trustees, and two members from the community at large. The Director will provide appropriate resources to the committee for their evaluation of the challenge. The committee is advisory only, and will report its findings to the Library Director within four weeks of receipt of a completed, signed Request for Reconsideration form.
4. The Library Director will carefully weigh the recommendations of the committee and decide on the disposition of the material. They will communicate the decision in writing to the selector, the Board of Trustees, the committee and the complainant no later than one week after receiving the findings from the committee.
5. If the complainant is not satisfied with the response from the Director, they may appeal to the Board of Trustees at a regularly scheduled meeting within sixty days. The complainant is to notify the Director at least ten days prior to the Board meeting in order to be placed on the meeting's agenda. The complainant will be given up to ten minutes to present an appeal and ten minutes will be allowed for clarifying questions from the Board. The Board will have two months to respond to the appeal and will do so in writing. The decision by the Board will be final.
No materials challenged will be removed from public use during the complaint review.
Maintenance, Preservation and Weeding Procedures
1. De-selection or weeding of materials follows the selection criteria outlined above. Ideally, the collections will be inventoried and weeded as is practical with staffing and time constraints. The weeding procedure stated here may be applied to the entire collection, or to a segment of the collection.
2. Shelf read the collection. Staff and volunteers are assigned areas in the stacks to clean, order and check that items are in good repair. Worn or defaced materials are removed for repair, rebinding, replacement or discarding. The same analysis is followed with books returning from circulation.
3. Shelf check for missing titles. These missing titles are searched for repeatedly by staff and volunteers. After three months, the missing title is reordered or its record is cleared from the catalog.
4. Discard incorrect or superseded non-fiction materials. In rare cases, superseded Reference works may be added to the general circulating collection if they are considered useful.
5. Items that have not circulated or have low circulation numbers within recent years may be eligible for weeding. The thresholds for number of years and number of checkouts may be
determined by collection managers in consideration of collection size, condition, relevance, currency, and other factors as informed by professional guides such as Continuous Review Examination and Weeding Method (CREW).
6. Items in good repair that are discarded may be offered to the Friends of the Library for their book sale.
Cooperative Collecting Procedures and Agreements
The library participates in four cooperative groups: the 1.) Minerva consortium, 2.) an informal cooperative circle with Louis T. Graves Memorial Public Library in Kennebunkport and Wells Public Library in Wells, 3.) the Maine Reciprocal Borrowing Program, 4.) and the Maine Shared Collections Cooperative (MSCC).
The library became a member of the Minerva consortium in June 2014 and the Maine Shared Collections Cooperative (MSCC) in May 2016 and adheres to their policies and by-laws.
In 2019, the library joined the Maine Reciprocal Borrowing Program, allowing patrons from participating libraries to check out items from other participating libraries in person using their home library's card. KFL follows the MRBP rules and procedures for reciprocal lending.
Some expensive reference sources collected by Graves Library or Wells Library are not collected at KFL, and the three libraries strive to avoid duplication of unique collecting aspects of their sister institutions, e.g., not duplicating Graves Library's Kenneth Roberts collection.
Digital Collections
Content purchased by the Library for any of its digital platforms will be selected according to the same criteria as outlined above. However, considerable emphasis is placed on patron demand and wait times in comparison to statewide platforms as well as on pricing.
Weeding of digital collections will be conducted according to the same criteria as outlined above when possible, but may be superseded by publisher restrictions on length of ownership and/or caps on checkout numbers. Publisher restrictions and platform operations may result in automatic weeding of titles without staff involvement.
Content on some digital platforms, such as Kanopy, Comics Plus, and CloudLibrary are not under the control of Kennebunk Free Library staff. Neither the ability to select or remove titles from these platforms is available to staff.
Request for Reconsideration of Library Materials, Exhibits, or Artwork at Kennebunk Free Library
Request for Reconsideration Initiated
By:____________________________________________________
Address:______________________________________________________________________________
Phone:__________________________ Email:_______________________________________________
Requestor Represents: _____ Self or _____ Group/Organization (list below)
Name of Group: ______________________________________________________________________
Title of Work/Exhibit: __________________________________________________________________
Author/Creator: ______________________________________________________________________
Publisher (if applicable):________________________________________________________________
Date of Publication/Exhibition:__________________________________________________________
1. To what do you object? Please be specific, cite page numbers, details, quotations. You may use the back of this page if needed.
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
2. What do you feel might be the result of access to or viewing of this work/exhibit?
____________________________________________________________________________ ____________________________________________________________________________
3. What would you like the Library to do with this work/exhibit?
____________________________________________________________________________ ____________________________________________________________________________
4. Did you find anything good about this work/exhibit? If so, what?
____________________________________________________________________________ ____________________________________________________________________________
5. Did you read, view, or listen to the entire work/exhibit?
____________________________________________________________________________
6. Have you read or are you aware of reviews of this work/exhibit?
____________________________________________________________________________
7. What do you believe is the intent or purpose of the creator of this work/exhibit?
____________________________________________________________________________ ____________________________________________________________________________
8. In its place, what item of equal quality would you recommend that would convey an appropriate perspective on this topic?
____________________________________________________________________________ ____________________________________________________________________________
_________________________________
Signature
_________________________________
Date
_____________________________________________________________________________
Additional space for answers:
ALA Library Bill of Rights
The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.
I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.
II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
V. A person's right to use a library should not be denied or abridged because of origin, age, background, or views.
VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.
VII. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people's privacy, safeguarding all library use data, including personally identifiable information.
Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; January 29, 2019. Inclusion of "age" reaffirmed January 23, 1996.
The Freedom to Read Statement
The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label "controversial" views, to distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read.
Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.
These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. The problem is not only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials.
Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference.
Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that serious thought requires, and to the accumulation of knowledge and ideas into organized collections.
We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings.
The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.
We therefore affirm these propositions:
1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority.
Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept that challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.
2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available. It would conflict with the public interest for them to establish their own political, moral, or aesthetic views as a standard for determining what should be published or circulated.
Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper.
3. It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author.
No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish that draws up lists of writers to whom it will not listen, whatever they may have to say.
4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression.
To some, much of modern expression is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters values differ,
and values cannot be legislated; nor can machinery be devised that will suit the demands of one group without limiting the freedom of others.
5. It is not in the public interest to force a reader to accept the prejudgment of a label characterizing any expression or its author as subversive or dangerous.
The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for others. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.
6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large; and by the government whenever it seeks to reduce or deny public access to public information.
It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self-censorship.
7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a "bad" book is a good one, the answer to a "bad" idea is a good one.
The freedom to read is of little consequence when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans the fullest of their support.
We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.
------------------------------------------------------------------------
This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers. Adopted June 25, 1953; revised January 28, 1972, January 16, 1991, July 12, 2000, June 30, 2004, by the ALA Council and the AAP Freedom to Read Committee.
Freedom to View Statement
The FREEDOM TO VIEW, along with the freedom to speak, to hear, and to read, is protected by the First Amendment to the Constitution of the United States. In a free society, there is no place for censorship of any medium of expression. Therefore these principles are affirmed:
1. To provide the broadest access to film, video, and other audiovisual materials because they are a means for the communication of ideas. Liberty of circulation is essential to insure the constitutional guarantees of freedom of expression.
2. To protect the confidentiality of all individuals and institutions using film, video, and other audiovisual materials.
3. To provide film, video, and other audiovisual materials which represent a diversity of views and expression. Selection of a work does not constitute or imply agreement with or approval of the content.
4. To provide a diversity of viewpoints without the constraint of labeling or prejudging film, video, or other audiovisual materials on the basis of the moral, religious, or political beliefs of the producer or filmmaker or on the basis of controversial content.
5. To contest vigorously, by all lawful means, every encroachment upon the public's freedom to view.
This statement was originally drafted by the Freedom to View Committee of the American Film and Video Association (formerly the Educational Film Library Association) and was adopted by the AFVA Board of Directors in February 1979. This statement was updated and approved by the AFVA Board of Directors in 1989.
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Using a spreadsheet for teaching and learning
Marj Horne
Australian Catholic University firstname.lastname@example.org
Spreadsheets provide a variety of tools and possibilities for use in the teaching and learning of mathematics. The use of conditional formatting, scroll bars and fixed cell referencing for example can be used in a variety of ways. Some of the mathematical topics include the practice of basic number facts, algebraic variables, using dice and spinners in probability and exploring long run proportions and Pascal's triangle as well as its connections to the Sierpinski triangle. Other uses include record keeping and recording diagnostic test data for a class to provide an easy visual scan. This will be a practical session using Excel. | <urn:uuid:a1a0668e-2fb6-40d7-bb56-27c608f42430> | CC-MAIN-2023-14 | https://www.alm-online.net/images/ALM/conferences/ALM14/proceedings/ALM14-proceedings-p313.pdf | 2023-03-26T18:44:40+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00314.warc.gz | 726,733,659 | 146 | eng_Latn | eng_Latn | 0.997928 | eng_Latn | 0.997928 | [
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Little Sandy Creek: Highway 99
NW SW SW
Section 4-4N-6E
Pontotoc County
N 34.84261
W-96.68600
WBID# OK520600-03-0020C
Blue Thumb Volunteer Monitoring Data Review – October 2013
Written by Chickasaw Nation Staff Ambrie Johnson, Environmental Specialist
Description of Watershed and Monitoring Site:
Little Sandy Creek is located in southeast Oklahoma in the City of Ada. The creek starts in the north part of Ada and flows northeast then makes a big curve to flow northwest and empties into the Canadian River. Little Sandy flows through many different land uses: urban, rural, near the Ada Municipal Airport, industrial areas, etc. until it the monitoring site under Highway 99 bridge northwest of Ada and just downstream from a concrete company. The watershed is about 12 square miles from headwaters to Highway 99. Little Sandy Creek is in the Cross Timbers ecoregion.
Stream Conditions & Habitat Overview:
The physical habitat of Little Sandy Creek at Highway 99 was assessed 9/21/2006 and 7/22/2010 for 400 meters starting from the bridge and going downstream. Both assessments the creek had a good score for canopy cover and shading. This creek section is more natural and tree lined creating a shady canopy over the creek to help cool the water. These trees and stream side vegetation also help protect the banks from eroding, reducing the sediment load into the creek. In 2010 the banks were half as stable as they were in 2006 even though the bank vegetation scored about the same in both years. Little Sandy in general is a very shallow creek but there were a couple of moderately deep pools. In-stream cover such as grasses, woody debris and rocks were present in moderation, better in 2006 than in 2010, to supply habitat and be a food source for fish and aquatic insects. There is very little flow and the bottom of the creek is quite sandy making it an unstable habitat for fish to spawn. In 2006 there was a medium presence of rocky riffles but in 2010 there was no presence of rocky riffles. Since 2006 there has been more sediment feeding in to the creek and also an increase in local erosion that has filled in or covered up the gravel/rocky areas in the creek. Some of these aid the creek and health of the stream and some of these factors will hamper the development and overall health of the stream. In 2006 the habitat score for Little Sandy at Highway 99 was 89.2, higher than the average of high quality streams in the Cross Timbers ecoregion. In 2010, however, Little Sandy's score dropped to 40.5 due to increased sediment that has filled in deep pools and covered up the rocks making the creek less stable and less in-stream cover.
Biological Conditions:
Fish
Fish were collected on 9/21/2006 and 7/22/2010 for the same 400 meter section as the habitat assessments. When compared to Cross Timbers reference streams the 2006 collection scored 82% a "B" and the 2010 collection scored 73% a "C". Both collections had 16 species of fish vs. 19 for reference conditions. There was 1 sensitive bottom dwelling fish, suckermouth minnow, in 2006 but none were found in 2010 and reference conditions averaged 4 species. Both collections caught comparable numbers of sunfish species as reference conditions. Species diversity was low in 2006 and even lower in 2010. In 2006 the total population was 62% tolerant to pollution whereas that number increased to 88% in 2010. Reference conditions averaged 70% population tolerant to pollution. There were way more insect eating minnows in 2006, way above reference conditions which is a good sign. In 2010 this minnow population drastically dropped. Overall, both fish collections on Little Sandy Creek at Highway 99 were missing sensitive fish (in both species and numbers) and the 2010 collection was also missing insect eating minnows.
Benthic Macroinvertebrates (bugs)
Benthic macroinvertebrates live on the stream bottom and on debris found in the creek. They are a link in the aquatic food chain as both a consumer of nutrients and food for fish. Several are intolerant of pollution or poor water quality and are indicators of stream condition; such as mayflies, stoneflies and caddisflies.
Bugs were collected from rocky riffles at Little Sandy Creek in the winters of 2005, 2006, 2010 and summer of 2007. The streams condition varies from a grade of a "C" (39%) to a "D" (8%). When compared to a high quality stream in the Cross Timbers ecoregion Little Sandy creek supports half the number of species of bugs. No sensitive bugs were found in the winter collections and only 2 species were found in the winter, reference conditions averaged 5 in winter and 7 in summer. In all the collections from Little Sandy the bugs are a lot more tolerant to organic pollution as well. There is also a big lack in population diversity in all samples as well.
Chemical Testing:
Chemical data were collected bi-monthly from January 2005 through September 2008.
DO Dissolved oxygen saturation shows when there are problems with the amount of oxygen available in the water for aquatic life. Too little or too much are indicators of problems. Chemical data showed Little Sandy Creek majority in the normal condition (80%-130%) with 3 times under 80% and 4 times over 130%.
pH pH is on a scale of 1-14 and measures the concentration of hydrogen ions. Low numbers are acidic, neutral is 7 and high numbers are basic. Little Sandy Creek is in normal range with a median of 8.0.
Nitrogen
Nitrogen is a nutrient and can be an indicator for such cases as fertilizers or pesticides being overused or leaking septic tanks running off into the streams. An estimate of soluble nitrogen is made by adding the amounts of ammonia, nitrate and nitrite nitrogen found in the water. Little Sandy Creek levels of soluble nitrogen are in the cautionary (0.8-1.5mg/L N) to poor (>1.5mg/L N) levels, with a high outlier of 5.3mg/L N on 9/4/2008.
Phosphorus
Chloride
Little Sandy Creek is mostly in the cautionary level (0.05-1.0mg/L P) for phosphorous with a high outlier of 1.83mg/L P on 9/17/2006. Phosphorous can also be an indicator of fertilizer runoff. Further investigation is needed.
Chloride is the measure of the amount of salts in a creek. Little Sandy Creek is a little high for the area with a median value of 120mg/L Cl. There was a huge spike of 351mg/L Cl on 2/10/2006 which was probably from highway de-icing.
Synopsis:
Little Sandy Creek begins in the City of Ada and flows north eventually ending in the Canadian River. The sampling site at Highway 99 was quite natural with the good tree and bank vegetation to filter the water. The natural habitat will impact the fish and bug population recovering from the in town stream portion of Little Sandy. The habitat has taken a down turn, mainly due to increased sediment that has filled in deep pool and covered up in-stream cover and created a very unstable creek bottom. The fish showed signs of decreasing intolerant species between 2006 and 2010 collections. The bugs are showing an even harder hit. So it looks like Little Sandy is heading on a down-ward spiral. The bugs are the first to be affected and then later on the fish, and this is what the data showed for Little Sandy at Highway 99. The chemical nutrient levels are in the cautionary range and may indicate runoff and poor land use from someplace. Further investigation is needed. This level of nutrients is what is supporting a large amount of algal growth here. Little Sandy Creek is a struggling creek in desperate need of some community care to give it a chance to try and heal itself. | <urn:uuid:f60d920f-338a-4ddc-9710-7c5babe7d1ab> | CC-MAIN-2023-14 | https://www.bluethumbok.com/uploads/2/7/3/3/27333921/little_sandy_hwy99_oct_2013.pdf | 2023-03-26T19:34:07+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00315.warc.gz | 765,717,910 | 1,779 | eng_Latn | eng_Latn | 0.994801 | eng_Latn | 0.997537 | [
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Central Dauphin School District Grade K Math: Unit 5 Letter Addition
Dear Parents,
Over the next several weeks, we will be learning about addition in math! The information below will help you to support your child as they learn about this exciting, yet important kindergarten math skill.
The GOAL:
By the end of the unit, your child should be able to define addition and to solve a variety of addition problems.
What is addition?
Addition is the process of putting together 2 or more quantities to find out how much in all.
Word/Story Problems:
Symbols used in addition:
Number Sentences:
We solve number sentences with our fingers or with objects!
2 + 3 = 5
4 + 6 = 10
Using pictures to add:
We can solve by counting and counting on.
+ = 4
We can solve addition word problems with our fingers, objects, OR by drawing a picture.
Below are a few examples of word problems that your child will see.
"I had one cookie. My friend gave me 2 more. How many do I have now?"
"There were 7 birds in the tree. Three more flew in. How many birds are in the tree now?"
Quick Check
Check to see if your child can solve the problems below:
There were 2 cakes. I made 1 more. How many cakes are there now?
I had 5 balloons. My dad gave me 3 more. How many balloons do I have now?
I had three friends over. Two more friends came over! How many friends are over now?
Central Dauphin School District Grade K Math: Unit 5 Letter Addition
Grade K Math: PA Core Math Standards in Unit 5
CC.2.2.K.A.1: Extend the concepts of putting together and taking apart to add and subtract within 10.
- - HOW TO HELP AT HOME - -
- Have your child practice addition by combining groups of objects (snack time is perfect for this!)
- Use the 'counting on' strategy when combining 2 sets of objects together (2 apples in one set and 3 apples in the other set – say "2, 3, 4, 5, we have 5 apples in all!")
- Tell stories about joining sets (e.g. I had 2 toys. You gave me 3 more. How many toys do I have now?)
- Let your child create their own addition problems with different objects or toys at home
- Make up word or story problems for your child and help them draw or use objects to solve the problem
- Write number sentences (3 + 4 = ____) and let your child solve them
- - KEY MATH VOCABULARY - -
Addition: When you find the total number of items when two or more groups of items are put together.
Equal: the same amount of value
Sum: the answer to an addition problem | <urn:uuid:eb744fd1-f759-4c66-89bc-af1dbc3f0ff4> | CC-MAIN-2023-14 | https://www.cdschools.org/cms/lib/PA09000075/Centricity/Domain/6/Grade%20K%20Unit%205%20-%20Addition.pdf | 2023-03-26T19:25:35+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00315.warc.gz | 788,908,734 | 599 | eng_Latn | eng_Latn | 0.996503 | eng_Latn | 0.998453 | [
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Central Dauphin School District Grade 4 Math: Unit 5 Parent Letter Line Plots and Statistical Displays
Dear Parents,
Over the next few weeks, we will be learning about line plots and statistical displays in math! The information below will help you to support your child as they learn these exciting, yet important fourth grade math skills.
The GOAL:
By the end of the unit, your child should be able to solve problems involving fractions on a line plot and interpret, analyze, and transfer information from one type of display to another.
Tally Chart
Bar Graph
Student will use the information from one display and transfer the same information to another display. In this case, students will transfer the data from the tally chart to make a bar graph.
A line plot is a way to show data using an X. In the line plot to the left, each X represents the number of nails that were found measuring a specific length, in inches.
In the line plot, what is the length of the longest nail? What is the length of the shortest nail?
How many nails are ¾ inch long?
How much longer is the longest nail than the shortest nail?
Central Dauphin School District Grade 4 Math: Unit 5 Parent Letter Line Plots and Statistical Displays
Grade 4 Math: PA Core Math Standards in Unit 5
CC.2.4.4.A.2: Translate information from one type of data display to another.
CC.2.4.4.A.4: Represent and interpret data involving fractions using information provided in a line plot.
- - HOW YOU CAN HELP AT HOME - -
- Graph how many healthy snacks are eaten each day by members of your family.
- Use a tally chart to display how many chores are done in your house each day (or week).
- Create a survey for your family and friends and analyze the results.
- Take an inventory of the toy box or playroom and record how many of each type of toy you have (cars, Legos by color, Barbie's, dolls, books, et). | <urn:uuid:14cc6d6b-8dbf-4670-9ec1-afaed37fbe90> | CC-MAIN-2023-14 | https://www.cdschools.org/cms/lib/PA09000075/Centricity/Domain/6/Grade%204%20Unit%205%20-%20Line%20Plots%20and%20Stat%20Displays.pdf | 2023-03-26T19:30:36+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00316.warc.gz | 793,263,507 | 419 | eng_Latn | eng_Latn | 0.996349 | eng_Latn | 0.997933 | [
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Knowledge/Skills Gap
* Can you explain the project description?
* Summarize the requirements for me.
* What do you need to accomplish today?
* What is your role in this group?
* How do you want to start working today?
* Do you think you have overestimated your own skills when choosing your project topic? Explain.
Knowledge/Skills Gap
* Review the project description, purpose, outcomes, and specifically the role students need to play.
* Brainstorm a to-do list or create a scrum board.
* Remind them how to use the scrum board to chop the work into manageable pieces, prioritizing tasks.
* Determine whether the group has distributed roles to each member and reference the SEL Group Role cards to refresh their responsibilities.
* Recommend starting points when students vacillate.
* Use your expertise and lived experiences to evaluate whether the size of the students' plans aligns with the time allotted.
KARE Gap ILeva
Find the Gap: Probing Questions
Authenticity Gap
Resource Gap
* What is the purpose of this project?
* How do you feel this knowledge applies to you?
* How is this topic relevant to you and your audience?
* Who is your audience?
* How will you connect with your audience?
* What are the audience's expectations of your topic?
* What resources or strategies are you contemplating?
* How did you choose appropriate resources for the job?
* How are you using the resources you have?
* Do you know how and where to find the resources you do not have?
* Do you need my network to find better resources?
Bridging the Gap: Strategy Recommendations
Authenticity Gap
Resource Gap
* Reiterate the purpose of the project (it is your role to ensure clarity and understanding in what you need the students to deliver).
* Explain the current real world application of the benchmark experiences of this project. Avoid using future scenarios but instead show how this knowledge is applicable for the student presently.
* Brainstorm different types of audiences with your students and point out how they may want to determine their audience and connect their topic to their audience type.
* Refer back to their N2K experience and allow the student to list N2K questions their audience may have.
* Suggest alternative resources or strategies that are compatible with the information the group needs.
* Showcase quick searching hacks to help maximize their time online.
* Offer the use of your network and make suggestions of the types of people they might want to reach out to as well as how people in your network might help. Be prepared to share contact information.
* Sketch an example of how you would use a specific resource.
* Reveal your favorite resource and the best places to find great resources for the topic they have chosen.
SEL Outcomes:
* After one round of the KARE Gap strategies, you should be able to identify the gap(s) that halt your students' progress. Often students begin a project with the same negative tendencies. However, as you teach your students how to use the KARE Gap strategy to self-correct, they will practice SEL higher level skills in tackling progressively difficult, and complicated tasks.
* Students will use the KARE Gap strategies organically; identifying and diagnosing gaps in their progress and that of their peers.
* Students will suggest pre-emptive recommendations before unproductive behavior occurs.
Assessment Recommendations: Use these questions to evaluate the impact of the KARE GAP
* How long does it take a 'problematic' group to self-correct unproductive behavior?
* How much more self-directed are the students than previously? (in other words, do you hear less of the "I don't even know what I am doing" song?)
Effort Gap
* Are you overwhelmed?
* What is the division of labor within your group?
* Are you delivering what you planned?
* Are your expectations clearly connected to your actions?
* Are you the right group member to tackle this task?
* Are your deadlines realistic?
Effort Gap
* Use a scrum board to break down the work into manageable bites or help the student trim their project to discard unnecessary aspects.
* Designate individual responsibility in the scrum board.
* Reference the SEL Group Role cards to refresh the responsibilities of each role.
* Evaluate deadlines for plausibility and suggest a new approach.
* Create a daily work plan with built in breaks.
* Establish accountability partners to keep each member focused.
Knowledge/Skills Gap
* Can I describe and explain the project?
* Can I summarize the project requirements?
* What do I need to accomplish today?
* What is my role in this group?
* How do I want to start working today?
* Have I overestimated my own skills when choosing my project topic? Explain.
Knowledge/Skills Gap
* Review the project description, purpose, outcomes, and specifically the role I need to play.
* Brainstorm a to-do list or create a scrum board.
* Review how to use the scrum board to chop the work into manageable pieces, prioritizing tasks.
* Determine whether my group has distributed roles to each member and reference the SEL Group Role cards to refresh our responsibilities.
* Reconsider your starting point.
* Evaluate whether the size of your plans aligns with the time allotted.
* Ask your teacher to facilitate only AFTER you have considered each of these recommendations
Student Version- KARE Gap ILeva
Find the Gap: Probing Questions
Authenticity Gap
Resource Gap
* What is the purpose of this project?
* How does this knowledge apply to me?
* How is this topic relevant to me?
* Who is my audience?
* How will I connect with my audience?
* What are the audience's expectations of my topic?
* What resources or strategies am I considering?
* How did I choose appropriate resources for the job?
* How am I using the resources I have?
* Do I know how and where to find the resources I do not have?
* Do I need my teacher's network to find better resources?
Bridging the Gap: Strategy Recommendations
Authenticity Gap
Resource Gap
* Review the purpose of the project and ask your team or your teacher clarifying questions to understand what you need to deliver.
* Review the current real world application of the benchmark experiences of this project. Ask clarifying questions if this knowledge does not seem applicable to you presently.
* Brainstorm different types of audiences with your team or your teacher to ensure that your topic connects to your audience type.
* Refer back to the N2Ks and list N2K questions your audience may have.
* Suggest alternative resources or strategies that are compatible with the information your group needs.
* Showcase online quick searching hacks to help maximize their time online.
* Ask to use your teacher's network and make suggestions of the types of people you might want to reach out to as well as how people in your network might help.
* Sketch an example of how you would use a specific resource.
* Reveal your favorite resource and the best places to find great resources for the topic you have chosen.
Effort Gap
* Do I feel overwhelmed?
* What is the division of labor within my group?
* Am I delivering what I planned to do?
* Are my plans clearly connected to my actions?
* Am I the right group member to tackle this task?
* Are my deadlines realistic?
Effort Gap
* Use a scrum board to break down the work into manageable bites or trim your project to discard unnecessary aspects.
* Designate individual responsibility in the scrum board.
* Reference the SEL Group Role cards to refresh the responsibilities of your roles.
* Evaluate deadlines for plausibility and suggest a new approach.
* Create a daily work plan with built in breaks.
* Establish accountability partners to keep each member focused. | <urn:uuid:7d5e87db-8e78-4760-b51b-bef3aadf7bcc> | CC-MAIN-2023-14 | https://www.pblworks.org/sites/default/files/2023-01/KARE%20Gap%20ILeva.pdf | 2023-03-26T18:24:44+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00317.warc.gz | 1,065,272,088 | 1,587 | eng_Latn | eng_Latn | 0.998339 | eng_Latn | 0.998315 | [
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Central Dauphin School District Grade K Math: Unit 6 Parent Letter Subtraction
Dear Parents,
Over the next several weeks, we will be learning about subtraction in math! The information below will help you to support your child as they learn about this exciting, yet important kindergarten math skill.
The GOAL:
By the end of the unit, your child should be able to define subtraction and to solve a variety of subtraction problems.
What is subtraction?
Subtraction is the process of taking away a quantity to find out how much is left.
Word/Story Problems:
Symbols used in subtraction:
minus equals
Number Sentences:
We solve number sentences with our fingers, with objects, or by drawing pictures!
5 - 3 = 2
10 - 6 = 4
Using pictures to subtract:
We can solve by crossing out or taking away.
4 – 2 = 2
7 – 3 = 4
- - - - - - - - - - - - - - - -
We can solve subtraction word problems with our fingers, objects, OR by drawing a picture.
Below are a few examples of word problems that your child will see.
"I had 9 balloons, but 3 popped. How many do I have left?"
"I had 8 pieces of chocolate candy. My friend ate 2 pieces. How many pieces of candy do I have left?"
Quick Check
Check to see if your child can solve the problems below:
There were 6 cupcakes. My dog ate 2. How many cupcakes are there now?
I had 8 superballs. 3 got lost as they bounced away. How many superballs do I have now?
I blew 9 bubbles and then 5 popped. How many bubbles are still floating?
Central Dauphin School District Grade K Math: Unit 6 Parent Letter Subtraction
Grade K Math: PA Core Math Standards in Unit 6
CC.2.2.K.A.1: Extend the concepts of putting together and taking apart to add and subtract within 10.
- - HOW TO HELP AT HOME - -
- Have your child practice subtraction by taking away from a group of objects (snack time is perfect for this!)
- Tell stories about taking apart sets (e.g. I had 8 carrots. I ate 4 of them. How many carrots do I have now?)
- Let your child create their own subtraction problems with different objects or toys at home.
- Make up word or story problems for your child and help them draw or use objects to solve the problem.
- Write number sentences (7 - 4 = ____) and let your child solve them.
- - KEY MATH VOCABULARY - -
Difference: the answer to a subtraction problem
Equal: the same amount or value
Minus: the symbol used to show subtraction
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"Upside Down" Polio What is it?
Dr. Marny Eulberg, MD
We all can learn from polio survivors living with upper extremity weakness.
Polio survivors with the majority of their muscle weakness in their upper body have sometimes been called "upside down polios". This term is based on the fact that the majority of observable weakness and atrophy in most polio survivors is in the lower part of their bodies. Therefore, if a person has the reverse, with most of their weakness/atrophy in their shoulders, arms, and/or hand, it is "upside down" from what is usually observed.
Normal Biceps – Upper Arm The muscle atrophy in the upper extremity may not be as obvious to the casual observer as it is in people with atrophy/weakness of their legs with an obvious limp, because the atrophy can often be hidden under clothing (ex: keeping a polio affected hand in a pocket most of the time). Upper body weakness, may take close observation in order to notice that these polio survivors perform daily tasks differently, such as using two hands to lift a glass up to their mouth or use some different movements to put on or take off a coat or sweater.
If the weakness involves a person's right hand, they may choose to "shake hands" using their left hand or use other movements (nodding their head, a slight wave) to convey a greeting. Polio survivors with marked weakness of both arms may need someone to feed them, dress them, and perform many activities of daily living. Some who had polio at a young age may have learned to use their feet to do many of the tasks that others normally do with their hands/arms such as writing, peeling vegetables, and even doing art work; others do tasks using their mouth such as using a mouth stick to type, write and paint.
Individuals with upper extremity weakness are more likely than those with lower extremity weakness to have some respiratory muscle weakness because some of the same nerves that control the arms also control the diaphragm.
Persons who have had significant lower extremity weakness and have used their arms to assist with
Atrophied Muscle many activities that require leg strength (ex: getting up and down from a chair or walking with crutches) are quite likely to develop overuse problems in their shoulders, elbows, and/or wrists. Upper extremities were not designed to be used for long-term walking! This may be temporary after a particular period of overuse or can become chronic. It can be a tendonitis, a bursitis, wear-and-tear arthritis, or a tear of various tendons/muscles such as rotator cuff tears or biceps muscle rupture, etc. All of these can initially result in pain which then can lead to weakness because if it hurts to perform certain motions, people stop doing that motion or severely limit the use of muscles that effect that motion.
Normal
Muscle
Bottom line: Even if a person's initial polio primarily affected their legs, it is likely that over time they are at risk of developing some overuse symptoms in their upper body that can limit their use of their upper extremities.
Over the past few years, I began to have pain in my shoulders (right greater than left) that limits my ability to perform certain activities such as putting on or taking off certain clothing like sweatshirts, jackets, and blouses/shirts. After watching some polio survivors with upper body weakness, I learned that I could still do those activities with little or no pain. I just had to change the way I was doing things and use the techniques that those "upside down polios" used. So, now instead of removing a sweatshirt by crossing my arms in front of my body and grasping the lower left hem with my right hand and the lower right hem with my left hand and then pulling straight up and over my head, I now lean forward (getting my
Upside Down Polio
Dr Marny Eulberg, MD www.papolionetwork.org 2021
1
trunk nearly horizontal), grasp the back of the neck opening with one hand and pull slightly up and horizontally until the sweatshirt is over my head and off. (Note: graphic is for a jacket but the idea is similar).
Paulette Bergounous, a polio survivor with little functional use of one hand/arm, has reported that many of the people accessing her blog and videos are previously able bodied people that now are scheduled for shoulder surgery that will require little or no use of one arm for several weeks to months. A good occupational therapist can assist you with methods that work for your particular limitations.
This graphic is a good series of illustrations that shows pulling a shirt over head with the use of a single arm in detail
1. 2. 3. 4. 5.
This graphic is a good series of illustrations showing putting on long pants with the use of a single arm.
As in many aspects of aging, there are many useful tricks and techniques that we can learn from other polio survivors. We can adapt and use what we need as we develop some of the limitations of a long life.
Marny Eulberg, MD
You can find this article along with Dr. Eulberg's biography and additional work on our website: Primary Care Perspectives - www.papolionetwork.org/primary-care-and-pps.html All of her articles are available for easy download and sharing.
Upside Down Polio
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Key Instant Recall Facts (KIRFs)
What are KIRFs?
Our KIRFs have been designed to support the development of the core declarative knowledge that underpins much of the maths work in schools. Each objective has been carefully selected based on the National curriculum. Key instant recall facts help enormously with mental agility within Maths lessons and when children move onto written calculations, knowing these facts is very beneficial. These facts are particularly useful when calculating, be it adding, subtracting, multiplying or dividing.
The rote learning of certain numeracy facts, such as times tables, has always been a crucial part of maths development. However, alongside the times tables there are many other key number facts that are needed to make complex reasoning and problem solving much more accessible.
Each half term children will be given a different KIRF objective to practise and learn in school and at home. They will be given the opportunity to recall these at the start of every maths lesson. For your children to become more efficient in recalling them easily, they need to be practiced frequently and for short periods of time. Little and often is key!
Over the course of primary school - if the KIRFs are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. They will be able to apply what they have learnt to a wide range of problems that confront us regularly.
Why practise the KIRFs?
Working memory plays an essential role in children's mathematical learning (De Smedt et al., 2009) but it is a system with limited capacity. When a mathematical task requires processing, or actively maintaining, too much information in the working memory, it can lead to cognitive overload.
The repetition needed to learn the KIRFs by heart should allow children to store this knowledge into their long-term memories, helping them to free up their working memories more in their lessons. If a child knows their key facts by heart, they can focus on learning new steps or procedures, and then develop their reasoning and problem-solving skills. Once these facts are committed to long term memory it becomes a matter of retrieval.
How to practise KIRFS:
This KIRFs handbook includes practical ideas to assist your child in grasping the key facts and contains helpful suggestions of ways in which you could make this learning interesting and relevant. KIRFs are not designed to be a time-consuming task and can be practised anywhere – in the car, walking to school, etc. Regular practice - little and often – helps children to retain these facts and keep their skills sharp. Throughout the half term, the KIRFs will also be practised in school and your child's teacher will assess whether they have been retained. However, please note that the practise of KIRFs should be viewed as a tool for retrieval, not a formal assessment.
You do not need to practise them all at once; perhaps you could have a fact of the day. If you would like more ideas, please speak to your child's teacher.
Reception:
https://play.numbots.com/#/intro
Objective: I can count forwards or backwards to 10 (20)
* Counting objects around the home, making piles of 0, 1, 2, 3, 4 and 5, and then counting them in order to 5 and back…use sweets, Lego, fruit, stones, leaves etc.
* Looking for numbers up to 5 around the home and when you are out and about…can they count on or back from that number?
* Singing number songs where the numbers are going backwards, e.g. Five little speckled frogs, five little monkeys jumping on the bed etc.
* Counting objects around the home, making piles of 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10, and then counting them in order to 10 and back…use sweets, Lego, fruit, stones, leaves etc
* Looking for numbers up to 10 around the home and when you are out and about… can they count on or back from that number?
* What can they do in 10 seconds? Take it in turns with your child to count while the other performs the task, e.g. star jumps, building a Lego tower etc.
*
Counting objects around the home finding methods of counting accurately, e.g moving each object as it is counted…….use sweets, Lego, fruit, stones, leaves etc
* Looking for numbers up to 20 around the home and when you are out and about.
* Count objects around the home and then write the correct numeral to match the quantity counted. Repeat with other numbers. Discuss which number is the biggest/smallest or is more/less than the other. How do you know?
Objective: I can say one more and one less than a number
* A number track is very useful to practise counting on and back.
* Your child has ten pieces of carrot on their plate. What would one more / one less be?
* Play with building blocks or multilink cubes – count the blocks and practise adding 1 more or taking 1 away.
Objective: I know addition number bonds to 10
* Using items around the house to find different ways of making 5, e.g. one blue teddy and four red teddies. One and four make five.
* Making up stories with items around the home, e.g. there are 2 cars in the car park and 3 more cars arrive, how many cars altogether? Two and three make five.
* Asking questions during daily routines, e.g. you have 1 sausage on your plate and I have 4 sausages on my plate, how many sausages altogether? One and four make five.
* Using items around the house to find different ways of making 10, e.g. one blue teddy and nine red teddies. One and nine make ten.
* Making up stories with items around the home, e.g. there are 2 cars in the car park and 8 more cars arrive, how many cars altogether? Two and eight make ten.
* Asking questions during daily routines, e.g. you have 4 sausages on your plate and I have 6 sausages on my plate, how many sausages altogether? Four and six make ten.
* Jack Hartmann Number bonds to 10 singing and moving you tube clip!
* https://www.youtube.com/watch?v=lD9tjBUiXs0 Number bonds to 10 https://www.youtube.com/watch?v=ch7KzI3n2Zk Number pairs to 10
Objective: I know addition and subtraction number bonds to 10
* Making up stories with items around the home, e.g. there are 2 cars in the car park and 8 more cars arrive, how many cars altogether? Count on from the 2 to find the answer.
* Asking questions during daily routines, e.g. you have 10 chips on your plate and I steal 2, how many are left? Count back from 10 to find the answer.
Objective: I know doubles to 10
* Use toys or building blocks etc. – make a group of 4 blocks and ask your child to make an identical group. How many are there now? Double 4 is 8.
* Ping Pong – In this game, the parent says 'Ping' and the child replies 'Pong'. Then the parent says a number and the child doubles it. For the harder version, the adult can say 'Pong' and the child replies 'Ping' then halves the number.
* Practise online – Go to www.conkermaths.org and then see how many questions you can answer in just 90 seconds.
Objective: I know halves to 10
* Have an even number of toys or building blocks etc. – share equally into 2 groups e.g. 8 shared equally into 2 groups is 4. Half of 8 is 4.
* Ping Pong – In this game, the parent says 'Ping' and the child replies 'Pong'. Then the parent says a number and the child doubles it. For the harder version, the adult can say 'Pong' and the child replies 'Ping' then halves the number.
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Module 4
CREATE FORMULAS WITH EFFICIENT TECHNOLOGY
Here we create formulas that can be done with clicks.
We work with the standard variable library, which is already available
We also need the well-known pi constant [π], which is stored in the constant library.
We create the formulas:
- BALL and
- CYLINDERS
Every abaCal formula is built up in 3 blocks. These 3 blocks communicate with each other. In Module 3 you got to know this scheme for the first time.
The standard variables and constants are saved to the right of the editor. Working with standard variables is easier than with MyVariables. They are stored in a library, ready to use and no more units of measurement have to be added.
It is very important that you insert the standard variables and the pi constant into the formula using the click technique. This way you are faster in creating the formula.
Ball-Formula
Block 1:
Formelname
Block 2:
Editor + Rechner
Block 3:
Variablen und
Rechts
Ergebnisse
Create BALL formula
Block 1: Definition of the formula
Press My Formulas / Create: an empty editor appears.
Enter Name: BALLand Description: Ball Values
Category: Mathematics and Subcategory: Stereometry
Enter.
By entering Category and Subcategory, we have defined which standard variables we want to work with.
Block 2: Enter the formula in the editor
Write text:
/* Volume of a ball with diameter d is: */
Formula 1: Vol = {n] / 6 * d^3
1. Result field: Vol = write
2. Insert constant [π] from constants table with a click. It has to be inserted with a click, because abaCal perceives from the brackets that it is a constant.
3. Write / 6 * and click the Standardvariables d insert And write ^3 .
Press the
Calculate key
and with Formula Display check the formula address
Block 2: Enter the formula in the editor
Write down the text: /* The surface of a sphere has an area A: */
Formula 2: A = [π] * d^2
1. Result field: A = write
2. Insert constant [π] from constants table with a click
3. Write * and insert standard variable d with a click and write ^ 2.
Press the Calculate key and with Formula Display check the formula address
Block 3: Show Variables (left) and results (right):
Create CYLINDERS formula
Block 1: Definition of the formula
Press My Formulas / Create:
an empty editor appears.
Enter Name: CYLINDERS and Description: Cylinders Values
Category: Mathematics and Subcategory: Stereometry
Enter.
By entering Category and Subcategory, we have defined which standard variables we want to work with.
Block 2: Enter the formula in the editor
Write text: /* Volume */
Formula 1: V = [π] * d^2 * h / 4
1. Result field: V = write
2. Insert constant [π] from Constants-Tabelle per click
3. Write * d^2 and insert Standardvariables d with a click
4. Write * h / 4 and insert, Standardveriables h with a click
Press the Calculate key
and with Formula Display check the formula address
Block 2: Enter the formula in the editor
Write text:/* Surface */
Formula 2: A = [π] * d * ( d / 2 + h )
5. Result field A = write
6. Insert constant [π] from Constants-Tabelle with a click
7. Write * and insert Standardvariables ( d / 2 with a click
8. Write Standardvariables h ) with a click
Press the Calculate key
and with Formula Display
check the formula address
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Highlights
- Greetings from Roger and David
Inside
1 Summer Schedule For Training Session
- Group Processing
2 Cooperative Learning And Conflict Resolution SIGs
- Web Site: www.co-operation.org
3 Address For IBC
The Cooperative Link
Cooperative Learning
Editors: David W. Johnson, Roger T. Johnson, Edythe Holubec
Greetings From The Johnsons
We have a group that 2016 will be a good year. Make sure it is a good year for you.
Roger and David
Need For Group Processing
David W. Johnson and Roger T. Johnson training in May focusing on teaching social skills. He has organized followup for the teachers for the six months in between. A couple of our books are being translated into Spanish to support the training. We have high expectations for this project.
Greetings! Here we are again! We have had a busy year, both nationally and internationally.
It has been a good year for us (besides ignoring last years' new year resolutions). The two of us and Morton Deutsch were honored to receive the International Association for the Study of Cooperation in Education (IASCE) Lifetime Achievement Award in Odense, Denmark. It was an excellent conference in the city where Hans Christian Anderson grew up. We were pleased to see a number of friends from several countries while we were there.
We also had an article on our work in Connect, the news magazine for the College of Education at the University of Minnesota. It was nice that the article emphasized not only our work on Cooperative Learning, but also our work on conflict resolution in the school.
We are working with an enthusiastic group of teachers in Spain with our first training in late October. Nicolas Muracciole, the director of the training has an excellent model with a second
Also in May, we will be in Mexico City presenting cooperative learning and celebrating the translation of another one of our books in Spanish.
We still teach the Cooperative Learning Course at the University of Minnesota in the Spring Semester (on Saturdays so that local teachers can attend) and are looking forward to the Cooperative Learning Institute in July. We will be celebrating our 30th year of the Institute. Last year we had participants from several different countries.
I'd like to remind all of us who are using cooperative learning that emphasizing the group goal (and positive interdependence), strategies to support individual accountability, teaching and encouraging cooperative behaviors, and structuring processing in the groups to celebrate what they are doing well and what could make their groups even better (see major article in the newsletter).
Aesop tells of the consequences of not processing the effectiveness with which group members work together. A lion had been watching three bulls feeding in an open field. He had tried to attack them several times, but they had kept together, and helped each other to drive him away. The lion had little hope of eating them, for he was no match for three strong bulls with their sharp horns and hoofs. He could not keep away from that field, however, for he could not resist watching a good meal, even when there was little chance of his getting it. One day, however, the bulls had a quarrel. When the hungry lion came to look at them, he found them in separate corners of the field. They were as far away from one another as they could get. It was then easy for the lion to attack, kill, and eat them one at a time. In failing to process their problems in working together and continually increase the effectiveness of their cooperation, the
The Newsletter of The Cooperative Learning Institute Volume 30 • Issue 1 January, 2016
JOHNSON & JOHNSON
bulls forgot that their success came from their unity.
Perhaps the most neglected aspect of structuring cooperative learning is group processing. A process is an identifiable sequence of actions (or events) taking place over time aimed at achieving a given goal (Johnson & F. Johnson, 2013). Group processing occurs when members reflect on the group's work and members' interaction to clarify and improve members' efforts to achieve the group's goals and maintain effective working relationships (Johnson, Johnson, & Holubec, 2013). It involves describing what member actions were helpful and unhelpful and making decisions about what actions to continue or change.
Processes to be Examined and Improved
There are two types of processes that group members need to discuss. The first is taskwork processes, which involves the process used to complete the assignment. In solving a series of math problems, for example, the process of doing so may include reading the problem, ensuring all group members understand it, specifying a series of steps required to find the correct answer, ensuring all members understand the steps and underlying principles required to solve the problem, and coming to consensus as to the answer. This process is repeated for each problem. The second is teamwork processes, which involves the process used to interact effectively with each other while completing the assignment. This includes etiquette (members should not interrupt each other), the appropriate use of social skills (leadership, trust, decision making, conflict resolution), and the promotion of each other's learning (ensuring all members engage in oral rehearsal, explanations, and so forth).
In order to continuously improve their taskwork and teamwork processes, group members should discuss each thoroughly at the end of each lesson. The purposes of such group processing are to:
1. Improve continuously the quality of the group's taskwork and teamwork.
2. Increase individual accountability by focusing attention on each member's responsible and skillful actions to learn and to help groupmates learn.
3. Streamline the learning process to make it simpler (reducing complexity).
4. Eliminate unskilled and inappropriate actions (errorproofing the process).
Structuring Group Processing
You (the teacher) structure group processing by (a) setting aside time for students to reflect on their experiences in working with each other and (b) providing procedures for students to use in discussing group effectiveness. You may provide several minutes or so at the end of each group session for immediate processing and a longer period of time every five group sessions or so for a more detailed discussion of the process the group is using to maximize members' learning. Students reflect on and analyze the group session to (a) describe what member actions were helpful and unhelpful in contributing to the joint efforts to achieve the group's goals and (b) make decisions about what actions to continue or change. There are four parts to group processing.
1. Feedback: Ensure each student, group, and class receives (and gives) feedback on the processes of taskwork and teamwork.
2. Reflection: Ensure students analyze and reflect on the feedback they receive.
3. Improvement Goals: Help individuals and groups set goals for improving the quality of their work.
4. Celebration: Encourage the celebration of members' hard work and the group's success.
Improving Social Skills Through Processing
High quality work is based on the continuous improvement of teamwork (and taskwork) skills. You engineer a process through which students assess the current levels of their social skills and plan how to increase them:
1. Decide which social skill is going to be emphasized in the lesson.
2. Operationally define the social skill with a T-Chart and teach the social skill to students.
3. Prepare an observation form, appoint observers, explain the observation form.
4. Conduct the lesson, observing each of the learning groups, and coaching the student observers. Observation is aimed at recording and describing members' behavior as it occurs in the group, that is, to provide objective data about the interaction among group members. The behavior of group members is observed so that students may be given feedback about their participation in the group and so that inferences can be made about the ways in which the group is functioning.
5. Complete the lesson and structure the procedure for processing how members use the social skills. The data gathered by you and the observers are analyzed as are the self-assessments by the members
JOHNSON & JOHNSON
of how often and how well they individually performed the targeted social skills. The data are recorded and displayed on charts so that individual students and the groups can track their improvement in using the social skills and make informed decisions as to how students' teamwork can be improved. After small group processing, conduct whole class processing. Class charts are used to record and display the progress in mastering the social skill. Students set goals for improving their social skills during the next group meeting. Finally, the group members celebrate their hard work in mastering social skills.
Types of Group Processing
There are two types of small group processing, quick and thorough. When there is little time, teachers can have the cooperative groups engage in a quick conversation such as the following:
1. Give each member of your group some honest, positive, and specific feedback about how they helped you and your groupmates learn.
2. Identify three things group members did well in working together…
3. Actions that helped the group were…
4. One thing the group can improve is…
Alternatively, the processing may be more thorough. The procedure for thorough small group processing includes the following:
1. Prepare an observation form and procedure for student observers to use.
2. Explain the role of observer to the class.
3. Supervise student observers, helping any who do not fully understand what to do.
4. Intervene in any group that needs help in their taskwork and teamwork.
5. End the small group work.
6. Have the group teach the academic material to the observer.
7. Instruct observers in how to report their results to their group. This includes summarizing the rows and columns, holding the observation form so all group members can see it, ask the group members to summarize the results for themselves and for the group as a whole, and ask the group members to set an improvement goal of what they could do better tomorrow. The observer does very little talking while the group analyses the data. The observer does make sure all group members receive some positive feedback about their participation.
8. Each group sets for goals for improvement.
9. Groups celebrate their hard work and success.
Thorough processing is almost always preferable over quick processing, if time allows.
Levels of Group Processing
There are also two levels of group processing, small group and whole class. In small group processing each cooperative learning group engages in their own processing quasiindependent from all the other groups. The teacher may move from group to group adding his or her observations to the group discussion.
In whole class processing, two procedures may be followed. First, the teacher may report his or her observations to the class as a whole,
often graphing the results of the observations so that the students may see if their cooperative groups are improving or not. Second, the teacher may:
1. Observe each group for a few minutes, add the data together, and share the results with the whole class. Charting the data to get a continuous record of class improvement is always a good idea. You make a large chart on which you record the frequency with which students' performed each targeted skill. Students can see how much they improved over time. Teachers may wish to give the class a reward when the class total exceeds a preset criterion of excellence. Not only does such a chart visually remind students of the skills they should practice while working in their groups, but continuous improvement becomes a challenge that promotes class cooperation.
2. Add together the observation results of the student observers for an overall class total. You may wish to chart this data.
3. Ask students to (a) describe things they did to help each other learn, (b) discuss members' answers in the group for a minute or two and arrive at a consensus on an answer, and (c) share their group's answer with the class as a whole. Since this procedure takes some time, three questions may be as many as the teacher may wish to ask.
By and large feedback during processing should be positive. Positive feedback builds trust among group members. It reduces member apprehension about being evaluated and they tend to look forward to being observed and receiving more feedback in the future. It reinforces their effective behavior and encourages them to repeat it in the future. It tapes into past successes and increases selfesteem.
JOHNSON & JOHNSON
Final Note
Students do not learn from experiences that they do not reflect on. If the learning groups are to function better tomorrow than they did today, members must receive feedback, reflect on how the effectiveness of their actions may be improved, and plan how to be even more skillful during the next group session.
References
Johnson, D. W., & Johnson, F. P. (2013). Joining Together: Group Theory and Group Skills (11 th Ed.). Boston: Allyn & Bacon.
Johnson, D. W., Johnson, R., & Holubec, E. (2013). Cooperation in the classroom (8 th ed.). Edina, MN: Interaction Book Company.
Summer Workshops
Location: Minneapolis, Minnesota
Dates: July 25 to July 28
Workshops:
-Foundations of Cooperative Learning
-Foundations Leadership Training -Advanced Cooperative Learning
-Creative Conflict (Teaching Students To Be Peacemakers, Constructive Controversy)
-Conflict Leadership Training
Contact: Linda Johnson,
firstname.lastname@example.org
Interaction Book Company
The workshops will take place at the Commons Hotel (formerly the Radisson University Hotel), 615 Washington Ave., S.E., 1-800-822-6757, (612) 3798888.
Join The AERA SIGs
Members of the American Educational Research Association should make sure they are members of the Cooperative Learning and the Conflict Resolution and Violence Prevention Special Interest Groups.
Interaction Book Company
Interaction Book Company 5028 Halifax Ave. S. Edina, MN 55424 (952) 831-9500
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A little over a year after the GRAIL probes were deliberately crashed into the surface of the Moon, scientists have used the data they collected to produce the most detailed picture of its interior ever. Ebb and Flow, the twin probes that made up the GRAIL (Gravity Recovery and Interior Laboratory) mission, spent nine months in lunar orbit. During this time they measured variations in the Moon's gravitational 'pull', in a bid to learn more about how our natural satellite formed and what its composition is.
The spacecraft, each the size of a small washing machine, were able to detect changes in the distance between themselves with extraordinary precision – just a few thousandths of a millimetre – leading to the discovery that the Moon's gravity field is highly uneven. Lunar basins, craters and mountain peaks were all studied in greater detail than ever before. But Ebb and Flow also mapped the large invisible regions that have so much gravitational pull they can influence spacecraft in lunar orbit. The presence of these regions explains why probes circling the Moon have been seen, seemingly for no reason, to veer off their prescribed course.
On the double
Launched in September 2011, the GRAIL probes took more than three months to travel to the Moon and spent another two getting into orbits where they could map lunar gravity in tandem. From March until May 2012, Ebb and Flow carried out their primary mapping mission, flying in near-circular orbits from pole to pole at an altitude of around 55km. The mission entered a second phase in August 2012, when the probes were dropped to an altitude of 23km
– so low that the mission team had to keep making adjustments to stop them from being knocked off course and crashing.
GRAIL's readings would vary as the probes flew, sometimes due to obvious surface features, such as flying over a crater in the ground, where the pull weakened, or over a mountain range, where it would increase. But as they circled the Moon, they also acted as a cosmic X-ray machine, scanning beneath the surface. NASA/JPL-Caltech, NASA/JPL-Caltech/MIT >
skyatnightmagazine.com 2014
beneath the surface
Two probes have mapped the Moon's gravity in unprecedented detail. Paul Sutherland investigates their findings
how DID grail work?
The GRAIL mission involved placing twin probes a short distance apart in the same orbit around the Moon. Flying together over mountains, craters and hidden underground features, they moved slightly towards and away from each other due to the varying gravitational pull. An instrument on board each probe, called the Lunar Gravity Ranging System, was able to make highly precise measurements of the reactive changes in their velocities. From this data, mission scientists were able to produce a detailed map of the Moon's gravitational field in extremely high resolution.
GRAIL's lunar studies essentially mirrored the work of another pair of satellites called GRACE (the Gravity Recovery And Climate Experiment) which have been orbiting the Earth since 2002 to map our own planet's gravitational field.
GRAIL's synchronised flying formation was the key to its ability to collect data
Most of the gravitational anomalies detected by GRAIL were due to the patterns of features on the lunar surface. But a small number of these fluctuations – around two per cent – came from the effect of features beneath it. The results gave scientists an unprecedented insight into the internal structure of the Moon and what it was made of. For example, strong gravitational pulls were found in areas where there was no topographical cause for them. Instead, the forces were produced by large, dense underground regions known as mass concentrations, or mascons for short. >
Planetary scientists believe that the mascons are the result of impacts from giant asteroids smashing through the Moon's thin crust. These features give us glimpse about four billion years into the Solar System's past, when the Late Heavy Bombardment rendered our cosmic backyard something akin to a shooting gallery.
that the asteroid impacts sent shockwaves through the lunar interior that reverberated within the crust and drew dense material from within the lunar mantle that lies beneath the crust – creating the telltale ringed pattern.
Crust patterns
GRAIL data also revealed that the average global
crustal thickness is between 34 and 43km,
which is about 10-20km thinner than had been thought.
This was an important result because it showed that the general
density of the highland crust is much
Þ The mascons appear as concentric 'bullseyes' in GRAIL's gravity map of the Moon
The previously hidden mascons clearly stand out on GRAIL's lunar gravity map as they resemble the bullseye on a dartboard. Scientists think lower than had been generally believed and suggests the Moon is made up of much the same material as the Earth, which in turn supports the idea that the Moon formed from material ejected when Earth was struck by a giant body the size of Mars early in the Solar System's history. Mission scientists also learned that the crust was porous and had been smashed up to a depth of several kilometres, a feature they now believe to be common to all terrestrial planets.
As well as mascons, GRAIL discovered several linear patterns in its gravity map where the
underlying gravity
The colourful images of the Moon produced using GRAIL data are examples of Bouguer maps, which show regions of different gravitational pull once the effects of surface features such as mountains and craters have been removed. In the absence of topographical influences, only Bouguer gravity remains, revealing mass anomalies within the Moon. These patterns, highlighted in false colours for clarity, show the locations of such features as mascons and dikes. They also reveal differences in the
thickness of the lunar crust across the Moon and variations in the density of the crust and mantle. Regions of stronger gravity are red, weaker areas blue. The prominent red circular blobs indicate the presence of the mascons produced by giant impacts.
skyatnightmagazine.com 2014
gravitational pull was stronger than in surrounding areas. These identified the locations of giant features called dikes, which are cracks beneath the lunar surface that became filled with molten magma and then solidified.
The dikes can be up to 480km long and 40km wide. They show that the Moon's molten core expanded during the first billion years of its history, just as planetary modellers had predicted, and the Moon became as much as 10km greater in diameter.
Grasping gravity
gravity field's resolution at the surface to 5-10km, compared with 80-100km previously.
"GRAIL has enabled us to see into the crust and derive the change in crustal density and porosity with depth," he adds. "We are seeing features below the crust that have no manifestation on the surface and are believed to have originated very early in lunar history.
"While we continue to study the crust of the Moon we are beginning to look carefully at the GRAIL data for gravity signals from the lunar interior that can provide information about the lunar core, tides and the mantle."
The science team believe the way to build on GRAIL's success is to send a spacecraft to land on the Moon to study its interior and return lunar samples to Earth. "The next steps in understanding the surface of the Moon should probably come from a lander that returns a sample to Earth," Smith says. "For the interior, we really need seismic measurements from several points on the lunar surface. Tentative plans are being developed for both ideas while not ignoring the desire to understand the presence of water ice at the lunar poles. There is much to be done!" S
Þ Dikes exist on Earth – the top image is from the US; GRAIL found their lunar cousins, in red above
The lack of tectonic activity on the Moon means that it has changed little over billions of years, making it a relic from the early Solar System. GRAIL's treasure trove of data, therefore, can help scientists learn about the formation of planets outside our own Earth-Moon system. Space probes have detected mascons beneath impact basins on Mars and Mercury too, and so information about the lunar examples will give researchers some understanding about how they have altered the crusts of other rocky worlds. When astronauts eventually return to the Moon, the GRAIL data will help them calculate how much energy will be needed to scale mountains or crater walls.
"The GRAIL mission to measure the gravity field of the Moon was a resounding success and exceeded our expectations," says Dr David E Smith, GRAIL's deputy principal investigator. "The two prime reasons that led to this success were the very high accuracy of the GRAIL measurements and the very low altitude above the lunar surface from which the measurements were made. Together, they enabled us to derive the gravity field of the Moon with unprecedented accuracy and with very high surface resolution."
Smith says the mission has improved scientists' understanding of lunar gravity by several orders of magnitude. They have now measured the
ABOUT THE WRITER
Paul Sutherland is a space journalist, and the author of Where Did Pluto Go?. Each month he reports on the latest space research in What I Really Want to Know on page 106.
Þ New craters can be seen at the crash sites of both GRAIL probes after impact
the demise of grail
EBB
FLOW
Before
impact
After
impact
Before
impact
After
impact
On 17 December, 2012, after firing their thrusters a final time to use up fuel, Ebb and Flow were both crashed deliberately into a 2.4km-high peak near the lunar north pole. This dramatic finale to the mission was designed partly to avoid them coming down randomly on a NASA heritage site, such as where the Apollo missions landed, but also to extract further useful gravitational data from the descent. The collisions occurred at 6,050km/h, close to crater Goldschmidt. They took place in darkness, but streaks of ejecta plus small new craters formed by the impacts were later imaged by the Lunar Reconnaissance Orbiter. The crash zone was named the Sally K Ride Impact Site after the first US woman in space, who died earlier that year.
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Central Dauphin School District
Grade 2 Math: Unit 1 Parent Letter Numbers and Operations in Base 10
Dear Parents,
Over the next several weeks, we will be learning about numbers and operations in base 10 in math! The information below will help you to support your child as they learn these exciting, yet important second grade math skills.
The GOAL:
By the end of the unit, your child should be able to understand place value concepts when solving addition and subtraction problems.
Help your child with place value concepts:
Help your child learn how to add and subtract:
How can you tell if a number is odd or even?
Even numbers show pairs with no circles left over.
6 is an even number.
Odd numbers show pairs with one circle left over.
5 is an odd number.
Skip Count by:
Twos: 2, 4, 6, 8, 10…
Fives: 5, 10, 15, 20, 25…
Tens: 10, 20, 30, 40, 50…
Hundreds: 100, 200, 300, 400, 500…
Represent three-digit numbers: 146
1 hundred + 4 tens + 6 ones = 146
Add using three addends:
3 + 7 + 2 = ____
10 + 2 = 12
Counting On (add):
Add 2:
Doubles Plus 1: Use doubles plus 1 to find:
Central Dauphin School District
Grade 2 Math: Unit 1 Parent Letter
Numbers and Operations in Base 10
Comparing Numbers
Compare the numbers. Write <, >, or =.
Compare two numbers using symbols.
YOUR TURN!
Grade 2 Math: PA Core Math Standards in Unit 1
CC.2.1.2.B.1: Use place value concepts to represent amounts of tens and ones and to compare three digit numbers.
CC.2.1.2.B.2: Use place value concepts to read, write, and skip count to 1,000.
CC.2.1.2.B.3: Use place value understanding and properties of operations to add and subtract within 1,000.
- - HOW TO HELP AT HOME - -
- Use different objects at home to practice counting and determine if the number is odd or even.
- If you are at the store, count different quantities and determine which is more or less.
- Help your child look through magazines, old books, or newspapers for 3-digit numbers and cut them out. Work together to create a word problem using some of the numbers and glue the numbers in place. Use one of the above strategies to solve the problem!
- When going for a walk, drive, or playing at home, practice skip counting by twos, fives, and tens.
- Use dice to find doubles facts, sums, and differences.
- - KEY MATH VOCABULARY - -
Addend: a number that is added to another number.
Difference: the answer to a subtraction problem
Place Value: value of the place a digit occupies in a number (ones place, tens place, hundreds place, etc.)
Sum: the answer to an addition problem | <urn:uuid:83eb45e0-763d-4531-962c-2393de089c37> | CC-MAIN-2023-14 | https://www.cdschools.org/cms/lib/PA09000075/Centricity/Domain/6/Grade%202%20Unit%201%20-%20Numbers%20and%20Operations%20in%20Base%2010.pdf | 2023-03-26T17:47:39+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00323.warc.gz | 797,562,379 | 668 | eng_Latn | eng_Latn | 0.992351 | eng_Latn | 0.99303 | [
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Expressive Arts and Design
Explore, use and refine a variety of artistic effects to express their ideas and feelings. Paintings and collages of Traditional Tale characters and settings. Pantomime scenes. Junk modelling. Design a shoe for the Shoemaker's shop.
Introduce a storyline or narrative into their pretend play.
Role Play and Small World areas.
.Listen attentively, move to and talk about music, expressing their feelings and responses, sing in a group and explore and engage in music making. Weekly music lessons, listening to music from around the world, singing rhymes, copy and clapping rhythms, exploring pitch.
Maths
Understanding of the World
Compare length,weight and capacity-Jack and the beanstalk, comparing the Shoemaker's shoes.
Can describe their relative position such as "behind" or "next to". Describing Little Red Riding Hood's walk through the woods
Beginning to use everyday language related to time.
What time did Cinderella have to be at the ball? What time did they Shoemaker go to bed and
what time did the Elves arrives? O'clock times and moving on to half past times.
Months of the year/ Days of the week/ Seasons Count beyond 10 and compare numbers- one more, one less, count beyond 20 and spot patterns in 2 digit numbers.
Explore the natural world around them- forest school lessons, outdoor play. Recognise that people have different beliefs and celebrate special times in different ways. Weekly PSHE sessions, talk about New Year and Christmas celebrations. Weekly RE lessons stories from other religions.
Compare and contrast characters from stories, including figures from the past- sharing stories- Traditional tales, drawing out common themes from stories and looking at the characters in the stories.
Name and describe people who are familiar to them- talk about people who help us in our community
Traditional Tales
Reception Spring 2023
Communication and Language
Uses language to imagine and recreate roles and experiences in play situations. Act out traditional tales in the role play area, with puppets and in drama activities. Make up endings for stories or own stories based on traditional characters.
Articulate their ideas and thoughts in well-formed sentences-Be able to say which character they like, what their favourite part of the story is, explain what they think will happen next in a story, create own stories/endings.
Listen to and talk about stories to build familiarity and understandingTalk about the beginning, middle and end of the story; say how they feel about a character; explain what happens next; retell stories with puppets/pictures/masks.
Learn new vocabulary and use it throughout the day- talk about new words in the stories read and use them throughput the day in different contexts eg delighted- I am delighted you are here today!
Literacy
Begins to read words and simple sentences. Enjoys sharing their reading book, reading words and captions in daily phonics sessions.
Enjoys an increasing range of books. Enjoy sharing a range of traditional tales, class story books and nonfiction books.
Write for a purpose using phonic knowledge such as writing about their favourite character, making a wanted poster to catch the bad wolf, making labels for the shoemaker's toyshop.
Form lower-case and capital letters correctly- weekly handwriting lessons
Physical Development
Develop confidence,competence,precision and accuracy with a ball- controlling a ball with our feet.
Develop their small motor skills so they can use a range of tools competently- daily busy fingers, cutting skills and writing activities
Know and talk about the different factors that support their overall health and well-beingSnack time, PE sessions, discussing getting a good night's sleep and linking it to the Shoemaker being asleep when the elves come.
Personal, Social and Emotional
Express their feelings and consider the feelings of others. Learn to listen and talk to each other in circle times and with their talk partner.
Shows resilience and perseverance in the face of challenge- develop problem-solving skills by talking through how they resolved a problem,link to characters in stories.
See themselves as a valuable individual-Share their work with others at the end of sessions and say what they have done and are good at. Phase assemblies. | <urn:uuid:0b23d45b-a478-4e22-b062-6d2b73fbfa97> | CC-MAIN-2023-14 | https://wheatcroft.herts.sch.uk/download/reception-spring-2023-curriculum-map/?tmstv=1675581342 | 2023-03-26T17:41:29+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00322.warc.gz | 719,982,414 | 852 | eng_Latn | eng_Latn | 0.996894 | eng_Latn | 0.996894 | [
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The better part of a century ago, the psychologist N.R.F. Maier showed people two cords hanging from the ceiling of a laboratory strewn with many objects such as clamps, pliers, and extension cords. Maier told the participants that their task was to tie the two ends of the cords together. The difficulty was that the cords were placed far enough apart that the participants couldn't reach one while holding on to the other. Maier's participants quickly came up with several of the solutions, for example, tying an extension cord to one of the ceiling cords. After each solution, Maier told the participants, "Now do it a different way."
One of the solutions was much more difficult than the others, and most participants couldn't discover it on their own. While the participant stood perplexed, Maier would be wandering around the room. After the participant had been stumped for several minutes, Maier would casually put one of the cords in motion. Then, typically within forty-five seconds of this clue, the subject picked up a weight, tied it to the end of one of the cords, set it to swinging like a pendulum, ran to the other cord, grabbed it, and waited for the first cord to swing close enough that it could be seized. Maier immediately asked the participants to tell how they thought of the idea of a pendulum. This question elicited such answers as, "It just dawned on me," "It was the only thing left," "I just realized the cord would swing if I fastened a weight to it."
80 年ほど前のこと，心理学者 N.R.F. マイアーは，実験室の天井から 2 本のコードがつり下がっているところに人々を連れてきた．実験室に は，そこら中にクランプやペンチや延長コードなどいろんなモノがちら ばっている．マイアーは実験の参加者たちに言った――みなさんの課題 は，2 本のコードの端と端を結ぶことです．この課題の難しいところ は，コードが遠く離れていて，一方を手に持ったままではもう一方に被 験者たちの手が届かない点だった．マイアーの被験者たちは，すぐさま いくつかの解決案を思いついた．たとえば，天井からぶら下がっている コードの一方に延長コードを結んでみる，といった手を彼らは考えた． 解決案を 1 つ試し終わるたびに，マイアーは被験者たちに告げた．「で は，別の手をやってみましょうか」
解決案のなかには，ずばぬけて難しいものが 1 つあった．被験者の大半 は，自力でこれを思いつけなかった．被験者たちが戸惑って立ちつくす あいだ，マイアーは部屋をぷらぷら歩き回った．被験者たちがお手上げ になってから数分後，マイアーはさりげなく片方のコードをゆらゆら動 かした．すると，典型的にはこのヒントの 45 秒後に，被験者たちはなに か重りを手にとると，片方のコードに結びつけて振り子の要領でゆらす やもう一方のコードに駆け寄って手につかみ，さっきのコードがゆりも どって手の届く範囲にくるのをまった．マイアーはすぐに被験者たちに 訊ねた．振り子のアイディアをどうやって考えたんです？ この質問に返 ってきたのは，こんな答えだった――「ただひらめいたんです」「残る手 はあれしかありませんでしたから」「重りをつければコードが振り子の ようにゆれると気づいたんです」 | <urn:uuid:bef6f8c2-7a3e-4c2a-bb80-2ee3ee05d6e1> | CC-MAIN-2017-17 | https://0fdadeae-a-62cb3a1a-s-sites.googlegroups.com/site/flipoutcircuits/home/files/handout_Nisbett_MaierExperiment_Eng-JP.pdf?attachauth=ANoY7crlD64_kCSp9GFoRnCtMpVLJO_BBlqxs_-hkkjwypE7piRVAW6o6MU5XKILKCK6ySGdKk3wOIp7LmDMvBcnqjoUA2BE4pEHK4lx-dlSpX2_rxE1sCbI2sRPz1Pv4n6taBSnv4jS8yq9Td9JhoFkzPlxDmdeCDHMvD-haEdAiA1OfhWWES53Winj9ib_PvAlKsbeSoJJ0Y5KRlcKVEYQ-OGavVnvD9sU8xoKJOZeQaa573xxaGwPg--TXhxECasDgaCU7R0K_bUdVtg4fccABi2qGswUng%3D%3D&attredirects=0 | 2017-04-26T22:36:31Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00172-ip-10-145-167-34.ec2.internal.warc.gz | 758,485,029 | 846 | eng_Latn | eng_Latn | 0.933222 | eng_Latn | 0.933222 | [
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ENTRANCE EXAMINATION, MILL HILL SCHOOL
ENGLISH
Specimen Paper (for first examination to be set in January 2010)
This paper contains two sections, A and B. Section A is subdivided into i) and ii) (prose and poetry respectively).
Section A is worth a total of 40 marks, and Section B is 30 marks, totalling 70 marks for the whole paper.
Answer all questions in Section A (on both the prose passage and poem) and one from Section B.
In Section A the questions are marked as to real relative difficulty as follows:
*
= straightforward
** =
slightly difficult
***
= more challenging/complex
_____________________________________________________________________
Section A: Comprehension:
i) PROSE (20 marks)
Read the following passage and then answer all of the questions that follow it. You will be assessed upon the quality of your understanding as well as powers of analysis and evaluation, appreciation of poetic technique and personal response. You should spend about 30 minutes on the prose passage and it related questions.
Jeremy Paxman here discusses the recent construction of the high speed railway link from Paris to London and how the French and British respectively viewed and handled the project:
Travel to England by the cross-channel train from Paris to London and you can see the English indifference to the nation state at once. It is a journey from a city that, with its grand boulevards and avenues, proclaims a belief in central planning, to one that has just grown like Topsy. Paris remains a city where the government can still plough ahead with grands projets like La Defense or the Bastille Opera, whereas London can scarcely agree on a new statue. Even the railway itself testifies to the difference. By December 1994 trains were running directly from Paris to London. Having decided to embark on their grand projet, the French government simply willed it to happen. A high-speed railway line was built from Paris to the coast on which, from the moment the tunnel opened, trains hurtled at up to 186 miles per hour. On emerging into the Kent countryside, the trains cut their speed by nearly half. The English had not got around to building their high-speed rail line. Excuses were given by the authorities about the greater density of population in Kent, the fact that it was in the most prosperous corner of England, as opposed to the relatively deprived north of France. But the real reason was the different relationship between the individual and the state. The French government is simply readier to impose its will; if it wants to build a railway line or nuclear power station, it wills the means, no matter whose back garden it happens to be in. The English not only won't raise the taxes to make it happen, but hold planning enquiries at which every objection from Dunroamin can be weighed. The different priorities – the centrally decreed needs of the state and the individual worries of the citizen – speak volumes. The English expect their high-speed rail line from the tunnel to be finished by 2007. Perhaps it will be.
Belonging to a naturally melancholic people, some of the English found the state of the crosschannel rail link embarrassing. How was it that even something as simple as a collaborative railway line could end up giving the French an opportunity to crow about the superiority of their engineering? A more positive way of looking at it would have been for them to celebrate the fact that they lived in a country where the state cannot do as it pleases and walk all over the citizen. It is tempting to conclude that the French believe the state is the people, while in England, the state is something else – 'them'.
The English, A Portrait of a People by Jeremy Paxman (Penguin Books, 1998)
1. Outline briefly the author's view of how the experience of completing grands projets (major building projects) differs in London from Paris. (3 marks) *
2. Explain what is meant by the following words/phrases in the context of this passage:
i) indifference (paragraph 1) (1 mark)*
3. The author claims that 'the real reason' for the English and French not having completed a high speed rail link between their two capital cities was 'the different relationship between the individual and the state' Explain in your own words how this is shown by the writer in paragraph 1. (6 marks)**
4. Read paragraph 2 again. Do you think that the author prefers the English or French way of approaching the high speed railway project? Provide evidence (quotations and/or references) in support of your ideas. (5 marks)***
```
ii) hurtled (paragraph 1) (1 mark)* iii) deprived (paragraph 1) (1 mark)* iv) melancholic (paragraph 2) (1 mark)** v) a collaborative railway line (2 marks)**
```
ii) POETRY (20 marks)
Read the following poem and then answer all of the questions that follow it. You will be assessed upon the quality of your understanding as well as powers of analysis and evaluation, appreciation of poetic technique and personal response. You should spend about 30 minutes on the poem and its related questions.
The Pylons
The secret of these hills was stone, and cottages
Of that stone made,
And crumbling roads
That turned on sudden hidden villages.
Now over these small hills, they have built the concrete
That trails black wire;
Pylons, those pillars
Bare like nude giants that have no secret.
The valley with its gilt and evening look
And the green chestnut
Of customary root,
Are mocked dry like the parched bed of a brook.
But far above and far as sight endures
Like whips of anger
With lightning's danger
There runs the quick perspective of the future.
This dwarfs our emerald country by its trek
So tall with prophecy:
Dreaming of cities
Where often clouds shall lean their swan-white neck.
Stephen Spender
1. In the first two stanzas the poet appears to be complaining about how the countryside has changed. Explain briefly in your own words what this change is.* (4 marks)
2. Explain briefly what is meant by the following words and phrases in the context of this poem:
- sudden hidden villages*
- Clouds shall lean their swan-like neck ** (6 marks)
- The valley with its gilt and evening look**
3. Write out any two of the similes in the poem and explain how they are effective. ** (4 marks)
4. What do you understand by the last stanza and how effective is it as a conclusion to the poem? You will need to consider the whole poem to answer this fully. *** (6 marks)
Section B: Composition (30 marks)
Answer any one of the following questions: you should spend about 40 minutes on this section. You will be assessed upon the quality of your ideas, expression, correct grammar and syntax, as well as your range of vocabulary. Your writing must be adopted appropriately to the chosen task.
5. Write a short story on any one of the following titles:
The Bravest of Women Firelight A Temporary Matter The Bear, the Wolf and the Hunter Songs for the Rain
(30 marks)
6. 'In a world where television and the internet dominate, there is less need to travel the world.'
Write an article for your school magazine in which you either agree or disagree with this statement. (30 marks)
7. You have been given a large sum of money by a relation, but a condition attached is that you must spend it equally on three worthy causes. Write a letter to your relation outlining which causes you have chosen to spend this money upon, giving detailed reasons for your choice.
(30 marks)
4. Write about a time in you life when you were given a major surprise. Outline what happened, why it happened and its effect on you afterwards.
(30 marks)
5. 'Some people are luckier than others.' Write about the most lucky or unluckiest person you have ever known or heard about. Explain in your answer why you consider them to be so fortunate/unfortunate.
(30 marks) | <urn:uuid:9e785150-9e2d-4f47-b0f5-3cd3ed43b9d1> | CC-MAIN-2017-17 | http://www.millhill.org.uk/pdfs/13plusEnglish_SamplePaper.pdf | 2017-04-26T21:27:15Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00170-ip-10-145-167-34.ec2.internal.warc.gz | 622,217,325 | 1,711 | eng_Latn | eng_Latn | 0.997927 | eng_Latn | 0.998716 | [
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Influencing skills for Health Visitors
From October 2015, the commissioning of health visiting services will transfer to the local authorities.
This brings both many opportunities for health visiting but also significant challenges for the profession. Having the skills to influence stakeholders, commissioners and local councillors will play an important part in the success of this change. Many health visitors (HVs) have the key skills required for successful influencing. These include empathy, credibility, expertise and clear values.
Influencing skills can be learned and developed, and they can help us to influence the environments we work within to support our resilience and growth.
Characteristics of influential people:
Influential people understand the importance of self-belief. They are willing to come out of their comfort zones, take considered risks and build the resilience to bounce back from setbacks.
of formal authority. They start from an advantage because influencing skills are a particular application of relationship -building skills.
Influential people understand that to influence someone you have to be able to understand their point of view. They acknowledge and listen to others' point of view and work with what others think, feel and believe.
Influential people demonstrate enthusiasm with authenticity. Genuine enthusiasm is infectious and people remember emotions more than words (Dalley and Burton, 2010).
Build on your strengths
Health visitors build and use relationships of trust to influence health outcomes for the children and families they work with on a day to day basis, even in the absence
More information on Page 2
The information in this fact sheet was correct on 10.6.15. © Institute of Health Visiting 2015
Good practice points to building your strengths (Cohen-Bradford 2005):
1. Assume that everyone can help you.
2. Prioritise objectives.
3. Understand the other person's situation.
4. Identify what matters – to you and to them.
5. Analyse the relationship.
6. Make the "exchange" of what each party has to offer to the other.
These steps are explained in more detail here:
bit.ly/1GsUyvA
Maintain your strengths by building resilience: Developing Resilience in Practice: A Health Visiting Framework is a detailed resource for health visitors bit.ly/1JFQ47o
Professional Guidance
Influencing skills for Health Visitors
Courageous or difficult conversations
Some of the many professional relationships for the health visitor will be with clients, colleagues, other professionals or managers. These may be conversations that many of us dread and either put off or do badly (Patterson, 2011).
It is important to remember that conflict and addressing difficulties is an important, functional and normal part of human relationships. When we learn how to manage it well, conflict presents an opportunity to strengthen and repair relationships, learn, and find new solutions. A few good practice points are summarised below:
Good practice points for managing difficult conversations Influential people prepare well for important conversations. For example, when preparing for a meeting:
Clearly define your starting point and goals: What do you want to achieve? Prepare and practise the key content.
Articulate what you want to happen in a positive way: It is much easier for people to state what they want in negative terms. Stating what you don't want is not a positive influencing trait. To become more influential it is essential to start with clarity on what you do want.
Be simple and explicit – waffling and rambling should be avoided at all costs. It is helpful to distil your arguments to three key points, each backed up by evidence.
The use of short videos is often useful. Don't be afraid to bring a service user with you; there is nothing more compelling and powerful than the voice of the parent.
It is much better to work directly with the other person in the conflict. Going via others makes an escalation of the conflict or further misunderstanding much more likely.
References
Cohen, A, and Bradford, D (2005) Influence Without Authority, 2nd Ed London: Wiley
Dalley, D and Burton, L. (2010) Developing Your Influencing Skills How to Influence People by Increasing Your Credibility, Trustworthiness and Communication Skills. Lancashire: Universe of Learning Ltd.
Institute of Health Visiting (2015) Developing Resilience in Practice: A Health Visiting Framework is a detailed resource for health visitors. Available:
bit.ly/1JFQ47o
The information in this fact sheet was correct on 10.6.15. © Institute of Health Visiting 2015
Recognise that if the person is behaving in a difficult way, he or she may be suffering somehow. Approach the other person with a genuine desire to help reduce the suffering and to find common, constructive ground to move forward. Begin the process from a position of openness and honesty.
When raising issues be careful to do so in a very objective and factual way, describing exactly what has happened or what you have seen.
Offer options with an open mind, using your creativity to brainstorm possible ways of meeting the expressed concerns, needs and interests of both people. Conclude negotiations with agreements in good faith which are specific and satisfying for everyone.
Keep your discussions confidential unless you jointly agree to tell any others who may need to know what your resolution involves.
Finally, if you don't reach agreement, don't be afraid to try again another time. It can sometimes be better to try to resolve a conflict bit by bit, giving everyone concerned time to think. Remain open-minded and be willing to be influenced yourself. Challenge your mind to see things in a different, more flexible way.
Additional reading:
bit.ly/1Mp6heO
Patterson, K., Grenny,J., McMillan,R. (2011). Crucial conversations: Tools for Talking When Stakes Are High 2nd Ed London: McGraw Hill
Authors: Elaine McInnes, FiHV, Lead Professional Development Officer, Project Lead, Institute of Health Visiting and Dr Robert Nettleton, FiHV, Education advisor, Institute of Health Visiting | <urn:uuid:6403a94d-51dd-41b7-9023-9b5e3bab7b3c> | CC-MAIN-2017-17 | http://ihv.org.uk/wp-content/uploads/2015/09/PB_Influencing-skills_V3-WEB.pdf | 2017-04-26T21:31:56Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00174-ip-10-145-167-34.ec2.internal.warc.gz | 177,490,344 | 1,243 | eng_Latn | eng_Latn | 0.996479 | eng_Latn | 0.996456 | [
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May Teacher Directions: Wanda's Roses
Teacher Preparation for this Lesson:
Before teaching this lesson, discuss spirals. Go online to see beautiful pictures of spirals in nature, including a closeup photo of a rose:
http://originalbeauty.wordpress.com/2009/06/27/spirals-in-nature/
A nice idea is to print out the pictures and put them in a binder with transparent sleeves, one picture to a page. This facilitates sharing, and you can keep the binder for when you find more pictures of spirals. Another fun activity is to have children cut their own spirals: Have them start with a circle, square or triangle and cut in a spiral fashion from the outside towards the center. Then hold by the center and see the rest spiral down.
Read the Book: This is a lovely book about a little girl with a dream. Wanda finds a vacant lot strewn with garbage. She decides to enlist her neighbors to clean up the lot so that she can have a beautiful rose garden. Everyone helps, but they are concerned because the "rose bush" that Wanda is nurturing is really an old thorn bush. Once the lot is cleaned up, Wanda decides to invite everyone for a tea party in her "rose garden." Just to be on the safe side, she makes paper roses to hang on the thorny bush. But not to worry! Each of the neighbors shows up with a brand new rose bush, and Wanda ends up with the rose garden that she always knew she would have. Sigh!
Neighbors are multi-ethnic, and the message is one of community involvement and caring.
Funbook Pages: This month's free downloadable pages come from the Let's Read Math Funbook 2. Page 31 is about finding combinations to make a bouquet of 10 roses. Ask children how many combinations they think are possible. Figure out a way to record what they find, and to check for duplicates. Then ask, "How many ways are possible?" (Don't tell, but there are 65!)
Next, on page 32, have children plan how they would set up their own rose garden. This task can be as simple or as complicated as the age of the children and the inclination of the adults involved. Young children will draw freely. Older children can think about the dimensions of the lot, and make a scale drawing showing the relative sizes of the bushes, swing sets, fountains, pathways etc. Make miniature gardens inside a shoebox, or proceed to make an actual garden at your site!
Lesson Extension: State Quarters
In the May Book-of-the-Month packet ($19.99), not only do you get a copy of the book. You also get two additional worksheets of interest:
(1) a chart showing the 65 different ways to make a bouquet of 10 roses using one, two, or all three available colors.
(2) Photos showing how to make paper roses out of tissue paper. For each rose, you need one sheet of tissue paper (red, pink, or yellow if you want to use the same colors featured in the Funbook), and a florist stick or a new pencil for a stem. Leaves are optional.
Book-of-the-Month packets can be ordered online, using a credit card.
Alternatively, you can fax or email a purchase order to:
Projects in Education 2102 N. Crescent Blvd Yardley, PA 19067 | <urn:uuid:9255c91f-247b-47ed-9640-39f4212af630> | CC-MAIN-2017-17 | http://letsreadmath.com/wp-content/uploads/2013/04/May_Teacher_Directions_4-27.pdf | 2017-04-26T21:36:36Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00174-ip-10-145-167-34.ec2.internal.warc.gz | 226,890,262 | 719 | eng_Latn | eng_Latn | 0.99902 | eng_Latn | 0.99902 | [
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Combined technical/tactical training: 2. Various games on half-size pitches
1. 7 v 7 (8 v 8) game to improve movement and positional play
Organisation:
− Marked out playing area and 4 squares. – Ball.
− 2 teams of 7 players and 4 neutral passers in the squares.
− 1 v 1 game and 2 v 2 with neutral extras.
Procedure (Pitch A):
− The players have to try to retain possession, to switch play and to exchange passes with the passers.
− Unrestricted play or with a limited number of touches (2 to 3). The passers are allowed 1 to 2 touches.
− One point is awarded when a passer has successfully given the ball to the team playing with him.
Variations (Pitch B):
− One team plays with just two passers. − Switch the passers around. − The same game but played in a smaller area.
2. 7 v 7 (6 v 6) game to practise occupying space
Organisation:
− When the ball goes out of play, the coach restarts the game.
− 2 teams of 7 players. − Playing area marked out into 6 zones + 4 small goals (gates with posts).
Procedure:
− The ball is moved around and the players have to try to score; goals are scored from direct shots.
− Restricted number of touches (1, 2 or 3 maximum).
− Before scoring, the players must have passed through 4 zones.
− No more than 3 players from the same team are allowed in one zone simultaneously.
Variations:
− The same game, but with just 2 zones (A+B).
− Only 1 or 2 touches are allowed in the defensive area, but with unrestricted play allowed in the attacking zone.
3. 7 v 7 game + 1 roving player to get into the goalscoring area
Organisation: − 2 teams of 7 players + 2 neutral fl oaters and 2 goalkeepers. − Playing area marked out into 3 zones + 6 small goals. − Cones or poles.
Procedure: − Unrestricted play or with limited touches (2-3) allowed in the central zone. − The players have to try to gain access to the goal zone via one of three gates (with a pass or with the ball at their feet). They then take on the goalkeeper to score (1 v 1). The fl oating players play with the attackers, but each one occupies his own territory. 1 point is awarded for getting the ball through the gate, 2 points for scoring in the goal. Variations: − A defender can track back to provide opposition for the attacker. − A 2 nd attacker can come up to support the player in possession (2 v 1). − A 2 nd defender can come back, and then all the players.
4. 8 v 8 (9 v 9) game to attack and defend
Organisation:
− Marked out playing area + 2 large goals and 2 small goals.
− 2 teams of 8 players + 2 goalkeepers.
− The game always starts with the team, which attacks.
Procedure:
− Unrestricted play or limited touches for the attacking team.
− The team defends in a 4-4 formation. The team attacks in a 3-3-2 formation (or another formation).
− The attacking team tries to score; if the team wins the ball, they have to string together 5 to 6 passes to score a point.
− The roles are reversed after 10 attacks.
Variations:
− The playing area can be increased or reduced in size.
− When the team wins the ball, they can score immediately in the large goal or in one of the two small goals.
Combined technical/tactical training: 3. Practice routines with numerical supremacy to improve build-up play (retaining possession)
1. 7 v 5 or 7 v 6 game (8 v 6)
Organisation:
− The team has 7 players + a goalkeeper as an extra; the Team has 5 players + a goalkeeper as an extra. Goalkeepers use feet only. − Marked out playing area.
Procedure:
− When the ball goes out of play, the goalkeeper restarts play. − If the team wins possession, it attempts to give the ball in
− The team moves the ball around with 2 (1 or 3) touches for as long as possible (1 point is scored after 10 passes).
unrestricted play to the players with a long ball up the fl anks. The team tries to achieve movement, triangular passing routines, switches in play, one-twos, etc.
Variations:
– If the team wins the ball, it completes
5 passes before giving it to the player.
− The roles are reversed.
2. 8 v 6 (7 v 5 / 9 v 7) game and neutral goalkeepers
Organisation:
− The team has 8 players; the team has 6 players.
– Playing area marked out into 3 zones (central and 1 and 2).
– 2 neutral goalkeepers.
Procedure:
− The team keeps the ball (1 or 2 touches in the central zone and in the neutral zone 2). After 8 successive passes, the players change sides and start again. − When the team wins the ball, it can score in either of the two goals. − Each switch of play is worth 1 point. Goals scored are worth 2 points. − When the team is defending, it tries to win the ball to play it to a goalkeeper.
Variations:
– If the long ball and the switch of play are not successful, the ball is given to the goalkeeper, who gives it to a player.
3. From 7 v 5 to 9 v 7 (switching halves)
Organisation: − The team has 7 in the narrow zone and 9 in the wide zone. – The team has 5 in the narrow zone and 7 in the wide zone. – Marked out playing areas.
Procedure: − The team moves the ball around with 2 or 3 touches. − After 5 to 6 passes, the ball is played long to a player in the wide zone and the whole team goes up into the attacking half and positions itself to move the ball around with 1 touch play (9 v 7). − If the team gains possession, it plays the ball to one of the players (1 st pass) who were already in the wide zone. − Play then restarts in the narrow zone.
Variations: – When the team wins the ball in an 8 v 7 situation, it tries to string together 5 passes – The team tries to win the ball back so that it can play it back to one of the players who has remained in his own half.
4. 6 v 4 game (7 v 7) (playing the ball long)
Organisation: − The team has 7 players; the team has 6 + goalkeeper. − Marked out playing area + 1 large goal. Procedure: − The team plays the ball to each other with 1 or 2 touches in its own half. After 8 or 10 passes, they try to play the ball deep to a player on the edge of the 16-yard box. The players go up into the other half to attack, apart from one, who stays back. The players who are defending come back. How many times it is possible to switch play to the other end? If the team wins the ball, it plays the ball directly (1 st pass) to a player on the fl ank. – The ball is given back to the team for play to resume.
Variations: – A shot on goal can be attempted after 4 passes in the attacking half of the fi eld. − The ball can also be played out to the fl anks (wings) in the attacking zone (switch from gradual build-up to fast attack).
Combined technical/tactical training: 4. Finishing practice on reduced-size pitches
1. 6 v 3 + goalkeeper
Organisation:
− Marked out playing area – 1 large goal, 2 small goals.
− 2 teams of 6 players + goalkeeper. The teams play 6 v 3.
Procedure:
− If the defenders win the ball, they can score immediately in either of the two small goals (1 st pass).
− The team with 6 players tries to score in the large goal. After a goal or a save by the goalkeeper, the team restarts play from its own half.
− After a certain time, the defenders swap over.
− A time limit is imposed on play.
Variations:
− If the defenders score in the small goals, the roles are immediately reversed: they then play with 6 and the attackers play with 3 as defenders.
2. 3 v 3 v 3 (4 v 4 v 4) + 2 goalkeepers
Organisation:
− Marked out playing area.
− 3 teams of 3 (or 4) players + 2 goalkeepers.
− 2 large goals.
Procedure:
− The team that scores retains possession of the ball and remains in the game to attack the other goal.
− The team tries to score. If it loses possession, the team attacks the other goal being defended by the team. The team then goes out of the game.
− Unrestricted play
Variations:
− If the attackers lose the ball in the attacking zone, they have the chance to regain possession by pressing and marking.
3. 5 v 5 / 6 v 6 + goalkeepers
Organisation:
− Marked out playing area + 2 large goals.
− 2 teams of 6 players + 2 goalkeepers.
Procedure:
− When an extra receives the ball, he can play up to 2 touches or come into the game with the ball at his feet
− Unrestricted play. The teams play 4 v 4 + 2 extras per team on the fl anks.
− The player who played the ball to the extra takes his place.
Variations:
− A goal scored from a cross by an extra is worth 2 points.
− A limited number of touches in the game.
4. 7 v 7 (2 v 2 / 2 v 2 / 2 v 2) + goalkeepers
Organisation:
− Playing area marked out into 3 zones + 2 goals.
− 2 teams of 7 players + 2 goalkeepers.
Procedure:
− The game starts in the central zone with 2 v 2.
− Unrestricted 5 v 5 play with 2 extras per team on the fl anks.
− The team in possession of the ball attempts to play it to the attacker or to one of the extras.
− The extras are allowed 2 touches of the ball.
− One of the midfi eld players may go into the attacking zone to play 2 v 2.
− If the defenders win the ball, they must always play it to one of the midfi elders.
− A goal scored from a cross = 2 points; a goal scored normally = 1 point.
Combined technical/tactical training: 5. Gradual build-up attacks
1. 4 attackers against 4 defenders
Organisation:
− 4 attackers, 4 defenders + goalkeeper. − Marked out playing area. − 1 large goal and 2 small goals.
Procedure:
− If the defenders gain possession, they play the ball quickly to the coach, who is in the centre circle.
− The attackers try to fi nd a way through by circulating the ball and by moving around themselves.
The coach distributes the ball each time.
Variations:
− The teams must complete a certain number of passes before scoring
− If the defenders gain possession, they can score directly in either of the 2 small goals.
2. 7 attackers against 5 defenders
Organisation:
− 5 defenders playing 4-1 + 1 goalkeeper.
− 7 attackers (3 attackers and 4 midfi elders).
− Marked out playing area.
1 large goal and 2 small goals.
−
Procedure:
− If the defenders win the ball, they can score in either of the small goals.
− The team has numerical supremacy and tries to fi nd ways to attack by circulating the ball and with the players moving around and covering out wide.
The players have to try to use the fl anks.
Variations:
− When the ball is played along one fl ank and then crossed, only the attackers are allowed to fi nish in the 16-yard box.
3. 7 attackers against 6 defenders
Organisation:
− Marked out playing area.
− 7 attackers, 6 defenders + 1 goalkeeper.
− 2 defenders waiting
Procedure:
− If the team, which is defending in a 3-3 formation, wins the ball, it tries to play the ball to one of the 2 players who runs into space and calls for it.
− The team has numerical supremacy and tries to break through by circulating the ball. The action always starts on one of the fl anks (by one of the players waiting there or from a kick/throw-in).
The coach directs the play and gives instructions.
4. 8 attackers against 5 defenders
Organisation: − The team attacks with 8 players (5 and 3 ). − The team defends with 5 + 1 goalkeeper. Marked out pitch + goals. Procedure: − The team tries to fi nd ways of attacking from the middle of the pitch to get into the attacking zone. − The 5 players facing the 3 players in the central zone move the ball around and after 6 compulsory passes try to get the ball to the attackers in the attacking zone (these players are not allowed back into the central zone). − The players (with a 3 v 2 supremacy) try to score as quickly as possible. − If the team defending in the central zone wins the ball, it can score 1 point by playing a long ball to the coach (1 st pass). If the team gain possession in their defensive zone, they play the ball back to their goalkeeper. − Play always restarts from the coach, who plays for the team.
Combined technical/tactical training: 6. Fast attacks
1. Attack through the centre (from a long pass)
Organisation:
− 8 players per exercise + 2 goalkeepers. − Play takes place in a marked out area. − 2 goals are used; after each action, the play switches to the other end of the fi eld.
Procedure (Pitch A):
− After the ball has been controlled, it is passed 2 or 3 times before one of the players who has broken from the central square attempts to score.
− The 3 and 3 players pass the ball to one other, with 1 touch each allowed. When the coach gives the signal, the player with the ball plays a long pass to the attacker A of his team, who peals off to receive the ball.
− The 3 attackers are changed after each attempt.
Variation (Pitch B):
− A defender can provide opposition for the attackers.
2. Attack through the centre after gaining possession
Organisation:
− 6 to 8 players are in attack; 8 to 9 players are in defence + 2 goalkeepers. − Two large goals are used. − Play takes place on the marked out area.
Procedure:
− When a player gains possession, he plays the ball long to the attacker A or to one of the two B attackers.
− A 4 v 2 game with 1 touch each in the marked out area.
− The two players chase after the ball to back up whichever player has received the ball, leading to either a 3 v 1 or a 4 v 2 attack.
− The 4 players remain in the central square.
Variations:
− The players come back to defend.
− The attempt must be completed within 10".
3. Attack via the fl anks after gaining possession in midfi eld
Organisation:
−
−
6 players attack, 4 to 5 are in defence + 1 goalkeeper.
Marked out playing area.
Procedure:
− The team tries to score in the 2 small goals (a limited number of touches can be imposed).
− A 4 v 4 game in the marked out central area.
− When the team gains possession, they play the ball (1 st pass) out to a player on one of the wings, who is allowed a maximum of three touches to run goalwards to cross the ball.
− 2 players from the central area and the player from the opposing wing join the move to try to score. 1 or 2 players come back to defend.
Variation:
− 1 or 2 players can be waiting in the defensive zone.
4. Fast attack game: 8 v 8
Organisation:
− 2 teams of 8 players + 2 goalkeepers and 2 fl oaters. – The teams play 4 v 4 with 2 fl oaters in the central zone marked out. – The ball is fed into the playing area by the coach.
Procedure:
− After the team has gained possession, the ball is played to
− The ball is given to the team with 4 players, who then attempt to string 5 to 6 passes together. The team + the 2 fl oaters try to win the ball.
the 2 attackers A (1 st pass) or dribbled into the attacking zone for the team with 4 against 2 to try to score.
− After each attempt, the coach gives the ball to another team.
Variation:
– The team can come back to defend.
– The game can also be played as 9 v 9 / 10 v 10.
Combined technical/tactical training: 7. The counter attack
1. Playing the ball quickly after gaining possession
Organisation:
− The exercise is carried out on both playing areas.
− 8 players per marked out area + cones.
− The teams play 5 v 3 (or 6 v 4 is also possible).
Procedure (Pitch A):
−
− The team tries to retain possession with one-touch play.
The team tries to gain possession. If a player wins the ball, he tries to get out of the square as quickly as possible.
− The roles are then reversed.
− The player who wins the ball may also pass to a team-mate before taking the ball out of the square.
Variation:
− The defender who wins the ball goes out of the square and passes to the player between the cones.
2. Launching a counter-attack
Organisation: − 6 players per marked out playing area (1 and 2). 4 to 6 players waiting. − 2 goalkeepers – 4 poles (or cones) as opponents. − The teams play 4 v 2; the two defenders are swapped round.
Procedure: − When the coach gives the signal, the player in possession runs out with the ball at his feet, together with two team-mates. He runs towards one of the fl ags and lays the ball off for one of his team-mates to fi nish (3 passes maximum allowed). − The 2 defenders run towards the nearest goal to provide opposition (e.g. the defenders from square 2 provide opposition for the attackers running from square 1).
Variations: − A time limit can be placed on the counter-attack. − The 2 defenders A standing next to the goal can also provide opposition.
3. Escaping pressing, and then counter-attacking
Organisation: − 5 players per square and 5 players in the game + goalkeeper. − Marked out playing area + squares 1 and 2 +
small goals.
−
The players are the attackers; the players are the defenders.
2 defenders try to score in the small goal. − The 3 attackers defend. When they win possession, they play the ball (1 st pass) to the attacker B, who lays the ball back to A in the centre of the pitch. A then plays the ball long to one of the attackers from the square or to attacker C. To fi nish, the attacker has to run through a gate and shoot at goal. − Only the attackers from the square concerned and player C or B are involved in the counter-attack.
Procedure: − The teams play 3 v 2 in the squares. The action always starts on pitch 1 and then is switched to pitch 2. − The
Variation: − The players from the square concerned can also come back to defend.
4. Counter-attack game: 8 v 8
Organisation:
− Marked out playing area + 2 large goals.
− 2 teams of 8 players + 2 goalkeepers.
− The game always starts in the playing zone.
Procedure:
− When the team win the ball, they attempt a quick counterattack by coming out of the zone (either by dribbling or passing out).
− The team play the ball to each other, 2 to 3 touches, and try to score.
− 3 to 4 players set off on the counter.
− A limit should be imposed on the time available for the counter-attack or on the number of passes allowed before fi nishing.
− The players track back to defend.
Combined technical/tactical training: 8. Zonal defence (defensive unit)
1. Basic 2 v 1 situation
Organisation:
− The players play 2 v 1 in a marked out area.
− 6 players per station.
− The players change over after 5 to 6 attempts.
Procedure:
− The 2 attackers try to cross the square and bring the ball to a stop behind the line.
The players learn how to defend according to the situation in the game.
Variation: − Once the attackers have crossed the square, they try to score in the goal.
− The defender gets himself between the two attackers, slows down play but without launching into the players and tries to provoke mistakes
2. From 1 v 1 to 2 v 2
Organisation:
− 1 v 1 and 2 v 2.
− 6 to 8 players per station + 2 small goals.
.
− Marked out playing areas (pitch A and pitch B)
− Players are swapped around. Limited playing time.
Procedure:
−
− Pitch A: 1 v 1. The player tries to score in the small goal. The defender provides opposition by forcing his opponent out to one side and by trying to gain possession. When the action is completed, the players are switched.
Pitch B:
2 v 2. The players try to score in the small goals.
The defenders provide the opposition, close down the angles and cover each other.
3. From 2 v 2 to 4 v 4 (or 3 v 3)
Organisation: − 8 players per station. − Played on marked out areas (pitch A and pitch B). − 2 v 2. When the coach gives the signal, the teams play 4 v 4 (or also 3 v 3).
Procedure:
− If the team wins the ball, it tries to score by crossing the end line (stop-ball).
− Pitch A: The team tries to score in the 2 small goals (2 v 2 game), and then in the 4 goals (4 v 4 game).
− The teams switch from a 2-man defence (in one playing area) to a 4-man defence on both playing areas and apply the principles of zonal defence.
− Pitch B: Analytical work. The 4 defenders position themselves according to where the ball is played by the attackers (roles are reversed).
The coach directs and corrects the exercise.
4. 4 v 4 (5 v 5) game
Organisation:
− 2 teams of 5 players + 1 goalkeeper. – The teams play 4 v 4
+ 1 goalkeeper and 2 extras. – Marked out playing areas (A + B)
+ 2 large and small goals. Roles are reversed every 3 minutes.
Procedure (Pitch A):
− The team defends zonally and can score in the small goals.
− The team attacks and tries to score in the large goal.
− When the ball goes out of play, one of the extras puts it back into play.
:
Variation (Pitch B)
− The 4 players score in the small goals.
− 5 defenders (4 + 1 midfi elder) defend 3 small goals and score in the large goal.
The players apply the principles of zonal defence.
Combined technical/tactical training: 9. Zonal defence (defence and midfi eld)
1. Introductory 6 v 6 (7 v 7) game
Organisation:
− Unrestricted play on a marked out playing area and 7 gates.
− 2 teams of 6 v 6.
− Handling of the ball can also be allowed.
Procedure:
− When a player stands in the way and blocks a gate, it is not possible to score.
− The team with the ball attacks and their players attempt to get through the gates, either with a pass to a team-mate or with the ball at their feet (1 point).
− Duration: 1' or 2'; roles are reversed. Which team can score the most goals?
Emphasis on co-operation and communication.
2. Defending as a compact unit
Organisation:
The team with 7 players (or 6 or 8) is positioned in two
−
compact units.
−
7 poles (of different colours) or 7 players.
The emphasis of the work is on the movements of the unit.
Procedure:
− The team moves according to where the ball is and applies zonal defence principles.
− The coach indicates the pole where the ball has to be played by the team (slowly at fi rst, and then at normal speed).
Variation (switch from defence to attack):
− The players provide passive opposition initially and then play normally.
− The exercise is done without the poles. The players move the ball round. When the team wins the ball, its players spread out and attempt to string 10 passes together.
3. 6 v 8 (5 v 7): defence and midfi eld co-operation
Organisation:
2 teams. The team with 6 players + goalkeeper defends;
−
the team with 8 players attacks.
−
Unrestricted play on a marked out playing area with one large goal and 5 gates.
Procedure:
−
− The team, playing with no restrictions, has to go through one of the gates with the ball at their feet and to try to score.
The team defends zonally and tries to prevent the team from scoring.
−
On winning the ball, a player delivers an accurate pass to one of the 3 players.
−
If a player gets through one of the gates, the other players can then go into
the defensive zone behind the gates.
−
If the attackers get through a gate, 1 point is awarded; if they score in the large
goal, 2 points are awarded. The long pass by the team to a player is worth 1 point.
4. 7 v 6 (8 v 6) game to work on regaining possession
Organisation:
The team with 7 players defends high up the pitch to try
−
and win the ball. – The team has 6 players + goalkeeper.
– Playing area marked out into 4 zones. – Play always starts with the team.
Procedure:
− The defenders try to break down play and to win the ball.
− The players try to play the ball deep to the extras. 1 point is awarded for every successful pass.
− If the team gains possession, they can either keep the ball or try to score quickly (switch from defence to attack). Variation:
– After controlling the ball, the players can score in the goal defended by the team goalkeeper.
– All the team comes back to defend.
Combined technical/tactical training: 10. Basic pressing
1. 3 v 4 practice game
Organisation:
− 7/8 players in marked out squares. − The teams play 4 v 3 (+ 1 extra outside pitch B). − Roles are changed after a predetermined playing time. − Play always begins with the team.
Procedure (Pitch A):
− The 4 players play the ball to each other, with 2 to 3 touches each. − The 3 players in the middle try to intercept the ball. They decide on the best moment to start pressing with 2 players. The 3 rd player comes in as cover.
The players have to decide on the right moment; they put the player in possession under pressure, create numerical supremacy and show aggressiveness. Variation (Pitch B):
− When the players gain possession, they try to deliver a pass to the extra player.
2. 3 v 4 (3 v 2) practice game
Organisation:
.
− The 3 players attack the 2 small goals (pitch A) and the players attack 1 small goal. On pitch B, each team attacks 1 small goal.
− The teams play 4 v 3 (on pitch A) and 3 v 2 (on pitch B) Marked out squares.
− Roles and pitches are switched after a predetermined time limit.
Procedure:
−
− Play always starts with the team, which attempts to score.
st
After the 1
pass from the team, the players try to win the ball (by pressing) and to score quickly.
The players seek to outnumber the player on the ball, to force the opponent to go outside or inside – depending on the situation, and to apply pressing.
3. 1 v 2 exercise: pressing while attacking
Organisation:
− The teams play 2 v 1 + 1 passer / 1 goalkeeper in the goal.
− 3 players in each of the marked out squares + 3 passers A.
− The exercise is performed on all 3 squares.
– Players switch roles and squares.
Procedure:
− The passer A plays the ball to his team-mate, who tries to keep possession. − The 2 players challenge the player with the ball and try to dispossess him and score quickly.
Emphasis is on countering the opponent, giving support to a team-mate and trying to force a 1 v 2 situation.
Variation:
– When the players launch their attack to try and score, the passer A comes into the game to defend and to allow his team-mate to get back as well (to create a 2 v 2 situation).
4. 3 v 4 or 6 v 4 exercise, pressing and countering
Organisation: − 10 players + goalkeeper. – The players play 4 v 3 on the marked out square. − There are 3 extra players outside the square. − The positions of the players should be changed after a few attempts. − The teams' roles should also be changed.
Procedure: − The 4 players keep possession with 2 or 3 touches each. − The 3 players try to intercept the ball. Once they gain possession, they attack the large goal with 6 players. The 4 players come back to defend (6 v 4).
Emphasis on fi nding the right moment to start pressing. Free attack on goal; individual move or passing game.
Variation: – The position of the square can be changed and can be shifted to either of the fl anks.
Combined technical/tactical training: 11. Pressing
1. 6 v 4 practice routine: pressing in attack
Organisation:
− 11 players in the 16-yard box. − The teams play 6 v 4 + goalkeeper in the large goal + 3 small goals. − Roles are changed after a predetermined playing time. − The 4 v 4 game always starts with the goalkeeper, who plays the ball to the team.
Procedure:
− The game starts with 4 v 4. − The attackers attempt to score in the large goal. − The defenders defend the large goal and score in the 3 small goals. − The attackers press in attack with the 2 extra players (to create numerical supremacy) and try to score quickly.
Emphasis on defensive organisation, occupying space, creating numerical supremacy around the ball, forcing the opponent into mistakes, showing aggressiveness.
2. 5 v 5 v 5 game: pressing in attack
Organisation:
− 3 teams of 5 players with 2 goalkeepers. – Playing area marked out into 3 zones (A, B and C). – The teams play 5 v 5 in zones A + B. Zone C is neutral. – The coach decides on the duration of the game.
Procedure:
The team tries to get the ball from zone A to zone C.
−
The players apply pressing in zone A to try to win the ball
−
and score as quickly as possible.
−
When the team manag- es to get out of zone A and into zone C, they attack the team,
which defends the large goal in zone B. When the team gains possession, the players press in zone B. − If the
team scores, play is restarted in zone A by the team.
Variation:
− Restrict the number of touches allowed in zones A + B.
3. 8 v 6 game: pressing in midfi eld (switch from defence to attack)
Organisation: − The team has 6 players + goalkeeper. − The team has 8 players and defends the large goal without a goalkeeper. − The playing area is marked out with a pressing zone.
Procedure: − The team tries to score in the goal without the goalkeeper by shooting directly on goal in the pressing zone. − The team defends by pressing in the marked out zone with the aim of winning possession and launching a quick attack. The team starts to apply pressing according to the situation of play.
Variation: – Restrict the number of touches allowed by the team. − As soon as the team has won possession, restrict the time allowed for the attack (e.g. less than 10 seconds).
4. 8 v 6 game: pressing in midfi eld (transition from defence to attack)
Organisation: − The team has 6 players + goalkeeper. – The team has 8 players + 1 goalkeeper. − The playing area is marked out into 3 zones (A, B and C). Procedure: − The team plays in zones A and C and tries to cross (by dribbling or passing) the defensive line of the team.
A sole player goes to challenge the goalkeeper (1 v 1).
The team, which is positioned according to its chosen
−
playing system, defends and tries to apply pressing in zone C.
Once it has gained possession, it counter-attacks or starts a gradual build-up. The pressing is started according to the
situation of play and in the most favourable areas for pressing
(out on the fl anks).
Variation: − When the team goes into zone B, it tries to score. The players come back to defend. | <urn:uuid:4f17db7d-4420-41bb-94d0-b85496a0f45e> | CC-MAIN-2017-17 | http://lff.lt/files/documents/17/053_technical_preparation_-_training_cont_part_2.pdf | 2017-04-26T21:28:17Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00172-ip-10-145-167-34.ec2.internal.warc.gz | 222,562,783 | 7,599 | eng_Latn | eng_Latn | 0.999525 | eng_Latn | 0.999598 | [
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For All Leaders – March 2016
April Theme: Strike Up the Band
Point of the Scout Law: Cheerful
DISCUSSION TOPIC: Day Camp (Guest Speaker, Paul Turgeon)
Provide information about your District or Council Day Camp. If possible, have the camp director or member of the day camp staff come to talk about the opportunities available at Day Camp.
Tiger Breakout – March 2016
Tiger Elective Adventure: Tiger Tag
1. Choose one active game you like, and tell your den about it.
2. Do the following:
a. Play two relay games with your den and your adult partner.
b. Tell your adult partner or the other Tigers what you liked best about each game.
c. Have your den choose a relay game that everyone would like to play, and play it several times.
3. With your adult partner, select an active outside game that you could play with the members of your den. Talk about your game at the den meeting. With your den, decide on a game to play.
4. Play the game that your den has chosen. After the game, discuss with your den leader the meaning of being a good sport.
Wolf Breakout – March 2016
Wolf Elective Adventures: Code of the Wolf
1. Do two of the following:
a. With the members of your den or family, make a game with simple materials that requires math to keep score.
b. Play a game of "Go Fish for 10s."
c. Do five activities at home, at school, or in your den that use mathematics, and then explain to your den how you used everyday math.
d. Make a rekenrek with two rows, and show Akela how you would represent the numbers 4, 6, 9, and 14.
e. Make a rain gauge or some other measuring device, and use it.
2. Do one of the following:
a. With other members of your den or family, identify three different types of shapes that you see in nature.
b. With other members of your den or family, identify two shapes you can see in the construction of bridges.
c. Select a single shape or figure. Observe the world around you for at least a week, and write down where you see this shape or figure and how it is used.
Do one of the following:
a. a. With your den, find something that comes with many small, colored items in one package. Count the number of items of each color in your package. Keep track of each color. Then:
i. i. Draw a graph showing the number of items of each color.
ii. Determine what the most common color is.
iii. Compare your results to the other boys'.
iv. Predict how many items of each color you will find in one more package.
v. Decide if your prediction was close.
b. b. With your den or family, measure the height of everyone in the group and see who takes more steps to walk 100 feet.
c. Have each member in your den shoot a basketball. Count the number of shots it takes to make five baskets. Graph the number of shots it takes for each boy using 5, 6–10, 11– 15, 16–20, or more than 20.
4. Do one of the following:
a. Use a secret code using numbers to send a message to one of your den members or your den leader. Have that person send a message back to you. Be sure you both use the same code numbers.
b. Send a message to another member of your den or your den leader using the pig pen code or another code that changes letters into special shapes.
c. Practice using a code stick to create and decode a message.
3.
Bear Breakout – March 2016
Bear Elective Adventure: Roaring Laughter
1. Think about what makes you laugh. Write down three things that make you laugh.
2. Practice reading tongue twisters.
3. Create your own short story. Remove some nouns, verbs, adjectives, and adverbs from the story, leaving blanks. Without telling the story, have a friend insert his or her own nouns, verbs, adjectives, and adverbs in the story you created.
4. With a partner, play a game that makes you laugh.
5. Share a few jokes with a couple of friends to make them laugh.
6. Practice at least two run-ons with your den, and perform them at a pack meeting or campfire program.
Webelos and Arrow of Light Breakout – March 2016
DISCUSSION TOPIC: Webelos Camping
What are the opportunities in your district, council, or other councils nearby for Webelos Scouts to experience and overnight camp? If possible, have a representative from the camp come to speak.
Discuss Webelos den camping and the requirement for Webelos Den Leaders and their assistants to take Outdoor Webelos Leader Skills (OWLS). Provide information on when and where the next training will be in your district
- April 30-May 1, Phillippo Scout Reservation, Ramsey Shelter – BALOO, OWLS, All Den and Pack level training, Youth Protection, registration information https://www.scoutingevent.com/?rhplcbdcubscoutleadertrainingweekend
Webelos Breakout – March 2016
Webelos Required Adventure: Webelos Walkabout
Do all of these:
1. Create a hike plan.
2. Assemble a hiking first-aid kit.
3. Describe and identify from photos any poisonous plants and dangerous animals you might encounter on your hike.
4. Before your hike, plan and prepare a nutritious lunch. Enjoy it on your hike, and clean up afterward.
5. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them on your Webelos adventures.
6. With your Webelos den or with a family member, hike 3 miles (in the country, if possible).
7. Complete a service project on or near the hike location.
8. Perform one of the following leadership roles during your hike: trail leader, first-aid leader, lunch leader, or service project leader.
Arrow of Light Breakout – March 2016
Arrow of Light Elective Adventure: Adventures in Science
Do all of these:
1. An experiment is a "fair test" to compare possible explanations. Draw a picture of a fair test that shows what you need to do to test a fertilizer's effects on plant growth.
2. Visit a museum, a college, a laboratory, an observatory, a zoo, an aquarium, or other facility that employs scientists. Prepare three questions ahead of time, and talk to a scientist about his or her work.
3. Complete any four of the following:
a. Carry out the experiment you designed for requirement 1, above. Report what you learned about the effect of fertilizer on the plants that you grew.
b. Carry out the experiment you designed for requirement 1, but change the independent variable. Report what you learned about the effect of changing the variable on the plants that you grew.
c. Build a model solar system. Chart the distances between the planets so that the model is to scale. Use what you learn from this requirement to explain the value of making a model in science.
d. With adult supervision, build and launch a model rocket. Use the rocket to design a fair test to answer a question about force or motion.
e. Create two circuits of three light bulbs and a battery. Construct one as a series circuit and the other as a parallel circuit.
f. Study the night sky. Sketch the appearance of the North Star (Polaris) and the Big Dipper (part of the Ursa Major constellation) over at least six hours. Describe what you observed, and explain the meaning of your observations.
g. With adult assistance, explore safe chemical reactions with household materials. Using two substances, observe what happens when the amounts of the reactants are increased.
h. Explore properties of motion on a playground. How does the weight of a person affect how fast they slide down a slide or how fast a swing moves? Design a fair test to answer one of those questions.
i. Read a biography of a scientist. Tell your den leader or the other members of your den what the scientist is famous for and why his or her work is important.
Cubmaster Breakout – March 2016
DISCUSSION TOPIC: Youth Protection Training
Discuss the importance of having EVERY adult in the pack take Youth Protection Training (YPT). Brainstorm ways to provide YPT to all adults in the pack.
Activity:
Have participants practice the School Band audience participation activity from the Pack Resource Sheet
Pack Committee Breakout – March 2016
DISCUSSION TOPIC: BALOO training
Provide dates and times of the next BALOO (Basic Adult Leader Outdoor Orientation) training will be held in your district (April 30-May 1, Phillippo Scout Reservation, Ramsey Shelter – BALOO, OWLS, All Den and Pack level training, Youth Protection, registration information https://www.scoutingevent.com/?rhplcbdcubscoutleadertrainingweekend). At least one BALOOtrained adult must be present at all times during the campouts, so more than one adult in the pack should receive this training to ensure someone will always be available.
BALOO is an all-day training that introduces the skills needed to plan and conduct pack outdoor activities, particularly pack camping. It is divided into two sessions with the first part being about the why and how of Cub Scout camping – planning, equipment, meal preparation, and campfire programs. The second part is a round-robin session – fire safety, stoves and lanterns; first aid and sanitation; nature hikes and games; and cooking. Scattered throughout the day are plenty of the four S's: song, stunts, stories, and showmanship.
Activity:
Have the participants practice the Balloons on the Blue Danube skit from the Pack Resource Sheet | <urn:uuid:bd446ed2-a40e-4be9-b9e7-76c33c7785c6> | CC-MAIN-2017-17 | http://rollinghills.nsbsa.org/Portals/30/RT/March2016/Breakouts.pdf | 2017-04-26T21:24:27Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00178-ip-10-145-167-34.ec2.internal.warc.gz | 312,396,989 | 2,081 | eng_Latn | eng_Latn | 0.989892 | eng_Latn | 0.997565 | [
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helping children make safer choices online and in the real world
e
NetSmartz® Workshop
NetSmartzKidsTM
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NetSmartz Workshop is an interactive, educational safety resource from the National Center for Missing & Exploited Children ® (NCMEC) that provides ageappropriate activities to help teach children how to be safer while online and in the real world.
The program is designed for children ages 5-17, parents and guardians, educators, and law enforcement.
NetSmartz materials are developed to meet the needs of each audience, with resources such as activity cards, articles, games, and videos about the issues.
Rapping robot Clicky and his pals, Nettie and Webster, engage children through activities, cartoons, games, and music to teach them about potential on- and offline risks.
NSTeensTM
Tweens may easily relate to these animated friends who help each other make safer choices about issues such as cyberbullying and social networking.
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Teens who have experienced victimization firsthand share their powerful stories to inform peers about risky online behaviors and making safer choices.
The goal of NetSmartz Workshop is to help children become more aware of potential online risks and empower them to help prevent victimization by making safer choices on the Internet and in the real world.
This is accomplished by enhancing their ability to recognize and avoid potential dangers, and most importantly, by promoting communication between adults and children at school and at home.
That is why NetSmartz focuses on creating materials to educate, engage, and empower not only children, but also the adults who care for them. | <urn:uuid:3ff3d183-e694-4e9f-b495-c1c3d23ac176> | CC-MAIN-2017-17 | http://ozonaschools.net/UserFiles/Servers/Server_569684/File/Public%20Info/Internet%20Safety/NetSmartz%20English.PDF | 2017-04-26T21:30:00Z | crawl-data/CC-MAIN-2017-17/segments/1492917121665.69/warc/CC-MAIN-20170423031201-00177-ip-10-145-167-34.ec2.internal.warc.gz | 294,029,685 | 697 | eng_Latn | eng_Latn | 0.98442 | eng_Latn | 0.991584 | [
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Title:
African American History - Pelagie Vital Amoureux, A Free Woman
Grade Level:
6-12
Subject:
US History, Social Studies, English Language Arts, French
Brief Description:
In this three-day lesson, students will use primary and secondary sources to learn about various aspects of slavery, including studying laws that applied specifically to African Americans from the mid -18 th century to Lincoln's Emancipation Proclamation in 1863. This lesson will entail students working in groups or independently to examine the following: census records of Ste. Genevieve and pre- and post-colonial Missouri laws pertaining to enslaved and free African Americans. Students will also be introduced to the main subject of this lesson plan – Pelagie Vital Amoureux, a Ste. Genevieve citizen who was born into slavery and eventually became a free woman. She lived from 1805 to 1890. Students will learn of her life through a secondary source AmoureuxHouse.org. This website tells her story with the support of census records and court documents.
Relevant State Standards: (see Missouri State Standards page)
Goals:
1. Enliven students' curiosity about the times in which Pelagie lived, with a special emphasis on what it meant to be an African American during that period of American history.
2. Lead students in placed-based activities, including a visit to Amoureux House and other architectural treasures in Ste. Genevieve, Missouri.
3. Encourage students to engage in hands-on activities that make the history, culture, and architecture of Ste. Genevieve come alive for them.
Specific Objectives:
* Students will learn to analyze and interpret primary documents and secondary
sources.
* Students will learn about slavery, and view laws applied to African Americans in Ste. Genevieve as well as the entire state of Missouri.
* Students will gain an understanding of what life may have been like for an African American woman in Missouri during the 19 th century.
* Students will be able to create and present a short video, poetry/spoken word, or other interpretive projects at a public event to be held in Ste. Genevieve on October 15, 2011.
Day #1: "Slavery and Law in Ste. Genevieve, Missouri"
Required Materials:
Computer
Internet access
Handout - Census information
Handout - Code Noir laws
Handout - Slave/free negro and mulatto laws
Photocopies of Amoureux family photo
Resources:
* Federal Census 1773, 1850, 2010 , Ste. Genevieve, Missouri
* "Code Noir de La Louisiane 1724", http://www.centenary.edu/french/codenoir.htm
* 1847 Missouri Legislation, "Act respecting slaves, free negroes and mulattoes".
* Excerpts from books by Carl Ekberg and Bonnie Stepenoff
* Missouri History Museum document of young slave sold in Ste. Genevieve, (For additional resources see Resource page)
Anticipatory Set (Lead-in):
What percentage of the total population in Ste. Genevieve in 1790 was African American? What role do you think African Americans played in the town's development? Was there slavery in Ste. Genevieve? What do you know about slavery?
Lesson Plan Procedure:
* Inquire about what students know about slavery and ask if slavery existed in Ste. Genevieve.
* Break students into groups of two or three to discuss the 1790, 1850 and 2000 census records of Ste. Genevieve, noting the racial makeup of the county. Does the town have an African American history? Have the demographics changed? If so, how?
* Have students study Missouri laws relating to African Americans. (Code Noir to the Emancipation Proclamation in1863). What do these laws tell us about the treatment of African Americans in that time?
* Show students the photograph of what is believed to be the Amoureux family on their porch, not telling students who is in this photo. Assign students to write essays about the people in the photo. (This assignment can be done either in class or as homework.) Spark their interest with questions, such as:
o In what year do you think the photograph was taken?
o What about the picture reveals when it was taken?
o Describe the racial makeup of this family.
o Describe what life may have been like for this family during this time period in Ste.
Genevieve.
Closure:
Discuss with the students what they discovered by doing this lesson.
Day #2: "Getting to Know Pelagie Amoureux"
Required Materials:
Computer lab
Internet access – www.amoureuxhouse.org
Written Document Analysis worksheet - pdf
Resources:
All primary documents are available on the AmoureuxHouse.org website.
* Primary Documents
Inventory of Vital St. Gemme Beauvais Estate (pdf of original coming soon) Emancipation Document 1832 Court Records, State of Missouri, County of Ste. Genevieve, 1840, 1841, 1848 Pelagie's obituary, Ste. Genevieve Herald, 1890 (For additional resources see Resource page)
Anticipatory Set (Lead-in):
Yesterday you learned about slavery by looking at laws, codes, and census records. Now you will investigate how this played out in Ste. Genevieve using an actual historical example, Pelagie Amoureux, whose family photograph you have recently studied. Play one or two of the video segments to introduce Pelagie.
Lesson Plan Procedure:
* Briefly recall what was covered yesterday, and possibly share students' answers about the photo of the family on the porch.
* Play a few of the video segments found on AmoureuxHouse.org.
* In groups of two or three, have students analyze the primary documents connected with this lesson (available on AmoureuxHouse.org) and have them complete the Written Document Analysis Worksheet. Students will then meet with another group to compare answers on the Written Document Analysis Worksheet and to ensure accurate information.
* Encourage students to explore AmoureuxHouse.org further to learn more about Pelagie. Each group will create a timeline of Pelagie's life using information from AmoureuxHouse.org and primary documents. They will then insert significant historical events surrounding Pelagie's life into their timeline. Students should note on the timeline positive and negative events in Pelagie's life and in U.S. History.
Closure:
After completion of the timeline, students should write down questions about Pelagie's life that remain unanswered.
Day #3: "A Visit to the Amoureux House"
Required Materials:
* Secondary resource packet
* Project information sheet
* Group grading sheet
* Signup sheet
Anticipatory Set (Lead-in):
Have students stand on the porch and imagine Pelagie's life as a freed woman in a time when freedoms were limited for her race. (For those students who aren't able to visit the Amoureux House, go to THE HOUSE section of AmoureuxHouse.org and explore the house virtually). Appling what students learned yesterday, ask them what freedoms Pelagie experienced? What hardships did she experience?
Lesson Plan Procedure:
* If available, have students physically visit the Amoureux House for a short tour/presentation recapping Pelagie's life.
* Have students recall the freedoms Pelagie experienced as well as the hardships.
* Ask students why they think she is an important figure in Ste. Genevieve and nationwide.
* Hand out secondary resource packet.
* Hand out information on their project.
* Brainstorm with students for the rest of the class period.
Closure:
Students should break into groups of two or three to brainstorm about what project they intend to do. Then have them present this decision on the signup sheet so that the event organizers know what project the students chose.
Assessment and Notes
Plan for Independent Practice
Students may independently research more about the Amorueux House. This may entail learning more about the families that lived there or about the significance of architecture of the
house. Students may also conduct additional research on Pelagie via AmoureuxHouse.org.
Assessment Based on Objectives
Students will be assessed on participation in the tour/presentation at the Amoureux House, and the quality of their project.
Connection to other Subjects
This lesson can be connected to other subjects including language/communication arts, political science, civics/government, and French classes.
Adaptation and Extension
This lesson may be adapted for those students unable to visit Ste. Genevieve or the Amoureux House by going to THE HOUSE page on this site. Students can also choose to conduct research about their own family or the history of their communities. Armed with historical information, analytical thinking, and research skills, students may want to trace their own family roots.
Missouri State Standards Addressed:
Show Me Standards (Missouri): Days 1-3
SS 3a: Knowledge of continuity and change in the history of Missouri and the United States.
* Analyze Missouri History as it relates to major developments of US History including
1. Exploration and settlement
2. Mid 1800s (conflict and war)
3. Urbanization, industrialization, post-industrial societies.
SS 6l: Knowledge of relationships of the individual and groups to institutions and cultural traditions.
Analyze how the roles of class, ethnic, racial, gender, and age groups have changed in
society, including causes and effects.
SS 7: Knowledge of the use of tools of social studies inquiry (such as surveys, statistics, maps, and documents).
7a: Distinguish between and analyze secondary sources and primary sources.
7f: Interpreting maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art and artifacts.
CA – Information Literacy
A. Develop and apply effective research process skill to gather, analyze and evaluate information.
B. Locate and use primary and secondary sources.
Relevant United States History Standards for Grades 5-12:
* Era 2: Colonization and Settlement (1585-1763)
o Standard 3C-The student understands African life under slavery.
* Era 4: Expansion and Reform (1801-1861)
o Standard 2D-The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.
o Standard 3B-The student understands how the debates over slavery influenced politics and sectionalism.
* Era 5: Civil War and Reconstruction (1850-1877)
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Resilience and Your Health
Resilience and Your Health is a program designed to assist you in learning and practicing the skills and attitudes of resilience so that you can better manage your health and navigate the healthcare system. The program provides the opportunity to practice these skills and attitudes as you attempt to manage these challenges and the healthcare system.
Table of Contents
1. Introduction and Purpose.
3. So how prepared are you to deal with a medical challenge/crisis? Take your own inventory.
2. Ten skills and attitudes that can increase resilience.
4. Post-traumatic growth? The Post-traumatic Growth Inventory. Have the bad things that happened in your life made you a stronger person?
6. Learn to be an effective communicator and maybe even a storyteller.
5. Some things to do before a medical crisis/challenge.
7. Learn to practice gratitude.
9. Learn to calm down: The art of self-regulation.
8. Become a better problem solver.
10. Develop and follow a plan for building your resilience.
12. Change your thinking: Don't be a catastrophic thinker.
11. Some things to unlearn.
13. Stop being a pessimist: Examine the way you explain events in your life.
15. Dealing with a disaster in your community.
14. Learn to avoid thinking traps.
16. Resilience and young people.
18. Use of the program.
17. Apply what you have learned: 20 questions.
I. Introduction and Purpose
Life has no shortage of personal challenges and disasters, some small, such as a minor car accident, or some major, such as a serious illness or disability. The program that follows contains information about the skills and the attitudes of resilience. Resilience is the ability to manage adversity in your life, to bounce back. It is not a trait that is inherited. But research has shown repeatedly is a set of skills and attitudes that create mental toughness and it can be learned and applied in dealing with both life's minor and major challenges. Just as we know that reinforcing a bridge may make it stronger and less likely to be washed away by a flood, we know that reinforcing an individual's coping skills, their resilience, can make it less likely that they will be overwhelmed, washed away, in the same flood.
In the healthcare field, we have known for many, many years that the attitude that a patient takes in confronting an illness or a disability will play a major role in the patient's recovery. We also know that the skills and the attitudes that we apply in dealing with life's challenges on a daily basis can have a major impact on our health, either positive or negative.
We know that individuals handle adversity in many different ways and that the different approaches and strategies that they make use of have been learned and shaped by the culture, society and family system in which they grew up and of which they are a part.
The program was written and designed by Ron Breazeale, Ph.D., a clinical psychologist, and Richard Lumb, Ph.D., an educator and researcher. The program is based on their work and is also based on the research and practice over the past 30 years of other psychologists, physicians and professionals, such as Dr. Martin Seligman. We would encourage you to spend time with the program. Here are 10 of the common skills and attitudes that resilient individuals often share.
II. Ten Skills and Attitudes that can Increase Resilience
1. Being connected to others and being able to communicate well with others and problem solve both individually and as a team is one of the most important skills of resilience. Relationships that can provide support and caring are one of the primary factors in resilience. Having a number of these relationships both within and outside of the family that offer love, encouragement and reassurance can build and support resilience. Being able to communicate well with others and to listen and problem solve as part of a team is part of this factor. Developing new friendships and working as a team member within your community are two ways to build your resilience.
3. Being able to make realistic plans and take action to carry them out. Being able to see what is, rather than what you would like is a part of this skill. Being proactive rather than reactive, assertive rather than aggressive or passive are all components of this skill, e.g., taking a Red Cross course in CPR or First Aid.
2. Being Flexible By definition it is a key component of resilience and one of the primary factors in emotional adjustment and maturity. This requires that an individual be flexible in his thinking and his actions, e.g., trying something new, e.g., a new treatment, routine.
4. Being able to manage strong feelings. This requires being able to take action without being impulsive and responding out of emotion and being able to put emotions to the side when clear thinking and action are required. Being able to use thinking as a way of managing one's emotions is a key component of this skill, e.g., when angry or hurt, thinking before acting.
6. Being able to find purpose and meaning. Being able to make sense out of what is happening and to find meaning in it is critical if one is to be able to manage the feelings that are aroused in a crisis. Spiritual and religious practices are often a component of this factor, e.g., acting on your values and beliefs.
5. Being self-confident. Having a positive self-image is critical if a person is to be able to confront and manage fear and anxiety in his/her life, e.g., helping someone else.
7. Being able to see the big picture. This factor is often closely aligned with #7 and #5. Optimists in general are better able to see the bigger picture than pessimists. They are more likely to see good and bad events occurring in their life being temporary rather than permanent. This, too, will pass. They are also more likely to see events having a specific impact on certain areas of their life rather than having a pervasive impact on their entire life or their future. And last of all, they are less likely to blame themselves or someone else for the hard times. Optimists avoid the blame game, e.g., hold yourself and others accountable without the emotional dose of blame.
8. Being able to appreciate and use humor appropriately. Whether humor is "sick" or "dark" often depends on the setting. Laughter may have healing powers, e.g., if you're not feeling well; watch a funny movie.
10. Being able to care for others physically and emotionally. Occupations and volunteer activities that involve caring for others can often build resilience, e.g., volunteer in a shelter or a food bank.
9. Being able to take care of yourself, e.g., diet, exercise, financial "health," etc. First responders and health care professionals are often major offenders in this area. We often assume that the rules do not apply to us, but they do, e.g., make a SMART Plan for exercise. (See link to SMART Plan)
From "Duct Tape Isn't Enough": Survival Skills for the 21st Century, Module I, pages 4 and 5.
III. So How Prepared are You to Deal with a Medical Challenge/Crisis? Take your own inventory
Ask yourself the following questions and write down the answers. Seeing things in black and white is different from simply thinking about them or even talking about them. This exercise is for you. No one will see what you've written unless you wish to share it with them. Letting a friend or a family member read and discuss with you what you've written may be helpful. You decide.
1. What events have I experienced in my life that have been extremely stressful for me? A natural disaster like a tornado or hurricane, a personal disaster like the death of a spouse or child, a house fire, divorce, bankruptcy, job loss, illness, disability?
3. Did I ask others for help or did I go it alone? How did going it alone work for you? If you asked for help, who helped you through these hard times?
2. How have I managed these events? How did I deal with my feelings? Did I avoid talking about what was happening? Did I allow myself to discharge the feelings about the event? Did I think about significant others in my life and how they had dealt with similar crises?
4. Who have been the role models in my life for dealing with adversity? What did I learn from them?
6. How was I, personally, impacted by 911? After 911, did my attitude toward others who were different from me by religion or race change? If so, how?
5. Have I helped others through bad times? Did helping them help me? How?
7. Have I thrown myself into work or other activities as a way of coping with hard times? Was this helpful? What was the upside and what was the downside?
9. During hard times, was I able to use my head? Able to think clearly and problem-solve in a crisis? Did my ability to think help me to manage my feelings, specifically the fear and the anger that may come up in a time of crisis?
8. What have I learned about myself and about others from managing difficult situations? How has the global financial crisis affected me?
10. How did adverse events in my life change my way of thinking about myself and about the world I live in? Am I a stronger person for having gone through a life crisis? How?
From "Duct Tape Isn't Enough: Survival Skills in the 21st Century. Module II, pages 6 and 7.
IV. Post-traumatic Growth and The Post-traumatic Growth Inventory Have the bad things that have happened in your life made you a stronger person?
Tragedy and adversity can change an individual. Traumatic events can create post-traumatic stress disorders and other problems, but they also can produce growth and positive change. The information that follows from the American Psychological Association includes an inventory called "The Posttraumatic Growth Inventory" and references information about the concept of post-traumatic growth.
The Post-traumatic Growth Inventory
It is strongly recommended that you allow some time to pass from the hardship or tragedy you experienced before you use this inventory. Also keep in mind that it may take time to experience change in the areas addressed by this exercise: relating to others, appreciation of life, new possibilities, spiritual change and personal strength. People often show growth in some areas but not in others, and rarely show growth in all areas at a given time.
Take the online version of the Post-traumatic Growth Inventory at the American Psychological Association's website
Please note: Information contained in this exercise should not be used as a substitute for professional health and mental health care or consultation. A licensed mental health professional such as a psychologist can assist people in developing an appropriate strategy for moving forward. It is important to get professional help if you feel like you are unable to function or perform basic activities of daily living as a result of a traumatic or other stressful life experience. Learn more information about posttraumatic growth: A complete report about the development of the PTGI can be found in the article, "The Posttraumatic Growth Inventory: Measuring the Positive Legacy of Trauma" by Richard G. Tedeschi, Ph.D., and Lawrence G. Calhoun, Ph.D., in the Journal of Traumatic Stress, July 1996, Volume 9, pages 455-471.
Character Strengths
Still interested in learning more about yourself?
Here's a link www.viacharacter.org to a free survey that will help you to look at your character strengths. This survey is well researched and meets the basic requirements for validity and reliability. It has been used by Seligman and others as part of their resilience training programs.
V. Some things to do before you have to deal with a medical challenge or crisis
a. Encouraging people to talk: Basic Communication Skills
If people are to talk with you and share information, especially if they are to say things that may be difficult to say or for you to hear, they need to know that they are connecting with you. They need encouragement! If you meet their attempts to communicate with silence, or if you assume the attitude of an interrogator, you will not put other people at ease and you will not encourage them to tell you what you need to know.
To be effective in understanding another's perspective and helping them through a difficult time, e.g., a diagnosis of cancer, you need to do things which show interest and genuine concern. Here are some examples you can use to encourage other people to talk, especially in a crisis when people are upset and angry:
1. Use neutral expressions, such as, "I see," "Go on," "I understand," "Yes. "
3. Try "echoing" or slightly rephrasing what the person has said. For example: You are talking with your best friend about his wife, and he says, "I feel since the diagnosis she's changed a lot!" You might say, "Changed?" It is very important to avoid trying to give advice to people at this point. Your advice is not going to be very good since you really don't understand what is going on. Avoid being the cross-examiner or the fault-finder or focusing on trivialities. Keep the conversation focused on present issues, the things that can be resolved. Unfortunately, people often have a very hard time fighting fairly and sticking with the central issues. People love to digress into trivialities and play one-upmanship games.
2. Nod your head or smile.
4. Ask good questions of people. Unfortunately, people often don't know how to ask good questions. When we're talking with someone, we need to ask open-ended questions that encourage them to talk. For example: "What happened?" or "What are you going to do now?" But very often we ask questions that have yes or no answers that don't encourage discussion or we ask people "why" questions. Unfortunately, when we ask "why" questions, we are often encouraging people to become defensive and to try to come up with some reason to justify their behavior. The reality may be that they simply don't know why. We could spend the rest of the evening talking about "why" when "why" really isn't that important and is not going to lead us to a solution to the problem.
5. Get down to the details. If you are trying to find out what is happening in a medical crisis, be specific. One of the major blocks to communicating in a crisis is the inability of people to describe exactly what was said or done by another person. Being able to accurately describe what happened is often essential to being able to understand a very tense and complex situation.
Being specific requires that you focus on observable actions of others without making value judgments or interpretations of what they meant. As a society, we love to talk in generalities. We often accuse people of behaving in a certain way because of a motive or a value that we believe is hidden behind their behavior. It can be important to look at people's motives, but at this point in the process, that is not your goal. Your goal is to try to understand what is happening and what people did and said. A frequent mistake made in dealing with a crisis situation is our tendency to react to the accusations or generalizations that others may make or to the interpretations that others may add to another person's behavior and not to the facts, i.e., the clear, observable actions of others.
6. Reflect back to them what they are saying. This is a technique frequently used by counselors. It's a way of helping people hear themselves and understand what they are saying. Very often people need to say things out loud and they need to hear other people's reactions in order to find their way.
When you reflect back what a person is saying, you are not simply trying to say the same thing with different words. It is not a slick use of language that you are trying to achieve. You say back to the person what his/her statement meant to you. This gives the person you are talking with an opportunity to hear themselves, to hear your impressions of what they are saying and to correct you if the impression that they are giving is not accurate. It is also another way of letting people know that you care about what they are saying and that they matter to you.
Your friend may make a general statement that you respond to with a specific statement. For example, she may say, "I can't eat anything I like since I was diagnosed with diabetes," and you may respond by saying, "You liked certain vegetables? You mean you can't even eat those now?" Sometimes your specific statement may be humorous and may encourage your friend to look more realistically at the situation that she is confronting.
The reverse may also be true. Your friend may list the things that she hates about her new diet and you may respond my making a general statement, like, "It sounds like there's nothing on your diet that you really like."
What your friend is saying may also bring to mind an example that you believe reflects what she is talking about. For example, your friend is saying that she has been hesitant to go out to restaurants since she was diagnosed with the diabetes. You recall that she turned down an invitation from you and your family to try a new restaurant that had just opened. You may want to mention this example.
7. Another way of helping someone get things out and talk is to use a technique called "Checking it out." This technique involves describing what you perceive the other person's feelings to be. By doing this, you are telling the other person that what they feel is important and you are asking the other person to tell you if you understand them. The way to use this technique is to describe the other person's feelings as accurately as you feel you can. You must do this without making value judgments. It is not helpful to tell a person that they should not feel the way they feel. Leave value judgments until later and give them only if your friend or family member asks for them.
Unfortunately, past experiences and personal issues often get in the way of listening. Sometimes it is important that you invite the other person to tell you whether your description of their feelings is accurate or not. If they tell you that it is inaccurate, try to accept this. It is not a good idea to pretend that you are a mind-reader and that you "really know how they feel." You may not, and by saying that you do, you are not being helpful to the other person. If they are to come to understand how they feel, they need to have the opportunity to feel their feelings and not to have to accept value judgments about what they should or should not be feeling.
Here is an example of two friends talking about an overdue mortgage payment:
Jim: The damned banks! They've got plenty of money!
Tom: Boy, you sound really upset at the bank.
Jim: Look, man, I don't have the money to pay the mortgage payment this month and the bank is threatening to foreclose on the house. I know we've been behind some, but this is ridiculous. I've always paid my debts. I don't know how the hell I'm going to be able to send the kids to college at the rate I'm going.
8. A very effective technique that most of us don't practice very well in a tense situation: "Silence." As the word implies, it means saying nothing. It is not a technique that tends to relax other people or that is especially relaxing for us to use when we're feeling anxious. Many of us like to talk when we're feeling tense. Silence requires that we say nothing, verbally or nonverbally.
Tom: Seems like you're worried about sending your kids to school.
Being silent is not a good idea for a situation that can turn violent or for a situation in which the person you are dealing with is angry with you. It tends to make other people more uptight and more anxious because it places the burden of talking on them and removes it from you.
Silence is a good approach to use with people to encourage them to talk more when your verbal attempts are not working. When used skillfully, silence can convey concern and interest on your part. It can encourage the silent person you're talking with to talk, to go beyond yes or no answers, and it can also keep you from having to take sides in a conflict. For example, if two friends are having an argument and want you to give your opinion as to who is correct, silence may be an excellent response.
9. Be a Good Listener. Here are some things you can do to be a good listener.
Effective communication is one of the keys to building resilience and maintaining balance in your life. Communication is the foundation upon which we build our lives. It is the way in which we understand others and the way in which we attempt to get other people to understand and know us. If we do not communicate clearly and directly with others, we will not understand and we will not be understood.
Many of the situations that we deal with on a daily basis are complicated. Very few are black and white. The other person usually has their side of things, their story, and their way of looking at things. If we don't take time to really understand what they are saying or how they see things, we usually are not going to be very effective in dealing with them or with any problems that arise in our relationships with them. There are very few pat solutions that one can simply apply to a problem. We need to understand what we are confronting and the only way that we are going to do that is by effectively communicating with those around us.
For many of you the skills that are presented above are ones that you make use of each day in your work. They are basic "interviewing" skills. Unfortunately, many of us put these skills away when we leave work and do not apply them to the world outside of work. In particular, we may not listen well. We may be tired of listening. We have been listening to people all day. When we are tired or angry and upset, it is difficult to listen to someone with whom we are angry. But if we are going to find a solution to the problems that we are dealing with, either at work or at home, we have to talk and we have to listen in order to find out what is happening.
V. Some things to do before you have to deal with a medical challenge or crisis b. Learn to practice gratitude
Here's an excerpt from Rita Schiano's new book, Live a Flourishing Life.
Psychological research finds that people's happiness levels are remarkably stable over the long term. A possible explanation comes from studies in the psychology of gratitude. Yes, you read that correctly – being thankful just may be the secret to happiness.
Emmons & McCullough (2003) cited that people who were in the gratitude condition felt fully 25% happier – they were more optimistic about the future, they felt better about their lives.
The words "gratitude" and "grace" share a common Latin origin – gratis, meaning "pleasing" or "thankful." When you are in a deep state of gratitude, you may feel the presence of grace. Reflect on this. As we become more mindful of the present moment, we begin to recognize the things around us that we may have taken for granted. Recall for a moment how Anne LeClaire paused to watch two cider ducks dive in the water; how that moment gave her a connection and reverence for nature, for the beauty that surrounded her each day, and how she began to think about the many things for which she was grateful. (p. 48)
Learning to practice gratitude is one of life's most valuable lessons. As Aristotle taught us, all virtues have value and the virtue of gratitude helps to increase feelings of satisfaction with our lives and keeps us from falling into the excess of a greedy or entitled frame of mind.
There are many simple, yet powerful, ways to practice gratitude on a daily basis.
* Thank, separately, both the cashier and the bagger at the grocery store.
* Send a hand-written thank you note when you receive a gift, however small.
* Make "thank you" a common phrase in your vocabulary.
* Keep a gratitude journal (a sample is provided in PDF format for you to download and use). Each night write 1-3 things for which you were grateful during the day.
Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to Clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past,brings peace for today, and creates a vision for tomorrow.
~ Melody Beattie
References
Emmons, R.A. and McCullough, M.E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389.
Schiano, R. (2011). Live a flourishing life. Stubridge, MA: Reed Edwards. Available online at ritaschiano.com
V. Some things to do before you have to deal with a medical challenge or crisis c. Become a better problem solver
Problem-solving skills are a basic resilient skill. Make a solutions chart.
Solutions Chart
10. Issue or problem that you are confronting. Clearly state and define the component parts of the problem. Be specific.
12. Who are the people that can help you solve the problem? List names and telephone numbers, e-mails of individuals who might be of help to you or who might know someone who could help you solve the problem.
11. Potential solutions. What are probable solutions? Be as open-minded as you can.
Frequently update this chart as new information and changes take place. This could become a way of tracking how you are overcoming an issue or a problem that you are confronting.
We have provided a version of the Solutions Chart to download and print out - PDF.
V. Some things to do before you have to deal with a medical challenge or crisis
d. Learn to calm down: The art of self-regulation
Keeping yourself calm will help you to think more clearly and deal more effectively with any type of crisis you confront. Most of us don't know how to do this very well. The process of keeping ourselves calm is called self-regulation.
To be in control of our lives, we must be in control of our bodies. To do this, we must be aware of what our body is doing. When we are stressed to the point where our nervous system is overwhelmed, our body becomes disregulated. Our blood pressure, instead of coming down as it should after the stressor has passed, stays up, as does our heart rate and respiration. We may continue to sweat, our pupils may remain dilated, and we still feel like eating nothing, since digestion remains stopped. The sympathetic nervous system, which is part of the autonomic nervous system, continues to be in control. Our muscles remain tight and we remain hypervigilant. To calm down, we must put the parasympathetic system back in control.
To do this, we must first of all be aware of our body enough to realize what is happening to us and what we need to do to calm ourselves. To ground ourselves again.
Our connection with others can help us to do this by helping us to normalize our experience. To realize that other people indeed – all human beings – react this way when stress comes on too fast and there is too much of it. To realize that our nervous system has been overwhelmed and become deregulated and that we must regain control quickly if we are not to be traumatized.
Self-Regulation Exercise
As Genie Everett, Ph.D., RN, points out in her trauma first-aid program, stress does not equal trauma. We can learn to ground ourselves and to put the rational mind back in control, but we need to have learned how to do this long before the potentially traumatic stressors occur. We need to be aware enough of our bodies and our reaction to stress to realize what we can do to calm ourselves and ground ourselves, and we need to practice these calming responses before we need them so that they are put into muscle memory and are there for us when the car accident occurs, when the boss tells us we're fired, when the terrorist attack occurs. One size does not fit all. For some of us, this may mean taking control of our breathing so that we slow it consciously and make it deeper. For some of us it may be rocking or shaking, or crying, or yawning, or focusing our mind's eye on a color or a scene. Or putting our hands together or touching our heart. Whatever it is, we need to know it before we need it, and we need to have practiced using it. Resilience means that we need to be in control and that unless we are attempting to escape from the jaws of a saber-toothed tiger, it is usually better if our rational mind rather than our reptilian brain is in control.
Would you like to learn more about how other people have dealt with tragedy and adversity in their lives? Watch these excerpts from "Daily Heroes," Volume I.
If you watched the videos, you can see that storytelling is a great way to learn and teach the skills of resilience. The first training sessions on resilience occurred thousands of years ago when the first human beings sat down around a campfire and talked about their lives. We would encourage you to consider telling or writing your story. Sharing your story with others may be a way of building your resilience and teaching others these skills and attitudes. Writing a story down may also build resilience, since putting things down in black and white can help people to better understand the situation that they have confronted and the way in which they dealt with it.
In the Maine Resilience Program we have used storytelling as one of the primary tools in teaching the skills and the attitudes of resilience. Learn more about the Maine Resilience Program here.
Reaching Home
Reaching Home book coverWe use a novel, Reaching Home, as one of our primary tools in teaching the skills and attitudes of resilience. A novel is one of the best ways to teach these attitudes and skills since the average person requires 12 to 14 hours to read a novel. This time is often spent over weeks or months and frequently in the late evening before falling asleep. The reading is usually seen as enjoyable with the reader often identifying with one or more of the characters in the story.
In Reaching Home you take a trip into the future. Your first stop is in the year 2042. Your tour guide is a young fisherman who has discovered a manuscript written by his grandfather. With the help of his mother, he has assembled it into the story of his grandfather's life in the year 2013.
As you read the novel, you can observe how the characters in Reaching Home either apply or do not apply the skills and attitudes of resilience to the situation they confront. In many cases, the characters will fail to use these skills or will choose to do things that will make a bad situation worse. The process of reviewing the chapters and answering the questions gives you the opportunity to practice the skills and attitudes of resilience and to begin to integrate these skills and attitudes into your life.
Lee, the young fisherman's grandfather, is the main character in this story. He transcends the typical notions of how heroes look and act. He has never made peace with the South he grew up in as a child, without a left hand or with a prosthetic hook that he wears or the nuclear industry he blames for his disability. He returns to the Southeast to research material for a book that he is writing. While there, an explosion occurs at one of the Department of Energy Plants, and Lee is caught up in the ensuing disaster and implicated in what is mistakenly believed to be a terrorist plot. He manages to escape from the detention center.
Much of the story focuses on his journey back to Maine and the unlikely allies he meets along the way. Now on the radar of federal agents tracking a terrorist cell in Boston, Lee is arrested before he can reach home. He is offered a deal: Help the federal agents foil the plot and avoid prosecution. To reach home, Lee must confront his fears and question his perceptions of good and evil.
The story is divided into four parts: Book I – Fear, Book II – Flight, Book III – Fight, and Book IV – Hope. Each book is followed by a synopsis of the chapters in the book and specific questions regarding the characters in the story. These are followed by the author's comments.
Your journey ends as it began in the year 2042. The epilogue written by the young fisherman reflects the future that we may not want to create for our children and grandchildren. The future can be different from that of the story if we, as a society, choose to make it so.
Information about purchasing your own copy of Reaching Home
V. Some things to do before you have to deal with a medical challenge or crisis
e. Develop and follow a plan for building your resilience
As we have pointed out, duct tape, although an important part of a preparedness kit, is not enough. Building resilience long before it is required is something you should be thinking about and doing on a daily basis. It can certainly help you to lead a longer and healthier life. So as you develop and write your plan for building resilience, ask yourself the following questions:
1. How can I strengthen and build my connection to others? A support network is critical to adapting well to difficult times. What does your support network look like?
3. How can I improve my planning and decision-making skills? Do I need to work on being more decisive?
2. How should I change my thinking? Can I become more optimistic? More into seeing things in my life as temporary, both good and bad, rather than permanent? More into seeing things that happen as having a specific effect on certain areas of my life rather than having a pervasive effect, good or bad, on my life in general? Less into playing the blame game, blaming myself or others for adverse events while remaining accountable?
4. How am I taking care of myself each day? Diet? Exercise? Financial health? Getting things done today rather than putting them off to tomorrow?
6. How can I practice flexibility on a daily basis? Flexibility, being able to try in a different way, is a key element of resilience.
5. What can I do to feel more confident and self-assured? Self-confidence is one of the best buffers against anxiety.
7. What are my goals for the future?
Develop SMART Goals
SMART goals are:
* Specific: What exactly are you going to do?
* Measurable: How will you and others know when you have reached the goal?
* Attainable: Are you capable of reaching the goal? Do you have the ability? The resources? Time?
* Realistic: Are you willing to commit the time, resources, etc., to reaching the goal?
* Time-specific: Exactly when are you going to start? What is your time frame? When should the goal be reached?
Goals can push us and pull us forward, especially in bad times. You need to be persistent in trying to reach your goals, but not rigid. Ask yourself how you would change your goals if your life suddenly changed due to illness, death of a loved one, a national crisis or a natural disaster.
We have provided a version of My Plan for Building and Maintaining My Resilience available to download and print out - PDF.
VI. Some things to unlearn before a disaster or a crisis
a. Change your thinking: Don't be a catastrophic thinker
Catastrophic thinking can be defined as ruminating about irrational worst-case outcomes. Needless to say, it can increase anxiety and prevent people from taking action in a situation where action is required. This can be especially true in a crisis situation.
Here is an example. You have just had your annual physical which includes blood work. Your physician's nurse calls to ask you to come back in and meet with the doctor regarding the results of the blood work. She tells you that the doctor will explain his reasons. Here is an example of how it works. for wanting to talk with you. You are worried. You begin to think about all the possibilities. At least the negative ones. It may be your prostate. You may have prostate cancer. You'll probably have to have surgery and be off from work for some time. Things are difficult at work right now. You may lose your job. If you lose the job, you will not be able to pay your mortgage and may lose the house, etc., etc.
Here's another example. Your wife has a routine mammogram which reveals a small mass in one of her breasts. Her physician recommends that she have a biopsy during the next week. You are worried. You're concerned about how your wife will react to this. What if it is breast cancer? You both work full time and share the care of your two children. She may have to stop working for some time. This will make things very difficult financially for the family. You could fall behind on the mortgage payments and lose the house, etc., etc.
Catastrophic thinking needs to be disputed. In order to do this, you must first identify the thinking for what it is, an irrational, worst-case scenario. The second step in the process of dealing with catastrophic thinking is to identify best-case possibilities. In the first case, you have never had any difficulty with your prostate, and there is no history of prostate cancer in your family. Your physician's examination of your prostate during the physical revealed no enlargement or other indications that there might be a problem. In the second case, your wife has no family history that would increase the likelihood of her having breast cancer. She takes good care of herself. The lump may be benign. Many are.
The third step is to look at these best-case possibilities and identify whether or not they are most likely outcomes. In order to do this, you must control your fear and be able to think in a rational fashion. Weighing the evidence and facts available to you, you need to develop a realistic contingency plan for coping with the situation. In the first example, this means scheduling an appointment with your physician to find out what his concerns are. You have no evidence at this point in time that the news will be bad. If it is, you can keep in mind that you have accumulated some sick leave, that your insurance coverage is good, that you have a short-term disability plan and that your older kids live nearby and could help out. In the second example, you need to wait for the results of the biopsy rather than jumping to conclusions. You may want to keep in mind that your wife and you have been through difficult times before, that you have family nearby who could help out if need be, etc., etc. Once you have more evidence and facts, you can begin to weigh them and develop a realistic contingency plan for dealing with the situation.
In the Master Resiliency Training Program for the U.S. Army that Dr. Seligman and his colleagues have developed, the emphasis is placed on soldiers addressing these issues at a later time and place so that they can focus on and discuss these worries and persistent negative thoughts.
Catastrophic thinking needs to be managed, not discounted. There is often much to be learned from these persistent negative thoughts which may relate to old beliefs and core values which may drive emotional reactions and generate fear. These "icebergs," as Seligman refers to them, need to be examined to determine how meaningful, accurate and useful they are to the individual in the present situation they are confronting. Flexibility in being able to question and change these beliefs and values is often the key to managing catastrophic thinking.
b. Stop being a pessimist: Examine the way you explain things
We learn to explain the things that happen to us in this world primarily by listening to and observing how others explain the world. Our "explanatory style," as Seligman has labeled it, can determine whether our perspective is one of being an optimist or a pessimist. If we assume that both good and bad events are permanent, we are more likely to react with dejection and depression, especially when the good things go south. On the other hand, if we assume that both good and bad events are temporary, that all things will pass, we are more likely to feel optimistic and positive about our world. If we assume that one good event or bad event can make everything good or bad, we again are more likely to feel dejected and depressed, especially when the one good event, e.g., getting the promotion or the new job, doesn't make everything in your life better. On the other hand, if we keep a healthy perspective, we assume that both good and bad events have a specific impact on our lives but do not change everything, we are more likely to be optimistic regarding the present and the future.
And last of all, if we assume when bad things happen that somebody must be blamed, that "somebody" may be ourselves. At the least, we may spend a good deal of time and attention trying to determine who caused the problem. This doesn't mean that we shouldn't be accountable for what we do or that we shouldn't hold other people accountable for their actions. Blaming is account-ability, but with a huge dose of negative emotion attached to it. Negative emotion is seldom helpful in managing or dealing with difficult situations.
Permanence, pervasiveness and personal blame are three thinking patterns that in general do not work well, especially in difficult situations. A couple of other patterns of faulty thinking are "conformation bias, accepting only information and data that support your current beliefs." "Don't bother me with the facts." And dichotomous thinking, e.g., all or none thinking in which events are either black or white. In general, these are faulty thinking patterns that we can change. They are thinking traps that undermine our resilience.
c. Learn to avoid thinking traps
Hill (2001, pp. 65-66) and others have described in some detail these thinking traps. They include:
1. Over-generalization. This is a tendency to view a single temporary event as a general permanent of affairs. We often use the words "never or always" when that simply is not an accurate description of what has occurred.
3. Exaggeration or magnification. This is the proverbial "making the mountain out of the molehill."
2. Jumping to conclusions. We jump to making a judgment about a person or a situation when all the facts aren't in.
4. Minimization. We may discount or minimize either the positive or the negative elements of a situation. We may minimize our accomplishments or we may discount the potential risk that a situation may present.
5. Emotional reasoning. We assume the way we feel is the way things really are. We do not look at the situation objectively or take in to account that others may see it differently.
Would you like to learn more about yourself? The skills and the attitudes of resilience of resilience are part of a broader side of skills and attitudes that re known as emotional intelligence. If you would like to learn more about emotional intelligence, Goleman's 1998 book, Working with Emotional Intelligence, is an excellent resource.
References
Goleman, D. (1998). Working with Emotional Intelligence. New York, NY: Bantam.
Hill, K.L. (2001). Framework for Sports Psychologists: Enhancing Sport Performance. Champagne, IL: Human Kinetics.
VII. Dealing with a disaster in your community
A natural disaster such as a hurricane or a tornado or a man-made one, such as a toxic spill or a terrorist attack can create a series of personal disasters for you and your family. The Federal Emergency Management Agency (FEMA) and the Red Cross have created a number of websites (see below) that can provide you with information of how you can prepare for these events. We would encourage you to link to these cites that describe how to put together a Go Kit or Ready Kit. We would encourage you to follow their advice.
We would encourage you to develop a plan for dealing with a potential disaster, such as a fire in your home. The plan would include answers to such questions as, Where will you meet outside the building? In the event of a disaster such as a tornado or hurricane, family members may be separated, how will you know they're okay? Who will you check in with?
* Ready America - Make a Plan External link - opens in new window
* Family Emergency Plan (FEP) PDF - requires plugin
* FEMA: Are You Ready? External link - opens in new window
* Emergency "Go" Kit Your Emergency Supplies and Your Documents List PDF - requires plugin
* More "About That Kit" Financial Emergency First Aid Kit PDF - requires plugin
* Family Home Disaster Plan and Evacuation External link - opens in new window
Practicing the skills and the attitudes of resilience before they are needed in a disaster is just as important as putting together a plan and a Go Kit. We would encourage you to do both.
VIII. Resilience in young people
Growing up, like the rest of life, can have its problems. Children and young people have their struggles and conflicts with friends and family and their disappointments and frustrations. The death or serious illness of a family member, divorce, their parent losing a job, all of these are stressors that impact all family members. In addition to these stressors, September 11th, Hurricane Katrina and the Great Recession can take their toll on our youth.
Research shows that most young people can work through these problems, even the more traumatic ones, and adapt well over time. The key is resilience. The skills and the attitudes that make resilient children can be learned. Developing and maintaining these skills and attitudes is an ongoing process.
The American Psychological Association (APA) has created a number of resources for parents and teachers to assist them in teaching the "Fourth R": Resilience.
The materials that have been created focus on strategies to help kids to over-come adversity, to "work well, play well, love well and expect well." They also provide some tips for handling traumatic events in the news and for helping your child to handle life's problems. There are even some tips for teacher resilience. To connect with these resources, follow these links:
* Resilience Guide for Parents and Teachers
* Resilience for Teens: Got Bounce?
IX. Apply what you have learned: 20 Questions
In the exercise that follows, you will have an opportunity to apply the skills and the attitudes of resilience and the information that you have been provided regarding preparing yourself and your family to deal with a crisis.
Choose ten questions from the 20 provided below. Take an opportunity to think about what you would really do in the situation described. Not what you should do or what other people think you should do.
Apply the skills and the attitudes of resilience. Record your answers.
Seeing things in black and white is different from simply thinking about them or even talking about them. No one will see what you have written unless you wish to share it with them.
Letting a friend or a family member read and discuss with you what you have written may be helpful. You decide.
20 Health Questions
1. You have an appointment with a new primary care physician. How would you prepare for the appointment and conduct the appointment?
2. You have been scheduled for a medical procedure that you have had before and find painful and extremely stressful. How would you prepare for this appointment? What skills and attitudes would you utilize before, during and after the procedure?
3. You are a caregiver to your spouse who is an extremely brittle diabetic. What skills and attitudes of resilience do you utilize in being able to care for your partner and yourself?
5. You are being taken to the hospital emergency room after nearly passing out at work. You are dizzy and nauseated. What skills and attitudes of resilience do you utilize en route to the ER and after arriving there and being examined by an ER physician?
4. You are scheduled for elective surgery. The procedure is considered by your physician to be a minor one. How do you prepare for this surgery? What skills and attitudes do you utilize before, during and after the surgery?
6. You have survived a bout with cancer and have been cancer free for the last 2 years. On a routine follow-up examination, your physician, after conducting a number of tests, suggests a biopsy of a suspicious mass. What are the skills and the attitudes of resilience that you will utilize in dealing with this situation?
8. You know you should lose weight. How would you apply the skills and the attitudes of resilience to weight loss?
7. You are scheduled for what is considered to be major surgery. The procedure that you are having may last at least 2 hours. The physician tells you that your chances of survival are good. What are the skills and the attitudes of resilience that you will make use of in approaching this situation and in recovering from the surgery?
9. You hate exercise but know that you do not get enough and that this will have a negative effect on your health. How do you apply the skills and the attitudes of resilience to get into a regular routine of exercise that is realistic and specific?
11. You have difficulty sleeping quite often during the week. You are hesitant to take sleeping medications. How would you apply the skills and the attitudes of resilience in dealing with your problems with sleep?
10. You seem to be losing your temper a lot lately. How would you apply the attitudes and skills of resilience to managing your temper?
12. You find it hard to relax. Your spouse/partner tells you you feel on edge frequently. How could you apply the skills and the attitudes of resilience in dealing with this issue?
14. A hurricane is approaching the community you have lived in most of your life. Your home may be severely damaged or destroyed. What would you do in the time, one to two days, before the storm strikes? Describe the skills that you would use in preparing for the storm's arrival.
13. You have a tendency to deal with problems by burying yourself in your work. You often avoid things that you know you should deal with by doing this. How would you apply the skills and the attitudes of resilience to changing this old habit?
15. You live in a wooded area. The threat of fire is high. Rain is not predicted. Fire crews are battling a fire a mile from your home. You have not been advised to evacuate your home yet. What would you do?
17. You receive a call from the assistant principal at your child's school informing you that your child has been suspended and the police contacted after a prescription bottle for oxycodone with your name on it has been found in your child's possession. What would you do?
16. Work is not going well. You've just ended a relationship you had been involved in for the last year. You're feeling pretty depressed. How would you deal with this?
18. You find yourself becoming increasingly dependent on the pain medication that you were prescribed after breaking your ankle. The pain is better, and your physician has indicated that he
will not renew the prescription for the medication. You consider possibly buying the medication on the street. What would you do?
20. Your elderly father recently had a car accident. You have known for some time that he shouldn't be driving and have told him this. The accident was minor, but this was his third in the last 2 years. How would you utilize the skills and the attitudes of resilience in dealing with this situation?
19. After losing a job you like, you have had to take a job that you have learned to hate. You have no choice in terms of whether you work or you don't. How would you deal with this situation utilizing the skills and the attitudes of resilience?
X. Use of the program
Statements or descriptions in this program are for information only. This program is not intended to be a substitute for professional advice. The user shall be solely responsible for determining the adequacy of this program and the application of this material shall not be subject to any implied warranty of fitness for that purpose.
No part of this program may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, photo-copying, recording or otherwise without written permission of the publisher, BB USA, except by a reviewer who may quote brief passages in a review.
For information regarding permission to use the program, please write to us, Permissions Department, BB USA, 205 Ocean Avenue, Portland, Maine, 04103, or e-mail us at email@example.com. In your letter or email please indicate the name of your organization, individual or agency, your address, both snail mail and e-mail address, a telephone number and a contact person, and please briefly state how you plan to use the program. We would be happy to work with you in tailoring a specific program to your website or to your Public Education Program.
© 2016 Ronald Breazeale, Ph.D. - All Rights Reserved
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CRITERIA FOR SELECTION
NOTES ON THE ADJUDICATION PROCESS FOR ARTISTS AND ADJUDICATORS
Since visual art is visual communication, your instincts will be alert to which works communicate to you. Note this, and then inquire how much this communication has to do with the work and how much has to do with your personal vision. If you are a single adjudicator, this is the most challenging aspect of your job!
The process of adjudicating works of art is much like the process of teaching art – each adjudicator, as each educator, brings to this process his/her own experience and bias. Whether we admit to a bias or not, this is simply a human trait. In order to fully address each work you are presented with, begin by addressing your own position, recognizing and laying aside your personal bias.
Many adjudicators are artists who have spent many years developing a personal vision. They also have, though the study of the history of visual art (visual communication), acquired an aesthetic judgment. Both personal and historical visions are skills, which serve the adjudication process!
In approaching adjudication, both the heart and the mind work together. It matters little from which point you begin. The marriage of the two can create an equitable decision.
Technically, works are assessed on their demonstration of technical skill, adept manipulation of the media and of the elements of design (drawing, color, light, space, composition). Note in which pieces these skills and elements work together to create a strong communication. These are the works to keep in mind in the final analysis.
It is not necessarily the mastery of skills that is the mark of excellence in a work of art. It is essential to keep a balanced eye – one, which considers skill as a vehicle towards expression, and not the expression itself. Keep an eye open for what may at first appear simple or naïve, but may contain the heart of what matters – communication.
Each artist who has exhibited and joined the critique process furthers his/her development, recognizing that art is not only a product but also a process!
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