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Ann's The Four Queston Topic Selecton Strategy Scientfic Inquiry Investgaton
1. What materials or things are readily available for you to conduct experiments on-brainstorm a list? Put a star by the one that you think looks the most promising to do an experiment on.
Chemistry
*PlantsAnimals
Soil
Dog
Human Behavior
2. How do the Plants respond or act to change?
3. What are some things you can change to afect the response or accon? ?elect one and this will become your independent variable. You should only have one here.
Get taller,
Produce fowers and fruit (more or less)
Get bushy
Turn different colors of green
Stop growing Die
Responds to things in their environment(music)
Change soil type
Amount of light
Amount of water
Fertilize
Produces more or less fruit or fowers
After doing some research Ann decided on adding a microbial soil enhancer to see if it improved jalapeno pepper productionn
4. How can you measure or describe the response or accon of Plants to the change? This will become your dependent variable(s). You may have several here.
number of peppers, health of plant quality of peppersn
5. You can now write your research quescon or problem from the items you selected above.
Ann's research question was: How will adding different concentrations of a soil microbial enhancer affect the production of jalapeno pepper plants? | <urn:uuid:e0293f41-4a5f-415e-90df-9582f547b4fc> | CC-MAIN-2019-22 | https://www.sefhouston.org/assets/11.-ann_s-4-question-topic-selection-strategy.pdf | 2019-05-26T10:03:56Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00457.warc.gz | 943,155,245 | 300 | eng_Latn | eng_Latn | 0.997098 | eng_Latn | 0.997098 | [
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Sunday March 22, 2020 – Children's Lesson "God's Grace Is Amazing"
2 Corinthians 12:7-10
[With your family, read 2 Corinthians 12:7-10 and talk about how God uses hard times in your life.]
Paul's Hard Situation
The Apostle Paul was an incredible preacher who was being used by God to do many incredible things for the Lord. He was able to share the great news of Jesus with people all around the known world. Many people were being saved and looking for Jesus because Paul was obeying God's plan for his life.
However, Paul had a "thorn in the flesh." Have you even been poked by a large thorn or briar that become stuck in your sick or even cut you? They hurt! And if they are left "stuck" in your skin they become very uncomfortable and painful.
Paul's "thorn in the flesh" was not an actual thorn or briar from a plant, but it was evidently some kind of physical problem that brought him pain and/or discomfort in his life. It was evidently something that was constant or permanent in his life because he asked God three times to remove it from his life!
Our Situation
Sometimes there are things in our lives that we do not like or make it harder to do the things we always do. Sometimes, we find that seemingly these things make it harder to obey God! Whatever the problem might be in our life, we use it as an excuse to not obey or follow God! We believe that we are unable to obey God, or not strong enough to do the things God wants us to do.
God's Solution To Paul's Situation
God's answer for Paul was not to give Paul want he wanted. Instead, God told Paul that His grace was sufficient. What is grace? It is God showing us his goodness even though we do not deserve it! For Paul, that meant even though the thorn was painful, God's grace would bring him through it all!
Whatever your problem is, God's grace is enough to bring you through it! We should certainly pray for God to help us! He may fix the problem; and that is always awesome! However, he also might say I need you to keep this problem for a while because I am using it to help you grow! But I will get you through it!
What Paul Learned
Paul stopped asking God to take away the "thorn" and instead praised and thanked God for the thorn! Why would he do that? Paul learned that when he had a problem, God was always there to help him. Paul learned that he was weak, but God was strong!
God wanted to help him in every area of life and was able to! Paul's thorn helped him remember that truth and encouraged him to keep obeying and following the Lord!
The hard things, frustrating things, sad things, confusing things in your life today can remind you that although you do not know what to do, God always does! If we trust Him, He will lead us every day in our lives! God is so good to us. He loves us so much! We can have great joy even in hard times because God is using those things to bring us to Him! | <urn:uuid:2774ba1b-b055-4a08-9aba-9ae05b320213> | CC-MAIN-2020-16 | https://www.tsbtonline.com/df_media/W1siZiIsIjIwMjAvMDMvMjEvMTAvMzUvMzQvNGNhNWY4MGQtY2JmYy00N2NjLWExNWQtOGM2YjgzOWViYzk2L0NoaWxkcmVuIExlc3NvbiAxLnBkZiJdXQ/Children%20Lesson%201.pdf?sha=2d5d7c4f3083989a | 2020-04-04T18:11:53+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00380.warc.gz | 1,185,668,211 | 662 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.998558 | [
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Safety in the Laboratory
Before the experiment
Before starting any experiment, make sure you have adult permission and (if required) adult supervision. Then:
1. Tie hair back (if needed).
2. Don't wear loose clothing, eg, tie or unfastened jacket. Roll up sleeves if they are too floppy.
3. Don't take food into the lab.
4. Make sure you have pens, paper, and all the equipment and chemicals likely to be needed for the experiment. This means that someone needs to know what you're going to be doing.
On this last point, Luke 14:28-30 is applicable.
[28] "Suppose one of you wants to build a tower. Will he not first sit down and estimate the
cost to see if he has enough money to complete it? [29] For if he lays the foundation and is not able to finish it, everyone who sees it will ridicule him, [30] saying, ʻThis fellow began to build and was not able to finish.ʼ
During the experiment - behaviour
1. Be sensible - no running, wrestling, pushing, shoving, etc, and no being silly with equipment or chemicals.
2. Do experiments away from young children and animals.
3. Wear safety glasses or goggles whenever appropriate.
4. Do not wipe face with hands, chew nails, pick nose, etc.
5. Do not crowd each other.
During the experiment - dealing with chemicals and equipment
1. Use small quantities.
2. Put the lid on chemical containers after removing the amount of chemical you need.
3. Do not sniff or taste chemicals to try to recognise them. Some of them are highly toxic. (This guideline will not apply to some experiments, like measuring how much salt is required to be able to taste salt water. The whole point of that experiment is to taste it.)
4. Use meths or bunsen burners with plenty of ventilation. We don't want to poison or suffocate ourselves.
5. Blow out the meths burner as soon as you have finished using it so you don't accidently reach across the top of it. It's easy to relight but burns can be hard to heal.
6. Do not pick anything up without examining it first. It may be really hot, or even poisonous to touch.
7. If passing something to another person make sure they're paying attention before they accept it. If passing a hot test tube, make sure they realise it's hot and will not try to hold it in their hand.
8. Do not put hot test tubes or beakers in cold water. They will crack. We don't want broken glass and we want to use them later.
9. Do not leave test tubes lying on a bench or table, as they could roll off and break. We don't want to stand on broken glass and we want to use the test tubes and our feet later.
10. Move stuff around as little as possible, especially liquids like water and acids.
11. If any substance is spilled, clean it up immediately. Do not use your clothing to clean up a spill. Some chemicals can stain and some are very corrosive so they could eat holes in your clothing. Your parents might not be happy about that.
After the experiment
1. If chemicals are particularly toxic do not put them down the sink. (Hopefully this won't apply to any chemicals we'll be using.)
2. Ensure chemical containers, including test tubes still being used, have their lids on firmly. (Unless the experiment requires not to, like measuring evaporation rates.)
3. Clean all used equipment. Dispose of broken equipment carefully.
4. Return all equipment and chemicals to storage away from young children and pets.
5. If food was used in an experiment throw it out. Do not eat it or return it to the original packaging. (This guideline will not apply for experiments that only involved food, in a clean environment.)
6. Wash hands. | <urn:uuid:83d20297-18d0-4e1e-8331-094af6e2f416> | CC-MAIN-2020-16 | https://www.hometutoring.co.nz/chemistry/pdfs/safety.pdf | 2020-04-04T18:54:09+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370524604.46/warc/CC-MAIN-20200404165658-20200404195658-00380.warc.gz | 953,760,724 | 810 | eng_Latn | eng_Latn | 0.999204 | eng_Latn | 0.999204 | [
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NEPAL WIRELESS PROJECT
PROVIDING COMMUNITY WI-FI IN REMOTE AREAS OF NEPAL
A Nepal Wireless Cell Tower. Photo courtesy Nepal Wireless Networking Project
EXECUTIVE SUMMARY
Nepal Wireless Networking Project is a social enterprise that provides connectivity to villages in Nepal through community Wi-Fi projects. Since 2001, it has connected over 200 rural hamlets in Nepal to the Internet. In late 2015, the team helped connect 12 villages in earthquake-affected areas. It is pioneering a 'Smart Village' to provide the various benefits of connectivity such as easy access to online education, government services, health services and smart trekking routes to communities. Nepal Wireless is also implementing pilot project for the deployment of a community-based hybrid wireless network using TV White Space and WiFi spectrum in remote valleys around Manaslu Himalaya and Dhaulagiri Himalaya region in 2016.
Keywords: community network, TVWS, rural, Nepal
1
CONTEXT
Nepal is a landlocked country with over 70 percent of its population in rural and remote areas. The terrain in the country is highly mountainous, which creates multiple challenges in the deployment of telecommunications infrastructure in many parts of the country. The country has relatively low mobile broadband penetration, at 25 percent for a population of over 28.5 million people. In addition, as of 2016, there is only a 1.2 percent penetration rate for fixed broadband subscriptions. The country is also one of the poorest countries of the world, with income per capita at a mere US$ 730.
Although Nepal is one of the poorest countries in the world, internet has become widely available across the country as a result of the many cyber cafes and public internet access spots (approximately 1100) located around the country. Additionally, there are over 40 internet service providers, with the most popular being Nepal Telecom, United Telecom, and Ncell. The minimum monthly internet cost, offered by Nepal telecom, is US$ 8.70.
| Population (UN, 2015) | 28,440,629 | Fixed broadband subscriptions (%) (ITU, 2016) |
|---|---|---|
| Population density (people per sq.km) (UN, 2015) | 193.24 | Mobile cellular subscriptions (%) (ITU, 2016) |
| Median household income (Gallup, 2006-2012) | US$ 2,718 | Individuals using the Internet (%) (ITU, 2016) |
| Education (Mean years of schooling) (UNDP, 2013) | Male: 4.2 Female: 2.4 | Individuals using the Internet by Gender (%) (ITU, 2016) |
PROJECT DESCRIPTION
Nepal Wireless started as an effort to bring a telephone line and an Internet connection to the Himachal Higher Secondary School in the Mygadi district of Nepal in 1996. After overcoming an environment of political strife, stringent government regulations, as well as technical challenges and financial constraints, the first project was completed in 2002. The project's locations – mostly rural and isolated areas – are often inhabited by indigenous subsistence farmers. There are marginalized or socially disadvantaged groups living in these isolated villages of the Himalayan regions of Nepal.
By 2008, Internet connections had been provided to community centers, schools and clinics in 42 villages, with plans to expand to at least 19 more. In 2016, over 200 such villages have been connected to the Internet and had access to a whole host of services including telemedicine, online education, and online banking services.
The Nepal Wireless Project uses 2.4 GHz and 5.8 GHz frequencies to connect the villages, relay stations and base stations. Most of the network backbone is connected using Motorola
Canopy radios at 5.8 GHz due to high reliability and to avoid signal interference. Last-mile connectivity uses wireless Ethernet (802.11b/g standard) radios at 2.4 GHz, which is cheaper and compatible across various manufacturers. In Mygadi, for instance, the system has two relay stations to forward the wireless signal to a base station and Linux server facility in Pokhara, the nearest city with Internet access, with a connection to a hospital in the city. Users at the school use Internet on desktop computers and laptops.
The Internet connectivity is used to provide teaching and telemedicine services to the villagers. While dependent on the distance of a village from the relay and base stations, most connections provide a minimum bandwidth of 1 MBp/s in the local network, which allows for video conferencing facilities. At the telemedicine clinics, doctors use a network camera that can be controlled remotely.
The project charges a service fee to rural communication centers to ensure sustainability and cover the operating and maintenance costs of the network. The management structure allows community organizations to make their own decisions to run their communication centers and the system is deployed with active participation from local governments and youth from the communities.
| Technology | WiFi in the 2.4 and 5.8 MHz band | Training |
|---|---|---|
| Year program started | 2002 | Cost to users |
| Geography | Mountainous, harsh terrain | Total cost of program |
| User profile | Over 200 villages | Associated Organizations |
PROGRESS AND RESULTS
The Nepal Wireless Networking project has connected 200 hamlets in remote, rural and mountainous areas in Nepal. The populations in each of these villages vary from a few hundreds to a few thousands. This connectivity provides villagers with vital information for trading their produce in local markets. Many villages now provide online booking in trekking areas for tourists. Nepal Wireless has established a mechanism for online money transfers through different local agencies in rural areas, which benefits tourists and mountaineers.
There are also educational and health benefits that stem from providing connectivity to these rural hamlets. Telemedicine services at eight rural clinics now connect patients in remote villages with Kathmandu Model Hospital, Skin Hospital, and Pokhara Om Hospital for expert care. Teleteaching provides children in rural schools with multimedia educational content on the Internet.
Nepal Wireless has also partnered with several international organizations and has established weather stations for real time weather monitoring to assess the impacts of climate change over a long period.
CHALLENGES
Geographical Barriers— Some rural communities do not have access even to a cellular signal, and Internet provisioning for rural areas is economically cost intensive for traditional telecommunications service providers.
Lack of Access to Power— Because of their isolation, some of the villages do not have access to an electricity grid. Instead, the relay stations use alternative sources such as solar and hydroelectric energy.
Lack of availability of equipment –Equipment for deploying community infrastructure in rural areas of Nepal is often sourced from outside the country, owing to a low manufacturing base for such components within the country. This causes delays, and increases costs of deployment.
NEPAL WIRELESS'S SUGGESTIONS FOR FUTURE PROJECTS
Innovative approaches are needed for deployments in rough terrains – Low-cost wireless networks can be used in harsh and remote locations to provide internet access to dispersed communities in mountainous regions
Leveraging community partnerships aids sustainability –Strong community support is essential to sustainable connectivity, as well the provisioning of other types of community services such as telemedicine and school networks.
Local capacity building can lower maintenance costs in the long run – Strong local capacity building efforts in ICTs leads to a cadre of local experts who can provide technical assistance in maintaining the network in the long term.
SOURCES
Pun, M. (2016, October 6) Personal Interview. | <urn:uuid:6aeb2fda-ccca-4298-87e5-760580a817aa> | CC-MAIN-2019-22 | http://1worldconnected.org/wp-content/uploads/2018/02/Nepal-Wireless-Networking-Project-Nepal.pdf | 2019-05-26T09:44:24Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00457.warc.gz | 823,511 | 1,586 | eng_Latn | eng_Latn | 0.994615 | eng_Latn | 0.997327 | [
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Learning from Earthquakes
The Mw 6.6 Earthquake of April 20, 2013 in Lushan, China
This report is based on two accounts from EERI members. Marshall Lew, AMEC, Los Angeles, CA, made a one-day visit on May 28 th to Lushan County of Ya'an City in Sichuan Province in southwestern China; Yu Xiao, urban planner, College Station, TX, paid a two-day visit to the same area in early June. Because Lushan County was one of the 41 severely damaged areas in the 2008 Wenchuan earthquake, the main goal of Xiao's field visit was to determine whether lessons from the previous quake are being used to guide emergency management, temporary shelter/housing, and recovery planning. After her visit, she received updates from contact persons in China.
Introduction
A moment magnitude Mw 6.6 earthquake (USGS) struck Lushan County at 8:02 am local time on April 20, 2013. The county is about 130km west of the city of Chengdu in southwestern China (see Figure 1). It has a population of over 110,000 and the main township has a population of about 20,000. There were more than 200 fatalities and over 11,000 injured.
Seismic and Geotechnical Aspects
The focus was relatively shallow, about 12.3km below the surface. The causative fault was the Longmenshan fault. This is the same fault that caused the Mw 7.9 Wenchuan earthquake of May 21, 2008; however, the Lushan earthquake is not an aftershock of the previous event as it ruptured a portion of the fault not ruptured then. The epicenter was in the Longmenshan mountains, where the fault is in a zone of active tectonically related thrust faults that form the boundary between the high Tibetan Plateau to the west and northwest and the Sichuan Basin lowlands to the east and southeast. The mountain front is known for its extremely steep rise from an elevation of about 600m in the basin to about 6,500m in the mountains over a horizontal distance of about 50km.
As in the Wenchuan earthquake, there were many landslides and rockslides that damaged and blocked roads and highways in the mountainous terrain. During the emergency and recovery period, traffic had to be regulated through roads restricted to one-way traffic; this resulted in long round-trips as sometimes circuitous routes were required to return to the starting point.
Structural and Lifeline Damages
From observations in Lushan, the damages appeared similar to those in the Wenchaun earthquake, although on a smaller scale and much more limited in area. It is reported that the damage in Baoxing, higher in the mountains than Lushan, was more severe. After the 2008 quake, a new town was constructed in Lushan (see Figure 2), and the damages there were far less severe than in the old town.
In the old town and the mountain villages, the construction was largely brick and mortar (see Figures 3 and 4), and it performed poorly. The government buildings in the new town, built to modern code, generally sustained less damage (see Figure 5).
Figure 4. Examples of damage to conventional brick and mortar construction
Electrical power, telecommunications and water service were interrupted by the earthquake. It was reported and observed that there was damage at power facilities and water treatment facilities. The underground water system was damaged and above-ground pipes provided water service at the time of writing. Mobile telephone service is being provided with mobile cell towers ("cell on wheels").
Emergency Management
According to government officials from Yaan City and Lushan County, the emergency response after the Lushan earthquake was a great improvement from the uncoordinated and chaotic responses following the Wenchuan quake. After 2008, emergency management offices were added as part of the standing government structure of all levels of local governments to better manage emergency situations. Lushan County's emergency management office has one fulltime staff. Also after 2008, government agencies made emergency response plans and conducted regular drills: for instance, in May of 2012, Sichuan Province conducted a provincialwide emergency response drill, and Yaan City conducted a drill in response to a hypothetical Ms7.0 Earthquake.
The state monitors seismic activities and holds regular consultation meetings on potential hazards. In March of 2013, seismic abnormalities were observed in Shaotong, Yunan Province, and Lushan was identified as a potential earthquake impact area. On March 18 th and19th, the Lushan County Earthquake Bureau checked the condition of emergency communication equipment in the county's villages and towns. In early April, the county and its communities purchased emergency supplies such as satellite phones, walky-talkies, generators, flashlights,
tents, and food. Between April 13 th and 19th, the county inspected all the emergency preparations.
The earthquake hit the next day and, owing to the emergency response preparations and drills, the emergency response was well-coordinated and generally effective. Government employees reported to the pre-arranged emergency meeting places immediately after the quake. Within one hour of the quake, the Lushan County Emergency Management Headquarters was established and its sign was erected at the entrance of the main road to receive outside assistance. Within a little over one hour, helicopters arrived to make an initial assessment of the extent of earthquake damage. Within two hours, Sichuan provincial government officials arrived in the earthquake zone. By 3:00 pm, the first press release about the earthquake was made and the first external responders began arriving. Power and water were restored in parts of the urban areas on the same day and restoration progressed in the following few days.
Because of landslides, the road from Ya'an City to Lushan County was not easily passable. Military and medical teams were allowed to enter first to save lives. To control the situation and coordinate assistance, all news reporters and volunteers were asked to report to the Emergency Management Headquarters before they went to other locales. A hotline was set up for the public to report un-registered reporters and spontaneous volunteers.
Damage assessment started one week after the quake. All urban housing stock and more than 30,000 rural houses were assessed within a little over one month. About 150 outside experts came to help with the damage assessment. Village officials had been trained to perform damage assessment on rural residential housing. Damage was evaluated in four levels: Asu No Damage; Bsu Require repair; Csu Require reinforcement, temporarily unusable; and Dsu Require comprehensive reinforcement or demolition, occupation forbidden.
Temporary Shelter/Housing
Tents were used as temporary shelters for disaster victims. Besides the county's emergency reserve, tents from the Ministry of Civil Affairs, Sichuan province and other sources arrived shortly after the quake. In rural areas, individual blue tents can still be seen standing beside damaged residential buildings everywhere (see Figure 6). In urban areas, tents were placed in a few concentrated areas, such as in and around Lushan County Sport Stadium, in parks, and on school playgrounds (see Figure 7). Tents were also placed in the courtyards of work units and along several roads in the new district constructed after the Wenchuan earthquake. The concentrated tent areas are fully functional neighborhoods. They are equipped with police and fire stations, radio stations, medical clinics, offices for legal services, temporary neighborhood associations, public libraries, and temporary Communist Party branches. NGOs, such as psychological consultation centers, are also present at these tent neighborhoods. Residents are required to register at the neighborhood association offices.
Figure 6. Temporary shelters in surrounding villages
Figure 7. Concentrated tent neighborhood at the Lushan County Sport Stadium
Modular wooden structures were considered as temporary residential housing, but not adopted because of their high costs and negative environmental impact. One of the lessons learned of the Wenchuan quake was that, once occupied by wooden structures, farmlands can not be restored to productive agriculture. Wooden structures have been only parsimoniously used for government offices, banks, schools, and other public service facilities (see Figure 8).
Figure 8. Wooden structures make up the public health system headquarters
The government ordered the tents in the urban areas to be torn down by June 15th and in the rural areas by June 30th. To facilitate the transition in the rural areas, the government has paid 3000 RMB per household for villagers to build temporary housing on their original housing sites using readily available and recycled materials. Villagers were given technical assistance on how to build these temporary houses that they expect to occupy during the 2-3 year reconstruction period. In the urban areas, the government encouraged the residents to live with relatives or rent temporary houses. At the time of the visit, nothing was known about whether wooden structures will be provided for those who have nowhere to go.
By Mid-July, most of the tents were torn down in the urban areas although villagers were allowed to keep some tents in which to store goods. About seven residential structures, all in the new town area, were completed and allocated to disaster victims, with more to come (see Figure 9). Residents who moved into these houses do not receive additional funds for temporary housing.
Figure 9. Board houses under construction for disaster victims
Recovery Planning
The Yaan City Earthquake Bureau hired a company part of the Institute of Geology, China Earthquake Administration, to map fault lines underneath the Lushan Earthquake disaster impact area. The fault line mapping results will feed into the recovery master plan. The draft report of the fault line mapping was completed by the end of June and the final report is expected to be completed by the end of July, 2013.
The China Academy of Urban Design and Planning (CAUDP) was charged to draft the postearthquake recovery master plan. Lushan County, Yaan City, and Sichuan Province are all involved in this planning process by providing information, identifying projects, and negotiating funding. Public participation in the planning process, if any, was merely symbolic. The government posted announcements on walls and broadcast in moving vehicles that the general public should stop all reconstruction efforts so that the recovery can take place in accordance with the official recovery plan.
Regardless of this order, some businesses had already completed the repairs of their stores and some were in the process of getting the repairs done. Notwithstanding the government planning and provision of technical assistance, the familiar problems of bad construction practices and low-quality materials remain, especially at the local level (Schiavenza, 2013).
Overall, people seem to be satisfied with the government policies on emergency management, temporary housing, and recovery. They believe that CAUDP will make a good plan for them and Lushan will rebuild to be better than before. The recovery master plan was issued by the State Council on July 6th. The recovery area was divided into four types of sub-zones: population concentration zones, agricultural development zones, ecological protection zones, and disaster avoidance zones. The disaster avoidance zones appear to be quite linear, which may correspond to the major fault lines.
On July 15th, the State Council announced financial assistance plan for earthquake recovery: the central government will provide 46 billion RMB to Sichuan province in the next three years, of which 15 billion RMB is earmarked for ecological repairs, geological disaster mitigations, and industrial development. On July 19th, Sichuan Province announced a pair-assistance program through which six undamaged cities in the province will assist six severely damaged districts. The total assistance should amount to 0.5% of each city's 2012 fiscal income.
References
Schiavenza, M., 2013. "Why Earthquakes in China are so Damaging." The Atlantic, July 25: http://www.theatlantic.com/china/archive/2013/07/why-earthquakes-in-china-are-sodamaging/278092/
The Guardian, 2013. "Deadly Earthquake Hits South-West China." April 20: http://www.theguardian.com/world/2013/apr/20/earthquake-china-yaan-sichuan | <urn:uuid:30ec3d40-2fc2-4cbc-bfcd-914c8d6064f8> | CC-MAIN-2019-22 | https://www.eeri.org/wp-content/uploads/Lushan-China-Earthquake-Report.pdf | 2019-05-26T09:59:55Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00460.warc.gz | 763,051,059 | 2,600 | eng_Latn | eng_Latn | 0.995319 | eng_Latn | 0.998748 | [
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Goodway Nursery School
Play Policy
Date policy adopted:
Signed:
Chair of Governing Body
Goodway Nursery School provides a welcoming, stimulating and secure environment where children and families from all backgrounds and cultures are valued.
We respect children's rights, listening to children and putting their needs at the heart of our work. Our inclusive school community works together to promote equality, encouraging and supporting each child to develop their potential and sense of identity. We develop our children's curiosity and challenge them to achieve their best and become self-confident and independent learners. We are committed to safeguarding and promoting the wellbeing of all children, and expect our staff and volunteers to share this commitment.
Our School Values
Respect - respecting children's rights, treating each other with dignity and valuing each person's individual identity
Security - creating an environment where children feel safe, both emotionally and physically, building their resilience through secure attachments
Relationships - encouraging kindness and developing relationships where children and families are listened to and feel valued
Inclusion - creating an enabling environment where children and families feel a sense of belonging and ensuring equality of opportunity for everyone
Learning - reflecting on our practice together, co-constructing learning with children and
extending their learning by providing experiences that provoke curiosity and exploration
Empowerment - encouraging children to become confident and independent, equipping them to
participate in decision making, resolve conflict and make positive choices
The UN Convention on the Rights of the child
This policy is in accordance with the 1989 United Nations Convention on the Rights of the Child (UNCRC)
Article 12 (respect for the views of the child)
Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child's day-to-day home life.
Article 13 (freedom of expression)
Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
Article 14 (freedom of thought, belief and religion)
Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up.
Article 15 (freedom of association)
Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
Article 19 (protection from violence, abuse and neglect)
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Article 23 (children with a disability)
A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families..
Article 28 (right to education)
Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children's dignity and their rights. Richer countries must help poorer countries achieve this.
Article 29 (goals of education)
Education must develop every child's personality, talents and abilities to the full. It must encourage the child's respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
Article 31 (leisure, play and culture)
Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
Play Policy
(This policy relates to Teaching, Learning & Assessment Policy)
We believe that children learn best by actively pursuing their interests and ideas through exploratory play, supported by teaching staff who extend their learning, facilitating the child's process of creating and developing theories about the world.
Play allows children to explore ideas, feelings and relationships. They can take risks, make mistakes and try things out without fear of failure. Play supports healthy intellectual, emotional and social development in young children. It also supports the development of linguistic and representational abilities, as well as the development of metacognitive and self-regulatory skills. Children living in in cities can have a lack of access to natural and outdoor environments, and a growing culture of risk-averse parenting sometimes can lead to relative play deprivation.
EYFS Statutory Framework 1.9
'Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children's development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child's emerging needs and interests, guiding their development through warm, positive interaction.'
Aims and objectives
- A stimulating and effective environment where play is valued
- Opportunities for children to engage in free play, indoor and outdoors for the majority of their time during each day
- Teaching staff supporting children's learning during free play through skilled interventions such as resourcing and questioning
- A balance of adult-led activities and child initiated play
- Opportunities for parents and carers to share in play experiences at nursery and at home
Organisation and Resourcing
Resources are organised to enable children to make choices and take responsibility for putting things away. Children are encouraged to be independent learners, accessing resources for themselves, exploring, problem solving and combining them in different ways. A free-flow system, where children can choose to play inside or outside, enables children to be physically active, follow their own interests and make decisions.
Resources reflect a range of cultures and provide for the interests of all children.
Real resources from a variety of cultures are provided to support children in making a link with their home lives, and natural resources are provided to stimulate enquiry. | <urn:uuid:27b34017-a4ae-45a8-a7a8-8cef9160a7ab> | CC-MAIN-2019-22 | http://www.goodwayn.bham.sch.uk/images/image_gallery/large/1549279821.pdf | 2019-05-26T09:58:50Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00459.warc.gz | 267,462,430 | 1,279 | eng_Latn | eng_Latn | 0.991331 | eng_Latn | 0.995808 | [
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Goodway Nursery School
Anti-Bullying Policy
Date policy adopted:
Signed:
Chair of Governing Body
Goodway Nursery School provides a welcoming, stimulating and secure environment where children and families from all backgrounds and cultures are valued.
We respect children's rights, listening to children and putting their needs at the heart of our work. Our inclusive school community works together to promote equality, encouraging and supporting each child to develop their potential and sense of identity. We develop our children's curiosity and challenge them to achieve their best and become self-confident and independent learners. We are committed to safeguarding and promoting the wellbeing of all children, and expect our staff and volunteers to share this commitment.
Our School Values
Respect - respecting children's rights, treating each other with dignity and valuing each person's individual identity
Security - creating an environment where children feel safe, both emotionally and physically, building their resilience through secure attachments
Relationships - encouraging kindness and developing relationships where children and families are listened to and feel valued
Inclusion - creating an enabling environment where children and families feel a sense of belonging and ensuring equality of opportunity for everyone
Learning - reflecting on our practice together, co-constructing learning with children and extending their learning by providing experiences that provoke curiosity and exploration
Empowerment - encouraging children to become confident and independent, equipping them to participate in decision making, resolve conflict and make positive choices
The UN Convention on the Rights of the child
This policy is in accordance with the 1989 United Nations Convention on the Rights of the Child (UNCRC) Article 2 (non-discrimination) The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.
Article 8 (protection and preservation of identity) Every child has the right to an identity. Governments must respect and protect that right, and prevent the child's name, nationality or family relationships from being changed unlawfully.
Article 12 (respect for the views of the child)
Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child's day-to-day home life.
Article 13 (freedom of expression)
Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
Article 15 (freedom of association)
Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
Article 19 (protection from violence, abuse and neglect)
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Article 23 (children with a disability)
A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families..
Article 28 (right to education)
Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children's dignity and their rights. Richer countries must help poorer countries achieve this.
Article 31 (leisure, play and culture)
Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
(See Behaviour Policy)
Introduction
Bullying is any behaviour that is deliberately intended to hurt, threaten or frighten another person or group of people. It is usually unprovoked, persistent and can continue for a long period of time. It always reflects an abuse of power and is usually premeditated.
Bullying behaviour can include:
- Physical aggression, such as hitting, kicking, taking or damaging possessions;
- Verbal aggression, such as name calling, threatening comments, insults, racist remarks, teasing, sending nasty notes or making nuisance calls;
- Indirect social exclusion, such as deliberately leaving someone out, ignoring someone, spreading rumours about someone or about their family.
Racial, sexual or homophobic harassment involves the same kinds of behaviour directed against someone because of their cultural or ethnic identity, their gender or sexuality. Harassment is defined as any kind of unreasonable behaviour which alarms, distresses or torments someone else.
Aims
- To create an ethos in which bullying/harassment are considered to be unacceptable by all members of the community.
- To identify and deal effectively with incidents of bullying/harassment.
Bullying
Bullying is not tolerated, including homophobic and cyber bullying. Any incidents, including children or staff, should be dealt with immediately and recorded, including the parents in working with the children involved.
Bullying behaviour can be prevented through a combination of:
- Awareness raising about what bullying is and how it effects people
- Emphasising the important role that bystanders play in talking about bullying and how to safely challenge bullying behaviour.
- Encouraging users to manage their relationships constructively and assertively.
- Help to build an anti-bullying ethos in the school
- Staff will encourage openness and disclosure of incidents.
Strategies to Prevent Bullying:
1. Engage in problem solving every day and avoid labelling children
2. Recognize all the important skills children are mastering through problem solving, and be patiently persistent
3. Help children learn how to be friends
4. Balance limit-setting interactions by following up with several positive interactions
- Set limits clearly and positively
- After limit-setting, engage with the child in three or four positive interactions
5. Be a positive role model
- Keep your voice calm
- Use "I" statements when you are upset
6. Be proactive!
- Read and discuss books about problem solving and feelings
- Use the message board to talk about problems and solutions
- Use the word "problem" often
- Perform puppet shows about problems and feeling
Responding to bullying situations
Anti-Bullying Policy
There are five key things to remember when responding to a bullying situation:
- Never ignore suspected bullying
- Don't make assumptions
- Listen carefully to all accounts
- Adopt a problem solving approach
- Follow up shortly after intervention and some time after to check that the bullying has not returned.
Procedures to follow:
- When a bullying incident is identified it is important to make a record of who is involved, what happened and how it was followed up
- School staff are responsible for dealing with incidents of bullying, and these should be dealt with as soon as possible after the incident.
- All matters of bullying to be brought to the attention of the Head Teacher.
- Parents/carers to be informed
- Appropriate action will be taken.
- The victim to be informed that action has been taken.
- Support for the victim to be provided if necessary.
Equal Opportunities
This policy will be applied equitably to all users irrespective of ethnicity/gender/religion or special educational need.
Monitoring and Evaluation
A systematic collection of objective data will aid analysis and support appropriate action. The collated data will be scrutinised, as part of the school's self evaluation process in order to support planning to address issues raised. | <urn:uuid:b36c193d-c548-4687-ba37-c7bab344ca02> | CC-MAIN-2019-22 | http://www.goodwayn.bham.sch.uk/images/image_gallery/large/1549279733.pdf | 2019-05-26T09:57:41Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00459.warc.gz | 267,377,472 | 1,529 | eng_Latn | eng_Latn | 0.984472 | eng_Latn | 0.995992 | [
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Agriculture in Uganda
80% of the Ugandans are farmers. Their share of gross domestic product is around 40%. Fertile volcanic soils and sufficient rainfall guarantee good harvests. Nevertheless, most of the farmers grow food to feed their families (Subsistence agriculture).
The most popular foods grown include plantain (Matoke), rice, cassava and beans. The main export products are coffee, cotton, tobacco and tea, with coffee taking the majority share. You will commonly find the "Lake Victoria Perch" on the European fish counters as well as the Tilapia.
Related Links
Background information about Subsistence agriculture G
Background information about Tilapia or Lake Victoria Perch G
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Definitions and computation of main indicators
Food Security definitions and indicators
Food security exists when all people, at all times, have access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life. Food security is divided into three aspects: food availability, food access and food utilization.
1. Food availability is the quantity of food that is physically present in a country or area through all forms of domestic production, commercial imports and food aid.
2. Food access is the households' ability to regularly acquire adequate amounts of food through a combination of their own stock and home production, purchases, barter, gifts, borrowing or food aid.
3. Food utilization refers to: a) households' use of the food to which they have access, b) intra-household food distribution, and c) individuals' ability to absorb nutrients – the conversion efficiency of food by the body.
Food security is an outcome of the livelihood strategies adopted by a household. It includes the activities required for a means of living. The livelihood strategies are based upon the assets or capital available to the household, which include its human, social, natural, physical and financial resources. A livelihood strategy is sustainable when "it can cope with and recover from stresses and shocks and maintain or enhance its capabilities and assets both now and in the future, while not undermining the natural resource base." 1
A household is a group of people who share their resources in order to jointly provide for their basic needs, at a minimum their food consumption ("eating from the same pot"), on a daily basis. Following the definition of the National Institute of Statistics, a household is composed of a person or group of persons living together during at least 6 months and sharing at least one meal a day. The NISR definition also considers as a household member somebody new in the household who plans to stay there more than 6 months and people who return in the household after having been away a long time.
The head of the household is the person who runs the household and looks after those living in it. In order to qualify as a head of household, the designated household must be located at the person's home. However, if this person stays temporarily outside of the household for specific reasons (for example in jail) the person is still considered head of household.
Consolidated Approach for Reporting Indicators of Food Security (CARI) 2
The CARI is a standardized approach for assessing and reporting household food insecurity. When the CARI is employed, each surveyed household is classified into one of four food security categories. This classification is based on the household's current status of food security (using food consumption indicators) and their coping capacity (using indicators measuring economic vulnerability and asset depletion).
1 DFID (1999) sustainable livelihoods guidance sheet
2 For more information regarding the CARI refer to the publication: Technical guidance for WFP's Consolidated Approach for Reporting Indicators of Food Security (CARI)
The food security console (below) gives and overview of the indicators included in the CARI. It combines a suite of food security indicators into a summary indicator – called the Food Security Index (FSI) - which represents the population's overall food security status. The console's domains represent two key dimensions of food insecurity. The current status domain (top row of console) uses food security indicators which measure the adequacy of households' current food consumption. This domain is based on the food consumption score. The coping capacity domain (bottom half of console) employs indicators which measure households' economic vulnerability and asset depletion. This domain is based upon a combination of the livelihood coping strategy indicator and the food expenditure share indicator.
Table 1 Food Security Console
| Domain | | Indicator | Indicator score | | | |
|---|---|---|---|---|---|---|
| | | | 1 | 2 | 3 | 4 |
| Current status | Food consumption | Food consumption group | Acceptable food consumption | | Borderline food consumption | Poor food consumption |
| Coping capacity | Economic vulnerability | Food expenditure share | Low food expenditure share < 50% | Medium food expenditure share 50-65% | High food expenditure share 65-75%) | Very high food expenditure share >75% |
| | Asset depletion | Livelihood coping strategy categories | No livelihood coping strategies used | Stress coping strategies used | Crisis coping strategies used | Emergency coping strategies used |
| Food Security Index | | | Food Secure | Marginally Food Secure | Moderately Food Insecure | Severely Food Insecure |
Calculation of the CARI
Once all the available food security indicators in the console have been converted to a 4-point scale, the overall food security classification for a household can be calculated.
The steps to calculate the overall food security classification for a household are described below.
1) Calculate the 'summary indicator of Current Status' by averaging the household's console score (i.e. the 4-point scale scores) for available indicators in the Current Status domain (CS). In the case of the Rwanda CFSVA, the food consumption score alone will serve as the current status indicators and thereby not averaging is needed.
2) Calculate the 'summary indicator of Coping Capacity' by averaging the household's console scores (i.e. the 4point scale scores) for available indicators in the Coping Capacity domain (CC).
3) Average these results together: (CS+CC)/2.
4) Round to the nearest whole number (this will always fall between 1 and 4). This number represents the household's overall food security outcome.
The resulting four groups are: food secure, marginally food secure, moderately food insecure and severely food insecure. A description of the profiles of the groups can be found in the table below.
| Food secure | | Food secure |
|---|---|---|
| Marginally food secure | The vast majority of the marginally food secure have an acceptable diet although a considerable number of households use high share of their budget to cover food needs and sometimes engage in negative coping strategies in order to acquire enough food. | |
| Moderately food insecure | The moderately food insecure have significant food consumption gaps. They use a high share of their budget to cover food needs and the majority of households have to use negative coping strategies in order to make a living, although few use the more serious coping strategies. | Food insecure |
| Severely food insecure | The majority of the severely food insecure have a poor food consumption and the majority of households are using a very high share of their budget to acquire food. Almost half of these households have used one of the most serious irreversible coping strategies with the resulting risk of further deteriorating food security situation. | |
Indicators included in the CARI
Food Consumption Score (FCS)
The food consumption score is a food security indicator used widely across different countries and contexts to estimate the current food consumption among households. In the survey, households were asked what food items they had consumed in the past 7 days from a comprehensive list of food items.
The food consumption score (FCS) is a measure of:
* Dietary diversity: the number of food groups consumed by a household over a reference period of seven days
* Food frequency: the number of days food items from different food group are consumed and,
* the relative nutritional importance of the food consumed
The higher the FCS, the higher is the dietary diversity and the frequency of food consumed. A high food consumption score increases the possibility that a household achieves nutrient adequacy.
Calculation of the FCS
Food items are grouped into eight standard food groups where each food item belongs to one of these groups.
The consumption frequencies of food items of the same group are summed and frequencies above 7 are recoded to 7 (to reflect the maximum number of days in a week items from a food group is consumed).
The number of days food items from each food group is consumed is multiplied by a weight (see table below).
The Sum the weighed food group scores, creating the food consumption score:
xi = Frequencies of food consumption
ai = Weight of each food group
The FCS have two standard thresholds to distinguish different food consumption levels. The score of 21 is representing a bare minimum: the value comes from an expected daily consumption of staples (frequency * weight, 7 * 2 = 14) and vegetables (7 * 1 = 7). Below 21, a household is expected to not eat at least staple and vegetables on a daily basis and therefore considered to have poor food consumption.
The second threshold is at 35, and represents a daily consumption of staples and vegetables complemented by a frequent (4 days/week) consumption of oil and pulses (staple*weight + vegetables*weight + oil*weight + pulses*weight = 7*2+7*1+4*0.5+4*3=35). Between 21 and 35, households can be assumed to have borderline food consumption, meaning that they are vulnerable to become food insecure should a small decrease in their access to and availability of food occur. Households that score above 35 are estimated to have an acceptable food consumption consisting of sufficient dietary diversity for a healthy life.
Food expenditure share
Economic vulnerability is measured using the 'food expenditure share' indicator. This indicator is based on the premise that the greater the importance of food within a household's overall budget (relative to other consumed items/services) the more economically vulnerable the household.
The 'food expenditure share' indicator is constructed by dividing the total food expenditures by the total household expenditures. The denominator and numerator both include the value of non-purchased foods consumed.
By including both non-purchased foods and purchased foods within the overall food expenditure share estimate, the indicator considers households with different food access situations similarly. The measure of economic vulnerability is mainly concerned with how much (proportionately) of the household's total expenditures, is directed to non-food items. In other words, how big role does food play with respect to the consumption of other non-food items.
Households are divided into four groups according to the percentage of their budget that they spend on food:
Livelihood coping
The CARI uses the Livelihood Coping Strategies indicator as a descriptor of a household's coping capacity. The Livelihood Coping Strategies indicator is derived from a series of questions regarding the household's experience with livelihood stress and asset depletion during the 30 days prior to survey. Responses are used to understand the stress and insecurity faced by households and describes their capacity to cope with future food shortages. All strategies are classified into three broad groups, including stress, crisis and emergency strategies.
| Stress | Crisis |
|---|---|
| Sold household assets | Harvested immature crops |
| Sold more (non-productive) animals than usual | Consumed seed stock that were to be saved for the next season |
| Spent savings | Decreased expenditure on fertilizer, pesticide, fodder, animal feed, veterinary care, etc. |
| Purchased food on credit or borrowed food | |
Households engaging in routine economic activities that did not involve any of these strategies would be considered equivalent to food secure on this indicator.
Other food security indicators
Household dietary diversity score (HDDS)
The household dietary diversity score 3 is based on food items consumed the day before the survey grouped into 12 groups. The score is calculated by first adding the different food items to one of the twelve groups and then sum the number of groups. The score reflects from how many food groups food items were consumed the day before the survey with a minimum number of 0 and maximum number of 12.
3 For more information regarding the HDDS and WDDS, refer to the FAO guidelines for measuring household and individual dietary diversity
Women's dietary diversity (WDDS)
The women's dietary diversity score is calculate the same way as the HDDS, by simply adding the number of food groups consumed the day before the survey. However, the food items included in the score are slightly different.
| WDDS food groups | |
|---|---|
| 1 | Starchy staples |
| 2 | Dark green leafy vegetables |
| 3 | Other vitamin A rich fruits and vegetables |
| 4 | Other fruits and vegetables |
| 6 | Meat and fish |
| 7 | Eggs |
| 8 | Legumes, nuts and seeds |
| 9 | Milk and milk products |
| 10 | CSB |
This is an adjusted version of the WDDS. In the original WDDS guidelines, organ meat is in its own group and there is no separate group for CSB.
Nutrition definitions and indicators
Nutritional Security: is achieved when a household has a secure physical, economic and environmental access to a balanced diet and safe drinking water, a sanitary environment, adequate health services, and knowledgeable care to ensure an active and healthy life at all times for all its members.
Nutritional status: is the balance between the intake of nutrients by an organism and their expenditure in the processes of growth, reproduction, and health maintenance. Consequently, malnutrition is any condition caused by excess or deficient nutrient intake. The indicators used to assess the nutritional status of children aged between 6 and 59 months old in this survey were based on anthropometric measurements of the mid-upper arm circumference (MUAC) and Z scores of anthropometric indices (weight-for-height, weight-for-age or height-forage) with or without bilateral pitting oedema.
Anthropometric Measurements
The variations of the physical dimensions and the gross composition of the human body at different age levels and degrees of nutrition. Common anthropometric measurements include weight and length or height.
Mid-Upper Arm Circumference (MUAC): is a measurement of the circumference of the mid-upper arm and an indication of upper arm muscle wasting. MUAC is a common measure of child nutritional status that is fast, does not hinge on the accuracy of age reporting, and is quickly interpretable using a MUAC tape with colours for severe acute malnutrition (RED or a measurement <11.5cm), moderate acute malnutrition (YELLOW or a measurement between 11.5 - 12.5cm) and normal nutritional status (GREEN or a measurement of >12.5cm). MUAC is also used to measure wasting for pregnant women.
Weight-for-Height (wasting): an indication of the current nutritional status of a child and reflects recent nutritional intake and/or episode of illness. Severe wasting is often linked to acute food shortage.
Weight-for-age (underweight): a measurement that combines information from stunting and wasting. Children can therefore be underweight because they are stunted, wasted or both.
Height-for-age (stunting): a measure of linear growth, and as such, an indicator of long term effect of under nutrition not affected by seasonal changes.
Standard Deviation (SD) or Z score: is the measure of an individual's value (based on their anthropometric measurement) with respect to the distribution of the reference population, i.e., the deviation of the individual's measure (of weight-for-height, weight-for-age and height-for-age) from the reference median. To classify children according to the severity of the malnutrition, -2SD is classified as moderate malnutrition and -3SD is classified as severe malnutrition.
Cut off values used for the calculations of women malnutrition.
Infant and young child feeding practices (IYCF)
Indicators calculated from the IYCF module include the minimum dietary diversity, minimum meal frequency and minimum acceptable diet. This data was collected for children aged 6-24 months. 4
* Minimum Dietary Diversity: Consumption of 4 or more food items out of 7 food groups
* Minimum Meal Frequency: For breastfed children, 2 times if 6–8 months and 3 times if 9–24 months. For non-breastfed children, 4 times for all children 6–24 months
* Minimum Acceptable Diet: Meeting the requirements for both minimum acceptable diet and minimum meal frequency
4 For more information, refer to the WHO/UNICEF publication: Indicators for assessing infant and young child feeding practices
Livelihoods, coping and wealth definitions and indicators
Livelihood groups
Livelihoods are the resources used and the activities undertaken in order to live. The resources can consist of individual skills and abilities (human capital), land, savings, and equipment (natural, financial and physical capital, respectively) and formal support groups or informal networks that assist in the activities being undertaken (social capital). Livelihood strategies are activities and choices that people make, using their asset base, in order to achieve the most optimal livelihood outcomes. Such livelihood outcomes may include food security, general wellbeing, ensuring schooling for children, or being able to afford or access health services. A livelihood group is composed of people who utilize similar livelihood strategies.
For the CFSVA and Nutrition Survey 2015, households with similar main livelihood activities were grouped to reduce the number of livelihoods in the analysis. The groups were created primarily based on the main income generating activity of the household. Factors taken into consideration in the grouping were similarities in the nature of the activity in itself as well as similarities in per capita expenditure and different food security outcomes between households engaged in the different activities. Based on this information, households were classified in eight groups according to their main livelihood activity. In addition, those with agriculture as main activity were divided into purely crop-growing farmers and agro-pastoralists, getting at least 10% of their income from livestock. The group of agriculturalists was divided further, based on their level of expenditure, used as a proxy for income. Agriculturalists with an annual per capita expenditure less than 118,000 RWF (the national poverty line) were classified as low-income agriculturalists, while those with a higher annual per capita than 118,000 were classified as medium/high income agriculturalists. This resulted in ten final livelihood groups: (1) low income agriculturalists (2) medium/high income agriculturalists (3) agro-pastoralists (4) agricultural daily labour (5) skilled labour (6) formal/informal trade and petty trade (7) salaried work and own business (8) transfers/support/begging and (9) artisanal work and other activities.
Vulnerability
Vulnerability is "the probability of an acute decline in access to food, or consumption, often in reference to some critical value that defines minimum levels of human wellbeing". 5 It is a function of:
1. Exposure to risk: the probability of an event that, if it did materialize, would cause a welfare loss (e.g. drought)
2. Risk management: the ability to mitigate the possible consequences of a probable event. This can in turn be divided into ex-ante risk management (preparedness) and ex-post risk management (ability to cope). The ability to cope is the response after an event occurred; it can be negative and affect the resource base of the household, such as the selling of assets, or positive (non negative response such as migration). The ability to cope is undermined by the intensity of the event itself but also by poor structural and societal conditions such as poverty.
Coping strategies are the ways a community, household, or individual adjusts their livelihood strategies in response to a shock or risk. This does not describe a regular situation but a response to a shortfall of food that can be described as a shock. These coping strategies can be short-term alterations of consumption patterns or one-off responses such as asset sales. Long-term alterations of income earning or food production patterns might also be a response to a shortfall of food, but will not be included in the term "coping strategy" in this report.
5 WFP 2002, VAm standard analytical framework
Coping strategies may involve short-term changes in behaviour, such as switching diets, consuming less expensive foods, or borrowing money. When normal coping and response strategies are exhausted, households will use negative crisis strategies, such as selling productive assets (e.g. female livestock). Repeated shocks and the use of crisis strategies to manage their effects can lead to increased vulnerability and a decrease in food security at the individual and household levels.
Coping Strategies Index (CSI): The CSI is a continuous variable based on the frequency and severity of coping strategies for households reporting food consumption problems. Households are asked to report how many days in the 7 days preceding their interview they used each mentioned coping strategy. The sum of the weighed frequencies (see table below) is the household's CSI score. CSI scores are often used as a proxy variable for food insecurity. Higher CSI scores indicate a more serious food security situation, and lower scores, a better one. Typical coping strategies include "changing the diet to less preferred food types," reducing portions, and reducing the number of meals.
Coping strategy weights for calculation of the reduced CSI
| | Coping strategies | Weight |
|---|---|---|
| 1 | Rely on less preferred and less expensive foods | 1 |
| 2 | Borrow food, or rely on help from a friend or relative | 2 |
| 3 | Limit portion size at mealtimes | 1 |
| 4 | Restrict consumption by adults in order for small children to eat | 3 |
| 5 | Reduce number of meals eaten in a day | 1 |
Livelihood zones
Since many districts have large geographical differences, an additional geographical grouping of the survey results was considered beneficial. Thus, based on a FEWS NET livelihood map, Livelihood zones are used to present results. These zones are based on sectors, where sectors are assigned to a zone based upon indicators related to agricultural potential and ecological similarity.
Wealth index
Wealth is the value of all natural, physical, and financial assets owned by a household, reduced by its liabilities. Although measuring wealth is possible, it requires making assumptions about the value of assets. The wealth index is a composite index that combines the ownership of key assets; it is used as a proxy indicator of household-level wealth. This variable can provide an idea of the relative wealth situation of a household. Often, the wealth index can be used as proxy for vulnerability/resilience.
The method is employed in WFP food security assessments and follows techniques used in DHS surveys. It involves Principal Component Analysis (PCA) of variables relating to ownership of assets and housing conditions. The PCA method is a form of data reduction which attempts to describe the underlying relationship between a series of variables. The PCA creates a continuous variable which explains the underlying relationship and can be used as a proxy for household wealth. As the continuous variable alone is not easily interpreted, it is used to rank households and divide them into quintiles which are more easily describable. These wealth quintiles allow for descriptive analysis of relative poverty. Thus, unlike a poverty line, is not an absolute measure of poverty or wealth. When referring to the wealth of households based on the wealth index we can talk about poorer and wealthier households but we cannot conclude who is absolutely poor and wealthy.
The selection of variables was based up on a low level of both under- and over-correlation between variables as well as a sufficient proportion of households with presence of the attribute (>5 % of households and <95%). Livelihood specific assets were not included in the index, nor were variables showing small variance across the wealth quintiles.
For the 2015 CFSVA the wealth index took into account the ownership of the following items: ownership of iron, ownership of tape/CD player, ownership of mobile phone, improved lighting, improved floor, improved walls, improved toilet and more than two sleeping rooms in the house. | <urn:uuid:632806b1-5edd-4a88-81b3-9961b9555e1b> | CC-MAIN-2019-22 | https://microdata.statistics.gov.rw/index.php/catalog/70/download/631 | 2019-05-26T10:07:56Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00459.warc.gz | 549,289,795 | 4,894 | eng_Latn | eng_Latn | 0.996834 | eng_Latn | 0.997759 | [
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Language Policy
1. Definitions
ACARA - Australian Curriculum, Assessment and Reporting Authority.
DET - Department of Education and Training
EAL - English as an Additional Language
ELT – Executive Leadership Team which consists of Principal and Assistant Principal/s
IB-PYP International Baccalaureate - Primary Years Programme
Inquiry - Coatesville Primary School's 'Cycle of Inquiry' – based on the Kath Murdoch Inquiry Model
LOTE- Language Other Than English
Mother Tongue - language other than English which is the main language spoken in the home or is the child's strongest language.
PLCs - Professional Learning Communities are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes.
UOI - Unit of Inquiry
Vic Curric - Victorian Curriculum
WALT/WILF - We Are Learning To / What I'm looking for
2. Purpose:
2.1 To provide students with a rich, challenging and transdisciplinary inquiry-based Language Program that transcends all areas of the curriculum and provides students with the opportunity to:
2.1.1 learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
2.1.2 appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
2.1.3 understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
2.1.4 develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
2.1.5 analyse, understand, communicate and build relationships with others and with the world around them;
2.1.6 understand that the formal elements of learning English involve Writing, Reading Viewing and Speaking and Listening, which are interrelated;
2.1.7 explore language and construct meaning in authentic, relevant, challenging and trans-disciplinary contexts that empowers and enriches their daily lives;
2.1.8 develop 'international mindedness' by exploring the learning of world languages, including the use of mother-tongue and any indigenous languages, as an integral part of becoming a global citizen;
2.1.9 share personal stories in order to develop inter-cultural understanding and multiple perspectives; and
2.1.10 Learning French in addition to English extends student's literacy repertoires and their capacity to communicate. It strengthens student's understanding of the nature of language, culture, and the processes of communication.
Mother-tongue languages will be valued and respected within our community. They will assist in deepening understandings about cultural and personal identity
3. Guidelines:
3.1 The Language Policy incorporates:-
3.1.1 English (Writing, Reading and Viewing and Speaking & Listening);
3.1.2 Language Other Than English (LOTE);
3.1.3 English as an Additional Language (EAL);
3.1.4 Indigenous languages and mother tongue.
3.2 The Language learning process simultaneously involves:
3.2.1 learning language to read and write where students develop their knowledge of the English language and how it works:
3.2.2 learning about how reading and writing engages students in the study of literary texts of personal, cultural, social and aesthetic value: and
3.2.3 learning through reading and writing to develop students' ability to interpret and create texts with appropriateness, accuracy, confidence, fluency and efficacy for learning in and out of school, and for participating in Australian life more generally.
These three aspects being inextricably linked, they are best not thought of as discrete processes, but as major connecting elements across all curriculum domains.
3.3 Language acquisition is promoted as a partnership between all members of our community including parents, students, teachers and support staff.
3.4 Teachers will provide a balanced and sequential Language Program based on Victorian Curriculum and IB–PYP expectations that will be consistent with the Victorian Literacy and Numeracy Strategy.
3.5 The IB-PYP Inquiry Model, DET Victorian Early Years Learning and Development Framework, DET Literacy and Numeracy Strategy guide, The Victorian Literacy Portal, ACARA resources and DET Resources for EAL Teachers will be used to support and develop teachers' capacity to provide high quality instruction in Language development across the school.
3.6 Teachers' knowledge and skill development in the teaching of language will be maintained through regular professional development and related experiences, such as, Professional Learning Communities (PLC's), reflective dialogue, collaborative team planning, research, networking and online communication within and beyond the school.
3.7 Language will be authentically incorporated into each of the six IB–PYP Transdisciplinary Themes through the UOI.
3.8 Planning, teaching and assessment of Language is in line with the IB- PYP Standards and Practices and DET guidelines.
3.9 LOTE (French) aims to develop the knowledge, understanding and skills to ensure that students:
3.9.1 communicate in the language they are learning;
3.9.2 understand the relationship between language, culture and learning;
3.9.3 develop intercultural capabilities; and
3.9.4 understand themselves as communicators.
3.10 The Language Program will differentiate and personalise learning to cater for the individual needs of students, giving consideration to their understanding, interests, ethnicity and gender.
3.11 While learning about a current UOI, students continue to develop their skills in their mother tongue language to foster a sense of pride in their culture and language, thus promoting a sense of identity.
4. Implementation:
4.1 The Language Program incorporates the teaching of Writing, Reading and Viewing and Speaking & Listening on a daily basis from Prep to Grade 6.
4.2 A minimum of 10 hours per week of instructional English is taught through the High Impact teaching Strategies teaching of skills and the six Units of Inquiry.
4.3 The timetable provides for weekly LOTE (French) instruction for every student from Prep to Grade 6.
4.4 Students from non-English speaking backgrounds are supported through the EAL program, where the budget allows. An EAL trained teacher supports students in their classroom setting, where possible.
4.5 Parents of newly arrived students from non-English speaking backgrounds will be advised of EAL resources and support provided by DET.
4.6 A Leading Teacher–Literacy is responsible for the Language Program, including organisation, time allocation, resources, and the annual Language Program budget.
4.7 The Leading Teacher – Literacy is an instructional coach who will be modelling high impact teaching strategies in the classroom to improve student outcomes.
4.8 Teachers ensure that the Language Program is based on the IB-PYP Language framework and the Victorian Curriculum.
4.9 Teachers collaborate within their Grade team to develop and implement the Language Program and to ensure that Writing, Reading and Viewing and Speaking & Listening are equally represented.
4.10 Teachers clearly display a Learning Intention and Success Criteria for each lesson, which are shared and/or developed with the class (WALT/WILF Prep – Grade Two).
4.11 The development of language is supported through regular Learning@Home tasks.(refer to the Learning@Home Policy).
4.12 The Executive Leadership Team (ELT) is responsible for promoting and conducting a Parent Education Program. Parent education is promoted through parent workshops, Communicator articles, website information, Konnective App and information nights
4.13 The PYP Coordinator liaises with the Librarian to ensure that appropriate texts and resources (fiction, non-fiction, and mother-tongue) are available within the Library collection, both in digital and/or hard copy, as appropriate.
4.14 Students reflect on their learning throughout the year and collate their achievements in their individual Student Portfolio. Students share their progress in Student-Led Conferences, held annually.
4.15 Students are regularly assessed throughout each Term, as per the Coatesville Assessment Schedule (Prep to Grade Six). Student achievement levels are recorded and stored electronically. This data individually tracks all students and is accessible by teachers.
4.16 The use of Mother Tongue provides opportunities to explore and discuss the concepts of the UOI through their first language.
4.17 The school provides opportunities for students to participate in local, state and national language competitions and programs, where appropriate.
4.18 Student progress will be reported in mid-year and end of year Student Reports. Teacher judgements and cohort data are shared via the school's Annual Report.
5. Evaluation:
5.1 This policy will be reviewed annually as part of the school's regular review cycle.
This policy was last ratified by School Council in November 2017 | <urn:uuid:826da943-8584-4979-8872-3dc5689ff702> | CC-MAIN-2019-22 | https://www.coatespsvicedu.sponsored2.com/uploaded_files/media/language_policy_20181.pdf | 2019-05-26T10:48:36Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00458.warc.gz | 751,542,766 | 1,815 | eng_Latn | eng_Latn | 0.993545 | eng_Latn | 0.993575 | [
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Parish Café – A Strategy for Listening
The café is a creative way for leaders to consult with group members in a non-threatening environment. This approach is particularly helpful for strategic planning and facilitating change. The approach draws inspiration from such popular methodologies as Encuentro, Appreciative Inquiry and the World Café with an emphasis on open-ended conversations that foster common identity and a warm community.
1. Invite Guests – One way to set the tone is through the invitation. Extend a gracious invitation that communicates the importance of a guest's attendance. Make it personal. Include the benefits of attending. Make it easy to say yes and difficult to say no. Consider offering transportation for those who might benefit. If there is a focus question, include it in the invitation. State the issue as an open-ended inquiry, not a problem-solving intervention. Ask yourself:
* What is the topic that we want to explore?
* Who needs to be invited to this conversation?
* Who represents both the conventional and the unconventional wisdom?
* What themes are most likely to be meaningful and stimulate creativity?
How much time do we have for the inquiry?
2. Set the Table - The physical arrangements for any meeting predict what is expected. Some seating arrangements invite intimacy while others invite chatter and cross talk. In this way the space already directs group expectations and boundaries.
* Do the arrangements invite people in?
* Does the physical space create a point of focus or priority of position?
* How does the space frame the conversation?
* What is the best outcome we can envision and what design would guide us best?
3. Welcome Guests - A café is a warm, inviting place with natural light and comfortable seats. Cafés extend hospitality (invitation, greeting and refreshments). Welcome space also means "safe" space in which everyone feels free to take risk and do their best thinking. When most people are asked where they have had their best conversations, they typically recall sitting around a drink or a meal with friends. There is an easy intimacy when gathering at a small table. When you walk into a room filled with café tables you know that you are not in for a business-as-usual meeting. Creating a café ambiance is easy and need not be expensive:
* Stagger the tables in a random fashion, don't set them up in straight rows
* Use inexpensive, colorful tablecloths or cover tables with sheets of flip chart paper
* Place a mug or wine glass filled with water based markers to encourage people to write and draw on the tablecloths
* A small bud vase and a votive candle will complete the table set up
* Have some soft music playing as people arrive
* Be sure to have some food and beverages available
4. Present a Menu that Matters – Just as Abraham found himself host to a divine conversation, we too hear God's answers when we gather around the important questions. People of faith know that breaking bread is a spiritual act. It is preceded by a blessing that acknowledges who we are, gathered in God's company.
In a café, insights emerge from responses to compelling questions (What is God asking of us at this time? How can we become a more effective team? What do we have to do to get there? What am I willing to contribute to the team or to our mission?). These questions are a natural outgrowth of prayer and reflection. Find questions that are relevant to concerns of the group.
Powerful questions affirm identity and purpose, suggest impact, and invite movement. Common purpose is energizing to people.
When complex issues come to the table, consider hosting multiple conversations that follow a progressively deeper line of inquiry. These conversations can explore implications for relationships in an ever-wider circle of people. Where statements can provoke debate, questions exercise creative faculties. It is the way the questions are phrased that determines the outcome of the inquiry. A powerful question:
* is simple and clear
* is thought provoking
* generates energy
* focuses inquiry
* surfaces assumptions
* opens new possibilities
* invites deeper reflection
* seeks what is useful
When we ask, "What is wrong?" and "Who caused the problem?", we create a blame assigning dynamic. In a parish café it is much more effective to ask people questions that invite an exploration of possibilities or that connect the guests to why they care about most. Because absolute or closed questions create debate it is better to focus on "What is useful here?" as ways to invite engagement and creativity.
4. Encourage Everyone's Contribution - Each participant represents one aspect from the diversity of that community. All participants have something to contribute either through expressions, questions or affirmations. Intelligence emerges within a group when the people discover new connections or when they integrate diverse outlooks. And as each person has the chance to connect in conversation more of the intelligence inherent in the group becomes accessible.
Consider the use of a "talking object". Originally used by numerous indigenous peoples, a talking object can be a bread loaf, a wine glass or a salt shaker, almost anything that is singular, visible and easily passed among the people at the table. It is not necessary to use a talking object all the time, but in cases where the topic being explored raises impassioned responses, it can be a very effective way to ensure everyone has the opportunity to contribute, even if they simply choose to hold the talking object and observe a few minutes of silence.
The talking object identifies two aspects of the power of the community. Whomever holds the talking object is the one empowered to speak. Anyone who is not holding it is empowered to listen. For the speaker the responsibility is to focus on the topic and express as clearly as possible their thoughts about it. For the listeners, the responsibility is to listen to what the speaker is saying with the implicit assumption that they have something wise and important to say. Listeners give power through a willingness to be influenced but listeners exercise great power in receiving and weaving together the threads of the communal wisdom. Both the listener and the speaker possess a piece of the larger picture which none of us can see by ourselves.
5. Stir the Pot - Ask café participants to listen for what is emerging "in the middle of the table." Use the paper tablecloths and markers to create a "shared visual space" by collecting and recording the emerging ideas. This allows the group to express both the co-created thoughts and the respective threads that connect these thoughts. A woman we know once remarked: "The most radical thing you can do is to introduce people to folks they don't know." Groups can produce surprising results from such cross-pollination.
Organize your café time into conversational rounds and ask people to change tables using a predetermined method between rounds. This creates a dense web of conversational connections in a short period of time. Each time a guest travels to a new table, the guest brings with them the threads of the last conversation, weaving them with the conversations of the other guests.
In café rounds, people who arrived with fixed positions often find that they are more open to new and different ideas. One person should remain at each table to act as the host. This person will summarize the conversation of previous rounds for the newcomers and ensure that any important points are available for consideration in the upcoming round. The hosts invite travelers to share briefly on the essence of the previous round allowing everyone to become more deeply connected through the web of conversation.
6. Make Music and Listen for Harmonies – Cafés are musical places. Listening is a gift we give to one another. The quality of our listening is perhaps the most important factor determining the success of a café. The jazz great Wynton Marsalis once noted that when jazz musicians play together, whoever is the best listener ends up contributing the most to the music, because they are able to play off of whatever else is playing. Café conversations share that jazz element, of inviting each person to express themselves authentically, and those who listen skillfully are able to easily build on what is being shared. A few tips for great listening:
* Help folks to notice how planning a response to what is being said actually detracts from both the speaker and the listener
* Listen as if each voice bears a wisdom, as yet not fully grasped
* Listen with an openness to be influenced by the speaker
* Listen to support the speaker in fully expressing themselves
* Listen for deeper questions, patterns, insights and emerging perspectives
* Listen for what is not being spoken along with what is being shared
7. Broadcast Refrains for Everyone to Hear - Take notice of themes or refrains in the conversation. One way to do so is to invite those at tables to spend a few minutes considering what has emerged as most meaningful in their discussion. Explore similarities, patterns, and themes until deeper questions and issues emerge. Start by asking for the comment that either most surprised them or seemed to be most significant.
* What is emerging as a common refrain in the comments?
* What deeper questions are emerging?
* If there was a single voice in the room, what would it be saying?
* Are there any trajectories or directions in the conversation?
* What do we now know as a result of these conversations?
When it is clear that the group has exhausted connections on a particular topic, ask for another comment and repeat the process until you have given each table the opportunity to speak about one issue that matters most to them. Capture the refrains on flip charts or use large post-it notes on a wall so that everyone can see the refrains. Invite the whole group to take a few minutes of silent reflection and consider what pastoral priorities emerge.
These guidelines draw from the World Café Process and any material taken is reprinted with permission from The World Café Community Foundation at www.theworldcafe.com. | <urn:uuid:6db2e4ff-70b1-4aa8-8a92-cdc611657d3b> | CC-MAIN-2019-22 | https://www.buffalodiocese.org/documents/Evangelization/Pastoral%20Council%20Development/Parish%20Cafe%20A%20Listening%20Process.pdf | 2019-05-26T09:41:11Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00463.warc.gz | 713,086,853 | 2,003 | eng_Latn | eng_Latn | 0.999009 | eng_Latn | 0.999035 | [
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MINUTES TO
MIDNIGHT
Time is running out for our migratory shorebirds
Globally, shorebirds are in trouble; serious trouble. In almost half the populations with known trends, shorebird numbers are declining. Nowhere is this decline more pronounced than in our own region where shorebirds migrate via the Australasian East-Asian Flyway.
By Jan Lewis and Alison Russell-French
The situation in the Yellow Sea
The area around the Yellow Sea is home to over 600 million people and is the site of huge infrastructure developments, new ports and intense industrial activity, producing amongst other things, the consumer goods and electronic equipment so popular in our own society. With such high population density, finding room for industrial expansion is a challenge and enormous areas of intertidal mud flats have been converted to industrial land.
Sadly, it is these tidal flats that are the prime feeding habitat for hundreds of thousands of shorebirds. By 2009, land reclamation along the Korean Peninsula had reduced the national area of intertidal wetland by more than 70 per cent. Of even greater concern is the China Marine Environment Monitoring Centre's estimate that 1,000 km 2 of land were reclaimed each year in China between 2006 and 2010. The shores of the Yellow Sea are the key staging site on shorebirds' annual migration from Australasia to their Arctic breeding grounds. On northward migration this coastline, bounded by China and North and South Korea, supports more than 30 per cent of our Flyway's population for 25 shorebird species and carries almost the entire Flyway population for another 15. The loss of these crucial habitats has seen a dramatic decline in shorebird numbers across the Flyway.
35
Qingdao
Dalian
Dandong
Jinzhou
Qinhuangdao
Caofeidian
Industrial Zone
Yellow
Sea
Bohai
Sea
Bohai
Bay
Korea
Bay
Tianjin
Huang He
Saemangeum
Seoul
P'yõngyang
Beijing
CHINA
NORTH
KOREA
SOUTH
KOREA
Proof of the magnitude of the threat is exemplified by two shorebird species— Great Knot and Eastern Curlew—that spend the non-breeding season here, feeding on the mudflats in such places as Roebuck Bay and Eighty Mile Beach in Western Australia. Count creation of reclaimed land often comes from mud pumped in from adjoining tidal zones, lowering the levels of the mudflats so that they are no longer exposed at low tide, rendering them useless as shorebird habitat. Caofeidian is not the only development; land reclamation continues unabated and vital habitat is being lost at an alarming rate.
data analysed by the Shorebird 2020 team has revealed that Great Knot numbers have declined by 50 per cent in the last 25 years, a decline so dramatic that the species has had its official conservation status on the IUCN's Red List of Threatened Species (the most objective and authoritative system for classifying species in terms of the risk of extinction) upgraded from being of Least Concern to Vulnerable. The Great Knot is now considered to be at 'high risk of endangerment in the wild'. Similarly, the status of the Eastern Curlew has also been reclassified as numbers have declined by 20 per cent in the last five years.
Case studies from the Bohai Sea exemplify the situation. This shallow embayment in the north-western corner of the Yellow Sea is the study site for annual research conducted by the Global Flyway Network. The study site abuts the massive new development of the Caofeidian Industrial Zone which houses a major port receiving iron ore and coal from Australia, as well as the Beijing Steelworks which were permanently moved from Beijing as a means of curbing air pollution during the 2008 Olympic Games. This development itself occupies 65 km 2 of former tidal mudflat, but the devastation does not end there. The fill used in the
Who to write to
Mr Tony Burke Minister of the Environment GPO Box 787, Canberra ACT 2601
Ph: (02) 6274 1111
Fx: (02) 6274 1123
Mr Greg Hunt
Shadow Minister of the Environment
PO Box 6022, Canberra ACT 2600
Ph: (02) 6277 2276 Fx: (02) 6277 8446
Autumn 2011
Autumn 2011 WINGSPAN
WINGSPAN
Senator Bob Brown Leader of the Australian Greens GPO Box 404, Hobart TAS 7001
Ph: (03) 6224 3222
Fx: (03) 6224 2999
Dr Geoff Raby Australian Ambassador to China 21 Dongzhimenwai Dajie, Sanlitun, Beijing, China
It would be difficult to find a more polluted large water body on earth than the Bohai Sea. It absorbs nearly 5.7 billion tonnes of sewage and 2 million tonnes of solid waste each year; 43 of the 52 rivers that flow into it are heavily polluted. Yet in the spring of 2010, over 80,000 Curlew Sandpipers were recorded at the study site. Identifying leg-flags on some of the birds showed they had come from India, Thailand, Singapore, Sumatra, Taiwan, Shanghai and six sites in Australia, highlighting how birds from a wide range of non-breeding sites in the Flyway concentrate in the ecological bottleneck of the Yellow Sea. Furthermore, in 2009, 25 km of its shores were used by over 45 per cent of two subspecies of the world's population of adult Red Knot (race rogersi that migrates to Chukotka, and piersmai that breeds on the New Siberian Islands).
The simplistic view (often advanced), that shorebirds will just move to other tidal flats, is not accurate given the specialist feeding needs of many species and the reality that most tidal flats have already reached their carrying capacity. In 2010, more birds were counted on the tidal flats that remained; probably forced there as others were destroyed.
A marked increase in people collecting shellfish for food was also noted. In the past this activity was done by hand, only possible when low tide exposed the mud flats. In 2010 collecting was
Mr. Chen Yuming Chinese Ambassador to Australia 15 Coronation Drive Yarralumla ACT 2600
Mr Sam Gerovich Australian ambassador to the Republic of Korea KPO Box 562 Seoul 110-605 Republic of Korea
Mr Kim Woo-Sang Ambassador from the Republic of Korea to Australia 113 Empire Circuit Yarralumla ACT 2600
36 36
Minutes to midnight
Previous: A huge pump spews out mud from a former mudflat onto a land reclamation site, Bohai Bay, China. Photo by Adrian Boyle
Far left: Map of the Yellow Sea region, a vital staging area for our migratory shorebirds.
Centre: Almost 50 percent of Red Knot populations in the Australasian East-Asian Flyway are concentrated on the one ever decreasing site in Bohai Bay. Photo by Jan van de Kam
Right: Bar-tailed Godwits in flight—another species heavily dependant on the Yellow Sea. Photo by Jan van de Kam primarily done using noisy, smoky petrol-driven machines that could work at any tide, sucking up everything in their path and pumping the mud through a sieve which collected all shellfish, thereby destroying the smaller-sized shells eaten by Red Knots.
Obviously, preservation of the remaining tidal flats in the Yellow Sea is essential for conservation of all shorebirds species in the East Asian–Australasian Flyway, but preservation of the remaining tidal flats of Bohai Bay is of critical importance to the conservation of Red Knot in the Flyway.
The situation here
Australia, China and the Republic of Korea (South Korea) are signatories to the Ramsar Convention on Wetlands, an international agreement which promotes the conservation and wise use of wetlands. The Convention defines 'wise use' of wetlands as: their sustainable utilization for the benefit of humankind in a way compatible with the maintenance of the natural properties of the ecosystem.
Australia also has bilateral agreements on migratory birds with both China (CAMBA) and the Republic of Korea (ROKAMBA); the agreement with South Korea being signed as recently as 2007. Regular meetings are held to discuss how each country is adhering to the requirements of the bilateral agreement. The meetings, however, are not open to the public and little information about matters discussed, actions agreed or decisions taken is revealed to the general public.
With a sustainable future for our shorebirds so imperilled, it is vital that we take action and demand that our governments honour the commitments they have signed up to at the international level.
Thinking of how to achieve this as an individual can engender a sense of powerlessness, but there are now numerous examples where people-power has made a difference. We need to make our leaders take notice. As Tony Burke, the Minister for Sustainability, Environment, Water, Population and Communities is new and does not have a background in shorebird migration, letters from Birds Australia members raising concerns about the loss of Yellow Sea habitat and the impacts on migratory shorebirds are timely. This Minister has the future of shorebirds in his hands; he needs to understand that initiating and leading robust debate at future international meetings has to become one of his priorities.
As the inspiring final sentence of the book Invisible Connections: Why Migrating Shorebirds need the Yellow Sea declares:
"Like the shorebirds that rise into the air to cross continents and oceans, so too we must all rise to the challenge—to secure a future for the birds, the tidal flats and the living world which we all share."
The situation is alarming and urgent. Please write on behalf of our shorebirds.
Further reading
Jan van de Kam (et al). (2010) Invisible Connections: Why Migrating Shorebirds Need the Yellow Sea, CSIRO Publishing, Collingwood
Birds Korea Blueprint 2010, www.birdskorea.or.kr
Hassell, Chris J. (2010), Bohai Bay northward migration report April & May 2010, www.globalflywaynetwork.com.au
Rogers. Danny I. (et al), (2010) "Red Knots (Calidris canutus piersmai and C. c. rogersi) depend on a small threatened staging area in Bohai Bay, China." EMU 110 ( 4) pp 307-315
What you can say
* Preservation of the remaining tidal flats in the Yellow Sea is essential for conservation of the remaining shorebirds in our Flyway—the Australasian East-Asian Flyway.
* That at future meetings of the bilateral migratory bird agreements (eg CAMBA and ROKAMBA), Australian delegates should ask their counterparts what is being done in their country to ensure sufficient appropriate habitat remains to ensure that birds can successfully stage there on migration.
* That the Australian government should advocate for the issue of shorebird habitat to be listed as a standing agenda item at each Conference of Parties of Ramsar, the Convention on Biological Diversity and the Convention on Migratory Species (the Bonn Convention).
World Congress to be held in the Republic of Korea in late 2012.
* That the Minister for the Environment requests and lobbies for the issue of the reclamation of shorebird habitat in the Yellow Sea to be included as a major agenda item on the program for the next IUCN
* Request that the House of Representatives Joint Standing Committee on Treaties undertakes a parliamentary review of Australia's performance in maintaining its obligations to international environment treaties.
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Inclusion and Diversity Policy
Ratified by School Council March 2018
1. Definitions
1.1 Personal attribute: a feature of a person's background or personal characteristics that is protected by State or Commonwealth anti-discrimination legislation. For example: race, disability, sex, sexual orientation, gender identity, religion etc.
1.2 Disability: refers to physical, intellectual, mental and medical impairments, including disorders that result in a person learning differently.
1.3 Reasonable adjustment: a measure or action taken to help a student with disability and additional needs participate in education on the same basis as other students.
2. Purpose
2.1 The purpose of this policy is to explain Coatesville Primary School's commitment to making sure every member of our school community, regardless of their background or personal attributes, is treated with respect and dignity.
2.2 Coatesville Primary School strives to provide a safe, inclusive and supportive school environment for all students and members of our school community.
3. Scope
3.1 This policy applies to all staff, students and school community at Coatesville Primary School.
4. Policy
4.1 Coatesville Primary School is committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect regardless of their backgrounds or personal attributes such as race, language, religious beliefs, gender identity, disability or sexual orientation so that they can participate, achieve and thrive at school.
4.2 Coatesville Primary School acknowledges and celebrates the diversity of backgrounds and experiences in our school community and we will not tolerate behaviours, language or practices that label, stereotype or demean others.
Coatesville Primary School will:
4.2.1 ensure that all students and members of our school community are treated with respect and dignity;
4.2.2 ensure that students are not discriminated against and where necessary, are accommodated to participate in education and all school activities (e.g. schools sports, school concerts) on the same basis as their peers;
4.2.3 acknowledge and respond to the diverse needs, identities and strengths of all students;
4.2.4 encourage empathy and fairness towards others;
4.2.5 challenge stereotypes that promote prejudicial and biased behaviours and practices; and
4.2.6 contribute to positive learning, engagement and wellbeing outcomes for students.
4.3 Bullying, harassment and other forms of inappropriate behaviour targeting individuals because of their personal attributes will not be tolerated in our school community. Students who may have experienced or witnessed this type of behaviour are encouraged to speak up and to let their teachers, parents or carers know about those behaviours to ensure that inappropriate behaviour can be addressed.
4.4 Coatesville Primary School will take appropriate measures, consistent with its Student Wellbeing and Engagement and Bullying policies to respond to discriminatory behaviour or harassment at our school. Students that are involved in bullying or harassing others on the basis of their personal attributes will be supported to understand the impact of their behaviour.
4.5 Coatesville Primary School also understands that it has a special obligation to make reasonable adjustments to accommodate students with disabilities and additional needs.
4.5.1 Reasonable adjustments will be made for students with disabilities and additional needs through our Student Support Group processes in consultation with the student, their parents or carers, their teachers and if appropriate, their treating practitioners.
4.5.2 Reasonable adjustments can be made across the whole school setting (such as ramps into buildings), in the classroom (such as adapting class lessons) and at an individual student level (such as extra tuition for a student with learning difficulties).
4.5.3 For more information about support available for students with disabilities, please refer to our school's Student Inclusion, Engagement and Wellbeing Policy or contact the Assistant Principal – Student Wellbeing on 9570 1752 for further information.
5. Related Policies and Resources
Inclusive Education for Students with Disabilities http://www.education.vic.gov.au/about/programs/Pages/Inclusive-education-for-students-withdisabilities.aspx
Diversity and Inclusion http://www.education.vic.gov.au/hrweb/divequity/Pages/default.aspx
Student Inclusion, Engagement and Wellbeing Policy
Bullying and Harassment Policy
6. Evaluation
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GCE Health and Social Care
Further guidance on internal assessment for Unit 9: Investigating Disease
This unit requires students to produce a piece of portfolio work as follows (extract from page 112 of the specification):
Assessment evidence will typically consist of a comparison of two diseases. One must be a communicable disease and one a non-communicable disease. You should select a pair of diseases, on which to base your report, and agree these with your tutor. Learners could choose to study the same communicable (or non-communicable) disease as each other, however, their work should be clearly individual. They should then study a different non-communicable (or communicable) disease to each other.
Your work must show evidence of the following for the communicable and the non-communicable disease that is studied, giving a comparison of the two diseases:
a a brief summary of the biological basis of the disease and the body's response to it
b information about the causes and distribution of the disease
c an analysis of the availability of support, facilities for diagnosis and treatment in your locality, including factors that may affect the availability and outcome of the treatments
d an evaluation of the strategies for the prevention of the disease and factors that might affect them.
Evidence presented for this unit could be drawn from diseases affecting people at any stage of life. You might choose to investigate two diseases normally affecting people at the same life stage, or two diseases normally affecting people at different life stages. You must cover the content as specified in What you need to learn and make sure that you choose one communicable disease and one non-communicable disease.
When you carry out interviews or activities with clients as part of your internally assessed work it is essential that you obtain the client's consent and maintain full confidentiality throughout.
For this unit students must choose:
* one communicable disease and
* one non-communicable disease.
Any diseases that are communicable or non-communicable are acceptable. However, students may find that there is more information available for a viral or bacterial disease, which would enable them to access the higher mark bands more easily.
Students may choose the same diseases as a classmate. For example, a group of learners in a class could have chosen:
a the same communicable disease but different non-communicable diseases
b the same non-communicable disease but different communicable diseases.
Students could choose to study the same communicable and non-communicable diseases, however, it is not good practice to do so. We encourage students to choose either option a or b, listed above, to allow them to produce distinctly individual work. Teachers must ensure that all work produced is the student's own, and is clearly individually produced. | <urn:uuid:2fb68906-1d20-461c-9d1e-e2b81341f44a> | CC-MAIN-2019-22 | https://qualifications.pearson.com/content/dam/pdf/A%20Level/Health%20and%20Social%20Care/2013/296902_further_guidance_for_unit_9_GCE_HSC.pdf | 2019-05-26T09:21:04Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00465.warc.gz | 585,541,695 | 555 | eng_Latn | eng_Latn | 0.997162 | eng_Latn | 0.997162 | [
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Joel Viles A Brief Biography By Bill Poole
Joel Viles served as a corporal in Captain John Parker's Lexington militia company and was on the Common during the morning engagement of April 19, 1775. Subsequently, he was a member of a detachment commanded by Captain Parker that was called to duty in Cambridge by the Committee of Safety from May 6 to 10, 1775, serving as a sergeant. On June 17 and 18, 1775 he was again on duty in Cambridge under the command of Captain Parker, this time serving as a corporal. Then, from March 4 - 8 he was on service in Roxbury, MA as a private in Captain John Bridge's company. 1
The first member of the Viles family to come to New England, according to various Viles Family genealogies, was John Vial. He was born August 10, 1617 in Great Yarmouth, Norfolk, England and died in Swansea, MA February 26, 1685. 2 His son, John, was born in 1644 in Boston, died there in 1720 and is buried in Copp's Hill Burial Ground. 3 His son, John, was born September 14, 1672 in Boston and died in 1717. In 1694 John married Mary Adams born April 24, 1666 in Boston and died in Boston (perhaps in the same year as her husband, 1717). Mary was the daughter of Henry Adams (born in 1640 in Weymouth, MA and died December 15, 1726 In Dorchester, MA). Only the first name of Henry Adams' wife, Mary, is known. The son of John Viles and Mary Adams, also named John, was born In Waltham in 1701 and died in the same town on February 4, 1774. On July 2, 1731, he married Susannah Bemis daughter of Joseph Bemis and Elizabeth Pierce. Joseph was born in Watertown, November 17, 1684; died there in 1738, and Elizabeth was born in Watertown September 9, 1687 and died in Weston February 10, 1753. Susannah Bemis was born in Watertown in 1715 and died in Waltham November 28, 1785. John Viles and Susannah had ten children the last of whom was a son Joel — corporal in Captain Parker's Company on April 19, 1775. 4
Corporal Joel was born in Waltham on December 14, 1743 and was thus thirty-two when he stood in the ranks of Captain Parker's company on the Common. He had moved at some time from Waltham to Lexington where he then settled. Joel was unmarried on April 19, 1775, but just a little over two months later on June 27, 1775 he married Mary Bowman (born in Lexington February 28, 1754; died Lexington January 16, 1833) daughter of William and Mary (Reed) Bowman, and thus Joel was the nephew of Captain Thaddeus Bowman whose biography appears on this site. Perhaps as a married man now and soon to be a father, Joel's military service would be limited to the few entries given above. He had been chosen as the town's Hog Reeve in 1771, an office that sounds archaic today but was one that served an important function in 18th century Lexington. Hogs were supposed to be kept penned, but some managed to escape or in some cases farmers allowed them to roam in search of food with the result that the animals frequently caused a great deal of damage to neighbors' crops. In such cases, the hog reeve was charged with capturing and penning the offending animal (each town usually had a hog pen) and the owner was then liable for damages the hog had caused and for the fee due the reeve. 5
In 1778, Joel was chosen as one of three delegates to a convention charged with attempting to fix a system of prices for "goods, wears and merchandise" because of the desperate shortage of money in Massachusetts and the inability of people to cope with "the high price of all the necessaries of life and the ruinous state of the currency." 6 He also served as selectman in 1791. 7 Joel died January 5, 1817, and unfortunately his gravesite has not yet been located.
Joel and Mary had ten children, all born in Lexington 8 , not an unusual number of offspring in those days.
1. Mary, born November 17, 1775; Mary, according to Charles Hudson, married Joseph Simonds (born Lexington September 19, 1771 and died November 21, 1834); However, Lexington's vital records do not list a marriage of Mary Viles to a Joseph Simonds. Mary died supposedly on March 5, 1867.
2. Susanna, born May 11, 1777; married (intention dated May 11, 1804 in Weston, MA.) Jonas Coburn (born Waltham November 8, 1773; died August 25, 1863). They had seven children all born in Weston. Susanna died May 20, 1843.
3. William, born February 6, 1779; died unmarried.
4. Bowman, born December 7, 1780; married (1) at Burlington April 16, 1807, Jerusha Burnham who died at Lynnfield September 13, 1812, age 29; married (2) September 21, 1813, Betsy Sawyer of Reading, MA who died at Lynnfield October 8, 1824, age 34; married (3) December 22, 1825, Sally Twiss(t). Some have her the daughter of Ebenezer and Sally, born either 1811 or 1815 which would have made her only fourteen or ten when she married, and the on-line vital records of Lynnfield have her as the wife of Bowman dying April 19, 1937 at age 32. There was another Sally, daughter of Daniel and Betsey of Danvers, born December 29, 1806 who might be a more reasonable candidate as Bowman's third wife. 9
5. John, born August 11, 1782.
6. Elias, born September 17, 1784.
7. Hannah, born October 28, 1786; married April 18, 1816 (intention filed Watertown MA, March 30, 1816) Amos Teele born March 8, 1792. Amos was the son of Benjamin and Rhoda Cutting Teel. His death date is given as October 11, 1836, and if this is true he died as a prisoner in the State Prison at Charlestown. 10 Hanna lived in Charlestown, MA and died there May 21, 1870.
8. Nathan, born August 24, 1789; married Nancy Reed of Roxbury, MA, lived in Boston where he died March 16, 1865.
9. Lucy, born September 11, 1791; married May 18, 1820, John Nelson (born March 1, 1789 and died August 19, 1859), son of Josiah and Millicent Bond Nelson; John was also the nephew of Tabitha and Thomas Nelson whose farms were on Nelson Road where Captain Parker and the men of Lexington laid an ambush for the Redcoats returning from Concord. 11
10. Joel, born October 21, 1793; died November 18, 1873; married Sally Smith adopted daughter of Jacob Smith. They had eight children all born in Lexington
Footnotes
1 Massachusetts Office of the Secretary of State, Massachusetts Soldiers and Sailors of the Revolutionary War, A Compilation from the Archives, Seventeen volumes, Wright and Potter Printing Company, Boston, 1896, vol. 16, p. 328.
2David Jillson, in his article, John Viall of Swansea, Mass. And Some of His Descendants, Narraganset Historical Register, 1897, has him born in 1619 and originating from Twickenham, Middlesex County, England. According to Jillson, John owned and operated the Ship Tavern in Boston from 1662 to 1679 when he removed to Swansea. The property was then willed to his son, John.
3Viall, Public Member Photos and Scanned Documents -Ancestry.com.UK. The inscription reads: "Here Lyes Ye Body of John Vial Aged 76 Years Died November Ye 13 1720."
;
4Vital Records of Boston, MA, at www.ancestry.com; Vital Records of Dorchester, MA, at www.ancestry.com; New England Historical and Genealogical Society (NEHGS), Vital Records of Waltham, Massachusetts to the Year 1850, Boston, Mass. 1904; NEHGS, Vital Records of Watertown, MA, 1630-1825, at www.americanancestors.org Mary Francis Peirce, Town of Weston, Births, Marriages and Deaths, 1707 – 1850 . . ., McIncloe Bros. Printers, Boston, Mass. 1901.
5 Charles Hudson, History of the Town of Lexington, Middlesex County, Massachusetts from Its First Settlement to 1868, Revised and Continued to 1912, Two Volumes, Lexington Historical Society, Houghton Mifflin Company, Boston and New York, 1913. Volume II, Genealogy, pp. 720-21.
6Ibid., Volume I, History, p. 237
7Ibid., p. 458.
8Ibid., Volume II, Genealogies, p. 721.
9NEHGS, Vital Records of Burlington, Massachusetts to the Year1850, Boston, Mass. 1915. Vital Records of Danvers, MA to the End of the Year 1849 at ma-vitalrecords.org/ma/Essex/Danvers/; Essex Institute, Vital Records of Lynnfield, Massachusetts to the End of the Year 1849, Salem, 1907; NEHGS, Vital Records of Reading, Massachusetts to the Year 1850, Boston, Mass. 1912.
10Vital Records of Charlestown, MA., "Amos Teel, convict in Massachusetts States Prison d. there, Oct. 11/ 1836. 11Lexington, Massachusetts, Records of Births Marriages and Deaths to January 1, 1898, Part 1 from Earliest Record to End of 1853, Wright and Potter, Boston, 1898; NEHGS, Vital Records of Lincoln, Massachusetts to 1850, Boston, Mass., 1908. | <urn:uuid:e15a1b0f-617a-4b38-a84e-c64b96929941> | CC-MAIN-2019-22 | https://www.lexingtonminutemen.com/uploads/1/6/2/4/16242256/joel_viles.pdf | 2019-05-26T09:55:11Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00464.warc.gz | 826,570,841 | 2,330 | eng_Latn | eng_Latn | 0.985557 | eng_Latn | 0.995618 | [
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The Artistic Identity:
Art as a Catalyst for "Self Actualization" in Lois Lowry's Gathering Blue and Linda Sue Park's A Single Shard
Exupéry's The Little Prince begins this way:
"Once when I was six I saw a magnificent picture in a book about the jungle, called True Stories. It showed a boa constrictor swallowing a wild beast. Here is a copy of the picture.
could understand. They always need explanations. My drawing Number Two looked like this:
In the book it said: 'Boa Constrictors swallow their prey whole, without chewing. Afterward, they are no longer able to move, and they sleep during the six months of their digestion.' In those days I thought a lot about jungle adventures, and eventually managed to make my first drawing, using a colored pencil. My drawing Number One looked like this:
I showed the grown-ups my masterpiece, and I asked them if my drawing scared them. They answered, 'Why be scared of a hat?' My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. Then I drew the inside of the boa constrictor, so the grown-ups
The grown-ups advised me to put away my drawings of boa constrictors, outside or inside, and apply myself instead to geography, history, arithmetic, and grammar. That is why I abandoned, at the age of six, a magnificent career as an artist [. . .]." ( 2 )
The narrator in The Little Prince isn't encouraged to explore his creativity as a child, and so, as he grows older, he accepts and participates in the comparatively boring, literal world of adults—at least until he meets that strange visitor from another world—the little prince. One message that emerges from this book, first published in 1943, is that sometimes the ideas and beliefs of children express a sort of imaginative wisdom that eludes adults. In the book, the little prince teaches the narrator to be a child again by asking him to draw things—specifically, a sheep, a muzzle, and a fence for his flower—so that he can take them into outer space and improve his very small world. When the narrator draws these things, the assumption is that they become real because they are drawn; or, in other words, drawing and reality are one and the same. Similar to the cartoon roadrunner who draws a railroad tunnel on the side of a mountain into which he escapes, the drawing becomes real—at least for those
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who understand the drawing's potential. (For the coyote, of course, the drawing is always simply lines on the very hard and painful side of a mountain.)
Two young adult novels, Linda Sue Park's A Single Shard (2001) and Lois Lowry's Gathering Blue (2000), reclaim and elaborate artistic production as a metaphor for growing up or coming of age in a very difficult world. Similar to Exupéry's work, Park's and Lowry's books contain young, artistic characters who find the act of artistic creation central to their growing understanding of the worlds in which they live, as well as to their developing identities. The main character in Park's novel, Tree-ear, is yearning to be a potter in 12 th century Korea despite the fact that he's an orphan, and potters are only allowed to apprentice biological children. Similarly, Kira, the teenage girl in Lowry's book, is a gifted weaver imprisoned and required to weave scenes on a sacred robe that, supposedly, accurately records the past and foretells the future. Like the narrator of The Little Prince, the adolescent main characters of these novels find that adults tend to discourage or place roadblocks in their artistic paths or even fail to understand art as synonymous with beauty and imagination, seeing it, instead, as a means to some materialistic end; however, despite these roadblocks, the adolescent characters pursue their aesthetic callings successfully, and, in embracing art as central to their lives, they are able to come to an enriched understanding of the complexity of their identities, or the multiple subjectivities or selves that make up these identities. The authors of A Single Shard and Gathering Blue present artistic creation as a metaphor and a catalyst for adolescent identity formation by creating rich characters whose experiences as artists pave the way for their cognitive, social, emotional, and psychological growth into well-balanced, and, one might even say, self-actualized adults.
Jean Piaget described part of this growth as the development of the ability to think more abstractly and about issues and ideas not concretely related or immediately relevant to self. Engaging in the "flow" of artistic experience might be one way of initiating such movement away from an egocentric, concrete understanding of the world and the self and toward a more abstract and de-centered view of reality that allows an adolescent to generalize, hypothesize, and empathize with others. Mihaly Csikszentmihaly defines flow as "the state in which people are so involved in an activity that nothing else seems to matter; the experience
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itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it" (4). Becoming completely immersed in the act of creation or art could help an adolescent forget, at least for a brief time, her concerns with the material realities of her life, such as her body, her peer relationships, or family problems. Such brief times of immersion in the act of creation could provide short-term practice in abstract thinking (for example, considering the aesthetic effect of a particular brushstroke on a hypothetical audience), as well as an escape from day-to-day stresses.
In A Single Shard Tree-ear experiences such flow early in the novel, as he begins to yearn for the potter's life. In the following passage he is described creating a small, molded clay monkey that he eventually gives to Crane-man, Tree-ear's caregiver since he was orphaned as an infant: "Tree-ear found that he had enjoyed the incision work. He had spent hours on the details of the monkey's features, inscribing them with progressively finer points. On seeing the monkey after it had been fired, Tree-ear felt a quiet thrill" (106). While making the monkey, Tree-ear is engaged in the flow of the artistic experience.
Similarly, Kira in Gathering Blue feels a sense of magic and lost time when she is engaged in her weaving. Lowry writes:
The threads began to sing to her. Not a song of words or tones, but a pulsing, a quivering in her hands as if they had life. For the first time, her fingers did not direct the threads, but followed where they led. She was able to close her eyes and simply feel the needle move through the fabric, pulled by the urgent, vibrating threads (45).
Kira, like Tree-ear, is lost in her work; she is in a state of flow. The process of creating art is affecting her psyche and beginning to be an important part of her identity.
Morris Rosenberg describes the process of adolescent development in a way similar, but not identical, to Piaget. According to Rosenberg, one change is in the content of the adolescent's self-conceptions over time. Rosenberg describes this transition as the shift from an emphasis on the social exterior to an emphasis on the psychological interior. In particular, the younger adolescent tends to think of the self in terms of overt, external dimensions; the older adolescent tends to emphasize more internal, covert, psychological dimensions. Additionally, he argues that the developing individual understands self in varying ways, beginning with a perception of self as a simple, global construct
and developing to one that is increasingly differentiated and multi-faceted. That is, the ways he thinks of himself begin to become more complex and multi-dimensional. His identity is understood less as singular and unitary and as a more variable, context-specific representation of self.
We see such realizations happening for Tree-ear and Kira; for example, at the end of the book, Tree-ear makes a difficult journey to deliver some of his teacher's pots to the emperor so that his teacher can get a royal commission. He does this simply because he promised he'd do so, without expecting anything for himself. This is a change from the beginning of the novel when Tree-ear only chooses to work for Min, the master potter, because he hopes it will result in pottery-making lessons. Likewise, Kira changes from being a girl who understands herself as inherently linked to her mother in the eyes of the community and therefore as someone inherently vulnerable without the assistance of others; by the end of the book, she chooses to follow her artistic gifts at great personal risk and allows them to guide her to make decisions for the future of her entire community. Both of these examples show Tree-ear and Kira moving away from a concrete, egocentric worldview and toward an ideology that values actions with an ethical or emotional justification and sometimes nebulous or uncertain results. These are also actions they could not previously have imagined themselves engaging in, actions that are in response to unforeseen problems. In other words, specific life events precipitated the emergence of personality characteristics they didn't know they possessed.
Individuation, according to Carl Jung, is a process of developing the individual personality and establishing one's true identity. It can be seen as synonymous with self-actualization. Lisa Schade writes about Jung's theories:
According to Jung, the self is the whole of consciousness, of psyche, of an individual . . . the goal of the individual is to reach a balance or recognition of the different aspects of the self; he called the process of understanding the self-individuation or self-actualization. An individual becomes conscious of the vast reaches of the self. (12-13)
A Single Shard and Gathering Blue show two characters coming to a sense of identity, a sense of self that is richer, more complex, and more varied than that with which they begin. This gets them closer to selfactualization, in Jung's sense. Through identification as artists, Tree-ear and Kira begin to understand them- selves, their place in their families and communities, and how their role as artists will become a part of their lives that may not constitute their complete identity, but will be one important dimension of it. In other words, they are becoming aware of Jung's "vast reaches of the self." For example, in A Single Shard , once Tree-ear sees himself as a potter, he begins to form a plan for what role his art might play in his life and in the life of his community: "How long would it be before he had skill enough to create a design worthy of such a vase [the thousand cranes vase]? One hill, one valley [. . .]. One day at a time, he would journey through the years until he came upon the perfect design" (148).
Tree-ear begins to see his life as a journey, in which art will play a role. But at the end of the novel, he has an adoptive family, and he knows that learning his craft to his satisfaction will not come quickly or easily. He has developed a much more complex and realistic view of being a potter, and an adult, than he had at the beginning of the book when all he wanted were lessons from Min in exchange for manual labor. Kira also takes on the artistic identity, and it also enables her to come closer to self-actualization. Lowry writes:
It was the same question that she and Thomas had discussed the day before. And the answer seemed to be the conclusion they had reached: they were artists, the three of them. Makers of song, of wood, of threaded patterns. Because they were artists, they had some value that she could not comprehend. Because of that value, the three of them were here. (153)
Once Kira makes the decision to resist the authority of the council and weave the robe with the images and designs she wants to include, she no longer feels powerless and childlike, but, instead, powerful and purposeful. She claims her creativity and decides to embrace it and act through it to improve her life and her community by weaving a future full of happiness, not fear, into the robe. Of course, she also knows this will not be easy; however, she makes the difficult choice anyway, even though it will mean temporary separation from her newly found father. Roberta Seelinger Trites writes, "Power is a force that operates within the subject and upon the subject in adolescent literature; teenagers are repressed as well as liberated by their own power and by the power of the social forces that surround them in these books" (7). In Kira's case, she first succumbs to the oppressive politi-
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cal system in which she lives and consents to use her artistic gifts to assist the leaders with their policies of intimidation and intellectual control. Later, with the help of peers and family, she discovers her own power and uses her position as weaver of the sacred robe to change the society in which she lives.
Like the narrator in The Little Prince, Tree-ear and Kira find that by creating art and by claiming an identity as artists, they have been able to come to a more complex and satisfying understanding of their individual and cultural identities. Each chooses to use his or her art to help fellow humans or contribute to community life in their respective contexts; each also shares his or her art with others in purely generous and loving ways. Trites writes,
"The basic difference between a children's and an adolescent novel lies not so much in how the protagonist grows . . . but with the very determined way that YA novels tend to interrogate social constructions, foregrounding the relationship between the society and the individual, rather than focusing on Self and self-discovery" (20).
Tree-ear and Kira do interrogate, and eventually come to terms with, the relationship between their artistic identities and the societies in which they live.
In The Principles of Art R.G. Collingwood states, "The artist must prophesy not in the sense that he foretells things to come, but in the sense that he tells his audience, at risk of their displeasure, the secrets of their own hearts. Art is the community's medicine for the worst disease of mind, the corruption of consciousness" (336).
The characters in both books not only change individually, they also change their communities by disrupting this "corruption of consciousness" that exists in the adult worlds in which they live. Tree-ear is able to re-introduce a sense of fairness to the evaluation of the work of Korean potters of his time, as well as help an aging master potter establish a relationship with a young apprentice, despite Korean tradition. Similarly, Kira confronts an unfair political system and, in a sense, uses her art as an antidote to its poisonous ideologies.
Park ends her book by telling the reader about "The Thousand Cranes Vase" currently on display at the Kansong Museum of Art is Seoul, Korea. Even though Tree-ear is, of course, a fictional character, the fictional merges with fact as Park suggests that perhaps such a vase, depicting the crane as a tribute to his
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beloved Crane-man, might have been made by a young potter like Tree-ear. One of the points I think Park is trying to make is that Tree-ear's art may exist over 800 years after its creation; it might be on display in a museum; it might even be the impetus for the writing of a young adult novel. His art has not only brought a sense of personal satisfaction and self-understanding to Tree-ear; it has touched generations of people who came after him.
As the narrator in The Little Prince will never forget what the visitor taught him about the value of the imagination, Tree-ear and Kira are forever changed by their realization that they are creative, imaginative beings—they know they are artists. In a day and age when art, along with music, is being taken out of many secondary school curricula because of lack of funding, the lessons Park and Lowry convey carry even greater significance, both for the adolescents who might read their novels and for the adults who can, if they try hard enough, see through the hat to find the boa constrictor digesting an elephant.
Janet Alsup is an Assistant Professor of English Education at Purdue University. Her scholarly interests include critical approaches to young adult literature, the professional identity development of preservice English teachers, ethical issues in qualitative research, and critical pedagogies and literacies.
Works Cited
Collingwood, R.G. The Principals of Art. Oxford: Oxford University Press, 1958.
Csikszentmihaly, Mihaly. Flow: The Psychology of Optimal
Experience. New York: Harper Perennial, 1990.
Lowry, Lois. Gathering Blue. New York: Houghton Mifflin, 2000.
Park, Linda Sue. A Single Shard. New York: Clarion, 2001.
Piaget, Jean. Ed. trans. Robert L. Campbell. Studies in Reflecting
Abstraction, New York: Psychology Press, 2001.
Rosenberg, Morris. "Self-Concept from Middle Childhood Through Adolescence." Psychological Perspectives on the Self, volume 3. Eds. J. Suls and A.G. Greenwald. Hillsdale, NJ: Erlbaum, 1986.
Saint-Exupéry, Antoine de. The Little Prince. New York: Harcourt, 1943.
Schade, Lisa. "The Archetypal Approach." Diss., Western Michigan University, 2002.
Trites, Roberta Seelinger. Disturbing the Universe: Power, and Repression in Adolescent Literature. Iowa City: University of Iowa Press, 2000. | <urn:uuid:b74b2aa4-fffa-45f6-854c-562a18be92a0> | CC-MAIN-2019-22 | https://scholar.lib.vt.edu/ejournals/ALAN/v31n1/pdf/alsup.pdf | 2019-05-26T09:06:50Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00465.warc.gz | 604,465,349 | 3,745 | eng_Latn | eng_Latn | 0.998026 | eng_Latn | 0.998343 | [
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Thanksgiving Centerpieces
Social Studies/Art
Use homemade candles and seasonal items to make a beautiful Thanksgiving table centerpiece.
What You Need
* candles (homemade or store bought)
* seasonal items: colorful dry leaves, small gourds/pumpkins, red berries (dried or natural), small, dried corncobs, straw, hay
* paper plates
What to Do
1. Give each student a paper plate and tell the class that they can decorate centerpieces however they like, using the provided materials.
2. If students are looking for suggestions, suggest putting a candle in the center of a plate and stringing straw and berries (if they are still attached to a branch) around the candle. Encourage students to make geometric designs with the seasonal items.
Teaching Options
* The students can strategically place family photos within their centerpieces.
* Have students write poems or lists about why they are thankful at this time of year. They can then place their work within the centerpiece. | <urn:uuid:b40da24b-c8d1-4e24-a473-00102935b0d8> | CC-MAIN-2019-22 | http://www.eduplace.com/monthlytheme/november/pdf/centerpiece.pdf | 2019-05-26T08:55:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00467.warc.gz | 253,403,731 | 203 | eng_Latn | eng_Latn | 0.997381 | eng_Latn | 0.997381 | [
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Lesson Plan: High School/College
firstname.lastname@example.org www.visionquilt.org
These activities can be adapted to fit into one class or a one to two week unit.
Common Core State Standards and related content topics: Health, Public Health, Mental Health, Safety, Trauma, Community, Criminal Justice, the U.S. Constitution, U.S. Legislation, Current Events
Objectives
* Engage in the topic of gun violence through discussion, readings and video
Students will:
* Understand and summarize main ideas
* Share what they have learned about the pros and cons of gun safety regulations by creating posters
* Analyze a cartoon about the issue of gun violence
* Explore the Vision Quilt website and the power of art to create social change
* Research and interpret statistics about gun violence
* Write about three Vision Quilt panels and their impact on the viewer
* Research and share actions people are taking to prevent gun violence. Students may also share how gun violence has affected them personally and the actions they are taking, or would like to take, to prevent gun violence.
* Design and create a Vision Quilt panel
* Reflect on the type of Vision Quilt panel they would like to make
Setting the Stage: America's Gun Debate - Envisioning a Safer Future
* Do you own a gun? Do people in your family have guns? Why or why not?
Turn to a partner and discuss:
* What do you know about the current debate about guns in the U.S.?
* Do you think there is common ground among gun owners and those that do not own guns? If so, what is it?
* What do you think is the difference between the phrases "gun control" and "gun safety"?
Class discussion:
Debrief and talk about the recent shootings in the U.S. Discuss other questions and concerns regarding the gun debate as they arise.
Preview the article, "The Gun Debate", in the New York Times, upfront magazine: http://upfront.scholas tic.com/issues/02_08_16/
Discuss pictures, captions, and headings:
* What do you think about the cartoon of the "Ending Gun Violence" puzzle?
* How does the picture of the man and woman with guns at the counter make you feel?
* What stands out for you as you look at the statistics on the "Gun Ownership by State" map?
In groups:
* Discuss with your group and summarize its main points in one paragraph
* Watch the video on the Second Amendment at www.upfrontmagazine.com
* Read the gun debate article
* Using the highlighted information, draw a chart of the arguments for and against gun safety regula tions
* Highlight main ideas under each heading
Each group presents posters. Debrief as a class.
Engaging with the Project:
Explore the Vision Quilt website: http://www.visionquilt.org
Discuss these questions in small groups and then volunteers share with the class:
* What is the message of Vision Quilt?
* What is your impression of the website?
* What do you think about the power of art to affect social change?
Choose three panels to write about:
* How do they make you feel?
* Describe the panels.
* What is their message?
Delving Deeper:
Research statistics about gun violence in our country and in your area. Write down 6-10 facts and be prepared to present them to the class. You may also share how gun violence has affected you personally.
Research the actions people are taking to reduce gun violence in our country and in your area. Choose three that you think are having, or could have, the most effect. Discuss how these actions could affect you personally. Be prepared to present to the class.
Read the "15 Things You Can Do" section of the Vision Quilt website. Choose one you are already doing or would like to do.
Reflection:
* What do you want to say? What would the message be?
In a group, discuss what type of panel you would make.
* How would you design it?
* Sketch a design or several designs. Include pictures and/or words.
Next Steps:
Spend one or two class sessions designing and making vision quilt panels, using the Vision Quilt kit in structions and recommended materials. | <urn:uuid:ef8fb311-d094-4684-88fd-d7f1e510707c> | CC-MAIN-2019-22 | https://www.visionquilt.org/uploads/6/2/8/5/62854297/lesson_plan_high_school_college.pdf | 2019-05-26T09:16:58Z | crawl-data/CC-MAIN-2019-22/segments/1558232259015.92/warc/CC-MAIN-20190526085156-20190526111156-00467.warc.gz | 966,668,730 | 880 | eng_Latn | eng_Latn | 0.998365 | eng_Latn | 0.998389 | [
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New modelling on bushfires shows how they really burn through an area
22 August 2016, by Philip Zylstra
coming so hard and fast in this changing climate. We fight the fires and we manage the fuels as best we can, but our best efforts are only as good as the science they are built on, and there are some hard questions to be asked about that science.
Fire rages through the forest in a typical Australian bushfire. Credit: Flickr/HighExposure, CC BY-NC-ND
Bushfires in Australia can have a devastating impact on an environment and destroy homes and lives, so any effort to prevent them is a welcome move.
But the way that we have traditionally understood bushfires and forest flammability in Australia is not up to the challenges of our changing climate. Thankfully, a new approach is making sense of the confusion by looking at the plants themselves.
Unfortunately though, time is running out. Years ago I could stand on a ridge in the mountains as winter gales roared through the Alpine Ash forests on the slopes below me. There'd be black cockatoos on the wind and the first hard snow flakes rattling on my coat. It was a wildness that stung the eyes with raw beauty.
Sadly those forests are dying. They are being burnt so often that they may be gone by the end of the century. Like the tallest hardwoods in the world and the thousand year old King Billy pines of Tasmania, they are places we have no room for in our fossil fuel economy.
It's not that fire is bad; our forests need it. But it's
At the heart of our traditional approach are handdrawn dots on a graph from a leaflet published by Australian bushfire expert Alan McArthur in the 1960s. Nine data points telling us that if we halve the fuel load – the leaf litter on the ground – we can halve the speed of the fire.
An aerial infrared photo of the fire edge near Jindabyne in January, 2003. Credit: Philip Zylstra, Author provided
It has never been backed by evidence, but in the absence of something better it became the bedrock of Australian fire management. One rule for all forests: burn them.
But in the past two hundred years, Australian forests have been getting more fire than at any time in the tens of thousands of years before, and all of the controlled burning is not helping.
For 26 out of 30 bioregions in south-east Australia, there is no evidence that prescribed burning has reduced bush fire sizes.
New thinking
1 / 3
Clearly, it's time for a rethink. Can a few centimetres of leaf litter on the ground really give us enormous crown fires? Any fire fighter will disagree, saying you need tree crowns to get a crown fire. finds that the oils in leaves affect the way they ignite, or that they can better model the angle of a flame, we can build that in to our model.
The issue then is not how much fuel you have, but whether flames will span the gaps to ignite those plants.
Testing the model
There are no mysterious black box equations to tell
If flammability is about surface fuel load, then old forests are always more flammable than young ones because fuel accumulates.
is an attempt to join the dots and build a full picture.
us the answer to this, so it needs sound science. The Forest Flammability Model we have developed
Flames burning surface litter are small (top), large flames only occur when plants are burning (bottom). Credit: Philip Zylstra
How high will the flames be from a burning plant? How hot will it be above them at the next plant? How long will those leaves take to ignite? And will the first leaves stay alight long enough for that to happen?
The strength of this approach is that every part of it is open to question and improvement. If someone
But plants change as fire germinates some, they then grow and others die. The pattern of flammability could be different in every forest. When I looked at snow gums, I found that our model recreated the same pattern of flammability that we could see from 53 years of mapped history. It broke the established rules as the regrowth was more flammable than the old forests.
Our team later looked at 58 sites across eight different ecosystems ranging from woodland to tall wet forest, all burnt under a wide range of conditions that gave everything from tiny flames to 30 metre crown fires.
Two identical scenarios, but with different shrub species. Larger flames from the more flammable shrub (right) ignite the tree canopy, causing crown fire. Credit: Philip Zylstra, CC BY-ND
Our model recreated the flame heights with an average error of only 40cm, and correctly predicted larger flames 12 times more often than the best available surface fuel model.
Fire predictions
The implications of this are significant. We can find
2 / 3
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where fire belongs and where it doesn't. We can plan burn prescriptions around the plants they affect, find what the effects of logging or grazing might be and where it's safe to build. We can see what will happen if more carbon dioxide changes leaves or more heatwaves dry some species.
Bushmen have long talked about "kerosene bush" – shrubs that go up in flame like a bonfire soaked with petrol – and ecologists have been studying individual traits that make leaves more or less flammable.
This model is the first complete picture of how it all fits together. It means that we are no longer limited to rules of thumb, that we can learn what we should have learnt long ago, the way fire should look in Australia.
This article was originally published on The Conversation. Read the original article.
Source: The Conversation
APA citation: New modelling on bushfires shows how they really burn through an area (2016, August 22) retrieved 15 June 2019 from https://phys.org/news/2016-08-bushfires-area.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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Initiative of the Constitutional Court – school students' drawing and essay competition devoted to the Constitution of the Republic of Latvia
The competition was organised in honour of the centenary of Latvia and to mark 96 years since the adoption of Satversme – the Constitution of the Republic of Latvia
Goal of the initiative: to promote school children's and students' loyalty to Latvia and their confidence in the Constitution, to strengthen their statehood consciousness and to encourage them to participate in state processes, as well as to promote their interest in and awareness of the Constitution and its significance. The competition was held in order to improve the school youth's knowledge of the fundamental values of Latvia as a democratic state governed by the rule of law, to acquaint them with the Constitutional Court, explaining its role in a democratic society, and to encourage their creative self-expression.
Target audience and theme of the drawing competition: the 6th grade pupils of general and special education institutions were invited to produce and submit drawings on the theme My Constitution ("Mana Satversme").
Target audience and theme of the essay competition: the 9th and 12th grade students of general, special, and professional education institutions were invited to write and submit essays expressing their thoughts on the theme My Latvia and My Constitution ("Mana Latvija un Satversme").
Charter:
I General points – indicates the organiser and the goals of the competition, the contact person, and provides a reference (link) to the Constitutional Court's website section where updated information about the competition and its progress is to be posted regularly.
II Participants of the competition – indicates the target audiences and the working themes of the drawing competition and the essay competition.
III Tasks of the competition – describes clearly what the pupil's task is, what the pupil needs to do and to what extent. Below are the particular requirements for the execution, layout (formatting) and submission of a competition piece.
- The working task within the drawing competition was to produce a drawing on the theme My Constitution on A3 size paper, using pencils, crayons, felt pens, paints or any other techniques or their combinations. Works had to be submitted unfolded, in an A3 envelope.
- The task of the essay competition was to write an essay in Latvian on the theme My Latvia and My Constitution; the essays of the 9th grade students had to be 250–300 words long, of the 12th grade students – 350–400 words long; the essay had to be hand-written or computer-typed. Very particular layout (formatting) and submission requirements were set out. Each essay needed to have a title page indicating the student's first name and family name, the school, the teacher's first name and family name, as well as the essay title. According to the requirements, the work needed to be written on A4 size paper, keeping the left and the right margin and using Times New Roman font, size 13. It was stressed that the work needed to be well-structured, i.e. to contain an introduction, a body, and a conclusion. When using quotes and thoughts published by other authors, students needed to adhere to the specified citation and referencing guidelines, according to which, in a computer-typed text, references needed to be numbered in superscript at the end of a citation and/or another author's thought using the Footnote tool. A list of all writings by other authors used in the essay needed to be provided at the end of the work. Essays could be submitted in person, by post or by e-mail. A work submitted electronically via e-mail needed to be in PDF.
IV Progress of the competition – includes a time schedule containing descriptions and end dates for all competition stages.
The competition was divided into the following stages:
- registration for the competition;
- submission of works;
- assessment;
- publication of the results.
V Assessment Panel – indicates that an Assessment Panel will be formed to ensure assessment of the works submitted. This section also contains information on the composition of the Panel, including a clause on its competence. The Assessment Panel within this competition consisted of all the judges of the Constitutional Court.
VI Drawing competition assessment criteria – specifies particular criteria for assessing a work, as well as the minimum and maximum number of points for each criterion.
Assessment criteria:
VII Essay competition assessment criteria – specifies particular criteria for assessing a work, as well as the minimum and maximum number of points for each criterion.
Assessment criteria:
| Criterion | Number of points |
|---|---|
| Content (compliance with the task requirements) | 0-50 |
| Language (grammar and style) | 0-20 |
| Ingenuity (creative interpretation of the theme) | 0-20 |
| Conformity with the format requirements (text length, layout, references) | 0-10 |
| TOTAL (maximum number of points) | 100 |
VIII Determination of the winners and the recipients of merits certificates – indicates that the students whose works have received the highest number of points from the Assessment Committee become the winners of the competition, whereas certificates of merits are awarded to a certain number of students whose works have scored next best quantities of points after the winners.
IX The award ceremony of the drawing and essay competition – provides information on when and where the respective award ceremony will take place.
X Additional information on the competition – provides that the works submitted are not returned to the authors after the competition, and that the Constitutional Court, after the competition is over, has the right to use the works as it sees fit, with credit to the author.
Annex: the Charter is supplemented with informative educational materials that could help both the school youth and the teachers in getting to know the Constitution.
The Charter is supplemented with the following informative educational materials:
- Satversme – the Constitution of the Republic of Latvia;
- assessment criteria to be applied within the competition;
- two articles from Jurista Vārds – a specialised legal journal;
- an article on the Satversme and the Constitutional Court published in the youth magazine Ilustrētā Junioriem;
- an animated video about the Constitution created by the Saeima (the Parliament of Latvia).
Competition awards ceremony: The winners of the competition, the recipients of merits certificates, their teachers, as well as guests, were invited to the event. The list of guests included representatives of all branches of state power, as well as the partners with whose cooperation the competition was held. The event opened with festive addresses to honour the laureates, then their teachers. Each of the school children or students was awarded a diploma or a certificate of merit, while the teachers received gratitude for their contribution to the promotion of legal consciousness. During the event, those present were entertained with music performances; the event closed with the addressing speeches of the cooperation partners, and the awarding of special prizes.
Further information:
The Charter of the competition, the assessment criteria, the materials annexed to the Charter, a retrospective video about the competition, as well as the works of the competition laureates (both drawings and essays), in Latvian, are available in the section Konkurss on the website of the Constitutional Court: http://www.satv.tiesa.gov.lv/konkurss/
Pictures from the award ceremony can be viewed here: http://www.satv.tiesa.gov.lv/satversmes-tiesa/galerija/skolenu-zimejumu-undomrakstu-konkursa-svinigais-nosleguma-pasakums-satversmes-tiesa-15-022018/ | <urn:uuid:cd9e251e-4684-453f-81b9-ac66aa0cc4f7> | CC-MAIN-2019-26 | http://www.satv.tiesa.gov.lv/other/Satversmes_tiesas_iniciativa_Skolenu_zimejumu_un_domrakstu_konkurss_apraksts_ENG.pdf | 2019-06-16T03:22:12Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00497.warc.gz | 298,085,779 | 1,554 | eng_Latn | eng_Latn | 0.996337 | eng_Latn | 0.997274 | [
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8.G A rectangle in the coordinate plane
Task
Below is a quadrilateral in the coordinate plane:
a. Use the Pythagorean theorem to find the lengths of sides , , , and . Can you conclude that quadrilateral is a rectangle? AB ⎯ ⎯ ⎯⎯⎯⎯⎯ BC ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ CD ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ DA ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ ABCD
b. Use the Pythagorean theorem to find the lengths of the two diagonals and c. Use parts (a) and (b) to explain why quadrilateral is a rectangle. AC ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ BD ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ ABCD
IM Commentary
This task provides an opportunity to apply the Pythagorean theorem to multiple triangles in order to determine the length of the hypotenuse; the converse of the
Pythagorean theorem is also required in order to conclude that certain angles are right angles. In parts (a) and (b), the Pythagorean theorem can be used to find the different segment lengths because the lines of the coordinate grid make right angles where they meet. These coordinates are essential in order to measure the distance between points joined by horizontal or vertical lines. Part (c) of this problem uses the converse of the Pythagorean theorem: if the sum of the squares of two side lengths of a triangle is equal to the square of the third side length, then the triangle must be a right triangle.
The task can be preceded or followed up by a prompt for students to look for rectangles whose vertices lie at the intersection of the grid lines (other than the ones whose sides are contained in the grid lines). There are many examples. It is difficult, however, to find examples where the side lengths of the rectangle are all whole numbers as is the case for in this problem. ABCD
This task also relates to the standard 8.G.2. Rectangle is congruent to any by rectangle with vertices at the intersection of vertical and horizontal grid lines. To show this congruence, however, requires either a rotation or a reflection. In the former case, finding the number of degrees of the rotation is difficult (as is showing that the rotation has the desired impact on the vertices) while in the latter case finding the equation of the line of reflection is a challenge. This provides motivation for eventually developing congruence criteria such as SSS, SAS, and ASA for triangles. ABCD 5 10
The diagonals of each have the same length, , but the two right triangles which have these diagonals as hypotenuse are not congruent (see the blue and yellow triangles in part (b) of the solution). The Pythagorean theorem, applied to these two triangles gives ABCD 125 ‾ ‾ ‾‾ √
So rectangles which fit in a skew way into the coordinate grid are related to writing whole numbers as sums of squares in two different ways.
This task is primarily intended for instruction purposes. An open-ended version, with slightly different coordinates, is presented in the task ''Is this a rectangle?''
There is an open ended version of this task as well; see 8.G, G-GPE, G-SRT, G-CO Is this a rectangle?
Solution
a. To help compute the side lengths for quadrilateral we add rectangle shown in red in the picture below: ABCD EFGH
The grid lines meet in right angles so , , , and are all right triangles. Using the Pythagorean theorem, we can find the side lengths for each hypotenuse in these right triangles: △AEB △BFC △CGD △DHA
All of the side lengths on the right are whole numbers since these segments are vertical or horizontal with end points having integer coordinates. For example, and so . Similarly and so . Similarly, we find , and . Plugging in these lengths we find A = (−5,1) E = (−5,5) |AE| = 4 B = (−2,5) |EB| = 3 |BF| = 8,|FC| = 6,|CG| = 4,|GD| = 3,|DH| = 8 |HA| = 6
Although opposite sides of a rectangle are congruent, this is true of any parallelogram, and not all parallelograms are rectangles. In order to conclude that is a rectangle, we need to show the four angles are right angles. ABCD
b. Below is a picture with two points, labelled and , which will help to find the lengths of the diagonals of . E F ABCD
As in part (a), we can find the lengths of and applying the Pythagorean theorem to the right triangles and . AC ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ BD ⎯ ⎯ ⎯⎯⎯⎯⎯⎯ AEC DFB
As in part (a), the lengths on the right can all be calculated by using the coordinates. So , , , and . Plugging these values into the above equations we find |AC| = 2 |EC| = 11 |DF| = 10 |FB| = 5
c. To show that is a rectangle, we need to show that the four angles are right angles. To do this, we use the converse of the Pythagorean theorem. We have ABCD
By the converse of the Pythagorean theorem and are right triangles and and of quadrilateral are right angles. △ABC △ADC ∠B ∠D ABCD
Similarly we have
By the converse of the Pythagorean theorem and are right triangles and and of quadrilateral are right angles. Thus we have shown that all four angles of are right angles and so is a rectangle. △BAD △BCD ∠A ∠C ABCD ABCD ABCD
8.G A rectangle in the coordinate plane
is licensed by Illustrative Mathematics
under a
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Impact Factor: 3.4546 (UIF)
DRJI Value: 5.9 (B+)
A Study on Attitude of Physically Challenged Students towards their Complicated Life
JAGADISH LAYA Research Scholar Dept. of Education, Sidho-Kanho-Birsha University Purulia Sainik School Ranchi Road, Purulia, West Bengal, India PRANAB BARMAN 1 Assistant Professor Dept. of Education, Sidho-Kanho-Birsha University Purulia Sainik School Ranchi Road, Purulia, West Bengal, India
Abstract:
In the present study an attempt has been made by the investigators to study the attitude of Physically Challenged Children towards their complicated life in the state of West Bengal, India. The investigators have used Descriptive Survey method for the present study. The sample consists of 100 physically challenged students who were reading in the different secondary schools which are situated in the district of Purulia, West Bengal, India. The Purposive sampling technique has been used for the selection of sample. The investigators have developed a Questionnaire by themselves to measure the attitude of Physically Challenged Children towards their complicated life. For the analysis of data Mean and S.D have been used by the investigators in the present study. The overall results of the study indicate that the level of attitude of physically challenged children towards their complicated life is poor. They expressed very poor or negative attitude against the various aspects of their complicated life that they are facing in their daily living.
1 Corresponding author: firstname.lastname@example.org
Key words: Attitude, Physically Challenged, Children, Complicated Life.
Introduction:
There are various kinds of exceptional children whom we can see in our society, in our education system and across the whole world. Among these exceptional children, one of the most serious and considerable children are the Physically Challenged Children (PCC)or Physically Disabled Children who are facing and suffering from so many difficulties in their daily life, like problem of social adjustment, inferiority complex, poor educational performance, lack of self-confidence, social isolation, low self-esteem and so on (Gobala Krishnan, C, 2013).Generally we can see four types of physically challenged children in our society as well as in our education system. They are Physically Handicapped or Orthopedic Children, Blind or Visually Impaired Children, Deaf or Auditory Impaired Children and Dumb or Speech Impaired Children. (Gobala krishnan, C, 2013). All of them have some common problem that they are facing in their daily life due to their so many difficulties or disabilities. But the physically challenged children frequently suffer more due to societal prejudices than due to their disabling physical conditions.(Dalal, A.K., 2006).Because of the social and physical environment in which these physically challenged live is often designed without much consideration of their special needs.(Dalal, A.K., 2006).
As per the Census Report-2011, India is the second largest populated country in this world with the 1.21 billion (1210 million) people out of which 26.8 million (2.21%) people are differently-abled here whereas over 150 million people have a disability across the whole world. (Census of India, 2011) Among them (26.8 million) over 5.4 million people have some kind of physical disability, followed by hearing impairment affecting 5.07 million and 5.03 million who have problems with
EUROPEAN ACADEMIC RESEARCH - Vol. III, Issue 5 / August 2015
their vision. Just about 2 million have speech disability, and 2 million are affected by mental retardation and other mental illnesses (Census of India, 2011).
There are 14.9 million men with disabilities as compared to 11.8 million women in India with the total number of disabled people over 18 million in the rural areas and just 8.1 million enumerated in the urban settings. The percentage of men with disabilities is 2.41 as against 2.01 in women (Census of India, 2011).
On the other side, State-wise data shows that out of 29 states of India Andhra Pradesh, Maharashtra, Orissa and Jammu and Kashmir have more than 2.51 per cent disabled population whereas in Tamil Nadu, Assam, Meghalaya, Assam and Nagaland, the percentage is less than 1.75. In the state of West Bengal out of total 91.35 million, 1.84 million people are suffering from different kinds of disability. It means that 2.02% people of the total population of the state (West Bengal) and 6.89% people of the total disabled population (26.8 million)of the country are disabled here in West Bengal (Census of India, 2011).
Table No-1: Proportion of Non-Disabled and Disabled Population in India, 2011
Source: Census of India, 2011
| Groups | Total No. of People | Percentage (%) |
|---|---|---|
| Total Population | 121,01,93,422 | 100% |
| Non-Disabled Population | 118,33,82,865 | 97.79% |
| Disabled Population | 2,68,10,557 | 2.21% |
Figure No-1: Graphical Representation of Proportion of Non-Disabled and Disabled Population in India, 2011
Table No-2: Proportion of Disabled Population by Type of Disability in India, 2011
| Visually Impaired or Blind | 5032463 |
|---|---|
| Auditory Impaired or Deaf | 5071007 |
| Speech Impaired or Dumb | 1998535 |
| Physically Disabled or Orthopaedic | 5436604 |
| Mental Retardation | 1505624 |
| Mental Illness | 722826 |
| Multiple Disability | 2116487 |
| Any Other | 4927011 |
| All Types of Disability | 2,68,10,557 |
Source: Census of India, 2011
Table No-3: Proportion of Disabled Population by Type of Disability against the Total Population in India, 2011
| Types of Disability | Total No. of People |
|---|---|
| Visually Impaired or Blind | 5032463 |
| Auditory Impaired or Deaf | 5071007 |
| Speech Impaired or Dumb | 1998535 |
| Physically Disabled or Orthopaedic | 5436604 |
| Mental Retardation | 1505624 |
| Mental Illness | 722826 |
| Multiple Disability | 2116487 |
| Any Other | 4927011 |
| All Types of Disability | 2,68,10,557 |
Source: Census of India, 2011
Figure No-3: Graphical Representation of Proportion of Disabled Population by Type of Disability against the Total Population in India, 2011
Review of Related Literature:
In the field of education, perceptions towards children and adults with disabilities have changed significantly. According to Birch and John stone (1975), the greatest challenge in education today, is ensuring that all schools are as readily and fully accessible to persons with disabilities as to the nondisabled. From every standpoint, whether that of human rights, economic efficiency, or social desirability, the national interest should be to serve children with disabilities equally with all others.
A number of studies have been conducted in the field of attitude of people towards the physically challenged children throughout the world. Asian region shows that people experience wide discrimination because of their physical disability. Literature review in this area provides substantial evidence that the physically challenged children do feel discriminated in all societies (Lang, 1998). A National Survey has been conducted on physically challenged children in Korea (2002) and found that about 85% of the population with disabilities felt that they are discriminated against because of their physical condition (Kim, 2004).
Similar findings have been found in India also. In two studies conducted in the rural areas in Northern India, Dalal et al. (Dalal, 2000; Dalal, Pande, Dhawan, Dwijendra, & Berry,
2000) found that the prevailing disability attitudes of local communities and families of persons with disabilities were negative and patronizing. It was found through this comprehensive survey that 50% of the families in the rural sector felt that their members having disabilities could do nothing in terms of contributing to family income. These kind of negative attitudes are considered major sources of social discrimination in terms of delayed treatment and rehabilitation, school drop-out and for giving low priorities to disability services. Conducting a survey using the same measures in South India, Paterson (2000) found that the attitudes of Community–Based Rehabilitation (CBR) workers towards people with disabilities were not affected by age, gender, marital status, CBR work experience and contact with a person with a disability. Their attitudes are slightly more positive towards those with orthopaedic disabilities and more negative towards people with a visual impairment.
The Commission on Human Rights (2005) emphasized that education of persons with disabilities should be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedom. The knowledge of human rights, both in its theoretical dimension and its practical application, should be established as a priority in education policies. Integration constitutes an important vehicle for the elimination of stereotyped attitude, discrimination and ensuring equal opportunities through the promotion and protection of persons with disabilities (MOEST, 2003).
In real life situation, physically challenged children find it very hard to fit into the world of non-disabled people. Physically challenged children may react negatively to their disabilities and hence develop poor self concept. According to UNESCO, (1995, p.19) this reaction may be demonstrated in various ways such as: - Denial or refusal to acknowledge disability, resignation or "giving up" in life, regarding oneself as a victim of injustice showing arrogance, rebellion, reflection, aggressive demanding, viewing disability as a punishment for real or imagined infraction of family, becoming dependent and demanding as a form of seeking attention, affection and care.
"Children with disabilities exhibit unhappy behaviour characteristics of emotional disturbance. They may be very unhappy with very low self-esteem" (Ingule, Ronoh & Ndambuki, 1996, p.259). Physically challenged children selfconcept depends on the way they view their disabilities and the way others treat them. In our society, the disabled persons are socially devalued and this gives clear evidence why disabled persons have low self-concept especially when they are in unconducive environment.
Keep in mind the problems of handicapped children that they are facing in their daily life, like family life, school life, social life, political life etc., the present researchers have intended to know and find out what perceptions or views do show the physically challenged children of the Purulia District of West Bengal, India about their complicated life that they are facing each and every moment of their daily living.
Need and Significance of the Study:
1. The present study helps to know the attitude of Physically Challenged Children of the district of Purulia, West Bengal towards their complicated life.
2. To conduct this study the present researchers have constructed an Attitude Questionnaire which will be very helpful for other researchers to conduct future researches in the field of Physically Challenged Childrens‟ Attitude towards their complicated life.
3. The findings related to attitude of Physically Challenged Children will be helpful for the parents, school teachers, head of the institutions, Government and Policy Makers to take some important initiatives and provisions for
generating positive attitude among the physically challenged children and for solving their various problems which they are facing in their daily life.
4. The findings of the present study will also make awareness among the parents, teachers and peers of the physically challenged children that how to behave with this type of children in the school, society and other field of life.
Objectives of the Study:
The researcher has conducted his study on the basis of the following objectives:
1. To study the attitude of physically challenged children towards their complicated life.
Hypothesis of the Study:
H01: There would not have bad or negative attitude among the physically challenged children towards their complicated life.
Definition of the Terms:
Attitude:
Here in this study, the researchers have used the term „Attitude‟ in the sense that the opinions or views which are reflected by the School level Students of the district of Purulia, West Bengal about their challenging and complicated life.
Physically Challenged Children:
Here in this study, the researchers have used the term „Physically Challenged Children‟ to mean that, those children who are not like a normal child in various aspects of their life. Here Physically Challenged Children means that those children who have some kind of disability like deaf, dumb, visionless and orthopedic etc.
Complicated Life:
Here in this study, the researchers have used the term „Complicated Life‟ to mean that a such kind of life dealing by a physically challenged child in their daily living which is full of various problems, complexities, uncertainties, independency etc.
Methodology of the Study:
Method of the Study:
The present study is descriptive type in nature. The researchers have used the descriptive type survey method in the present study. Therefore, naturally the investigators have used different tools, techniques, strategies and method of descriptive survey research to collect, analyze and interpret the data.
Population of the Study:
All physically challenged children of the district of Purulia have been treated as population for the present study.
Sample of the Study:
The researchers have selected only 100 differently Physically Challenged Students (PCS-including Grade-V to Grade-XII) from 9 (Nine) selected secondary schools which are situated in the district of Purulia have been treated as a sample for the present study.
Sampling Technique:
The Stratified Random sampling technique has been used in the selection of the sample.
Tool of the Study:
The investigators have used a Questionnaire as a tool for collecting the data in the present study. The Questionnaire consists of 30 items with the combination of positive (13) and negative (17) items. The Questionnaire has been constructed on the basis of Likert‟s five point scale i.e. Strongly Agree (S.A), Agree (A), Indifferent (I), Disagree (D) and Strongly Disagree (S.D).
Techniques of Data Analysis:
The present investigators have used Mean and S.D. for analyzing the data.
Techniques of Measuring the Level of Attitude:
After all the items are scored, the scores of all the 30 items are added to obtain the total score of an individual on the Attitude Questionnaire. The range of the total score is 30-150 as the Questionnaire is constructed on the basis of 5 point Likert Scale. Therefore, the Level of Attitude is considered from Score of the answers and is classified into 5 levels to the Best‟s Criteria (1977) as follows-
Highest Score – Lowest Score
Number of Levels
Table No-1: Criteria for Understanding the Means of the Level of Attitude
Results:
H1: There would have bad or negative attitude among the physically challenged children towards their complicated life.
Table No-2: Shows the Number, Mean and S.D of the Total Students
Note: 30-54=Very Poor, 55-78=Poor, 79-102=Moderate, 103-126=Good and 127-150=Very Good.
| Group | Number | Mean |
|---|---|---|
| Students | 100 | 68.24 |
From the above table, we can see that the obtained Mean Score of the Students is 68.24 and S.D is 18.45. On the basis of the Best‟s Criteria, the obtained Mean Score of the students is 68.24 which fall under the range of Mean Scores of 55-78. It indicates that the level of attitude of the students fall under the Poor range group. Therefore, the null hypothesis is rejected and we can say that the level of attitude of the Physically Challenged Children of Purulia district towards their complicated life is at Poor level.
Item wise Analysis of the Levels of Agreement Expressed by the Students
| SL. No. | Items/Statements | Levels of Agreement | Frequency |
|---|---|---|---|
| 1 | Nothing but aching and troubles in the life of Physically Challenged Children. | S.A | 86 |
| | | A | 2 |
| | | I | 1 |
| | | D | 1 |
| | | S.D | 10 |
| 2 | To spent life as being a Physically Challenged Child is very pleasurable. | S.A | 2 |
| | | A | 3 |
| | | I | 3 |
| | | D | 13 |
| | | S.D | 79 |
| 3 | Hopeless, deprivation and disrespect are the common facts to the Physically Challenged Children. | S.A | 78 |
| | | A | 13 |
| | | I | 1 |
| | | D | 3 |
| | | S.D | 5 |
| 4 | Physically Challenged Children are self dependent like other normal children. | S.A | 0 |
| | | A | 32 |
| | | I | 1 |
Jagadish Laya, Pranab Barman- A Study on Attitude of Physically Challenged Students towards their Complicated Life
| | | S.D | 58 |
|---|---|---|---|
| 5 | Being a Physically Challenged Child the life seems to me valueless. | S.A | 57 |
| | | A | 1 |
| | | I | 0 |
| | | D | 1 |
| | | S.D | 41 |
| 6 | Physically Challenged Children can enjoy their life very smoothly like other normal children. | S.A | 1 |
| | | A | 8 |
| | | I | 1 |
| | | D | 36 |
| | | S.D | 54 |
| 7 | Being a Physically Challenged Child, I become a burden to my family members. | S.A | 79 |
| | | A | 9 |
| | | I | 1 |
| | | D | 3 |
| | | S.D | 8 |
| 8 | Like other normal children, I also get equal importance from my family, society and country. | S.A | 6 |
| | | A | 9 |
| | | I | 4 |
| | | D | 43 |
| | | S.D | 38 |
| 9 | Physically Challenged Children are deprived from all the happiness or enjoyment in this world. | S.A | 41 |
| | | A | 9 |
| | | I | 3 |
| | | D | 34 |
| | | S.D | 13 |
| 10 | In any festival organized by the school or society, I get equal importance. | S.A | 3 |
| | | A | 12 |
| | | I | 3 |
| | | D | 9 |
| | | S.D | 73 |
| 11 | Physically Challenged Children are socially deprived form various aspects. | S.A | 80 |
| | | A | 3 |
| | | I | 3 |
| | | D | 7 |
| | | S.D | 7 |
| 12 | Physically Challenged Children get love and affection from all. | S.A | 20 |
| | | A | 18 |
| | | I | 2 |
| | | D | 16 |
| | | S.D | 44 |
| 13 | There is nothing worth of education in Physically Challenged Children‟s life. | S.A | 13 |
| | | A | 2 |
| | | I | 2 |
| | | D | 26 |
| | | S.D | 57 |
| 14 | Education helps to build up personality of the Physically Challenged Children. | S.A | 86 |
| | | A | 3 |
| | | I | 2 |
| | | D | 2 |
| | | S.D | 7 |
| 15 | All people perceive me in an | S.A | 80 |
Jagadish Laya, Pranab Barman- A Study on Attitude of Physically Challenged Students towards their Complicated Life
| | angle of mercy in the society. | A | 9 | 9 |
|---|---|---|---|---|
| | | I | 3 | 3 |
| | | D | 3 | 3 |
| | | S.D | 5 | 5 |
| 16 | Physically Challenged Children are dependent to other in so many aspects of their life. | S.A | 49 | 49 |
| | | A | 37 | 37 |
| | | I | 0 | 0 |
| | | D | 5 | 5 |
| | | S.D | 9 | 9 |
| 17 | Everybody help the Physically Challenged Children. | S.A | 18 | 18 |
| | | A | 25 | 25 |
| | | I | 6 | 6 |
| | | D | 16 | 16 |
| | | S.D | 35 | 35 |
| 18 | My friends and teachers ignore me in the school. | S.A | 25 | 25 |
| | | A | 6 | 6 |
| | | I | 2 | 2 |
| | | D | 14 | 14 |
| | | S.D | 53 | 53 |
| 19 | The Physically Challenged Children are equally treated by all. | S.A | 12 | 12 |
| | | A | 25 | 25 |
| | | I | 9 | 9 |
| | | D | 11 | 11 |
| | | S.D | 43 | 43 |
| 20 | Being a Physically Challenged Child, I feel lack of confidence in various aspects of my life. | S.A | 85 | 85 |
| | | A | 8 | 8 |
| | | I | 1 | 1 |
| | | D | 1 | 1 |
| | | S.D | 5 | 5 |
| 21 | Physically Challenged Children can solve any problem of their life by themselves without the help of others. | S.A | 7 | 7 |
| | | A | 5 | 5 |
| | | I | 2 | 2 |
| | | D | 36 | 36 |
| | | S.D | 50 | 50 |
| 22 | Physical disability has reduced my natural ability to work in my life. | S.A | 95 | 95 |
| | | A | 2 | 2 |
| | | I | 0 | 0 |
| | | D | 1 | 1 |
| | | S.D | 2 | 2 |
| 23 | Inspite of being a Physically Challenged, I am also able to reach at the highest goal of my life. | S.A | 74 | 74 |
| | | A | 6 | 6 |
| | | I | 2 | 2 |
| | | D | 6 | 6 |
| | | S.D | 12 | 12 |
| 24 | Being a Physically Challenged, I have no special importance in the progress of the society as well as in the country. | S.A | 19 | 19 |
| | | A | 32 | 32 |
| | | I | 5 | 5 |
| | | D | 20 | 20 |
| | | S.D | 24 | 24 |
| | | S.A | 30 | 30 |
| | | A | 13 | 13 |
| | | I | 3 | 3 |
Jagadish Laya, Pranab Barman- A Study on Attitude of Physically Challenged Students towards their Complicated Life
| | | S.D | 43 | 43 |
|---|---|---|---|---|
| 26 | My Physical disability pulled me behind very long in any competitions of my life. | S.A | 67 | 67 |
| | | A | 7 | 7 |
| | | I | 1 | 1 |
| | | D | 24 | 24 |
| | | S.D | 1 | 1 |
| 27 | Like other normal children, Physically Challenged Children are also equally honored by all in the field of education. | S.A | 4 | 4 |
| | | A | 11 | 11 |
| | | I | 31 | 31 |
| | | D | 20 | 20 |
| | | S.D | 34 | 34 |
| 28 | I suffer from inferiority complex in every moment for my poor physical condition. | S.A | 82 | 82 |
| | | A | 12 | 12 |
| | | I | 0 | 0 |
| | | D | 2 | 2 |
| | | S.D | 4 | 4 |
| 29 | It is an offence to born as a Physically Challenged Child. | S.A | 64 | 64 |
| | | A | 1 | 1 |
| | | I | 2 | 2 |
| | | D | 0 | 0 |
| | | S.D | 33 | 33 |
| 30 | The Life and world of Physically Challenged Children is full of darkness. | S.A | 63 | 63 |
| | | A | 2 | 2 |
| | | I | 1 | 1 |
| | | D | 2 | 2 |
| | | S.D | 32 | 32 |
Note: Strongly Agree (S.A), Agree (A), Indifferent (I), Disagree (D) and Strongly Disagree (S.D).
Discussion:
Item No-1: The above table shows that out of 100 Physically Challenged Students (PCS), 86%, 2%, 1%, 1% and 10% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-1 respectively. It means that the total 88% PCS are agree, 1% PCS are indifferent and 11% PCS are disagree with the item no-1. So, it can be said that most of the Physically Challenged Students think that there is nothing but aching and troubles in their life.
Item No-2: The above table shows that out of 100 Physically Challenged Students, 2%, 3%, 3%, 13% and 79% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item
No-1 respectively. It means that the total 5% PCS are agree, 3% PCS are indifferent and 92% PCS are disagree with the item no-2. So, it can be said that most of the Physically Challenged Students think that to spent life as being a Physically Challenged Child is not pleasurable to them.
Item No-3: The above table shows that out of 100 Physically Challenged Students, 78%, 13%, 1%, 3% and 5% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-3 respectively. It means that the total 91% PCS are agree, 1% PCS are indifferent and 8% PCS are disagree with the item no-3. So, it can be said that most of the Physically Challenged Students think that Hopeless, deprivation and disrespect are the common facts to them.
Item No-4: The above table shows that out of 100 Physically Challenged Students, 0%, 32%, 1%, 9% and 58% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-4 respectively. It means that the total 32% PCS are agree, 1% PCS are indifferent and 76% PCS are disagree with the item no-4. So, it can be said that most of the Physically Challenged Students think that they are not self dependent like other normal children.
Item No-5: The above table shows that out of 100 Physically Challenged Students, 57%, 1%, 0%, 1% and 41% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-5 respectively. It means that the total 58% PCS are agree, 0% PCS are indifferent and 42% PCS are disagree with the item no-5. So, it can be said that most of the Physically Challenged Students think that being a Physically Challenged Child the life seems to them valueless.
Item No-6: The above table shows that out of 100 Physically Challenged Students, 1%, 8%, 1%, 36% and 54% Students have given their opinion at the level of Strongly Agree, Agree,
Indifferent, Disagree and Strongly Disagree against the Item No-6 respectively. It means that the total 9% PCS are agree, 1% PCS are indifferent and 90% PCS are disagree with the item no-6. So, it can be said that most of the Physically Challenged Students think that they cannot enjoy their life very smoothly like other normal children.
Item No-7: The above table shows that out of 100 Physically Challenged Students, 79%, 9%, 1%, 3% and 8% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-7 respectively. It means that the total 88% PCS are agree, 1% PCS are indifferent and 11% PCS are disagree with the item no-7. So, it can be said that most of the Physically Challenged Students think that being a Physically Challenged Child, they become a burden to their family members.
Item No-8: The above table shows that out of 100 Physically Challenged Students (PCS), 6%, 9%, 4%, 43% and 38% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-8 respectively. It means that the total 15% PCS are agree, 4% PCS are indifferent and 81% PCS are disagree with the item no-8. So, it can be said that most of the Physically Challenged Students think that like other normal children, they do not get equal importance from their family, society and country.
Item No-9: The above table shows that out of 100 Physically Challenged Students, 41%, 9%, 3%, 34% and 13% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-9 respectively. It means that the total 50% PCS are agree, 3% PCS are indifferent and 47% PCS are disagree with the item no-9. So, it can be said that most of the Physically Challenged Students think that they are deprived from all the happiness or enjoyment in this world.
Item No-10: The above table shows that out of 100 Physically Challenged Students, 3%, 12%, 3%, 9% and 73% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-10 respectively. It means that the total 15% PCS are agree, 3% PCS are indifferent and 82% PCS are disagree with the item no-10. So, it can be said that most of the Physically Challenged Students think that in any festival organized by the school or society, they do not get equal importance.
Item No-11: The above table shows that out of 100 Physically Challenged Students, 80%, 3%, 3%, 7% and 7% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-11 respectively. It means that the total 83% PCS are agree, 3% PCS are indifferent and 14% PCS are disagree with the item no-11. So, it can be said that most of the Physically Challenged Students think that they are socially deprived form various aspects.
Item No-12: The above table shows that out of 100 Physically Challenged Students, 20%, 18%, 2%, 16% and 44% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-12 respectively. It means that the total 38% PCS are agree, 2% PCS are indifferent and 60% PCS are disagree with the item no-12. So, it can be said that most of the Physically Challenged Students think that they do not get love and affection from all.
Item No-13: The above table shows that out of 100 Physically Challenged Students, 13%, 2%, 2%, 26% and 57% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-13 respectively. It means that the total 25% PCS are agree, 2% PCS are indifferent and 83% PCS are disagree with the item no-13. So, it can be said that most of the Physically
Challenged Students think that there is nothing worth of education in their life.
Item No-14: The above table shows that out of 100 Physically Challenged Students, 86%, 3%, 2%, 2% and 7% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-14 respectively. It means that the total 89% PCS are agree, 2% PCS are indifferent and 9% PCS are disagree with the item no-14. So, it can be said that most of the Physically Challenged Students think that it is true that Education can help to build up their personality.
Item No-15: The above table shows that out of 100 Physically Challenged Students, 80%, 9%, 3%, 3% and 5% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-15 respectively. It means that the total 89% PCS are agree, 3% PCS are indifferent and 8% PCS are disagree with the item no-15. So, it can be said that most of the Physically Challenged Students think that really all people perceive them in an angle of mercy in the society.
Item No-16: The above table shows that out of 100 Physically Challenged Students, 49%, 37%, 0%, 5% and 9% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-16 respectively. It means that the total 86% PCS are agree, 0% PCS are indifferent and 14% PCS are disagree with the item no-16. So, it can be said that most of the Physically Challenged Students think that really they are dependent to other in so many aspects of their life.
Item No-17: The above table shows that out of 100 Physically Challenged Students, 18%, 25%, 6%, 16% and 35% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-17 respectively. It means that the total 43% PCS are agree, 6% PCS are indifferent and 51% PCS are disagree with the item no-17. So, it can be said that most of the Physically Challenged Students think that everybody do not help the physically challenged children.
Item No-18: The above table shows that out of 100 Physically Challenged Students, 25%, 6%, 2%, 14% and 53% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-18 respectively. It means that the total 31% PCS are agree, 2% PCS are indifferent and 67% PCS are disagree with the item no-18. So, it can be said that most of the Physically Challenged Students think that their friends and teachers do not ignore them in the school.
Item No-19: The above table shows that out of 100 Physically Challenged Students, 12%, 25%, 9%, 11% and 43% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-19 respectively. It means that the total 37% PCS are agree, 9% PCS are indifferent and 54% PCS are disagree with the item no-19. So, it can be said that most of the Physically Challenged Students think that they are not equally treated by all.
Item No-20: The above table shows that out of 100 Physically Challenged Students, 85%, 8%, 1%, 1% and 5% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-20 respectively. It means that the total 93% PCS are agree, 1% PCS are indifferent and 6% PCS are disagree with the item no-20. So, it can be said that most of the Physically Challenged Students think that being a Physically Challenged Child, they feel lack of confidence in various aspects of their life.
Item No-21: The above table shows that out of 100 Physically Challenged Students, 7%, 5%, 2%, 36% and 50% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-21 respectively. It means that the total 12% PCS are agree,
2% PCS are indifferent and 86% PCS are disagree with the item no-21. So, it can be said that most of the Physically Challenged Students think that they cannot solve any problem of their life by themselves without the help of others.
Item No-22: The above table shows that out of 100 Physically Challenged Students, 95%, 2%, 0%, 1% and 2% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-22. Respectively It means that the total 97% PCS are agree, 0% PCS are indifferent and 3% PCS are disagree with the item no-22. So, it can be said that most of the Physically Challenged Students think that really physical disability has reduced their natural ability to work in their life.
Item No-23: The above table shows that out of 100 Physically Challenged Students, 74%, 6%, 2%, 6% and 12% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-23 respectively. It means that the total 80% PCS are agree, 2% PCS are indifferent and 18% PCS are disagree with the item no-23. So, it can be said that most of the Physically Challenged Students think that inspite of being a physically challenged, they are also able to reach at the highest goal of their life.
Item No-24: The above table shows that out of 100 Physically Challenged Students, 19%, 32%, 5%, 20% and 24% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-24 respectively. It means that the total 51% PCS are agree, 5% PCS are indifferent and 44% PCS are disagree with the item no-24. So, it can be said that most of the Physically Challenged Students think that being a physically challenged; they have no special importance in the progress of the society as well as in the country.
Item No-25: The above table shows that out of 100 Physically Challenged Students, 30%, 13%, 3%, 11% and 43% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-25 respectively. It means that the total 43% PCS are agree, 3% PCS are indifferent and 54% PCS are disagree with the item no-25. So, it can be said that most of the Physically Challenged Students think that they do not get equal honour and importance in the various aspects of the society and the life.
Item No-26: The above table shows that out of 100 Physically Challenged Students, 67%, 7%, 1%, 24% and 1% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-26 respectively. It means that the total 74% PCS are agree, 1% PCS are indifferent and 25% PCS are disagree with the item no-26. So, it can be said that most of the Physically Challenged Students think that really their physical disability pulled them behind very long in any competitions of their life.
Item No-27: The above table shows that out of 100 Physically Challenged Students, 4%, 11%, 31%, 20% and 34% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-27 respectively. It means that the total 15% PCS are agree, 31% PCS are indifferent and 54% PCS are disagree with the item no-27. So, it can be said that most of the Physically Challenged Students think that like other normal children, they are not equally honored by all in the field of education.
Item No-28: The above table shows that out of 100 Physically Challenged Students, 82%, 12%, 0%, 2% and 4% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-28 respectively. It means that the total 94% PCS are agree, 0% PCS are indifferent and 6% PCS are disagree with the item no-28. So, it can be said that most of the Physically Challenged Students think that really they suffer from inferiority complex every moment for their poor physical condition.
Item No-29: The above table shows that out of 100 Physically Challenged Students, 64%, 1%, 2%, 0% and 33% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-29 respectively. It means that the total 65% PCS are agree, 2% PCS are indifferent and 33% PCS are disagree with the item no-29. So, it can be said that most of the Physically Challenged Students think that it is an offence to born as a physically challenged child.
Item No-30: The above table shows that out of 100 Physically Challenged Students, 63%, 2%, 1%, 2% and 32% Students have given their opinion at the level of Strongly Agree, Agree, Indifferent, Disagree and Strongly Disagree against the Item No-30 respectively. It means that the total 65% PCS are agree, 1% PCS are indifferent and 34% PCS are disagree with the item no-30. So, it can be said that most of the Physically Challenged Students think that it is true that the Life and world of them is full of darkness.
Major Findings of the Study:
1. It is found that the level of attitude of the Physically Challenged Students of Purulia district towards their complicated life is Poor or bad. It means that the physically challenged students of Purulia district are not happy with the various aspects of their complicated life that they are facing each and every moment in their daily life. They expressed very negative or bad attitude about most of the aspects of their complicated life.
2. It is found that most of the Physically Challenged Students think that there is nothing but aching and troubles in their life.
3. It is found that most of the Physically Challenged Students think that to spent life as being a Physically Challenged Child is not pleasurable to them.
4. It is found that most of the Physically Challenged Students think that Hopeless, deprivation and disrespect are the common facts to them.
5. It is found that most of the Physically Challenged Students think that they are not self dependent like other normal children.
6. It is found that most of the Physically Challenged Students think that being a Physically Challenged Child the life seems to them valueless.
7. It is found that most of the Physically Challenged Students think that they cannot enjoy their life very smoothly like other normal children.
8. It is found that most of the Physically Challenged Students think that being a Physically Challenged Child, they become a burden to their family members.
9. It is found that most of the Physically Challenged Students think that like other normal children, they do not get equal importance from their family, society and country.
10. It is found that most of the Physically Challenged Students think that they are deprived from all the happiness or enjoyment in this world.
11. It is found that most of the Physically Challenged Students think that in any festival organized by the school or society, they do not get equal importance.
12. It is found that most of the Physically Challenged Students think that they are socially deprived form various aspects.
13. It is found that most of the Physically Challenged Students think that they do not get love and affection from all.
14. It is found that most of the Physically Challenged Students think that there is nothing worth of education in their life.
15. It is found that most of the Physically Challenged Students think that it is true that Education can help to build up their personality.
16. It is found that most of the Physically Challenged Students think that really all people perceive them in an angle of mercy in the society.
17. It is found that most of the Physically Challenged Students think that really they are dependent to other in so many aspects of their life.
18. It is found that most of the Physically Challenged Students think that everybody do not help the physically challenged children.
19. It is found that most of the Physically Challenged Students think that their friends and teachers do not ignore them in the school.
20. It is found that most of the Physically Challenged Students think that they are not equally treated by all.
21. It is found that most of the Physically Challenged Students think that being a Physically Challenged Child, they feel lack of confidence in various aspects of their life.
22. It is found that most of the Physically Challenged Students think that they cannot solve any problem of their life by themselves without the help of others.
23. It is found that most of the Physically Challenged Students think that really physical disability has reduced their natural ability to work in their life.
24. It is found that most of the Physically Challenged Students think that in spite of being a physically challenged, they are also able to reach at the highest goal of their life.
25. It is found that most of the Physically Challenged Students think that being a physically challenged; they have no special importance in the progress of the society as well as in the country.
26. It is found that most of the Physically Challenged Students think that they do not get equal honour and importance in the various aspects of the society and the life.
27. It is found that most of the Physically Challenged Students think that really their physical disability pulled them behind very long in any competitions of their life.
28. It is found that most of the Physically Challenged Students think that like other normal children, they are not equally honored by all in the field of education.
29. It is found that most of the Physically Challenged Students think that really they suffer from inferiority complex every moment for their poor physical condition.
30. It is found that most of the Physically Challenged Students think that it is an offence to born as a physically challenged child.
31. It is found that most of the Physically Challenged Students think that it is true that the Life and world of them is full of darkness.
Conclusion:
The Physically Challenged Children are one kind of exceptional child who are suffering from so many aspects in their daily life. They are not able to do anything like other normal child. As a result sometimes they are facing such kind of problems which are very difficult to solve to them. Thus, a negative attitude is built up among them about their life. They begin to think that the life is meaningless, valueless to them. Through the present study, it is found that the attitude of the physically challenged children of Purulia district towards their complicated life is at Poor level. It means that physically challenged children of Purulia district think that there is nothing but full of darkness, troubles, disrespects, deprivation are the common matter in their life. They suffer from inferiority complex every moment in their life for their poor physical condition. Like other normal children, they are not equally honored by all in the field of education. They do not get equal honour and importance in the various aspects of the society and the life. They think that being a physically disabled they have no special importance in the progress of the society as well as in the country. They think that really they are dependent to other in so many aspects of their life. They think that all the people perceive them in an angle of mercy in the society. They think that being a physically disabled they become a burden to their family members. That‟s why they think that it is an offence to born as a physically challenged children. They think that they are deprived from all happiness or enjoyment in this world. But one positive thing came out through the study that the physically challenged children think that inspite of being a physically challenged, they are also able to reach at the highest goal of their life.
Therefore, we found that the physically challenged children of Purulia District have a negative attitude about their complicated life that they deal each and every moment in their daily living. So, we have to take some initiatives to generate positive attitude among the physically challenged children of the Purulia district. Psychological and social impacts of physical disability can be enhanced positively by providing the physically challenged children with conducive, humane environment (Rose, 1971). They need to be accepted and given warm emotional support by parents, siblings, peers and other significant persons. This will help them to have positive selfperception and be able to accommodate their own disabilities. Positive self-concept can be enhanced through good compliments from parents, teachers, peers and other significant persons (Wylie, 1974).
Therefore, some effective measures, like increasing job opportunities, provisions of participation in social activities, special educational treatments, giving respect and honour to them etc. should have to take by our government at both state and central level to improve the positive attitude among the physically challenged children. In this regard, the Commission of Human Rights (2000) also emphasized that, governments should work towards developing appropriate education policies and practices for children with disabilities in strategies and plans aimed at eradicating poverty, promoting education and enhancing employment and to take account of the rights of persons with disabilities to education and supportive equipment. So that gradually they become our national wealth, economically they can be self dependent and they can actively participate for the development of our Country.
That‟s why the Kothari Education Commission (1964-66) has given opinion for education of the physically challenged or backwards children. Not for humanity but need of their daily life, they should be learned. We have to make them Competitive or expert citizen by giving suitable education. National Policy on Education (NPE, 1986) and Ashok Mitra Commission (1992) have given importance for the education of the physically challenged students; they have told that every child has right to education.
Not only this, if we really want to solve the problems of physically challenged children, we should have to change our traditional attitude about them at first. We should have to treat the physically challenged children like other normal child. Because one thing should be remembered that the physically challenged frequently suffer more due to societal prejudices than due to their disabling physical conditions (Dalal, A.K., 2006).
REFERENCES:
Best, J.W. (1977). Research in Education, Eaglewood Cliffs, New Jersey, Prentice Hall.
Census Report-2011, Ministry of Home Affairs, Government of India, New Delhi.
Childline India Information, Child Rights Information Network (CRIN).
Chomba Wa Munyi. (2012). Past and Present Perceptions towards Disability: A Historical Perspective. Disability Studies Quarterly,Vol 32, No 2.
Dalal, A.K. (2006). Social Interventions to Moderate Discriminatory Attitudes: The Case of the Physically Challenged in India. Psychology, Health & Medicine, 11(3): 374 – 382.
Dalal, A. K., Pande, N., Dhawan, N., Dwijendra, D., & Berry, J. (2000). The Mind matters: Disability Attitudes and Community based Rehabilitation. Allahabad: University of Allahabad, India.
Gobalakrishnan, C. (2013). Problem Faced By Physically Challenged Persons and Their Awareness towards Welfare Measures. International Journal of Innovative Research & Development, Vol.2, Issue.4, pp.487-493.
Ingule, F. O., Ronoh, R., & Ndambuki, P. W. (1996). Introduction to Educational Psychology. Nairobi: East Africa Educational Publishers.
Kim, S. S. (2004). Korea's Strategy for Enacting Disability Discrimination Legislation. Seoul: Korean Society for Rehabilitation of Persons with Disability.
Lang, R. (1998). Guest editorial: A Critique of the Disability Movement. Asia Pacific Disability Rehabilitation Journal, 9(1), 1 – 12.
Mulambula, M. S., and Emily, Chepngetich Sitienei. (2012). Challenges Facing Physically Challenged Children and Interventional Measures in Kenya. International
Journal of Current Research, Vol. 4, Issue, 09, pp.225230.
National Policy on Education (NPE-1986), Ministry of Human Resource Development, Government of India.
Paterson, J. (2000). Workers of South India their Attitudes and their Education. Asia Pacific Disability Rehabilitation Journal, 10(1), 1 – 16.
Report of Ashok Mitra Commission (1992), Government of West Bengal.
Report of the Kothari Education Commission (1964-66), Ministry of Education, Government of India.
Rose, A. C. (1971). The Social and Emotional Development of Children in Long-term Residential Care: Therapeutic Education. New York: Spring.
Wylie, C. R. (1974). The Self-Concept: a Review of Methodological Considerations and Measuring Instruments. Lincoln: University of Nebraska Press.
http://censusindia.gov.in
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4. SCAFFOLDING FORMAL ASSIGNMENTS
Scaffolding: Facilitating the climb from one complex phase to the next slightly more complex phase of a project.
Why?
* Allows for more intervention when it's useful
* Breaks up the cognitive task into smaller, more manageable tasks
* Fosters global revision—revision in one's understanding of the subject matter
* Shows more clearly the relationship between in-class and out-of-class work
How? By working backwards from the assignment itself:
1. List the cognitive skills required to complete an assignment.
2. List what content knowledge students must understand before they can say something of their own about it or apply that knowledge to a new situation.
3. Work smaller assignments into the course that will prepare students to think in the ways the assignment requires and that reinforces the materials and content they need to complete an assignment.
Ways to Accomplish This:
1. Informal writing assignments sequenced throughout the semester or part of the semester
2. Prewriting activities/Write-to-Learn activities
3. Staging the assignment itself into sub-topics or "chunks" that will eventually be put together
4. A combination of 1-3
Four Types of Scaffolding
1. Writing Skills: Practice skills or strategies which usually don't make up a paper in and of themselves (e.g., outlining the background of a problem, defining a position) but are key implicit or explicit components of the final paper.
2. Context-Based: Journal entries focused on exploring the content of the assignment.
3. Rhetorical Skills: Practice in the aspects of the rhetorical situation and how changing the situation changes writing (e.g., audience analysis or adaptation exercises).
4. Text-based: Closer to prewriting; journal entries which help the reader interact with a text more incisively, providing ideas for the reader-turned-writer.
Taken from the Campus Writing Program, Liberal Arts and International Studies, Colorado School of Mines, 23 May 2005. http://www.mines.edu/Academic/lais/wc/wac/effective/scaffolding/html | <urn:uuid:88a0795e-8ef7-446d-86ba-f763feaffbc2> | CC-MAIN-2019-26 | https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/library/Writing_for_Staff/25-Scaffolding.pdf | 2019-06-16T03:32:11Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00498.warc.gz | 707,219,652 | 434 | eng_Latn | eng_Latn | 0.995268 | eng_Latn | 0.995268 | [
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User guide for the general public
The BAP sets out most important actions for conserving Northamptonshire's wildlife. It is not an exhaustive list but it does set out an action plan for the county's priority habitats and species:. those which are rare, threatened, relied upon by local wildlife and wouldn't survive without conservation action.
Importance of biodiversity
Biodiversity – a contraction of 'biological diversity' – simply means the variety of life. It refers to the number, variety and variability of living organisms. It is often defined in terms of genes, species and ecosystems and is important for a range of reasons:
* Appreciation: many people have an interest in wildlife; approximately 1 in 10 UK adults are members of an environment and/or conservation group 1
* Quality of life: wildlife can give us a sense of well-being, helping us to relax and improve our mental and physical health
* Ecosystem services: biodiversity provides humans with vital (and often under-valued) services such as climatic stability, clean air and water, pollination and flood protection
* Economic benefits: visitors who come to see wildlife and attractive landscapes spend money and contribute to the local economy. A biodiverse area is also more likely to be a desirable place to live and work.
* Local distinctiveness: the natural environment is an important part of local heritage, contributing to a sense of place and creating much of what makes Northamptonshire distinctive
* Sustainable development: biodiversity is a key aspect of sustainable development, ensuring that we pass on a healthy, functioning natural environment to future generations
We can all enjoy and support wildlife whether it be in our gardens, parks, nature reserves or the wider countryside.
Aim of the BAP
The aim of the BAP is to provide guidance on Northamptonshire's conservation priorities, how to achieve them and who should, and could, be involved.
The BAP provides a baseline, targets and an action plan up to 2020 for each priority habitat and associated species.
Structure of the BAP
The BAP was developed by the Northamptonshire Biodiversity Partnership, a group of conservation organisations, government bodies and local authorities. It reflects collective priorities for conservation and agreed actions to halt wildlife and habitat losses in Northamptonshire by 2020.
* Introduction: includes a background to BAPs, the state of wildlife in the county and the principles for its future conservation. It also identifies priority habitats in each of
1 Cracknell J, Miller F, Williams H. 2013. Passionate Collaboration? Taking the pulse of the UK environmental sector. Report to the Environmental Funders Network.
19
Northamptonshire's National Character Areas.
* General Action Plans (GAP): these seven plans cover general strategies, targets and actions for conservation. They apply to all habitats and areas, and include actions in which anyone can get involved. Of particular relevance to the general public is the urban and artificial habitats GAP.
* Habitat Action Plans (HAP):
* provide a description and baseline for each priority habitat, along with a list of priority areas and a general strategy for conservation
* set out SMART 2 targets for the conservation of each priority habitat focussing on what proportion should be managed, restored and created by 2020
* identify priority species associated with each habitat.
* Appendices: includes a list of priority species occurring in Northamptonshire and the habitats with which they are associated. Most species will be protected through conservation of the priority habitats, however in some cases additional conservation actions are also included.
How can the public use it?
* The BAP offers information on how you can help our county's wildlife by:
*◦ making your garden more nature friendly
*◦ taking part in wildlife surveys
*◦ working with others to make your local green spaces more diverse
*◦ getting involved with practical conservation activities (e.g. with the Wildlife Trust).
Monitoring and feedback
The BAP is informed by an evidence base built up through survey work and species recording. To monitor its success up-to-date surveys are required. To help the success of the BAP, why not send your wildlife sightings and action to the Northamptonshire Biodiversity Records Centre?
2 SMART = Specific, Measurable, Attainable, Realistic, Timely
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The Impact of Activities on Reducing Hunger in the United States
The Impact of Activities on Reducing U.S. Hunger
1
Food Collection Activities:
Advantages
For new emergency food programs, this may be your primary source of food until you are open long enough to qualify for food from traditional sources, like food banks
Builds community awareness about your program
Challenges
Requires staff/volunteers to help organize the drive, advertise it, and collect donations
If relying on farmers’ markets or local farms, supply is only available during the local growing season
Solicit Donations through Food Drive 1.1
Obtain Donated Fresh Produce for Your Food Program 1.2
Fundraising Activities: 2
Recruit Volunteers to Assist Planning a Fundraiser 2.1
Advantages
You can provide more fresh, locally grown produce to your community
New emergency food programs may not be able to obtain foods from the food bank yet, so working with local farms and markets will provide a consistent food source and engage new people in your work
It engages farmers in support of your work while reducing waste
Challenges
You will only recieve produce during the growing season, which varies by location, type of crop, and elevation (from 4-7 months)
Your customers may not be familiar with preparation of the produce you receive, so consider offering budget conscious recipes and/or doing cooking demos
Fresh produce spoils more quickly so you'll need to make sure you are able to distribute them quickly and have adequate refigerated storage
Advantages
Raises funds to support your organization's work
Builds your individual and corporate donor lists
Raises your organization's visibility in the community
Fun group activity
Challenges
Requires significant advance planning
Requires significant staff time to organize
Must keep volunteers engaged and motivated
Event must be profitable
Recruit Volunteers to Conduct Funder Prospect Research 2.2
Advantages
Professional services are extremely expensive. Obtaining skilled volunteers on a probono basis can provide otherwise unaffordable services to your organization
Volunteers with professional skills can help build your organization's longterm capacity
Engaging local businesses in your work can help expand your base of support and connect new audiences to your mission
Challenges
Relying solely on volunteers to run your program requires you to recruit and manage volunteers on an ongoing basis
Volunteers' schedules and levels of commitment vary
Volunteers usually want to provide the types of basic services for which you already have sufficient volunteers
Meal Service Activities: 3
Recruit Volunteers for Meal Service Activities 3.1
Capacity Building Activities:
Recruit Skills-Based Volunteers to Provide Free Professional Services 4.1
Advantages
Helps identify potential funders to support your work
Deepens the volunteer's understanding of funding challenges and the nature of non- profit work
Can be accomplished remotely, from any location with internet access
Challenges
You must be able to share program information with your volunteer
Volunteers need both a clear understanding of your work and how to search for relevant funders
Identifying potential funders is no guarantee of actual funding, you will still need to follow-up and apply
Advantages
Having regular volunteers helps to offset the costs of staff to run your meal service program, enabling you to focus more resources on providing food and other services to your community
Challenges
Relying solely on volunteers to run your program requires you to recruit and manage volunteers on an ongoing basis
Volunteers' schedules and levels of commitment vary
Often times volunteers want to provide the types of basic services for which you already have sufficient volunteers
4
5
Serving on a Board Activities:
Recruit Board Members for your Nonprofit Organization 5.1
Benefits Access Activities: 6
Recruit Volunteers to Conduct SNAP (Food Stamps) & Summer Meals Outreach 6.1
Apply to Sponsor a Summer Meals Site 6.2
Advantages
Most nonoprofits are in constant need of more active and effective Board members. Effective Board members provide monetary and/or in- kind support, leadership, program guidance, and fiscal oversight
Benefit from the professional knowledge of your Board members
Expand your base of support through Board network connections and leadership
Challenges
Finding effective Board members is one of the most important tasks of any nonprofit organization, and also one of the most difficult. You may consider available trainings for your existing Board members
Advantages
Connects eligible households to fedearl nutrition benefits, which reduces the demand for food from your program and improves food security for your clients
This is an ideal activity for groups, limited only by the number of flyers you print
Helps introduce volunteers to deeper community hunger issues while still offering a group activity
Challenges
Distributing outreach materials in low-income neighborhoods may be out of some volunteers' comfort zone, so providing instruction and support is necessary
Children under 18 should always be suprervised by an adult
Volunteers need to be trained and supevised by someone from your program staff
Advantages
Sponsoring Summer Meals sites in your communtiy can help reduce demand at your existing food program
Increasing the number of Summer Meals sites in your community/region improves food security for children
Sponsoring Summer Meals programs enables you to strengthen your relationship with community-based host sites
Challenges
Sponsoring Summer Meals sites means that you will be responsible for managing a number of host sites in your community
You must be able to demonstrate your ability to handle and prepare food, and also have the staff and funding capacity to supervise host sites
Applications are time-intensive and require significant advanced planning (up to one year in advance for the next summer season)
Recruit Volunteers to Publicize Summer Meals through Social Media 6.3
Community Programs Activities: 7
Host Nutrition Education Programs 7.1
Raising Public Awareness Activities: 8
Raise Awareness about Hunger in Your Community and Nationwide 8.1
Advantages
Increase the number of local kids who participate in Summer Meals
Reduce the demand for your food program
Increase your program's visiblity in local media and community
Fun way to engage volunteers in work to reduce child hunger in your community
Challenges
You must be able to provide content as well as monitor your volunteers' work on a regular basis, consider providing volunteers with a clear schedule of when updates should take place and be sure to review them before they are posted online
Social media and hyper-local media outlets require you to update content regularly
Advantages
You will help low-income people meet dietary needs and change eating habits
Can be a one-time project or a recurring activity
Reduce food waste by educating about storage and preparation best practices, as well as how to use unfamiliar produce and other food products
Challenges
Requires someone with professional skills in nutrition, healthy eating and/or cooking
Requires staff members to coordinate and plan events and recruit participants
Proper cooking and/or food prep facilities may be required
Advantages
Increasing awareness helps build support for your programs, which can help you in your efforts to recruit volunteers and raise money
Challenges
To build awaresness about hunger in your community, and how your program addresses it, you will need to both collect and present data to the public, whether through newsletters, your website, brochures, flyers, etc.
Public Policy and Advocacy Activities: 9
Start a Food Action Board 9.1
Advantages
You can create a leadership development program with few resources, empowering clients to take action on shared priorities
You will gain the opportunity to present real-life compelling testimony to elected officials and the media in your area
Excellent service-learning tool for students
Challenges
Encouraging regular attendance is difficult, you may consider tangible incentives such as a completion certificate, attendance requirements to meet officials, and/or job recommendations
You may need help developing a curriculum. Please contact Hunger Free America for more information, templates, or to inquire about starting a Food Action Board at your site | <urn:uuid:97766083-af12-4411-88dc-2bd8d4706fae> | CC-MAIN-2019-26 | https://www.hungervolunteer.org/sites/default/files/atoms/files/Activity%20Impact%20Chart%20and%20Glossary.pdf | 2019-06-16T03:47:26Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00499.warc.gz | 789,665,022 | 1,641 | eng_Latn | eng_Latn | 0.985644 | eng_Latn | 0.996215 | [
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Natural evolution throws up a plastic-eating moth
https://www.biovoicenews.com/natural-evolution-throws-plastic-eating-moth/
By : BioVoice News Desk - May 5, 2017
New Delhi: One paper just published in Current Biology has revealed a moth capable of chewing up plastic. The experiment behind the paper was inspired when Federica Bertocchini, an amateur beekeeper who is also a biologist at Cantabria University, in Spain, noticed caterpillars chewing holes through the wax in some of her hives and lapping up the honey.
To identify them, she took some home in a plastic shopping bag. But when, a few hours later, she got around to looking at her captives she found the bag was full of holes and the caterpillars were roaming around her house. After rounding them up, she identified them as larvae of the greater wax moth, a well-known pest of bee hives. On considering their escape from their shopping-bag prison, though, she wondered whether they might somehow be put to work as garbage-disposal agents.
Past attempts to use living organisms to get rid of plastics have not gone well. Even the most promising species, a bacterium called Nocardia asteroides, takes more than six months to obliterate a film of plastic a mere half millimetre thick. Judging by the job they had done on her bag, Dr Bertocchini suspected wax-moth caterpillars would perform much better than that.
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To test this idea, she teamed up with Paolo Bombelli and Christopher Howe, two biochemists at Cambridge University. Dr Bombelli and Dr Howe pointed out that, like beeswax, many plastics are held together by methylene bridges (structures that consist of one carbon and two hydrogen atoms, with the carbon also linked to two other atoms). Few organisms have enzymes that can break such bridges, which is why these plastics are not normally biodegradable. The team suspected wax moths had cracked the problem.
One of the most persistent constituents of rubbish dumps is polyethylene, which is composed entirely of methylene bridges linked to one another. So it was on polyethylene that the trio concentrated. When they put wax-moth caterpillars onto the sort of film it had taken Nocardia asteroides half a year to deal with, they found that holes appeared in it within 40 minutes.
On closer examination, Dr Bertocchini and her colleagues discovered that their caterpillars each ate an average of 2.2 holes, three millimetres across, every hour, in the plastic film. A follow-up test found that a caterpillar took about 12 hours to consume a milligram of shopping bag. Such bags weigh about three grams, so 100 larvae might, if they spent half their lives eating, consume one in a month.
Whether releasing wax moths on the world's surplus plastic really is sensible is not yet clear. For one thing, it has not been established whether the caterpillars gain nutritional value from the plastics they eat, as well as being able to digest them. If they do not, their lives as garbage-disposal operatives are likely to be short—and, even if they do, they will need other nutrients to thrive and grow. Another question is the composition of their faeces.
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1) Highlight the words that you don't know.
Fry 2nd 100 - Words
2) Make a plan to learn them systematically.
3) Graph your progress.
| New | Me | Good | Before | Follow | Put | Because | Different | Off |
|---|---|---|---|---|---|---|---|---|
| Sound | Back | Sentence | Line | Came | End | Turn | Home | Play |
| Take | Give | Man | Right | Want | Does | Here | Us | Spell |
| Only | Most | Think | Too | show | Another | Why | Move | Air |
| Little | Very | Say | Means | Also | Well | Ask | Try | Away |
| Work | After | Great | Old | Around | Large | Went | Kind | Animal |
| Know | Things | Where | Any | Form | Must | Men | Hand | House |
| Place | Our | Help | Same | Three | Big | Read | Picture | Point |
| years | Just | through | tell | small | even | Need | Again | Page |
Log
Number of Unknown Words -- Tracking
| | Introduced |
|---|---|
| Date | |
| | Unknown Word |
| 30 |
|---|
| 29 |
| 28 |
| 27 |
| 26 |
| 25 |
| 24 |
| 23 |
| 22 |
| 21 |
| 20 |
| 19 |
| 18 |
| 17 |
| 16 |
| 15 |
| 14 |
| 13 |
| 12 |
| 11 |
| 10 |
| 9 |
| 8 |
| 7 |
| 6 |
| 5 |
| 4 |
| 3 |
| 2 |
| 1 |
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St. Benedict at Auburndale Summer Reading Assignment 2019 (100 points)
Each student is required to read one novel and turn in the summer reading assignment on the first full day of class, Friday, August 9. Students will start presenting summer reading assignments on Monday, August 12. The summer reading presentations will conclude by Thursday, August 15 (the Feast Day of the Assumption, no school). The summer reading assignment is worth 100 points, 25 points for the five questions (Part I) and 75 points for the project and presentation (Part II).
All hard copies and digital copies (digital if your assignment choice has a digital element, like the History Lesson option) of the summer reading assignment are due Friday, August 9. All written elements of your project need to be in hard copy form in order to turn in on Friday, August 9.
Students will also be given an essay assignment, pertaining to the summer novel, during the first quarter of the semester. The essay is worth an additional 100 points.
Reading Requirements
Freshmen (all levels): Fahrenheit 451, Ray Bradbury
Sophomore (all levels): Of Mice and Men, John Steinbeck
Junior (PLUS): Silas Marner, George Eliot
Junior (traditional, honors, and AP): Frankenstein, 3 rd edition, 1831, Mary Shelley
AP English Language and Composition Only: additional book, On Writing Well: The Classic Guide to Writing Nonfiction (paperback, gold writing with blue border, 30 th anniversary edition) by William Zinsser, additional assignment posted online
Senior (PLUS, traditional, and honors): Choose between one of the following three choices: Life of Pi, Yann Martel; Falling Leaves, Adeline Yen Mah; Catching Teller Crow, Ambelin and Ezekiel Kwaymullina
Senior Dual Enrollment English Only: The Namesake, Jhumpa Lahiri
AP English Literature Only: Read all three novels and complete the assignments posted on the SBA website—All the King's Men, Robert Penn Warren; We Were the Mulvaneys, Joyce Carol Oates; A Raisin in the Sun, Lorraine Hansberry
AP English Literature and AP English Language and Composition: assignments are also due on Friday, August 9.
AP English Language and Composition, taken by some juniors, has a second summer reading book and assignment. This assignment link is posted on the SBA summer reading website. In additional to reading Frankenstein and completing the summer assignment given to all other juniors, AP English Language and Composition juniors will read On Writing Well: The Classic Guide to Writing Nonfiction (paperback, gold writing with blue border, 30 th anniversary edition) by William Zinsser and complete the assignment posted on the SBA summer reading website.
AP English Literature, taken by some seniors, requires the completion of the AP Literature summer reading assignment found on the SBA summer reading website. AP Literature seniors are not required to complete the general summer reading assignment given to all other seniors. AP English Literature seniors will read three required novels and complete the AP English Literature assignments posted on the SBA summer reading website.
Summer Reading Assignment, Part I and Part II
The summer reading assignment consists of two parts. The first part will mostly be completed while you are reading the novel. The second part will mostly be completed after you finish reading the novel. Both parts should be finished by Friday, August 9, and Part I will be turned in on Friday, August 9. You must have a typed, hard copy of Part I to turn in on Friday, August 9.
Part I
At least one full paragraph is required for each answer. These answers must be typed and printed before the start of class on Friday, August 9. You will not be allowed to email your five answers to your teacher or print them from the library during class time. Remember to be mindful of writing standards, such as using complete sentences and adhering to correct grammar usage.
Also, this is the first writing assignment you will put on Turnitin.com, the antiplagiarism website. You will sign up for Turnitin.com in class with the assistance of your English teacher and will upload your answers to these five questions to the website. This also means you need to have a digital copy of your answers saved.
Answers should reflect a response to a variety of sections of the novel. Here are the five questions:
1. If you could change one action by one character in the novel, what character and action would you choose? Why? How would the change alter the novel as a whole?
2. What part of the novel did you have the strongest reaction to while reading? This response could be sadness, anger, excitement or another emotion. Why did you react strongly to that particular part of the novel?
3. While reading the novel, what did you predict incorrectly? What did you correctly predict? For instance, what part of the novel was not surprising and what part of the novel surprised you the most?
4. What will you always remember about this particular novel? This can be something that happened in the plot, a particular character or even a memorable visual. Why was it memorable to you?
5. What option did you choose for your summer reading project? Briefly describe your project and why you chose that option.
Part II (Some options are for Freshmen Only)
Choose one of the nine project assignments from the following list. You will present your project to your English class in a 3-5 minute presentation starting on the first full day of class. Be prepared to answer questions regarding the novel and your project during your presentation, also. You must adhere to the 3-5 minute time limit. You will be asked to stop presenting once the time limit has expired.
1. Storyboard
Create a visual outline, a storyboard, of the major plot points and events in the novel. You will use images, at least six quotes, and other aspects of the major elements of the novel for your storyboard. Your storyboard must have at least twelve panels. You will present your storyboard to the class and be able to fully explain your storyboard. Be ready to answer questions not only about your choices for the storyboard, but also about the novel in general. Remember to think about how to make your storyboard stand out. Write at least one typed page (using MLA format) justifying the events, quotes, and images included in your storyboard while also explaining their significance. The typed page must be printed and ready to turn in on Friday, August 9. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort. And remember that a storyboard is different from a timeline.
2. Comic Strip
Create a comic strip from a specific character's point of view, using specific plot elements and quotes from the novel. The comic strip should have at least six quotes from the novel and should have at least twelve panels. Use speech bubbles as well as captions for your comic strip. The text of the comic strip is important. Write at least one typed page (using MLA format) explaining the significance of your comic strip, why you chose to highlight a particular section of the novel in your comic strip, and the significance of your comic strip in relation to the novel as a whole. Also, be able to discuss your page explanation in your presentation without simply reading it to the class. The typed page must be printed and ready to turn in on Friday, August 9. Be ready to answer questions about the novel and your comic strip. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort.
3. Timeline (Option for FRESHMEN Only)
Create a timeline with images, specifically focused on significant plot points, why they are significant, how they are connected, how they show cause and effect for events in the novel, and how they show character development. Your timeline should contain details and at least six quotes and twelve significant plot points from the novel. You will present your timeline to the class. Write one typed page (minimum one page, MLA format) explaining your timeline, justifying the images and quotes chosen, and discussing the significance of your choices for the timeline, including the connections and the cause and effect elements on your timeline. Be specific. The typed page must be printed and ready to turn in on Friday, August 9. Be ready to answer questions about what you highlighted in your timeline and about the novel. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort. And remember that a timeline is different from a storyboard.
4. Book Cover (Option for FRESHMEN Only)
Design a front cover and back cover for the novel. Include images, significant quotes (at least four quotes), plot elements, and character information while highlighting specific themes and conflicts in the novel. Write at least one paragraph about the novel on the back cover. Look at actual book covers to help you with how to organize your project. Do not use clip art or Google images. You will present your book covers by explaining how they reflect the theme, conflict, messages, and characters in the novel. Also, you will type at least a one-page analysis (using MLA format) explaining your cover and each element you chose (images, colors, font, etc.) and why. The typed page must be printed and ready to turn in on Friday, August 9. Be prepared to answer questions about your book covers and the novel. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort.
5. Travel Brochure
Create a travel brochure, including a front and a back, using images of places within the book. Use tone, mood, setting, and significance of setting in your brochure. Think about all of the different aspects of setting in the novel. For instance, is the setting in a specific city, state, country, or time period? Is the setting mostly indoor, outdoor, urban or rural? Present your brochure to the class and be ready to answer questions regarding your brochure and how it represents the novel. Include at least six quotes from the novel and at least twelve images in your brochure. Also, be ready to answer general questions about the novel. Write at least one typed page (using MLA format) explaining your choices for your travel brochure and their significances. The typed page must be printed and ready to turn in on Friday, August 9. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort.
6. History Lesson
Using the novel and historical research, create a presentation explaining an important issue from the time period of the novel. Explain how the time period is significant in relation to the novel (very important element). Your presentation should include images to enhance the presentation. Be sure to connect the history to specifics in the novel, and be prepared to answer questions about the novel and your research. Remember to print your slides to turn in on the due date, also. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort. Your history lesson should be thorough and filled with details. Since you will be using outside sources, provide a list of your sources on your final slide.
7. Correspondence
Taking on the persona of one or more characters in the novel, write at least ten postcards (two-sided, including appropriate and fitting image/s and text) that the character/s could possibly write during the course of the novel in response to events in the plot. Postcards can be written between characters or from one character to the other or from one character to an unknown recipient, or any combination of these. Use specifics from the novel to legitimize your postcards, thinking about how the characters would write and what they would say and how they would say it in their own correspondence. Include at least five quotes from the novel in your postcards. Be prepared to answer questions about your project and the novel. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort.
8. Newspaper or Newscast
Create the front page of a newspaper using the novel as inspiration. You will need to provide pictures, appropriate headlines and write news articles (could have character interviews) to capture the tone and happenings of the novel. Or, you may write a fake newscast regarding the novel in the same way, using the tone and significant moments in the novel. This may either be read live in class or recorded and shown to the class as a video newscast. Be prepared to answer questions on the parts of the novel you chose to highlight as newsworthy and other questions regarding the novel. Incorporate at least six quotes from the novel into your project. Remember if you choose a visual project, your project should look visually appealing and show a great amount of effort.
9. Playlist
Create a playlist to correspond with the novel. Choose songs that represent two of the main characters, two major moments in the novel, and the overall tone of the novel. Therefore, the playlist should include five clips from five different songs. Additionally, you should choose one quote from the novel per song to reinforce the importance and correlation between the song and the novel. Presentations must be organized by using a slide show, PowerPoint presentation, iMovie, or a similar format, and specific sections of the songs will be played during your presentation. You will play short clips from the school-appropriate songs and fully explain how they represent the characters, moments, and tone through the lyrics and the music. Explanations for song choices will be typed and turned in, so you will have at least one typed paragraph explanation per song, totally at least five paragraphs. The typed paragraphs must be printed and ready to turn in on
Friday, August 9. Remember your presentation should be 3-5 minutes total. You need to have your presentation and songs ready, you will not be allowed to find songs as you go, or go over the time limit. Be prepared to answer additional questions about your project and the novel in general. | <urn:uuid:2db0165d-581c-490b-a4a2-a9e90273d043> | CC-MAIN-2019-26 | https://www.speakcdn.com/assets/1378/summer_reading_project_20198.pdf | 2019-06-16T02:56:17Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00503.warc.gz | 913,017,221 | 2,907 | eng_Latn | eng_Latn | 0.997079 | eng_Latn | 0.998562 | [
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Jjkkhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh helhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh YEAR 1 WEEKLY LEARNING
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Ongar Place Primary School, Addlestone, Surrey 01932 842785
1 st March 2019 Spring 2 Week 1
Our Learning Journey
What a fabulous start to our second half of Spring Term. This is my favourite part of the year as children have settled into the rhythm and expectations of Year 1 and of course the weather is improving.
It has been far too gorgeous to stay indoors so I have taken the opportunity to do more PE outdoors to get children more active and sweaty. In maths, children have been sorting 3D shapes using a Venn Diagram and we have been doing repeated addition. In science, we have observed our tulips and daffodils. Children will be sketching these soon as another cross curricular activity with art.
In English, we have started our next book study of The Tiger Who Came to Tea and children have been doing some role-play activities. I am amazed at how well they are acting out their parts and remembering to add dialogue. We have also changed our role-play area into Cedar Café so that children can experience running a business. There will be menus, a till, aprons and money.
Focus on Learning
During phonics, we are turning our attention to different pronunciations of letters. We have looked at "i", "o" and "g".
Our tricky words are: through, water, where, who, again, work, mouse and thought. These will be pasted in the back of reading record books today.
World Book Day is on Friday the 8 th March 2019. Children are invited to dress up as their favourite book character on the day. They may also bring in their favourite book from home. Parent readers are welcome to join in the fun. It would be lovely to have you in class on the day.
Thank you all for attending the parent evenings. As always, it is lovely to speak to you about your child's progress.
Star learner
Caio for good effort shown in PE. Caio can balance a ball, bounce a ball and use his hand as a bat to hit the ball to his partner.
REMINDERS
Full PE kit permanently in class for multi-skills session (bat and ball skills/skipping)
All children to have a water bottle every day
World Book Day on 8 th March 2019 – DRESS UP as your favourite book character
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St White's Primary School
Challenge, Commit, Conquer and Celebrate
Long Term Overview for PSHE and Safeguarding curriculum including Mental Health
EYFS
Year 1
Year 2
Year 3
Personal Responsibility
Year 4
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| Citizenship and British Values Social Issues- Community- Internet Safety | Understanding personal change and responsibility -All about Me Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Understanding the dynamics of a healthy relationship -Friends and Family PANTS | Living in the wider world-Media Influence Financial Capability- Class Fun Raising Project to raise money for selected local charity | Health and Well Being-Keeping Safe, People Who help us Aspirations/Science Week |
| Citizenship and British Values Social Issues- Community- Internet Safety | Understanding personal change and responsibility -All about Me Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Understanding the dynamics of a healthy relationship -Friends and Family PANTS | Living in the wider world-Media Influence Financial Capability- Class Fun Raising Project to raise money for selected local charity | Health and Well Being-Keeping Safe, People Who help us Aspirations/Science Week |
| Citizenship and British Values Social Issues- Community- Internet Safety | Understanding personal change and responsibility -All about Me Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Understanding the dynamics of a healthy relationship -Friends and Family PANTS | Living in the wider world-Media Influence Financial Capability- Class Fun Raising Project to raise money for selected local charity | Health and Well Being-Keeping Safe, People Who help us Aspirations/Science Week |
| Mental Health-Belinda Heaven Handbook Internet Safety | Citizenship and British Values Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Friends and Family Social Issues | Media Influence | Keeping Safe at Home/Keeping safe outside Growing up |
| Mental Health-Belinda Heaven Handbook | Citizenship and British Values Kindness and Anti Bullying | Friends and Family | Financial Capability- Class Fun Raising | Keeping Safe at Home/Keeping safe |
Sneyd Wood Road, Cinderford, Gloucestershire, GL14 3GD
Tel: 01594 822311
email@example.com http://www.st-whites.gloucs.sch.uk
www.facebook.com/stwhitesprimary
St White's Primary School
Challenge, Commit, Conquer and Celebrate
Long Term Overview for PSHE and Safeguarding curriculum including Mental Health
Year 5
Year 6
| Internet Safety | Wear Blue Campaign 17/11/18 | Social Issues | Project to raise money for selected local charity | outside Growing up |
|---|---|---|---|---|
| Citizenship and British Values | Friends and Family Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Mental Health- Belinda Heaven Handbook | Growing up | Keeping safe at home, Keeping safe outside |
| Citizenship and British Values | Friends and Family Kindness and Anti Bullying Wear Blue Campaign 17/11/18 | Mental Health- Belinda Heaven Handbook | Growing up | Keeping safe at home, Keeping safe outside |
Large Scale Interventions
Dove Campaign (Year 6)
Facts 4 Life (Any Year Group)
Counting Sleep (Upper Key Stage 2)
Oaks (KS2)
Make me a Superhero (Any KS1 /EYFS)
Positive Touch (Any KS1 /EYFS)
Smaller Interventions
PALS
Lego Mood Monsters
Anger management
Events
Mental Health Week Anti-Bullying Week Healthy Eating | <urn:uuid:4d65baa6-54cb-4c4a-af18-b43a1d5fe20e> | CC-MAIN-2019-26 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2128782/user/YpSb4UbFCl?response-content-disposition=attachment%3Bfilename=PSHE_and_MENTAL_HEALTH_LTP_website.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1560696520&Signature=rISkRJfXgV%2F8QpeGPei0I7GUISE%3D | 2019-06-16T02:48:41Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00503.warc.gz | 585,511,464 | 804 | eng_Latn | eng_Latn | 0.752349 | eng_Latn | 0.747545 | [
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CURRICULUM OVERVIEW
.,, YEAR 3 Summer
WELCOME TO YEAR 3
The children will organise themselves independently. They will need to make sure that any letters for the office go in the 'office box'.
Children should be reading their 'home' reading books every evening for about 10-15 minutes every day.
If your child has read at home and needs to change their book please remind them to put it in the book changing box when they arrive in class. The reading record books will be checked in each day and signed weekly by the class teacher.
The children will take part in a weekly guided reading session. This session is for the teaching of specific reading skills, by the Class teacher.
Home learning will support learning and will be sent home every Friday to be returned every Tuesday. Please support your child but encourage them to be as independent as possible.
Topic based home learning will be sent home when necessary and a deadline will be set for return.
We will be making cross-curricular links between the subject areas to enhance learning and skills. Please feel free to extend their learning through research at home, through books, discussion and observation. We are always interested in hearing about what they have found out.
SCIENCE
Setting up simple practical enquiries, comparative and fair tests Recording findings using simple scientific language, labelled drawings, bar charts and tables
Animals including humans:
Food groupings
Nutrition
Skeletons for protection
Sources of light:
Know that light is reflected from surfaces
Identifying how shadows are formed
Investigating why the length of shadows change
ENGLISH
Non –Fiction
Completing a non – fiction booklet
Free verse Poetry based on Michael Rosen
Creative sentence structure Onomatopoeia and repetition Performing poems
Myths and Legends
Features of a myth
Descriptive vocabulary for settings and characters Identifying and writing examples of heroic deeds Sequencing events
Speech
Stories from different countries
Appropriate vocabulary for characterisation and events Paragraphing with complex sentences Openings and closing of stories
Through out this term we will be focussing on grammar, punctuation, spelling and handwriting.
VALUES – Teamwork, Self -belief
Honesty, Passion, Respect, Determination
THEME – Light and Shade
MATHS
Fractions of quantities using diagrams
Unit and non –unit fractions – ordering
Adding simple fractions to make 1
Tenths and equivalent fractions
Divide number by 10
Polygon properties including angles
Perpendicular and parallel lines
Calculate perimeter of simple shapes
Measures: weight length, capacity and volume
Bar charts, line graphs, tables and pictograms with scales
Time
Reinforce vertical calculations
Multiplication using grid method
Division using a number line
Consolidate chunking as a division strategy
Throughout the term we will be working on our table knowledge
Music
Sing with increasing confidence Play and perform in an ensemble Improvise music for a range of purposes
Primary Robins Pimlico Opera
BBC Ten Pieces
Art
Begin to learn about great artists in history
Begin to develop techniques; drawing and painting
Begin to explore ideas in design
Begin to produce creative work
Using different printing techniques Layering prints
Textiles – simple sewing techniques with appliqué
DT
Design innovative functional products Use a variety of materials and components
Creating a shell structure
Cooking based on cheese scones
History
Begin to develop a chronological understanding of British events, develop the use of historical vocabulary
The Roman invasion of Britain What was it like to be a Celt? Lifestyles of Celts and Romans Boudicca and the Iceni revolt What did the Romans do for Britain?
Roman Mosaics
PE
To link movement skills to create sequences. To develop strength, technique, control and balance. Learn how to evaluate and recognise their own success
Netball skills – control of a ball
Increase agility and speed in athletics
Increasing swimming skills and techniques
Year
3
PSHE
Relationships
Special people Taking responsibility Making wise choices
RE
Why do Christians share communion?
The story of the Last Supper with disciples Symbols of communion
How did the Church begin?
The events of Pentecost and symbols
Key features at the beginning
The work of Peter and Paul
How do people express their beliefs through the Arts?
Conveying deep meanings without words
Computing
Write and debug (correct) programmes in order for an outcome to work
Use logical reasoning to explain how a simple algorithm (set of instructions) works
Select, use and combine a variety of software for an audience
Rainforests:
Importing pictures and sound files
Combining different media
Keyboard adventures:
Typing
Using shortcuts
Throughout the term we shall be promoting safe and responsible use of E-safety procedures.
Language : French
Listen to spoken language, Take part in simple conversation, Develop accurate pronunciation, Develop vocabulary using stories, rhymes and songs
Animals and actions
Names of vegetables
Geography
Why do so many people live in Mega cities?
Describe the main features of a city Distribution of mega cities around the world Explain why Baghdad was the first mega-city Identify the biggest cities in the UK Understand why populations can increase Describe and offer reasons for the features of the city of Brasília, capital of Brazil | <urn:uuid:3488c7b5-2441-42ff-9e8e-196c8b2e38d8> | CC-MAIN-2019-26 | http://ongar-place.surrey.sch.uk.gridhosted.co.uk/wp-content/uploads/Y3-Curriculum-Letter-Summer-2019.pdf | 2019-06-16T03:07:29Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00501.warc.gz | 134,126,073 | 1,087 | eng_Latn | eng_Latn | 0.995617 | eng_Latn | 0.996122 | [
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Pupil Questionnaire:
School:
Teacher's name:
Child's Name:
Class/Year group:
Age:
Any other information? (EAL/Languages spoken/FSM/SEN/Pupil Premium):
1. If your teacher says, “I’m going to read a poem”, what goes through your mind?
2. If you have time to choose a book in the book corner, library or at home, do you ever choose a poetry book?
Often
Sometimes
Rarely
Never
Why is that?:
3. Do you enjoy listening to poetry?
A lot
Most of the time
A little
Not at all
Why is that?:
4. Do you enjoy reading poetry?
A lot
Most of the time
A little
Not at all
Why is that?:
The Centre for Literacy in Primary Education is a registered charity no. 1092698 and a company limited by guarantee no. 04385537
5. Do you enjoy performing poetry?
A lot
Most of the time
A little
Not at all
Why is that?:
6. Do you enjoy writing poetry?
A lot
Most of the time
A little
Not at all
Why is that?:
7. Which poets, poems or poetry books would you recommend to other children?
Why?
8. What do you most enjoy about poetry at school? Why?
9. What do you least enjoy about poetry at school? Why? | <urn:uuid:8b501fce-e702-41bf-914e-2405729e974c> | CC-MAIN-2019-26 | https://clpe.org.uk/sites/default/files/Pupil%20Questionnaire.pdf | 2019-06-16T03:33:28Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00506.warc.gz | 408,453,721 | 295 | eng_Latn | eng_Latn | 0.99779 | eng_Latn | 0.998226 | [
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GROVEDALE PRIMARY SCHOOL SUNSMART POLICY
Rationale:
- It is recognised that some UV exposure helps with vitamin D and accumulated sun exposure during childhood and adolescence is a risk factor for skin cancer in later life. We believe it is important to comply with Sumsmart guidelines and Cancer Council Victoria criteria to ensure students and staff are protected from sun damage caused by overexposure to the harmful ultraviolet rays of the sun.
Aims:
- To ensure that all students and staff attending the school have some UV exposure for vitamin D and are protected from potential sun damage by engaging in sun safe practices
Implementation:
- Staff and students are encouraged to access the daily local sun protection times at sunsmart.com.au or on the free SunSmart app to assist with the implementation of this policy.
- A combination of sun protection measures are used for all outdoor activities from midAugust to the end of April and whenever UV levels reach 3 and above.
- Students and staff are required to wear broad-brimmed, legionnaire or bucket hats that protect the face, neck and ears outside during school hours from September to the end of April each year.
- Sun protective clothing items are provided as part of the school uniform includes shirts with collars and elbow length sleeves, longer style dresses and shorts and rash vests or t-shirts for outdoor swimming.
- As part of OHS UV risk controls and role modelling staff will also wear broad brimmed hats and follow other sun protection measures when outside.
- Parents are encouraged to apply SPF30+ or higher broad spectrum sunscreen before school and provide it for their child to use prior to the lunch break.
- Students without broad brimmed hats or covering clothing will be restricted to play in designated shaded areas.
- Sunscreen is applied at least 20 minutes (where possible) before going outdoors and reapplied every two hours if outdoors.
- Strategies are in place to remind students to apply sunscreen before going outdoors (e.g. reminder notices, sunscreen monitors, sunscreen buddies).
- The school grounds are to include a number of areas of shade, including both active and passive areas.
- The availability of shade is considered when planning all other outdoor activities and excursions.
- The school Health program in all classes will include teaching and learning activities on being Sunsmart each year.
- Students are encouraged to use available areas of shade when outside.
- The sun protection policy is reflected in the planning of all outdoor events.
- Sunsmart behaviour is regularly reinforced and promoted to the whole school community through newsletters, assemblies etc.
Evaluation:
- This policy will be reviewed annually.
- The school's compliance with SunSmart practices will be reviewed by the Cancer Council Victoria SunSmart Program at least once every three years.
Legislation Standards
- Education and Training Reform Act 2006: Sch.5 Reg. 1 (1.2)
- Occupational Health and Safety Act 2004
Relevant documents /links
- DEt School Policy & Advisory Guide (SPAG) Sun & UV protection (2016)
- The Compact: Roles and Responsibilities in Victorian government school education: Principle 3 (2102)
- DEECD Health, Safety & Workcover.
- Building Quality Standards Handbook (BQSH): Section 8.5.5 Shade Areas (Oct 2011)
- Victorian Early Years Learning and Development Framework (VEYLDF)
- Education and Training Parliamentary Committee Inquiry into Dress Codes and School Uniforms in Victorian Schools – Government Response
- Safe Work Australia: Guidance Note - Sun Protection for outdoor workers (2016)
- Australian Government Therapeutics Goods Administration (TGA) – Australian regulatory guidelines for sunscreens: 4 Labelling and advertising – directions for use of the product.
- AS 4685.1:2014 Playground equipment and surfacing- General safety requirements and test methods
This policy was ratified by School Council in October 2017 | <urn:uuid:80f1b0b8-b55d-4402-b595-2e10ff549a62> | CC-MAIN-2019-26 | http://grovedaleps.vic.edu.au/wp-content/uploads/2013/10/Sunsmart-Policy-2017.pdf | 2019-06-16T03:02:02Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00505.warc.gz | 74,093,507 | 783 | eng_Latn | eng_Latn | 0.913181 | eng_Latn | 0.996916 | [
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Name _____________________
Date _________________________
Color Me Big Worksheet
In the groups given, color the shape that is bigger.
Name _____________________
Date _________________________
Answer Key
Tons of Free Math Worksheets at: ©www.mathworksheetsland.com | <urn:uuid:a93028f1-36df-4282-aacf-3976d194b7cb> | CC-MAIN-2019-26 | https://www.mathworksheetsland.com/topics/measurement/bigsmall/colorbig.pdf | 2019-06-16T03:17:04Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00504.warc.gz | 857,268,196 | 56 | eng_Latn | eng_Latn | 0.717958 | eng_Latn | 0.791754 | [
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BHARATIYA VIDYA BHAVAN'S V M PUBLIC SCHOOL, VADODARA
QUESTION BANK
CHAPTER -12. LINEAR PROGRAMMIMG
1. An airplane can carry a maximum of 200 passengers. A profit of Rs. 400 is made on each first class ticket and a profit of Rs. 300 is made on each economy class ticket. The airlines reserves at least 20 seats for the first class. However at least 4 times as many passengers prefer to travel by economy class than the first class. Determine how many of each type ticket must be sold in order to maximize the profit for the airline? What is the maximum profit?
2. A dietician wishes to mix together two kinds of food X and Y in such a way that the mixture contains at least 10 units of vitamin A, 12 units of vitamin B and 8 units of vitamin C. The Vitamin contents of one Kg food is given below.
| Food | Vitamin A | Vitamin B |
|---|---|---|
| X | 1 | 2 |
One Kg of food X costs Rs. 16 and one Kg of food Y cost Rs. 20. Find the least cost of the mixture Which will produce the required diet.
3. A factory makes tennis rackets and cricket bats. A tennis rackets takes 1.5 hours of machine time and 3 hours of craftsman's time in its making while a cricket bat takes 3 hours of machine time and 1 hour of craftsman's time. In a day, the factory has the availability of not more than 42 hours of machine time and 24 hours of craftsman's time. (i) What number of rackets and bats must be made if the factory is to work at full capacity? (ii) If the profit on a racket and on a bat is Rs. 20 and Rs. 10 respectively, find the maximum profit of the factory when it works at full capacity.
4. Solve the given linear programming problem graphically:
Minimise Z = 6x +3y subject to constraints: 4x+y ≥ 80, x +5y ≥ 115, 3x +2y ≤ 150 and x, y ≥0.
5.A merchant plans to sell two types of personal computers-a desktop model and a portable model that will cost Rs 25,000 and 40,000 respectively. He estimates that the total monthly demand of computers will not exceed 250 units. Determine the number of units of each type of computers which the merchant should stock to get maximum profit if he does not want to invest more than` Rs. 70 lakhs and if his profit on the desktop model is Rs. 4,500 and on portable model is Rs. 5000.
6. Solve the given linear programming problem graphically: Minimize Z = x‒5y+20
≥
Subject to constraints: x-y 0, ‒x +2y≥2, x≥3, y≤4and x, y≥0.
7. David wants to invest Rs 12000 in bond A and B .According to the rules he has to invest at least Rs 2000 in bond A and at least Rs 4,000 in bond B .If the rate of interest on bond A is 8% per annum and rate of interest on bond B is 10 % per annum, how much amount he should invest in each of the bonds A and B to earn maximum yearly income? Also, determine the maximum yearly income.
8. A co-operative society of farmers has 50 hectares of land to grow two crops A and B. The profits from A and B per hectare are estimated as Rs. 10,500 and Rs. 9000 respectively. To control weeds, a liquid herbicide has to be used for crops A and B at the rate of 20 litres and 10 litres per hectare, respectively. Further not more than 800 litres of herbicides should be used to order to protect fish and wild life using a pond which collects drainage from this land. Keeping in mind that protection of fish and other wild life is more important than earning profit, how much land should be allocated to each crop so as to maximize the total profit? Form an LPP from the above and solve graphically. Do you agree with the message that the protection of wild life is utmost necessary to preserve the balance in environment?
9. If a young man rides his motor cycle at 25km/hour, he had to spend Rs 2per km on petrol with very little pollution in the air. If he rides it at a faster speed of 40km per hour the petrol cost increases at Rs. 5 per km and rate of pollution also increases. He has Rs 100 to spend on petrol and wishes to find what is the maximum distance he can travel within one hour. Express this problem as a L.P.P. and solve it graphically to find the distance to be covered with different speeds. Which mode of transport you suggest to a young man and why?
10. A manufacturer produces two types of steel trunks. He has two machines A and B. the first type of trunk requires 5 hours on machine A and 3 hours on machine B. The second type of trunk requires 3 hours on machine A and 2 hours on machine B. Machines A and B can work at most for 18 hours and 15 hours per day respectively. He earns a profit of Rs 30 and Rs 25 per trunk on the first type and second type respectively. How many trunks of each type must be make each day to make the maximum profit.
11. In a mid day meal programme, an NGO wants to provide vitamin rich diet to the students of one school. The dietician wishes to mix together two types of food X and Y in such a way that the mixture contains atleast 8 units of vitamin A and 10 units of vitamin C. Food X contains 2 units/kg of vitamin A and 1units/kg of vitamin C. Food Y contains 1 unit/kg of vitamin A and 2 units/kg of C. One Kg of food X costs Rs. 50 andone Kg of food Y costs Rs. 70. Formulate the problem as LPP and solve it graphically for the minimum cost of such a mixture.
12. A factory owner purchases two types of machines A and B for his factory.The requirements and limitations for the machines are as follows:
| machine | Area occupied by the machine | Labour force for each machine |
|---|---|---|
| A | 1000 sq. m | 12 men |
| B | 1200 sq. m | 8 men |
He has an area of 9000 sq. available and 72 skilled men who can operate the machines. How many machines of each type should he buy to maximize the daily output?
13. . If a young man rides his motor cycle at 25kmperhour, he had to spend Rs 2per km on petrol with very little pollution in the air. If he rides it at a faster speed of 40km per hour and rate of pollution also increases, he has Rs 100 to spend on petrol and wishes to find what is the maximum distance he can travel within one hour. Express this problem as a L.P.P., and solve it graphically to find the distance to be covered with different speeds. What value is indicated in this question?
14. A diet for a sick person must contain at least 4,000 units of vitamin ,50 units of minerals and 1,400 units of calories. Two foods X and Y are available at a cost of Rs. 4 and Rs 3 per unit respectively. One unit of food X contains 200 units of vitamins , 1 unit of minerals and 40 units of calories, whereas one unit of food y contains 100 units of vitamins , 2 units of minerals and 40 units of calories. Find what combination of X and Y should be used to have least cost satisfying the requirements.
15. A factory owner purchases two types of machines A and B for his factory.The requirements and limitations for the machines are as follows:
| machine | Area occupied by the machine | Labour force for each machine | Daily output (in units) |
|---|---|---|---|
| A | 1000 sq. m | 12 men | 60 |
He has an area of 9000 sq. available and 72 skilled men who can operate the machines. How many machines of each type should he buy to maximise the daily output?
16.A manufacturer produces two types of steel trunks. He has two machines A and B. the first type of trunk requires 5 hours on machine A and 3 hours on machine B. The second type of trunk requires 3 hours on machine A and 2 hours on machine B. Machines A and B can work at most for 18 hours and 15 hours per day respectively. He earns a profit of Rs 30 and Rs 25 per trunk on the first type and second type respectively. How many trunks of each type must be make each day to make the maximum profit.
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Five key themes for restorative practice
A whole environment can be transformed when people bear these five themes in mind in all their interactions with family, friends, neighbors, colleagues, clients, service users and even total strangers.
Theme 1 – Unique and equally valued perspectives
Everyone has their own unique perspective on a situation or event and needs an opportunity to express this in order to feel respected, valued and listened to. There are many ways to invite people to share their perspective of what is going on in a current situation, or of what has happened in the past.
Theme 2 – Thoughts influence emotions, and emotions influence subsequent actions
What people think at any given moment influences how they feel at that moment, and these feelings inform how they behave. The thoughts and feelings are 'beneath the surface' and yet very important to understand. Again there are many ways to invite people to share their thoughts and feelings. Here are a few suggestions:
It's important to use a variety of different 'thinking' questions so you do not sound like a stuck record:
* What was on your mind at the time?
* What was going through your head?
* What were you telling yourself?
But try to avoid asking for opinions –don't ask questions like "What did you think about that?" or "How did you feel about that?"
Opinions and judgments can block effective communication and polarize people.
Theme 3 - Empathy and consideration for others
When there are conflicts or disagreements harm can result – in terms of negative emotions such as anger, hurt, fear, frustration and confusion and in terms of damaged relationships and connections between people. To live in harmony together people need empathy and consideration so they understand who is likely to be, or to have been, affected by their choice of action in any given situation and how.
.
Theme 4 – Awareness of our own and others' needs
Unmet needs can be the underlying cause of inappropriate or harmful behavior.
Theme 5 – Trust and empowerment
It is the people affected by a situation or event who are best placed to identify what should happen. As far as children and young people are concerned this is in accord with the United Nations Convention on the Rights of the Child (UNCRC)
Children have the right to be heard in all matters affecting them, and for their views to be taken into account.
It isn't always appropriate to ask all sides what they could do to help move things on, but often even those who have not been harmed have ideas and can be allowed to join in the discussion. This can help re-empower them after having been disempowered by their experiences.
Our thanks to Belinda Hopkins http://www.transformingconflict.org/ | <urn:uuid:d2fa5401-9771-40e9-aedb-27367aa896b2> | CC-MAIN-2019-26 | http://restorativeschoolstoolkit.org/sites/default/files/Restorative%20chat%20-%205%20themes%20explanation_0.pdf | 2019-06-16T03:55:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00505.warc.gz | 145,848,177 | 546 | eng_Latn | eng_Latn | 0.997836 | eng_Latn | 0.998365 | [
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Nom ___________________________________ Date ___________ Classe _________________
Le bon vieux temps
CHAPITRE
6
CHAPTER CHECKLIST
Géoculture
Holt French 2
16
Independent Study Guide
Read and study the information on Rennes in Géoculture, pp. 152–155.
Vocabulaire 1
Study the words and expressions in Vocabulaire 1 , pp. 194–195, and D’autres mots utiles , p. 195 to learn how to talk about childhood memories.
Study the expressions in Exprimons-nous!, p. 195, to learn how to talk about when you were a child.
Read about games in Flash culture, p. 196.
Do Activities 1 and 3, p. 196, in writing.
Use the online textbook to do listening Activity 2, p. 196.
Study the expressions in Exprimons-nous!, p. 197, to learn how to tell about an event in the past.
Write out Activity 4, p. 197.
For additional practice with Vocabulaire 1, do the activities on pp. 61–63 in Vocabulaire et grammaire.
Grammaire 1
Study the presentation on the imparfait, p. 198.
Read about comic books in Flash culture, p. 198.
Do Activities 6–9, pp. 198–199, in writing.
Study the presentation on the passé composé and the imparfait and read En anglais, p. 200.
Use the online textbook to do listening Activity 11, p. 200.
Do Activities 12–14, pp. 200–201, in writing.
For additional practice with Grammaire 1 , do the activities on pp. 64–65 in Vocabulaire et grammaire and on pp. 51–53 in Cahier d’activités .
Application 1
Write out Activity 16, p. 202.
Study adverb placement in Un peu plus, p. 202.
Review the adverbs in Déjà vu, p. 202.
Use the online textbook to do listening Activity 17, p. 202.
Do Activities 18–20, pp. 202–203, in writing.
For additional practice, do the activities on p. 66 in Vocabulaire et grammaire.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Nom ___________________________________ Date ___________ Classe _________________
CHAPTER CHECKLIST
CHAPITRE
6
Culture
Read about shopping for produce and dairy products in French farms in Comparaisons, p. 205.
Vocabulaire 2
Study the words and expressions in Vocabulaire 2 , pp. 206–207, and D’autres mots utiles , p. 207 to learn vocabulary for life in the country.
Study the expressions in Exprimons-nous!, p. 207, to learn how to compare life in the country and in the city.
Read about vacationing and living in the countryside in Flash culture, p. 208.
Use the online textbook to do listening Activity 22, p. 208.
Do Activity 23, p. 208, in writing.
Study the expressions in Exprimons-nous!, p. 208, to learn how to describe life in the country.
Write out Activities 24–25, p. 209.
For additional practice with Vocabulaire 2, do the activities on pp. 67–69 in Vocabulaire et grammaire.
Grammaire 2
Study the presentation on the comparative with adjectives and nouns, p. 210.
Read about summer camps in Flash culture, p. 210.
Use the online textbook to do listening Activity 27, p. 210.
Do Activities 28–30, pp. 210–211, in writing.
Study the presentation on the superlative with adjectives, p. 212.
Review the contractions with de in Déjà vu, p. 212.
Do Activities 32–35, pp. 212–213, in writing.
For additional practice with Grammaire 2 , do the activities on pp. 70–71 in Vocabulaire et grammaire and on pp. 55–57 in Cahier d’activités .
Application 2
Write out Activity 37, p. 214.
Study irregular comparatives and superlatives in Un peu plus, p. 214.
Use the online textbook to do listening Activity 38, p. 214.
Do Activities 39–41, pp. 214–215, in writing.
For additional practice, do the activities on p. 72 in Vocabulaire et grammaire.
Holt French 2
17
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Nom ___________________________________ Date ___________ Classe _________________
Le bon vieux temps
CHAPITRE
6
SELF-TEST
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Nom ___________________________________ Date ___________ Classe _________________
Le bon vieux temps
CHAPITRE
6
FOLD-N-LEARN PROJECT SUGGESTIONS
Follow the instructions below to create a fun study aid. This aid will help you review the expressions on pages 195, 197, 207, and 208 of your textbook.
MATERIALS You will need paper, scissors, and a pen or pencil.
STEP 1 Fold a sheet of paper in half from top to bottom.
STEP 2 Without unfolding the sheet of paper, fold it again in half from side to side. Then unfold the sheet from side to side so that you see a vertical crease down the middle.
STEP 3 Cut along the vertical crease up to the horizontal fold to form two front flaps.
STEP 4 On the left flap, write Souvenirs d'enfance and list the expressions in French for talking about when you were a child and telling about an event in the past.
STEP 5 On the right flap, write Ville ou campagne and list the expressions in French for comparing life in the country and life in the city.
STEP 6 After writing the English equivalents in the sections under the flaps, you can review the chapter expressions with the flap chart you've created.
Copyright © by Holt, Rinehart and Winston. All rights reserved. | <urn:uuid:8633ded1-4555-4aca-905f-8fa9144ea073> | CC-MAIN-2019-26 | http://www.forlang.maryville.k12.mo.us/uploads/6/9/1/4/6914866/study_guide_french_2_chap._6.pdf | 2019-06-16T02:55:18Z | crawl-data/CC-MAIN-2019-26/segments/1560627997533.62/warc/CC-MAIN-20190616022644-20190616044644-00507.warc.gz | 230,963,724 | 1,345 | eng_Latn | eng_Latn | 0.882116 | eng_Latn | 0.982446 | [
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Ms. Robinson Starts Her Unit on Clouds (Part 2) (Story words: boiling, amount, pointing, heavy)
The students could see that steam was rising from the boiling pot of water. She then showed them the pot which now had almost no water in it. Ms. Robinson said that the water had gone into the air and had turned into water vapor. Although it looks as though water is disappearing when it becomes vapor, the same amount of water is still there but just in a vapor or gas form that we cannot see.
Ms. Robinson explained that when water vapor meets with more water vapor up in the sky, the vapor condenses into small droplets of water. These small droplets floating in the air are the clouds we see.
Ms. Robinson then took her students outside to look at some real clouds. "The water from down here," she said, pointing at the ground, "travels up into the sky as a vapor, and the vapor comes together and makes droplets. If the droplets are small and light, they can float. We are looking at liquid in the air!" she said with wonder, pointing at a cloud. Her students were now squinting at clouds as if they had never seen clouds before.
"When too many small droplets come together, they become too heavy to stay up there. Then, they fall to the ground. Have you ever seen that happen?" she asked in a low whisper.
Students were shouting things all at once, such as "Yes, I have," and "when it rains." | <urn:uuid:1463673f-ae55-4394-9bea-c28e97e5eccb> | CC-MAIN-2022-21 | https://www.opensourcephonics.org/wp-content/uploads/2021/07/Robinson-Unit-Clouds-Part-2.pdf | 2022-05-16T11:59:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00077.warc.gz | 1,119,472,688 | 316 | eng_Latn | eng_Latn | 0.999807 | eng_Latn | 0.999806 | [
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Chalk rivers support a wide range of aquatic plants, along with a host of insects, snails & fish species that thrive in the cool, clear water and predominantly gravelly riverbed.
KENT BIODIVERSITY ACTION PLAN
The Kent Biodiversity Partnership has worked together to establish conservation objectives for biodiversity in Kent, ensuring the County's broad and eclectic mix of natural habitats are safeguarded for future generations.
In 1997, the Kent Biodiversity Partnership first published the Kent Biodiversity Action Plan (BAP), an awardwinning document that set out actions required to protect habitats and species of particular wildlife value in Kent. In doing so, partners from across Kent sharing an interest in nature conservation, demonstrated their joint commitment to the 1994 UK BAP - the nation's first strategy dedicated to the conservation of the country's biodiversity.
In 2003, Kent completed an audit of the County's UK BAP broad and priority habitats. Equipped with information on the state of Kent's UK BAP habitats, the Kent Biodiversity Partnership Steering Group members began the first review of the 1997 Kent BAP. A revitalised Kent BAP now takes the form of 28 Habitat Action Plans (HAPs). Each HAP has been developed by an individual lead partner who has worked closely with and consulted a working group of partners all aiming to invest their organisation's time and resources to the setting up and running of initiatives that will conserve the County's priority habitats as well as the wildlife that depend on these to survive. An alphabetical index for the 28 Kent HAPs is provided below.
The work of the Kent Biodiversity Partnership and the update of the Kent BAP is co-ordinated by Kent County Council (KCC) and chaired by English Nature.
To find out how to get involved in the work of the Kent Biodiversity Partnership, go to www.kentbap.org.uk, email email@example.com or telephone the Kent BAP Co-ordinator on 01622 221537.
1.0 CURRENT STATUS
England has the principal resource of chalk rivers in Europe. They are all located in south and east England - from Dorset to East Yorkshire. Kent's chalk rivers arise from the North Downs chalk and include the Darent, Cray, Shuttle, Dour, Nailbourne and stretches of the Great Stour, Little Stour and North Stream. However, unlike some chalk rivers in other counties, none of Kent's currently qualify for statutory conservation designation. However, some key stretches in Kent such as the Great Stour between Wye and Canterbury have been designated as nonstatutory county 'Wildlife Sites' (or SNCIs) by the Kent Wildlife Trust.
Chalk rivers have a characteristic plant community, often dominated in mid-channel by river water crowfoot and starworts, and along the edges by watercress and lesser water-parsnip. They have low banks that support a range of water-loving plants.
All chalk rivers are fed from groundwater aquifers, producing clear waters and a generally stable flow and temperature regime. These are conditions which support a rich diversity of invertebrate life and important game fisheries, notably for brown trout and salmon. Brook lamprey, white-clawed crayfish and otter are among the internationally important species which chalk rivers support. Other, nationally threatened species such as the rapidly-declining water vole are also characteristic of chalk rivers.
Most chalk rivers have 'winterbourne' stretches in their headwaters. These often run dry, or partially dry, in late summer because of lack of rainfall recharging the aquifer. A characteristic range of invertebrates are adapted to these conditions, as is the brook water crowfoot.
2.0 FACTORS AFFECTING THE HABITAT
Excessive abstraction mainly for public water supply from the chalk aquifer has contributed to low flows on a number of chalk rivers. This has led not only to drying out of upper sections and riparian zones, but also to reduced flow velocities, accumulation of silt and changes in the aquatic vegetation structure.
Physical modification: usually for flood defence, drainage, navigation, historic water-mills, ornamental or fishery purposes. These changes often lead to a marked reduction in river habitat diversity, and reduced ecological connectivity along the river's course.
Pollution: In common with most lowland rivers, chalk rivers are significantly affected by sewage discharges, and in times of low flow de-oxygenation may occur. Effluent from fish farms, water-cress beds and light industry can have similar effects. Agricultural practices can lead to diffuse pollution and increased silt inputs.
Fisheries management can be beneficial, neutral or detrimental in its effects.
3.0 CURRENT ACTION
In carrying out their functions the Environment Agency, Water Companies, Internal Drainage Bodies, Local Authorities, in England and Wales have a statutory duty to further conservation where consistent with purposes of enactment relating to their water management functions. On-going work includes addressing the causes and impacts of low flows and ensuring that flood defence activity and development are sympathetic to the needs of chalk river habitats.
Multi-organisation countryside and river management partnerships exist in most of Kent's chalk river catchments, with remits to enhance chalk river habitat where appropriate. Examples include the Kentish Stour Countryside Project, the River Dour Steering Group and the North-West Kent Countryside Project.
The Environment Agency's Integrated Water Management Strategy project is addressing the potential impact on the Great Stour of the development of Ashford.
4.0 ACTION PLAN OBJECTIVES
5.0 RELEVANT ACTION PLANS
1. Conserve the characteristic flora, fauna and physical habitat features of chalk rivers including their winterbourne stretches.
2. Review the need and potential for restoration of flows, water quality and habitat diversity of Kent's chalk rivers in consultation with local communities and organisations, and implement restoration where appropriate.
3. Raise awareness of the importance of Chalk Rivers as a UK priority habitat in Kent.
The relevant UK Habitat Action Plans: Chalk rivers
Cereal field margins http://www.ukbap.org.uk/UKPlans.aspx?ID=25
http://www.ukbap.org.uk/UKPlans.aspx?ID=8
The relevant UK Species Action Plans:
Freshwater white-clawed crayfish, Austropotamobius pallipes
Otter, http://www.ukbap.org.uk/UKPlans.aspx?ID=124
http://www.ukbap.org.uk/UKPlans.aspx?ID=428
Lutra lutra
Water vole, Arvicola terrestris http://www.ukbap.org.uk/UKPlans.aspx?ID=115
The relevant Kent Habitat Action Plans: Cereal Field Margins
The Lead Partner for this Plan is
The Working Group members have participated in the development of this Plan and are now instrumental in its delivery:
British Trust for Conservation Volunteers, Defra (Department for Environment, Food & Rural Affairs), Environment Agency, Kent & Medway Biological Records Centre, Kent Bat Group, Kent County Council, Kent Downs AONB Unit, Kent Wildlife Trust, Royal Society for the Protection of Birds and White Cliffs Countryside Project.
This document has been produced with the financial support of the European Regional Development Fund and KCC.
Environment Agency
Orchard House
Endeavour Park
London Road
Addington
West Malling
Kent
ME19 5SH
www.environment-agency.gov.uk
If you have enquiries regarding this Habitat Action Plan, contact the Kent BAP Co-ordinator at firstname.lastname@example.org | <urn:uuid:08d5ac47-f1a6-4792-87e0-a7e0292c8707> | CC-MAIN-2022-21 | https://www.hydroworks.co.uk/_data/site/359/folder/64/Chalk-Rivers-Action-Plan.pdf | 2022-05-16T10:54:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00078.warc.gz | 978,214,906 | 1,549 | eng_Latn | eng_Latn | 0.984267 | eng_Latn | 0.993157 | [
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Climate change
What is it? What does it mean?
Scientists all over the world agree – the earth is getting warmer, mainly due to human activity. Everything we do, from driving our car, the electricity we use, the holiday flights we take, right down to the fossils fuels used to make nearly everything we own, are contributing to the greenhouse gases being released into the atmosphere.
This release of greenhouse gases into the atmosphere is trapping more of the sun's heat as the blanket of gases around the Earth becomes thicker and thicker. As a result, the Earth's temperature is starting to rise, ocean temperatures are rising, global sea levels are rising and extreme weather events are occurring.
Another serious effect of greenhouse gas carbon pollution is ocean acidification. Approximately a quarter of human-produced carbon dioxide is being absorbed by our oceans. As the carbon dioxide dissolves in the sea, this makes the ocean more acidic.
However, scientists also agree – if we reduce pollution to an acceptable level, the worst effects of climate change can largely be avoided.
What could this mean for Ningaloo Reef?
Coral reef eco systems like Ningaloo are very sensitive to rises in sea temperature. When the sea temperature rises between 1 and 2 degrees above its normal temperature, for a six to eight week period, corals can become 'bleached'. Corals can recover from a bleaching event; however prolonged or repeated bleaching can lead to starvation and death.
The sea temperature along the Western Australian coastline, over the past 50 years has risen by 0.6 – 1 degree (Pearce and Feng 2007). Ningaloo Reef experienced its first ever coral bleaching in 2006. The most recent coral bleaching event at Ningaloo Reef was during the months of January and February, 2011, due to prolonged high sea temperatures. Approximately 20% of the reef was affected. (DEC 2011)
With ocean acidity rising and global sea temperatures rising, this may result in reefs largely becoming dominated by algae, losing their biodiversity and potentially their attractiveness to tourists. This would have a devastating effect on the tourism industries operating on the world heritage listed Ningaloo Reef.
Sources; http://climatecommission.gov.au/wp-content/uploads/4259-CC-WA-Key-Messages-4.2-Web.pdf
What can you do?
It's the little things that count! Although some of these changes may seem insignificant on its own, the cumulative effect of these small changes done by millions of people around the world will make a big difference.
At home;
- Energy saving actions – turning off lights, aircon and appliances when not needed
- Turn equipment off at the mains when not in use
- Encourage the use of natural light and opening windows for ventilation
- Using energy efficient equipment – e.g. light bulbs
- Waste management – reduce, reuse and recycle where ever possible
- Reduce paper use
- Ditch the car! Walk, bike, or use public transport whenever you can
- Using or installing renewable energy e.g. solar power
How to reduce your holiday emissions;
When you fly, make it count. Did you know flying is one of the fastest growing causes of CO2?
So;
- Take fewer, but longer holidays
- Take holidays and travel closer to home
- Travel by train and public transport wherever possible
- Book direct flights and avoid stop overs
- Use public transport or walk in your destination
Support Eco-certified Products. Why? Eco certified tours have met certain requirements designed to protect you and also the environment. Have satisfaction in the knowledge you supported Eco-tourism.
For more information on climate change and how we can make a difference, check out the following links…
http://www.climatechange.gov.au/climate-change.aspx http://climatecommission.gov.au/wp-content/uploads/4259-CC-WA-Key-Messages-4.2-Web.pdf
http://www.cleanerclimate.com/useful-information/what-is-climate-change http://www.responsibletravel.com/Copy/tips-for-responsible-travel
http://www.ecotourism.org.au/eco_certification.asp | <urn:uuid:c7298ae6-f024-4e88-a87f-31d376ca2805> | CC-MAIN-2022-21 | https://www.whalesharkdive.com/wp-content/uploads/2021/11/climate_change.pdf | 2022-05-16T12:05:25+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00077.warc.gz | 1,307,292,249 | 843 | eng_Latn | eng_Latn | 0.996749 | eng_Latn | 0.997583 | [
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NOSY MANGA MARINE ECOSYSTEMS AND COMMUNITY
The five-year Nosy Manga - Restorative Aquaculture for Nature and Communities project will focus on promoting sustainable seaweed and sea cucumber farming in the Menabe, Atsimo Andrefana, Anosy, and the MaMaBay seascapes. By modelling productive industrial and community-based farming, Nosy Manga will encourage farmers to adopt strategies that generate high financial returns and simultaneously contribute to the preservation and restoration of coastal and marine ecosystems.
BACKGROUND
Madagascar's vast marine territory, including 5,600 km of coastline and an Exclusive Economic Zone which extends over one million km2, has the highest level of coral diversity in the Western Indian Ocean. The fishing sector is a leading source of income for local communities and the country. In 2018, 1.5 million people earned revenue from fishing and the sector generated approximately 7% of the national gross domestic product. However, as demands for these marine and coastal resources increase, their ecosystems have become highly threatened. An increase of overfishing and harmful fishing practices has contributed to a decline in marine species across Madagascar. Diminished fish stocks have put the many people who rely on this sector under increased financial pressure.
PARTNERS
− Ocean Farmers
− Indian Ocean Trepang
− Wildlife Conservation Society (WCS
− Blue Ventures (BV)
− World Wildlife Fund (WWF)
− MIHARI Network
− Madagascar National Parks
− Cargill
− PIC / World Bank
)
PROJECT GOALS
1. Reduce the pressure on coastal and marine resources through a sustainable market-based aquaculture model that is scaled up with coastal communities.
2. Alleviate poverty in targeted coastal communities through new income generating opportunities.
3. Support the community-based sustainable management of marine resources in targeted areas.
KEY POINT
With coastal and marine resources declining, commercial farming of seaweed and sea cucumber can be a game-changer for coastal communities.
STRATEGIC APPROACHES
* Strengthen and expand sustainable seaweed and sea cucumber enterprises and community-based farming.
* Increase the production capacity of quality sea cucumber juveniles in hatcheries and nurseries.
These activities provide new sources of income to complement traditional livelihoods such as fishing, without extracting or damaging natural resources.
* Empower and engage civil society and communities for local governance and management of areas surrounding community farms.
* Improve harmonization, coordination, and access to information and data for decision making.
* Enhance research and information available for sustainable aquaculture practices.
* Strengthen the governance of marine resources and enforce regulations to improve accountability.
* Provide support services (health care, education, mobile money, etc.) for communities.
PHOTO: USAID MADAGASCAR
KEY POINT
Under the NOSY MANGA project, seaweed and sea cucumber farmers will learn sustainable farming techniques, farm management, disease prevention, and other risk coping strategies. | <urn:uuid:55ae897b-7204-4e72-8430-5cce289905e0> | CC-MAIN-2022-21 | https://ocean-farmers.com/wp-content/uploads/2022/04/Final-Fact-Sheet_Nosy-Manga-February-2022_English_03_07_2022.pdf | 2022-05-16T12:25:13+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00078.warc.gz | 504,220,322 | 605 | eng_Latn | eng_Latn | 0.984041 | eng_Latn | 0.984647 | [
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ENT250/HHS250: PURPOSE-DRIVEN ENTREPRENEURSHIP
INSTRUCTOR INFORMATION:
Instructor: William H Johnson Jr., Student Success Navigator, School of Health and Human Sciences
Assistant Instructor: Megan Delph, Student Success Navigator, School of Health and Human Sciences
Class Location: 229 McIver Building
Office Location: 215 McIver Building
E-mail: email@example.com (preferred)
Phone: 336-207-6795
DESCRIPTION: Course open to all students interested in connecting their purpose/meaningful work to the start of a business. Students will engage in exercises to understand their purpose, develop a plan to create "selfemployed" meaningful work, and learn strategies to stay connected to the self and the world.
STUDENT LEARNING OUTCOMES
Introduction
For this course, purpose is defined as "an inner path enabling a person to discover the essence of his or her being, then incorporating that essence as a part of their life every day." In recent years, studies have shown the significant role that purpose plays in the work environment, whether it's a method to find purpose in one's life, an expression of one's personal values, and/or to make a contribution to the world by doing "great work."
Participants in this course will not only have a thorough understanding of their essence (passion, values, purpose, mission), but will also create a vision for the "work" that's meaningful. They will also:
* Engage in self-reflective exercises to understand their essence,
* Develop a plan to create "self-employed" work that's purposeful, significant, and successful, and
* Learn strategies to stay connected to the self and the world.
By the end of the course, participants will have a better understanding of the "self" and be able to incorporate strategies to engage their heart, mind, body and soul in their "great" work.
Student Learning Outcomes
Some of the specific components of the course include:
1. Describe the role that purpose plays in entrepreneurship.
2. Examine core identity work, which includes interests, skills, values, and purpose.
3. Create statements that describe your meaningful work and its impact on others.
4. Identify goals for your business and develop strategies to complete them.
5. Complete a one-page business model to help guide your actions and decision on your business.
6. Build authentic relationships with collaborators, mentors, and support systems.
7. Discover ideas to renew, recharge, and reinvigorate self on daily basis.
8. Evaluate how purpose and entrepreneurship leads to successful self-employment, ownership, and sustainability.
The course is graded A, B, C, D, or F and uses the +/- system. Your final grade will be calculated using the following criteria:
Your final letter grade will be based on your total points, as listed on the scale below:
A+: 199 to 200
A: 190 to 198
A-: 180 to 189
B+: 173 to 179
B: 166 to 172
B-: 160 to 165
C+: 153 to 159
C: 146 to 152
C-: 140 to 145
D+: 133 to 139
D: 126 to 132
D-: 120 to 125
F: below 120
There's no final exam and extra credit will not be given.
TOPICAL OUTLINE/CALENDAR:
* Week 1: Introduction of Class Participants; Meditation Basics; The Spiritual Entrepreneur Mindset
* Week 2: Identifying Purpose and Meaningful Work; Personal Self-Assessments - Values, Strengths, Interests, Skills
* Weeks 3 and 4: Identifying and Creating Purpose-Driven Business Creation Projects; Project Completion Worksheet
* Weeks 5 and 6: Design/Innovative Thinking; Creativity Exercises; Idea Generation
* Week 7: Creating/Testing Product/Service; Getting Your Butt in Gear
* Week 8: Developing One Page Business Model/Plan
* Week 9: Building Relationships/Creating a Tribe for Your Idea; Idea Entrepreneurs
* Week 10: Getting the Word Out; Marketing on a Shoestring; Using Social Media
* Week 11: Challenges/Obstacles/Concerns…and Solutions
* Week 12: The Spiritual Life of an Entrepreneur; Maintaining Love for Work; Vision for the Future
* Weeks 13 and 14: Business Project Presentations
ACADEMIC INTEGRITY POLICY: Refer to the following URL: http://sa.uncg.edu/handbook/academic-integritypolicy/
ATTENDANCE/PARTICIPATION POLICY
Class is set up so that most of the exercises and activities are done outside of class; class time will be spent on reflection, sharing, and discussion. If you complete the work and participate in the class discussions, you will receive 4 points; if you do not attend, which means you cannot participate, you receive 0 points. However, you should still complete the homework assignments since they build on the work from the previous week.
HOMEWORK ASSIGNMENTS
These short assignments will have you explore a particular topic about your life. They may consist of a short assessment (by hand and/or on-line), completion of a worksheet, or some creative project totally off-the-wall. You will need to bring in your "results" by next class in order to get credit for the homework assignment. Each completed assignment is worth 4 points. You will receive only 1 point for assignments turned in late.
ADDITIONAL REQUIREMENTS:
Daily Class Format
Course structure for this class:
* Meditations at beginning of class
* Sharing of homework/reading assignment with partner/group
* Overview of homework/reading assignment for following class
Meditation
At the beginning of class (or before we start the weekly topic), you will have an opportunity to have 5-10 minutes of meditation time – to settle down, connect with yourself, or just relax. Please, not cell phone use at this time. If running late, please wait until quiet time is over before you enter the classroom.
Mid-Semester and Final Entrepreneurial Projects and Presentation
For the Entrepreneurial Projects, you will create a "business" based your interests, passions, problems you want to solve, or something you've always wanted to try. You will complete two 4-week projects during the semester; specific guidelines for each will be provided in the next class. The Mid-Semester Entrepreneurial Project will start on January 28 th and end on February 25 th ; presentations will be on March 1 st and March 3 rd . The Final Entrepreneurial Project will start on March 22 nd and end on April 14 th ; presentations will be on April 19 th and April 21 st . Each Project and Presentation is worth 18 points. | <urn:uuid:5e2cf8bb-95a3-4fbc-b63a-b48d16f15062> | CC-MAIN-2022-21 | https://hhs.uncg.edu/wp-content/uploads/sites/28/2019/07/ent-hhs250SYL.pdf | 2022-05-16T12:27:58+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00081.warc.gz | 371,869,933 | 1,441 | eng_Latn | eng_Latn | 0.991011 | eng_Latn | 0.993368 | [
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Is a Fiddle the Same as a Violin? (Story words: country, dancing, nylon)
Many people wonder whether a fiddle is the same as or different from a violin. In most respects the violin and fiddle are the same. The instruments have the same exact shape and the same number of strings. Both instruments are played with a bow, and both can be plucked or strummed too. Violin and fiddle bows are made of horse hair. It may take as many as 160 strands of hair to make a single bow.
Violinists play classical music or jazz, whereas a fiddler plays folk and country music. Irish folk music often includes fiddling. Fiddlers play music made for square dancing and other dancing. Fiddlers also play Cajun, bluegrass, and other music which makes you want to tap your toes to a beat.
With both instruments, it is the strings that vibrate and create the sound. The strings of a violin are most often catgut (which is made from sheep intestines) or nylon.
Many fiddlers prefer steel strings for their fiddles. One reason is that steel strings keep in tune. Thus, you will see a fiddler pick up his fiddle and start playing without needing to tune his instrument first. In contrast, a classical violinist always tunes the strings before starting to play. Another reason is that steel strings have a brighter, sharper sound, and fiddlers like to make music that has a strong beat.
Some players say that violins and fiddles are not different instruments. They become different instruments based on the music the owner selects to play. | <urn:uuid:3e930fe9-a776-4101-ab7b-5c708e84ccd2> | CC-MAIN-2022-21 | https://www.opensourcephonics.org/wp-content/uploads/2021/07/Is-a-Fiddle-the-Same-as-a-Violin.pdf | 2022-05-16T11:03:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00081.warc.gz | 1,105,174,330 | 339 | eng_Latn | eng_Latn | 0.999667 | eng_Latn | 0.999646 | [
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Visiting the Redwoods
(Story words: California, Muir, National, special, moisture)
Bryan lives in Sacramento, California, and every chance he gets he likes to drive a few hours to the coast and hike in the redwoods near San Francisco, at Muir Woods, or at Redwoods National Park. In a redwood grove, Bryan feels he is walking in a fairyland. Even though Bryan is six-feet tall, he feels like he is a tiny sprite when he looks up at the giant trees.
Redwood trees are special because they are both the tallest and the oldest of trees. Old growth redwood groves can be found on the coasts of California and Oregon. Redwoods like the damp soil in the winter when it rains. In the summer when it is dry, the redwoods rely on coastal fog for moisture. They are said to "sip" the fog, as their needles absorb moisture from the air.
The tallest coastal redwood is named Hyperion and stands at 379 feet somewhere in Redwoods National Park. The oldest coastal redwood is thought to be over two thousand years old.
Bryan was amazed and excited when he considered how the land and world had changed during the lifetimes of these giant trees. This prompted him to learn more about redwoods.
While redwoods are very tall, their root systems are shallow. Although their roots do not go deep into the ground, they can travel up to 100 yards away from the tree. Because redwoods live in groves, the roots of a single tree must intertwine with the roots of all the other trees nearby. Those intertwined roots give all the trees in the grove more stability.
When Bryan imagined what the roots looked like under the ground, it gave him a new way of seeing the redwoods above the ground. These giant trees were like a gigantic family of trees—a gigantic family that has been together for hundreds and hundreds of years!
When driving home to Sacramento, Bryan felt more relaxed and peaceful than he did before. He knew that his latest pilgrimage to see the redwoods would not be his last. | <urn:uuid:6784f1ee-940a-4afd-b04a-8dedc45147ba> | CC-MAIN-2022-21 | https://www.opensourcephonics.org/wp-content/uploads/2021/07/Visiting-the-Redwoods.pdf | 2022-05-16T12:37:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00081.warc.gz | 1,105,200,098 | 429 | eng_Latn | eng_Latn | 0.99796 | eng_Latn | 0.999085 | [
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Physical Education Learning Packets Tennis Packet Answers
All the passion, drama, and beauty of tennis is captured in this most up-to-date comprehensive history--from its early beginnings as a sport, the greatest matches ever played, to its global star players and personalities of present day. This volume is a must-read for tennis aficionados. Tennis, the much-loved sport, is a game for the ages dating back to sixteenth-century royal court matches played by King Henry VIII. History of Tennis captures the sport's long history, never short of theatrics, rivalries, power plays, political controversies, and inspiring personal stories. Beautiful historic and contemporary images of gripping matches like the unforgettable Bjorn Borg versus John McEnroe tiebreak match in 1980, to behind-the-scenes moments with tennis legends, and never-before-seen shots, grace each page accompanied by Richard Evans's intriguing stories and unique insight detailing the evolution of this majestic sport by decade. Starting as a European royal pastime and gaining popularity in England and France, the sport made its way to America in the late 1870s as the new game of lawn tennis, creating along the centuries legendary tennis superstars such as Bill Tilden, Suzanne Lenglen and the Four Musketeers, Fred Perry, Billie Jean King, John McEnroe, and Steffi Graf. Now one of the most highly watched sports globally with top-billing icons like Novak Djokovic, Serena Williams, Rafael Nadal, and Naomi Osaka, there is no stopping the power of this allenthralling game. This is a must-have volume for lifelong fans and those intrigued by the sporting theater and grand culture of tennis.
Includes an access code for online materials.
Elementary Physical EducationJones & Bartlett Publishers
Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students' holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for
Online Library Physical Education Learning Packets Tennis Packet Answers
understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.
Explores cooperative learning practices.
SUMMARY: Covers review and history of physical education; reasons why physical activity is important for children's growth and development; principles for effective teaching of motor skills based on biomechanics and dvelopment; curriculum development; graded physical skills; stunts and tumbling; sports and track and field athletics training.
Make workplace conflict resolution a game that EVERYBODY wins! Recent studies show that typical managers devote more than a quarter of their time to resolving coworker disputes. The Big Book of Conflict-Resolution Games offers a wealth of activities and exercises for groups of any size that let you manage your business (instead of managing personalities). Part of the acclaimed, bestselling Big Books series, this guide offers step-by-step directions and customizable tools that empower you to heal rifts arising from ineffective communication, cultural/personality clashes, and other specific problem areas—before they affect your organization's bottom line. Let The Big Book of ConflictResolution Games help you to: Build trust Foster morale Improve processes Overcome diversity issues And more Dozens of physical and verbal activities help create a safe environment for teams to explore several common forms of conflict—and their resolution. Inexpensive, easyto-implement, and proved effective at Fortune 500 corporations and mom-and-pop businesses alike, the exercises in The Big Book of ConflictResolution Games delivers everything you need to make your workplace more efficient, effective, and engaged.
Taught well, Health and Physical Education can provide purposeful, stimulating and challenging learning experiences. It can help children to develop sophisticated understanding, skill and capabilities through their bodies and to see greater meaning in not only what they are learning but also their wider lives; and it can enrich all other aspects of the curriculum. This practical new text will help pre- and in-service teachers to develop and implement quality health and physical education experiences in primary schools. It introduces the general principles of teaching and learning in Health and Physical Education and explains why this learning area is an important part of the Australian Curriculum. Chapters then discuss considerations and practical implications for teaching both health and physical education using a strengths-based approach. Packed with evidence-based and research-informed content, this valuable text also includes numerous examples and activities that help you bridge the gap from theory to real-world practice. Above all, it will give educators the confidence to teach primary health and physical Page 2/5
Ensures that physical educators are fully armed with a comprehensive plan for incorporating instructional models in their teaching! Instructional Models for Physical Education has two primary goals for its readers. The first is to familiarize them with the notion of modelbased instruction for physical education, including the components and dimensions that determine a model's pattern of teaching and how to select the most effective model for student learning in a particular unit. The second goal is to describe each of the instructional models in such a way to give readers enough information to use any of the models with confidence and good results. The book includes everything readers will need for planning, implementing, and assessing when teaching with instructional models. It will help readers incorporate researchbased practices in their lessons, adapt activities to include students of varying abilities, and teach to standards. Models tied to NASPE standards! The author has revised the third edition to show how using the instructional models can help teachers meet specific NASPE standards. The book demonstrates the connection of NASPE standards with the models and clarifies that connection for students. In addition, a table in each of the model chapters shows explicitly how the model aligns with NASPE standards.
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Traces the friendship and rivalry of tennis stars Martina Navratilova and Chris Evert.
Focusing on physical education for kindergarten through grade 12, this user-friendly text emphasizes teaching strategies, theories, and skills to give students a foundation for designing an effective learning experience. This new edition focuses on the Physical Education National Beginning Teaching Standards with updates in assessment and student motivation, and the addition of a brief introduction to Mosston's styles of teaching.
Standards-Based Physical Education Curriculum Development, Second Edition is developed around the National Association of Sport and Physical Education (NASPE) standards for K-12 physical education. This innovative guide teaches students about the process of writing curriculum in physical education and was written by experts who have had specific experience designing and implementing this thematic curriculum. The text begins by looking at the national physical education standards and then examines physical education from a conceptual standpoint, addressing the so what of physical education. It then goes on to examine the development of performance-based assessments designed to measure the extent of student learning. The second part of the text explores the various curricular models common to physical education: sport education, adventure education, outdoor education, traditional/multi activity, fitness, and movement education. It goes on to describe each model, provide examples of curriculums that use it, show how the model links with physical education standards, and provide appropriate assessments for it. The third part, Chapter 14: It s Not Business As Usual, discusses how to improve one s physical education curriculum by doing things differently and embracing change."
A champion tennis player reveals his dietary secret to optimum fitness, providing weekly menus, mindful eating tips, and recipes to support a gluten-free lifestyle.
A weekly review of politics, literature, theology, and art.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the
school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling lifelong physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Provides all the tools you need to design your training program to fine-tune your fitness and take your tennis game to the next level.
This is not just a health textbook with a few physical education concepts thrown in. School systems that want a single textbook to help them address national, state, and local standards for both physical education and health education will find that this book provides them a unique and cost-effective option.
Inside the secret world of tennis court-siding. Brad Hutchins has been living a young bloke's dream: getting paid to travel the world and watch sport. Sitting court-side on the pro tennis circuit, he uses his phone to transmit results to a gambling syndicate, taking advantage of the time delay in TV broadcasts to beat other online punters to the big pay-offs. His stories from life on the road capture the adventures and mishaps that come with following the world's best tennis players and partying in a new country every week. But like card counters in casinos, court-siders are despised by the tennis establishment. The more time Brad spends at tournaments, the harder it becomes for him to evade the security guards who are hell-bent on ejecting him from matches. The resulting cat-and-mouse chases will appeal to anyone who loves the roguish spirit of The Wolf of Wall Street or Catch Me If You Can. Brad Hutchins spent his youth playing sports and travelling the world, before finding his dream job as a tennis trader. Born and raised in Brisbane, he has lived and worked in the UK and Canada, and now teaches primary school students on the Gold Coast. Game, Set, Cash! is his first book. Effective Physical Education Content and Instruction offers evidence-based, teacher-tested methods for teaching physical education. A companion web resource houses printable content maps and other supplemental materials to
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This physical education curriculum guide for kindergarten through twelfth grade has two main components. The first is a program overview that includes information relating to program organization and implementation for early, middle, and senior grades. The second section contains suggested activities and teaching notes for realizing specific program objectives. The overall goals are that students should: (1) develop physical wellbeing; (2) develop desired movement patterns through the neuromuscular system; (3) express ideas, thoughts, and feelings with confidence through physical activity; (4) develop independence in pursuing physical activity throughout life; (5) develop safety and survival practices; and (6) develop positive social interactions through a variety of physical activities. These goals remain constant throughout the entire program, although the objectives which prepare students to reach the goals vary according to stages of maturation and learning. Developmental characteristics, time allotments, lesson plans, activities, class organization, and evaluation methods are outlined for early, middle, and senior grades. Appendixes contain an equipment list, a safety checklist, a sample lesson plan, a discussion of legal liability, and a bibliography. (JD) Bouve collection. | <urn:uuid:a5c83eb7-5bc2-4690-b58c-016b0d4aabd5> | CC-MAIN-2022-21 | https://m.nexenta.com/digimedia/function/physical_education_learning_packets_tennis_packet_answers_pdf | 2022-05-16T11:43:38+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00080.warc.gz | 438,112,731 | 2,927 | eng_Latn | eng_Latn | 0.995053 | eng_Latn | 0.996856 | [
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Pedagogy of Learning, Volume-1, Issue-4, pp. 15-27, Oct 2015
ISSN: 2320-9526 (Print), ISSN: 2395-7344 (Online)
(International Journal of Education)
Website: www.pedagogyoflearning.com
Recommended Citation:
Dey. T. (2015). Folk tales of north east India: a relook for environmental studies classroom transaction. Pedagogy of Learning, 1 (4), pp. 15-27.
Folk Tales of North East India: A relook for Environmental Studies Classroom Transaction
Tulika Dey
Assistant Professor, NERIE, NCERT, Shillong-793103, Meghalaya, India
E-mail: firstname.lastname@example.org
Article Received: 25-08-2015
Article Revised: 12-09-2015
Article Accepted: 17-10-2015
Abstract: The Folklores and folk tales have been an eternal part of every community culture since ages. It can be used to provide an introduction to, and stimulate interest in children to understand how close human beings are to the nature and need for its conservation. Folk tales help us to discover the roots of distinctive communities, our past, the commonality of varied cultures and of course our ethnic identities. They are therefore a very rich treasure to understand the environment around us. The paper witnesses a variety of folk tales of North East India and how these are reflected in Environmental Studies classrooms.
Keywords: Folk tales, North East India, Environmental Studies, Classroom Transaction
Introduction
Arts are as old as mankind and therefore have history; they are region specific and therefore are connected with geography; they are expressions of the complex web of sociodevelopmental structures on The Arts as Education which human society functions and are therefore integrally linked with sociological study; they are expressed through sound, word and script, and are therefore linguistic manifestations; they are mental images, which are given physical expression through a psychological process; converting what is concealed within into visible outer images through psychological and physiological acts involves scientific analysis; drawings are geometrical impressions; colours are the play of light and shade; and the aesthetics of colour, sound and form give the arts an enhanced status that actually makes them unparalleled (Puri, 2007).
Storytelling as an art form has been with us for centuries. Maintained by the oral traditions of ancient cultures, stories were passed down through generations by tribal elders, pundits, itinerant preachers, minstrels and shanachies; thus in part has constructed our present knowledge of history. Many of our most basic and archetypical values are still passed on
through the collection of myths and stories which we hear as youngsters. (Teacher Curriculum Guide, by Timmy Ebell; http://www.timmyabell.com/curriculumguide.pdf.)
The telling of stories is something that we all do; especially our grandmothers/ grandparents. They weave dreams; inculcate moral values through these tales for the young ones. Almost all communities in India have folk tales associated with their grandmother. To name a few, in hindi, its Dadima ki kahani; in Bengali, Thakurmaar jhuli; in Oriya, Budhi Maa Kahani; in Assamese, Buri Aiir Sadhu; in Manipuri, Phunga Wari and so on. These folktales allow for the blending of social and aesthetic impulses of culture and represent a positive understanding of culture and nature.
The folktales are generally oral that are handed from one generation to the other. On one hand, it is remembered and repeated, preserving its ancient core. On the other hand, additions, changes, and embellishments are part of the storytelling tradition. Tales transmitted by word of mouth through a community, in time, develops many variants, because this kind of transmission cannot produce word-for-word and note-for-note accuracy. Indeed, many traditional story tellers are quite creative and deliberately modify the material they know. The literary or written folktale has been easier to be transferred from one country to another, mostly in the forms of collections used for education, perhaps preserved by priests, and for entertainment, collected by writers and travelers. These written tales had also been altered by the various cultures that took them and made them their own.
The North Eastern region constitutes a very important part of our country. This region is important because of its strategic location and the homeland of a vast multiplicity and rich socio-culture heritage of the country. This region comprises of eight states and has the second largest concentration of tribal population in the country. The tribal groups, of the region are colourful. Each tribe has a distinct identity of language, culture and way of life. All tribes together present a scene of wider socio-cultural diversity and a unique cultural mosaic which is a most attractive feature of the Indian culture. The people are great lovers of songs and music and because of their intimate relations with the nature as they have sense of colour and beauty. Dance and music are not only the characteristic features of tribal life of North Eastern region; they also create things of beauty like textile, handicrafts, wood carving, etc. (Dabi, 2004)
The folk tales of NE India represents its social, cultural as well as the pristine natural beauty of the region. This part of India is often referred to as the 'Paradise unexplored'. The NE India is blessed with a wide range of physiographic and eco-climatic conditions. The immense variety of climatic, edaphic and altitudinal variations in India have resulted in a great range of ecological habitats for which North East India takes the pride of place. This region represents an important part of the Indo-Myanmar biodiversity hotspot, one of the 25 global biodiversity hotspots recognized currently (Baruah and Dey, 2005). Owing to its nearness to nature, the folk tales are entwined with nature. They reflect people's understanding of nature and close relation to the nature and need for its conservation since ages. In North East India, the community living is somewhat exemplary and their shared
wisdom on issues of culture, environment and livelihood is a heritage which needs to be not only conserved but further built on. Children should be made aware of the eco-friendly practices of the communities and folk tales are the best medium to disseminate the ethos of conservation and eco friendly life styles.
Stories may also be used across the curriculum to teach content subjects. The present paper examines the use of stories and storytelling as a vehicle for the teaching of EVS at primary level. It addresses the rationale for stories in EVS lessons and illustrates the various ways in which stories can be exploited in order to help young learners to conceptualize and personalize the concepts of EVS.
Folk Tales/Stories for Classroom Transaction
Listening to and telling stories in the classroom could be a constructive technique for enlivening the classroom. All children love to hear stories.
Take a lesson in Environmental Studies, for instance, and tell a story related to the theme (say, Wild life conservation). After you start a story you will find many students are keen to take the story further as they must have already heard it from some elders at home. Each student can add two sentences to the previous student's contribution, and watch how the story of 'Conservation of wild life' makes its way to the classroom. You will be fascinated to see how the story changes from student to student and how the creative mind works.
A little research in the library will turn up stories relating to almost any subject, but remember that reading them is not telling them. We could first read a story to the class and then have them re-tell it in their own words. Notice how it changes, and how you are then living the folk process, and how they are learning by doing. This is such an effective way for students to master certain subject matter because the learning is again "indirect". They absorb information as "storytellers", not as "students" (Teacher Curriculum Guide, by Timmy Ebell; http://www. timmyabell.com/curriculumguide.pdf.)
A review of the Folk tales of NE India was done by the author and the details region-wise are presented below:
FOLK TALE OF ARUNACHAL PRADESH
SINGPHO – Imbu, Tirap
At first there was no earth nor sky, but only cloud and mist. From it a woman called Khupning-Kuam was born, and since she came from the mist she was a sort of cloud. In time she gave birth to a girl called Ningon-Chinun and a boy called Tung-Kam-Waisun. They had the appearance of snow. When they grew up they married each other and from them were born a girl called Inga (Earth) and a son called Mu (Sky). Inga was mud and Mu, a cloud. These two also married and had a boy called Imbung, the Wind. When he was born, he blew so strongly that he raised the cloud, his father, into the sky and dried up his mother, the mud. In this way heaven and earth were made.
This story is taken from the book "Myths of the North-East Frontier of India" authored by the renowned anthropologist Dr. Verrier Elwin, first published in the year 1958.
The above folktale deals with the theme of creation of the world. The story narrates how Earth and Sky was evolved from snow. Consecutively the birth of wind takes place. The story moves further and separates heaven from Earth. This story shows the belief of some tribes of Arunachal in this phenomenon. Each folktale of Arunachal Pradesh belongs to one specific tribe or the other. The name of the concerned tribe along with the name of the Frontier Division to which it belongs has been given in the form of the title of the story.
FOLK TALE OF ASSAM
River Dolphin and Crocodile
A long time ago, in a village there lived a beautiful and efficient young girl along the banks of Subansiri River. Her name was 'Tamang'. As 'Tamang' grew up, her parents decided to marry her and started with the preparation. As the day of wedding came nearer, she was very worried, because she had a lover and she did not want to betray him or her parents.
She then decided to end her life in the river bed of Subansiri. But she thought to herself 'even if I jump into the river, I shall not die, as I know how to swim'. She thought and thought over it and then she tied a pestle (the 'ural rod') around her neck and the mortar to her stomach and decided not to look at any human being and jumped into the river. But still she did not die. However the 'mortar' took her to the bottom of the river, but she lived below the river. But gradually her body transformed to a dolphin. Because she tied pestle to her neck so the mouth of the dolphin became long and because the mortar was tied to her stomach so the stomach of the dolphin became big.
As the news of Tamangs' jumping into the river spread her lover ran to the banks of the river Subansiri. He shouted 'Tamang, Tamang' and ran on the banks as a mad person. But when he received no response, he tied a big stone on his back and thorns all over his body and jumped into the river. The boy too did not die and transformed into a crocodile in due time. The stone tied at his back became the hump on the crocodile's back and thorny body. That is why Mishing people of Assam never kill dolphin or crocodile.
The above folktale deals with the theme of conservation of wild life and indigenous conservational practice of endangered and unique river dolphins of Brahmaputra River among the Mishing community people of Assam. The river dolphins are found in the river Brahmaputra and their tributaries. It is commonly known as "Hihu" in Brahmaputra. They are aquatic mammals. They were found in large numbers before a few years. But now their number has come down considerably due to various human activities like fishing (gillnetting), poaching, damming, sand mining (in Kulsi river of Assam) and deforestation. The river dolphins are included in the schedule 1 of Indian Wildlife Act 1972. The population of the river dolphins is about 400 in Brahmaputra (Assam). It is a very thin population for a species with low reproductive rate. Though they are dispersed in the river, they are found concentrated more at the confluences of the rivers where the water current is strong. A few
residential populations are found in the tributaries like Kulsi and Subansiri of Brahmaputra. Indigenous people respect these endangered species and follow conservational practice in their traditional way.
FOLK TALE FROM MANIPUR
The Egotistical Elephant and praying Pebet
A long time ago, at the edge of a big forest lived a Pebet with her tiny brood. It was a happy nest indeed complete with some eggs waiting to be hatched.
One day a herd of elephants was advancing towards the bush on which her nest lay. As the herd headed precariously near the nest the baby pebets begin to panic and addressed their mother thus "Mother we are afraid lest the elephants crush our nest along with us and the eggs, please request them to be cautious". So the pebet mother approached the herd and addressed the leader " O handsome leader of the herd and dear friends, just a little ahead lies my nest along with my young ones and my precious eggs, dear friends please tread carefully and save us from danger".
Each elephant in the large herd heeded to her humble request and avoided breaking the nest. But the last of the herd was a young and arrogant elephant who took great pride of his gigantic body and enormous strength. He trumpeted "Ha Ha, you tiny bird, why should I obey you? Who told you to make your nest on our path? And he crushed the nest along with the young ones and the eggs with his huge feet. The mother pebet cried bitterly over her dead young chicks and her broken eggs. She flew to the rogue elephant and spoke with great rage "You think we are small and powerless and so you crushed my nest and destroyed everything I had with impunity! I will teach you a lesson. You will pay dearly for killing my young ones so mercilessly". The rogue elephant didn't pay any attention and continued to walk nonchalantly with the herd.
The mother pebet in great grief prayed to Mother Leimarel. She prayed day and night for a whole week and one day in a flash the enchanting form of Divine mother materialized in a mellow light and spoke with great Love. And after whispering some motherly advice and blessings, her divine form dispersed into the ether with a faint crackling sound.
The pebet's heart was filled with peace and courage. She was determined to obey Ema Leimarel's advice. With her strong beak she pricked the elephant right in the middle of his spine. She struck at the same spot again and again with all her might. The thick hide eventually gave way and blood oozed out in a red torrent.
She then invited a group of flies to feast on the blood and lay eggs on the wound. In a week's time the eggs hatched on the wound giving rise to maggots which caused deep festers. Day by day the condition of the elephant worsened and finally the huge elephant dropped to his knees and requested the pebet to spare his life.
At this moment the pebet remembered Ema Leimarel's advice of forgiveness "Not to take life, wantonly; but to forgive those who repent." Solemnly the pebet exclaimed "In your
rashness you killed my children and now you are praying for your life- If you truly feel repentant and promise to respect life, however small they may be- I will spare your life and bring back your health."
The elephant said in a relieved yet repentant voice "As I have learnt the pain of injury and impending death, I promise to respect the value of life and renounce my violent waysplease forgive me." Tears ran down his eyes. In the days to come the pebet applied healing herbs from the jungle on the elephant's sores. Eventually he regained his health and came to be known for his gentle manner all throughout the jungle. The pebet and the elephant remained very good friends all throughout their lives.
The above folktale deals with the theme of love for other creatures and 'Live and let live'. This tale reflects many good practices of life viz., love for young ones, repentance, forgiveness, value life, renouncing the path of violence, etc. It also reflects the knowledge of healing herbs from the jungle and the concern for others and living harmoniously with each other. This story is taken from the E-Pao Manipur authored by the Naosekpam (2012).
FOLK TALE FROM MEGHALAYA
When the Earth was formed to its Present Shape
They say that in the beginning the earth was just one flat, vast stretch of land. There were some forests and rivers but no mountains, no valleys, no gorges existed.
It so happened, that, one day, during this period, the mother of three goddesses Ka Ding (Fire), Ka Um (Water), Ka Sngi (Sun) came down from heaven to visit her daughters. During her sojourn on Earth she suddenly fell seriously ill and passed away. The three goddesses stunned and grief stricken were, therefore, faced with the unhappy task of disposing off their mother's mortal remains.
As was, and is, the custom among matrilineal Khasis, the responsibility first fell on Ka Sngi, the youngest daughter. So the Sun set forth her mighty rays to expend her mother's body. All the trees and bushes, the grass and weeds were reduced to ashes and the rivers and streams dried up and disappeared with this powerful heat. To the dismay of the daughters, however, their mother's body remained exactly as it was. So next, it was the second youngest daughter's turn to take over. Ka Um, anxious but determined, set forth with all her might and poured incessant rain upon the earth for many days. Everything everywhere lay submerged under this immense flood. When the endeavour was over and the water subsided, however, the body was lying in the same state, as if unhampered. Finally, it fell on the eldest daughter, Fire, this arduous and joyless task. Anguished and worried for she knew that she had to succeed, Ka Ding deployed great sweeping flames across the earth. For days on end they glowed and flared, blazed and smouldered with fierce, unyielding incandescence. Then, finally, when the fires abated, the three goddesses discovered, to their great relief, that their mother's earthly remains were gone, the last rites performed.
It was from that day onwards that the vast plain that stretched monotonously on and on vanished and in its place, a new earth surface emerged. There came into being, mountains
and valleys and deep gorges from where blue mists floated up to the sky. Trees and shrubs, grass and flowers appeared again to clothe these new and beautiful contours, and besides rivers and streams, silver flecked waterfalls were also seen leaping, flowing from these new found heights. It was into this resplendent land that, later on, mankind came to dwell.
Folk Tales by Bijoya Sawian
From Khasi Myths, Legends and Folk Tales, 2010 by Bijoya Sawian Published by Sanbun Publishers, p. 124.
The above folktale deals with the theme of creation of the world. This tale show the belief of some tribes of Meghalaya who believe in the supernatural power of Sun, rain and fire. The story further goes and depicts the creation of mountains, valleys and deep gorges. Besides these, trees and shrubs, grass and flowers, rivers, stream and waterfalls all being created and making the earth a livable place.
Before 18 th century people believed that the physical features of the Earth were a result of catastrophic events. But in modern times we say, Mountains are formed due to different causes, but one cause is that Dome Mountains are pushed up by hot spot in the mantle of that region. E.g. The Black Hills of South Dakota and that is why the story as it proceeds concludes that fire (hot spot) was responsible for the formation of mountains. Again the valleys are the most common landforms on the surface of the Earth. They are carved by the flowing water or flowing ice through the process of erosion, which is the gradual wearing a way of Earth's surface through the action of wind or water.
Similarly, gorges are narrow valleys with steep rocky walls located between hills and mountains. Erosion due to streams or rivers, geologic uplift or both together also form gorges and movement and melting of glaciers form gorges and so on. Thus, there are so much of environmental concerns in folk tales.
FOLK TALE FROM MIZORAM
Chhura and the Beautiful Fly
Once upon a time, Chhura caught a very pretty fly in the countryside. He was delighted, for its wings were like the colours of the rainbow. He said to himself contentedly. "I'll sell this fly and become a rich man in the world." So he started along the path leading to Mawngping village to sell his captive for a reasonable price. In the Mawngping village Chhura shouted aloud, "Hey folks, come and see this pretty fly. The most beautiful fly that ever lived in this universe! And who will buy my pretty fly, pretty fly?"
Some men who heard the shout came to him and asked, "Where is it? Show it to us. We would like to see it first and then we may purchase it." However, Chhura replied to them, "O you, foolish people, how can you see the fly before you buy it. If I show it to you now it will fly away." Then they said, "Where is it?" "It's in my hand." He replied. "But how can we buy it without seeing it?" they continued. "Alright," said he, but "If it escapes from my hand when I open it, you must pay me." They remained silent.
"I'll show it to you but you'll have to pay me if it flies off," said he and then he opened his hand and showed them the so called pretty fly. As soon as the little insect felt its freedom it spread its wings and flew away while all the villagers looked at it open mouthed. Chhura then stared at them accusingly as if demanding the price for his pretty fly. However, the villagers' willingly promised to give a grand feast for him and they all lived happily as before.
Reflections from the tale
The folktale as narrated depicts the love for other creatures living in this earth along with the Mizo people. When Chhura caught the beautiful fly and wanted to sell it, the villagers very cleverly insisted that they want to see the fly before buying it. On their repeated insistence when Chhura opened his hand and the fly flew away in the lap of Mother Nature, the villagers promised to have a feast in happiness and lived happily. This is in tune with the belief of 'Live and Let Live'
FOLK TALE FROM NAGALAND
The story of Raja Mircha
Once upon a time there was a man by the name of Panmei, who was hunting for food in the deep jungles. He happened to come across a particular Chilly plant, that we call the Naga King Chilly today, in its full ripened stage. Taking it to be a fruit, Panmei plucked one of the ripened chilly and, driven by acute hunger, ate the whole chilly at once in spite of the terrible burning pungency. In no time it seemed as if his mouth and stomach were on fire. The man crawled and rolled in the jungle; tried eating whatever was within his grasp, but to no avail. At last with no other alternative, he lay there in the jungle facing up toward the sky, writhing in pain and almost at the point of fainting. The story goes on to say that precisely at this grave moment a bird called Roingau flew over the man carrying a bunch of paddy and drop it onto his stomach. Surprised, he took the paddy bunch and extracted a few grains and started chewing on them raw. In a matter of seconds, the burning pain in his mouth and stomach vanished. Panmei believed this to be a miracle sent by God. He carefully collected the bunch of paddy and the chilly plant and took possession of them. As the story goes, thus began the cultivation of paddy and the Naga King Chilly. The story further states that since this miraculous incident, the Panmei Clan by Gena, (a bounden village ritual/custom) were forbidden to neither kill nor eat the bird called Roingau. This prohibition of Gena is still being observed and practiced by the Panmei Clan of the Zeliangrong Naga Tribe till this present day. (Source: Mr. Akhang Kamei, President of the Zeliangrong Baudi, Nagaland).
The folktale as narrated depicts the belief of the Zelian tribe and how the bird saved the life of Panmei. This also is a mark of fellow feeling among the creations of God. The experience of Panmei with the red fruit and rice in jungle facilitated the cultivation of the rice as well as chilly. Thus, the process of cultivation of crops and settled life came to the Naga community. When the Clan as a mark of respect to their savior do not kill or eat the bird they actually facilitate the conservational practice of the bird.
FOLK TALE FROM SIKKIM
Teesta and Rangeet
Once upon a time, there were two rivers namely Teesta and Rangeet. In Lepcha they are known as Rongnew and Rongeit respectively. Teesta was a girl and Rangeet was a boy. Both of them lived happily in the Himalayas. They were in deep love. They wanted to get married and move towards south. Hence they decided to move out and meet at a certain place called Pozok – a forest now known as Pesok. Unfortunately both of them did not know the exact direction to their meeting place. So, each of them moved out from hamlet taking a guide with them. Teesta took a snake as her guide and Rangeet took a bird called Dafe Munal. The snake guided Teesta to reach the appointed place in the scheduled time but Rangeet was unable to reach in time because the bird was flying here and there during the journey. Teesta had to wait for a long time and she was upset and angry. At last Rangeet reached and enquired from Teesta as when she had reached. But she would not talk to him. He asked pardon and explained the difficulties he had to undergo during the course of his journey, but she did not pay any attention to him. She remained silent and adamant. So, Rangeet decided to go back to the Himalayas. As he was moving up, there was storm and flood. This brought lots of sufferings and dangers to the people. Seeing these, Teesta went and asked pardon from Rangeet. Hence, once again their lost love was found and they lived happily thereafter.
Folktale by Abraham Lepcha
The folktale was narrated by Mr. Abraham Lepcha, of Kalimpong, Darjeeling on 15 th February 2009 and published in Folktales of North East India by Betty Laloo and a DBCIC Publications, Shillong in 2011 P. 211.
These two rivers (Teesta and Rangeet) exist even today. One can see two colours at the meeting place of these rivers, which made the Lepcha believe that the incident really took place. They are holy rivers for the Lepcha because they originate from Kanchanjunga which, for them, is a holy place. This folktale is one of the most popular folktales of Lepchas. This folktale reflects the close link of the Lepchas of Sikkim with the Mother Nature. They worship nature in all its forms, rivers, lakes and mountains. The legitimacy of this story lies in when the story moves on saying that 'the two rivers decided to move towards south'. South of Himalayas (Kanchanjunga) is the low lying plain land. It is the general tendency of the rivers to flow from the high mountains to low lying areas. It then further says 'they will meet at a certain place called Pozok' meaning the confluence of the river. Further mention of 'The snake guided Teesta to reach the appointed place' reflects the meandering course of the river Teesta as it was guided by a Snake to move down. Towards the end, it says, 'Rangeet decided to go back to the Himalayas. As he was moving up, there was storm and flood. This brought lots of sufferings and dangers to the people.' It means changing of river course and occurrence of flood due to change in the river course and devastation associated with flooding.
In this tale the two rivers are the signs of God's blessings for the people and they manifest true love and purity. The Lepcha consider the origin of these rivers as holy because they were created by a holy God, and so, they perform sacrifices and worship in the banks of these rivers even today. It reminds the Lepcha that they are holy people for these holy rivers touch their lives.
FOLK TALE FROM TRIPURA
The Old Lady and her Iguana
It's a story of long past. There was a prosperous village. Almost all the villager owned some land in that village. Those who did not own any land used to work as daily labourers in other's land. They maintained their livelihood earning wages as labourers. So, none of the villagers suffered from any crisis.
In this village an old lady lived in a small hut built on a small tilla (hillock) in the corner of that village, she had none of her own. Every day she used to go out at break of day for begging. But every day she would beg only in three houses.
There lived a big iguana in a hole beside the courtyard of the house of that old woman. The old woman loved that iguana very much. Every day after her begging she would scatter some rice at the courtyard for that iguana. Till the iguana ate the rice the old lady would not start cooking. One day on the occasion of a marriage of the daughter of a rich man of the village, all the villagers were invited, no one was omitted. Even the father of the daughter had personally invited the old lady. The father of the daughter had brought all the youths of the village to work and distributed duties among them accordingly. The day before the wedding all the villagers assembled at the wedding house.
Sitting on the verandah of the house the old woman was thinking on the previous day that the next day was the wedding day. But to attend the wedding what clothes she would wear! Only two Rignai (garment) were there in the house. These were also dirty. Some places on the rignai were torn due to displacement of the fibers. Would it be wise, she thought, to go to the wedding wearing this type of cloth? At this time the iguana had come out to take his meal. But towards him she paid no attention; she did not go to beg that day. She was thinking and thinking. At last she decided that she would bring a good rignai from a known house situated down the tilla and would return the rignai after the wedding day. She therefore thought not to go out to beg on the day. The day would somehow pass with the remaining rice at the house. Thinking so she stood up from the verandah. All on a sudden her eyes fell on the iguana. She saw the iguana entering the hole, only the tail of it came to her sight. Seeing so, the old woman brought some rice from the house and scattered them while she remained standing nearby. But the iguana did not come out from the hole to eat. At this her mind was upset. Today she had no scope to cook, because if the iguana did not eat she was also to remain unfed. After standing there for some time, she went back home with sorrow. The old woman peeped at from the house whether the iguana had taken its food or not. But she found the rice scattered on the same spot. The iguana had not taken anything. That meant that at night also she was to remain unfed.
On the other hand the boys of the village had settled that they would make the altar of the marriage all through the night. So at night all had began to work for alter. As night passed a bit, the father had sent wine and pork for to eat at time of working. In the midst of these, a boy told "We will not take drinks only with pork as it is a day of pleasure. I will eat a meat of the sort that I have not taken for a longtime. Is there anybody else amongst you who can provide us with this type of meat meant for? Having heard his word all had started thinking. What type of meat was this that they had riot eaten for long! All were drowned in thinking hut nobody could find the type of meat meant for. Suddenly one of them shouted in pleasure 'Yes, Yes! I can recall! Many days are gone we have not eaten any iguana's meat. Let us have some iguana's meat today" Another boy told-"but at dead of night from where will we have iguana"? The one, who spoke first, told this time-"If you are able to catch and kill, then I can say the whereabouts of that iguana". Then all had cried out in chorus. 'Alright, alright, you tell us where that iguana resides; we will catch it and kill it for the purpose.
The boy told then-"Beside our village where an old woman lives on a small tilla (hill), their lives an iguana in a big hole beside the courtyard of her house. That one is big in size and if you desire you can kill and have that one. But beware the old woman by no means should get a hint of it. If she comes to know there shall be no way. The old woman keeps watch over it like the wealth of yakshas". Then another boy told-"Is it wise to kill the iguana when the old woman takes so much care of it and loves it so much".
All the other then told-"lt is only an iguana. What is the harm done to the old woman if the iguana is killed? Let us kill and bring that silently". It was dead of night. At a distance the foxes were yelling, it was pitchy dark. One was going ahead showing the path with a bamboo made burning flambeau. When they reached the house of the old woman then an owl had hooted harshly. They had found out after much searching, the hole of that iguana. Thereafter one of them had started piercing in the whole with a long pointed bamboo. After a while the iguana came out from the hole full of cuts and wounds. And as soon as the iguana came out they beheaded it with a chopper. All left the place then with the iguana. The next moment the owl had hooted again in a rough tone. With that hooting the old woman woke up from her sleep with an alarm. With an unknown fear her mind crumbled. A pernicious fear had occupied her mind. But she did not get a smell of the misdeed that took place outside her house. Again she fell asleep.
The boys then cut the iguana into piece and after roasting it in fire began to eat with wine in delight. As they had become intoxicated with wine, they drooped down gradually at their places. They were no longer in a condition to work. Gradually the night advanced toward day break.
While the operation, to kill the iguana took place the old lady was in deep sleep. Now the old woman had suddenly waked up at a call as if somebody was telling her-"Old women, old woman, get up quickly and run away from here". The old woman got up from sleep horrified and looked all around to find nothing of the kind. She was wondering as to who could be there to call her that way. "May be I was dreaming"-she thought but she could not drive away fear from her mind. Who might have called her in that fashion! Tossing on her bed in anxieties over the matter she finally fell in sleep again. But after a while the same thing happened. This time as if telling with hot haste--"oh; old woman are you still sleeping? Get up quickly, Runaway, hurriedly; half part of the village has almost come to an end
If you like to survive' run away at this moment". Again the old woman got up and was frightened. The same thing in exactly the same way cannot be repeated - she thought. "What an inauspicious word; what does it mean, that half part of the village has almost come to an end? No, this time I will sit up late at night. Let it be observed. Whether same thing happens again or not? The same thing again happened. This time she had heard it distinctly as if somebody was telling her "old woman, Oh old woman are you sitting still? Don't you have any love for life? Do you want to die? Your entire village is going to be destructed. Your house too will be washed away. If you like to save your life then run away at this moment from here. Are you not hearing the roaring sound which is approaching fast? Run away, run away quickly". The old woman then exclaimed as she was startled with fear-"Who are you to frighten me in this way? Are you man, or ghost or a god? Who are you?"
The old woman heard the reply "I am not a man, nor a ghost or a god, I am your that iguana. The boys of the wedding house have killed me this night and they have eaten my meat along with wine with pleasure. For that very reason the entire village will be smashed by my curse within this night. I will immerse the entire village under water. Hence forth a big lake will appear here instead of the village. Only a post of this house will stand above the water as if to remind others of the existence of it one time. So you run away this very moment".
At that moment the old woman heard a big roar. As if the sea was rolling fast towards her. What a big roar. Hearing this, the old woman became very much nervous. Instantly without further delay, the old woman began to man through the rear passage of the house. It seemed to her as if a huge cobra was running behind her raising its hundreds or thousands of heads. Running at a great speed she reached the adjacent village at the dead of night and no sooner had she entered the veranda of a house she fell down unconscious. At dawn when the householder opened the door he saw this old lady lying in unconscious state. He brought her in and had her nursed with much care. After a while, for intensive care of that householder, the old woman recovered her senses. She, still then panicky narrated to him in a frail voice of the havoc that took over. The householder then along with the villagers set out for the spot to ascertain the matter which he learnt from the old woman. The spot bore the evidences to testify the report of that old woman. They all became astonished, and alarmed. There was no Sigh of the village nor the dwellers only unfathomable water spread all around. They became surprised. Nothing was visible except the top of a post which remained erected a little higher than the level of the water. The post was of that house where the work was going on in connection with the daughter's marriage of a rich person.
Reflections from the tale
The above folktale deals with the theme of love for other creatures in this world and wrath of nature in the event of an imbalance. This story shows how sensitive the old lady is towards the iguana and treats it as a companion by not having food without giving him. At the same time when the spirit of iguana warns the old lady to leave the village and save her life it reflects how the iguana too was sensitive towards the love and compassion shown by the old lady. Furthermore, when iguana talks of engulfing the village with water it shows the wrath of nature when the equilibrium of nature is destroyed. The story depicts the belief of the Tripura people to live in harmony with nature.
Conclusion
Children while listening or telling a story become active participants in the construction of meaning. On repeated telling or listening a folk tale / story the children develops a personalized vision of the characters, scenes and actions in the story. They connect to the moral values entwined in it. As all folk tales are weaved around the elements of nature viz., animals, birds, water, forest, kings, priests, they are the best way to connect a child to his / her own culture and relate them to Environmental Studies. A direction on how to interpret folk tales has been put up here. One can extend the interpretations more in the line of respecting environment, living in harmony with nature and arouse curiosity in the minds of children which is one of the major objectives of education.
References
Baruah, H. & Dey, T. (2005). Environmental studies. Haridwar: Divya Prakashan.
Dabi, T. (2004). inaugural address of a national seminar on folk culture and oral literature from North-East India. New Delhi: Mittal Publications.
Elwin, V. (1958). Myths of the North-East frontier of India. p. 448. Shillong: North-East Frontier Agency.
Kamei, A. (--). President of the Zeliangrong Baudi, Nagaland.
Lepcha, A. (2009). Folktales of North East India by Betty Laloo. Shillong: DBCIC Publications.
Puri, A. (2007). The arts as education: why arts education should be included in the curricular area. Journal of Indian Education, Vol. 33 (2).
Sawian, B. (2010). Khasi myths, legends and folk tales. New Delhi: Sanbun Publishers.
Retrieved Material: Folk Music in the Classroom: Teacher Curriculum Guide, http://www. timmyabell. com/ curriculumguide.pdf
Naosekpam A. (2012). E-Pao Manipur. Retrieved from: E-pao.net/ epsubpageextractor. asp?..manipur egotistical_elephant_ and_praying_pebet. | <urn:uuid:20b8afe4-d867-4be4-8f7a-827ed00a2e1a> | CC-MAIN-2022-21 | http://pedagogyoflearning.com/wp-content/uploads/2015/11/Tulika-DeyOct-2015.pdf | 2022-05-16T11:59:50+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00081.warc.gz | 48,999,977 | 9,041 | eng_Latn | eng_Latn | 0.997894 | eng_Latn | 0.99917 | [
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Crazy Tale
The Adventure:
Collaborate on a new story! As a Lair, sit in a circle. Decide on a Cub Scout to go first. That Cub writes down the first two lines of a story, then folds the paper to cover up the first line and passes the sheet to the next Cub. That Cub writes two more lines based on the sentence that's not covered up. That Cub then covers up the first three lines of the story, leaving only the last sentence still showing, and passes the paper to the next Cub. Keep going until everyone has written his or her part, and then read the story together.
Online Resources: Writing Advice
Safety Note:
Your story should be entirely made up—a work of fiction. Do not write anything that could hurt somebody's feelings. What other guidelines can your Lair agree on before this adventure?
Canadianpath.ca
MONKEY CITY Creative Expression
Plan:
* When and where will you share this adventure?
* What materials do you need?
* Will you have a topic for your story that everyone knows, or is the sky the limit?
* How long does each Cub have to write his or her two sentences?
* Who will start? How will you decide?
* Who will read the story when it's finished?
Do:
* Write a terrific and unpredictable tale!
Review:
* What do you know now that you did not know before?
* How did your story turn out?
* What was your favourite twist to the story?
* Will you share your story at the next camp or campfire? Why or why not?
* What would you do differently next time?
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Safety Tips for Pool Owners
Swimming is a fun activity and a great way to keep cool during the hot summer months, but it's important to know how to stay safe in and around water. If you own a pool, you have the power to make sure your family and the kids in your neighborhood are safe.
Drowning is swift and silent—there may be little splashing or cries for help. It can take as few as 20 seconds to sink below the water and only minutes to drown, but you make sure the kids in your neighborhood are safe by following these tips.
* Install a 4 foot high fence around your pool that separates it from everything around it, even from your house.
* Use gate that closes and latches by itself whenever it is opened, and make sure it is on the inside the gate, out of reach of small children.
* Make sure the fence is made in a way that a child cannot climb. For example, chain link fences are easy for most young children to climb.
* Make your pool drains safe. To keep kids from getting pulled into the pool drain and trapped there, you can install special drain covers or something called a "safety vacuum release system" (SVRS).
* Learn how to do CPR on a child. CPR classes are offered by the Red Cross, local hospitals, and many other organizations.
* Teach everyone in your house how to dial 911 in an emergency.
www.cpsc.gov/cpscpub/pubs/chdrown www.liveandlearn.com/pools www.poolsafely.gov
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The Story of Napi (Piikani)
Narrated by: Wilfred Yellow Wings, Piikani Blackfoot Crossing, AlbertaMy name is Wilfred Yellow Wings Senior. I come from the Peigans. I'm an old Blackfoot historian. I'm a member of the Blackfoot Confederacy.
I want to tell an old history about Napi. Napi chose a large area of land, East of the Rockies. He put on there, all the different animals that walk on mother Earth, the water animals, the ones that fly. He built the rivers and landmarks in this area and they were all named in Blackfoot. When He came to build, put the buffalo on Mother Earth, all the rest would kill another, eat one another. "But the buffalo," He said to himself, "I should put on Mother Earth, people similar to me, so they can make use of the buffalo."
This natural area had natural boundaries. To the South was the Yellowstone River and to the West was the Rocky Mountains, as far North as the Saskatchewan River, East to the Cyprus Hills.
Now He knew all the areas and when He put the buffalo on Mother Earth, He built, He put everything in twos, the male and female. So the buffalo had a male and a female. And to the same area where he molded the different animals, He took clay, he molded it into a person. He opened its mouth and blew into it. It started breathing. He already tanned some hides for the breech cloth, leggings and shirt. And as they were walking away, He was to be able to communicate with all the different animals. And He communicated with the man. And He figured: "I made all the animals in pairs. Let's go back to that clay and I'll make the woman." So they went back to the clay and they molded a woman, clothed her with buck skin. | <urn:uuid:99caa8c7-16b4-460f-9503-0b2028ee29cf> | CC-MAIN-2022-21 | https://www.historymuseum.ca/wp-content/uploads/2020/06/Napi-EN.pdf | 2022-05-16T11:50:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00083.warc.gz | 948,003,223 | 388 | eng_Latn | eng_Latn | 0.999309 | eng_Latn | 0.999309 | [
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Roofing Solutions To Environmental Concerns
(NAPS)—More and more Ameri cans are calling the nation's cities home. According to 2010 Census data, an esti mated 80.7 percent of Americans now live in urban areas—up from 79 percent in 2000. Not only does this urban pop ulation increasingly tax the country's infrastructure, but it is also having an effect—both directly and indirectly—on the environment.
The Heat Is On
Rooftops, roads and parking lots comprise a large percentage of the manmade surface area in urban areas. When analyzing effective UHI mitigation strat egies, scientists at the Lawrence Berke ley National Laboratory determined that widespread deployment of "cool roofs" and "cool pavements" would decrease urban temperatures, which in turn could offset some or all of the projected future warming trends.
The urban heat island (UHI) effect is a phenomenon in which metropol itan areas are typically warmer than nearby rural areas mainly due to the large areas of paved surfaces and build ings that capture the sun's energy, hold it and slowly radiate the heat back out into the air. The concentration of heat in these densely populated regions cre ates additional health risks for residents due to heat exposure and the enhanced formation of air pollutants, especially ozone.
According to the U.S. Department of Energy, a cool roof is one that has been designed to reflect more sunlight and absorb less heat than a standard roof. Beyond the building itself, cool roofs can also benefit the environment by:
* Lowering peak electricity demand, which can help prevent power out ages; and
* Reducing local air temperatures;
* Reducing power plant emissions, including carbon dioxide, sulfur diox ide, nitrogen oxides and mercury.
In order to help protect the environ ment and meet increasingly stringent ordinances calling for cool roof technol ogy, 3M developed Cool Roofing Gran ules. These granules are used in shingles that can be energy efficient, solar re flective and economically friendly. This technology can reduce urban heating
Roofing granules offer a variety of solutions to environmental issues found in urban areas.
as well as lower energy consumption in climates with year-round cooling needs. In addition, many of the shingles that contain 3M Cool Granules meet Ener gy Star requirements, making them the premier choice for green building.
The Eradication of Smog
Further, the granules are available in a wide variety of rich colors that can cre ate the perfect shingle color blend.
Another problem in urban areas is smog pollution, caused by a buildup of nitrogen oxides in the air. An estimated four in 10 Americans currently live in counties with unhealthy levels of parti cle pollution.
"3M is leading the way with roofing technology solutions for improving en vironmental impacts on human health and welfare," said Frank Klink, Ph.D., senior laboratory manager, 3M. "The roofing granules are a first for residential asphalt shingles. The new 3M granules will help roofing manufacturers develop high-quality, aesthetically pleasing shin gles that can turn any roof into an active smog-reducing catalyst, essentially be coming smog's worst enemy."
To combat this growing concern, 3M recently launched Smog-reducing Granules, which help remove smog pol lution using roofing shingles. Integrat ed throughout a shingle's surface, the granules are designed with a specialized photocatalytic coating applied to the base mineral. As sunlight hits the shin gles, radicals are generated, transforming nitrogen oxide gases into water-soluble ions, thereby improving air quality.
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The Journal of Extension
Volume 48 Number 1 02/01/2010
2-1-2010
A Powerful Teaching Tool: Self-Produced Videos
Patty Case
Oregon State University, firstname.lastname@example.org
Jeff Hino Oregan State University, email@example.com
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Case, P., & Hino, J. (2010). A Powerful Teaching Tool: Self-Produced Videos. The Journal of Extension, 48(1), Article 25. https://tigerprints.clemson.edu/joe/vol48/iss1/25
This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact firstname.lastname@example.org.
Article 25
February 2010 Volume 48 Number 1 Article Number 1TOT3
Return to Current Issue
A Powerful Teaching Tool: Self-Produced Videos
Patty Case Associate Professor Extension Family and Community Development Klamath Falls, Oregon email@example.com
Jeff Hino
Extension and Experiment Station Communications
Assistant Professor Corvallis, Oregon firstname.lastname@example.org
Oregon State University
Abstract: Video—once complex and expensive to create with high distribution costs—has become more affordable and highly accessible in addition to being a powerful teaching tool. Self-produced videos are one way educators can connect with a growing number of on-line learners. The authors describe a pilot project in which a series of video clips were produced on home gardening and cooking. Tips are offered on how educators can prepare themselves to produce their own videos.
Why Video?
As Extension educators explore ways the Internet can be used as a teaching tool, the choices can be bewildering. From podcasts to webcasts, from wikis to blogs, and from Blackboard to discussion boards—each of these new technologies can alter the traditional delivery of classroom-based education (Keengwe, Onchwari, & Onchwari, 2009). And, in the evolving world of social media, educators have to contend with user groups that generate content quickly and disseminate it widely. As stated in Food Insight (2008), sites like Wikipedia "represent the new on-line community where transparency and user interactivity are viewed as the true measure of credibility." Whether the message is to eat healthy or use pesticide safely, Extension educators must employ tools that make the messages visual and engaging for Internet learners.
In this era of YouTube, self-produced video clips are one way to connect with on-line audiences. Educators can create succinct messages that "hook" the viewer to want to learn more. Concerns about access to computers and the Internet are diminishing, even for low income households (Atkinson, Billing, Desmond, Gold, & Tournas-Hardt, 2007; Kudryavtsev, Krasny, Ferenz, & Babcock, 2007). Opportunities may soon exist to share educational video on mobile devices. Think of videos and other digital media as "learning objects" that can be used on Web pages or incorporated into traditional classroom teaching. Like LEGO bricks, learning objects can be arranged in different ways to build different learning experiences.
There was a time when videos were only produced by professionals after a great deal of expense and time. With the advent of inexpensive pocket video cameras and simple-to-use editing software, video production has now become democratized and highly accessible. With a couple clicks, a grassroots video can be viewed by millions of people (Johnson, Levine, & Smith, 2008). There are fewer barriers to video production than ever before, but where to start? Pilot projects are a good first step. The educator can learn by doing and build partnerships that will sustain forthcoming video projects.
Pilot Video Project
In a pilot project, field faculty in Klamath County, Oregon, partnered with a local newspaper videographer to produce a series of video clips on home gardening and cooking. To gain insight into video production, a faculty member shadowed the videographer for two segments, observing techniques in filming and editing. Extension faculty produced the remaining five clips. On-camera subject experts for the clips were field faculty and Extension volunteers. Clips included such topics as garden layout, frost protection, and cooking vegetables.
The videos were placed on the newspaper's Web site and advertised in the hard-copy version of the newspaper, with each clip averaging five to 10 hits per day. The videos were then sent to on-campus media services to encode for streaming on a local Web site.
Online users had the opportunity to comment on each video. One viewer said, "This clip was concise and it had great information that was quite useful. I found it valuable as a novice gardener and it makes me want to go home and plant some seeds in my greenhouse! I look forward to future topics to inspire me further."
Tips for Self-Produced Videos
Many skills that make a successful educator apply to video production. Creativity, understanding how people learn, and audience analysis are critical whether you are teaching in a classroom or composing a video. Producing a video is much like telling a story—it starts with a "hook" that pulls the viewer in, and follows sequential steps that lead to a memorable conclusion. Suggestions for a successful video project include the following.
Choose a topic. What do you already teach that would be better viewed than told? Choose a topic that lends itself to visual demonstration, such as forage testing, cooking, animal care, or pruning. 1.
Purchase tools. At the minimum you will need a camcorder and editing software. Camcorders range from Flip video cameras <http://www.theflip.com> for $150 (includes built-in editing software) to HD camcorders costing over $400. External microphone, tripod, and external hard drive are also helpful. 2.
Get technical support. Develop a working relationship with an expert; try to "shadow" a professional when filming and editing to observe techniques in action. 3.
Keep it short. Limit educational concepts to three or four in a 3-minute clip. Editing will take more time than expected but is critical for impact. 4.
Add music and still pictures. These will enhance the video and may help get a particular concept across. Beware of copyright issues; most universities have music and picture libraries that can be used. Insert the organization's logo at the beginning or end of the clip. 5.
Plan for access. Find multiple ways to provide access to video clips. Choose a Web site, or link to one that has substantial traffic. Use the clips in presentations or electronic newsletters. Many universities have YouTube and iTunes U accounts to place content on. 6.
Use video as a hook. Once viewers have watched a video, they will be more likely to want more information on the subject. Along with the clip, provide links where they can go for more information such as publications or classes. 7.
Beware of the format zoo (.mp4, .mov, .wmf, etc.). Get technical advice on what format to choose when the video is finished and ready to be produced. Choose a format that on-campus technical support can later encode or stream to the Internet. 8.
Include evaluation. Collect data on hits, or add a way for viewers to rate the usefulness of the video using a comments section or rating system. 9.
Keep learning. Become a "student" of videography. Critique documentaries, and observe how they are shot and edited to improve technique and impact. 10.
Conclusion
Video—once complex and expensive to create with high distribution costs—has become more affordable and highly accessible, in addition to being a powerful teaching tool. Video is one way for educators to connect with a growing number of on-line learners. We're competing for their time and attention like never before.
Related Links
Home Gardening and Cooking video series:
<http://oregonstate.edu/dept/kbrec/health-nutrition/resources#Home%20Gardening%20and%20Cooking>
How to Blend Teaching, Learning and Technology: Listen to interview with Jeff Hino, Oregon State University Learning Technology Leader, as he describes ways Extension educators can apply learner driven technology:
<http://oregonstate.edu/dept/kbrec/health-nutrition/resources#Home%20Gardening%20and%20Cooking>
References
Atkinson, N. L., Billing, A. S., Desmond, S. M., Gold, R. S., & Tournas-Hardt, A. (2007). Assessment of the nutrition and physical activity education needs of low-income, rural mothers: can technology play a role? Journal of Community Health. 32:245-267.
A Powerful Teaching Tool: Self-Produced Videos
Food Insight (Jan/Feb 2008). Communicating science in the evolving role of social media. Food Insight Retrieved February 20, 2008 from: http://ific.org/foodinsight
Johnson, L. F., Levine, A., & Smith, RS. (2008). 2008 Horizon Report. The New Media Consortium Retrieved February 20, 2009 from www.nmc.org/horizon.
.
Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and student learning: towards a learner-centered teaching model. AACE Journal, 17 (1), 11-22.
Kudryavtsev, A., Krasny, M., Ferenz, G., & Babcock, L. (2007). Use of computer technologies by educators in urban consumer science education programs. Journal of Extension [On-line], 45 (5) Article 5FEA2. Available at http://www.joe.org/joe/2007october/a2.php
Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, email@example.com.
If you have difficulties viewing or printing this page, please contact JOE Technical Support.
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Sayings About Card Games (Story word: language)
Whether you like to play cards or not, you will find that there are many sayings in our language that relate to card games. In poker people compete and bet on their "hands" (made up of a number of cards). Showing your hand to the opponent would be a big mistake. You will hear people say, "Let's not show our hand just yet," to express the idea of keeping some plans a secret.
In poker, people take turns betting, putting chips in the middle of the table which is called "the pot." If a player thinks he has a weaker hand than his opponents, he may stop betting and "fold" (thus, giving up his claim to the pot). Sometimes players with weak hands will keep betting as if they have a fantastic hand in the hopes that all the other players will fold, letting them win the pot with a weak hand. This is called "bluffing," and it sometimes works! If the other players suspect that an opponent is "just bluffing,"
they may keep betting and say, "I am going to call your bluff."
As you might think, people use the phrase "bluffing" and "calling your bluff" in many contexts. For example, I might say, "Mike says he won't go out to lunch unless we go to Taco Bell. Well, I am going to call his bluff." This means that I think Mike will go for lunch even without picking the lunch spot. People also talk about folding when a person gives up in a sudden way: "Yesterday, Abigail seemed so intent on winning the contract, but today she just folded."
At the end of the rounds of betting, it will be time for all players who have not folded to "lay their cards on the table" to see who has the best hand. A rude way to express this moment is "Put up or shut up." This is the time when whoever has the best cards will win. People might say, "Let's lay our cards on the table," to indicate that the time for debating is over and that they want come to an agreement or settle a dispute.
Metaphors about games (and sports) may make discussing everyday things more fun. Speakers may be reminded of fun times they have had playing games while discussing more mundane subjects. | <urn:uuid:134e9aff-bec6-417a-9fbb-4cd87c5fe1fc> | CC-MAIN-2022-21 | https://www.opensourcephonics.org/wp-content/uploads/2021/07/Sayings-About-Card-Games.pdf | 2022-05-16T11:54:05+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00083.warc.gz | 1,097,807,305 | 477 | eng_Latn | eng_Latn | 0.999662 | eng_Latn | 0.999782 | [
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Online Safety and Internet Use Policy
Date Policy due to be reviewed: July 2022
Committee Responsible for Policy: Full Governing Body Committee
Section 1: Introduction
All schools must have regards to 'Keeping children safe in education' (September 2021) when carrying out their duties to safeguard and promote the welfare of children. At Hillcrest School staff, students, parents/carers and governors recognise that they exist in a world where technology is readily available to all. The school embraces the impact that such technology can have on a young person's social development, employability and technological competency. Nevertheless, Hillcrest School takes very seriously its responsibility for the 'Online Safety' of its community and it is an integral aspect of our whole school approach to safeguarding. We recognise that the abuse of technology, including malicious use of social media and the Internet, can have profound psychological and material consequences for victims of such abuse and therefore make every effort to ensure that safe use of technology is ensured within and outside of school.
In line with 'Teaching on-line safety in schools' (DFE – June 2019), Hillcrest School believes that the use of information and communication technologies (ICT) in school brings great benefits. New and smart technologies have become integral to the lives of young people in today's society, both within schools and in their lives outside of school, as most have unrestricted access via 3G, 4G and 5G on phones, tablets and smart devices. The internet and other digital information and communications technologies are powerful tools, which open up new opportunities for everyone. These technologies can stimulate discussion, promote creativity and stimulate awareness of context to promote effective learning. However, young people have an entitlement to safe internet access at all times and we recognise our duty to protect young people from different online risks ranging from the cyber-bullying, hate crime, peer-on-peer abuse, cybercrime, sexual harassment and threat of sexual exploitation, to involvement in gang activities and indoctrination from forms of extremist activities and organisations.
The statutory curriculum requires students to learn how to locate, retrieve and exchange information using ICT. In delivering the curriculum, teachers need to plan to integrate the use of communications technology such as web-based resources and e-mail. Computer skills are vital to access life-long learning and employment; indeed, ICT is now seen as an essential life-skill. Most technologies present risks as well as benefits. Internet use for work, home, social and leisure activities is expanding in all sectors of society. This brings young people into contact with a wide variety of influences, some of which – as in life generally – may be unsuitable. It is important that schools, libraries and youth clubs, as well as parents, adopt strategies for the safe and responsible use of the Internet.
This policy has been reviewed and updated in line with remote learning processes in school. Remote learning has inevitably led to a significant increase in the use of technology and online resources. As outlined in DFE guidance, we will continue to consider the safety of students if and/or when they are asked to work online at home. This policy applies equally to existing or new online remote learning arrangements, as determined by local and national changes as a result of Covid-19. In addition, keeping teachers safe when providing remote learning is integral to this policy.
WHAT IS ONLINE SAFETY?
Online Safety encompasses internet technologies and electronic communications such as mobile phones and wireless technology. It highlights the need to educate children, young people and parents/carers about the benefits and risks of using new technology and provides safeguards and awareness for users to enable them to control their online experiences. The Schools' Online Safety Policy has been written to reflect the need to raise awareness of the safety issues associated with electronic communications as a whole. It has also reflects the increased focus on online safety in Keeping Children Safe in Education (September 2021), Ofsted's review of sexual abuse in schools and colleges (April 2021) and 'Education for a connected world' (UK Council for Internet Safety – November 2020).
The purpose of this policy is to:
* Set out the key principles expected of all members of the school community at Hillcrest School with respect to the use of IT-based technologies.
* Safeguard and protect the children and staff.
* Assist school staff working with children to work safely and responsibly with the Internet and other IT and communication technologies and to monitor their own standards and practice.
* Set clear expectations of behaviour and/or codes of practice relevant to responsible use of the Internet for educational, personal or recreational use for the whole school community.
* Have clear structures to for children to report and staff to deal with online abuse such as peer-on-peer abuse, cyber-bullying, sexual harassment, criminal and sexual exploitation (noting that these need to be cross referenced with other school policies).
* Ensure that all members of the school community are aware of our zero-tolerance approach and that inappropriate, unlawful or unsafe online behaviour will be dealt with in accordance with our Behaviour and Anti-bullying policies.
* Minimise the risk of misplaced or malicious allegations made against adults who work with students.
* Set clear expectations for remote learning and live learning to ensure the safety of both staff and students.
The main areas of risk for our school community can be summarised as follows: CONTENT
* Exposure to inappropriate content
* Lifestyle websites promoting harmful behaviours
* Hate content
* Content validation: how to check authenticity and accuracy of online content
CONTACT
* Grooming (sexual exploitation, radicalisation, extremism etc.)
* Online bullying in all forms
* Social or commercial identity theft and cybercrime, including passwords
CONDUCT
* Aggressive behaviours (bullying, harassment, violence, sexual/criminal exploitation)
* Privacy issues, including disclosure of personal information
* Digital footprint and online reputation
* Health and well-being (amount of time spent online, gambling, body image)
* Sexting (creating and circulation of nude and semi-nude images)
* Copyright (little care or consideration for intellectual property and ownership)
Section 2: Use of the Internet is important
The rapid developments in electronic communications are having many effects on society.
* The purpose of Internet use in school is to raise educational standards, to promote student achievement, to support the professional work of staff and to enhance the school's management information and business administration systems.
* Internet access is an entitlement for students who show a responsible and mature approach to its use.
Internet benefits for education
Benefits of using the Internet in education include:
* Access to world-wide educational resources including museums and art galleries;
* educational and cultural exchanges between students world-wide;
* cultural, vocational, social and leisure use in libraries, clubs and at home;
* access to experts in many fields for students and staff;
* staff professional development through access to national developments, educational materials and good curriculum practice;
* communication with support services, professional associations and colleagues;
* improved access to technical support including remote management of networks;
* share teaching materials with students and parents via 'Satchel One (Show My Homework);
* signpost students and parents to relevant online safeguarding support agencies.
How the Internet will enhance learning
* The school Internet access is designed expressly for student use and will include filtering for all staff and student accounts.
* Students will be taught what Internet use is acceptable and what is not and given clear objectives for Internet use.
* Staff should guide students in on-line activities that will support the learning outcomes planned for the students' age and maturity.
* Students will be educated in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation.
Students will learn to evaluate Internet content
* If staff or students discover unsuitable sites, the URL (web site address) and content must be reported to IT Support. This will then be forwarded to Link2ICT and the relevant website will be blocked.
* Staff should ensure that the use of Internet derived materials by themselves and by students complies with copyright law.
* Students will be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
* Students will be taught to acknowledge the source of information used and to respect copyright when using Internet material in their own work.
New technologies
Many emerging communications technologies offer the potential to develop new teaching and learning tools, including mobile communications, Internet access, collaboration and multimedia tools. A risk assessment needs to be undertaken on each new technology for effective and safe practice in classroom.
New applications are continually being developed based on the Internet, the mobile phone network, wireless, Bluetooth or infrared connections. Users can be mobile using a phone, games console or personal digital assistant with wireless Internet access.
We use regular online safety training, through the National Online Safety Forum, to ensure all members of staff, keep up to date with new technologies, latest devices, platforms, apps and trends. This ensures staff are fully aware of the increasing risks that exist on-line so they can tailor their teaching and pastoral care to the specific needs of students.
Section 3 - Roles and Responsibilities
The following section outlines the online safety roles and responsibilities of individuals and groups within the school:
Governors
Governors are responsible for the approval of the Online Safety Policy and for reviewing the effectiveness of the policy. This will be carried out by the Governors /Sub Committee receiving regular information about online safety incidents and monitoring reports. The Chair of the Governing Body has taken on the wider role of Safeguarding Governor. Monitoring the effectiveness of the school's online safety, including the monitoring of online safety and Smoothwall violation logs and filtering provision, is an important aspect of this role.
As outlined in 'Keeping Children Safe in Education' (September 2021) the Governing Body are aware of their responsibility to ensure the school uses appropriate filtering and monitoring systems to ensure students are safe on-line as part of the school's wider esafety policy. However, the Governing Body are mindful that 'over-blocking' can lead to unreasonable restrictions on what children can be taught with regards to on-line teaching and safeguarding. This applies equally to different forms of remote learning.
Headteacher and Senior Leaders:
The Headteacher has a duty of care for ensuring the safety (including online safety and remote learning) of members of the school community, though the day to day responsibility for online safety will be delegated to the Designated Safeguarding Leader.
* The Headteacher and members of the Senior Leadership Team should be aware of the procedures to be followed in the event of a serious online safety allegation being made against a member of staff;
* The Headteacher and Senior Leaders are responsible for ensuring that staff receive suitable training to enable them to carry out their roles online safely, particularly in regard to remote leaning and live learning;
* The Headteacher and Senior Leaders will ensure that there is a system in place to allow for monitoring and support of those in school who carry out the internal online safety monitoring role; and
* At Hillcrest School there is a policy and procedure for Safeguarding Supervision, designed by the DSL and includes online safety. This is to provide a safety net and also support to those colleagues who take on important monitoring roles.
Online Safety Coordinator (Designated Safeguarding Leader):
* takes day to day responsibility for online safety issues and has a leading role in establishing and reviewing the school online safety policies / documents;
* ensures that all staff are aware of the procedures that need to be followed in the event of an online safety incident taking place;
* provides regular safeguarding training and updated advice for staff through the National Online Safety Forum;
* liaises with school technical staff to ensure effective monitoring and reporting systems in place;
* creates communication channels for students and parents to report any online safety concerns, i.e. – cyber-bullying, harassment, peer-on-peer abuse, cybercrime, inappropriate content;
* plans and co-ordinates curriculum provision, i.e. – Internet Safety Day, PSD provision, planning online safety assembly every half-term;
* takes appropriate disciplinary action against students for inappropriate behaviour online, as outlined in the Behaviour and Anti-Bullying policy;
* raise awareness with staff about the potential impact of remote learning on the mental health and well-being of students, including screen time, during periods of remote learning;
* receives reports of online safety incidents/violations and creates a log of incidents, and actions taken, to inform future online safety developments;
* meets regularly with Safeguarding Governor to discuss current issues, review incident logs and filtering / change control logs, and reports termly to the Governing Body;
* audits current provision for online safety education through the 360-degree tool; and
* signposts parents/carers to appropriate online safety resources to support them to keep their child safe online through the National Online Safety Forum.
ICT Operations Manager:
The ICT Operations Manager is responsible for ensuring:
* that the school's technical infrastructure is secure and is not open to misuse or malicious attack;
* that the school meets required online safety technical requirements and any Local Authority Online Safety Policy / Guidance that may apply;
* that users may only access the networks and devices through a properly enforced password protection policy, in which passwords are regularly changed;
* the filtering policy, is applied and updated on a regular basis and that its implementation is not the sole responsibility of any single person;
* that they keep up to date with online safety technical information in order to effectively carry out their online safety role and to inform and update others as relevant;
* that the use of the network / internet/ remote access / email is regularly monitored in order that any misuse / attempted misuse can be reported to the Headteacher for investigation / action / sanction; and
* that monitoring software / systems are implemented and updated as agreed in school policies.
Teaching and Support Staff (including trainee teachers, volunteers and supply staff)
Are responsible for ensuring that:
* they have an up to date awareness of online safety matters and of the current school Online Safety Policy and practices, particularly in regard to remote learning and live learning;
* attend and complete all safeguarding training in school;
* report any possible safeguarding or welfare concerns to the DSL during any form of face-to-face or remote communication with students;
* they have read, understood and signed the Staff Acceptable Use Policy (AUP);
* they report any suspected misuse or problem to the Headteacher for investigation / action / sanction;
* all digital communications with students / pupils / parents / carers should be on a professional level and only carried out using official school systems, particularly during remote and live learning;
* online safety issues are embedded in all aspects of the curriculum and other activities;
* pupils understand and follow the Online Safety Policy and acceptable use policies;
* they monitor the use of digital technologies, mobile devices, cameras etc in lessons and other school activities (where allowed) and implement current policies with regard to these devices;
* in lessons where internet use is pre-planned, pupils should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches; and
* review resources, even when from a trusted source, to ensure all sites and resources used, both in lessons and remotely, are age and content appropriate.
Students:
* are responsible for using the school digital technology systems in accordance with the 'Acceptable Use Agreement';
* need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so;
* will be expected to know and understand policies on the use of mobile devices and digital cameras. They should also know and understand policies on the taking / use of images and on cyber-bullying; and
* should understand the importance of adopting good online safety practice when using digital technologies out of school and realise that the school's Online Safety Policy covers their actions out of school, if related to their membership of the school.
Parents / Carers:
* Parents / Carers play a crucial role in ensuring that their children understand the need to use the internet / mobile devices in an appropriate way.
* The school will take every opportunity to help parents understand these issues through parents' evenings, newsletters, letters, ParentMail, website and information about national / local online safety campaigns / literature.
* Guidance is shared with parents/carers to emphasise the importance of working with their child to create a safe online environment, particularly in regard to periods of remote learning, through setting age-appropriate parental controls on digital devices and using internet filters to block malicious or inappropriate websites.
* During periods of remote learning, parents/carers will be made aware of what their child is being asked to do online, including the sites they will be asked to access and also whom from the school (if anyone) their child is going to be interacting with online
* Parents/Carers may choose to supplement the school remote learning programme with support from online companies and, in some cases, individual tutors. In our communication with parents/carers we will emphasize the importance of securing online support from a reputable organisation/individual who can provide evidence that they are safe and trusted to have access to children.
* Parents/Carers will be informed of the systems to report any online safeguarding concerns, particularly during any remote learning periods.
* Parents are signposted to practical support available for reporting harmful or upsetting content as well as bullying, harassment and online abuse.
* Parents and carers will be encouraged to support the school in promoting good online safety practice and to follow guidelines on the appropriate use of digital and video images taken at school events, access to parents' sections of the website and links provided to parental online safety courses on the National Online Safety Forum.
Section 4: Information Systems Security
Local Area Network (LAN)
* Users must take responsibility for their network use.
* Passwords must not be made available to any other user
* All users will be issued with a username and password. Users must ensure that they log off when leaving a computer unattended.
* Servers must be located securely and physical access restricted.
* Virus protection for the whole network must be current.
* The server operating system must be current with all security updates installed.
* Access by wireless devices must be actively managed.
Wide Area Network
* Personal data sent over the internet or taken off site must be encrypted. Staff will be provided with encrypted school purchased memory sticks and all staff laptops will be encrypted. Under the Data Protection Act the school may be fined £500,000 and individual staff up to £10,000 if school data / information is accessed externally.
* Any non-school memory sticks used by staff must be encrypted if they wish to use the device on school machines. Data from non-school memory sticks should be transferred to new school provided encrypted memory sticks.
* Unapproved software will not be allowed in students' work areas or be attached to an email
* Virus protection will be installed and updated regularly.
* Files on the school's network will be regularly checked. Any inappropriate material will be removed with further actions or sanctions taken as necessary.
Wireless Network
* All users have a requirement to maintain the security of the network and must not allow other users to access the systems using their log on details and must immediately report any suspicion or evidence that there has been a breach of security.
* Appropriate staff mobile devices will be given access to the Hillcrest wireless network and have the connection details entered by the senior ICT technician. The password will remain confidential.
* When the students leave the school, the device will then be denied all access to the wireless network by MAC filtering.
Managing E-mail accounts and access
* E-mail should not be considered private and the school reserves the right to monitor all e-mail accounts
* Students may only use approved e-mail accounts on the school system.
* Access in school to external personal e-mail accounts will be blocked
* Student email accounts are restricted to internal use only (expect Sixth form accounts)
* Staff must only use school e-mail accounts to communicate with students
* Students must immediately tell a teacher or IT Support if they receive offensive email.
* Students must not reveal details of themselves or others in e-mail communication, such as address or telephone number, or arrange to meet anyone.
* Excessive social e-mail use can interfere with learning and may be restricted.
* E-mail sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper.
* The forwarding of chain letters is not permitted.
* The forwarding of inappropriate messages is not permitted
Internet Access
The school's internet is filtered by Smoothwall. Additional filters are available through monitoring software that have been purchased to ensure that students are making appropriate use of the internet. Internet access is granted to all staff and students on the basis of educational need. The filtering system is key to our role in safeguarding children from all potential online risks associated with child sexual exploitation, forced marriage, recruitment in gangs, people trafficking and radicalisation by extremist groups. Such monitoring, where possible, will continue during periods of remote learning and when students have school-loaned devices at home.
Managing Web site content
* The point of contact on the Web site will be the school address, school e-mail and telephone number. Staff or students' home information will not be published.
* Web site photographs that include students will be selected carefully and will not enable individual students to be clearly identified.
* Students' full names will not be used anywhere on the Web site, particularly in association with photographs.
* Written permission from parents or carers will be obtained before photographs of students are published on the school Web site.
* The Headteacher will take overall editorial responsibility and ensure that content is accurate and appropriate.
* The copyright of all material will be held by the school or be attributed to the owner where permission to reproduce has been obtained.
Managing Emerging Internet applications
* Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.
Internet access records
* By using the Internet, secondary students are agreeing to abide by the Responsible Internet Use statement.
* Students who require Internet access should sign the Wi-Fi form agreement.
* Parents will be asked to sign and return a form stating that they have read and understood the Acceptable Use Policy before the student is issued with their username and password by IT Support.
* Staff and students will be asked to sign the Acceptable Use Policy at the start of each academic year.
* The school will maintain a current record of all staff and students who are granted access to the school's electronic communications (office group access has now been removed)
The risks will be assessed
* In common with other media such as magazines, books and video, some material available via the Internet is unsuitable for students. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. The school cannot accept liability for the material accessed, or any consequences of Internet access.
* The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990.
Access to Home Access Plus
For staff and students with Internet access at home, it is possible for them to gain remote access to their school computer account in order to download / upload personal files. The uploading /downloading of files are subject to the same rules imposed whilst in school.
All students will be provided with the means to access the school's network via HomeAcess Plus. Any violation of the terms, as set out below, governing remote access to the school's computer system, will result in remote access being withdrawn and may be considered, by law, to be a breach of the Computer Misuse Act (1990). Any violation of this agreement may result in the permanent removal of access outside of school. Any violations of a serious nature may result in the involvement of outside agencies (such as the Police), as directed by the Headteacher and School Governors.
Use of this service is subject to the standard ICT Acceptable Use Policy and the completion of the Student Acceptable Use Agreement form, in addition to the following additional terms and conditions. The uploading of any files not directly related to schoolwork is strictly forbidden, as are files of the following nature:
* Any virus infected files.
* Executable files (e.g. computer software, self-extracting archives).
* Command execution files (e.g. JAVA scripts, batch files).
* Files containing any defamatory or unlawful text and/or images.
* Encrypted and password protected files must have the key provided at the request of the Headteacher.
Any computer used whilst accessing the school's computer system must have an approved and regularly updated anti-virus programme installed. User identity and passwords are to remain confidential at all times and must not be passed to any third party. All access to the system is monitored and audited; these logs will remain confidential unless requested by an authorised third-party.
Users must not interfere with the correct operation of the system, access anyone else's account, or attempt to deny anyone else access to their account (denial of service) by any means.
Management of filtering
* The school will work in partnership with the LEA, DfES and the Internet Service Provider to ensure systems to protect students are reviewed and improved.
* If staff or students discover unsuitable sites, the URL (address) and content must be reported to the ICT Operation Manager.
Section 5: Guidance for students
Social networking sites provide free, easy to use facilities. The school will control access to social media and social networking sites over the school network, including when using school-loaned technology at home during periods of remote learning. Students will be encouraged to think about the ease of uploading personal information, the associated dangers and the difficulty of removing an inappropriate image or information once published.
* Students will be advised never to give out personal details of any kind which may identify them or their location. Examples would include real name, address, mobile or landline phone numbers, school attended, IM and email addresses, full names of friends/family, specific interests and clubs
* Students are advised not to place personal photos on any social network space. They should consider how public the information is and consider using private areas. Advice is given regarding background detail in a photograph which could identify the student or his/her location.
* Students are advised on security and required to set passwords, deny access to unknown individuals and instructed how to block unwanted communications. Students should be encouraged to invite known friends only and deny access to others by making profiles private.
Dissemination of rules and guidance to students
* Rules for Internet access will be posted in all rooms where computers are used.
* Students will be informed that Internet use will be monitored.
* Students will be asked to sign the Acceptable Use at the start of each academic year
* Instruction/reminder in responsible and safe use will precede Internet access.
* The rules regarding safe and acceptable use of ICT facilities is an integral part of the ICT and PSD curriculum. There is an online safety assembly every half-term.
Consequences for failure to follow Acceptable Use Policy
Online safety is an integral part of the school's 'Getting It Right' system. The school does not take responsibility for inappropriate use of digital media outside of school hours or outside of the school premises. Such issues which affect the running of the school, including peer-on-peer abuse, cyberbullying, sexual harassment or violence, and hate crime, will result in the involvement of any appropriate agency (e.g. the Police, Early Help, Children's Social Care) and the school following the 'Getting it Right policy towards the individual. Under the GIR system the following consequences may be issued:
* Students using inappropriate websites in lessons will receive a C1
* Students downloading inappropriate material from the internet will receive a C2
* Students found sending inappropriate messages via the internet will receive a C3
* Recording any member of the school community without their permission is not allowed. The recording, displaying, supply or posting of any such materials will result in a fixed term exclusion. The school reserves the right to determine the length of any fixed term exclusions.
As part of our wider safeguarding provision, systems are in place for students to report all forms of abuse they may experience, including online and out of school. The systems are well promoted and easily accessible to all students. Students are aware that this includes online behaviour that takes the form of abusive or harassing messages, the nonconsensual sharing of indecent images, especially around group chats, and the sharing of abusive images and pornography, to those who do not want to receive such content.
Safeguarding: Cyber-bullying
Cyber-bullying is defined as "The use of Information Communication Technology, particularly mobile phones and the internet to deliberately hurt or upset someone" DCSF 2007. It is essential that young people, school staff and parents and carers understand how cyber-bullying is different from other forms of bullying, how it can affect people and how to respond and combat misuse. Promoting a culture of confident users supports innovation and safety. Cyber-bullying will not be tolerated in school and is outlined as an example of 'peer-on-peer abuse' in 'Keeping children Safe in Education' (September 2021). Further details are set out in the Anti-Bullying Policy.
* All incidents of cyber bullying reported to the school will be recorded.
* All reported incidents or allegations of cyber bullying will be investigated:
* Students, staff and parents/carers will be advised to keep a record of the bullying as evidence.
* The school reserves the right to involve any external agency deemed appropriate to resolve peer-on-peer and cyber-bullying issues on and out of school, i.e. – police, Early Help, Children's social care.
Personal Mobile devices (phones, smart watches, tablets and other mobile devices)
* Mobile devices brought into school are entirely at the staff member, students and parents or visitor's own risk. The school accepts no responsibility for the loss, theft or damage of any phone or handheld device brought into school.
* Student personal mobile devices, which are brought into school, must be turned off (not placed on silent) and stored out of sight on arrival at school. They must remain turned off and out of sight from the moment the student walks through the school gate at the start of the day until they leave through the school gates at the end of the day.
* If students bring a mobile phone or personally-owned device into school and are seen using the device anytime during the school day (including before and after school school), the device will be confiscated, the student will receive a 60 minute after school detention and parents will be contacted and required to make arrangements to collect the device from school.
* Personal mobile devices will not be used during lessons or formal school time unless as part of an approved and directed curriculum-based activity with consent from the classroom teacher.
* The Bluetooth or similar function of a mobile device should be switched off at all times and not be used to send images or files to other mobile devices.
* No images or videos should be taken on mobile devices without the prior consent of the person or people concerned.
* The Headteacher reserves the right to search the content of any mobile devices on the school premises where there is a reasonable suspicion that it may contain illegal or undesirable material, including pornography, violence, bullying, criminal activity or exploitation, or radicalisation.
Safeguarding: Radicalisation
We strongly recognize the risk posed to our students of on-line radicalization, as terrorist organizations like ISIL seek to radicalize young people through the use of social media and the internet. Research shows that ISIL propaganda includes images and videos that present the group as an exciting alternative to life in the West and that it uses its social media to encourage supporters to share the material with a wider online audience. ISIL promotes an image of success online in order to attract young people. The propaganda claims it is the duty of Muslim men and women in the West to join the fight against the West. The seriousness of the potential online threat is highlighted by the fact that 103,000 pieces of terrorist content has been removed from the internet since 2010.
To combat this online threat, we use the Smoothwall system to filter and monitor student online behaviour on a daily basis. Trigger words, phrases and content is updated and reviewed on a regular basis.
The Headteacher and DSL are notified of any inappropriate online behaviour and appropriate steps are taken as required. This may involve speaking to the student, contacting parents, setting up a mentoring programme or making a direct referral to Early Help, Children's social care, police or Channel based on the seriousness of the incident. Our annual staff training ensures all staff are fully aware of the risks posed by the online activity of extremist and terrorist groups.
Online safety is a key aspect of the school curriculum and equips pupils to stay safe online, both in school and outside. Online safety is delivered predominantly in the ICT curriculum with specific focus on the range of social media sites that could pose a threat to students. For example;
* ISIL and EDL supporters use Facebook to share content, such as news stories and YouTube videos, among their peer groups. This is very common amongst far-right extremist groups in the UK such as Combat 18, Young Patriots, Christian Patrol, Blood and Honour, National Action and Britain First.
* Twitter is a popular platform for pro-ISIL and EDL accounts. It is easy to establish an account, stay relatively anonymous and share material.
* YouTube is used to host videos, both with official ISIL output and videos created by users themselves. Multiple 'dummy' accounts will be set up so that when videos are taken down they can be reposted quickly.
* ASK.FM is sometimes used by people considering traveling to Syria or Iraq and provides information on travel, living standards, recruitment fighting and broader ideology.
* Instagram is used by fighters and ISIL supporters to share the photosets frequently used by ISIL media organisations.
* Tumblr is an online blogging site and is used by ISIL fighters to promote longer, theological reasons why people should travel to Syria and Iraq. It is popular with female ISIL supporters, who have written blogs addressing the concerns girls have about traveling to the region, such as leaving their families and living standards in Syria.
* Private messaging apps, such as WhatsApp, Kik, SureSpot, Whisper, Yik Yak, Omegle and Viber, are also commonly used to share messages on what to pack to travel and who to contact when they arrive.
Online safety is also delivered in other subjects, the PSD curriculum and in our whole school assembly programme. Our annual PSD audit identifies the extent of curriculum coverage for this and all other safeguarding themes.
Online Safety: Child Criminal/Sexual Exploitation and Sexting (sharing of nude/semi-nude images)
Sexting is images or videos generated by children under the age of 18, or of children under the age of 18 that are of a sexual nature or are indecent. These images are shared between young people and/or adults via a mobile phone, handheld device or website with people they may not even know.
It is important to be aware that people involved in sharing sexual videos and pictures may be committing a criminal offence. Specifically, crimes involving indecent photographs (including pseudo images) of a person under 18 years of age fall under Section 1 of the Protection of Children Act 1978 and Section 160 Criminal Justice Act 1988. Under this legislation it is a crime to:
* take an indecent photograph or allow an indecent photograph to be taken;
* make an indecent photograph (this includes downloading or opening an image that has been sent via email);
* distribute or show such an image;
* possess with the intention of distributing images;
* advertise; and possess such images.
The extent of the issue
* Over one third (38%) had received a sexually explicit text or email – 36% of males and 39% of females
* Over a quarter (25%) had received an offensive sexual image
* 85% knew the identity of the aggressor
* The majority were peers and only 2% indicated that it was an adult
* 6% had received a message or image on the subject of sex which subsequently made them feel uncomfortable or upset
* Over half of teachers (54%) were aware of pupils creating and sharing sexually explicit messages and images via the internet or mobile
Steps to be taken in the event of a disclosure
If a student discloses about a potential sexting issue, the member of staff must consider if the student disclosing about themselves receiving an image, sending an image or sharing an image?
* Is it an image, video or message?
* What sort of image is it? Is it potentially illegal or is it inappropriate?
* Who sent it?
* Is it a school device or a personal device?
* Does the student need immediate support and or protection?
* Are there other students and or young people involved?
* Are there any adults involved?
* Do they know where the image has ended up?
* How widely has the image been shared and is the device in their possession?
Initial disclosure may be to a class teacher, non-teaching member of staff or peer. If this is the case;
* Safeguarding / Child Protection Policy must be followed
* All disclosures must be passed on to the DSL / Safeguarding Team
* Initial concern completed and reported immediately
* Clear record the incident should be made after referral to the DSL / Safeguarding Team
* The Headteacher should be informed
* Police should be informed of illegal activity
* There may be instances where the image needs to be viewed and this should be done in accordance with protocols.
Searching a device
A device can be examined, confiscated and securely stored if there is reason to believe it contains indecent images or extreme pornography. The revised Education Act 2011 gives schools the power to seize and search an electronic device if they think there is good reason for doing so. When searching a mobile device, the following conditions apply:
* The action is in accordance with the school's child protection and safeguarding policies
* The search is conducted by the head teacher or a person authorised by them
* A member of the safeguarding team is present
* The search is conducted by a member of the same sex
Never …….
* Search a mobile device even in response to an allegation or disclosure if this is likely to cause additional stress to the student/young person UNLESS there is clear evidence to suggest that there is an immediate problem
* Print out any material for evidence
* Move any material from one storage device to another
Always...
* Inform the school Designated Safeguarding Lead (DSL)
* Record the incident
* Act in accordance with school safeguarding and child protection policies and procedures
* Inform relevant Senior Leadership Team about the alleged incident before searching a device
If the image has been shared across a personal mobile device:
Always..
* Confiscate and secure the device(s)
Never...
* Send, share or save the image anywhere
* View the image unless there is a clear reason to do so
* Allow students to do any of the above
If the image has been shared across the school network, website or social network:
Always..
* Block the network to all users and isolate the image
Never...
* Send or print the image
* View the image outside of the protocols in your safeguarding and child protection policies and procedures
* Move the material from one place to another
If indecent images of a child are found the Safeguarding Team will;
* Store the device securely
* Carry out a risk assessment in relation to the young person
* Make a referral if needed to Early Help or Children's Social Care
* Contact the police (if appropriate) it is not the responsibility of a school to make decisions about the seriousness of the matter
* Put the necessary safeguards in place for the student, e.g. they may need counselling support, immediate protection and parents must also be informed.
* Inform parents and/or carers about the incident, how it is being managed and provide guidance/support on removing the image from the internet.
The safeguarding Team will always make a Child Protection referral to the police and Children's Social Care if:
* the incident involves an adult
* there is reason to believe that the child has been coerced, blackmailed or groomed, or there are concerns about their capacity to consent
* the content depicts sexual acts which are unusual for the child's developmental stage or are violent.
We are aware that there may be a multitude of reasons why a student has engaged in sexting – it may be a romantic/sexual exploration scenario or it may be due to coercion. It is important to remember that it won't always be appropriate to inform the police; this will depend on the nature of the incident. However, as a school it is important that we record incidents are consistently. It may also be necessary to assist the young person in removing the image from a website or elsewhere.
While any decision to charge individuals for such offences is a matter for the Crown Prosecution Service, it is unlikely to be considered in the public's interest to prosecute children. However, children need to be aware that they may be breaking the law. Although unlikely to be prosecuted, children and young people who send or possess images may be visited by police and on some occasion's media equipment could be removed. This is more likely if they have distributed images. However, there are cases in which children and young people have been convicted and sent to prison. The important thing to remember is that whilst, as a school, we need to consider the implications of passing an incident over to the police, it is not the responsibility of the school to make decisions about the seriousness of the matter. Clearly, if it is a case that involves an adult, the process and potential outcome will be very different.
Containment and Student Reaction
There are cases in which victims have had to leave or change schools because of the impact of the incident. As a school we will endeavour to provide necessary support for students.
* Anxiety - who has seen the image and where it has ended up.
* Support - from the school, their parents and their friends.
* Reassurance - regarding its removal from the platform on which it was shared.
* Observation - parents should usually be told what has happened so that they can keep a watchful eye over their child
* Curriculum - reinforce to all students the impact and severe consequences that this behaviour can have.
Safeguarding – Sexual harassment and violence
In 'Keeping Children Safe in Education' (September 2021), sexual harassment is defined as 'unwanted conduct of a sexual nature that can occur online and offline and both inside and outside of school'. This includes:
* Sexual comments, i.e. – telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance, taunts, innuendoes, propositions, sexual jokes, calling someone sexualised names;
* Distributing sexual material (including pornography) and sending photos or videos of a sexual nature;
* Displaying pictures, photographs or drawings of a sexual nature;
* Making phone calls and sending texts or messages of a sexual nature;
* Online harassment, i.e. – consensual or non-consensual sharing of nude and seminude images and videos, sharing unwanted explicit content, coercion, threats, sexual exploitation and grooming;
* 'Games' with a sexual element that may make a child or young person feel uncomfortable or scared (e.g. taking clothes off, kissing or touching games);
* Pressure to be in a relationship with another person, or to engage in a sexual act with another person – both inside and outside of school;
* Sexism in all its forms; pressure to conform to particular gender 'norms' (e.g. pressure on children to have multiple partners, or pressure on boys and girls to be heterosexual).
All forms of sexual harassment, online sexual abuse and sexual violence (including sexualised language) is unacceptable and we have a zero-tolerance approach. Abusive comments and interactions, including online, should never be passed off or dismissed as 'banter' or 'part of growing up'. Nor will harmful sexual behaviour be dismissed as the same or 'just having a laugh'. All reports peer-on-peer abuse will be treated as a safeguarding matter and in line with our Child Protection and Behaviour policies.
Section 6 – Curriculum, Teaching and Learning
As outlined in 'Teaching on-line safety in schools' (DFE – June 2019), our whole school curriculum is designed to teach students about the underpinning knowledge and behaviours that can help them to thrive and navigate the on-line world safely and confidently, as well as the many risks that exist on-line. This is particularly important in relation to new DFE guidance on 'Relationships Education, 'Relationships and Sex Education' and 'Health Education' (June 2019), as each focus significantly on ensuring students understand how to stay safe and behave positively, responsibly, respectfully and securely on-line. Teachers will address online safety and behaviour in a sensitive and ageappropriate manner.
In accordance with 'Education for a connected world' – UK Council for Internet Safety (November 2020), the curriculum content, including PSD lessons, half-termly assembly themes, form programme activities, workshops delivered by external visitors and peer mentoring, will support students to ensure they confidently know how to:
* Evaluate what they see on line (i.e. – cookies; fake URL or websites or email addresses; hoaxes; harmful online challenges, scam emails; fraud; is the content fact or opinion; is the person who they say there are and why do they want certain personal information)
* Recognise techniques used for persuasion (i.e. – on-line content which misleads people or encourages them to believe something that is false; techniques used by companies to persuade people to buy something; ways in which games and social media companies try to keep users on-line longer)
* On-line behaviour (i.e. – self-image and identity; online relationships; help students to identify what is acceptable and unacceptable behaviour on-line (including what constitutes peer-on-peer abuse, sexual harassment, criminal and sexual exploitation); understand why people behave differently online; understand how online emotions can be intensified resulting in a mob mentality approach; techniques to defuse online arguments and negative language increasingly used in online games)
* Identify on-line risks (i.e. – how can students put themselves at risk on-line; privacy settings; importance and relevance of age restrictions; when taking a risk can be positive and negative; on-line reputation and impact on digital footprints; risks and benefits of sharing information on-line; copyright and ownership; cyberdependent crime; risks with live streaming sites and how to make a judgement about when and how to share)
* Seek and access support – this will enable students to understand safe ways in which to seek support if they are concerned or upset by activity on-line, including how to report online concerns and remove inappropriate content. We recognise the negative impact this can have on a person's confidence, self-esteem, physical health and mental health. Therefore, signposting to appropriate sources of support is vitally important, as well as students knowing how to access this support.
Teachers recognise that it is crucial to create a safe environment in which students feel comfortable to talk about something which happened to them on-line. This is particularly important for vulnerable students, particularly those Looked After and/or with Special Educational Needs, who may be more susceptible to on-line harm. The DSL will share relevant information with staff, particularly when teaching on-line safety to students who have previously been abused or harmed on-line. Children with SEND may require different teaching methods to learn about online safety, such as:
* Tailored teaching materials, including visual, verbal and multi-media resources
* Continuous reminders and reinforcement of online safety messages
* More detailed explanation of complex issues
* A slower, smaller step approach to building online resilience
As outlined in 'Teaching online safety in schools' (June 2019), teaching staff will consider the appropriateness of online resources, even when they are from a trusted source, to ensure they are appropriate for the cohort of students. Staff will consider:
* Where does the organisation/website get their information from?
* Have they been externally quality assured?
* What is their evidence base?
The same consideration will also be given to online resources and materials used by any external visitors coming into school. Staff will use the 'Guidance for educational settings seeking support from external agencies', developed by the UK Council for Internet Safety, to guide their process of selecting suitable visitors and sessions.
Section 7: Guidance for Staff (including trainee teachers, volunteers and supply staff)
Remote Learning (including Live Learning)
As outlined in the updated guidance from the Safer Recruitment Consortium (April 2020), staff should only contact students through the 'Show My Homework' platform or school email accounts. This ensures appropriate filtering and monitoring software is enabled during periods of remote learning, as well as ensuring online tools are in line with privacy and GDPR requirements.
As part of any remote learning provision, the senior leadership team and curriculum managers will consider whether there are alternatives to live learning lessons, i.e. – using audio only, pre-recorded lessons, existing online resources
Virtual live lessons should be timetabled and occur within operating times agreed by the Headteacher. A senior member of staff, DSL and/or Curriculum Learning Manager will be able to drop into any virtual lesson at any time. Registers of any live lessons should be taken, including those who arrived late or left early and clear notes should be made of any problems or issues that occurred and how these were resolved. One to one tutoring is not encouraged but if it does happen it should be authorised by the Headteacher and a parent or another member of staff must also participate in the one-to-one meeting.
Staff engaging in remote learning, whether live or pre-recorded, should display the same standards of dress and conduct that they would do in the real world. In addition, students should be appropriately dressed if the lesson is delivered live. They should ensure that they use a neutral area where nothing personal or inappropriate can be seen or heard in the background. Staff and students should be in living/communal areas in their homes – not their bedrooms.
Any resources or videos used, either during live or pre-recorded learning, must be age appropriate as the student may not have support immediately on hand at home if they feel distressed about the content.
Teachers should not contact students outside the operating times defined by the Headteacher, take or record images of students for their personal use or record virtual lessons or meetings using personal equipment (unless agreed and risk assessed by the Headteacher). If a teacher wishes to record a lesson, they should secure permission from the Headteacher and gain parent/student consent in regard to the retention and storage of the recording. If a teacher is concerned that a student or parent is recording the lesson or one-to-one meeting, without their prior knowledge or consent, they should either end the lesson immediately or block the student/parent from the lesson.
Social Media
All staff are made aware of the potential risks of using social networking sites or personal publishing either professionally with students or personally. They are made aware of the importance of considering the material they post, ensuring profiles are secured and how publishing unsuitable material may affect their professional status. Staff should not refer to Hillcrest school, other educational institutions, work related activities or make comments on national education policy on such sites that may bring the school or teaching profession into disrepute. Staff are discouraged from expressing political, religious, cultural or socioeconomic views on any forms of social media as comments could be perceived as undermining the teaching profession. Staff should be aware that they are representing the school and profession at all times in the community and that other members of the community may know the school the member of staff works at even though it is not listed on their personal profile or referred to in comments made on different social media sites.
Privacy settings should be high and updated regularly, i.e. – Facebook accounts must be set at 'friends' level only. Staff must not post any images of other members of staff on such sites without their permission. Staff must not, under any circumstances, post images of students on such sites. In addition, staff are discouraged from posting images of their children, family or themselves involved in social activities that may undermine their role as a teacher, i.e. – posting images of themselves inebriated out of school. Staff are encouraged to remove personal images as profile pictures and ensure that their employment details, personal telephone numbers or email address are not recorded on personal details sections of any social media site.
Staff must not engage in social network activity with current and previous students or parents under all circumstances.
E-Mail Accounts
Staff are given a school e-mail address which should be used for professional communication only. Staff should not give their personal e-mail address to students or parents under any circumstances. Staff should only contact students via their school email account. Staff should not reply to an e-mail from a student if it is sent from the student's personal e-mail account. Staff should be aware that e-mail activity is monitored by IT Network Support.
Internet access and websites
Any material accessed by staff that the school believes is illegal will be reported to appropriate agencies such as the Police. Accessing material considered inappropriate may result in the school initiating disciplinary actions against staff members as necessary. The school will regularly monitor staff internet activity on school lap equipment in and out of school. This monitoring will be carried out by a member of the Senior Leadership Team.
Use of school equipment
Staff are issued with laptops on arrival at the school. The laptop is school property and should be explicitly used for appropriate school related business. The school, however, recognises that occasional and appropriate personal use of the school's computers is beneficial both to the development of IT skills and for maintaining a positive work-life balance.
During working hours staff must use school equipment for work-related activities only. It is prohibited to use school equipment at any time for inappropriate personal use. Among uses that are considered inappropriate are the following:
* Using, transmitting, or seeking inappropriate, offensive, pornographic, vulgar, suggestive, obscene, abusive, harassing, threatening, racist, sexist, or defamatory language or materials;
* Making ethnic, sexual preference, or gender related slurs or jokes
Staff should be aware that any work uploaded to a laptop is automatically synced to the school servers.
Use of student images
Images of a student must not be published without the parent's or carer's written permission. This permission is obtained when a student first joins the school. Staff should not use their own personal devices to take and store images of students. School cameras should always be used. All images of students should be stored on the school network and not on individual staff memory sticks. Staff should store all school-based photographs on the 'Photo Drive' on the shared staff area. All photographs will be deleted at the end of each academic year.
Data Protection
Staff must be made aware of their responsibility to maintain confidentiality of school information. Staff are personally responsible and liable if they lose any school data, i.e. – theft of laptop or memory stick containing school data. Under the Data Protection Act the school may be fined £500,000 and individual staff up to £10,000 if school data / information is accessed externally.
Mobile Phones / devices
All mobile phones brought on site should be PIN protected in case of theft or loss. Staff must not use any form of personal devices to take and store photographs of students.
The recording, taking and sharing of images, video and audio on any personal mobile device is to be avoided, except where it has been explicitly agreed by the Headteacher. Such authorised use is to be recorded. All mobile device use is to be open to monitoring scrutiny and the Headteacher is able to withdraw or restrict authorisation for use at any time if it is deemed necessary.
The Headteacher reserves the right to search the content of any mobile devices on the school premises where there is a reasonable suspicion that it may contain illegal or undesirable material, including pornography, harassment, violence or bullying. Staff mobiles devices may be searched at any time as part of routine monitoring.
Student use of staff laptops
Staff should not allow students to use their school laptop as students may gain access to confidential information or use the internet for inappropriate purposes. Staff should not leave their lap top unattended. It is essential that staff lock their computer if students are left unsupervised for a period of time.
Staff Files
Staff should be aware that IT Network Support staff can access the content of all staff folders as necessary without permission from the individual member of staff.
Dissemination of rules for staff
* All staff are governed by the terms of the 'Responsible Internet Use' in school.
* Staff should be aware that Internet traffic is filtered and traced to the individual user. Discretion and professional conduct is essential.
* All staff including teachers, supply staff, teaching assistants and support staff, will be provided with the School Internet and E-Safety Policy, and its importance explained.
* The monitoring of Internet use is a sensitive matter and will be conducted by a member of the Senior Leadership Team.
* Staff development in safe and responsible Internet use and on the school Internet policy will be provided annually.
Complaints Procedure Regarding Internet Use
* Responsibility for handling incidents will be delegated to a senior member of staff.
* Students and parents will be informed of the complaint's procedure.
* Any complaint about staff misuse must be referred to the Headteacher.
Section 8: Parental Support (see appendix 1)
* Parents' attention will be drawn to the On-line Safety policy in newsletters, the school prospectus and on the school Web site, as well as through literature issued and practical demonstrations given at Parents Evenings and other school events.
* Information will be shared with parents/courses about courses they can access and complete through the 'National Online Safety Forum' to develop their understanding of how to best keep their child(ren) safe online;
* The school will update the annual parent guide on online safety and upload to the website. This is particularly relevant to the threat of online radicalisation by extremist ideologies. Information is provided for parents / carers on possible signs to suggest their child is at risk of becoming radicalised and parents / carers are signposted on the website to support organisations including THINKUKNOW, CHANNEL, FAST, INTERNET MATTERS, CHILDNETLONDON GRID FOR LEARNING, NETAWARE and UK SAFER INTERNET CENTRE. The website also contains general information for parents / carers on how to keep their child safe from other online dangers included sexual harassment, child sexual exploitation, involvement in gangs and people trafficking.
* Internet issues will be handled sensitively to inform parents without undue alarm.
* A partnership approach with parents will be encouraged. This could include demonstrations, practical sessions and suggestions for safe Internet use at home.
Section 9: Internet Use within the school community
* Students and all adult users will need to sign the acceptable use policy.
* Parents/carers of children under 16 years of age will be required to sign an acceptable use policy on behalf of the child.
* Visitors must agree to the code of conduct which is displayed during the user's logon to the network.
Section 10: Monitoring
Our Internet and Online Safety Policy has been written by the school. It has been agreed by the senior management and approved by governors. It will be reviewed annually.
Name of responsible person: Steven Connor-Hemming
Date reviewed: July 2021
Date of next review: July 2022
Online Safety guidance for parents
Almost all of our pupils use the Internet at home and we know that, as parents, it can be difficult to allow children the freedom to develop as responsible individuals while protecting them from the perils and pitfalls of the Internet. Increasingly, even at primary school age, younger people are conducting their social life online so parents need to provide guidance to make sure that their children behave safely and responsibly. Please help your children by following these key recommendations:
* Talk regularly with your children about their use of technology and how they communicate with people online
* Keep computers and other web-enabled devices in family rooms
CEOP top tips – Tips for Parents
As a parent you'll probably know how important the internet is to children and young people. They use it to learn, play, socialise and express themselves in all types of creative ways. This may be through sharing photos and videos, blogging, gaming, or even developing their own apps. It is a place of amazing opportunities.
The technology children use in their daily lives can seem daunting. You might worry about the risks they can face online, such as bullying, contact from strangers, as well as the possibility of access to inappropriate or illegal content. To help them stay safe, it's important that you understand how your child uses the internet.
By following this simple checklist, you can start to protect them and decrease the risks they face:
I have asked my child to show me sites they use - By doing so, your child is including you in their online life and social activity. Show an interest and take note of the names of their favourite sites. You can then re-visit these when you are alone. Take your time and explore the space, find out how to set the safety features and learn how to report any issues directly to the site.
I have asked my child to set their profile settings to private - Social networking sites, such as Facebook, are used by children to share information, photos and just about everything they do! Encourage your child to set their privacy settings to private. They need to think about the information they post online as it could be copied and pasted anywhere, without their permission. If it got into the wrong hands, somebody may wish to use it against them or worst of all try to locate them in the real world.
I have asked my child about their online friends - We know that people lie online about who they are and may create fake identities. It is very important children understand this. Whether they are visiting a social network or a gaming site, the safety messages are the same. Children and young people must never give out personal information and only be "friends" with people they know and trust in the real world.
I have set appropriate parental controls on my child's computer, mobile and games console - Filters on computers and mobiles can prevent your child from viewing inappropriate and possibly illegal content. You can activate and change levels depending on your child's age and abilities. You can also set time restrictions for using the internet or games. They can be free and easy to install. Call your service provider who will be happy to assist or visit CEOP's parents' site for further information. Explain to your child why you are setting parental controls when you talk to them about their internet use.
My child has agreed to tell me if they are worried about something online Sometimes children get into situations online where they don't feel comfortable or see something they don't want to see. By opening up the communication channels and talking to your child about the internet, their favourite sites and the risks they may encounter, they are more likely to turn to you if they are concerned about something.
I know where to get help if I'm concerned about my child - The CEOP Safety Centre provides access to a range of services. If you are concerned that an adult has made inappropriate contact with your child you can report this directly to CEOP. You can also find help if you think your child is being bullied, or if you've come across something on the internet which you think may be illegal. | <urn:uuid:0bf8cb1f-ae28-4f62-9615-a6177c885937> | CC-MAIN-2022-21 | https://www.hillcrest.bham.sch.uk/_site/data/files/documents/B65DFFE8BBA38DD52E522E54C76E49EB.pdf | 2022-05-16T11:03:39+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00085.warc.gz | 953,127,440 | 12,986 | eng_Latn | eng_Latn | 0.990954 | eng_Latn | 0.998523 | [
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Number game 1 You need about 20 counters or coins. this could be 41 or 14. your partner how you worked out the sum. The first to get 10 counters wins. Number game 2 Put some dominoes face down. Shuffle them. Each choose a domino. Multiply the two numbers on your domino. Looking around Choose a room at home. Challenge your child to spot | <urn:uuid:adf19079-20b0-4db7-89f1-34e51c129e76> | CC-MAIN-2022-21 | https://www.illoganschool.co.uk/wp-content/uploads/2018/08/Y4-parent-leaflet.pdf | 2022-05-16T13:02:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00086.warc.gz | 974,935,513 | 84 | eng_Latn | eng_Latn | 0.999501 | eng_Latn | 0.999501 | [
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COPING WITH THE IMPACT OF FLOODING
Rural Adversity Mental Health Program
RAMHP.COM.AU
Flooding can have a big impact on individuals and communities. It is normal to experience all sorts of emotions, feel fearful or overwhelmed during or after the clean up.
During and following a flood it is common for people to:
Feel stressed
Experience flashbacks or unwanted memories of the rain/flood
Feel overwhelming loss or grief when returning home
Feel anxious as the body goes into 'fight' or 'flight' mode to stay safe
Experience sadness, anger or guilt
Have difficulty sleeping
Self-care strategies
DURING A FLOOD
keep the family together
remember to rest and eat
set a manageable schedule
focus on what you can control
reassure children
listen and validate children's concerns
explain the disaster factually
watch for signs of stress
take care of yourself
ask for help
FOLLOWING A FLOOD
talk to friends, family and neighbours about their expereince
discuss your problems
accept help when it's offered
investigate what financial assistance you may be eligible for
seek support from welfare agencies
rely on official information from reputable sources
take a break from social media if need be
While it's normal to feel distressed or upset by what has happened and the losses that have occurred, you should see a mental health professional for assistance if you are experiencing:
extreme feelings of distress
emotional reactions that are lasting longer than a few weeks
panic symptoms (e.g. racing heart, lightheadedness, breathing difficulties)
distress that is interfering with your ability to carry out day-to-day activities
withdrawal from usual relationships
avoiding pleasurable activities
feelings of overwhelming fear for no apparent reason
avoiding usual activities because they bring back unwanted memories
feelings of excessive guilt
using alcohol or other substances to cope
a loss of interest in the future
thoughts of self-harm or suicide
If you or someone else you know is in immediate danger, call 000 or go to your nearest hospital emergency department.
General practitioners (GPs) for advice, treatment, Mental Health Treatment plan or referral
Specialised mental health clinicians & services, such as psychologists, social workers, mental health nurses or psychiatrists (can be referred by a GP)
Online counselling & information services
beyondblue.org.au redcross.org.au phoenixaustralia.org - trauma support kidshelpline.com.au - youth aged 5-25 headspace.org.au - youth aged 12-25 disasterassist.gov.au
Contact your RAMHP Coordinator at ramhp.com.au. They can listen, provide support and help connect people to services and clinicans in their local area
Online support - for more information and support with the floods go to https://www.service.nsw.gov.au/floods
For more information and resources about supporting children during and following a natural disaster, go to emergingminds.com.au
Other useful links
It is important to stay healthy during a flood and while cleaning up. For more information on staying safe visit https://www.health.nsw.gov.au/emergency_pr eparedness/weather/Pages/storms-andfloods.aspx
Telephone support services NSW Mental Health Line 1800 011 511 Kids Helpline 1800 55 1800 Suicide Callback Service 1300 659 467 Beyond Blue Support 1300 224 636 Lifeline 13 11 14 Mensline 1300 78 99 79
Information for assistance with flood relief can be found on the NSW Council of Social Services website https://www.ncoss.org.au/sector-hub/sectorresources/flood-relief-assistance-resource/
Natural disaster assistance is available to help communities and individuals directly affected by flood, fire, storm damage or any other declared natural disaster. You can apply for Disaster Assistance with the Rural Assistance Authority https://www.raa.nsw.gov.au/disasterassistance | <urn:uuid:a9a0d35d-53b5-4b24-86fd-6c240f837f7b> | CC-MAIN-2022-21 | https://redheadvillages.files.wordpress.com/2022/04/rhamp-_-coping-with-the-impact-of-flooding-2.pdf | 2022-05-16T12:31:14+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00087.warc.gz | 581,776,171 | 827 | eng_Latn | eng_Latn | 0.980466 | eng_Latn | 0.989141 | [
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Self-Assessment
Answer "Yes" or "No" to the following questions about your note-taking strategy:
1. Do you have a note taking style or strategy?
2. Do you try to write down everything your professor says in class?
3. Do you rely on photographs or audio recordings instead of taking notes in class?
4. Do you try to separate the main points from supporting information?
5. Are you able to read and understand your notes when you review/study?
6. Do you preview course content before class?
7. Do you wait at least 24 hours to review and edit/revise/review your notes after class?
8. Do you find that you are missing information in your notes when it comes time to study or create study materials?
9. Have you ever tried to tweak or revamp your note-taking style?
10. Do you count on getting notes from others at test-prep time instead of taking your own notes?
Give yourself one point for each Yes answer to questions 1, 4, 5, 6, and 9 and each No answer to questions 2, 3, 7, 8 and 10. If you score high, you are already using good note-taking strategies. Low scores need improvement in their note-taking approach. Any scoring below 10, however, indicates room for improvement. | <urn:uuid:82fee0cc-839f-4190-9814-0ec8fa20e2e6> | CC-MAIN-2022-21 | https://asc.tamu.edu/ASC/media/library/Note-Taking-Self-Assessment.pdf | 2022-05-16T12:06:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00087.warc.gz | 180,855,009 | 277 | eng_Latn | eng_Latn | 0.999263 | eng_Latn | 0.999263 | [
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Riding Bikes
(Story words: school, meet)
Sam woke up with a glad smile. There was no school today. And he was going to go on a bike ride with Meg.
They had made a plan to meet at ten.
But at nine, Meg called. She told Sam that she woke up and felt hot and damp. She felt that she was getting sick
with a cold and was resting in bed.
Sam was sad to miss his bike ride with Meg, but Sam felt too that rest was the best thing for a cold.
The day now felt long and dull. His mom said, "Why not take a ride on your bike?”
Sam said, "It is not fun biking all by myself."
But after a long time of sitting and gazing outside, Sam got up, grabbed his helmet, and left the house. He got on his bike. He rode by the school. He stopped by the swings and the slides. Sometimes Meg and Sam hopped off their bikes and had some fun there just as if they were still small kids. Sam did not get off his bike.
He rode fast up the big hill on Preston Drive. He did not stop at the top of the hill but kept pumping fast. He sped down the hill just like Meg and he would do.
When he got home, Sam was glad that he went for a bike ride. It was not as fun without Meg, but it was still more fun than just sitting at home. | <urn:uuid:2bcb72ba-8f02-4560-a382-d5914aadc7ba> | CC-MAIN-2022-21 | https://www.opensourcephonics.org/wp-content/uploads/2021/07/Riding-Bikes.pdf | 2022-05-16T12:32:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00088.warc.gz | 1,107,406,810 | 299 | eng_Latn | eng_Latn | 0.999881 | eng_Latn | 0.999871 | [
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Where To Download 100 Addition Worksheets With 4 Digit 2 Digit Addends Math Practice Workbook 100 Days Math Addition Series 26 100 Addition Worksheets With 4 Digit 2 Digit
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100 Single-Digit Addition Questions with No Regrouping (A) All of our simple addition worksheets and activities are created with Page 5/6
Copyright : harvardpost.com
Where To Download 100 Addition Worksheets With 4 Digit 2 Digit Addends Math Practice Workbook 100 Days Math Addition Series
26 you in mind, they are easy to print off and use directly with your students in your classroom. Our simple addition range includes classroom displays and games to play with your class taking away the extra time you would usually spend planning a lesson.
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Addition Sheets Primary Resources - Addition Number Add ... 100) Grade 4 Addition Worksheet Find the missing number. 1. + 33 = 54 2. 85 + 10 = 3. + 11 = 62 4. 33 + 27 = 5. + 7 = 66 6. 31 + = 47 7. 27 + = 88 8. 54 + = 56 9. + 11 = 96 10. 11 + = 92 11. 99 + = 105 12. 55 + = 78 13. + 36 = 101 14. 20 + 21 = 15. 47 + 45 = 16. 33 + = 98 17. + 17 = 93 18. 32 + = 82 19. + 33 = 80 20. 24 + = 83
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THE EQUIPMENT
Who built this model? William H. Pugsley
A flour mill is designed for mass production with similar machines grouped together.
QUESTION: This model is similar to the mill you are in now. Match what happened on the bottom three floors with what is on those floors now.
Grinding Floor
Packing Floor
Power Floor
Museum Exhibits Education Lobby Entrance & store
What is this machine, and what did it replace? Roller Mill Millstones
The first Washburn A Mill had 41 run of millstones. In 1880, the rebuilt mill had 15 run of millstones and 86 roller mills. (A run is a pair of stones).
QUESTION: Why are roller mills more efficient than millstones?
ANSWER: They make it easy to separate out bran, rather than crushing it.
How far did St. Anthony Falls drop? 50 feet
Water must flow or fall to create power. Flowing, it turns water wheels; Falling, it turns turbines. Turbines powered the Minneapolis mills. Look at the turbine to the left of this picture. You can make it spin.
QUESTION: What happens when you turn the turbine?
ANSWER: The bucket elevator moves.
175 boxcars were filled with flour in the Washburn A Mill each day during its years of peak production. That is enough flour to make 12 million loaves of bread!
QUESTION: This boxcar has 2 weight limit numbers – "capacity" (capy.) is the total maximum weight of the item & cargo. "Limited Weight" (Lt. Wt.) is the maximum weight for cargo only. How much does this boxcar weigh? ANSWER: 40,000 - 26,800 = 13,200 (Capy.) (Lt. Wt.) (Answer)
THE PLAYERS
What crew were these men on? Threshing How many men were in this crew? 15
Bonanza farms were large farms of 1,500 acres to 100,000 acres that specialized in only one crop. Over 1,000 seasonal field hands worked on the largest farm.
QUESTION: Why wasn't card playing allowed on the bonanza farms? (Hint: Read the backs of the chairs.) ANSWER: It caused men to lose strength by keeping them up at night.
Who is this man? Cadwallader C. Washburn When did he build his first flour mill here? 1866
In 1880, this man built the mill you are standing in. Before entering the flour milling business, he worked as a surveyor, a schoolmaster, a lawyer, a banker, a congressman, and the governor of Wisconsin. Even though he became one of the most important men in the history of our state, he never lived here.
What rights did he buy that enabled him to run flour mills in Minneapolis? Waterpower
Draw a line to match the worker to his/her job(s) at the mill.
Loader: Loads boxcars with packaged flour
Packer: Packs flour into sacks for sale
Smutter: Operates machinery to clean wheat
Miller: Operates milling machinery
The mill had positions that it needed to fill to continue operating – smutters, millwrights, millers, sweepers, grinders, packers, loaders, etc. These positions were in a certain order with the head miller at the top. Read the biographies in the Flour Tower lobby (Voices of the Flour Tower) to see what you can find out about this order and to answer the questions below.
QUESTIONS: Name a starting position in the mill. Bag cleaner, loader, packer, sweeper
Was there opportunity within the mill for men to move up to a better job? Yes How do you know? Harold, Fred, Sheridan, and Merlyn worked their way up. Women mill workers worked next door. What was their primary job? Packer Could women move up to a better job? Yes (to supervise packers)
THE PRODUCTS AND THEIR PROMOTION
With new milling techniques in the 1880s, companies made better products and began advertising brand names. They used commercials, ads, and slogans to do so.
QUESTION: Look at the printed ads on the inside wall. Name three words or images that people used to sell flour. Answers will vary but could include Good food, tested, guaranteed, etc. Name two items that appear in two or more ads. Answers will vary (wheat, flour bags, etc).
Who is this? William Hood Dunwoody Why was he in London in 1877? To convince bakers to buy Minneapolis flour
Washburn Crosby was already supplying a worldwide market by the time it became General Mills in 1928. Its slogan "Eventually, Why Not Now?" was translated into 15 languages!
QUESTION: Name three countries Washburn Crosby/General Mills supplied with goods. ANSWER: Answers will vary (Argentina, Bahrain, Belgium, Brazil, China, Dutch Guiana, Egypt, England, Guatemala, Haiti, Russia, etc)
What is this woman's name? Betty Crocker Is she a real person? No, she is fictional.
Consumers were introduced to this person after General Mills received many baking questions along with thousands of entries for a puzzle contest.
QUESTION: Think of two other fictional characters you know of created to promote products, and name the companies they promote. ANSWER: Answers will vary (Aunt Jemima, Golly Green Giant, Lucky the Leprechaun, Pillsbury Doughboy, Tony the Tiger, Toucan Sam, etc).
This slogan was a response to what other slogan?
Eventually, Why not now? (Washburn Crosby)
The two largest flour mills in the world, Pillsbury and Washburn Crosby, competed for the market with ads and slogans.
QUESTION: Why did Pillsbury stop using its slogan during the war? ANSWER: The government required mills to produce a lesser grade flour – "war flour" – that was darker than Pillsbury's "Best" flour.
THE IMPACT
Milling and its population boom brought changes to Minneapolis. Many have lasting impact. Milling and its population boom brought changes to Minneapolis. Many had lasting impact.
QUESTIONS: What does Minneapolis mean? (Step 1) Waterfall City What was the original function of the Stone Arch Bridge? (Step 2) It was a railroad bridge.
What transportation system opened the suburbs for settlement in 1886? (Step 3) The streetcar system
In what year were the upper and lower locks built? (Step 4) 1963 Why were they built? To open the upper Mississippi to barge traffic Name a mill building now used for housing. (Step 5) North Star Lofts
Flour milling flourished because of power provided by St. Anthony Falls. Two-dozen mills grew up along the river and people came from all over to work in the mills, setting the stage for Minneapolis to become a major metropolitan city.
QUESTION: In 1860, the population of Minneapolis was 5,809. What did it grow to in 1887?
ANSWER: 175,000
Do the falls look like this today? No What year did the falls look like this? 1842
St. Anthony Falls is here today due in part to the millers. Read the text in the water lab to find out why.
QUESTION: (1) What was happening to the falls? (2) What was done about it? (3) What would have happened if they did not do this?
ANSWER: (1) It was moving and eroding.
(2) A concrete dike and apron were built to protect the edge of the falls.
(3) St. Anthony Falls would have disappeared and become rapids.
Bonanza farms -- high acreage, one-crop specialty farms -- supplied most of the wheat coming into Minneapolis mills. This type of "get rich quick" farming died out in the early 1900s.
Bonanza farms resemble modern farms in several ways: their large size, the hiring of seasonal laborers, and their heavy use of machinery.
QUESTIONS: In 1880, Minneapolis' first year as the "Milling Capital of the World," what percentage of Minnesota's farmland was planted in wheat? 70%
What percentage of Mid-western farms were bonanza farms? < 2%
MILL CITY MUSEUM EXHIBIT MAP
Numbers show the location of the corresponding photo in the hunt.
Now that you have completed the hunt, you can answer this question:
One of the following statements is FALSE. Which one is it? Circle your answer.
a) A former governor of Wisconsin built this mill.
b) We can see St. Anthony Falls today in part due to the milling industry.
c) People in countries all over the world used Minneapolis flour.
d) The Stone Arch Bridge was built to accommodate automobile traffic.
e) Falling water powered the machinery in this mill in 1880.
MILL CITY MUSEUM SCAVENGER HUNT
TEACHER & CHAPERONE ANSWER KEY
Scavenger Hunt Instructions
As a Teacher or Chaperone, you will be facilitating a small group of students through the scavenger hunt.
1. Choose one of the objects, answer the first question, read the fun fact, and answer the follow-up question.
2. Check for the answers underlined next to each picture. (The location of each object is indicated with the same number on the map on the back.)
3. If an area is crowded, try looking for another object.
4. When you are finished, try the Bonus Question, located on the back page below the map.
When you are finished, please return pencils to the bucket on the 1 st floor desk.
Please stay with the students throughout the entire field trip, and help us to enforce museum rules:
Please WALK
Use indoor voices.
No food, drinks, gum, or pens in the exhibits
Please be careful with museum items so that they do not break.
Only 5 students can be in the store at a time; a chaperone must accompany them.
Please stay on the concrete patio if going into the Ruin Courtyard, refrain from entering the gravel rock area.
ASK QUESTIONS! People in white aprons can answer them.
HAVE FUN!
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Earth Science Section 1 Atmosphere
Earth's atmosphere is a thin blanket of gases and tiny particles — together called air. We are most aware of air when it moves and creates wind. All living things need some of the gases in air for life support. Without an atmosphere, Earth would likely be just another lifeless rock.
The Atmosphere | Earth Science
Section 1 - Earth's Atmosphere. Identify the gases in Earth's atmosphere; Describe the structure of Earth's atmosphere; Explain what causes air pressure; Section 2 - Energy Transfer in Page 2/10
the Atmosphere. Describe what happens to the energy Earth receives from the Sun; Compare and contrast radiation, conduction, and convection; Explain the water cycle
Chapter 1 - Atmosphere - Earth Science - Google Sites brandtputPLUS. Science Atmosphere - Section 1, Earth's Atmosphere. Atmosphere. It's a mixture of gases, solids, and li…. 1. Volcanoes produced nitrogen and carb…. Oxygen. What is the thin layer of air that protects the Earth's surfac….
section 1.1 earth science atmosphere Flashcards and Study ...
The atmosphere of Earth protects life on Earth by creating pressure allowing for liquid water to exist on the Earth's surface, absorbing ultraviolet solar radiation, warming the surface through heat retention (greenhouse effect), and reducing temperature extremes between day and night (the diurnal Page 3/10
temperature variation).
Atmosphere of Earth - Wikipedia
Anatmosphereis a layer of gases that surrounds a planet or moon. On Earth, the atmosphere is often called just "the air." When you take a breath of air, you are breathing in atmosphere. The air you breathe is made of many different things.
CHAPTER 15 SECTION 1 Characteristics of the
Atmosphere
Today Earth's lower atmosphere is a mixture of many gases called air. The main gases in air are nitrogen and oxygen, which together form about 99 percent of dry air by volume. The remaining 1 percent is mostly argon and carbon dioxide. The atmosphere also contains tiny amounts of trace gases, such as helium, hydrogen, and neon.
17.1 The Atmosphere in Balance
Section 1.1 Main Ideas • There are four major areas in Earth science. Astronomy is the study of objects beyond Earth's atmosphere. Meteorology is the branch of Earth science that deals with Earth's atmosphere. The study of the materials that make up Earth and the processes that form and change these materials is known as geology.
ES Chapter 01 - LPS
Online Library Earth Science Section 1 Atmosphere Characteristics Answers Earth Science Section 1 Atmosphere brandtputPLUS. Science Atmosphere - Section 1, Earth's Atmosphere. Atmosphere. It's a mixture of gases, solids, and li…. 1. Volcanoes produced nitrogen and carb…. Oxygen. What is the thin layer of
Earth Science Section 1 Atmosphere Characteristics Page 5/10
Answers
Experience Earth Science with fresh eyes! The leading authors in their respective fields―physical geology and extreme weather―Stephen Marshak and Robert Rauber bring years of classroom and research experience to this remarkable new book and media package. The authors' narrative approach to the content and innovative integration of new ...
Earth Science: The Earth, The Atmosphere, and Space (First ...
The Lowest layer of the atmosphere , in which temperature drops at a constant rate as altitude increases; the part of the atmosphere where weather conditions exist
Earth Science Ch.19 (2Q) section 1 Flashcards | Quizlet
*An important part of science is testing, or experimenting.
*Technology is useful only in the situation for which it was Page 6/10
designed. •People began studying weather in the 1800s.
*Science can answer all of the questions that can be asked. Before You The Nature of Science Read The Nature of Science 1
Earth Science - Glencoe
Start studying Earth Science 17.1, Atmosphere Characteristics. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Earth Science 17.1, Atmosphere Characteristics Flashcards ...
a mixture of gases that surrounds the Earth, held to the Earth by gravity. aeolian plankton. small organisms that float in the atmosphere. atmospheric dust. solid particles in the atmosphere. nitrogen cycle. the process in which nitrogen is recycled from the atmosphere to the soil and back into the atmosphere.
Earth Science Section 4 Chapter 1-The Atmosphere ...
A mixture of gases that surrounds a planet or moon. The measure of the force with which air molecules push on a su…. The lowest layer of the atmosphere in which temperature decrea…. The layer of the atmosphere that is above the troposphere and…. Atmosphere. A mixture of gases that surrounds a planet or moon.
science atmosphere chapter 15 section 1 Flashcards and
...
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Section 11.1 – Atmosphere Basics. 8th Grade Earth and Space Page 8/10
Science. Class Notes. Atmosphere Basics. Combination of gases, dust, water droplets, and ice crystals. Surrounds the Earth. Extends from the Earth's . surface to outer space. Picture of the Earth's. atmosphere taken.
Section 11.1 – Atmosphere Basics
Name _____ Section_____ Study Guide on Earth Science Lesson 1 Introduction to earth science 1. Define Earth science? Are the fields of study concerned with the solid earth, its waters and the air that envelops it. Including weather and climate systems, the study of non living things such as rocks, oceans and planets.
study guide lesson 1 earth science.docx - Name Section ...
Atmosphere - The atmosphere is the air around the Earth made up of different gasses (mostly nitrogen and oxygen). The atmosphere forms a protective layer around Earth, keeping the Page 9/10
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Where To Download Earth Science Section 1 Atmosphere Characteristics Answers
planet warm and protecting it from the Sun's radiation. The study of the atmosphere is called meteorology and includes the weather.
Earth Science for Kids: Overview - Ducksters
This section describes Earth's atmosphere, its composition, and its different layers. It also explains air pressure and the effects of altitude on air pressure. Reading Strategy(page 746) Relating Text and DiagramsAs you read, refer to Figure 5 and the text to complete the table on the layers of the atmosphere.
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BE PREPARED FOR A POWER OUTAGE
Extended power outages may impact the whole community and the economy.
A power outage is when the electrical power goes out unexpectedly.
May disrupt communications, water, transportation
May close retail businesses, grocery stores, gas stations, ATMs, banks, and other services
Can cause food spoilage, water contamination
PROTECT YOURSELF DURING A POWER OUTAGE
Keep freezers and refrigerators closed.
Disconnect appliances and electronics to avoid damage from electrical surges.
Only use generators outdoors and away from windows.
Do not use a gas stove to heat your home.
Use alternate plans for refrigerating medicines or powerdependent medical devices.
If safe, go to an alternate location for heat or cooling.
Check on neighbors. | <urn:uuid:9882d0ec-e1ef-4ddc-92a7-510c42c90494> | CC-MAIN-2021-21 | https://riversideca.gov/utilities/about-rpu/pdf/PowerOutage_May2018_Part1.pdf | 2021-05-17T18:44:48+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243992440.69/warc/CC-MAIN-20210517180757-20210517210757-00236.warc.gz | 498,152,104 | 154 | eng_Latn | eng_Latn | 0.997769 | eng_Latn | 0.997769 | [
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THE GEOFOOD MANIFESTO
The food industry is a key sector for the deep changes required by the society in order to fulfill the SDGs by 2030. The agricultural sector plays a fundamental role in facing the World's challenges linked with climate change, biodiversity loss, food scarcity and growing population. Representing some 500 Million, or 88% of the 570 Million farms globally, family generates about 80% of the Earth's food.
Climate crisis- actual scenario
Food production and cotton farming, biofuels, and other non-food products from agriculture and forestry are the most significant drivers of environmental degradation in developed and developing countries. Half of the world's tropical forests have been cleared, and we continue to lose about 18 million hectares per year – an area the size of England and Wales. Biodiversity loss now occurs at 1000 times the normal background rate, and populations of major species have fallen by some 60 percent since 1970 .Rising per capita demand for meat and dairy products increases human demand for land further, yet as the world population increases from 7.6 billion to an estimated 11 billion by the end of the century, there is little room to expand agriculture further without undermining critical environmental and climate objectives. Intensive farming methods, including the growing reliance on chemicals, are key drivers of the loss of roughly 80 percent of insects in Germany since the late 1980s . Similar trends have been reported around the World. Agriculture, food processing, and the resulting land-use change are responsible for just under a third of global greenhouse emissions. Humans also catch unsustainable volumes of wild fish, with a third of commercial fisheries classified as over-fished. In little over half a century, humans have wiped out 90 percent of the populations of top predator fish, such as tuna, swordfish, and sharks. Moreover, destructive fishing techniques, such as bottom trawling, cause massive damage to coastal and marine ecosystems. Half the world's population is expected to experience high water stress by 2030, and agriculture accounts for two thirds of water use. Since irrigation is particularly common in water scarce regions, the sector is responsible for 90-95 percent of scarcity-weighted water use. Finally, the food system drives at least three quarters of nitrogen release that drives algae blooms and dead zones in freshwater ecosystems and the ocean. It has been estimated that the release of reactive nitrogen species is already twice the maximum sustainable level and similar concerns apply to phosphorus. Increased nutrient concentration in the oceans, combined with other water pollution and rising temperatures from climate change, put high stress on marine ecosystems. During a heat wave in 2016-2017, some 90 percent of the Great Barrier Reef was affected, and half the corals died.
The EU has established a long-term strategy to achieve zero net greenhouse gas emissions by 2050 ("Green Deal" European Commission, 2020). The production of sufficient food, feed, and fibers will remain key for the European economy but at the same time, the agriculture and forestry sectors are also expected to contribute to the mid-century carbon neutrality objective. Biomass demand is expected to increase to produce heat, biofuels, biogas, building materials, and sustainable bio-based products such as biochemicals. Increased biomass supply is expected to come from diverse sources in order to ensure the sustainability of the production and the stabilization or enhancement of the carbon sink in existing forests. Reduction of non-CO2 emissions from agriculture will be mainly achieved through innovation e.g. precision farming to optimize the field application of fertilizer and other chemicals, improvement of cattle productivity, and treatment of manure in aerobic digesters. The EU strategy also relies on increasing carbon sequestration on agricultural land through better farming practices including agroforestry techniques, zero-tillage, and the use of cover crops. Finally, afforestation and restoration of degraded ecosystems could contribute to several objectives: CO2 sequestration, biodiversity, soils and water conservation, and biomass production. 1
1Sustainable Land-Use and Food System, 2019 Report of the FABLE Consortium.
1) Improving efficiency in the use of resources.
2) Direct action to ensure, protect natural resources.
3) Agriculture must improve rural livelihood, equity and social well-being.
4) Enhance resilience of people, community and ecosystem.
5) Responsible and effective governance mechanism is required.
How we can achieve these 5 main points?
The path to prosperity is clearly marked by the 2030 Agenda for Sustainable Development. It requires transformative action, embracing the principles of sustainability and tackling the root causes of poverty and hunger to leave no one behind.
Sustainable diets must be part of comprehensive strategy to enhance food security and nutrition, improve the livelihood of food producers, support economic development, reduce climate impact and restore the ecosystem.
These 20 interconnected actions embrace the 2030 Agenda's vision of sustainable development in which food and agriculture, people's livelihoods and the management of natural resources are addressed not separately but as one; a future where the focus is not solely on the end goal, but also on the means used to achieve it; and a setting where public and private actors participate in legitimizing, engage in shaping and work towards achieving development solutions. These actions integrate the three dimensions of sustainable development and require participation and partnerships among different actors. Identifying synergies, understanding trade-offs and outlining incentives, these 20 actions tackle the real issues that countries face in building a Zero Hunger world and brighter future for all.
1. Facilitate access to productive resources, finance and services.
2. Connect small holders to markets.
3. Encourage diversification of production and income.
4. Build producers' knowledge and develop their capacities.
5. Enhance soil health and restore land.
6. Protect water and manage scarcity.
7. Mainstream biodiversity conservation and protect ecosystem functions
2 FAO, http://www.fao.org/sustainability/en/?platform=hootsuite
8. Reduce losses, encourage reuse and recycle, and promote sustainable consumption.
9. Empower people and fight inequalities.
10. Promote secure tenure rights.
11. Use social protection tools to enhance productivity and income.
12. Improve nutrition and promote balanced diets.
13. Prevent and protect against shocks: enhance resilience.
14. Prepare for and respond to shocks.
15. Address and adapt to climate change.
16. Strengthen the ecosystem resilience.
17. Enhance policy dialogue and coordination.
18. Strengthen the innovation systems.
19. Adapt and improve investment and finance.
20. Strengthen the enabling environment and reform the institutional framework.
UGG's role for Sustainable Food and Agriculture
UNESCO Global Geoparks are defined as: "single, unified geographical areas where sites and landscapes of international geological significance are managed with a holistic concept of protection, education and sustainable development". Their bottom-up approach of combining conservation with sustainable development while involving local communities is becoming increasingly popular.
Geoparks are running many different activities in various fields related with culture, tourism, education and sustainable development and local food experiences. Even though Geoparks are very peculiar territories characterized by different areal sizes, local economy, social background, culture and landscape the connection with "food" is very recurrent within the most typical geopark's activities across the Globe. In fact, sustainability within the local food, the valorization of agricultural activities and local producers, the connection between natural resources and tourism are common themes within UNESCO Global Geoparks.
UNESCO Global Geoparks are part of Agenda 2030 and deeply committed to the Sustainable Development Goals (SDGs) fostering the protection of the planet and its natural resources, to achieve a better future for all. The essence of Geoparks is, in agreement with SGD 12, to "develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products". UNESCO Global Geoparks act as incubators for best practices and innovative solutions to empower local communities and stimulate investment to enhance agricultural practices, value food systems, support SME's, increase employment opportunities and better job conditions. These territories work in close international, national, regional and local cooperation, promoting partnerships and networking.
GEOfood can contribute specifically to face the following challenges (FAO):
- Ending rural poverty, a critical step to ensure food security (SGD 1)
- Food should be safe, sufficient and affordable for all (SGD 2)
- Good health starts with nutrition (SGD 3)
- Nutritious food is critical to learning (SGD 4)
- Gender equality could boost agricultural productivity by a fifth (SGD 5)
- Sustainable agriculture has the potential to address water scarcity (SGD 6)
- Food systems must overcome their dependence on fossil fuels (SGD 7)
- Food production growth in low-income economies can reduce poverty by half (SGD 8)
- Innovation opens new markets for smallholders (SGD 9)
- Land reform can give faire access to rural land (SGD 10)
- Rural investment can deter unmanageable urbanization (SGD 11)
- Achieving food security involves reducing waste (SGD 12)
- Agriculture is key in responding to climate change (SGD 13)
- Fish gives 3 bn people 20% of daily animal protein (SGD 14)
- Forests contain over 80% of the world's terrestrial biodiversity (SGD 15)
- Ending hunger can contribute to peace and stability (SGD 16)
- Partnerships help raise the voices (SGD 17)
The GEOfood VISION
Behind the GEOfood label lies a clear philosophy: the support to local communities, the holistic and bottom-up approach which characterizes the UNESCO Global Geoparks is also the core of the GEOfood brand.
The GEOfood brand has its routes within the UNESCO Global Geoparks and it can be used only in such UNESCO designated areas.
The GEOfood aims to be in use in at least 30% of the UNESCO Global Geoparks in Europe by end of 2023, and the 10% of Geoparks in the rest of the World by 2025.
The GEOfood MISSION
GEOfood's mission is to support the sustainable development of local communities, increasing the actions towards the achievement of the UNSDGs.
GEOfood aims to operate within the UNESCO Global Geoparks values and bottom-up approach.
The GEOfood GOALS
The GEOfood aims to strengthen the connection between the local stakeholders and the Geopark's identity.
In particular the main goal is to increase awareness of general public regarding the connection between the raw food and the local peculiar geoheritage: the GEOfood concept is developing label and specific explanation for the members to underline the exclusivity of their geological heritage in connection with the local food and cultural tradition.
GEOfood is an innovative way to connect all targets of the population with the territory, food is an international language that anyone can understand; in fact, through the food we like to connect people with soil, nature and strengthen the food education towards km zero food and responsible use of the resources.
The GEOfood brand aims to create a network of partners within the UNESCO Global Geoparks under the common mission of influencing local, regional, national policies towards innovative food system and territorial planning which can strengthen urban-rural linkages.
We believe that the UGG territories are playing a key role for connecting rural and urban spaces, working together with inhabitants and communities: the GEOfood will support the territories to reinforce the connection, providing them with a tool for strengthen local economy.
The GEOfood ACTIONS
[x] Together we support sustainable development: the GEOfood brand can be used only by companies which can prove certain environmental standards:
- No use of pesticides or others source of poisons.
- Responsible use of water resources
- Effective waste recycling system
- Growing seasonal products
- Respect for the rights of the workers during the entire production process.
[x] Together we work for supporting Geopark's producers, farmers, entrepreneurs to preserve traditions and increase their local scale economy.
- GEOfood certified small and medium local enterprises
- The Geopark support the local enterprises: offering them opportunities for promotion, using their services (catering or location) at events or conferences.
[x] Together we support the use of local food:
- GEOfood products come from local raw material.
- We aim to enhance the use of km zero food in daily use, both in private and public sectors.
- Promotion of Kmzero food as GEOfood in restaurant and hotels, in each single Geopark's house and in the public services like canteen, schools or offices.
[x] Together we are looking for new projects opportunity to support the communities within the European Geoparks Network and Global Geoparks Network, developing new educational projects focusing on local economy food waste, circular economy, km zero food, agriculture, sustainable development and tourism. | <urn:uuid:ecba63cd-3b5e-419c-9ae9-b8c6fafcf656> | CC-MAIN-2021-21 | https://langkawigeopark.com.my/wp-content/uploads/2021/03/geofood.pdf | 2021-05-17T20:18:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243992440.69/warc/CC-MAIN-20210517180757-20210517210757-00239.warc.gz | 370,692,917 | 2,634 | eng_Latn | eng_Latn | 0.993554 | eng_Latn | 0.994417 | [
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Essex Educational Psychology Service
Improving lives: using psychology to create positive change
Precision Teaching
Purpose of intervention:
To develop fluency/automaticity of key skills, improve memory retention, and increase motivation and confidence. Can be used for e.g. letter sound/word reading or spelling, maths facts, learning foreign language vocabulary.
Training suitable for: SENCO plus LSAs and teachers.
Age of pupils:
Foundation Stage/KS1/KS2/KS3/KS4.
Frequency and duration:
Need daily timetabled sessions for pupils and LSAs to meet to carry out PT for 10 minutes per pupil. Minimum of 12 weeks recommended.
Examples of research-based outcomes:
Used internationally as an effective intervention, for decades.
* Roberts & Hampton (2008): mean word reading score increased by 28 for PT group over 6 weeks, compared to 1.3 for control group.
* Intervention group learnt key maths skills over 3 times quicker than peer control group receiving usual classroom teaching over a 12 week period. Pupil confidence and enjoyment of maths also increased (Chiesa & Robertson, 2000).
Other information: Training consists of 2 parts:
Part A – training on the intervention and how to deliver it Part B – training on embedding and monitoring the intervention
"I know words quicker and don't have to break them down so much."
"Incredible progress"
"I could tell by looking at the chart that I'd got better."
~ Essex pupils
"Her reading age went up from 6 to 14 years over the term"
~ Essex SENCOs | <urn:uuid:ed72a66a-0ecc-4760-bc0f-b9b8ac139864> | CC-MAIN-2021-21 | https://schools.essex.gov.uk/pupils/SEND/Documents/5.%20EPS%20Intervention%20flyer%20-%20Precision%20Teaching.pdf | 2021-05-17T19:38:25+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243992440.69/warc/CC-MAIN-20210517180757-20210517210757-00238.warc.gz | 527,031,398 | 324 | eng_Latn | eng_Latn | 0.995063 | eng_Latn | 0.995063 | [
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Individual Activity Lesson Plan Story Telling: 'We're Going on an Egg Hunt'
Date: Monday 6 th April 2020
Activity Title: Story Telling: 'We're Going on an Egg Hunt'
Learning Intention:
Literacy: Reading
- To repeat words from the story of the 'We're Going on an Easter Egg Hunt'.
- To be able to fill in the missing word or phrase in the known story.
Links to EYFS:
Literacy: Reading
- To repeat words from familiar stories.
- To be able to fill in the missing word or phrase in the known stories.
Resources:
- 'We're Going on an Egg Hunt' story by Laura Hughes. https://www.youtube.com/watch?v=VIxOrCXHLi8
- Printable template of Easter number eggs (1-10). If this is not an option, create your own numbered eggs by drawing and cutting them out.
Activity Overview:
Listen to the story of the 'We're Going on an Egg Hunt' and join in where possible.
Find the Easter eggs on each page of the book and count how many eggs you have found.
Key vocabulary:
Easter, egg, hunt, lambs, chicks, bees, ducks, wolf, over, under, around, through, find, animal sounds, number names 1-10.
- Scissors (pre-cut the numbered egg cards before you begin)
ACTIVITY IMPLEMENTATION (including key question)
Introduction:
- Talk to your child about Easter.
- Explain that it is a time to celebrate new life and so bunnies, lambs and chicks are very popular at this time of year.
- Tell your child you are going to read the story of 'We're Going on an Egg Hunt'.
- Challenge your child to find the eggs on each page of the book.
Main Activity:
- Read the book or listen to the story on youtube (see link above).
- Use the numbered eggs and show them to your child when reading the story.
- Encourage your child to repeat words at the end of the sentences.
- Use different tones of voice in order to catch your child's attention.
- Ask questions such as: "What sound do the chicks make?", "What number is it?", "Where is the egg?", "Let's count together"," How many eggs have we found?"
Activity review:
Hide the numbered eggs around the house. Ask your child to find as many as s/he can and support him/her to recognise some of the numbers.
Additional ways to support your child:
Extension:
Encourage your child to join in with the story by repeating single words such as 'Easter', 'chicks', 'lambs'. Model number names (1-3) and support your child to repeat them.
Support your child with recognising the numbers and putting them in order from the smallest number to the biggest.
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| NDOM Classroom Activities | | | |
|---|---|---|---|
| GRADE | WHERE PRESENTED | LESSON | ACTIVITY |
| ALL | ALL | AML | Abandoned Mine Lands (AML) dangers and safety, included with all presentations. |
| All Elementary Grades | CC/LV | General Geology, Minerals Ed & AML | Bead Mining, Paste with a Taste. |
| 1, 3, 4, & 5 | CC | Geologic Time Scale, Earth History and Evolution and Fossils | Put together the time scale and create your own fossils using plaster and animal shapes. |
| K | CC | Introduction to Rocks and Geology | Weird Rocks - Sit down reading with specimen samples . |
| K | New - LV | Understanding Maps | Using natural materials, mineral applications. |
| K | New - LV | Natural Resources/Raw Materials | Begin learning about natural resources and raw materials with the 3 little pigs. |
| K | CC | Introduction to Fossils | Introduction to fossils and make a fossil. |
| 1 | New - LV | Rock Cycle | Rolling along the rock cycle - game, rock identification and story about rocks. |
| 2 | CC | Rock and Mineral Hunt | Outdoor activity & scavenger hunt for rocks and minerals. |
| 2 | CC | The Rock Cycle | Delilah goes through the rock cycle - interactive with playdoh 'rocks'. |
| 2-3 | New - LV | Mineral Resources | What are the things I use made of? Everyday necessities are made from different materials sourced from the earth. |
| 3 | New - LV | Fossils/Minerals | Minerals' Role in Fossils - create fossils using a permeable sponge shaped like a bone, and set with water, plaster, and mineral mixture. |
| 4 | New - LV | Earth and Humans | How building and mining has affected our surroundings, and what we do to conserve/reclaim the lands we use. |
| 4 | New - LV | Mixtures & Solutions in Geology | Using geologic concepts and a sediments activity to explain mixtures and solutions. |
| 4 | CC | Earth History and Evolution | Build a Beast - Create your own new creature using theory of evolution and species development. |
| 4 | CC | History of Mining in Nevada | Presentation - Boom and bust with cards/timeline activity. |
| 4 | CC | Minerals & NV Mining | Mine locations - what we mine, size of mining companies and where in the state they are located. Uses NV map and Major Mines of NV booklet. |
| 4 | CC | Minerals & Mineral Exploration | Cupcake Core Drilling - Types of drilling operations, theory of exploration and build a cross-section. |
| 5 | New - LV | Mineral Properties & Identification | Mineral testing and identification stations introduce 5th grade students to testing mineral properties and identification. |
| 6-12 | TW | Plate Tectonics | Discuss plate tectonics and the behavior of the earth's crust under different types of stresses. |
| 8-12 | TW | Drilling for Energy | Nevada-specific geologic interpretation of wells and resources (oil, gas and geothermal.) |
| 8-12 | TW | Geothermal Activity | Create a geothermal plant and solve for Faraday's equation of electric induction (magnet in a coil.) |
| 9 & 10 | CC | Soils & Mineral Exploration | Soil composition and minerals/rocks, soil classification, texture and structure, mineral structure and rock composition. |
| 9 & 10 | LV, TW | Mining & Exploration | Build a Mine, Under the Earth. |
Key: LV - Las Vegas Office | CC - Carson City Office | TW - Teachers' Workshop Course | <urn:uuid:eabf5dd5-a2e6-42bb-ade2-3ecfd6ac2f4d> | CC-MAIN-2021-21 | https://minerals.nv.gov/uploadedFiles/mineralsnvgov/content/Programs/EO/NDOM_Classroom_Activities_20210326(1).pdf | 2021-05-17T20:33:36+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243992440.69/warc/CC-MAIN-20210517180757-20210517210757-00238.warc.gz | 414,923,596 | 806 | eng_Latn | eng_Latn | 0.739396 | eng_Latn | 0.739396 | [
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Nano Science, Technology and Industry Scoreboard
Scientists Uncover A Process that Stands in the Way of Making Quantum Dots Brighter
2021-04-02
The results have important implications for today's TV and display screens and for future technologies where light takes the place of electrons and fluids.
Bright semiconductor nanocrystals known as quantum dots give QLED TV screens their vibrant colors. But attempts to increase the intensity of that light generate heat instead, reducing the dots' light-producing efficiency.
A new study explains why, and the results have broad implications for developing future quantum and photonics technologies where light replaces electrons in computers and fluids in refrigerators, for example.
In a QLED TV screen, dots absorb blue light and turn it into green or red. At the low energies where TV screens operate, this conversion of light from one color to another is virtually 100% efficient. But at the higher excitation energies required for brighter screens and other technologies, the efficiency drops off sharply. Researchers had theories about why this happens, but no one had ever observed it at the atomic scale until now.
To find out more, scientists at the Department of Energy's SLAC National Accelerator Laboratory used a high-speed "electron camera" to watch dots turn incoming high-energy laser light into their own glowing light emissions.
The experiments revealed that the incoming high-energy laser light ejects electrons from the dot's atoms, and their corresponding holes – empty spots with positive charges that are free to move around – become trapped at the surface of the dot, producing unwanted waste heat.
In addition, electrons and holes recombine in a way that gives off additional heat energy. This
1
increases the jiggling of the dot's atoms, deforms its crystal structure and wastes even more energy that could have gone into making the dots brighter.
SLAC and Stanford researchers have made the first atomic-scale observations of how nanocrystals known as quantum dots lose their light-producing efficiency when excited with intense light. Dots were excited with green light (top) or higher-energy purple light (bottom), and scientists watched them respond with an "electron camera," MeV-UED. When hit with green light, the dots relaxed, and excited pairs of electrons and holes converted virtually all of the incoming energy to light. But when hit with purple light, some of the energy was trapped on the surface of the dot; this distorted the arrangement of surrounding atoms and wasted energy as heat. The results have broad implications for developing future quantum and photonics technologies where light replaces electrons in computers and fluids in refrigerators.
"This represents a key way that energy is sucked out of the system without giving rise to light," said Aaron Lindenberg, a Stanford University associate professor and investigator with the Stanford Institute for Materials and Energy Sciences at SLAC who led the study with postdoctoral researcher Burak Guzelturk.
"Trying to figure out what underlies this process has been the subject of study for decades," he said. "This is the first time we could see what the atoms are actually doing while excited state energy is being lost as heat."
The research team, which included scientists from SLAC, Stanford, the University of California, Berkeley and DOE's Lawrence Berkeley National Laboratory, described the results in Nature Communications.
Emitting a pure, brilliant glow
Despite their tiny size – they have about the same diameter as four strands of DNA – quantum dot nanocrystals are surprisingly complex and highly engineered. They emit extremely pure light whose color can be tuned by adjusting their size, shape, composition and surface chemistry. The quantum dots used in this study were invented more than two decades ago, and today they're widely used in bright, energy-efficient displays and in
2
imaging tools for biology and medicine.
Understanding and fixing problems that stand in the way of making dots more efficient at higher energies is a very hot field of research right now, said Guzelturk, who carried out experiments at SLAC with postdoctoral researcher Ben Cotts.
Previous studies had focused on how the dots' electrons behaved. But in this study, the team was able to see the movements of whole atoms, too, with an electron camera known as MeVUED. It hits samples with short pulses of electrons with very high energies, measured in millions of electronvolts (MeV). In a process called ultrafast electron diffraction (UED), the electrons scatter off the sample and into detectors, creating patterns that reveal what both electrons and atoms are doing.
As the SLAC/Stanford team measured the behavior of quantum dots that had been hit with various wavelengths and intensities of laser light, UC Berkeley graduate students Dipti Jasrasaria and John Philbin worked with Berkeley theoretical chemist Eran Rabani to calculate and understand the resulting interplay of electronic and atomic motions from a theoretical standpoint.
"We met with the experimenters quite often," Rabani said. "They came with a problem and we started to work together to understand it. Thoughts were going back and forth, but it was all seeded from the experiments, which were a big breakthrough in being able to measure what happens to the quantum dots' atomic lattice when it's intensely excited."
A future of light-based technology
The study was carried out by researchers in a DOE Energy Frontier Research Center, Photonics at Thermodynamic Limits, led by Jennifer Dionne, a Stanford associate professor of materials science and engineering and senior associate vice provost of research platforms/shared facilities. Her research group worked with Lindenberg's group to help develop the experimental technique for probing the nanocrystals.
The center's ultimate goal, Dionne said, is to demonstrate photonic processes, such as light absorption and emission, at the limits of what thermodynamics allows. This could bring about technologies like refrigeration, heating, cooling and energy storage – as well as quantum
3
computers and new engines for space exploration – powered entirely by light.
"To create photonic thermodynamic cycles, you need to precisely control how light, heat, atoms, and electrons interact in materials," Dionne said. "This work is exciting because it provides an unprecedented lens on the electronic and thermal processes that limit the light emission efficiency. The particles studied already have record quantum yields, but now there is a path toward designing almost-perfect optical materials." Such high light emission efficiencies could open a host of big futuristic applications, all driven by tiny dots probed with ultrafast electrons.
Read the original article on Stanford University.
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_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________
Choose an animal that lives in your garden or the local habitats!
Does your animal live in the park, a woodland or urban area?
Can you draw and label your animal?
Can you draw its natural habitat?
What is the animal’s diet?
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Thursday 1 st November
Important Dates
School Uniform/Lunchbox Week
Date Night
STEPS eyesight screening
5 th -9 th Nov
8 th Nov
22 nd Nov
Fortnightly Newsletter. Vol. 10
Administrative News…
* Christmas Holidays
Please let us know if you are planning to be away during the Christmas period. We would love to approve as much leave as possible for our hard-working educators
* Date Night
Date night is next Thursday! Please RSVP before COB Monday 5 th if you would like your child to attend. If this is your first time experiencing our date night, please feel free to give us a call/email for more details.
* Lunchbox/Uniform week
Preschool 2 school leavers, you will receive a message on StoryPark from Miss Narges shortly to give you details about our lunchbox/uniform week. What an exciting time! Not long now!
Sun Safety…
It's warming up! We have various policies in place to deal with the heat, but we need your support too. Please ensure your child has a layer of sunscreen on when they arrive in the morning. We will then reapply twice during the day (minimum). We also need your child to have a hat and drink bottle everyday.
We will continue to encourage children to enjoy outside play, but rest assured, we do come inside at various times according to the SunSmart recommendations from the Cancer Council. To support these recommendations we will be installing an additional shade sail over the Nursery/Toddler sandpit area.
Fees…
'The board', (Anna, Chloe and hubbies!) held a meeting to discuss the fee structure at My Story. The financial year and calendar year are the typical times childcare centres reflect on the fees vs expense inflation ratio. Although expenses continue to rise, after careful consideration we have decided not to raise fees in January 2019.
We are proud of our commitment to providing quality Early Childhood Education and Care at a reasonable cost.
From the Directors
Anna Tran Chloe Chant
How do you celebrate the holidays?…
We are very excited to celebrate Christmas with our families on Friday 7 th December. Please pop it in your diaries – Details to come!
Santa Claus, Christmas Trees, Fairy lights, Reindeer, Stockings etc. are all very special aspects of this time of year for many children at My Story, and I imagine there will be much learning, project work and craft influenced by these concepts in the weeks ahead.
Do you celebrate Christmas and the New Year differently? We would LOVE to hear from you if you have other traditions and festivals between now and the end of the year. We encourage you to send information to your child's educators, bring something in for news, or even come into the Centre to share something that makes the festive season special to you and your family.
About our Educators…
…a little insight into the lives of your children's teachers to stimulate a chat and encourage communication…
Welcome back from your trip back home to India Samiti! The children and your colleagues are so happy to have you back at My Story.
Miss Jess (White) is at Parramatta Court today! We understand how important it is to support our court system, but we are quietly hoping she isn't selected for Jury Duty!
Miss Chloe is back at uni! She will slowly but surely work through the remaining 16 units to gain a 4-year Bachelor of Education qualification.
Miss Anna is looking forward to a welldeserved long weekend away with her Soccer friends (yes, she is a woman of many talents!) Enjoy!
Sustainability and Reconciliation
We are currently in discussions with some members of the local Aboriginal community in an effort to commission an interesting, culturally appropriate mural in the 'big' yard. Our vision is to have all of our children contribute to an artwork that reflects and honors the synergy of the Dharug people and the unique landscape in which our beautiful Centre sits.
After careful consideration, we have decided to add some new turf to the 'big yard'. The older children's skin seems to cope well with the real grass and there were some opportunities to discuss sustainability with the older group…
* Carbon capturing.
* Supporting bio-diversity.
* Oxygen production
By Monday, all things going well we will have a refreshed section of grass. Wish us luck wheelbarrowing topsoil in the sun!
Play-Based Curriculum…
It is an established fact in the Early Childhood Sector that a play-based philosophy fosters the best outcomes for children across all domains – social, cognitive, physical, communication and emotional. Sometimes the sector finds it difficult to articulate this to families. A play-based philosophy not only supports learning, but it also supports the Convention on the Rights of the Child…
Children's right to play
'No-one is born a good citizen' said Kofi Annan, former United Nations Secretary-General. But children are born with rights. In Children's Week this blog explores children's rights and how they are identified in the UN Convention on the Rights of the Child.
Children's rights to rest, leisure, recreation and play appropriate to their age, are recognised under Article 31 in the UNCRC (1989). The same Article also recognises their right to be active participants in the cultural and artistic life of their community. Article 31 provides strong support for using play-based approaches to learning in education and care settings.
Children's right to play and leisure time is sometimes threatened by:
* less time for children to play because of a focus on a 'push down' curriculum
* less time to play because of a focus on getting ready for 'tests'
* a focus on commercial toys and products that may not provide open-ended play opportunities
* less time to play and explore outdoors because of educators or parents being worried about safety.
Adults who are committed to children's right to play think seriously about these issues. They ask questions such as: 'Is this a space for children as citizens where they have some control and can take risks, think, wonder, be amazed, have fun and learn with other children and with adults?' A place, as Dahlberg calls it, of 'collective adventure' (as cited in Moss & Petrie, 2002, p. 111).
The term 'collective adventure' could be interpreted in a less serious way than was intended. A space or environment for collective adventures is a place where children and adults learn and have fun together; where the time allocation for play is not always ruled by fixed routines or adult agendas and where there is a balance between child-initiated and adult-led learning that has both parties learning in new ways and learning new things together.
4 We should not trivialize the use of play and play materials by early intervention specialists. It is endemic to their work with young children and families (Nwokah, Hui-Chin & Gulker, 2013, p. 211).
The UNCRC's protection and promotion of children's right to play has influenced current policies and practices in early intervention and inclusion for children with disabilities and developmental delay. Previously, the focus for early intervention practices was often on therapeutic interventions to meet goals for children set by professionals. Meeting these goals often required removing a child with special needs from a group and their peers while the child practised a specific skill to achieve a goal.
A United Kingdom study involving parents of children with Down syndrome identified that non play-based interventions not only didn't achieve good outcomes for their children, but they also left them with a strong sense of guilt and failure (Rix, Paige-Smith & Jones, 2008). The parents were clear about why highly adult-directed and structured activities failed to meet their children's right to learn through play-based experiences:
* children didn't feel they were in control of the activity
* the activities didn't provide the children with choices
* the activities often ignored the children's abilities, strengths and interests
* children did not always enjoy the activities
* the rigid way the activities were to be implemented generated conflict between the parent and their child.
The highly structured activities described by the parents focused on what the children couldn't do, for example, not being able to use a feeding tool such as a spoon independently. The early intervention goals for the children could have been better promoted through using play-based approaches that recognised the children's interests and strengths. Learning skills like eating or dressing independently can be gained through participating in routine activities at home and through play-based learning in the home corner, or in dress-up play with friends.
Families and childhood professionals show respect for children's right to play by their interest, support and involvement. They understand the need to balance child-led and initiated play with adult-guided play and support. Being aware of not taking over children's play and allowing them space, time and resources to engage in play of their choosing is important for meeting the intent of the UNCRC's Article 31 on children's right to play (Lester & Russell, 2010).
This article was adapted from the Everyday Learning Series title—Children's rights: Every day and everywhere.
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KS4 Theory and Exam Prep <Design Technology – Product Design> Contigency Plan LTP
| | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | Week 11 | Week 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Cycle 1 | W/C 24/08 | W/C 31/09 | W/C 07/09 | W/C 14/09 | W/C 21/09 | W/C 28/09 | W/C 05/10 | W/C 12/10 | W/C 02/11 | W/C 09/11 | W/C 16/11 | W/C 23/11 |
| | | | | | LI: Unit 1 – New and emerging technologies Industry and enterprise Sustainability and the environment People, culture and society Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 1 – New and emerging technologies Production techniques and systems Informing design decisions Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 2: Energy, materials, systems and devices Energy generation Energy storage Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 2: Energy, materials, systems and devices Modern materials Smart materials Composite materials Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 2: Energy, materials, systems and devices System approach to designing Electronic systems processing Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 2: Energy, materials, systems and devices Mechanical devices Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 3: Materials Paper and boards Timbers Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 3: Materials Metals and alloys Polymers Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK |
| Cycle 2 | W/C 07/12 | W/C 14/12 | W/C 04/01 | W/C 11/01 | W/C 18/01 | W/C 25/01 | W/C 01/02 | W/C 08/02 | W/C 22/02 | W/C 01/03 | W/C 08/03 | W/C 15/03 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | LI: Unit 4: Common specialist technical principles 1.Forces and Stresses 2.Improving functionality Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 4: Common specialist technical principles 3.Ecological social footprint 4. The six R’s Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 4: Common specialist technical principles 4. Scales of production Complete end of Unit 4 assessment test Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5A – Papers and boards Sources, origins and properties Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5B – Timber based materials Sources, origins and properties Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5C – Metals 1.Sources, origins and properties 2.Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5D – Polymers 1.Sources, origins and properties 2.Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5E – Textiles based materials 1.Sources, origins and properties 2.Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 5F – Electronic systems 1.Sources, origins and properties 2.Working with paper and board Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 6: Designing principles 1.Investigatio n, primary and secondary data Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 6: Designing principles 2.The work of others Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK | LI: Unit 6: Designing principles 3.Design strategies Task: Go through PP and complete worksheets Resources: CLICK HERE FOR LINK |
| W/C 12/04 | W/C 19/04 | W/C 26/04 | W/C 03/05 | W/C 10/05 | W/C 17/05 | W/C 24/05 | W/C 07/06 | W/C 14/06 | W/C 21/06 | W/C 28/06 | W/C 05/07 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| LI: Unit 7: Making Principles 1.Selection of materials and components Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: Unit 7: Making principles 2.Tolerances 3.Materials management Task: Go through PP and complete worksheets Resources t CLICK HERE FOR LINK | Unit 7: Making principles 4.Tools, equipment, technique and finishes Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: Unit 7: Making principles 5.Surface treatments and finishes Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 1 Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 2 Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessment s to be completed UNIT 3 Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 3 Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 4 Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 5A Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 5B Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK | LI: End of Unit assessments to be completed UNIT 5C Task: Go through PP and complete worksheets Resources CLICK HERE FOR LINK |
o Look at the document and find the correct week
o Click the link which will take you to a one drive document
o Click the correct title for that week
o Go through the PowerPoint and make notes
o When instructed – click the appropriate worksheet in that folder and download your own copy to work on
o DO NOT – type onto the document whilst open on the one drive as other scholars will see your answers
o Save your own version on your device and work on that
o Once complete – email to email@example.com
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Transition Newsletter
Welcome to the second Transition newsletter of 2020 / 21.
As you will appreciate, 2020 has been a very unusual year in many respects and one I will not be unhappy to say goodbye to. However, as always there have been many positives with the most obvious one at Crispin being the opening of the new Innovation Hub.
This facility is now fully open and provides superb classrooms for subjects and Nutrition, ICT and Computing and the Technical
including Art, Photography, Graphics, Product Design, Food
Qualifications.
Do not hesitate to contact me if you want to discuss any areas contained in this newsletter.
I hope you and your families have the best Christmas possible.
Mr Reddick, Headteacher
At Crispin we enjoy offering a wide range of subjects to students in areas you may not always have studied at primary school. In this edition you will hear from some of our students studying subjects like Philosophy, Business
Studies and Drama.
We can't wait to introduce you to lots of new subjects too, as well as the subjects you are familiar with from primary school.
Mrs Cowper, Deputy Headteacher
Innovation Hub
The Creativity and Innovation and Information, Technology and Industry faculties are very excited to have left Practical Block and moved into the brand new Innovation Hub.
The space is split over three floors, with large rooms, social area and exhibition space which will make this new building an inspiring area to work and learn. On the ground floor we have two purpose-built Design Technology workshops and a large computer room for CAD/CAM. We also have seating areas which can be used for quiet meetings or as a break-out space.
On the middle floor we have a well-equipped and inspiring Food Technology classroom alongside three computer rooms.
The top floor has stunning views and high ceilings and this houses one BTEC classroom, two large Art Rooms and purposely designed Graphics and Photography Rooms.
The demolition of Practical Block is well under way and once gone will leave a large open space in the middle of the school for students to sit and socialise during lunch and break.
We are extremely excited to be teaching in this new facility this term.
Jacqui Maxfield
Philosophy at Crispin
We have been doing Philosophy in school for the last year. It isn't all about Ancient Greek philosophers but instead, we listen to stories and try to think about a deeper meaning to them. My favourite story was about a little egg who was trying to fly and ended up cracking because he refused to listen to the adult hens. After we listened to this story, we discussed the ideas and come up with 'juicy' philosophical questions. An example of these could be: 'should you trust everyone?', 'is it a good idea to always ignore adults?' and 'is life too slow?'. Overall, philosophy is a really fun subject and I really enjoy it. Oliver - Year 8
In Philosophy children have the freedom to ask as many 'juicy' questions as they can come up with, Philosophy isn't just about philosophers as we explore a range of stories with a deeper meaning. Philosophy has a very historic background dating back to ancient Greece, so in Year 7 you might learn about philosophers like Pythagoras or Socrates.
My favourite story that we have explored was from Year 7 which is called John Brown and the Midnight Cat. In the book the dog is trying to keep the lady safe but in the end the cat gets its own way and comes inside. In the book we realise that the dog symbolises the lady's husband as it is the closest thing to the lady, until the midnight cat comes.
Philosophy has been very different due to Covid-19 as everyone has to stay facing the front to reduce the amount of germs being spread in different directions but normally Philosophy lessons have everyone in a circle with the tables at the edge and chairs in a circle so that everyone can face each other. I hope that after Covid-19 everything can return to normal and that Year 7s get the chance to enjoy Philosophy as many other people in the school have. Caleb - Year 8
Philosophy isn't just about asking interesting questions it's about digging deep into stories and finding juicy questions up for discussion and up for debate. There's always something new to discuss every lesson is different from the one before yet the same, even the happiest of books for children can hide the deepest darkest secrets and questions waiting to be discovered by us .
Philosophy is an amazing subject. There is no right or wrong answer but there are always discussions and questions. We don't just only read books and look at pictures sometimes we even find secrets in movies which we watch in class. Philosophy is a great subject and it is always so much fun and anyone and everyone can do it. Jessica - Year 8
Business Studies
Business is a useful subject to study as you learn about many topics you may find helpful in the future. Throughout the GCSE years you learn about many aspects of Business including marketing, business plans, employment and much more. The lessons are really enjoyable because you are able to work in groups as well as work independently. The teachers are also very helpful and are able to explain areas in greater depth for those who need it. It's different to other subjects as it relates to real life and you're able to watch videos that can improve your learning which can be more interesting that just book work. Lola - Year 10.
Business Studies is a great subject to pick as you can learn a variety of topics, some of which you may need in your future career. These topics could include advertising, enterprise / entrepreneurship and marketing. Business Studies is different to many others as you can incorporate your own ideas into your work by making your own business / product. Finally, the subject is very enjoyable because you're free to work with other students and our teacher gives us the information that we need but also makes it fun too. Erin - Year 10
Drama
Hello there, we are Josh and Willow and we are studying GCSE Drama in Year 9. Crispin offers a high-quality Drama curriculum which come with many enriching opportunities such as school productions and theatre visits.
We have sophisticated Drama facilities: including a studio with professional lanterns and an audio system, which we use regularly. We watch multiple theatre productions throughout our GCSE course, including the famous horror The Woman in Black in Year 11. Drama at Crispin includes plays to suit everyone, ranging from 1980s tragedy Blood Brothers to the musical gothic horror The Grinning Man by Victor Hugo which we are watching and analysing in class at the moment.
Furthermore, we have direct access to Strode Theatre, and we put together an annual stage production filled with choreographed dancing, singing, and exciting roles. Whether you're interested in backstage lighting and sound, makeup, or taking a role in the production itself, there will always be a place for you in our stunning school plays.
Today we have been creating our own pieces of Black Box Theatre as you can see from the images!
By Willow and Josh—Year 9
Photography
I took Photography for GCSE and I love every second of it. You get to learn about different techniques, artists, styles and rules, and get to produce pages for your book. I adore the book work as you really get to show off your understanding of the topic you are being taught, and you can lay it out however you like!
When you attend your option evening, I would really push you to go to the Photography room and look at all the books on display, as it really showed me how much fun Photography is.
Reannah Year 9
Year 7 Tutor Time
At Crispin, you have a twenty minute daily session with your tutor. Your tutor will be with you for the five years at Crispin and will be one of the key people you will come to know.
Every day your tutor time will be where you have assemblies or various sessions to help you develop. Year 7 have a timetable to follow. One day is for assemblies, which are remote at the moment. On another day students follow the Change Makers programme, where we look at Matthew Syed's book 'Dare to be You' and how to develop yourself.
We also have time for house competitions and personal leadership / wellbeing and cover areas such as the Five Ways to Wellbeing and the circle of control.
It is an opportunity for you to discuss and talk through different aspects of life as you approach them and move through Crispin.
Science
Here are some quotes from our Year 7s about how they are finding Science at Crispin so far!
'I think Crispin has been good so far and the Science lessons are fun. I have also enjoyed looking under the microscope at things. I also like exploring cells and listening to the animal cell and plant cell song/rap.'
"My first experience in Science was nice and I enjoy it! I can't wait to be practising with experiments. I've enjoyed everything and have worked hard even with Covid-19 limitations."
"Science so far is very interesting, as well as completely different to other subjects. It's different because you get to learn and perform experiments and learn about the human and animal body. We have learnt about space and cells, organs, organ system and tissues. Overall, I'm liking Science so far."
'My first experience (in our new labs) was good because I liked sitting on the big seats and I can see better and we have more space as well. I liked learning about cells. We have learnt about animal cells (nucleus, cell membraned and cytoplasm) and also plant cells.'
'In Science I've had a good experience. I have learnt all the phases of the Moon and why we have them also days, weeks and years. Planets, lunar and solar eclipses was fun to learn. We also learnt how to use a microscope, that was probably the best!'
'I have really enjoyed science in Year 7 because I understand how difficult it has been for teachers and they have done a great job.' | <urn:uuid:70363aef-9a98-49c4-88b1-3e461561d3ba> | CC-MAIN-2021-21 | http://meareprimary.co.uk/documents/BookletDecember20.pdf | 2021-05-17T18:19:50+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243992440.69/warc/CC-MAIN-20210517180757-20210517210757-00244.warc.gz | 40,224,266 | 2,070 | eng_Latn | eng_Latn | 0.999095 | eng_Latn | 0.999279 | [
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Rhetorical Appeals
In order to build a strong argument, you must know how to use rhetorical appeals correctly and efficiently. Three popular appeals are pathos, ethos, and logos.
What are they?
Pathos: an appeal to emotions, Ethos: an appeal to ethics, Logos: an appeal to logic
When do I use them?
Pathos: Use pathos to evoke a certain emotion in the audience, be it sadness, happiness, anger, etc. This appeal is especially effective when writing persuasive pieces.
Ethos: Use ethos to convince your audience to trust in the credibility of your piece.
Logos: Use logic to convince your audience by way of reasoning.
How do I use them?
Pathos: With pathos, it is important to consider word choice. Choose words that evoke the connotation you are looking for. Imagery can also be very effective. Make sure to conjure images that can induce the feelings you want. Do not hesitate to use plenty of adjectives.
Ethos: With ethos, the source of your information is vital to making a successful appeal. When introducing statistics or information, make sure to establish the credibility of the person who gave that information.
Logos: With logos, you should check that any and all facts or arguments you are presenting are consistent and logical. Make sure to look at your argument and assure that all points are made without any bias in mind.
What are some examples?
Pathos: "The poor dog had been abused for years. When I picked him up, he shook in my hands and cried, probably thinking I was going to hurt him like his previous owner had. He was emaciated, but his huge, watery eyes convinced me to take him home."
Ethos: "According to Dr. Howard, a 30 year veteran with Shriners Hospital…"
Logos: "This algorithm has not failed for 30 years; it is unlikely it will start now." | <urn:uuid:d997d22c-3d65-4a06-883e-489c5b42c03a> | CC-MAIN-2019-26 | http://arts.sanjac.edu/sites/default/files/Rhetorical%2520Appeals.pdf | 2019-06-20T22:04:06Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00438.warc.gz | 14,510,514 | 396 | eng_Latn | eng_Latn | 0.998816 | eng_Latn | 0.998816 | [
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Alaska Clean Harbors
The Port of Homer is a member of the Alaska Clean Harbors and engaged in a voluntary process that encourages the use of Best Management Practices to reduce the production of non-point source pollution.
For further information contact Alaska Clean Harbors, 3734 Ben Walters Lane, Ste. 201 Homer, Alaska 99603, (907) 235-4068.
Basic Environmental Rules & Practices
A Sheen Is A Spill
Dispersants are not only illegal, but deadly for marine life! Report all oil spills to the NRC at 1-800-424-8802 and the Harbormaster's Office.
Hazardous Materials
Paint, paint chips, and grinding dust are hazardous and must be contained. These kind of materials entering the harbor and waterways constitutes pollution and punishable by fine pursuant to HMC 10.08.020.
Please contact the Kenai Peninsula Borough regarding their Hazardous Waste Disposal Program on how to properly dispose of these materials and chemicals.
Discharge of Sewage
The discharge of sewage into the harbor is prohibited. Contact the Harbormaster's Office for access to the marine holding tank pump-out facility.
Fish Carcasses
No fish carcass disposal is allowed in the harbor. There are areas designated for fish cleaning and carcass dumping within the harbor area.
Boat Washing
When washing your boat in the harbor, use cleaning products that are safe for the environment.
Conserve Fresh Water!
We all must do our part to turn off hoses when not in use, report excessively leaking connectors on the docks, and curb usage to a minimal or when necessary.
Page 1 of 4
Environmental Amenities & Services
The Homer Port and Harbor offers many amenities and services throughout the facility that promote and encourage environmental-minded practices. See also the Homer Landfill Bailing Facility for where and how to recycle items not listed below.
Waste Oil Recycling Satellites
Recyclable items:
Locations: At the tops of Ramp 2 & 8 (see map)
* waste oil
* used oil filters
* oily rags
* antifreeze
* batteries
Marine Sanitation (Eco Barge)
The Eco Barge is available on a seasonal basis. The discharge of sewage into the harbor is prohibited. For regulations on sewage discharge outside of the Homer Harbor area, please contact the Alaska Dept. of Environmental Conservation or the United States Environmental Protection Agency.
Location: End of EE Float at the base of Ramp 6 (see map)
Page 2 of 4
Fish Carcass Trailers & Cleaning Tables
Fish cleaning tables and fish carcass trailers are available on a seasonal basis. It is illegal to dispose of carcasses within the Homer Harbor. For regulations on fish carcass disposal outside the Homer Harbor area, please contact the Alaska Dept. of Environmental Conservation.
Locations: Fishing Hole & tops of Ramp 4 & 6 (see map)
Page 3 of 4
Recyclable Material Satellites
Recyclable items:
Location:
At the top of Ramp 1 (
* cardboard
* cans
see map)
* glass
Dumpsters & Trash Barrels
Locations: Multiple locations throughout harbor facility
Supporting Documents
Printable Homer Harbor Map with Icons
Source URL (retrieved on 2015-03-05 18:41): http://www.cityofhomer-ak.gov/port/alaska-clean-harbors
Page 4 of 4 | <urn:uuid:39791485-00c7-44aa-a20a-adf3c0835796> | CC-MAIN-2015-11 | http://www.cityofhomer-ak.gov/printpdf/10723 | 2015-03-05T23:41:46Z | crawl-data/CC-MAIN-2015-11/segments/1424936464876.43/warc/CC-MAIN-20150226074104-00080-ip-10-28-5-156.ec2.internal.warc.gz | 371,789,111 | 722 | eng_Latn | eng_Latn | 0.924771 | eng_Latn | 0.980503 | [
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Success Is Possible Global Health Success Stories
In the last 150 years, public health measures have eradicated diseases, dramatically reduced infant mortality, and significantly increased average life expectancy. Public health success stories at home and abroad demonstrate that improved global health is an achievable goal.
Community effort saves children's lives!
Vitamin A foils disease!
In 1970, Dr. Alfred Sommer and Keith West, of Johns Hopkins University, found that Vitamin A deficiency was linked to pediatric blindness and infant mortality. Vitamin A deficiency affects between about 140 million children and contributes to blindness and increases the risk of death from diarrhea, measles, and pneumonia.
THE SUCCESS: Sommer's and West's work led to the widespread use of Vitamin A supplements, which reduced childhood mortality by 34 percent in the developing world and saved millions of lives worldwide. The World Bank ranks Vitamin A supplementation among the most cost-effective of all health interventions. A single dose of Vitamin A costs only a few cents.
In 1972, Fazle Hasan Abed founded the Bangladesh Rural Advancement Committee (BRAC). BRAC's first major health program was to teach mothers to make oral rehydration solution from water, salt, and molasses to prevent the deaths of their children from dehydration caused by diarrhea. Over a 10year period, BRAC health workers visited every household in rural Bangladesh—13 million households.
THE SUCCESS: The results were dramatic—infant and child mortality fell from 258 deaths per thousand to 75 deaths per thousand. Bangladesh went from having one of the world's highest infant mortality rates to one that is just above the regional average.
Epidemic averted!
Learn how you can be part of the success.
Visit pbs.org/rxforsurvival | <urn:uuid:547e8ee8-8dd5-49ec-98b9-51e2b2e02744> | CC-MAIN-2019-26 | https://www-tc.pbs.org/wgbh/rxforsurvival/campaign/givetime/pdf/Rx_Success_InfoSheet.pdf | 2019-06-20T22:42:00Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00437.warc.gz | 673,068,478 | 366 | eng_Latn | eng_Latn | 0.997552 | eng_Latn | 0.997552 | [
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Lava Beds
National Park Service
U.S. Department of the Interior
Things to See and Do on Your Own
Something for
Everyone
Caves
Hidden Valley and Mammoth Crater
Symbol Bridge and Big Painted Cave
Many visitors to Lava Beds are excited to discover there is much more to do here than they thought! There is plenty see and do for a day or even a week— explore a cave, hike a trail, photograph wildlife, climb a spatter cone, contemplate a battlefield, peer into a crater, or view Native American rock art.
The sites in this bulletin are arranged by their distance from the Visitor Center, and represent only a few highlights of what Lava Beds has to offer. If you are particularly interested in one aspect of Lava Beds such as Modoc War sites, geologic features, rock art, caves, or wilderness hiking, please ask for additional brochures. Trail guides are available at Gillems Camp, Captain Jacks Stronghold, and Petroglyph Point. You'll also find interpretive signs at these and many other sites throughout the Monument, and inside Mushpot Cave.
Hundreds of lava tube caves beckon exploration at Lava Beds. They vary greatly in difficulty, length, and complexity. Over two dozen caves have developed entrances and trails, and are shown on the Monument's map. Most are open throughout the year to explore on your own.
If you plan to explore caves, please stop by the Visitor Center to get a caving brochure and talk with a ranger to ensure you are prepared. Free guided cave tours are also offered daily in summer.
A short trail meanders along the rim of Hidden Valley under Ponderosa pines. Enjoy the rare shade this area provides in summertime, and observe the impressive results of lava that flowed through from Mammoth Crater. The short trail to Mammoth Crater begins across the road at the parking area and leads up to the rim. Imagine lava flowing in multiple episodes from this
This easy 0.8 mi (1.3 km) trail leads to Symbol Bridge with a short spur trail to Big Painted Cave. Both cave entrances contain black and white Modoc-style pictographs on boulders and walls. Although many pictographs are weathered and faint, you will still marvel at the artwork here. Please stay on the trail and do not massive crater about 30,000 years ago. It created all the lava tube caves in the Cave Loop area, and many more farther north. To explore the rocky, forested landscape of Lava Beds' southern end further, continue around the Big Nasty Trail or hike the nearby trail to Heppe Cave.
touch the pictographs, since oils from your skin will cause further deterioration. Visit this site with respect, as it still holds cultural significance for some Native Americans.
Schonchin Butte
Fleener Chimneys
Thomas-Wright Battlefield and Black Crater
Gillems Camp and Sheepy Ridge
Captain Jacks Stronghold
Wildlife Overlooks
Petroglyph Point
A hike up the steep 0.7 mi (1.1 km) trail to the historic Schonchin Butte Fire Lookout is well worth the effort! Imagine the labor of the Civilian Conservation Corps crew that not only carried up by hand all the materials needed to build the lookout, but first had to build the trail itself. Enjoy the breeze and scenery any time of
A short side road takes you to the fascinating Fleener Chimneys. This spatter cone is the source of the rough Devils Homestead aa flow. It was created as erupting globs of molten lava piled up on each other like sticky oatmeal, leaving a 50 ft (15 m) deep chimney behind in the center. Picnic tables at this site are shaded by
This 1.1 mi (1.8 km) trail leads to the site of a Modoc ambush on an Army reconnaissance mission during the Modoc War. Interpretive signs at the beginning and end of the trail explain the battle and its aftermath. The main trail follows the edge of the lava flow from Black Crater. A short side trail just past the trailhead also leads onto Black Crater itself, a large spatter cone. Look for tree
From April through June 1873, Army soldiers were stationed here during the Modoc War. Walk the easy guided trail around this area and discover why ancient Modoc, the Army, the Civilian Conservation Corps, and National Park Service rangers alike cherished its location on the shores of old Tule Lake. You can also hike to the top of Gillem Bluff (known as Sheepy Ridge to the Modoc and settlers) along the route the Army used to bring supplies to Gillems Camp. The view from the
As you walk the 1.5 mi (2.4 km) trail through the trenches of the Stronghold, think of the courage it took for a small band of Modoc people to endure the winter of 1872-1873 here. Try as well to imagine the fear Army soldiers must have felt launching an assault on this virtual fortress of lava. Hospital Rock, one of the sites from which the Army attacked, is also visible from high points within the Stronghold. It can be visited along the road just to the east. It took the Army five
Stop at the East and West Wildlife Overlooks to view migratory and resident birds on the waters of Tule Lake in any season. Waterfowl are especially abundant here in the spring and fall as they pass through on their journey along the Pacific Flyway. Imagine the sights and sounds of up to six million birds here before the early 1900's when lake drainage for agriculture began. You may encounter many other species of mammals,
This formation was created when volcanic tuff erupted from the floor of ancient Tule Lake to form an island. Waves undercut the cliff, and early people paddled out in boats to carve images into the soft rock. There is more Native American rock
EXPERIENCE YOUR AM E R I C A
year from the lookout's balcony, where interpretive panels identify landmarks in all four directions. In summer, a firefighter may be on duty to tell you about their work and administer a Junior Fire Lookout program for kids.
junipers. The tables were constructed by the Civilian Conservation Corps more than sixty years ago! The massive logs were obtained at Oregon Caves National Monument, and the rocks gathered locally. An accessible restroom is also available here.
molds, made when a living tree was burned away by fresh lava and left the imprint of its bark inside. If you are interested in exploring more geologic features, be sure to stop at pullouts in the Devils Homestead lava flow, just north on the main road.
top provides a great perspective of Lava Beds' volcanic landscape. Generations of Modoc once netted waterfowl here as they flew low over the ridge, and a fence still stands from the attempted reintroduction of bighorn sheep in the 1980's. You can also look down on Canby Cross, the site where a Modoc War peace meeting ended in tragedy. Visit the cross at the next stop heading east.
months to drive the Modoc from the Stronghold, and soon after from their entire homeland. Still, a modern culture of Modoc descendants survives, especially in Oregon and Oklahoma. You may see prayer ribbons and sage offerings hanging on the medicine pole near the junction of the two trails, signifying the continuing importance of this special place.
terrestrial birds, and reptiles throughout the Monument, especially if you journey away from roads and developed areas early or late in the day. Drive the nearby the Tulelake National Wildlife Refuge's Wildlife Tour Route along the edge of modern-day Tule Lake for a more in-depth birding experience.
art here than anywhere else in California, and Modoc stories are still told about this unique and important formation. Weather has enlarged crevices that prairie falcons, great horned owls, and even Canada geese use as nesting sites. | <urn:uuid:cfff4ac6-e7ad-4128-b040-93e86f60d804> | CC-MAIN-2015-11 | http://www.nps.gov/labe/planyourvisit/loader.cfm?csModule=security/getfile&PageID=158311 | 2015-03-05T23:07:56Z | crawl-data/CC-MAIN-2015-11/segments/1424936464876.43/warc/CC-MAIN-20150226074104-00063-ip-10-28-5-156.ec2.internal.warc.gz | 640,176,433 | 1,705 | eng_Latn | eng_Latn | 0.998829 | eng_Latn | 0.998829 | [
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Dr. Andrea Kuldanek is the Medical Director of the Pediatric Brain Injury Program and past Chief of Staff of Mary Free Bed Rehabilitation Hospital. In addition, she is the Medical Director of Hope Network Rehabilitation Services of Big Rapids. Dr. Kuldanek is double board certified in Pediatrics and Physical Medicine and Rehabilitation.
Dr. Rush received his medical degree at Temple University in Philadelphia. He completed a combined residency in pediatrics and physical medicine & rehabilitation at Albert Einstein Medical Center & Temple University. Dr. Rush served as chief resident at Temple, and completed a fellowship in gait and motion analysis at Moss Rehab. He is double board certified in pediatric medicine and physical medicine & rehabilitation. He joins long-time pediatric rehabilitation specialist, Andrea Kuldanek, MD in her practice at Rehabilitation Medicine Associates, PLLC.
Ask the Experts about Pediatric Concussions
What is a concussion? How is it different from a brain injury?
A concussion injury results from a forceful blow to the head & neck. This can cause a disruption in brain metabolism & injury to the muscles of the head & neck producing a range of symptoms affecting thinking, emotional well being & physical comfort. Sports, car accidents, falls, bike accidents or physical assault, including child abuse, can cause a concussion injury.
If my child did not lose consciousness, does that mean that my child did not have a concussion or brain injury?
No. It is possible to not lose consciousness at all and still have concussion injury or mild brain injury resulting in disruption of brain metabolism that can cause a cluster of cognitive, emotional and physical symptoms.
My child plays sports and sometimes the style of play is pretty rough. Accidents happen. People bump heads, run into each other, fall, etc. How would I know if my child had a concussion from a hit in sports?
Possible signs include:
* Appears dazed
* Is confused about activity or play preceding the hit
* Moves clumsily
* Answers questions slowly
* Personality or behavior changes
* Difficulty remembering activity leading up to the hit
* Difficulty remembering activity right after the hit
* Loss of consciousness
Are there medical tests that would show that my child had a concussion?
CT scans and MRI scans of the brain often show no hard evidence of this kind of injury to the brain. But that does not mean the brain was not injured.The metabolic system of the brain can be disrupted by this sort of injury and may require several weeks to recover
Can you explain more about this cluster of cognitive, emotional and physical symptoms?
Following concussion, the child may not have all of these symptoms, but may experience a combination of symptoms.
Physical symptoms:
* Headache
* Nausea or vomiting
* Feeling dizzy
* Excessive sleepiness or being harder to wake than usual
* Fatigue or weakness
* Complaints about blurred or double vision or other changes in eye movement
* Hypersensitivity to sound & light
* Ringing in the ears or difficulty hearing
* Difficulty with balance that you didn't notice before
Cognitive symptoms:
* Changes in memory (losing details, forgetting to do things)
* Confusion
* Mental fatigue
* Changes in performance at school
* New difficulty concentrating or staying with a task
* Having trouble finding the words to express him or herself or talking much more than is characteristic of him/her
* Change in personality
continued on back
Ask the Experts about Pediatric Concussions continued
Emotional symptoms:
* Irritability
* Depression
* Anxiety
* Change in personality
These symptoms may not always be evident right away. It is common to be sent home after being seen in the emergency room with instructions to monitor for onset of any of the above symptoms.They may last for days, weeks or longer. A good rule of thumb to follow is to report any changes in your child's behavior. Evaluation by a children's rehabilitation specialist may be indicated – especially if the symptoms last longer than 3 or 4 days.
How soon can my child return to school?
It is generally safe to have your child slowly return to normal activities, including school, as long as you monitor closely for the symptoms above. It is a good idea to alert the teacher that the child has sustained a blow to the head and that you are monitoring for any changes in the way he or she behaves or performs at school. If the teacher notices changes or symptoms described above, it may be appropriate to involve specialists to evaluate the impact of these symptoms on the child's ability to learn and to identify ways to best help your child function successfully in school.
What about returning to sports?
* This decision will require close collaboration with the physician.
* Current guidelines recommend restriction from sports play while any symptoms are present. The child should be taken out of play for the day & evaluated by his/her physician.
* Return to sports play is determined by several factors including grade or severity of the concussion, whether the individual has had any previous concussions, and whether a sufficient period of time without any symptoms at rest or with exertion has been achieved, the nature of the activity, and whether symptoms return once the activity is resumed.
* Return to contact sports involving an aggressive, competitive style of play poses more risk than those same sports played for recreation and enjoyment.
* After being symptom free, a graduated progression of activity is recommended while continually monitoring closely for return of any symptoms.
* If symptoms return, activity must be reduced again.
* Close collaboration with the physician before and during return to physical activity and sports is very important.
If my child has had a concussion, is he more at risk for this type of injury than someone who hasn't had a concussion before?
According to The Journal of the American Medical Association, two or more concussion injuries during contact sports can affect an athlete's thinking and learning abilities for years to come. After you have had one concussion injury, every subsequent concussion injury puts you at risk for more severe problems. | <urn:uuid:c3a5a726-92cf-42e4-a001-65c14261f608> | CC-MAIN-2015-11 | http://www.maryfreebed.com/Rehab-Services/Pediatric-Adolescent-Program/Peds-Docs-Images/asktheexpert_pedsconcussion | 2015-03-05T22:30:13Z | crawl-data/CC-MAIN-2015-11/segments/1424936464876.43/warc/CC-MAIN-20150226074104-00085-ip-10-28-5-156.ec2.internal.warc.gz | 590,876,568 | 1,193 | eng_Latn | eng_Latn | 0.998546 | eng_Latn | 0.998845 | [
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Implicit Differentiation
Equations may be written explicitly where the variable y is explicitly written as a function of x (y=3x 2 + 4x - 10). Others are only implied. For example the function y=1/x is written explicitly but if we rewrite it as xy=1we have an implicit form. If an equation is given in an implicit form we can sometime rewrite it in its explicit form by solving for y and then finding the derivative as usual. However some equations cannot be easily converted into an explicit form. In this case we would use implicit differentiation.
Remember that differentiation is done with respect to x so that when you differentiate terms involving x alone, you differentiate as usual but when differentiate terms involving y you must use the chain rule because y is an implied differentiable function of x.
Examples: Differentiating with respect to x
Guidelines for implicit differentiation
1. Differentiate both sides with respect to x
2. Collect all terms involving on one side of the equation and all other terms to other side dy dx
3. Factor out and divide both sides by the other factor dy dx
Example: Find if y3 + y2 –5y – x
2
= –4
dy
1. Differentite both sides with respect to x: 3y 2 +2y – 2x = 0 dx dy dx dy dx
3. Factor and divide: (3y 2 + 2y – 5) = 2x dy dx
2. Collect terms: 3y 2 + 2y –5 =2x dy dx dy dx dy dx dy dx | <urn:uuid:5f27e979-221c-409c-b301-7cdfa7eb153b> | CC-MAIN-2019-26 | https://www.lsu.edu/cas/files/Implicit_Differentiation_rev2.pdf | 2019-06-20T22:39:37Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00437.warc.gz | 845,591,053 | 341 | eng_Latn | eng_Latn | 0.989059 | eng_Latn | 0.989059 | [
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YOU, ME, AND THE DEEP BLUE SEA
June 3-7, 2019
Did you know that roughly 70% of Earth's surface is covered by the ocean? As humans we're dependent on the ocean for everything from the oxygen we breathe to the freshwater we drink. Join us for a week of experiencing the beauty and power of the ocean firsthand through tide pool exploration, snorkeling, and much more!
| Tide pools at Keawakapu Park | Swimming & beach cleanup at Kamaole Park III | Private boat trip The boat will leave at 12:30 pm and return at 3:30 pm | Surfing with Maui Sports Unlimited at Kalama Park |
|---|---|---|---|
| 10:00 am | 10:00 am | 12:00 pm | 9:00 am |
| sun protection water bottle lunch snacks (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
WHEN LIFE GIVES YOU LAVA…
June 10-14, 2019
Lava has allowed the Hawaiian Islands to not only form, but to flourish with life! This week we will take a trip back in time, about 65 million years that is, to learn just how the Hawaiian Islands came to be the islands we know today. Campers will immerse themselves into local geography, legends, and gain an understanding of how some of the world's most unique plants and animals developed here in the middle of the Pacific!
| MONDAY June 10 | TUESDAY June 11 | WEDNESDAY June 12 | THURSDAY June 13 |
|---|---|---|---|
| Ko’ie’ie Fishpond | Swimming at Kamaole Park III | Hiking at La Perouse Bay | Surfing with Maui Sports Unlimited at Kalama Park |
| 10:00 am | 10:00 am | 9:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) comfortable walking footwear booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
Can you imagine a 1,200 mile commute? For Hawaii's only native reptiles, sea turtles, that's the distance of their annual roundtrip migration from the main Hawaiian Islands to the Northwestern Hawaiian Islands. This week we'll learn all about these ancient animals that we share our islands and ocean with!
| MONDAY June 17 | TUESDAY June 18 | WEDNESDAY June 19 | THURSDAY June 20 |
|---|---|---|---|
| Tide pools at Keawakapu Park | Swimming at Kamaole Park III | Beach cleanup at Ho’okipa Park | Surfing with Maui Sports Unlimited at Kalama Park |
| 10:00 am | 10:00 am | 10:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
WHAT BIG EYES, FINS, AND TEETH YOU HAVE! June 24-28, 2019
Our planet is home to a great deal of diversity with millions of different animals existing in all shapes and sizes. Each being well adapted to thrive in the various habitats found across our planet. This week campers will get better acquainted with some of the world's most unique inhabitants!
| MONDAY June 24 | TUESDAY June 25 | WEDNESDAY June 26 | THURSDAY June 27 |
|---|---|---|---|
| Maui Ocean Center | Swimming at Kamaole Park III | Private boat trip The boat will leave at 12:30 pm and return at 3:30 pm | Surfing with Maui Sports Unlimited at Kalama Park |
| 10:00 am | 10:00 am | 12:00 pm | 9:00 am |
| sun protection water bottle lunch snacks (optional) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
GOT PLANKTON? July 1-5, 2019
Plankton, the drifters of our ocean, carry the weight of an enormous responsibility; they're the base of the marine food web! They provide everything from most of the oxygen we breathe to the next meal for the largest animal to have ever existed on our planet. This week will allow campers to see just how amazing and essential plankton are to our way of life!
| MONDAY July 1 | TUESDAY July 2 | WEDNESDAY July 3 | THURSDAY July 4 |
|---|---|---|---|
| Hiking at Kapalua Coastal Trail | Swimming at Kamaole Park III | Surfing with Maui Sports Unlimited at Kalama Park | ***NO CAMP*** Independence Day |
| 9:00 am | 10:00 am | 9:00 am | |
NOW YOU SEE ME, NOW YOU DON'T!
July 8-12, 2019
Whether you're aware of their presence or not, we're often surrounded by some of the planet's best disguise artists out there. This week we're going to test our skills at uncovering local animals that specialize in camouflaging among our islands' natural habitats. We'll spend time working to understand just how these artists are able to blend in so seamlessly, and even make our own attempts at camouflaging!
| MONDAY July 8 | TUESDAY July 9 | WEDNESDAY July 10 | THURSDAY July 11 |
|---|---|---|---|
| Tide pools at Keawakapu Park | Swimming at Kamaole Park III | Private boat trip | Surfing with Maui Sports Unlimited at Kalama Park |
| 10:00 am | 10:00 am | 9:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
INTO THE DEEP… TO BOLDY GO WHERE NO CAMPER HAS GONE BEFORE
July 15-19, 2019
This week campers will explore the vast expanse of our planet's largest physical feature, the ocean. With an average depth of 12,100 feet and more than 80% being unmapped, unobserved, and unexplored, there's plenty left for our species to still investigate and learn from!
| MONDAY July 15 | TUESDAY July 16 | WEDNESDAY July 17 | THURSDAY July 18 |
|---|---|---|---|
| Maui Ocean Center | Swimming at Kamaole Park III | Private boat trip | Surfing with Maui Sports Unlimited at Kalama Park |
| 10:00 am | 10:00 am | 9:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
RHYTHMS OF THE OCEAN
July 22-26, 2019
Whether you're a laysan albatross, humpback whale, or a human, we each display our own patterns of movement or sound. We invite campers to join us for a week of movin', groovin', and studying the rhythms of the ocean!
| MONDAY July 22 | TUESDAY July 23 | WEDNESDAY July 24 | THURSDAY July 25 |
|---|---|---|---|
| Paddling with Maui Canoe Club at Sugar Beach | Swimming at Kamaole Park III | Private boat trip | Surfing with Maui Sports Unlimited at Kalama Park |
| 9:00 am | 10:00 am | 9:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) |
UP, UP, AND AWAY!
July 29 – August 2, 2019
It's a boat…it's a plane…it's a humpback whale! This week we'll explore animals living both below and above the ocean that use their wings to soar up through the sky! We'll travel from the water, to the coast, to the slopes of Haleakala to see with our own eyes just how far their wings can take them!
| MONDAY July 29 | TUESDAY July 30 | WEDNESDAY July 31 | THURSDAY August 1 |
|---|---|---|---|
| Hiking at Hosmer Grove Trail | Swimming at Kamaole Park III | Private boat trip | Surfing with Maui Sports Unlimited at Kalama Park |
| 9:30 am | 10:00 am | 9:00 am | 9:00 am |
| sun protection water bottle lunch snacks (optional) comfortable walking footwear cold/wet weather clothing booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes beach toys (optional) booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes booster seat (required for children under 8 years old) | sun protection water bottle lunch snacks (optional) swimwear towel change of clothes water shoes (optional) booster seat (required for children under 8 years old) | | <urn:uuid:1a1e4dd3-941a-40e7-a599-4b362640f6bf> | CC-MAIN-2019-26 | https://fh-sites.imgix.net/sites/759/2019/05/16195306/Summer-Ocean-Camp-2019-Session-Information-Updated-5.13.pdf | 2019-06-20T21:08:15Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00438.warc.gz | 440,685,793 | 3,156 | eng_Latn | eng_Latn | 0.996812 | eng_Latn | 0.998714 | [
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Backpacks can be a safe way to carry heavy loads
If children and teens wear them the right way
When backpacks are used correctly, your child should be able to carry his books and supplies without causing problems to his neck, shoulders and back.
What kind of backpack should my child use?
Choose a backpack made of light material, such as canvas or nylon. Be sure it is the right size for your child.
Look for:
* Wide, padded shoulder straps
* Padded back
* Waist strap
* Multiple compartments
Reflective strips on the bag are recommended. They make the child easier to see before sunrise and at night.
How do I pack a backpack?
Always pack the backpack so that most of its weight rests low on your child's back near the waist. Pack the heaviest books closest to the body and distribute other items equally on the right and left sides.
Your child should:
* Bend his knees to pick up a backpack.
* Clean his backpack weekly to take out things he does not need.
* Put things in his locker so his backpack is not heavy.
* Take only what is needed to school.
How much should a backpack weigh?
Backpacks should not weigh more than 10 to 15 percent of your child's body weight. This means a child who weighs 100 pounds should have a backpack that weighs no more than 10 to 15 pounds.
* If your child needs to lean forward to support the weight of his backpack, then it is too heavy.
* Use backpacks with wheels and handles if your child needs to carry more than 15 percent of his body weight.
©2015 Children's Healthcare of Atlanta Inc. All rights reserved. ORT 961375.js.6/15
How should my child wear the backpack?
Your child should wear it so that it puts weight on the strongest muscles in the body: the back and stomach.
This means:
* Your child should wear both straps over his shoulders.
–– Adjust the shoulder straps so the backpack rests in the middle of his back.
–– The backpack should fit close to his body.
* Secure the waist strap.
–– This helps keep the backpack close to his body.
* Pack items in compartments.
–– This helps distribute heavy loads evenly.
* Make sure the bottom of the backpack rests in the curve of the lower back.
* Check the height of the backpack.
–– It should extend from waist level up to about 2 inches below the shoulders.
* The backpack should never sit more than 4 inches below the waistline.
What else can I do to help my child?
Talk to your child and his teachers to make sure there are no problems. For example, if your child is having back problems and has a heavy book, ask if he can have a second book to keep at home.
Ask your child to tell you if he has any of the following in his back, shoulder or neck:
* Pain
* Numbness (lack of feeling)
* Tingling (itchy or stinging feeling)
This is general information and is not specific medical advice. Always check with a doctor or healthcare provider if you have questions or concerns about the health of a child. | <urn:uuid:a52fb9d9-0a97-49af-b345-c56eb7b33164> | CC-MAIN-2019-26 | https://www.choa.org/~/media/files/Childrens/medical-services/orthopaedics/spine-and-scoliosis/scoliosis-backpack-fact-sheet.pdf?la=en | 2019-06-20T22:20:22Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00438.warc.gz | 708,389,033 | 644 | eng_Latn | eng_Latn | 0.999197 | eng_Latn | 0.999197 | [
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Download Convert Miles Per Hour To Knots Calculator
To convert a mile per hour measurement to a knot measurement, multiply the speed by the conversion ratio. One mile per hour is equal to 0.868976 knots, so use this simple formula to convert:Do a quick conversion: 1 miles/hour = 0.86897624190065 knots using the online calculator for metric conversions. Check the chart for more details.This calculator provides conversion of knots to miles per hour and backwards (mph to kn).1 knot (kt) = 1.150779448 mile per hour (mph). Knot (kt) is a unit of Speed used in Standard system. Mile Per Hour (mph) is a unit of Speed used in Standard system. | <urn:uuid:e440e944-0278-4cdf-9571-b2b9f03364b5> | CC-MAIN-2019-26 | http://meublesdepatio.co/convert_miles_per_hour_to_knots_calculator.pdf | 2019-06-20T22:31:55Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00443.warc.gz | 114,345,419 | 151 | eng_Latn | eng_Latn | 0.988997 | eng_Latn | 0.988997 | [
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Flower Structure
The flower is the reproductive structure for flowering plants (angiosperms). Flowers are extremely diverse in size, shape, color, and so on. This makes them excellent tools for distinguishing plants. As a physiologist, I can identify a few plants from just leaf and stem, but most of the time I need a flower to identify a plant.
The flower is a short branch (stem with leaves). The nodes of this branch are very close together; the internodes are typically extremely short. The leaves of this branch are of four types: sepals, petals, stamens, and carpels. The short branch is called the receptacle and the four kinds of leaves are attached to this receptacle. In most flowers there are more than two leaves of each kind on the flower, so the leaves are in a whorled arrangement (more than two leaves per node). We'll consider the flower from bottom to top:
The lowest whorl on the receptacle is called the calyx. It is composed of a few or many sepals. In some species, sepals are green and photosynthetic. In other species, they are showy and almost indistingishable from petals.
The next whorl on the receptacle is called the corolla. It is composed of a few or many petals. Please note the spelling of petal; it is not a bicycle part! The petals are typically showy and brightly colored. They serve to attract pollinators for many species. Sometimes they are extremely fragrant. They may also exude nectar (typically at the base of the petal or in a special nectar spur) to reward the pollinator. Color patterns might include nectar guides to point the way to the reward, or a "bulls eye" target among the petals might get the flying pollinator to notice the flower.
The next whorl on the receptacle is called the androecium (literally the male household). It is composed of a few or many stamens. The stamens are specialized leaves with two distinct sections: the filament (a long stalk) and the anther (usually four sacs containing pollen grains). The function of the filament is to lift the anther to a position to effectively release pollen grains into/onto the pollinator; the filament also serves to provide the anther with xylem and phloem connections to the rest of the plant. The anther serves to produce pollen grains. The pollen grains ultimately make sperm cells; thus the idea of stamens as a male unit.
The top whorl on the receptacle, in the center of the flower, is the pistil (literally the female household). It is composed of a few or many carpels. The carpels may be fused together into a single, compound pistil. Note the spelling of pistil; it is not a handgun! Carpels consist of three parts, a swollen base called the ovary, a stalk called the style, and a tip called the stigma. The ovary contains a chamber called a locule, and inside the locule is one or more ovules. The ovules contain an embryo sac, and the embryo sac contains the egg. The carpel is thus a female unit.
A flower can be radially or bilaterally symmetric. A sea urchin or a starfish has radial symmetry...this asterisk * has radial symmetry. There are several planes by which you can divide the organism (or flower) into essentially equal halves. A human is nominally bilaterally symmetric; there is only one plane of symmetry. You divide a human down the forehead, the end of the nose, the chin, the navel, and between the legs to get two equal sides (bi-lateral). Of course you are probably aware that the two sides of a human are not exactly equal. You have two eyes, but they're not the same size (to contradict the Sesame Street song). Your ears may not be attached at the same level on the sides of your head. Your heart is on one side, you liver is mostly on the other side. The appendix and spleen are found on only one side. In women, the mammary glands are not the same size. In men the testes are different sizes and are suspended differently to permit bipedal locomotion (walking on two legs). Thus a human is really asymmetric (lacking a plane of symmetry). The letter T is bilaterally symmetric. The longitudinal section of a flower shown above cannot reveal enough information to decide about symmetry, even though it might hint at least one plane of symmetry.
The flower shown above has an ovary in the superior position (the other flower parts are attached below the ovary on the receptacle). Other flowers might have the ovary sunken into the receptacle so deeply that the other flower parts appear to be attached on top of the ovary; in that case the ovary is in the inferior position.
The flower parts attached below a superior ovary are called hypogynous (below the female) while flower parts attached above an inferior ovary are called epigynous (above the female).
A flower with both male and female parts is called perfect or bisexual or hermaphroditic. Such a flower might be able to use its own egg and sperm to reproduce...this would be called a selfpollination or a self-cross. On the other hand, such flowers might produce pollen when the stigma is not receptive to pollen, thus ensuring out-crossing or cross pollination. Sometimes the stigma can recognize a pollen grain as its own and prevent it from growing in the style; this process is called self-incompatibility.
Some plants have unisexual (imperfect) flowers: staminate (male) flowers and pistillate (female) flowers. These can be on the same plant (monoecious) or on two different plants (dioecious). A begonia is an example of a plant that has unisexual flowers but is monoecious (one household). Holly is an example of a shrub that has unisexual flowers and is dioecious (two households). Thus in planting holly, you need to take precautions. First, you need to position the female holly plant where you want a shrub that will have the red fruits on it. Male shrubs never produce fruits! Second, you need to put a male holly somewhere in your landscape so that the females will be able to receive pollen to produce the fruit. You might put the fruitless male holly in a less conspicuous spot but near the females. Remember if you are at the nursery and select only shrubs with red fruits on them (a common error), those will be the last fruits you will see! You need at least one male...it "takes two to tango!"...to produce fruits the next year.
Thus the range of sexuality in plants is very broad: self-crossing hermaphrodites to out-crossing hermaphrodites, to unisexual flowers, to unisexual plants. But that is really only the beginning. Plants can change sex too. Cucumbers are famous for changing from male to bisexual to female and then to parthenocarpic as they grow. What is parthenocarpic? It means literally virgin fruit. The last flowers on some cucumbers do not need to be pollinated to produce a fruit...they make the fruit on their own!
Another interesting example is the Abelmoschus (hibiscus) in the greenhouse. The flowers last only one day and are bisexual. The flower hedges its bets. In the early morning the female parts stick out beyond the stamens to be pollinated with pollen from some other plant. If this happens, fine, but if it doesn't happen by afternoon, the styles curl backwards and push the stigmas against the stamens in the flower; it is a self-pollination. By evening the flower senesces and fruits begin to develop.
Pollen and Embryo Sac
Now that you know something about the flower and its parts, it is time to dig into some of the "business" end of what a flower does.
As you know, the anther of the stamen produces pollen grains. That in itself is an interesting process that I would discuss in detail with a course for biology majors. For this course, I'll leave it that indeed the anther makes pollen grains.
What is a pollen grain? This structure is almost dust-sized. It has an outer wall that, in some wind-pollinated species, is allergenic to humans. In the photomicrograph below, the thick wall appears somewhat reddish due to a dye used in the preparation of the microscope slide.
Inside the pollen wall are two cells. The cell with lots of bluish cytoplasm (filling up the inside of the pollen wall) is the tube cell. The smaller cell (on top of the tube cell) is the generative cell. Notice that both cells have a lavender nucleus and each nucleus has a red nucleolus. The nuclei of the two cells are the same size...the cells differ in the amount of cytoplasm present. The tube cell has much cytoplasm, the generative cell
The tube cell grows to penetrate the pollen wall and then the stigma and style tissues of the carpel. This penetrating cell is now called the pollen tube. Its growth is chemotropic (grows toward a source of chemicals)...likely toward calcium, boron, and/or auxin. The chemical source is an ovule. The pollen tube's chemotropism results in the tube arriving in a small opening in the ovule's integument...the micropyle (see below).
Here is a labeled diagram of both the pollen grain and the ovule:
The pollen tube arrives in the micropyle of the integument of the ovule, and enters the embryo sac.
The synergids of the embryo sac literally put their energies together to burst the end of the pollen tube. Meanwhile, the generative cell has followed the pathway digested by the tube cell. Along the way it has divided to produce two sperm cells. The two sperm cells exit the pollen tube through the burst end.
One sperm cell unites with the egg. This process is called syngamy (union of gametes) or [gag] fertilization. I much prefer syngamy to fertilization (see below). The product of the union of egg and sperm is called a zygote, and it has two sets of master plans, one from each gamete. The zygote will divide and grow and differentiate to become a new embryonic plant with root, stem, and leaf. Ultimately it will become an adult plant.
The other sperm cell unites with the central cell. This is a second syngamy! It is a three-way fusion between the two polar nuclei of the central cell and the sperm cell. The resulting endosperm cell has three sets of master plans (one from sperm and one each from the two polar nuclei). The endosperm cell divides to form a nutritive tissue inside the seed. It accumulates nutrients from the mother plant and stores them away for the developing embryo inside the seed. The nutrients are stored as starch, protein, and/or oil. Initially the endosperm is liquid (the famous endosperm at this stage is cocoanut milk). Later the endosperm becomes cellular and solid (grated cocoanut "meat" is really endosperm). Solid endosperm of grain crops (wheat, barley, oats) is ground up to make flour (toast, cookies, "cereal") or cooked to make rice and so on. Endosperm is a very important food source for humans! Next time you slurp down a piña colada, think about drinking liquid endosperm!
Here is a view of an ovule. The antipodals are not well shown, but disintegrate anyway. The central cell is larger than the lower egg cell. The synergids are quite dark and elongate in this view:
Ultimately, changes in the ovule result in further change. The egg becomes a zygote becomes an embryo with many parts. The endosperm gains nutrients and becomes solid nutrition for the embryo. The antipodals and synergids disintegrate. The integument becomes a seed coat. The ovule complete becomes a seed with the three important constituents: seed coat, storage tissue, and dormant embryo. The ovule continues to make hormones to cause the ovary wall to become a fruit. That is a subject for another time.
Seeds and Seed Germination
Seed Structure
Keep in mind that the ovule in the ovary is what becomes the seed. The integument of the ovule becomes the seed coat. Inside the integument of the ovule was the embryo sac. The antipodals and synergids senesce and disintegrate. The central cell united with one sperm cell to make endosperm...a nutritive tissue that accumulates starch, protein, and fats to provide for the growth of the embryo. The egg cell of the embryo sac united with the other sperm cell to make a zygote. The zygote grows and becomes a true embryo inside the integument.
When you have a Dormant Embryo, a Storage Tissue, and a Seed Coat, then you have a SEED. In some seeds, the endosperm is retained as the storage tissue. In other seeds the endosperm is more or less used up to put storage chemicals into the embryo itself (commonly in the cotyledons). Below are diagrams and a photo of some seeds.
Seed Germination
The seeds are carried inside the fruit by animals called dispersers. The animal usually feeds on the fruit (ovary wall), but "tosses" the seeds (or passes them through its digestive system). This assures that seeds end up far away from the "mother" plant, where they can develop without competition from "mom."
When it comes time for a seed to sprout, the diagram below might assist you.
Some seeds sprout with just water and reasonably warm temperatures. This is true of most common garden plants. Wild species usually have some kind of deeper dormancy to avoid sprouting in late summer/fall when the seeds are dispersed. This assures that tender seedlings are not frozen at a young age, but do not appear until warm weather arrives in springtime. Examples of mechanisms are indicated in the figure below.
Also shown above is a mechanism for seed germination in two species: Barley and lettuce.
The hormone signal in barley (Gibberellic acid) activates DNA in the aleurone cells. Transcription and translation of a gene for amylase results in the production of that enzyme inside the aleurone cells. This enzyme is shipped by ER into the Golgi, sorted and packaged into vesicles, and exported through the cell membrane by exocytosis. The amylase is thus dumped into the endosperm area. There the amylase breaks down starch into sugar which is transported to the embryo. The sugar fuels respiration in the embryo so it can grow. The radicle protrudes from the seed coat, and germination is accomplished.
A similar mechanism exists in lettuce (no aleurone and a dicot), but the activating chemical is a pigment called phytochrome. This chemical exists in two different forms: Pr and Pfr. How a lettuce seed responds depends on how much of each of these two forms is in each cell. Typical lettuce seed batches germinate 30-60% if placed in darkness because at least this many seeds have enough Pfr to stimulate germination. If, however, you put the lettuce seeds in red light (660 nm), the red light causes all the Pr to change into Pfr. Now 85-95% of the seeds can sprout because they all have an abundance of Pfr inside. On the other hand, if you put lettuce seeds in far-red (730 nm) light, the far-red light causes all the Pfr to change into Pr. In far-red light, then, all the seeds have essentially no Pfr and so very few (0-5%) actually sprout. You carried out these experiments in lab, so you know about this already.
From: Koning, Ross E. "Pollen and Embryo Sac". Plant Physiology Website. 1994. http://koning.ecsu.ctstateu.edu/plants_human/pollenemb.html. 3/05/00 | <urn:uuid:fc22bacd-241c-452d-93e3-bfa16a25d0f0> | CC-MAIN-2019-26 | https://vcbio.science.ru.nl/public/pdf/Flower_Ross_Koning.pdf | 2019-06-20T22:19:16Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00442.warc.gz | 640,168,184 | 3,424 | eng_Latn | eng_Latn | 0.998263 | eng_Latn | 0.998834 | [
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What is currency trading?
Currency trading is the process of buying and selling currencies with an aim of earning profit.
Each currency has a specific value in relation to another currency. The act of buying and selling different currencies in order to earn profit is known as currency trading. This process is also referred to as Foreign Exchange or Forex trading.
Who trades currencies?
While banks and corporations usually trade currencies to carry out international business processes, individual investors also undertake such trading, mainly to make profit from fluctuations in currency value.
Major currencies
Each transaction involves two currencies, wherein one is sold or purchased against the other. The two currencies involved in a transaction are referred to as "a pair". While any currency can be traded for another, there are some major pairs that are most liquid in the world. These are:
EUR/USD (Euro/US Dollar)
USD/JPY (US Dollar/Japanese Yen)
GBP/USD (British Pound/US Dollar)
USD/CHF (US Dollar/Swiss Franc)
AUD/USD (Australian Dollar/US Dollar)
USD/CAD (US Dollar/Canadian Dollar)
NZD/USD (New Zealand Dollar/US Dollar)
It is evident from the above-mentioned list of pairs that the US Dollar is the most actively traded currency in the world market. Besides, these currencies, along with different combinations like EUR/GBP, EUR/JPY, etc., comprise more than 95 percent of the total transactions in the world market.
Where is currency traded?
Unlike stocks, currencies are not traded on regulated exchanges. The market is not controlled by any governing body. The trade is essentially carried out on the basis of credit agreements between parties.
In order to start trading in currencies, you will have to select a broker that offers benefits that suit your requirements. Some of the important things to consider while selecting a broker are low spreads, low initial deposit, wide range of leverage options and good customer service. | <urn:uuid:ea74d306-bdfd-484b-ad8c-4a93d94ca19d> | CC-MAIN-2019-26 | http://smarterwithmoney.in/REL_Download.aspx?X00O000V1764UtGkkXXX10O14Z872395030agsft5f6dhdj557jkslf3627fhd3g3gh34dsrie378037MrrRDA8Z8Eu+DOF9oY2IEA==BxJIIIIX987fs62h0yr9df4g380ty0tt32r45en674Oty00ui0 | 2019-06-20T22:26:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00444.warc.gz | 155,656,983 | 389 | eng_Latn | eng_Latn | 0.998201 | eng_Latn | 0.998201 | [
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San Marcos Unified School District Guidelines for Safe Food Handling Procedures in the Classroom
Whenever food is prepared, caution must be taken to avoid foodborne illness. In order to protect students and staff from foodborne illness, please use the following guidelines:
1. The number one cause of foodborne illness is due to improper hand washing. Make sure that anyone who is preparing and/or serving food has washed their hands prior to handling any food. Plastic gloves should be utilized.
2. Wherever possible, use commercially prepared foods such as those purchased in a grocery store or bakery. Such establishments are monitored by the San Diego County Department of Environmental Health and can be expected to provide safe food if it has been stored appropriately after purchase.
3. Foods that are most likely to contain harmful bacteria (potentially hazardous foods) are foods containing protein such as meats, poultry, fish and dairy products. Mixed foods such as casseroles and cream pies are especially hazardous as they take more preparation with more risk of being contaminated.
4. Be aware of how to avoid cross contamination. Cross contamination is the transfer of harmful microorganisms from one food to another by means of non-food surfaces such as utensils, equipment or human hands. For instance, if someone has cut up fruit on a surface that was used to prepare raw chicken, the salmonella bacteria that commonly occurs in chicken can be passed on to the fruit, which is then eaten.
5. Be prepared to ask volunteers when and how their food was prepared.
6. Bacteria that causes foodborne illness grows best in the Danger Zone when temperatures are between 41°F - 135°F. Potentially hazardous foods should be kept outside of this temperature range.
7. Hot foods must be kept at an internal temperature of 135°F or higher in order to keep it safe while waiting to be served. Cold foods must be kept at or below 41°F prior to serving.
8. If anyone cut themselves while preparing the food, any food in the area should be thrown away if there was any possibility it came in contact with the blood. All utensils should be sanitized with bleach solution before using again.
9. Include ingredients with the foods that are brought in to assist with identification of allergies.
10. Any person preparing or serving food to students is required to read and sign these guidelines. Parents should submit this form to the teacher and teachers retain their own forms.
Name
Signature
Date
Type of Food
Date to be Served | <urn:uuid:ed1dd018-2b2b-44e0-ad51-980efb9ac230> | CC-MAIN-2019-26 | https://richlandelementary.smusd.org/UserFiles/Servers/Server_159296/File/Pto/Room%20Parent%20Information/guidelines_for_Safe_Food_Handling09.pdf | 2019-06-20T21:23:18Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00443.warc.gz | 562,286,012 | 503 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.998355 | [
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No picture of Cheryl
Instructor: Cheryl Slawsky
School District: Hazlet
Lesson Title: Radioactive Element CD Insert Project
Grades: 6,7,8
Subject: Science
Introduction: In addition to music, compact discs have a paper insert which contains information about the artist, the music, and photographs that the artist thinks will add to the listening experience. By reading or looking at this material, you can get a better feel for the artist who recorded the compact disc, as well as, learning about where the album was made, who produced the album, who has the copyrights for the songs, etc.
Overview: For this project, you will be making a compact disc insert for a radioactive element. This insert should contain both written information about that element, as well as visuals which are eye-catching and informative.
Activity: How you do this is up to you, but one source needs to be two Internet sites that have been utilized. The following information should be contained within your insert:
1. the name of the element and chemical symbol
2. the atomic number and mass
3. a stable isotope(s) for the element
4. physical properties of this element (examples: color, hardness, etc.)
5. where the element is found
6. what the element is used for
7. something else that's interesting about this element
8. illustrations, diagrams, drawings
Be creative! In addition to the eight things above, your project will be graded on its creativity and neatness.
A hint: You might want to use a real compact disc insert when you do this project as a reference.
Date due: ____________________________
By: Cheryl Slawsky
Hazlet Township
Resources:
- www.theodoregray.com/periodictable/elements/radioactive/index.s7.html
- www.ndt-ed.org/educationresources/highschool/radiography/discoveryelements.htm
?????????? www.theodoregray.com/PeriodicTable/Elements/Radioactive/
index.s7.html
??????????? www.ndt-ed.org/EducationResources/HighSchool/Radography/ discoveryelements.htm
***********************************************
Name_______________________________ Date___________________
Grading Criteria for the Radioactive Element CD Cover
Amount of points
1. Name of the radioactive element and symbol (10 pts.) _____________
2. Atomic number and mass (10 pts.)
_____________
3. A stable isotope(s) for the element (10 pts.)
_____________
4. Physical properties (10 pts.)
_____________
5. Where the element is found (10 pts.)
_____________
6. What the element is used for (10 pts.)
_____________
7. Something else that's interesting (10 pts.)
_____________
8. Illustrations, diagrams, or drawings (10 pts.)
_____________
9. Creativity (10 pts.)
_____________
10. Neatness (10 pts.)
_____________
Total
_____________ | <urn:uuid:5dbc543a-3534-4ba2-b4c2-f01db7e60f2e> | CC-MAIN-2019-26 | https://www.nj.gov/dep/rpp/llrw/download/slawsky-rad_elements-6-8.pdf | 2019-06-20T22:33:48Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00442.warc.gz | 859,127,582 | 606 | eng_Latn | eng_Latn | 0.965051 | eng_Latn | 0.994022 | [
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N Antonio and Carla N
Story Three
Narrator:
Antonio and Carla are brother and sister. Carla is 12 and Antonio is 11. They have always been close friends as well as brother and sister. They like to do a lot of things with each other.
Antonio got his report card today and found out he got a “D” in math. He is upset about his grade and is worried about having to tell his parents. Antonio decides to talk to Carla about it.
Antonio: "I got a "D" in math. Mom and Dad are going to kill me."
Carla:
"Well, if you would just study more instead of wasting all your time."
Antonio: "I thought I studied enough for the last test."
Carla:
“You’re not going to graduate with grades like that. I can’t believe how stupid you are.”
Discuss the following questions in your group:
1. How do you think Antonio feels?
2. Do you think Antonio got a "D" in math because he wastes his time? What are some other reasons why he did poorly in math?
3. How could Carla be supportive to her brother? | <urn:uuid:0294bfe0-dbcc-4d52-8d61-4f4814874bf0> | CC-MAIN-2019-26 | http://recapp.etr.org/recapp/documents/freebies/friendshipC200109.pdf | 2019-06-20T21:43:59Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00442.warc.gz | 147,578,900 | 236 | eng_Latn | eng_Latn | 0.999789 | eng_Latn | 0.999789 | [
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ASD and fussy eating
Dr Avril V. Brereton
What is fussy eating?
Fussy eating is a common problem in toddlers and pre-school aged children, so common in fact that it is accepted as a normal part of early childhood development and growing up. Some children are "grazers" and eat small amounts of food throughout the day rather than at specific meal times; others eat a limited number of foods and in small amounts but continue to grow and develop normally. Parents usually notice that the amount of food their child takes might even seem to decrease as the child moves from infancy to toddler hood. This is because children are not growing so rapidly from 18 months to 3 years and do not need as much food relatively, as when they were younger.
For most children these eating habits are transient and normal eating habits develop as the child becomes older. It is worth remembering that a limited diet with a narrow range of foods does not necessarily mean that the child is failing to thrive. In many countries, children develop satisfactorily on a diet that includes only a narrow range of foods. As long as children receive a balance of food groups and essential vitamins and minerals, they will thrive.
What about children with autism?
Children with autism frequently have problems with eating including:
- Eating a limited range of foods
- Selective eating by type - e.g. eat only certain foods or food groups; by texture e.g. only soft foods without lumps or by colour - e.g. only white foods or rejecting all green food
- Food refusal
Parents often report that it is the behaviour associated with meal times and eating that causes the most problems. Difficult behaviour at meal times may include any or all of the following:
- Not wanting to sit for meals (no social eating experiences)
- Sniffing and inspecting food (their own and others')
- Taking food from others' plates
- Gorging food, hording food in their mouth
- Gagging on food or vomiting food they don't like
- Obsessive placing of food on their plates, e.g. no different types of food touching
- Specific cutlery, crockery or position at the table
- Eating only using fingers
- Refusal of new foods
These difficulties with eating are usually not as transitory as with normally developing children, and may last into adolescence or even adulthood.
Making sense of eating problems
All children who are experiencing eating difficulties should undergo a medical examination to rule out a specific medical problem such as constipation, diarrhoea or malabsorption problems, oral motor problems for example difficulty with coordinating chewing and swallowing, food allergy, for example to milk or gluten and to check for inadequate intake of essential food groups, vitamins and minerals.
Eating problems and behavioural problems associated with food and eating can often be understood in light of each child's developmental level and profile of autistic symptoms, particularly those affecting social skills and rituals, routines and preoccupations. Sensory sensitivities also play a part for some children.
Developmental level
The majority of children with autism have problems with development, with an uneven profile of abilities. For example a child may be 4 years of age but have an overall developmental level of only 2 years. In this case, the eating habits, skills and behaviour of a 2 year old toddler are to be expected. The parents should therefore not expect this child to manage cutlery for example.
Impaired social skills
One of the key features of autism is abnormality in interpersonal relationships, such as reduced responsiveness to or interest in people, an appearance of aloofness and a limited or impaired ability to relate to others. When we consider eating as a social activity, with the family gathered at the table for meals and conversation, for the child with autism who is socially aloof or is distressed by social contact, meal time can be stressful. Such a child may want to leave the table or even the room when the family is all together, because the social demands of the situation are overwhelming. The mealtime behaviour in this case is not about food and eating but rather it is the social situation in which food is offered.
Play and Imagination
Children with autism usually have rigid and limited play patterns with a noticeable lack of imagination and creativity. They may repetitively line up toys, sort by colour, or collect various objects such as pieces of string or objects of a certain colour or shape. Intense attachment to these objects can occur with the child showing great distress if these objects are taken away or patterns disrupted. Children with autism may develop play patterns with their food, such as lining up food on the plate or table rather than eating it, sort food by shape or colour or even want to keep food with them as play objects, particularly if it is an interesting shape or texture such as triangular shaped biscuits or biscuits with numbers on them.
Ritualistic and Stereotyped Interests or Behaviours
Ritualistic and compulsive phenomena are common, such as touching compulsions and rigid routines for daily activities. There is often resistance to change in routine or the environment so that the child may become extremely distressed if, for example, a new route is taken going to pre-school, the furniture in the house is rearranged, or the child is given new clothes to wear. Resistance to change can account for the rejection of new foods, wanting to eat in only certain places, eating foods in a particular order that cannot change, or eating only one brand of a certain type of food from a particular container. Fascination with movement and close visual scrutiny of objects such as spinning the wheels on toys or examining the edge of a book, or pattern of spokes on a wheel is also common. Fascination with movement can account for plate spinning rather than the plate being there to place food on, or rapidly moving a fork or other cutlery in front of the eyes. Close visual scrutiny can account for preoccupied looking at the food, for example examining closely the grains in a slice of bread, the table edge, or pattern on a plate. These preoccupations can be so intense that the child actually forgets to eat the food on the plate he is studying or refuses to eat the food because of the pattern that has been made with it.
Associated features
Some children also have a range of sensory sensitivities that affect their ability to eat and enjoy new or different foods. For example, some children will reject food because of its texture, consistency, smell, taste, or temperature. Children may prefer to feel their food with their hands (tactile exploration) rather than eat it.
What can you do?
First, try to determine what might be causing the eating problem. Ask yourself these questions:
1. Is there an underlying medical or physical problem?
2. Has your child been experiencing difficulty swallowing food, does he/she have diarrhoea, has he/she been vomiting after eating, has there been a sudden loss of appetite? Go to the GP for a check up.
3. Is the eating difficulty part of a social interaction problem? Does the problem only occur when he/she is eating with other people? Is there an obsessive or ritualistic element to the eating of food or rejection of new food?
4. Does your child have any sensory sensitivities that help to explain the eating difficulty?
If you cannot answer these questions then a team approach involving a Speech Pathologist, OT, Dietician and Educational Advisor can help to ascertain whether your child:
- is at nutritional risk because of a limited diet
- has a sensory sensitivity
- has oral motor problems
- has a specific behavioural problem
- is reacting to you and your attitude to mealtimes
Members of the team will probably want to visit you at home to observe your child at mealtimes and talk with you about the eating problems he/she is having. In most cases children with autism are eating an adequate diet even though the range of foods eaten is small.
Depending on the cause of your child's eating problems, the following ideas may be helpful to change fussy eating habits, food refusal or "autistic" approaches to food:
- Limit food/drink which is calorie empty or nutritionally unhealthy (junk food)
- Offer appropriate serving sizes (not too much on the plate)
- Make food attractive (try different shapes, colours; e.g. cut bread into Telly Tubby or Thomas shapes)
- Offer new foods early in the day (not when child is tired or already full)
- Offer different/new foods when child is hungry / thirsty
- Involve child in food preparation if possible
- Grind vitamin and calcium supplements finely then add to food (e.g. can mix into peanut butter, jam or vegemite without altering the taste)
- Make a "super sauce" by putting vegetables in the blender and adding it to preferred foods e.g. spaghetti Bolognese – it disappears and does not change the texture of the food you add it to
- Have a preferred toy at hand so that it is played with rather than the food itself
- If the child persists in wanting to drink formula or milk the child usually grows out of this and in the meantime it remains an excellent food source (but remember
that milk/formula is just a small component of a balanced diet and is not sufficient on its own for a growing child)
To bring about change you need to:
- Be persistent and patient
- Be consistent (set time for meals)
- Have a routine (always sit at the table to eat)
- Always offer a non preferred food at each meal alongside what your chid prefers to eat
- Make gradual changes to taste, texture, flavour, smell and quantity of food
- Social stories about food and mealtimes may be helpful
There are some things that don't work if you want to change your child's eating and behaviour:
- Ignoring the behaviour will not make it go away
- Coaxing and pleading for your child to eat will fall on "deaf ears"
- Threats and punishment usually make things worse
- Force feeding may stop the child eating
- Always making a separate meal or multiple meals for your child with autism (the child quickly learns that he/she will be getting the preferred food and hold out for it)
Diet and eating problems in children are very distressing for many parents. This distress might even aggravate the child's difficult behaviour and contribute to mealtimes becoming a stress for the entire family, including siblings. At all costs, parents should avoid making mealtimes a battle zone. As long as the GP or dietician has confirmed that the child is thriving, then in reality his/her diet is adequate, even though it may be extremely odd or limited. This should reassure parents and give them permission to take a more relaxed approach to this aspect of their son or daughter's autism.
If the dietary problems are severe and are compromising healthy development, more intensive medical intervention might be indicated including the use of medications which lower anxiety and reduce obsessional behaviour.
Useful books:
- The art of hiding vegetables: sneaky ways to feed your children healthy food Authors: Karen Bali and Sally Childs
- Can't eat, Won't eat: dietary difficulties and autistic spectrum disorders www.nas.org.uk/nas/jsp/polopoly.jsp?d=424&a=4966
- Mealtime and Children on the Autism Spectrum: Beyond Picky, Fussy, and Fads www.iidc.indiana.edu/irca/Medical/mealtime.html | <urn:uuid:6ad6716f-0837-45b6-b32b-0dc471071b9a> | CC-MAIN-2019-26 | http://timeforafuture.com.au/factsheets/ASD%20and%20fussy%20eating.pdf | 2019-06-20T22:24:06Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00442.warc.gz | 174,159,096 | 2,343 | eng_Latn | eng_Latn | 0.997393 | eng_Latn | 0.997671 | [
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GRADE 9 LESSON 5:
REMEMBERING SOME OF THE PEOPLE IN WINNIPEG'S HISTORY
Topic: People who have been involved in Winnipeg's government.
CONTENT OUTCOMES
Students will…
Pathways
Recognize and describe some of the people involved in Winnipeg's City government.
PROBABLE VOCABULARY
Mayor aldermen
commemorate
Suggested vocabulary activity: Add any of these that are new toWord Wall
Alternative activity 3 Point Approach, Success for All Learners, p. 6.36
ACTIVATING OR INTRODUCTORY ACTIVITIES
Outcomes
Students will…
Pathways
Recognize and describe some of the people involved in Winnipeg's City government.
(a) How many names do you recognize? Word Splash (Gr. 9, Worksheet No. 6)
(b) How well do we honour the people from early City Council?
- Students check An Act of Imagination and list the names of the first mayor and members of council.
- Students check the index of street names for a modern map of Winnipeg to find out how many of these first people are commemorated in street names.
- Students check a list of Winnipeg school divisions in the yellow pages of the telephone book also. (The Winnipeg School Division no. 1 is the place to check for school names first.) Report your findings to the class.
- What do you think about the number who have places named after them?
Equipment:
- computer access and Pathways site
- map of Winnipeg
- Winnipeg Yellow pages
councillors biography
ACQUIRING
(a) Who were they?
- Students look up the notes on the website. Each student chooses one name from the following list and makes a trivia or jeopardy style question about the person chosen.
- Students play the game with their questions.
McDowell/Right to Vote
Pathways to Winnipeg History
Last rev. Nov./13
orWord Box.
Grade 9 Lessons
Lesson 5
(b) Students could try the Find the Person Quiz in Student Activities section.
(c) Through the years, Winnipeg has had many colourful characters elected to City Hall.
- Choose one of the following mayors and do a short biography about the person:
- Display your report or make a presentation on the mayor of your choice to the class.
Equipment:
- notes on Pathways
- Dictionary of Manitoba Biography
- Memorable Manitobans database <http://www.mhs.mb.ca/docs/people/>
- research form for a short biography (Gr. 9, Worksheet)
APPLYING:
(a) Students make a timeline of changes in voting rights in Winnipeg elections. (Check An Act of Imagination).
(b) Students prepare a poster with pictures of the present Winnipeg Mayor and City Councillors.
(c) Students do the Wordsearch - Find the Mayors of Winnipeg in Student Activities section. | <urn:uuid:2c8b2b95-907f-4c7f-96c1-588f0f476378> | CC-MAIN-2019-26 | https://winnipeg.ca/clerks/archives/Pathways/lessonplans/pdfs/G9_Lesson5.pdf | 2019-06-20T21:34:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00442.warc.gz | 651,449,581 | 597 | eng_Latn | eng_Latn | 0.989403 | eng_Latn | 0.994114 | [
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whole political
The Grand Duchy of Luxembourg, a free, independent and indivisible state, is a parliamentary democracy in the form of a constitutional monarchy.
Its whole political system is based on a Constitution dating from 1868, which has been revised many times over the decades. This Constitution establishes, first of all, the equality of citizens before the law. It also protects them against the State's power by guaranteeing them civil liberties and fundamental rights, such as individual liberty, protection of privacy, freedom of worship, the right of association, etc.
In addition, the separation of State powers limits abuses related to the exercise of its duties. There are three branches of State power: legislative power, the power to discuss and pass legislation; executive power, to implement legislation; and judicial power, the power to interpret the law and resolve disputes. Apart from this, the State has the monopoly of force and on raising taxes.
In Luxembourg, legislative power is exercised by the Chamber of Deputies, which represents the country. It is elected every 5 years by universal suffrage. The task of the 60 Members of Parliament is to pass legislation. Acts are first reviewed by the Council of State, which examines whether they are in accordance with the Constitution, international conventions and the general principles of law.
As Head of State, the Grand Duke is the holder of executive power. In practice, he delegates this authority to the government. The latter is formed based on the results of the legislative elections. Led by the Prime Minister, the government is responsible for managing the country's policies. This means that it has to draft legislation, implement the laws adopted by the Chamber of Deputies while also managing the day-to-day affairs of the State.
Finally, the judiciary, which is independent from the other branches of power, has the task of enforcing the law through the courts and tribunals. In addition to a Constitutional Court, which decides on the conformity of laws with the constitution, there are two other types of courts: the ordinary courts, which resolve civil disputes; and the administrative courts, which deal with appeals against the State authorities. | <urn:uuid:6f09be9e-8f55-417b-8dc1-bf49d2ed9092> | CC-MAIN-2019-26 | https://www.clae.lu/wp-content/uploads/2019/03/whole-political.pdf | 2019-06-20T21:38:04Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00445.warc.gz | 696,492,120 | 426 | eng_Latn | eng_Latn | 0.998402 | eng_Latn | 0.998402 | [
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Types Coral Reefs
The three principal reef types are:
- Fringing reef – this type is is directly attached to a shore, or borders it with an intervening shallow channel or lagoon.
- Barrier reef – a reef separated from a mainland or island shore by a deep channel or lagoon
- Atoll reef – this more or less circular or continuous barrier reef extends all the way around a lagoon without a central island.
Other reef types or variants are:
- Patch reef – this type is an isolated, comparatively small reef outcrop, usually within a lagoon or embayment, often circular and surrounded by sand or sea grass. Patch reefs are common.
- Apron reef – a short reef resembling a fringing reef, but more sloped; extending out and downward from a point or peninsular shore
- Bank reef – a linear or semicircular shaped-outline, larger than a patch reef
- Ribbon reef – a long, narrow, possibly winding reef, usually associated with an atoll lagoon
- Table reef – an isolated reef, approaching an atoll type, but without a lagoon
- Habili - this is a reef in the Red Sea that does not reach the surface near enough to cause visible surf, although it may be a hazard to ships (from the Arabic for "unborn").
- Microatoll – certain species of corals form communities called microatolls. The vertical growth of microatolls is limited by average tidal height. By analysing growth morphologies, microatolls offer a low-resolution record of patterns of sea level change. Fossilized microatolls can also be dated using radioactive carbon dating. Such methods have been used to reconstruct Holocene sea levels.
- Cays – are small, low-elevation, sandy islands formed on the surface of coral reefs. Material eroded from the reef piles up on parts of the reef or lagoon, forming an area above sea level. Plants can stabilize cays enough to become habitable by humans. Cays occur in tropical environments throughout the Pacific, Atlantic and Indian Oceans (including the Caribbean and on the Great Barrier Reef and Belize Barrier Reef), where they provide habitable and agricultural land for hundreds of thousands of people.
- When a coral reef cannot keep up with the sinking of a volcanic island, a seamount or guyot is formed. The tops of seamounts and guyots are below the surface. Seamounts are rounded at the top and guyots are flat. The flat top of the guyot, also called a tablemount, is due to erosion by waves, winds, and atmospheric processes. | <urn:uuid:3676435d-9c5f-4f23-803e-f9fb66a622b0> | CC-MAIN-2019-26 | https://etutoring.gayazahs.sc.ug/uploads/ebooks/1333466813.pdf | 2019-06-20T21:22:55Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00445.warc.gz | 420,657,846 | 532 | eng_Latn | eng_Latn | 0.998057 | eng_Latn | 0.998057 | [
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。
Establishing the Fourfold Faith (Part 3)
有一句話說：「一年之計在於春，一日之計在於晨。」我們不論過去在每一 天當中有過什麼樣的煩惱？或是什麼樣的人情世故讓我們的心不歡喜？那都 是已經過去了。就如同入春之後，寒冬所有一切的境界也都過去；從今天的 開始，那就是初春，那就是良辰。
As the saying goes, "Plan your year in the spring; plan your day at dawn." It does not matter if something troubled us yesterday, or if some interaction with someone disheartened us that is all in the past, just as winter is past when spring arrives. Everything will pass. Today is a new beginning just like the beginning of spring or the early morning.
所以每一天，我們都有這樣的心靈清新，所以我們常常說：「心寬念純。」 對啊！每一天打開心門，每一天注意我們的心念，讓它很單純。心靈的境界 ，時時讓他好像是在初春一般，一切的煩惱，都是要時時去除。
Every day we should have this sense of spiritual freshness. Be open in heart and pure in thought. That is so true! Every day, open your heart and be mindful of your every thought. Let them be simple and pure. Let your mind's landscape be like springtime, with all afflictions cleansed away.
所以我們在法譬如水這一段，我們應該要知道，水就是洗滌垢穢，無論是有 什麼樣的垢穢，只要有水，都能夠將它洗滌乾淨。就像我們的心若有法，什 麼樣的煩惱在我們的心中，只要心中有法，一切的煩惱都不存在。
That is why we say, "Dharma is like water." We all know that water washes away dirt and filth. Whatever the defilement, as long as there is water, we can wash it clean. If we keep the Dharma in our hearts, afflictions will not remain. With Dharma in our hearts, all afflictions will disappear.
所以，當我們對於他人若有了錯謬的觀念，我們要趕緊懺悔。做事情有了什 麼樣的過失，我們也要趕緊懺悔。若是有人批評我們如何，我們要趕緊反省 、懺悔。懺悔即清淨，能懺悔，一切的煩惱都能夠隨之消除。
So, if we harbour, misconceptions about others, we must repent right away. If we commit mistakes, we must repent right away. If others criticize us, we must quickly reflect and repent. To repent is to become purified. Repentance will eliminate all afflictions.
所以我們要以懺悔的力量，使我們內心去除種種的煩惱，納入種種的法。煩 惱要去除，法要增長，法水就如同我們慧命的精髓，慧命中的精髓如果沒有 增長，我們的慧命就不健康。就如同我們人體，如果失去了血液，那身體就 不會健康。所以要有懺悔，煩惱才能去除，法才能夠增長。
So we must use the power of repentance to cleanse our minds of afflictions, and let the Dharma grow in our hearts. Dharma-water is the essence of our Wisdomlife. If the essence does not flourish, then our Wisdom-life will not be healthy, just as the human body will become unhealthy if it loses blood. Therefore, we must repent so that we can eliminate afflictions and allow the Dharma to grow in our hearts.
Repent all the afflictions of the Four Consciousnesses. Then, merits will arise. Life after life we will expand the Four Minds of Impartiality and establish Fourfold Faith.
「四識」，什麼是四識呢？就是由「色、受、想、行」所生起的四種「識」 。
"The Four Consciousnesses." What are they? They are form, sensation, perception, and action.
「色」，就是我們的眼睛能夠看到、分別外面的境界，或是現在你的耳根對 著我的聲音，這都是識。之後你們的內心起了感受，無論是眼睛看到的感受 ，或是耳朵所聽到的感受，這都是意識去「緣」。有了「根」還一定要有「 識」，才會所感受；所以「色、受、想、行」…
Form is the external world that we perceive. Right now your ears hear my voice. This is consciousness at work. The resulting sensations, whether from the eyes or the ears are all connected to consciousness. The sense organs' functions, which depend on consciousness, are form, sensation, perception, and action.
我們若在外面接觸到了什麼樣的形形色色，讓我們起煩惱，也是我們的意識 去分別，這也是行蘊。這些行蘊實在是很微細，所以我們可以明白我們身體 的構造是如此的巧妙。就像有了這個眼根，當我們接觸到了外面的色塵，我 們心的意識就馬上指揮我們臉部的表情，這中間能夠把看到、一直到表情有 變化，這個過程串連起來的，就是這個「識」字。
We come into contact with various external things, causing afflictions to arise. This means our consciousness was discriminating, and is also the working of the Aggregate of Action. The Aggregate of Action can be very subtle. The workings of the human body are amazing. The eyes, for instance, are in touch with external sense objects. Our consciousness is immediately reflected in the expressions on our faces. The key is "consciousness".
不論你的心中有什麼樣的感受，總是在我們的身體上，就會有很微細的行動 表現出來。即使是一舉手，或是一投足，都是源自於我們內在的根，與這些
外面的境界接觸了，然後受到我們的「識」所指揮。所以這就是腦神經中意 識的作用。
No matter how we feel inside it is inevitably expressed, however subtly, in our every action, gesture, and movement. When external sense objects come into contact with our sense organs, it is consciousness that is in command, consciousness from neurons in the brain.
有一天我就問院長，我問說：「為什麼有的人容易發脾氣？有的人的習氣那 麼差？在你們神經科的研究，那到沒有什麼藥可以對治？」他回答我：「那 是因為基因、遺傳。」我又問說：「若是遺傳，是不是無法防治？」他說： 「有啊！可以，從環境來改變。人的習氣，若是一個脾氣很壞的人，無論用 什麼樣的藥都無法醫治；但若是在很多好的環境中，慢慢、慢慢，他就會一 直改變、改變，沒有機會發脾氣，久了就會成為習慣。這是師父你說的啊！ 」「對啊，你解釋一大堆，不都是我說的嗎！」
One day, I asked the Superintendent of Tzu Chi Hospital, "Why do some people easily become angry and have bad habits? From a neurological point of view, is there any way to cure it?" He answered, "It is genetic." I asked, "If it is genetic, then does that mean there is no remedy?" He said, "The answer is in the environment. A person's habits, for example having a bad temper, cannot be cured by any medicine. But in a good environment, the person can slowly change. If the person doesn't have reasons to be angry, then after a while, non-anger becomes habit. This is actually what you teach, Master." That's tight! His long explanation was actually what I had always taught.
Spiritual cultivation is to cultivate an open heart and pure thoughts. When consciousness interacts with external phenomena, if the mind can remain peaceful and calm, one will not create any negative karma.
是啊！佛學、科學、醫學，不都是一樣的道理嗎？所以我們的識，要好好的 培養，這都有環境可以培養。所以我們為什麼要修行？修行就是在叢林中， 在一個清規約束，人人要守清規；在一個清淨的環境當中，我們人人都要有 一顆清淨的心，清淨的人會合起來，自然就無污染，可以靜寂清澄，自然就 可以創造一個很美的境界。所以我們都說：「心寬念純，美善人生。」如此 簡單。
Indeed, science, medicine, and Buddhism, all provide the same answer. Therefore, we must carefully nurture our consciousness in a suitable environment. So why do we need spiritual cultivation? Spiritual cultivation is done in a monastery, an environment where everyone follows the pure monastic rules. In such a pure environment, we must maintain a pure mind. If everyone keeps his or her own mind pure, when we congregate there naturally won't be any defilements; we will be pure and tranquil. In that way, we can naturally create a beautiful environment for spiritual cultivation. This is why we say that an open heart and pure thoughts lead to a life of beauty and kindness. It is that simple.
其實我們修行，就是要修行在這種境界當中，要能夠心寬念純，自然我們的 意識，和外面的境界接觸，心都能很平靜，就沒有再造作惡業的機會。舊的 罪業懺悔去除，新的罪業不再覆蓋增加，所以這就是我們的心、識。
Indeed, the goal of our spiritual cultivation is cultivating an open heart and pure thoughts. Then, when our consciousness interacts with external conditions, we naturally keep a peaceful mind and do not create any more bad karma. We repent our past transgressions, and do not create new ones. This is how our mind and consciousness can be improved through good habits.
總而言之，就是習氣，我們對外境界的反應，都是因為一個習氣。
Our habits are just manifestations of our reactions to external conditions.
各位，「四識」帶給我們很多的煩惱，因為我們是凡夫，所以當我們的「根 」對著外面的「塵」－－這些境界的時候，就是會因為習氣驅策了「識」，
有了反應，而帶給我們無限的煩惱。所以我們學佛，最重要的就是要將「四 識」轉惡為善－－從惡的習氣轉為善的習氣。所以若能夠如此，這些煩惱去 除了，自然我們就可以生出功德。
Everyone, the Four Consciousnesses bring us many afflictions. Because we are ordinary beings, when our sense organs connect with sense objects, that contact may bring us countless afflictions. As we learn Buddha's way, the most important thing is to turn evil into goodness in the Four Consciousnesses. If we can do that, we can eliminate afflictions, and virtue and merits will naturally arise.
因為「功」就是「內修」；「德」就是「外行」。我們若能夠將「四識」顧 好，無論外面所接觸到的是什麼樣的境界，我們都能夠守好我們的心境、動 作、表情、聲色的表態，我們都能夠控制住，這就是我們在內心有用功。
"Merit" results from internal cultivation. "Virtue" manifests in our external practice. With the Four Consciousnesses, no matter what external conditions or situations we encounter, we can pay close attention to them. Our mental state is expressed in our actions and facial expressions, and in our tone of voice and body language. If we are in control, it means that we've worked diligently within to be humble.
所以內能自謙，就是不斷地縮小、縮小自己，能夠謙卑，就是縮小的意思； 我們人人將我們的心，若能夠好好地縮小，自然就有謙虛的心。謙就是小， 虛就是開闊－－我們若能虛，就是心能夠開闊，我們能夠善解包容，這就是 我們內心的功夫。
Humility is about minimizing the ego. If everyone can truly minimize the ego, then everyone will be modest and humble. Humility is about minimizing the self;
modesty is about opening our hearts. Being understanding and accommodating is the result of internal cultivation.
我們若是如此的謙虛、善解、包容，這樣表達出來，在做事情、待人的時候 ，給人的感覺又是如何呢？當然，就是「德相」－－給人有很好的印象、讓 人感受到很有修養、很有德行。
If we are modest, understanding, and accommodating, it is expressed in how we treat others and how we treat things. People will have a good impression of us. Of course, when one is well-cultivated it manifests outwardly as virtue.
所以只要我們將「四識」－－心和外面境界接觸的時候，能夠將應對的，由 壞的形象轉變為好的，若如此舊能夠去除煩惱，功德就生出來了，這是一個 互動。所以，我們內心能轉法輪，這叫做「法」。有法就能夠去轉外面的境 界，遇到不好的境界，就用我們的法去轉它，法若入心就是慧命，所以這就 是「功德」。
If the mind with Four Consciousnesses interacts with external conditions, turning evil into goodness, then afflictions are eliminated. Consequently, merits will arise. So, our minds can turn the wheels of Dharma when we are practicing the teachings. Then we can apply these teachings to transform negative external conditions. In so doing, the teachings enter our hearts, and our Wisdom-life will be enhanced. This is cultivating merits and virtue. Cultivate diligently within, so it manifests as virtue outwardly. When the mind connects with external phenomena, apply the teachings to transform all challenges. With the Four Consciousnesses, turn evil into good. As we eliminate all afflictions, our Wisdom-life is enhance and merits arise.
慧命、功德，是生生世世的，在我們過去、現在、到了未來不斷地累積。
Wisdom-life and merits last life after life, from past to present to future.
過去，論時間長的，可以說是在過去生；短的，也可以說是我剛才進來的時 候，這都是過去了。
The past includes remote events from past lives as well as things that just happened moments ago, like when I walked in.
現在，我們安住在現在，我現在說，你們現在聽，有沒有收進去？有收進去 了，下一個時刻就是要運用，這就是心得運用。
At this moments, we are mindful in the present. Now I am speaking and your listening. Have you taken it to heart? If you have, then you should apply it right away. You should take it to heart and put it into action.
所以未來修養的境就如何？你們的根、塵、識，面對外面的一切的時候，要 如何接觸、應對？那就要看自己。若聽入心，相信在人群相處上，一定互相 尊重、互相感恩，這樣過去不好的習氣馬上就轉過去了。
How will you practice in the future? The way that sense organs and consciousness interact with the external environment all depends on you. If you can take Dharma to heart and in your interactions with others always show respect and gratitude, then you have already carried out the Dharma.
若能如此就能夠「廣四等心，立四信業。」
If we can do that, we can have "the Four Minds of Impartiality" and "establish the Fourfold Faith".
什麼叫做「四等心」？應該大家還記得才對，四等心就是四無量心啊！什麼 叫做「四無量心」？大家知道嗎？就是「慈悲喜捨」。
What are the Four Minds of Impartiality? Everyone should still remember them; they are also known as the Four Immeasurables. What are they? Does everyone know? Kindness, Compassion, Joy and Equanimity.
什麼叫做「四等心」？意思就是說：「從所緣之境，謂之無量。」我們的根 、塵、識，從五蘊開始，到在與外面的境界接觸，所緣的很多很廣。所以我 常在說「時間、空間、人與人之間。」
What does "Four Minds of Impartiality" mean? It means that the established connections are immeasurable. Our sense organs, sense objects, consciousness and the Five Agregates interact with each other, making immeasurable connections. I often say that time is immeasurable.
要知道，時間無量，看我們的生命有多長，我們就有多少的時間。但是不是 我們生命結束時間就結束了？不是，時間還有未來的生生世世。在我們這一 生中，時間是不是沒有了？時間是無量數啊！我們生命的時間是結束了，但 是我們慧命的時間是永恆的，永恆的時間就是很長。
However, if we look at the length of our lives, we can say that we only have so much time. But does our time really end after this? It does not. Time will continue life after life. In this life, do we run out of time? Time is immeasurable; our physical life will come to an end, but our Wisdom-life will last. Everlasting time is just that.
空間呢？空間也是無量的，盡虛空、遍法界，也是很多。我們現在只是說我 們所緣的，在我們所緣的外面的境界。有的人他的空間很大，他的空間在哪 裡呢？遊覽、觀光、玩樂！無所事事，他的境界很大。這些境界他所緣過之 後，到底對他的人生，有什麼樣的成績累積下來嗎？有人說：「有啊！可以 開闊眼界。」是啊！但這些眼界在緣過之後，到底對於我們的人生，是不是 有入法呢？能夠入我們的法髓嗎？能入法髓才對我們的慧命有幫助，若是沒 有進入，那就是空過時間。
How about space? Very vast. It is the entire universe, so it is vast. Let's focus now on the connections we have come across and established with the outer world. Some people have established vast connections. How did they do that? They went
sightseeing, travelling, had fun or just were idle, so they made innumerable connections. Yet, after seeing and experiencing so much, did it bear any fruit in their lives? Some say, "Yes, I have expanded my horizons." "Fine!" Did the connections made allow the Dharma to truly enter one's life? Did one absorb the essence of the Dharma? Only by truly internalizing the Dharma, can we benefit our Wisdom-life. If we do not, then we are wasting our time.
時間所緣的境界，真的是無量啊！這叫做凡夫所緣的時間、空間的境界。
The conditions through time are truly infinite. These are the conditions that ordinary beings have connected with through time and space.
我們既然學佛，我們既然想要從凡夫地要成為菩薩，我們的目標是要到佛的 境界、覺悟的境界，那我們的「覺」一定要清清明明。就如剛才所說的，內 心的功要用功，才能夠成就外面的德。
Learning Buddha's teachings is about changing from an ordinary person to a Bodhisattva. Our goal is to attain Buddhahood, so our spiritual insights must be clear. As I mentioned before, we must cultivate internally as well as work diligently to manifest virtue outwardly.
我們不論以什麼樣的時間，要取得的，就是要對我們的慧命有所利用，這就 是慧命的糧食，這叫做「道糧」。道糧－－就是我們要活我們的慧命，我們 一定要有的道糧。所以道糧就是我們要在境界中吸收，所以我們所緣的境界 ，我們一定要把握時間、利用環境等等…讓我們能成長大慈，令我們的心能 夠發起「無緣大慈」。
Regardless of how much time it takes, we must acquire something that benefits our Wisdom-life. It is called Food for Wisdom-life. To feed our Wisdom-life we must have food to practice. So we must absorb these nutrients from our everyday environment. Therefore, in any given condition or moment we must use our environment to nurture our kindness.
所以「所緣」和「能起」就是培養慧命的道糧。這兩項「所」和「能」，「 所」就是我們要主動去那裡所緣的境，「能」就是我們從內心我們所要起的 心。看到這些境界，要思考到底我所起的是什麼樣的心？是起惡心？還是起 善念呢？所以這稱為「能」和「所」。
We should show great kindness even to strangers, The "object" and "subject" of a connection are the two terms regarding how we connect with the encountered objects. We must be mindful of how our thoughts arise in the mind when we encounter external conditions. What thoughts do we have? Is it an evil thought or a good thought? That is an example of "subject" and "object".
所以，所緣的境界無量，能起的心也無量，無論是善心或是惡念都一樣是無 量。但是學佛者，就是要學習大慈、大悲，所以我們所起的心念，就是大慈 、大悲、大喜、大捨，如此將人生的心境開闊了，那就是平等了。
So the conditions and connections are immeasurable. The arising mindsets are also immeasurable. Whether they are good thoughts or evil thoughts; they are immeasurable. Buddhist practitioners should have great kindness and great compassion. What arises in our hearts are great kindness, compassion, joy, equanimity. So, we may say that expanding our hearts is having the Mind of Impartiality.
人我不分，變成生命共同體，對人的愛，是一個大生命，所以自然「人傷我 痛、人苦我悲」，人人平等，所以這叫做「四等心」。
With no distinctions between the self and others, we are all one living entity. Our love for fellow human beings is the love for this great entity. We feel the pain and sorrow of others. Everyone is equal. That is called the Four Minds of Impartiality.
四等心就是四項平等的心，那就是在「能」、「所」之間，我們的心能去緣 那個境，但是要發什麼樣的心，就是要看我們自己。所以「能」、「所」若 能夠調和成為平等，那就是要從四無量心。
The Four Minds of Impartiality apply to the interaction of "subject" and "object". Our minds are capable of connecting with objects, but what kinds of mindsets arise
November 29, 2014
Subtitle Transcript
Saturday Night Dharma Group Study on SKYPE DaAi TV Wisdom at Dawn Dharma as Water
Establishing the Fourfold Faith (Part 3)
is up to us. This is our "subject" and "object". To truly practice equality, we start with the practice of the Four Immeasurables. In this practice we regard all sentient beings as equal. If there is no discrimination our minds can naturally remain calm. Thus, this world becomes the Pure Land.
各位，四無量心就是和大地一切眾生都是平等的，我們若無分別，自然我們 的心能夠常常平靜，這個世界就是淨土。期待我們人人各位的內心都是一片 淨土，內心要好好用功；對外面的人，要互相結好緣。大家要時時多用心啊 ！
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Summer Reading Activities Third grade
Attached to this sheet, you will find a reading log for the months of June, July and August. Your child should complete 15 minutes of reading each night this summer (yes, even on the weekends!). Please initial each square on the calendars to show that your child completed his/her reading assignment each night. All logs will need to be turned in on the first day of school. ☺
When your child is looking for good fit books to read, have them follow the I-PICK method:
1) I choose a book
2) P: What's my purpose for wanting to read this book?
3) I: Does it interest me?
4) C: Can I comprehend what I'm reading?
5) K: Do I know all the words? Can I read a whole page without missing 3-5 of the words?
I encourage you to also have your children join the summer reading program at the library this summer. Since they'll be reading nightly, they shouldn't have any problem meeting the prize goals!
As always, thank you for your support of St. Ambrose School. I hope you have a wonderful summer, and I look forward to meeting you all in the Fall.
Mrs. Elmore ☺
Please write the title of the book and parent initials in each space. ☺ This reading log will count as your first homework grade of the year.
June Reading Log
Name: ___________
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| 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| 24 | 25 | 26 | 27 | 28 | 29 | 30 |
Please write the title of the book and parent initials in each space. ☺ This reading log will count as your first homework grade of the year.
July Reading Log
| 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|
| 8 | 9 | 10 | 11 | 12 | 13 |
| 15 | 16 | 17 | 18 | 19 | 20 |
| 22 | 23 | 24 | 25 | 26 | 27 |
| 29 | 30 | 31 | | | |
Please write the title of the book and parent initials in each space. ☺ This reading log will count as your first homework grade of the year.
August Reading Log
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|---|---|---|---|---|---|
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| 12 | 13 | 14 | 15 | 16 | 17 |
| 19 | 20 | 21 | 22 | 23 | 24 |
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Thursday 16 th May, 2019
Dates:
22 May: BBC Incursion
28 May: 2.30pm Maths Afternoon
10 June: Queens Birthday Public Holiday
11 June:
Curriculum Day (Student Free day)
25 and 27 June:
Three Way Conferences
28 June: Last day of term. 230pm dismissal
Contact Us:
Buckingham Drive,
Rowville 3178
Phone:9764 5533
Fax:9764 3297
Email: heany.park.ps @edumail.vic.gov.au
Foundation Curriculum Newsletter Unit 3
Transdisciplinary Theme
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on human kind and the environment.
Central Idea:
Communities rely on people fulfilling different kinds of roles to function.
Key Concepts:
Function, Connection
An inquiry into:
- Various communities we belong to
- How communities are organised
- Roles of people that are members of our community
Learner Profile:
Knowledgeable, Caring
Approaches to Learning:
During this unit we will be working on developing the following skills:
Thinking Skills: Acquisition of knowledge
Self-Management: Safety Codes of Behaviour
Research Skills: Formulating questions, Collecting and Organising
Data
Communication Skills: Listening
Summative Task: By the end of the unit, Foundation students will be able to label a diagram of a community helper and explain what makes them important, their role, how they are different/same as us and identify what they require to fulfill their role in order to understand how communities rely on people fulfilling different kinds of roles to function.
Literacy
Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners are: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
Reading
In reading, the Foundation students will be revising single sounds and will then move into blends and digraphs. Students will be learning about different strategies they can use while reading, particularly how to selfcorrect their reading when what they have read doesn't make sense. Some of the strategies they will be learning about are cross-checking their reading with the picture, rereading the sentence if it doesn't make sense. Students will also be learning about how to summarise a text and report events in the correct sequence.
Writing
In writing, the Foundation students will be learning how to construct information reports. This will be closely linked to investigating the features of non-fiction texts such as the contents page, an index and labelled diagrams. Students will explore the structure of an information report and how to write a title and one or two simple facts related to their topic. In order to add to the depth of their writing, they will learn how to label diagrams to add more detail.
Numeracy
In Numeracy, the Foundation students will be exploring data and how to conduct surveys to answer yes/no questions. They
will take part in daily surveys which will serve as a basis for discussions about the data. Students will also learn how to represent data using pictographs and column graphs. Another key focus for our unit is ordinal number- which dictates the position of something in a list. | <urn:uuid:b11d6604-c6d6-41c1-a6aa-e3ef548b3707> | CC-MAIN-2019-26 | https://heanyparkps.vic.edu.au/wp-content/uploads/2019/05/Unit-3-Foundation-How-We-Organise-Oursleves-2019.pdf | 2019-06-20T22:11:57Z | crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00448.warc.gz | 470,593,386 | 709 | eng_Latn | eng_Latn | 0.993583 | eng_Latn | 0.997284 | [
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CMES Universal Pre-K's celebrate
" " Week! RANDOM ACTS OF KINDNESS
During the past week, the Universal Pre-K students at Center McMechen Elementary (CMES) have been practicing "Acts of Kindness" within their school and community. A primary focus of the preschool curriculum is learning how to work together, and learning how to become a member of their classroom, school, and community. Children are surrounded by positive role models at the CMES who are symbols of what a kind school represents.
We took the opportunity to work together to give back to our school and community by showing our appreciation for all they have given to us throughout this school year.
The students began their acts of kindness by giving back to their community. They made cards of kindness for local elderly residents of the Golden Towers facility (pictured is Taylor White handing out a card of kindness to a local Golden Towers resident).
They continued their acts of kindness, by creating a "Kindness Quilt" that they presented to Mr. Yoder, the school principal, as well as the staff of the CMES (pictured are the Universal Pre-K classes presenting the Kindness Quilt to Mr. Yoder, CMES principal). Our quilt is proudly displayed in the school hallway as a reminder that CMES is a kind school. We are greeted each morning with a friendly announcement to remind us of how kind our school, its staff and
principal are towards our school family.
For more information, please contact the teaching team of: Gretchen Wojtaszek and Paula Blake, Cntr. McMechen Pre-K Head Start 304.230.1182 email@example.com www.npheadstart.org | <urn:uuid:2b063146-403d-4b96-bfbe-6efaed613337> | CC-MAIN-2018-51 | http://www.npheadstart.org/uploads/89_CenterMcMechenElementarySchool-RandomActsofKindness2-2013.pdf | 2018-12-11T03:17:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00417.warc.gz | 442,326,927 | 350 | eng_Latn | eng_Latn | 0.998158 | eng_Latn | 0.998158 | [
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Bracken ETNS Anti-Bullying Policy
1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Bracken ETNS school has adopted the following anti-bullying policy within the framework of the school's overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
- A positive school culture and climate which -
o is welcoming of difference and diversity and is based on inclusivity;
o encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
o promotes respectful relationships across the school community;
- C/f attached Appendix 2
- Effective leadership;
- Key role of principal and teachers in creating a positive atmosphere, modelling behaviour, influencing attitudes and setting standards in dealing with bullying behaviour
- A school-wide approach;
- A high degree of school-wide vigilance and openness and the promotion of home-school-community links
- A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that-
o build empathy, respect and resilience in pupils; and
o explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
- Effective supervision and monitoring of pupils;
- Supports for staff;
- On-going professional development
- Anti-Bullying awareness on agenda of each staff meeting
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
- deliberate exclusion, malicious gossip and other forms of relational bullying,
- cyber-bullying and
- identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school's code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school's code of behaviour.
Additional information on different types of bullying is set out in Section 2 of the AntiBullying Procedures for Primary and Post-Primary Schools.
4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
Initially class teachers are responsible for investigation and dealing with bullying allegations.
The Deputy Principal is made aware of all incidences of bullying and advice sought. However, at the Deputy Principal's discretion the Principal is made aware of more serious or on-going incidences.
5. The education and prevention strategies (including strategies specifically aimed at cyberbullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
- Bullying Awareness Month each year
- On-going focus in curricular areas – eg. English, SPHE (RSE, Stay Safe, Walk Tall), ETP, Drama, ICT (Staying safe online)
- Development of social interaction skills through specific programmes (e.g. Time to Talk, Socially Speaking, Social Stories etc.) targeting children with SEN
- Incredible Years behaviour programme employed at Junior level
- Restorative Practice model modelled and taught at every class level
- Stop, Think and Do method of problem solving taught at every class level
- Show Racism the Red Card resources used
- Yellow Flag Programme
- Bullying Ambassadors trained
- Developing self-esteem through classroom interactions, small focus groups with targeted children, After-School clubs, curricular and extra-curricular programmes
- Ethical Core Curriculum – Specific lessons focused on identity-based bullying
- Focus on cyber-bullying and internet safey (e.g. Use of Webwise resources)
- Sustained focus on bullying awareness through the use of visual resources such as posters in general areas, the use of a "Drop Box" in each classroom, Principal's blog with a focus on bullying awareness, parent information talks
- Assembly – Information session and class presentations
6. The school's procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
Teachers are best advised to take a calm, unemotional problem solving approach when
dealing with incidents of bullying behaviour reported by pupils, staff or parents/guardians. Such incidents are best investigated outside the classroom situation (Anti-Bullying
to avoid public humiliation of the victim or the pupil engaged in bullying. Procedures for Primary and Post-Primary Schools 2013)
Rationale
The primary aim for the relevant teachers in investigation and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships for the parties involved (rather than to apportion blame);
All reports of bullying, including anonymous reports, no matter how trivial, are noted, investigated and dealt with by teachers. In that way pupils will gain confidence in 'telling'. This confidence factor is of vital importance.
Approach for dealing with Bullying Behaviour
- Children should discuss any incident of bullying behaviour with their parents/guardians, their class teacher, or another trusted adult in the school community. This is behaving responsibly and is not telling tales.
- Parents should talk to the class teacher if they have concerns about incidents of bullying behaviour which they might suspect or that have come to their attention through their children or other parents.
- Non-teaching staff should report any incident of bullying behaviour witnessed by them or disclosed to them, to the class teacher of the child or children concerned.
- Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
- It is very important that all involved understand the above approach from the outset.
Procedures for dealing with bullying behaviour
All incidents of bullying behaviour which are drawn to the attention of a teacher will be dealt with in the following manner:
1. Incidents are investigated outside of the classroom situation to ensure the privacy of all involved.
2. All interviews will be conducted with sensitivity and with due regard to the rights of all children involved. Pupils who are not directly involved can also provide useful information.
3. The teacher will interview all the children involved in the incident. However in a more serious incident of bullying (e.g.: gross misbehaviour or physical assault), the issue will be referred immediately to the Principal or Deputy Principal.
4. Interviews will be conducted using a problem-solving approach, in a calm, unemotional manner and seek answers to the questions: What? Where? When? Who? and Why?
5. The alleged victim and the alleged perpetrator/s of the incident will be spoken to and encouraged to solve the problem through the Restorative Practice approach.
6. In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils.
7. If a pupil has engaged in bullying behaviour, it will be made clear to him/her how s/he is in breach of the Code of Behaviour and the Anti-Bullying Policy. S/he will be encouraged to see the situation from the victim's point of view and where the incident is deemed to be minor a verbal warning will be given to stop the bullying behaviour. S/he will be expected to give a full apology.
8. A meeting involving the Principal or Deputy Principal and the parents/guardians of the victim/s or perpetrator will be convened. This provides an opportunity to discuss the incident and support the children involved.
9. Where the incident is deemed to be serious (e.g. serious misbehaviour or physical assault) the principal will be informed immediately and will take appropriate action. This will involve a formal meeting between the Principal, class teacher and parents/guardians.
10. Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect.
11. In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher will, as part of his/her professional judgement, take the following factors into account:
- Whether the bullying behaviour has ceased;
- Whether any issues between the parties have been resolved as far as is practicable;
- Whether the relationships between the parties have been restored as far as is practicable; and
- Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal
12. Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents will be referred, as appropriate,
to the school's complaints procedures;
13. In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school will advise the parents of their right to make a complaint to the Ombudsman for Children.
Recording
1. While all reports, including anonymous reports of bullying will be investigated and dealt with by the class teacher, the class teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same
2. If it is established by the relevant teacher that bullying has occurred, the relevant teacher will keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
3. Where appropriate, the alleged victim and the alleged perpetrator/s will be asked to write down any relevant details of the incident and these will be attached to the records.
4. The relevant teacher will use the recording template at Appendix 3 to record the bullying behaviour and a copy will be sent to the Principal.
5. Under Freedom of Information Act, the parents/guardians of the pupils involved may have access to these written accounts (names deleted)
6. The school will include the following steps in responding to bullying e.g. involvement of parents, sanctions (refer to Code of Behaviour), programmes with victims, bullies and their peers, whole school/class lessons to be taught dealing with respect, self-esteem, the issue of bullying etc., referring pupils who need specific support to NEPS or other services.
Bullying as part of a continuum of behaviour
In some cases where bullying behaviour is part of a continuum of behaviour rather than a stand-alone issue and may involve serious physical or sexual assault or harassment. Such cases are dealt with using appropriate linkages with the overall code of behaviour. Referral will be made to relevant external agenices and authorities where appropriate.
Referral of serious case of bullying to the HSE
In relation to bullying in schools, Children First National Guidance for the Protection and Welfare of Children 2011 (Children First) and the Child Protection
Procedures for Primary and Post-Primary Schools provide that in situations where "the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan"
Serious instances of bullying behaviour will, in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to the HSE Children and Family Services and/or Gardaí as appropriate.
The Child Protection Procedures for Primary and Post-Primary Schools also provide that where school personnel have concerns about a child but are not sure whether to report the matter to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.
7. The school's programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
Art therapy and play therapy are available in the school to help raise self-esteem and build resilience through the exploration of their thoughts and feelings.
The Imagination Gym programme is provided as an extra support.
A pastoral care person is assigned at each class level to provide extra support for both bullies and their victims.
A culture of openness is fostered throughout the school which facilities discussion and problemsolving.
Observers of bullying are encouraged to discuss this with teachers.
Following discussion and agreement with parents, in some cases children are referred to external agencies such as The Family Centre, Foróige, Jigsaw etc.
8. Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
9. Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
10. This policy was adopted by the Board of Management on ________________ [date].
11. This policy has been made available to school personnel, published on the school website and provided to the Parents' Association. A copy of this policy will be made available to the Department and the patron if requested.
12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents' Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Signed: ____________________________________ Signed: ___________________________
(Chairperson of Board of Management) (Principal)
Date: ______________ Date: __________________
Date of next review: _______________
Reference Section
- Anti-Bullying Procedures for Primary and Post-Primary Schools (2013)
- Developing a Code of behaviour: Guidelines for Schools, NEWB, 2008
- Stay Safe and Walk Tall Programmes
- Responding to Bullying. First Steps for Teachers. The Cool School Programme. NE Health Board
- Investigating and Resolving Bullying in Schools. The Cool School Programme. NE Health Board
- Stop it! Steps to Address Bullying. Wexford Education Network. Wexford Area Partnership. Phone: 053 23994
- Anti-Bullying Unit. Trinity College. Dr. Mona O Moore.
- Achieving Positive Behaviour. A Practical Guide. Patricia Dwyer. Marino
- Working Together for Positive Behaviour, Curriculum Development Unit, Mary Immaculate College, Limerick, 2006
- Working Together. Procedures and Policies for Positive Staff Relations. INTO, 2000
- Code of Practice on the Prevention of Workplace Bullying. HSA, 2002
- Circular 22/02 Appeals Procedures under Section 29 of the Education Act, 1998
- Education Act, 1998 Section 15 (2(d))
- Education (Welfare) Act, 2000 Section 23(1 -5), 24 (1-5)
- Management Board Members' Handbook. Revised 2007. CPSMA.
Appendix 1
Advice for Parents
Effects of Bullying
Bullying can affect pupils in many different ways. When pupils are bullied their lives may be made miserable. They may suffer injury. They may be unhappy about coming to school. They may lose self-confidence and self-esteem, blaming themselves for the bullying. Some children may experience stressful symptoms such as stomach aches and headaches, nightmares or panic attacks. (This form of unhappiness is likely to affect their concentration and learning). If unchallenged other pupils can learn that bullying is a quick and effective way of getting what they want.
Indications of Bullying Behaviour – Signs and Symptoms
The following signs/symptoms may suggest that a pupil is being bullied:
- Anxiety about travelling to and from school – requesting parents to drive or collect them, changing route of travel, avoiding regular times for travelling to and from school.
- Unwillingness to go to school, refusal to attend, mitching.
- Deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school.
- Pattern of physical illnesses (e.g. headaches, stomach aches).
- Unexplained changes either in mood or behaviour. It may be particularly noticeable before returning to school after weekends or more especially after long school holidays.
- Visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in sleeping, crying, not eating, vomiting, bed-wetting.
- Spontaneous out of character comments about either pupils or teachers.
- Possessions missing or damaged.
- Increased requests for money or stealing money.
- Unexplained bruising or cuts or damaged clothing.
- Reluctance and/or refusal to say what is troubling her/him.
Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in combination, these signs warrant investigation in order to establish what is affecting the child.
What to do if your child is being bullied
- Discuss the experience with your child to find out the precise details of what has happened.
- Reassure her/him what to do next – he may be able to suggest strategies for dealing with it.
- Encourage him/her to tell his teacher.
- Contact the school as soon as possible.
- Follow-up to ensure that the matter is dealt with and resolved.
- What to tell your child to do if someone they know is being bullied.
- Tell a teacher (privately if necessary).
- Tell his/her parents – they will contact the school.
- Talk to the person who is being bullied – you may be able to help him/her.
- Reject bullying behaviour among your friends – tell them that it is wrong to bully.
- Help the bullied person to get away from the situation.
- Know and follow the school code of discipline.
What to tell your child to do if he/she is being bullied.
- Tell the teacher immediately.
- Help the teacher to investigate it.
- Tell the bully to stop.
- Tell your parents when you get home.
- Tell a friend about what is happening.
Appendix 2
Practical tips for building a positive school culture and climate
The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.
Model respectful behaviour to all members of the school community at all times.
Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
Catch them being good - notice and acknowledge desired respectful behaviour by providing positive attention.
Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.
Explicitly teach pupils about the appropriate use of social media.
Positively encourage pupils to comply with the school rules on mobile phone and internet use.
Follow up and follow through with pupils who ignore the rules.
Actively involve parents and/or the Parents' Association in awareness raising campaigns around social media.
Actively promote the right of every member of the school community to be safe and secure in school.
Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
All staff can actively watch out for signs of bullying behaviour.
Ensure there is adequate playground/school yard/outdoor supervision.
School staff can get pupils to help them to identify bullying "hot spots" and "hot times" for bullying in the school.
o Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.
o Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classrooms.
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Consistent Breath Support For Artistic Musical Delivery
It is your mind, not your body, that is musical or unmusical
What is Artistic Musial Delivery?
You must have the perfect quality in mind or you will not sing it.
Breathing –
How does it affect artistry?
How can we develop it?
Exercises that build Breathing & Resonance to allow Freely Produced, Artistic Sound –
- Core Development – Begin to sing while sitting then slowly rise from the chair and note the core involvement. Lower body provides energy as core engages for breath energy.
- Relaxed Inhalation- Release jaw and breathe gently through the nose and mouth – feel the soft palate lift and relaxation in the throat.
- Vowels floating on a well-supported column of air- Use the sitting/rising exercise above while singing EE/AH/Oh exercise. In using the air effectively, we have freely produced, nonmanipulated sound and vowel delivery – the foundation of artistic musical delivery.
- Vowels floating on a well-supported column of air- Use the sitting/rising exercise above while singing EE/AH/Oh exercise. In using the air effectively, we have freely produced, nonmanipulated sound and vowel delivery – the foundation of artistic musical delivery.
Connecting Mind, Body and Voice to Create Artistry
- Plan/Choreograph your individual breathing or vocal skill helps into your own performance
- Consistently use the exercises and movement to reinforce – it takes time to reverse years of bad habits
- Allow the movement to reflect the artistry
We are born to sing!
We spend years training ourselves to manipulate our bodies in hopes of creating a more perfect musical delivery. Allowed the freedom to work, our bodies know how to produce beautiful sound. We just need to get out of the way!
E. Herbert Caesari, one of the most accepted authorities on teaching singing, said: "The subconscious mind knows exactly what to do, and how to do it. The conscious mind does not and will always mess up the voice if given the slightest chance." | <urn:uuid:34680cc5-a70c-4d14-afcd-135587b78387> | CC-MAIN-2018-51 | https://www.harmonycollege.org/uploads/1/8/1/7/18174915/consistentbreathsupport-paula_davis.pdf | 2018-12-11T02:18:38Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00417.warc.gz | 891,836,754 | 427 | eng_Latn | eng_Latn | 0.997735 | eng_Latn | 0.997939 | [
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THY KINGDOM COME
God Knows All About Me!
A simple idea for toddler groups… Knowing God
http://www.eden.co.uk/shop/god-knows-all-about-me-revised-4294638.html?site_ id=162595&adtype=pla&device=c&product_id=4294638&gclid=EAIaIQobChMIntKJ6_ yV2QIVCLXtCh0A0Qq5EAQYASABEgJycvD_BwE
The words of Psalm 139 are encased in this amazing book which I use regularly in all our toddler groups, many of which are attended by Muslims, Hindus, people of no faith and many more. The illustrations are amazingly appealing, and we act out the story during circle time. The power of repetition is great, and this page is my favourite...
This term we did a simple craft in our session – what makes you happy and what makes you sad – based on this book. A simple face on a paper plate with a hinged mouth they can turn a smile into a sad mouth – it was a great conversation starter and got the children and parents/carers thinking about what makes them happy and sad.
The message of the book is that no matter what, who or where we are – 'God knows all about me'!
Ideas for toddler groups - Zacchaeus
A suggested outline for a toddler group session based on the story of Zacchaeus – ideas from Daniel's Den and https://www.facebook.com/lettheirlightshine/
Background
The story of Zacchaeus is a wonderful example of friendship and hospitality – 2 key elements to any toddler group. It involves a little man (lots of little ones at toddler groups) who wanted to be a friend of Jesus.
Setting out the room
Every group has different ways to set out a room but here are some suggestions
Home corner
Set it up for a tea party …with cups, pretend food, teddies/ dolls, table chairs
Sensory play
You can use a Tuff tray or table and cover it with lots of green leaves/twigs etc. Magnifying glasses, tweezers can be used to explore the various leaves.
Playdough
You can print off and laminate the Zacchaeus playdough mats (find full sized versions at the end) and get people to make models of Zacchaeus trying to climb the tree. Or you can use the friendship playdough mats and encourage people to make models of their friends.
Ideas for toddler groups - Zacchaeus
Crafts – various suggestions you can choose from
1) Make a friendship tree
Each person who comes can decorate a leaf with their first name and add it to a tree (this could be a picture on the wall or a free-standing tree made from a small branch. This tree can be used in the retelling of the story.
2) Make Zacchaeus climbing up a tree (can be used as a visual aid in the story)
Visual aid idea to help you tell the story (this could also be a craft – use glue to attach leaves rather than staples)
Make a tree from a Pringle container
The tree is a Pringles container covered in brown construction paper with large leaves stapled around the top. It's important that the brown construction paper is taller than the Pringles container by about 4cm, so you have space to staple on the leaves. Also leave the lid on so that Zacchaeus doesn't fall inside while you are telling the story! The leaves were made from construction paper and lightweight card in two contrasting greens.
You can slide Zacchaeus up the tree trunk by blue tac-ing him to a piece of brown construction paper that has been folded and wound round the tree trunk and stapled to make a circular collar for the tree. This should be tight enough to stay in place and slide smoothly. When Zacchaeus has climbed the tree take him off the brown slider/collar and blue tac him in the leaves.
3) Make friendship biscuits
Decorate a gingerbread person to eat at snack time and one to take home to give to a friend
4) Make an invitation to invite someone to your group for a cup of tea.
Snacks
You could use gingerbread people biscuits or toast cut into the shapes of people – see above
Story
Here is an example and words that can be used … Zacchaeus
Luke 19:1-10
To tell the story – there are lots of actions that you can use during the story. Encourage the children and adults to join in with you. There is standing on tiptoe, looking, running and climbing.
Ideas for toddler groups - Zacchaeus
The story
Song
One day Jesus was walking through the town. There were crowds and crowds of people who all wanted to see Jesus as he went through their town. There were dads and mums and grandmas and granddads and little children and big children who all wanted to see Jesus. They had heard so many things about him. He could do amazing things that only God could do. He said things that they wanted to hear. Most of all they wanted to see Jesus that day. They stood by the roadside and waited.
There was someone else who also wanted to see Jesus that day. His name was Zacchaeus. He hadn't gone with all the mums and dads and grandmas and grandads and big children and little children. They didn't like him. He wasn't a very nice man. No one wanted to be his friend. He didn't want to be their friend either!
But he wanted to see Jesus. So, he tried to get to where he could see but he had a really big problem. He was just too short. Zacchaeus was little and so many of the mums, dads and grandmas and granddads were bigger than him! He stood on tip toe but still he couldn't see past all the mums, dads, grandmas, granddads, big children and little children.
What could he do? He started to run! He ran past the mums, dads, grandmas, grandads, big children and little children and he got to a big tree. He knew this was just what he needed. He began to climb the tree. Up and up and up into the branches and the leaves, carefully, carefully up and up until he was so high he could see.
Now coming along the road was Jesus. Zacchaeus could see him. He was walking nearer and nearer the tree. And then Jesus stopped. Jesus looked up into the tree. He looked right at Zacchaeus.
'Hello Zacchaeus' Jesus said, 'come down the tree, I'd like to come to your house!' Jesus wanted to be friends with Zacchaeus. He wanted to go to his house and spend time with him.
Zacchaeus hurried down the tree – down and down and down, maybe not quite so carefully because he was in a hurry! Through the leaves and down to right where Jesus was. Jesus wanted to be Zacchaeus' friend. Jesus knew that Zacchaeus hadn't been very nice, but that day Zacchaeus became friends with Jesus and he was sorry for being so unkind.
The Bible tells us that Jesus came to look for and find the lost – people who, just like Zacchaeus, want to be friends with Jesus.
Zacchaeus song – words can be printed out and children and adults love singing this
Zacchaeus was a very little man, And a very little man was he. He climbed up to a sycamore tree For the Saviour he wanted to see. And when Jesus passed that way He looked into the tree And said
"Now Zacchaeus, you come down, For I'm coming to your house for tea."
Follow up
Activities to do at church
1) The friendship tree can be used as part of a prayer room/ activity. People in the church can pray for each person named on the leaves. The tree can be carried into a prayer room and this brings the work of the toddler group into the presence fo the congregation (toddler groups can be easily forgotten or not seem part of belonging to the church). There can be leaves on the tree that are blank and people can pray for new people to come along to the toddler group and to become a friend of Jesus.
2) Invite the elderly/members of your church etc to your toddler group for a cup of tea and cake and share the singing time. This gives the opportunity to build friendships and break down barriers.
Activities to do at home
Make cakes together and share with friends and neighbours.
Other resources
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Ogdensburg Elementary School
The School Day Just Got Healthier!
Breakfast Begins: Sept. 6, 2018
Lunch Begins: Sept. 7, 2018
Did you know your child's school lunch includes a wide variety of fruits, vegetables, and whole grain-rich foods; fat-free or low-fat milk; appropriate meal portions designed for a child's age; and less saturated fat, sodium and zero trans fat? We take great pride in being able to offer your children healthier food choices so that they can fuel their bodies to get them through the school day and beyond! Here are some important facts about the school meals:
* The school breakfast and lunch are comprised of nutrient-dense, age-appropriate meals.
* Some highly active students, like athletes, may need more calories. Schools may offer second helpings of meal components including fruits and vegetables a-lacarte.
* School meals are required to meet the following sodium targets, which will remain in effect for the 2018-2019 School Year:
Breakfast
More milk options will be made available for those students who wish to have 1% low-fat flavored milk as an option as well as unflavored nonfat or low-fat milk varieties.
The Smart Snacks in School rules set limits on calories, fats, sugar and sodium and encourage the consumption of dairy, whole grains, protein, fruits and vegetables. No "empty calorie" foods will be offered a la carte. Please see the current year's price list on your website for pricing and selections.
For more information visit www.fns.usda.gov/healthierschoolday
We are happy to offer delicious and nutritious meals during the school day to your children. Making healthy choices and engaging in proper physical activity is a winning combination for a successful school year!
All meals include:
Grains/Breads* Meat/Meat Alternative Fruit / Juice / Vegetable Refreshing Milk
Students must choose at least 3 items–
All meals include: Grains/Breads* Meat/Meat Alternative Fruit/Juice Vegetables Refreshing Milk
Make sure 1 is a Fruit, Juice, or Vegetable!
Students must choose at least
3
of the components– Make sure
5
is a Fruit or Vegetable!
1
*Whole-Grain Rich
Meal Prices and Payments
Student Breakfast $1.50 Student Lunch $2.90
Reduced Breakfast $0.30 Reduced Lunch $0.40
Adult Breakfast: 1.90
Adult Lunch: 3.60
Cash, Check and online payments are accepted for Meals and A la carte purchases.
Visit the school website for online payments, www.payschoolscentral.com
Checks are to be made payable to: Ogdensburg Board of Education
Options for account management include low balance email notification and auto replenishment. Visit the schools website for the charging policy.
Free & Reduced Meals
Parents may apply at any time during the school year for Free or Reduced meals. Contact your school board office for an application or online on the district website.
Contact Information
Please visit your school website for our monthly menus, price lists, Cafeteria Connection newsletters and updates. For nutrition information, please visit: www.maschiofood.com.
If you have any questions, suggestions, or concerns please contact Jackie Woodward of Food Services at 973-973-8277126 Ext 121
We greatly appreciate your cooperation and look forward to a great year! | <urn:uuid:70f74919-efb7-4b3b-840a-089921186173> | CC-MAIN-2018-51 | https://www.obboe.org/wp-content/uploads/2018/08/REVISED-NSLP-Welcome-Letter-2018-Breakfast-and-Lunch-1.pdf | 2018-12-11T01:57:29Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00420.warc.gz | 972,097,403 | 706 | eng_Latn | eng_Latn | 0.996886 | eng_Latn | 0.996886 | [
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Bop-A-Lena
Count: 24 Wall: 2 Level: Beginner
___________________________________________________________________ ___
Choreographer: Hiroko Carlsson (Grafton, Australia) May 2018
Music: Bop-A-Lena / Artist: Ronnie Self Available on iTune
Please feel free to contact me if you need any further information.
(email@example.com)
When you hear - Oop-scooby-dooby-lena, go-gal-go. Bop-a-lena, bop-a – Dance starts!!
[S1] 2x Side Touch-Together (RL Diagonal), Rock Fwd-Back, Run Back LRL
Styling tips – Put your right arm up diagonally R side (1), Put your arms on your hips (2)
1 2 Face L diagonal (Facing 11:00 o'clock) touch R to right side, Turn back to 12:00 o'clock step R together
3 4 Face R diagonal (Facing 1:00 o'clock) touch L to right side, Turn back to 12:00 o'clock step L together
5&6 Rock/step R forward, Recover weight on L
Styling tips – Put your L arm up diagonally L side (3), Put your arms on your hips (4)
7&8 Run back L-R-L (12:00)
[S2] R Coaster Step, L Shuffle Fwd, Chase Turn Fwd, Run Fwd LRL
3&4 Shuffle forward L-R-L
1&2 Step R back, Step L next to R, Step R forward
5&6 Step R forward, Make a ½ turn left recover weight on L, Step R forward
7&8 Run forward L-R-L (6:00)
[S3] Monterey 1/4R, Monterey 1/4L, Box Step Cross w/ Toe Struts
3 4 Point L to left side, Make a ¼ turn left (on ball of R foot) step L together (6:00)
1 2 Point R to right side, Make a ¼ turn right (on ball of L foot) step R together (9:00)
5&6& Cross/touch R toe over L, Drop R heel, Step/touch back L toe, Drop L heel
7&8 Step/touch R toe to right side, Drop R heel, Cross L over R
Tag: End of Wall 2 (12:00) and Wall 5 (6:00) - Add 1 count
Styling tips - Put your R arm up diagonally R side (1), Put your arms on your hips (&)
1& Face L diagonal touch R to right side, Touch R together
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Student Activity 7b
For the cubic function 3 2 ( ) 2 2 f x x x x fill in the table below using the graph of the function. Mark the points on the graph.
( ) ( ) 1 h x f x Write ( ) h x in the form 3 2 ( ) h x ax bx cx d
.
Fill in the y values for ( ) h x using the fact that ( ) ( ) 1 h x f x
.
Plot the points for function ( ) h x and draw the graph of the function ( ), h x on the same axes and scales as the graph of ( ). f x
| x | f ( x) x32x2 x2 | h( x ) |
|---|---|---|
| -1.5 | | |
| -1 | | |
| -0.5 | | |
| 0 | | |
| 1.5 | | |
| 2 | | |
| 2.5 | | |
| | Real Roots of f(x) =0 | Turning points | Local Max. point |
|---|---|---|---|
| y f ( x) | | | |
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2007 NJAS "Daily News" STAFF APPLICATION
For NJAA members ages 14 to 21.
This new project is sponsored by the A-OK 2007 Committee and coordinated by Julie McMahon French. Shelly Sitton, PhD, Oklahoma State University Ag Communications, is serving as project advisor and experienced OSU Ag Comm students will work daily with the newspaper staff as project managers. Volunteer adults with professional communications experience will assist the NJAA newspaper staff.
PERSONAL INFORMATION Print information on this sheet.
NAME _________________________________________________________MEMBER CODE____________________
AGE _______ SCHOOL ___________________________________________LEVEL ____________________________
MAILING ADDRESS _______________________________________________________________________________
CITY ____________________________________STATE__________________________ ZIP _____________________
E-MAIL ADDRESS _________________________________________________________________________________
TELEPHONE (Home) (_______)_________________________ (Cell) (_______)_________________________
PARENT SIGNATURE OF PARTICIPATION APPROVAL _____________________________________________________
YOUR SCHEDULE AT NJAS Check the activities you are committed to in Tulsa. Jobs will be assigned on days and times that do not conflict with your schedule.
LEADERSHIP ROLES
____ NJAA Board ____ Host Committee ____ Candidate/ Delegate ____ Mentor ____ State Queen
CONTESTS, SHOWS & ACTIVITIES
Monday, July 2
____Queens' Tea ____Mentoring Mixer
Tuesday , July 3
____ Prepared Public Speaking ____Judging Contest ____ CAB Cook-Off
Wednesday, July 4
____Steers ____ Bred & Owned Cow/Calf Pairs ____ Owned Cow/Calf Pairs ____ Bred & Owned Bulls
____ Extemporaneous Public Speaking ____Team Sales ____Quiz Bowl
Thursday, July 5
____Bred & Owned Heifers ____Team Fitting Contest
Friday, July 6
____Owned Heifers ____Showmanship
Saturday, July 7
____Owned Heifers
____ I AM NOT INVOLVED IN SHOWS & CONTESTS and want to work on the “Daily News” staff each day.
____ I AM NOT ATTENDING THE SHOW and want to contribute to the “Daily News” as a correspondent from home. Apply for job descriptions marked with an asterisk. *
JOB DESCRIPTIONS
Print information on this sheet.
Rank your top three choices 1, 2, and 3. Check all other job descriptions that also interest you.
You will be working with others on a team with adult supervision. You can work in more than one job or department so that you can explore different tasks and skills. We will be careful to assign jobs on days and times that do not conflict with your schedule.
Some job descriptions will require a sample of your original work with your application. Please see next page.
EDITORIAL DEPARTMENT
____ Editor
____ General News Reporter
____ Feature Writer
____ Opinion Columnist*
____ "Dear Agnus" Humorous Advice Columnist*
____ Correspondent in the Field*
____ Daily Game "Search for the American Dream"
____ Daily Polltaker
____ State News Reporter
____ Typist
____ Proofreader
ART DEPARTMENT
____ Graphic Artist (Circle the Adobe systems in which you have skills: Photoshop In Design Illustrator)
____ Photographer
____ Cartoonist*
____ Puzzlemaker*(crossword, word search, etc.)
BUSINESS DEPARTMENT
____ Business Manager
____ Production Manager
____ Advertising Sales (You will be selling personal message ads to NJAS participants, parents and spectators.)
____ Administrative Assistant
____ Daily Distribution
I WILL BRING MY OWN LAPTOP COMPUTER ______ (Circle PC or Mac)
Your computer will be your responsibility at all times.
I WILL BRING MY OWN DIGITAL CAMERA _______
Your camera will be your responsibility at all times.
WORK SAMPLES
To apply for the specific jobs listed in each of the three departments below, follow the directions and create an original sample of your work. Attach each sample you create to your application.
EXAMPLE: If you are interested in working as an editor and/or any type of writer listed, send a writing sample.
If you ALSO wish to work as a photographer and a production manager, send three work samples: a writing sample, a photography sample and your answers for the business department situations.
If the job you are interested in is NOT specifically listed below, no work sample is required.
Please understand and accept that the work samples you submit are expected to be YOUR original work. Be honest when presenting samples of your skill level and experience. The project managers and professional volunteers will be on hand to help you learn and develop your talent through this project, but you must be able to DO the work yourself on site.
Your work samples are not being "GRADED." They will be used to make accurate and effective assignments of job responsibilities and some work samples submitted may be published in the 2007 issues of the "Daily News."
(1) EDITORIAL DEPARTMENT
EDITOR, NEWS REPORTER, FEATURE WRITER, COLUMNIST, CORRESPONDENT Interview an Angus breeder on what "The American Dream" means to them. Write a 250-500 word profile of the person which includes direct quotes. (Should be typed and double-spaced. Should be no more than two pages.)
(2) ART DEPARTMENT
PHOTOGRAPHER
Write a descriptive news-style caption for each photo.
On one sheet of 8.5 x 11 paper, print three different ACTION photos you have taken.
GRAPHIC DESIGNER
Write and design an 8.5 x 11 promotional flyer to recruit young people for NJAA membership. Go to www.njaa.info to research and select factual information you will include. Design the flyer in a clear, concise, artistic manner that conveys the benefits of membership which would make a person want to join.
CARTOONIST
On one sheet of 8.5 x 11 paper, draw a cartoon with a one-line caption that corresponds with the show theme "The American Dream." Your cartoon illustration may include cattle or other animals, people, a farm or show scene; but it does not HAVE to be cattle-oriented. It may be humorous, patriotic or political in nature and should appeal to the general audience of National Junior Angus Show participants, parents and spectators.
PUZZLEMAKER
On one sheet of 8.5 x 11 paper, build a crossword or word search puzzle using a variety of words that correspond to the theme "The American Dream."Other types of puzzles are acceptable as well, but must be suitable for the general audience of National Junior Angus Show participants, parents and spectators.
(3) BUSINESS DEPARTMENT
BUSINESS MANAGER OR PRODUCTION MANAGER
* Encourage a younger staff member to try to do something new.
On one sheet of 8.5 x 11 paper, briefly describe how you would use your skills and experience in these three situations:
* Motivate a group of teens who don't know each other to work together.
* Follow-up with a fellow staff member to ensure that a deadline is met.
RESUME
On one sheet of 8.5 x 11 paper, list in resume format your specific experience in each of the five areas listed below.
Remember, we just want to know you better and there are no right or wrong answers.
You may not have experience in all areas, and that's okay! List only those that apply to you.
If you have limited experience that's okay too! Just be specific about which areas you'd like to learn and practice new skills.
Please feel free to show your creativity and organizational skills in designing your resume page.
(1) CREATIVE EXPERIENCE
List your writing, photography, graphic design, and editing experience.
(2) SCHOOL AND COMMUNITY INVOLVEMENT
List your school, church, 4-H, FFA and other club or community work.
(3) ANGUS ASSOCIATION INVOLVEMENT
List your offices, participation, responsibilities, and activities.
(4) PERSONAL INTERESTS
List your hobbies, special talents and the school subjects that most interest you.
(5) MANAGEMENT EXPERIENCE
List experiences in which you have developed organizational and leadership skills.
PERSONAL REFERENCE
Ask a teacher, leader, advisor or employer to write a brief letter of reference on your behalf.
The letter can be a written on any size paper and included with your application.
The letter should cover your creative talent, work habits, organizational skills, attention to detail and ability to cooperate on a team project.
YOUR "DAILY NEWS" STAFF APPLICATION MUST BE SENT BY MAIL (NOT E-MAILED).
POSTMARK DEADLINE IS MAY 15.
(1) Attach all pages with with a large paper clip with the PERSONAL INFORMATION sheet on top. Do not fold the pages.
(2) Mail your application in a large envelope to:
Julie McMahon French 1262 Van Dyke Beaverton MI 48612
(3) Questions? Contact Julie French.
Phone: 989-435-2599
E-mail: firstname.lastname@example.org | <urn:uuid:da777248-e968-48a0-9f7f-fdf9ef7f7da4> | CC-MAIN-2018-51 | http://www.njas.info/archive_sites/2007/pdfs/DailyNewsStaffApp.pdf | 2018-12-11T03:05:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00420.warc.gz | 423,108,797 | 1,900 | eng_Latn | eng_Latn | 0.985357 | eng_Latn | 0.99728 | [
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Chapter 1 : three billy goats gruff | Words On A Limb
The Three Billy Goats Gruff (Norway). The Three Goats (Poland/Germany). How the Goats Came to Hessen (Germany). Once upon a time there were three billy goats, who were to go up to the hillside to make themselves fat, and the name of all three was "Gruff." On the way up was a bridge over a cascading.
The trip trapping of the three billy goats over the bridge to eat fresh lavish and green grass other side of the river. Can you hear the noise as they cross the bridge? The goats lived in a bleak field that extended alongside a riverbank. Hardly any grass grew there, but on the reverse side of the river the land was lavish and green. He decided to trot over the bridge and eat the grass on the other side. Up ahead he could see a lush field full of good things to eat. Well before he got to the other side, a loud roar came from beneath the bridge. The little billy goat Gruff stopped. The billy goats Gruff did not realize that it was an enchanted bridge. A brutal troll resided underneath it, eating up anyone who attempted to cross over to the other side. When he peered over the side, he could see the troll resting below with a fishing rod. The troll looked irritated and mean. He had a big red nose, wonky teeth and a shaggy black beard that was matted with knots. The smallest billy goat Gruff gulped, and then made a dash for the other side. The troll was on the bridge instantly. Just wait for my big brother. Finally he let the smallest billy goat Gruff go on his way. The middle billy goat Gruff noticed his small brother grazing in the lavish meadow on the other side of the bridge. The grass appeared green and appealing. He chose to cross the bridge, as well. The middle billy goat Gruff went trip-trap, trip-trap, trip-trap over the bridge. His belly rumbled when he smelled the fresh field in front. Beneath bridge, the troll heard every step. His eyes gleamed with pleasure. The troll jumped on to the bridge. The troll blocked the bridge. He pointed a rotten finger nail at the goat, his eyes filled with menace. The middle billy goat Gruff was equally as clever as his brother. Just watch for my big brother. The middle billy goat Gruff continued his way. The biggest billy goat Gruff craned his neck to check out how his brothers were faring. The goats were ambling lazily across the field on the reverse side of the river, eating their fill of green grass. The troll got excited when he saw the biggest billy goat Gruff crossing the bridge. The biggest billy goat Gruff went trip-trap, trip-trap, trip-trap over the bridge. He could not wait to have his very first mouthful of refreshing grass! The troll dropped his cutting knife and fork as the goat lowered his head and energized towards him. The biggest billy goat Gruff grabbed the troll with his horns and thrown him into the river. The three brothers witnessed the troll land with an massive splash, vanishing without a trace. The trip trapping of the three billy goats over the bridge.
Chapter 2 : Three Billy Goats Gruff
"Three Billy Goats Gruff" (Norwegian: De tre bukkene Bruse) is a Norwegian fairy tale. The fairy tale was collected by Peter Christen Asbjørnsen and Jørgen Moe in their Norske Folkeeventyr, first published between and
The Three Billy Goats Gruff Norway Once upon a time there were three billy goats, who were to go up to the hillside to make themselves fat, and the name of all three was "Gruff. So first of all came the youngest Billy Goat Gruff to cross the bridge. A little while after came the second Billy Goat Gruff to cross the bridge. Trip, trap, trip, trap, trip, trap, went the bridge. Wait a little till the big Billy Goat Gruff comes. Be off with you," said the troll. But just then up came the big Billy Goat Gruff. Trip, trap, trip, trap, trip, trap! The big Billy Goat Gruff ," said the billy goat, who had an ugly hoarse voice of his own. That was what the big billy goat said. And then he flew at the troll, and poked his eyes out with his horns, and crushed him to bits, body and bones, and tossed him out into the cascade, and after that he went up to the hillside. There the billy goats got so fat they were scarcely able to walk home again. George Routledge and Sons, n. Translation revised by D. The first had one little belly, the second had two little bellies, and the third had three little bellies. The one with one little belly was soon full and was the first to go home. But a wolf laid himself across the narrow mountain path and said, "Run! I am very skinny, but a goat will soon come who has two little bellies. He will fill you up. Then came the second goat, the one with two little bellies, and who was now full. The wolf said to him as well, "Run! I am only half meat, but a goat will soon come who has three little bellies, and who will fill you up completely. Then came the third goat, the one with three little bellies. He had finally gotten full. The wolf said to him, "Run! And there the poor rascal lay. He wanted the biggest and fattest mouthfull, but instead got nothing -- but pain. Verlag von Wilhelm Engelmann, , no. I have arbitrarily made them masculine. This fable is from Lusatia German Lausitz, which historically was centred on the Neisse and upper Spree rivers, and contained a mixed Slavic and German population. The eastern part of Lusatia now belongs to Poland, the western part to Germany. How the Goats Came to Hessen Germany In olden, olden times, the land of Hessen was surrounded by great forests which were inhabited by many wolves. Many a family of goats attempted to enter the land, but were torn apart by the bloodthirsty beasts. One day a weak little kid goat was making his way toward Hessen. He had hardly entered the forest before a wolf confronted him and wanted to tear him to pieces. Filled with fear, the little kid said, "My mother is coming too. The mother will be a better meal for my hungry stomach. Sure enough, soon afterward the mother goat appeared. The wolf was about to pounce on her, when she -- filled with fear -- said, "My husband is coming too. Wait to eat until he comes. He was about to spring on him and grab him by the throat when two things caught his attention: The wolf thought that he was loading his pistol, and he took to flight. Thus the first family of goats arrived happily in the land of Hessen. Their descendents have multiplied so much that Hessen now provides the neighboring lands with its surplus every year. Brockhaus, , v. Hessen also called Hesse is in west-central Germany. This story is from the town of Hemer.
Chapter 3 : The Billy Goats Gruff - Storynory
The Three Billy Goats Gruff [Stephen Carpenter] on calendrierdelascience.com *FREE* shipping on qualifying offers. This classic story is a favorite with toddlers, who will cheer on the three clever billy goats who outsmart a mean troll.
But a greedy old troll stands in their way and threatens to devour anything that sets foot on its path. So how can the goats safely cross the bridge? They must get clever, of course! The Three Witty Goats Gruff preserves the fun and charm of the beloved original, Three Billy Goats Gruff, while adding a new spin to this cautionary tale. With plenty of repetition and exciting dialogue, young readers are sure to join in on the adventure. Perfect for shared reading at home or in the classroom. Prior to television and radio, oral storytelling was the most effective way to entertain people. Three Billy Goats Gruff is a tale about three famished billy goats male goats who desperately want to get to a fresh field of grass that grows on the other side of a bridge. In most incarnations of the story, the three goats are brothers â€" youngest to eldest. In others, they are youngster, father and grandfather Gruff is used as their family name. As the story goes, under the bridge lives a greedy troll that threatens to eat anything that dares cross it. The eldest goat eventually knocks the wicked troll off the bridge with his mighty horns. The troll gets carried away by the stream and alas, the goats live happily ever after. Since its initial publication, there have been many different versions of this folk tale. When people retell a story, they sometimes make changes to bring it up to date or make it their own. In my adaptation I incorporated a female goat nanny. Although female goats have been used in previous editions of this tale, they have seldom, if ever, been featured as the heroine in the story. As well, I proposed an alternative way for the goats to solve their dilemma â€" instead of using force to subdue their bully, they use their wit to outmaneuver the greedy old troll. From an educational perspective, my book strives to enrich young readers in the area of literacy vocabulary-building and mathematics concepts of patterning, number sense and measurement , as well as encourages discussions about various themes, including overcoming obstacles, problem-solving, teamwork, unity, courage, greed and bullying. Feel free to share your comments and thoughts below.
Chapter 4 : The Three Billy Goats Gruff: Story & audio: The Fable Cottage
The Three Billy Goats Gruff A Norwegian story Once upon a time there were three Billy Goats Gruff; Little Billy Goat, Middle Sized Billy Goat and Great Big Billy Goat, who lived in a field in a green valley.
However, to get to the meadow, the 3 would have to cross over a bridge where a mean and ugly troll lurked beneath. Nonetheless, they all decide the venture would be worthwhile. The smallest of the 3 goats attempts to cross first. He encounters the troll, but convinces Summary: He encounters the troll, but convinces the troll to spare him on account that the next goat coming is bigger than he, and will therefore be more worthwhile to gobble up. The 2nd goat uses the same tactics as the first, and is also allowed to pass. It alas comes time for the 3rd and biggest Gruff to cross the bridge. The final Gruff then uses his 2 big horns to butt the troll into the river below, and in doing so, he was alas free to join his brothers, who had already indulged in the plentiful amount of grass the meadow had to offer. Overall, I enjoyed the traditional fantasy tale; however, I found the plot to be very repetitive and predictable. I also did not find the 4 characters in the story, the 3 billy goats or the mean, ugly troll, to be very inviting characters. I also did not enjoy that the 2 billy goats that crossed the bridge first, and who had both turned on their brother s who had yet to cross, got away with their convincing tales they told the troll without any reconciliation for their not-the-most-friendly tactics used to get across the bridge. Though I found the story to be very original and possess its own quality, it was the lack of demonstration of good morals and character traits that made me a little displeased with the plot as a whole. Furthermore, I found myself relating to the oldest and biggest Gruff, because he was disadvantaged, and had it not been for his bravery against the troll, he would have been gobbled up, while his selfish younger brothers were ravishing in the grassy meadow without a care in the world. Being the oldest child in my family, I found myself sometimes feeling disadvantaged growing up, because of my placement in the child line-up. Being the oldest, I was usually taken care of last, since I was assumed to be the most mature and most able to be patient, and I also found myself assuming more responsibilities than my younger siblings. In a similar manner, the oldest Gruff had to exhibit the most patience in crossing the bridge last and almost had to make the ultimate sacrifice because of what his younger brothers had told to the troll. Furthermore, though I was able to relate to the oldest Gruff, I overall found myself disliking too many elements of this book to give it any more than 3 stars. Students could work together in small groups to create a modern version of the story. Students would have to adapt the tale to 21st century times while staying true to the concept of the original story. By adapting this story to the modern day, students would be able to connect the story more to their personal lives and current trends that perhaps are more relatable than 3 goats and a troll. Students would also get practice in speaking and presentation skills, and incorporating the various necessary elements of a story, including characters, setting, plot, and problem and solution. I think this activity would be a good way to introduce the topic of bullying and after the plays are presented by each of the student groups a whole class discussion could take place regarding bullying in the classroom, in the school, and in the community and how bullying is not acceptable. The average interest level of the other versions was geared towards kindergarten, and the average lexile range was around With this in mind, I presume my version of the story would be suitable for kindergarteners and 1st graders. I would say this book would be a good read aloud option because of its minimal wording and corresponding pictures, and this book should be able to be read independently by those beginning reading in the 1st grade. This book offers much repetition of text, and would therefore support those students just beginning to read on their own.
Chapter 5 : The Three Billy Goats Gruff by Paul Galdone
Three billy goats want to cross the bridge to eat the lush green grass. A mean and nasty Troll lives under the bridge and wants to eat them. Will they cross the bridge or will the troll get them.
Plot[ edit ] The story introduces three male goats , sometimes identified as a youngster, father and grandfather, but more often described as brothers. In other adaptations, there is a baby or child goat, mama goat and papa goat. To do so, however, they must first cross a bridge , under which lives a fearsome and hideous troll , who is so territorial that he eats anyone who tries to cross the bridge. The smallest billy goat is the first to cross and is stopped abruptly by the troll who threatens to "gobble him up! The greedy troll agrees and lets the smallest goat cross. The medium-sized goat passes next. He is more cautious than his brother, but is also stopped by the troll and given the same threat. The second billy goat is allowed to cross as well after he tells the troll to wait for the biggest billy goat because he is the largest of the three. The third billy goat then gets on the bridge and is stopped by the hungry troll who threatens to devour him. However, the third billy goat challenges the troll and knocks him off the bridge with his horns. The troll falls into the stream and is carried away by the current. From then on the bridge is safe, and all three goats are able to go to the rich fields around the summer farm in the hills, and they all live happily ever after. Adaptations and cultural references[ edit ] Audiobooks[ edit ] Scholastic Corporation produced an audio recording in , with music composed and directed by Arthur Rubinstein , narrated by Bob Thomas , and cover illustration by Susan Blair and Ellen Appleby. TaleThings offers a storybook program "app" for iOS and Android mobile devices that is a humorous retelling of the classic tale. It features animated visuals and narration in any of six languages. Films[ edit ] In the Norwegian film Trollhunter , the titular character attempts to bait a troll by placing three goats on a bridge. A troll is guarding a bridge Graham needs to cross. The optimum solution to the puzzle is to lure a goat over to the bridge. Upon seeing the troll, the goat is angered, and butts it into the river below. The tale also comes into play during Magicland Dizzy A troll is guarding a bridge Dizzy needs to cross. He says the only way to cross is to give him 30 diamonds before kicking Dizzy in the air away from him, but this is a red herring, as there are 30 in the whole game with one behind him and many in the Ice Palace afterwards. The only solution to the puzzle, is to cut the rope holding the goat using the dagger, before hitting him with the stick to make him charge towards the troll. Along his way, the goat butts the troll into the air. The tale is also included in the video game Simon the Sorcerer In the video game The Elder Scrolls V: Skyrim , near a place called Purewater Run, there is a stone bridge near a waterfall. A game adaptation for tablets and mobile phones is developed by the Norwegian game studio Agens. The game was made with support from the Norwegian Film Institute in The ET Envoy is puzzled over the glee that children show over this "simple and boring" "lesson in tactics". Golden Books did a version of the story that was similar to the book. The only difference is that when the troll is washed away by the stream, he is later mentioned to have moved into a cave. The goats in this adaptation are represented by the protagonist as a child, a teenager and finally a middle-aged man. The story was nominated for a World Fantasy Award. This variant features a kid, its mother, and her husband. When the mother goat tells the troll to eat her husband instead of her, "the troll lost his appetite. The tale is the inspiration of Kevin P. The lyrics are usually understood to be "John Brown, bring him down; pull his body to the ground. Left him up, for long enough; let me be the Baby Gruff. It premiered there in and is making its North American debut in at the Aurora Theatre in Lawrenceville, Georgia. Television[ edit ] In , the TV show Aaahh!!! In this telling, the goats are represented by humans and the monster under the bridge is the main character of the story. In this, the story was given a twist in that the troll was presented as a tragic, cruelly maligned victim: Facts on File library of American literature.
Chapter 6 : Billy Goats | Disney Video
There were once three Billy Goats who lived in a meadow at the foot of a mountain, and their last name was Gruff. There was the Big Billy Goat Gruff, and the Middle-sized Billy Goat Gruff, and the Little Billy Goat Gruff.
This story is available in English , Spanish , French , German and Italian Once upon a time there were three billy goats. They lived in the mountains in a little goat-village called Goatstown. The three goats were brothers, but they were very different. The youngest brother was the smallest, the middle one was the fattest, and the oldest one was the strongest. Sometimes they eat chocolate cake for dessert, but usually they just eat more grass. During the summer, there was lots of tall, green grass in Goatstown. But in the winter, the mountains were covered in deep snow, and there was no grass anywhere. So the three goats decided to go down from the mountain and find the tall, green grass in the meadow on the other side of town. On the other side of the bridge was the tallest, greenest grass that the goats had ever seen. They stomped their feet and wiggled their tails. But the bridge was very long and very narrow. Only one goat could cross at a time. I will see if the bridge is safe! My name is Steve. I enjoy knitting and playing cards. My favorite colour is red, and my favorite foods are grass and chocolate cake. I am small and bony, and I taste like cabbage. But my brother is bigger and tastier than me. He is right behind me! His brothers saw him frolicking in the grass. If I can cross that bridge, then it is safe for you! The middle goat started walking. My name is Roger. I like to play the piano and sing opera. My favorite colour is yellow, and my favorite foods are grass and chocolate cake. If you eat me, I will taste like a fart. But my brother is much tastier. The big goat saw Steve and Roger playing in the grass. He did a little goat dance and made a funny goat sound. My name is Tony. I like to bake cookies and walk on the beach. My favorite colour is blue, and my favorite foods are grass and chocolate cake. He had hands as big as dinner plates. His feet were as long as loaves of bread. And the hair on his back was as thick as grass. The troll stretched and shook his hairy body, and growled: He stomped his feet. He lowered his horns. He hit the troll in the backside and knocked him off the bridge. Tony ran across the bridge safely, and joined his brothers. The three goats ate a big lunch of tall, green grass. They talked and laughed and played goat football in the meadowâ€"far from the cold winter snow. He was washed down the river and into the sea. He was never seen again.
Chapter 7 : The Three Billy Goats Gruff Book Review
Three billy goats, each with the same name (Gruff), are on the way up the hillside to eat grass and get fat. On the way they have to cross a bridge where a hungry troll lies in wait in the ravine.
Chapter 8 : The Three Billy-Goats Gruff
Watch amazing Animated Fairy Tales including The Three Little Pigs, Little Red Riding Hood, Sleeping Beauty, Rapunzel, The Gingerbread Man and many more. We hope you enjoy this new version of The.
Chapter 9 : The Three Billy Goats Gruff Short Story | Short Stories for Kids in English
To get to the lush hillside for grazing, the three billy goats have to go over a rickety bridge guarded by a big, ugly troll who dines on anything that dares to cross. The small billy goat gruff goes first and convinces the troll to wait for the next billy goat, who is much bigger and would make a better meal. | <urn:uuid:ee5b0d58-55b6-4140-b92c-8747dae7c718> | CC-MAIN-2018-51 | https://calendrierdelascience.com/the-three-billy-goats-gruff-92l70.pdf | 2018-12-11T03:19:48Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00419.warc.gz | 573,475,696 | 4,760 | eng_Latn | eng_Latn | 0.999305 | eng_Latn | 0.999484 | [
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