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ACROSS
3. To imprint or to walk heavily
5. Direction towards the front
7. Referring to your native country
10. Packet with sealable flap
12. A mailed box, envelope, or container that is often wrapped
14. Most important
15. Sent back
16. A water craft or to transport
17. Cargo carried by ship, truck, train, or plane
DOWN
1. A message sent without an envelope
2. Something to decipher or a computer language
4. The original container something comes in
6. Immediately or by tomorrow
8. Shaped like a ring
9. Addressee or person being awarded something
11. Continuing without stops
13. Message written on paper | <urn:uuid:510729e2-b232-4c3b-8a30-c0ef4437804b> | CC-MAIN-2018-51 | https://nebula.wsimg.com/45a171082ab7c0145f9a5772f55fdb09?AccessKeyId=5EA22CFB9803E8CCFFA5&disposition=0&alloworigin=1 | 2018-12-11T03:17:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00422.warc.gz | 692,814,176 | 153 | eng_Latn | eng_Latn | 0.997116 | eng_Latn | 0.997116 | [
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Reflection/reaction papers should be analytical and use a guiding idea and specific examples. Without a guiding idea, papers can seem unfocused, vague, and dull. Expectations for reaction papers might differ greatly, so always pay close attention to the prompt. Teachers may ask you to:
- Analyze the readings
- OR a combination of both
- Analyze your own experiences or views
Include a Guiding Idea:
A Thesis Statement is a claim that your argument/evidence will support in a research paper. For a Reflection Essay, you might not need to support a claim, but you should still preview the content of your paper with a Guiding Idea, a sentence near the beginning that mentions your central idea or main point.
Your guiding idea might describe:
1. How a reading or class discussion lead to a personal realization, deepened your understanding, or changed your perspective on a topic.
2. How a reading or topic covered in class has practical applications.
3. How a concept from class can be used to analyze a text, film, or situation.
Use Questions as Tools to Get Started & Develop a Guiding Idea:
Your teacher might give you question(s) to answer. Your answer can be your guiding idea. If your teacher hasn't given you a question, you can come up with your own question. Try using the ones below.
Analyzing the reading(s)
Ask yourself: How does the reading connect to specific ideas you have discussed in class?
- Do the author's idea challenge or complicate what came before?
- Were the author's ideas consistent with what others have found?
- What does this author emphasize that others miss? What does this author ignore that others emphasize?
Analyzing your own views
Ask yourself: What appealed to you? Why did an idea resonate with you?
- Do you have any personal experience that is relevant to the issue?
- Why did one idea/reading/concept stand out to you? Was anything surprising to you?
- Did the author describe something you already knew or felt but hadn't been able to articulate clearly? What did you like about the way the author described something?
Ask yourself: Why did you feel resistance to a certain idea or theory?
- What are the strengths and weaknesses of the main sides of the issue, as you see it?
- Were there some important ideas that the author left out?
- Did the author make any claims or observations that you disagree with? What evidence could you provide to support your opinion?
Ask yourself: Has your own perspective changed?
- Can you point to any specific moment/event/discussion/idea that contributed to changing your way of thinking?
- How, specifically, does your current perspective differ from what you thought before?
- Analyze your previously held views: Where did your views come from? Family? Cultural messages around you? Media?
Tip #1: Ask your Teachers for Clarification:
You might want to ask your teachers about their expectations for content, tone, and referencing sources.
Content and tone:
- Is it okay to use "I" language ("I"/"me") when describing my beliefs? What about when contrasting my opinion with the ideas of others?
- Is it okay for me to include personal stories to illustrate my opinion or as evidence?
Referring to sources and readings:
- Do I need to include in-text citations for readings? (Even if they're readings from the syllabus?) If so, what format should they be in? APA?
- How many readings from the course material should I mention?
- Do I need to include a References/Works Cited section? If so, what format should it be in? APA?
Tip #2: Be Specific and Limit Generalizations:
[Advice from Gina Bell:] Avoid vague impressions about a reading/issue as a whole; instead base everything you say on something specific, such as a quote, concept, or argument: refer to the specific details.
Generalization: Meditation is an important practice with many therapeutic applications. Something specific: Some patients might be resistant to trying meditation because of the misconception that they need special training to meditate.
Guiding Idea Examples:
Example: Reading "Why Zebras Don't Get Ulcers" has made me more aware of how our bodies pay the price for our negative thoughts which trigger our flight or fight response.
- This guiding idea focuses on how a class reading deepened understanding of a concept.
Example: The chapter gave me advice that will help me use visual media and cater to a variety of learning styles in my upcoming 4 th grade classroom takeover.
- This guiding idea is about how a reading or topic covered in class has practical applications.
Example: I used to think that mindfulness was useful for managing stress, but after reading the article I now realize that mindfulness can also help elementary school teachers create a communal classroom environment and manage behavioral issues.
- This guiding idea is about how a reading or topic covered in class has practical applications.
Example: In most movies I have seen with a character that has a mental illness, the artistic nature of the film tends to soften the rawness that comes along with mental illness. Unless the film is a documentary, this is almost always going to happen. It must be very difficult to align what the director and writer wants to do, and at the same time portray the exact symptoms of a mental illness. ~Natalie Alderson, AUSB peer writing tutor
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How to Read Labels to Avoid Food Allergens
US law requires that food labels clearly identify the source of ingredients derived from these eight major food allergens:
* Milk
* Peanut
* Wheat
* Soybean (Soya)
* Tree nut – the specific tree nut must be identified
* Egg
* Fish - the specific fish species must be identified
* Crustacean shellfish - the specific species must be identified (e.g. shrimp, lobster, crab).*
*Mollusks (e.g. clams, oysters, scallops) are not considered "major allergens" under US law, therefore are not necessarily identified on the labels.
Read the Entire Label (not just the list of ingredients because allergen statements may appear elsewhere) each and every time you purchase an item
Ingredients:
* The law only applies to the eight foods/food groups that are considered the "major allergens." If allergic to other foods (such as seeds, garlic or any others) you will need to call the manufacturer to know if ingredients labeled with non-specific terms such as "spice" or "natural flavoring" contain a food you are avoiding.
* Read the entire ingredient list including any "contains" or advisory statements and look specifically for those ingredients you need to avoid.
Unintentional ingredients and "May Contain" advisory statements:
* Some manufacturers choose to use advisory labeling to address the issue of unintentional ingredients. Look for advisory labeling such as "may contain [allergen]" or "produced in a facility that also produces [allergen]."
* The unintentional presence of ingredients due to contamination or cross contact in processing is not required to be listed on the product label.
* Beware: The words used may not reflect risk (for example, "in a facility" may not be safer than "may contain"). Avoid any product that contains an advisory statement for your allergen, regardless of the type of advisory statement used.
* As advisory labeling is voluntary, the absence of a advisory statement does not necessarily mean that there is no risk of cross contact.with allergen.
A Sample Chicken Soup Label with an Advisory Statement:
The ingredient list in the sample chicken soup label includes milk. This product label also carries an advisory statement- although the ingredient list does not indicate the presence of egg or wheat, the advisory statement indicates that there is a risk of cross contact with egg or wheat; therefore, this product would not be considered safe for those with milk, egg or wheat allergy
Ingredients: WATER, CHICKEN, RICE, MODIFIED CORN STARCH, CREAM (MILK), POTATO, CARROT, ONION, SPICES, SALT.
MAY CONTAIN EGG AND WHEAT
Disclaimer: These materials are not comprehensive and are meant to supplement a comprehensive care plan prescribed by a physician; treatment
© Consortium of Food Allergy Research NIAID Grant U19 AI 066738. Last updated: 1-14.
should not be based solely on its contents. The authors/sponsor are not responsible for adverse consequences associated with the use of these materials.
From: www.cofargroup.org
Kosher Pareve:
Although a product labeled OU Pareve or Kosher Pareve should not contain milk ingredients, the pareve certification is not a guarantee that the product is safe for those allergic to milk. Always read the label and call the manufacturer before assuming a product is safe.
Kosher Dairy:
The D following the circled U indicates that this product is considered a dairy food by kosher law and the product either contains a dairy ingredient, or the product does not contain a dairy ingredient but was made on equipment that also makes other products with dairy ingredients. This cracker is considered kosher dairy due to the potential for milk contamination in the product. This product and other Kosher Dairy products are not considered safe for those with milk allergy.
Ingredients: ENRICHED FLOUR (WHEAT FLOUR, NIACIN, REDUCED IRON, THIAMINE MONONITRATE [VITAMIN B1], RIBOFLAVIN [VITAMIN B2], FOLIC ACID), SOYBEAN OIL, SALT, PARTIALLY HYDROGENATED COTTONSEED OIL, BAKING SODA, MALTED BARLEY FLOUR, CALCIUM CARBONATE (SOURCE OF CALCIUM), YEAST.
MORE LABEL READING TIPS
Read the label each time: Ingredients change! Different brands of a product, such as bread, may have different ingredients.
Labeling laws DO NOT cover medications or cosmetics that could have food ingredients.
You may need to contact the manufacturer for more information about a product:
* To find out if ambiguous terms (e.g., "spices") could be the allergen you are avoiding if your allergen is not part of the labeling laws (e.g., sesame, garlic, etc, are not required to be on the label)
* To ask the manufacturer about cross contact risk.
o Manufacturers may be reluctant to reveal "secret ingredients"
o Ask specific questions such as: "My child is allergic to sesame; do the "spices" contain sesame?" instead of saying " What spices are used?"
RESOURCES
-Explore additional educational materials, for example, from Food Allergy Research & Education (www.foodallergy.org)
-This program has additional information sheets that you may find helpful, particularly about avoiding specific allergens
© Consortium of Food Allergy Research NIAID Grant U19 AI 066738. Last updated: 1-14.
should not be based solely on its contents. The authors/sponsor are not responsible for adverse consequences associated with the use of these
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by Laurie Young Sense, Sensation, and Satisfaction
flavor. Sugar, salt and fat are strategically used to dazzle your palate. Vitamins and fiber are then added as a health benefit. Much of what is sold on the front of packages is the illusion of an idyllic farm. But look at the list of ingredients, and in small print you'll see items so foreign to the way human beings have eaten throughout time, that the stuff inside could hardly have come from a garden.
The heat of summer brought my grandmother's garden to abundance every year. Suddenly, it seemed, we had more food than we could possibly eat. We harvested baskets of vegetables and cleaned them carefully while portioning some to share with neighbors. Alongside my mother, aunt and anyone else who stopped by to pitch in, we canned, cooked and shared stories. I remember dragging home heavy buckets of berries, shucking corn on the back porch, and my grandmother's kitchen table loaded with a huge, freshly cooked evening meal. At the end of the day, we were satisfyingly tired and well fed.
These days, not as many people garden in the way my grandmother did, harvesting enough food to feed a large family with plenty left over to store for winter use. And even though farmer's markets are full of just-picked vegetables and locally made goods, grocery stores are as busy in the summer as in winter. Why is it that now, more often than not, we eat the same meals year-round? Why do we order take-out and go to restaurants with the same standard menus? Why isn't our eating more driven by pleasure and instinct, more attuned to the seasons and a sense of place?
There are plenty of reasons. Maybe you're busy, can't or don't like to cook. Maybe you don't have the time or skills to plant and harvest your own garden or spend a day in the kitchen figuring out new seasonal recipes. Why bother anyway, when "healthy" food options are promoted in restaurants and on the front of most boxed quick meals? For many, shopping, cooking and healthy eating are chores to be gotten through as efficiently as possible to free up time for other things.
But consider this: while all those reasons may make rational sense, a far healthier approach is to choose your food in the way human beings have done throughout time, at least up until just recently. That is, through slow sensation rather than efficient logic or maximum convenience. It is by tasting, smelling, and savoring what we eat that we get the most pleasure and nourishment from it.
A diet full of processed foods presents a problem in this regard, however. Many of the meals you buy in boxes, including fast food and restaurant dishes (which likely also came from boxes), use chemicals to manipulate your senses and erase any true relationship from the place where those foods were grown. The unique and variable taste of fresh food is traded away for the controlled consistency of generic
VivaTysons | july – august2013
Real food—the kind that my grandmother grew and the kind you get at the farmer's market—is connected to the place and people who produce it. The distinct flavor of local honey, crunch of just-picked greens, earthiness of a carrot—this is the kind of freshness that feeds the senses, and our bodies
Baked Stuffed Tomatoes
Ingredients:
3 large tomatoes
1 cup baby leaf spinach, slivered
½ cup zucchini, shredded
¼ cup fresh parsley leaves, chopped
2 cloves garlic, minced
2 Tbsp. toasted pecan pieces
½ Tbsp. olive oil
salt & pepper to taste
Directions:
1) Slice tomatoes in half and remove tomato "meat," leaving a ½" shell. Place tomato meat in colander to drain.
2) Saute the rest of the ingredients together on medium high, long enough to remove the rawness but not enough to turn brown. Remove from heat and cool.
3) Mix the cooked ingredients with the tomato filling and stuff back in the tomato shells.
4) Place the stuffed tomatoes in a lightly greased baking dish. Cook in very hot oven (apx. 400 degrees) until the center of the tomatoes are steamy hot.
Recipe courtesy of: Bonita Woods Wellness Center vivatysons.com
34
are programmed to seek out nourishment in this way. Long before we were able to scientifically study and classify foods, nutrients, and calories we used our senses to discern what was good to eat and what might hurt us.
We desire, and if we have fed our bodies well, we want those things that not only give us immediate pleasure but also the lasting sensation of health, energy and vitality. This deeper form of nourishment applies to human connections that feed us too. In this way, my memories of harvesting vegetables, sharing stories and being in community feed me as surely as the meals from my grandmother's garden.
Late summer is one of the best times of year for re-connecting with your five common senses and letting sensation, rather than logic and convenience, guide how you feed yourself. Instead of struggling against your body's cravings, cultivate a new habit of giving in to healthy desire. Why make time to challenge and change the habitual ways in which you've fed yourself for many years? Following are good reasons to get out of your head and into your senses right now:
Summertime is Sensual by Nature
There is a lush, juicy warmth to the long summer season. As human animals, we become more aware of our bodies and nature, our skin and the sun. Gardens flourish, bearing ripe fruits and vegetables. Slow down to notice the texture and smell of your food as you select it, how it differs based on the environment you are in. As you prepare it, feel the rhythmic pace and sound of chop, chop, chopping fresh vegetables. Notice what it's like to slice into a ripe tomato from the farmer's market…one just off the vine that you know be full of flavor before you even taste it. Maybe that tomato is going into a salad, or perhaps you're making a salsa or you've found a recipe for homemade tomato sauce. Savor it slowly, and notice that fully giving yourself to the sensation of eating is the basis for true nourishment.
It's Easy to Eat More Vegetables
There are many disagreements within the field of nutrition, and advice changes over time. But on this one key point, everyone agrees: eat plenty of fruits and vegetables.
If you are not in the habit of finding creative ways to enjoy vegetables, then convenience can be key to changing how you eat. Here is an obvious way in which the senses override logic every time: vegetables have to taste good for you to eat enough of them to meet your recommended daily requirements. If they don't, you won't. So if you aren't eating vegetables because you think they don't taste good, then consider your source. A robust and flavorful dish as the result of your efforts is an important incentive. And vegetables taste better when they're freshly harvested and local. (See sidebar for a great recipe!)
You Become More Empowered
At first glance, it hardly seems a good use of free time to spend half a day at a farmer's market, working in a garden or in the kitchen with family and friends. But stepping back from habitual routine and efficiency to elevate health, nourishment, and connection with others is an empowering act. Doing so is a way of taking charge of your health—not only in terms of what you eat, but how you eat. No longer are impersonal food companies in charge of your palate, your body and your health. No longer do you have to shut down your senses to avoid noticing that much of what you eat is manufactured with ingredients and flavorings developed in a lab by companies that don't know you and who value quantity and profitability over quality and healthfulness.
By actively choosing to buy, cook and enjoy fresh, locally produced food, you have the possibility of re-connecting with your health at a sensual level. You take the first steps in recapturing the power and promise of trusting your body's sensations, allowing a yearning for fresh food to emerge and responding to a desire you can trust. And along the way, you learn the power of your common senses—touching, tasting, smelling, listening and seeing the abundance right here, all around us at every moment.
author: Laurie Young is a certified health counselor and owner of NutriCurious. She supports clients in developing individualized eating and health plans using practical tools and personalized coaching. She offers private sessions, and teams with other health practitioners to help clients Jump Start their Health through 6-week small group programs incorporating nutrition and movement. Learn more about her services at www.nutricurious.com or contact her directly at email@example.com.
Food Transformations and Miracles
My philosophy of health is focused on adding in enjoyable practices, new foods, and creative ways of thinking about nourishment. Following are two well-known authors who have done just that. By working with their hands in the earth and in the kitchen, both Pollan and Kingsolver reach a deeper understanding of their (and our) relationship to food, eating, health and nourishment.
Cooked: A Natural History of Transformation by Michael Pollan
"In Cooked, Michael Pollan explores the previously uncharted territory of his own kitchen. Here, he discovers the enduring power of the four classical elements—fire, water, air and earth—to transform the stuff of nature into delicious things to eat and drink….The reader learns alongside Pollan, but the lessons move beyond the practical vivatysons.com
to become an investigation of how cooking involves us in a web of social and ecological relationships….Reclaiming cooking as an act of enjoyment and self-reliance, learning to perform the magic of these everyday transformations opens the door to a more nourishing life.
Animal, Vegetable, Miracle: A Year of Food Life by Barbara Kingsolver
"In this lively account of a family's locavore year on their farm in Southern Appalachia, Barbara Kingsolver and her coauthors unearth the secret lives of vegetables and the unexpected satisfactions of knowing their food producers— and sometimes their dinner—on a first-name basis... Animal, Vegetable, Miracle makes a passionate case for putting the kitchen back at the center of family life, and diversified farms at the center of the American diet."
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"What's on the Web Safe for All Family Members - A Family Learning Approach to Building Digital Literacy Competences" (WOWSA) is a project funded by the Austrian National Agency under the Erasmus+ programme. It started the 1st of September 2020 and will last two years.
The project aims at providing key competences to parents to better promote the safe use of the Internet by all family members. To reach this objective, the WOWSA project partners have developed several resources:
1. Introduction to Pedagogy for Parents:
This training curriculum will provide parents with access to best practices in digital literacy for families and will provide guidelines for safe online use.
2. Digital Literacy Curriculum for Parents:
This training, lasting 48 hours (24h of face-to-face training and 24h of self-directed learning), will equip parents with an advanced level of digital, media and social media competences, before they take up the role of becoming primary e ducators within the family unit.
3. Family Learning Toolkit:
.
This toolkit comprises Comic Strips, Interactive Magazines and Audio Books for children, teenagers, young adults, and senior learners. The toolkit aims at providing all family members with the necessary knowledge to safely navigate the online world
4. In-Service Training Programme for Adult Educators:
This training programme will support trainers in the implementation process of the WOWSA resources targeting family members. It will provide them with the necessary skills to deliver the WOWSA training.
The final results of the project will be officially presented during the WOWSA Family Learning Symposiums which are due to take place in each partner country in June 2022. Stay tuned!
Would you like to get involved in the project? Contact the partner organisation in your country!
For more information, visit our website:
http://wowsa.eu/
Find us on Facebook (@wowsa.project) so that you don't miss any exciting updates about the WOWSA project!
AUSTRIA –email@example.com
IRELAND– firstname.lastname@example.org
PORTUGAL– email@example.com
CYPRUS– firstname.lastname@example.org
CZECH REPUBLIC –email@example.com
FRANCE– firstname.lastname@example.org
SLOVENIA– email@example.com
THE PROJECT GATHERS 7 PARTNERS FROM 7 DIFFERENT EU COUNTRIES:
InterAktion, Austria, project's coordinator 1
The Rural Hub, Ireland 2
Proportional Message, Portugal 3
Center for Social Innovation, Cyprus 4
REINTEGRA, Czech Republic 5
SOLUTION: Solidarité & Inclusion, France 6
DRPDNM: Drustvo Za Razvijanje Prostovoljnega Dela Novo Mesto, Slovenia 7
"The European Commission's support of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission can not be held responsible for any use which may be made of the information therein." Project Number: 2020-1-AT01-KA204-077958 | <urn:uuid:1ca80a9b-601d-4916-a1c2-fa0947d8978e> | CC-MAIN-2023-23 | https://wowsa.eu/wp-content/uploads/2022/02/WOWSA-Flyer-English-corrected.pdf | 2023-06-01T01:42:49+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00430.warc.gz | 707,472,284 | 651 | eng_Latn | eng_Latn | 0.793797 | eng_Latn | 0.985308 | [
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Teacher Mediated Writing Tasks Following Structured Academic Discussion
(Five-Minute Paragraph: Topic + One Supporting Sentence)
Five-Minute Paragraph Title: Reasons Teens Don't Get Sufficient Sleep
I'll do it… Major scaffolding: Teacher does all of the work.
Based on my experience, many adolescents don't get sufficient sleep because they stay up late watching television. After saying goodnight, they turn down the volume and watch their favorite shows until midnight or later without their parents being aware.
We'll do it… Moderate scaffolding: Teacher does half of the work.
From my perspective, many adolescents tend to lose critical hours of sleep on a regular basis due to poor eating habits. During the evening they drink caffeinated ______________________________ such as ______________________________ that make them feel ___________________ late at night instead of ________________.
You'll do it… Little to no scaffolding: Partners do nearly all of the work.
Based on my experience, many adolescents don't get sufficient sleep due to
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
You do it… No scaffolding: Individuals do all of the work.
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Population characteristics
With population characteristics and processes both the drivers and results of social and economic development processes and outcomes, it is imperative that a good understanding of a country's population dynamics provide the basis for informed decision-making, policy development and planning.
Figure 2: Household composition – number of usual members
Population and housing censuses provide the backbone of this information in most countries. But these 'snapshots' are taken only every five to ten years and so are not enough to inform policy and allow regular monitoring of development progress.
Regular household surveys, such as the 2013 Vanuatu DHS, address this data and information gap by providing high quality, up-to-date statistics and information in their own right, as well as providing the basis for the calculation of important development indicators. This survey provided more than a hundred such indicators, covering many development features of relevance to both national and international development agencies and conventions such as the Millennium Development Goals (MDGs), the International Conference on Population and Development (ICPD), the Convention on the Elimination of All forms of Discrimination Against Women (CEDAW), the United Nations General Assembly Special Session (UNGASS) and the United Nations Children's Fund (UNICEF), to name but a few that are included in this development snapshot.
The population of Vanuatu
A census is held in Vanuatu every ten years; the most recent Census was in 2009.
Vanuatu has a youthful population with about 40% of the population surveyed younger than 15 years of age (Fig. 1). The youthful population is a result of a continued high fertility rate, which also reflects a high population growth rate of 2.5% per year.
Household composition
The average household size comprises of about five members (4.9) (Fig. 2) which corresponds to the figure shown by the 2009 population and housing census; 6% of households are headed by women. In urban areas, some 11% of households have nine or more members compared to 6% for rural households.
p
As elsewhere throughout the Pacific, fosterhood is common in Vanuatu, with equal proportions of rural (26%) and urban households (26%) including foster and/or orphaned children. Seventeen per cent of children aged less than 18 years of age do not live with a biological parent.
The 2013 Vanuatu DHS provides useful information concerning socio-economic background characteristics, which may provide important contextual information for key demographic and health outcomes. These include education (such as attainment levels), economic well-being (illustrated through wealth quintiles) and basic household amenities, such as access to safe water, sanitation and household characteristics, such as household size. All of these factors are of critical importance, especially to infants and young children.
Educational level
Education is provided free in Vanuatu for primary education in government schools for children aged 6–13 years, and some schools allow enrolment from five years of age (Fig. 3).
Most people in Vanuatu do not progress past primary education, with 13.8% of females and 12.5% of males never having attended school; the latter is more pronounced in rural than urban areas. Furthermore, of those referring to primary education as their highest level of educational attainment, only 24.5% of men and 24.1% of women actually completed primary
school. Urban Vanuatu also has a much higher concentration of women (39.9%) and men (41.5%) with secondary education or higher, compared to rural areas (15.9% of males; 14.5% of females). Overall, there appear no major differences between the educational achievement of males and females in Vanuatu.
Net attendance ratio (NAR) measures the number of schoolage children who attend school. According to the 2013 Vanuatu DHS, the primary school NAR is 77%, while the secondary school NAR is only 24%.
Economic well-being
DHS Household information on assets allows the calculation of a wealth index, which provides a useful proxy measure describing the long-term standard of living of a household. It is not an absolute measure that can tell us if a household suffers hardships or lives in poverty. What it can tell us, however, is that a person living in a household in the second highest wealth quintile, for example, has a better socio-economic status than someone in a lower quintile, and a worse socio-economic status than someone in the highest wealth quintile.
Wealth is distributed very unevenly throughout the country, with wealth concentrated largely in urban areas. About 57% of the urban population are in the highest wealth quintile compared to just under 3% of the rural population. In contrast, 30% of rural households are in the lowest wealth quintile compared to none in urban areas (Fig.4).
Figure 4: Wealth quintiles
2.5%
Access to safe water and sanitation
Poor sanitation, coupled with unsafe water sources, can increase the risk of waterborne diseases and illnesses due to poor hygiene. Households without proper toilet facilities are more exposed to the risk of diseases like dysentery, diarrhoea, and typhoid fever than those with improved sanitation facilities.
Just under half (46%) of urban households have access to improved (and not shared) sanitation facilities, with the majority having to make do with non-improved facilities (shared facilities, flush or pour but not sewers/septic tanks/pit latrines, pit latrines without slab, no facility/bush). The picture is almost reversed in rural households, where access to improved sanitation facilities is much higher than in urban Vanuatu. This is because a major proportion of rural households (46%) has access to improved pit latrines (ventilated, and/or with slab) compared to only 7% in urban Vanuatu. The fact that 54% of urban households have access only to non-improved sanitation facility has some serious personal and environmental health implications, particularly in crowded urban environments (Fig. 5).
Access to safe drinking water
Overall, 91% of households have access to an improved source of drinking water. Urban households have greater access to piped water sources (99%) than rural households (88%).
Access to electricity
Around 32% of Vanuatu households have access to electricity; 86% in urban and 14% in rural Vanuatu.
Policy note
The broad base population referred to earlier is indicative of continued high fertility in Vanuatu, which translates into high population growth. A youthful population means continued and growing pressure on the government to provide education and employment opportunities, which will be outside the formal sector for most.
With many health outcomes determined by factors outside the health sector, and related to people's social and economic environment, their housing, and access to services and infrastructure (e.g. water and sanitation), it is worth remembering when comparing demographic and health patterns across the country, that 57% of the population in urban areas are in the top wealth quintile, compared to only 3% in rural Vanuatu; three out of every ten rural ni-Vanuatu people are represented in the lowest wealth quintile, compared to zero in the two urban centres.
While there appear to be no major differences between the educational achievement of males and females in Vanuatu, it is worth noting that while three out of every four men and women do not progress beyond primary education as their highest level of educational achievement, 50% of males and 51% of females have had none or incompleted primary education.
*For more detailed information on population caracteristics see chapters 2 and 3 in the 2013 Vanuatu DHS report. | <urn:uuid:aedcead6-be88-4bc1-b2df-552f219e62a9> | CC-MAIN-2018-51 | http://sdd.spc.int/en/resources/document-library?view=download&format=raw&fileId=26 | 2018-12-11T01:58:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376823550.42/warc/CC-MAIN-20181211015030-20181211040530-00422.warc.gz | 260,618,063 | 1,587 | eng_Latn | eng_Latn | 0.997317 | eng_Latn | 0.997645 | [
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Coastal Cattle & Cartwright Family Farms 2023 Field Trip SOLs
Our field trips directly reinforce numerous Virginia Foundation Blocks for PreSchoolers as well as SOL's for Kindergarteners. Several other educational concepts are addressed indirectly.
Pre-K4 Foundation Blocks
Math
#3 Measurement
#5 Data Collection & Statistics #6 Patterns & Relationships
Science
#1 Scientific Investigation, Reasoning & Logic
#5 Life Processes #7 Earth Pattern
#8 Recycling, Reusing & Conserving
Kindergarten
Science
K.1 Scientific Investigation
K.2 Senses
K.4 Physical Properties of Objects
K.6 Living Organisms
K.7 Plants & Animals
K.9 Simple Patterns In Everyday Life
K.10 Change Over Time
K.11 Recycling, Reusing & Conserving
History & Social Sciences
#2 History/Change Over Time
#3 Geography/Location #4 Geography/Descriptive
Words
#5 Economics/Work & Choices
#7 Civics/Citizenships
History & Social Sciences
K.2 Everyday Life of the Past and
Present
K.6 Economics: Jobs
K.7 Economics/Making Choices
Coastal Cattle & Cartwright Family Farms 2023 Field Trip SOLs
Our field trips directly reinforce concepts taught in the following first, second & third grade SOL's. Several other educational concepts are addressed indirectly.
First Grade
Science
1.1 Scientific Investigation, Reasoning & Logic
1.4 Life Processes, Plants
1.5 Life Processes, Animals
1.7 Earth Patterns, Cycles, & Change
1.8 Natural Resources
Second Grade
Science
2.1 Scientific Investigation, Reasoning & Logic
2.4 Life Processes, Plants and Animals
2.5 Living Systems, Plants and Animals
2.7 Weather and Seasonal Changes
2.8 Plants
Third Grade
Science
3.1 Scientific Investigation, Reasoning & Logic
3.4 Life Processes, Animals
3.5 Living Systems, Food Chains
3.7 Interrelationships in earth systems, Soil
3.8 Earth Patterns, Cycles and Change, Seasons
3.9 Interrelationships in earth systems, Water
3.11 Resources, Sun, Renewable, Nonrenewable
History & Social Sciences
1.7 Producers & Consumers
History & Social Sciences
2.2 American Indians - First Farmers
2.7 Resources, Natural, Human, Capital
2.9 People as Producers & Consumers
History & Social Sciences
3.7 Resources, Natural Human Capital; Producers, Consumers; Goods, Services
3.8 Economic Specialization,
Economic Interdependence
Coastal Cattle & Cartwright Family Farms
2023 Field Trip SOLs
Our field trips directly reinforce concepts taught in the following fourth, fifth, sixth, life science & biology SOL's. Several other educational concepts are addressed indirectly. | <urn:uuid:a736b88b-19db-4cf7-8627-afddf71a0c60> | CC-MAIN-2023-23 | https://www.coastalcattle.com/_files/ugd/8e13d2_9ca86771a8fd4a4a976ceb9058f05189.pdf | 2023-06-01T02:40:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00433.warc.gz | 772,237,900 | 606 | eng_Latn | eng_Latn | 0.706086 | eng_Latn | 0.680642 | [
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ACTIVITY BASED ENGAGEMENT 007 MAY 2019
RAKAU HOCKEY
As a fun and energising fast paced team activity, this game gets everyone running around, cheering for their team mates, and listening carefully to have their turn.
What age group is this appropriate for?
8 years and older
Where should it be done?
Inside or outside
What group size?
Teams of at least 7 per side
How much time is needed?
10 minutes to explain the purpose and rules 30-minute game (cycle through numbers so everyone has a turn)
Resources required:
Marker cones
6 long swimming pool noodles (pick two colours to mark the teams)
Bouncy or Inflatable Ball
A large safe space
Whistle (for facilitator)
Directions:
2) Create two teams of equal number and get both teams to line up next to each other. Give each player a number. This means there should be one of each number in both teams.
1) Create a rectangular playing area using marker cones, and create goals at the short ends of the playing area.
3) Have the two team's line up on the opposite sides of the playing area.
5) The facilitator will call out three numbers, and the players who have those numbers run to the center, and grab a noodle (that correlates with their team colour). They need to work together to hit the ball through the goal using the pool noodle. When a team gets a goal they reset the field and go back to the sideline.
4) Place the ball and the six noodles in the center of the playing area. Designate a colour and a goal for each team (matching the colours of the noodles).
6) Facilitator calls out another three numbers, repeating this process so everyone gets a turn.
Outcomes:
The young people quickly learn that they need to be listening in case their number is called out, and to work with their team mate to score a goal. What are the obstacles? What keeps them from getting easy goals? Relate this to the reality that in life even if we know our goals there may be things that try and stop us. Discuss what these things might be and how we can plan and focus to overcome them.
PURPOSE OF THE ACTIVITY:
EYES AND EARS ON THE GOAL
We all have roles and responsibilities, and when opportunities arise we need to take advantage of them. However, some young people do not get the same opportunities as others, and when they do get opportunities they may face challenges that prevent them from participating.
A fun game that has young people striving to score a goal, but before they can participate they need to be chosen (opportunity). Every round has different players (challenges) and sometimes their different skills, size; age (resource) may make it harder/easier for them to score.
For more information about the roles and responsibilities of The Office of the Children's Commissioner, visit our website at www.occ.org.nz | <urn:uuid:792b6642-d7f7-4137-bdb5-ca914a351dc3> | CC-MAIN-2023-23 | https://www.occ.org.nz/documents/585/ABE-007-Rakau-Hockey2.pdf | 2023-06-01T01:59:13+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00432.warc.gz | 1,000,522,598 | 604 | eng_Latn | eng_Latn | 0.998393 | eng_Latn | 0.998393 | [
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TOEFL Integrated writing task Sample 3
Reading passage (reading time 3 minutes)
Altruism is a sort of behavior in which an animal surrenders its own specific eagerness for that of another animal or gathering of animals. Altruism is the converse of selfishness; individuals performing benevolent acts get nothing for themselves. Examples of altruism abound, both among people and among different warm-blooded animals. Unselfish acts among individuals range from the giving of sustenance to outsiders to the endowment of body organs to relatives, and even to outsiders. Such acts are unselfish in that they advantage another, yet give little compensate to the one playing out the demonstration.
Frankly, various sorts of animals appear to surrender sustenance, or even their lives, to help distinctive people from their social occasion. The meerkat, which is a well-evolved animal that stays in tunnels in field regions of Africa, is frequently referred to for instance. In groups of meerkats, an individual goes about as a sentinel, standing to ensure and paying uncommon personality to predators while the others pursue sustenance or eat food they have obtained. If the sentinel meerkat sees a predator, for instance, a bird of prey moving nearer the groups, it gives an alert cry disturbing substitute meerkats to run and search for a safe house. By standing to ensure, the sentinel meerkat grabs nothing – it relinquishes food while the others eat, and it places itself in grave danger. After it issues an alert, it needs to escape alone, which may make it more at peril to a predator, since animals in groups are routinely prepared to coordinate to fight off a predator. So the unselfish sentinel conduct ensures the survival of various people from the meerkat's groups.
Transcript of the lecture:
Professor
You know, oftentimes in science, new disclosures drive us to reevaluate earlier feelings and suppositions. Moreover, a late examination of meerkats is having definitely this effect. The study investigated the meerkat's behavior immovably, extensively more almost than had ever been done some time as of late. Additionally, some intriguing things were found like about dietary examples it exhibited that customarily meerkats eat before they stand screen so the ones standing guard had a full stomach! Besides, think furthermore found that resulting to the sentinel is the first to see a predator coming, it's the well while in transit to escape in light of the way that it every now and again stands observe right around a passage, so it can run instantly into the passage in the wake of giving the caution. Alternate meerkats, the ones scattered about hunting down sustenance, are truly in more genuine risk. What's more, truth be told, different studies have proposed that when a animals makes a caution, the alert call may bring about the other group individuals either to assemble or else to move about rapidly, practices that may really draw the predator's consideration far from the guest, expanding that animals own particular odds of survival.
Furthermore, shouldn't something be said about individuals shouldn't something be said about some human demonstrations that may be viewed as selfless? How about we take an amazing case, uh, assume a man gives a kidney to a relative, or even to a complete outsider. An egotistical demonstration, isn't that so? However, doesn't the giver get gratefulness and endorsement from the outsider and from society? Doesn't the contributor pick up an expanded feeling of self-esteem? Couldn't such non-material prizes be viewed as exceptionally profitable to a few people?
Question:
Now summarize condense the points made in the lecture, compose your response and clarify how they provide a reason to feel ambiguous about the points made in the perusing passage.
Sample Answer:
The new revelations of science often force us to reevaluate our previous perceptions and suspicions and the late examination of meerkats is an example in this regard. The passage denotes that the behavior of meerkat is more diverse that it was imagined. The dietary habits also get changed based on their location. It is mentioned in that location that, the exhibitions of benevolence are nothing but the elusive ways to get hold of inclination. Apart from trust, sentinels enhance the risk in their lives. The educator says that the meerkat sentinels are entirely disposed to the outside risks. The alert sentinels transmit causes of social occasions that move negligently which draws the predator's thought towards them, in this manner drawing unendingly the thought from the sentinels.
The lecture disagrees with it in the way that meerkats are unselfish as they don't get anything consequent to their organizations. Researches indicated that they have a full stomach to play the "unselfish" commitment. They also have a prevalent shot to make tracks in the opposite way that enhances the risk. As they witness it, Proffer first offers a basic motivation which causes people to trust that exhibits. For example, using an organ or bestowing sustenance is charitable. People slowly obtain thankfulness which is an eventual outcome of the acts, which are regarded as basic. | <urn:uuid:26613006-e20f-4ed5-85a9-5f99a4e2b389> | CC-MAIN-2023-23 | http://institute.careerguide.com/wp-content/uploads/2022/08/1601178595TOEFL-Integrated-Task-4.pdf | 2023-06-01T02:22:23+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00435.warc.gz | 25,000,701 | 1,040 | eng_Latn | eng_Latn | 0.998197 | eng_Latn | 0.998197 | [
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Personal Fitness Merit Badge Workbook
This workbook can help you but you still need to read the merit badge pamphlet.
This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor. You still must satisfy your counselor that you can demonstrate each skill and have learned the information. You should use the work space provided for each requirement to keep track of which requirements have been completed, and to make notes for discussing the item with your counselor, not for providing full and complete answers. If a requirement says that you must take an action using words such as "discuss", "show", "tell", "explain", "demonstrate", "identify", etc, that is what you must do.
Merit Badge Counselors may not require the use of this or any similar workbooks.
No one may add or subtract from the official requirements found in Boy Scout Requirements (Pub. 33216 – SKU 637685).
The requirements were last issued or revised in 2015• This workbook was updated inJuly 2017.
Scout's Name: __________________________________________ Unit: __________________________________________
Counselor's Name: ______________________________________ Counselor's Phone No.: ___________________________
http://www.USScouts.Org• http://www.MeritBadge.Org
Please submit errors, omissions, comments or suggestions about this workbook to: firstname.lastname@example.org Comments or suggestions for changes to the requirements for the merit badge should be sent to: email@example.com
______________________________________________________________________________________________________________________________________________
Note: If meeting any of the requirements for this merit badge is against the Scout’s religious convictions, the requirement does not have to be done if the Scout’s parents and the proper religious advisors state in writing that to do so would be against religious convictions. The Scout's parents must also accept full responsibility for anything that might happen because of this exemption.
1. Do the following.
a. Before completing requirements 2 through 9, have your health-care practitioner give you a thorough examination using the Scout medical examination form.
Describe the examination.
Tell what questions the doctor asked about your health.
Workbook © Copyright 2017 - U.S. Scouting Service Project, Inc. - All Rights Reserved Requirements © Copyright, Boy Scouts of America (Used with permission.)
This workbook may be reproduced and used locally by Scouting volunteers for training purposes consistent with the programs of the Boy Scouts of America (BSA), the World Organization of the Scout Movement (WOSM) or other Scouting and Guiding
Organizations. However it may NOT be used or reproduced for electronic redistribution or for commercial or other non-Scouting purposes without the express permission of the U. S. Scouting Service Project, Inc. (USSSP).
Scout's Name: ________________________
Tell what health or medical recommendations the doctor made and report what you have done in response to the recommendations.
Recommendations:
Response:
Explain the following:
1. Why physical exams are important
2. Why preventive habits (such as exercising regularly) are important in maintaining good health, and how the use of tobacco products, alcohol, and other harmful substances can negatively affect our personal fitness.
Why preventive habits are important:
Effect of tobacco products, alcohol, and other harmful substances:
3. Diseases that can be prevented and how
4. The 7 warning signs of cancer:
1.
2.
3.
4.
5.
6.
7.
5. The youth risk factors that affect cardiovascular fitness in adulthood
b. Have a dental examination. Get a statement saying that your teeth have been checked and cared for.
Tell how to care for your teeth.
Scout's Name: ________________________
2. Explain to your merit badge counselor verbally or in writing what personal fitness means to you, including:
a. Components of personal fitness
b. Reasons for being fit in all components
c. What it means to be mentally healthy
d. What it means to be physically healthy and fit
e. What it means to be socially healthy.
Discuss your activity in the areas of healthy social fitness
Scout's Name: ________________________
f. What you can do to prevent social, emotional, or mental problems?
3.
With your counselor answer and discuss the following questions:
a. Are you free from all curable diseases?
Are you living in such a way that your risk of preventable diseases is minimized?
b. Are you immunized and vaccinated according to the advice of your health-care provider?
c. Do you understand the meaning of a nutritious diet and know why it is important for you?
Does your diet include foods from all food groups?
d. Are your body weight and composition what you would like them to be and do you know how to modify it safely through exercise, diet, and lifestyle?
e. Do you carry out daily activities without noticeable effort?
Do you have extra energy for other activities?
Scout's Name: ________________________
f. Are you free from habits relating to poor nutrition and the use of alcohol, tobacco, drugs, and other practices that could be harmful to your health?
Nutrition:
Alcohol:
Tobacco:
Drugs:
Other practices:
g. Do you participate in a regular exercise program or recreational activities?
h. Do you sleep well at night and wake up feeling ready to start the new day?
i. Are you actively involved in the religious organization of your choice, and do you participate in its youth activities?
j. Do you spend quality time with your family and friends in social and recreational activities?
k. Do you support family activities and efforts to maintain a good home life?
4. Explain the following about physical fitness:
a. The components of physical fitness
b. Your weakest and strongest component of physical fitness
c. The need to have a balance in all four components of physical fitness
d. How the components of personal fitness relate to the Scout Laws and Scout Oath
5. Explain the following about nutrition:
a. The importance of good nutrition
b. What good nutrition means to you
c. How good nutrition is related to the other components of personal fitness
d. The three components of a sound weight (fat) control program
1.
2.
3.
Scout's Name: ________________________
6. Before doing requirements 7 and 8, complete the aerobic fitness, flexibility, and muscular strength tests along with the body composition evaluation as described in the Personal Fitness merit badge pamphlet. Record your results and identify those areas where you feel you need to improve.
Aerobic Fitness Test
Record your performance on ONE of the following tests:
Need to improve?
a. Run/walk as far as you can as fast as you can in nine minutes
b. Run/walk 1 mile as fast as you can
Flexibility Test
Sit and Reach - Using a sit-and-reach box constructed according to specifications in the
Personal Fitnessmerit badge pamphlet, make four repetitions and record
the fourth reach. This last reach must be held steady for 15 seconds to
qualify. (Remember to keep your knees down.)
Strength Tests
You must do the sit-ups exercise and one other (either push-ups or pull-ups).
You may also do all three for extra experience and benefit.
a. Sit-ups Record the number of sit-ups done correctly in 60 seconds. The sit-ups must be done in the form explained and illustrated in the Personal Fitness merit badge pamphlet.
b. Pull-Ups
Record the total number of pull-ups completed correctly in 60 seconds. Be consistent with the procedures presented in the Personal Fitness merit badge pamphlet.
c. Push-Ups
Record the total number of push-ups completed correctly in 60 seconds. Be consistent with the procedures presented in the Personal Fitness merit badge pamphlet.
Body Composition Evaluation
Calculate your BMI and determine your BMI percentile.
BMI percentile.
7. Outline a 12-week physical fitness program using the results of your physical fitness tests. Be sure your program incorporates the endurance, intensity, and warm-up guidelines discussed in the Personal Fitness merit badge pamphlet. Before beginning your exercises, have the program approved by your counselor and parents.
Warm-up:
Aerobic Exercises:
Strength Exercises:
Flexibility Exercises:
Cool-Down:
Scout's Name: ________________________
8. Complete the physical fitness program you outlined in requirement 7. Keep a log of your fitness program activity (how long you exercised; how far you ran, swam, or biked; how many exercise repetitions you completed; your exercise heart rate; etc.). Repeat the aerobic fitness, muscular strength, and flexibility tests every two weeks and record your results. After the 12th week, repeat all of the required activities in each of the three test categories, record your results, and show improvement in each one. For the body composition evaluation, compare and analyze your preprogram and postprogram body composition measurements. Discuss the meaning and benefit of your experience, and describe your long-term plans regarding your personal fitness.
FITNESS MEASUREMENTS
Test Results
Initial
Results
12 Week
Goals
Week
2
Week
4
Week
6
Week
8
Week
10
Week
12
Change
Date
Aerobic Fitness
9 Min. Run/walk-or-
1 mi. Run/walk (time)
Flexibility
Flexibility Reach (cm)
Strength
Sit-ups in 60 sec
Pull-ups in 60 sec-or-
Push-ups in 60 sec
Body Composition
BMI percentile
Discuss the meaning and benefit of your experience, and describe your long-term plans regarding your personal fitness.
Scout's Name: ________________________
9. Find out about three career opportunities in personal fitness.
1.
2.
3.
Pick one and explain how to prepare for such a career.
Discuss with your counselor what education and training are required, and explain why this profession might interest you. Education
Training
Why this profession might interest you.
NOTE TO USERS: The wording of requirements 6 and 8 in the 2015 Boy Scout Requirements booklet differs from the wording of those requirements in the current Personal Fitness merit badge pamphlet. The pamphlet also contains new requirements for the Aerobic Fitness, Flexibility, and Strength Tests and a “Body Composition Evaluation” which replaced the former “Body Composition Test”.
The details of those tests, which are referenced in requirements 6 and 8, no longer appear in the Boy Scout Requirements booklet. Since the details of the tests are integral to the requirements, this workbook uses the wording of requirements 6 and 8 from the merit badge pamphlet, in lieu of the wording in the booklet.
When working on merit badges, Scouts and Scouters should be aware of some vital information in the current edition of the Guide to Advancement (BSA publication 33088). Important excerpts from that publication can be downloaded from http://usscouts.org/advance/docs/GTA-Excerpts-meritbadges.pdf.
You can download a complete copy of the Guide to Advancement from http://www.scouting.org/filestore/pdf/33088.pdf.
Personal Fitness - Merit Badge Workbook
Page. 10 of 13
SAMPLE FITNES S P RO GRA M A C TIVITY L O G (Page 1)
Day
Fitness Program Activity & Notes
Distance Duration Repetitions Heart Rate
Week 1
Week 2
Week 3
Week 4
SAMPLE FITNES S P RO GRA M A C TIVITY L O G (Page 3)
Day
Fitness Program Activity & Notes
Distance Duration Repetitions Heart Rate
Week 9
Week 10
Week 11
Week 12 | <urn:uuid:e035223e-5f4b-4595-bf89-85624dabaac8> | CC-MAIN-2023-23 | http://scoutmaster.org/usscouts/mb/worksheets/old/Personal-Fitness-15.pdf | 2023-06-01T03:23:36+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00432.warc.gz | 39,993,645 | 2,412 | eng_Latn | eng_Latn | 0.859349 | eng_Latn | 0.9978 | [
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Structuring Accessible Learning Materials
The way you structure and present your learning materials has a significant impact on how accessible they are to your learners, whatever medium or file format you choose. Content that is structured into appropriate sub-sections and organised logically will be easier to navigate regardless of how it is accessed, but it is important to create the structure by using styles rather than merely formatting to alter the visual appearance. Further guidance is available at the links below:
Introduction to Structuring Documents
Accessible Word 2007 Documents
It is also worth considering that certain file formats are more accessible than others: for example, HTML web pages separate style from content allowing users to change the font size or background colour (far more easily than, say, a PDF document).
In providing content to learners, ensure that filenames and headings are consistent to avoid confusion and make it easy for learners to find and select the appropriate file. Providing materials online, in advance, gives learners greater opportunity to fully access materials and reduces the need for individual adjustments.
Structure
- Avoid using formatting alone to structure your document; for example, do not identify headings simply by using bold type. Instead, use styles, such as "Heading 1", "Heading 2" etc. in Microsoft Word, or <h1>, <h2> etc. in web pages.
- Break up longer materials into smaller chunks where possible, and where it is not include aides to navigation such as linked tables of contents (these can be generated automatically in Microsoft Word), links and anchors in web pages or links to jump to particular slides in presentations.
- Separate style from content where possible, for example, by using styles in Microsoft Word or cascading style sheets (CSS) in web pages.
- Description of tables should be undertaken in approximately the following order:
o Authorial intention/learning objectives – title of table
o Type of table – chronological, quantitative
o Major components – subjects, axes, values
o Saliencies/Trends – major findings (unless the object is for the student to define these).
Appearance
- Ensure clear, readable fonts are used consistently: avoid gimmicky fonts and stick to those recommended for easy reading (sans serif fonts such as Arial, Tahoma and Verdana).
- To make text more generally accessible, consider slightly larger font (e.g. 14pt) and use wider line spacing.
- Use left-aligned paragraph styles which leave text 'ragged' on the right, rather than justified styles which are aligned to both left and right margins. Users are more likely to skip lines or lose their place in the text if it is justified.
http://learning.cf.ac.uk/inclusive-curriculum/technology-and-accessible-learningmaterials/structuring-accessible-learning-materials/ | <urn:uuid:eec1d662-22fe-43cc-bcdd-fc06de9f4921> | CC-MAIN-2023-23 | https://www.cardiff.ac.uk/__data/assets/pdf_file/0015/531321/Structuring-Accessible-Learning-Materials..pdf | 2023-06-01T03:24:13+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00438.warc.gz | 744,979,661 | 557 | eng_Latn | eng_Latn | 0.992536 | eng_Latn | 0.994624 | [
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Holiday Homework
Class VIII
ENGLISH :
1) Read the chapter ' The Dawn Wall'. Prepare a colorful booklet on the life of Tommy Caldwell under the given heads:
* Birthplace and its description
* Passion
* Problem faced and how did he overcome it
* Achievements
* Experience of climbing Dawn wall
2) Watch any one of the given English movies -
Wonder
Charlie and the chocolate factory
Matilda
Home alone
Jungle book
Finding Nemo
Harry Potter and the sorcerer's stone
Witches
The parent trap
Free willy
Mary Poppins The karate kid ET the extra territorial Tom Sawyer
Write about its
* setting
* Characters
* Main problem
* Solution
* Conclusion
SCIENCE:
1. Do the questions of 'Crop production' in your Science copies.
2. Plant seedlings of any medicinal plant, take care of them, and find out their use in daily life.
Also, send the photos during the plantation.
3. Take an earthen pot and make compost in it by using kitchen waste and dry leaves.
HISTORY & GEOGRAPHY:
1.Write the Fundamental Rights and Fundamental Duties from the constitution.
2.Write about all governor-general of India during the British period and about their policies in brief.
3. Make a PowerPoint Presentation on the effect of climate change on the human lifestyle. For instance; eating
habits, Sleeping cycle, various diseases, etc.
4. A rendezvous with Delhi! There is something that makes Delhi different from other Cities. Make a ppt on the buildings, customs, language, clothes, climate, and cuisine of Delhi.
5. Collect information about your project subtopic.
COMPUTER: Explorer about new Input and Output devices (2 each), collect pictures, and write about them(make a document/PPT)
ART: Make one doodle art (Mandala) in your art file. | <urn:uuid:06926104-20b6-4cb1-a3ce-f3aa7d61822c> | CC-MAIN-2023-23 | https://www.jbnssociety.org/image/data/jba/HW/Summer%20HW%202021/Class%20VIII.pdf | 2023-06-01T01:31:14+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00438.warc.gz | 896,599,848 | 390 | eng_Latn | eng_Latn | 0.991092 | eng_Latn | 0.99199 | [
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Computing
Intent
At Vale school we recognise that technology is a part of our children's daily lives and that it supports our children in many ways; as a means of communication, to make practical tasks easier, to share information, to gain information about the wider world and as a leisure skill. We understand the vital accessibility opportunities technology can provide for our children and we know that finding the right balance with technology is the key to an effective education and healthy lifestyle. We aim to prepare our children for their future lives by teaching them how to use technology positively, responsibly and safely. We want our children to understand that there is always a choice with using technology and as a school we model the positive use of technology. Our children and young people learn to use basic control technology and some may access coding.
Implementation
Our school has developed a bespoke computing curriculum that is adapted to meet the needs of our children. Computing is taught as a discrete subject for children at the Emerging and Functional level and all our children use technology across the whole curriculum. Children and young people use basic control technology which includes Smart screens, desktops, IPADS, microwaves, blenders and ovens which is essential as a life skill for everyday living. Children at the engagement and sensory level access technology through eye gaze devices, touch screens and switches throughout the school day.
Impact
As a result of the provision above, children at Vale School will be the best they can be and:
- enjoy and value the computing curriculum we deliver
- be fluent with a range of tools to best express their understanding
- have the independence and confidence to choose the best tool to fulfil tasks and challenges they encounter
- be able to demonstrate their learning through lessons outcomes
- understand, as far as they can, how to use technology responsibly and safely as part of their everyday lives.
This is evidenced through: observations, learning walks, reviewing children' knowledge and skills, PSP targets; identifying meeting of related EHCP outcomes and any other relevant methods. | <urn:uuid:3ef23f6e-7872-4670-9d9a-290b1b49e2e4> | CC-MAIN-2023-23 | https://www.vale.haringey.sch.uk/files.php?force&file=1677251565557_Computing_at_Vale_School.pdf | 2023-06-01T01:38:22+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00440.warc.gz | 1,133,829,513 | 404 | eng_Latn | eng_Latn | 0.997253 | eng_Latn | 0.997253 | [
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Transition to College -Taking Care of Yourself
Leaving for college marks a major transition in most students' life; leaving home, leaving high school, leaving old friends can become very stressful. Arriving to college signifies momentous changes; exploring a new place, making new friends, learning new things, and making your own decision. The more you are prepared is the more ready you are to confront new pressures. College can be hard; the courses are at a higher level than high school and materials are presented at a faster rate. Give yourself an opportunity to adjust gradually to the new academic demands. Look for courses that will be harder and others that will be less intense. In other words, you want to balance your classes and not choose all difficult classes together.
You are responsible for managing your money and taking care of your health. Getting enough sleep, eating well, and generally taking care of yourself, will give you enough energy to enjoy what college has to offer without having to be stressed and burned out. Let us look at some points to better help you take care of your health.
Find Time for Sleep
- Sleep is often overlooked, but it is very important.
- Try to get at least 6-8 hours of sleep nightly.
- The mind/body rejuvenates at rest and enough sleep will help you feel refreshed and relaxed in the morning.
Eat at Least 3 Meals a Day
- Work in healthful snacks such as fruits and vegetables between meals. This will keep your blood sugar stable.
- You can eat foods such as peanuts, raisins, carrots etc. These foods will give your body the vitamins it needs to function.
- Don't forget to eat breakfast. Most important meal of the day. It gives you energy you need for morning
Exercise is Important
- Exercise keeps the body relaxed and stress free.
- Exercise releases the toxins that build up during stress.
Transition to college...
Fun/Relaxation
- Find time to relax.
- Do something that you enjoy at least once a week to help keep your mind relax and reduce stress.
Connect with loved ones
- Take some time each week to connect to the people who matter the most to you.
- Call a friend you could talk to.
- Talk to counselors with whom you can discuss personal concerns.
- Visit the Health Services to see the nurses or the physician if you have or suspect a medical problem.
Avoiding the FLU
Getting sick is not fun; it only makes you miserable. Getting the flu can make you feel even more miserable. It can lead to pneumonia and other infections. The flu can make you miss work and school. Although it might not be possible to avoid all illnesses, there are steps you can take to lower the risks of getting them especially the flu.
1. WASH YOUR HANDS: Our hands pick up germs from all places. You get sick when you touch an infected surface and then touch your mouth, eyes or nose.
Hand washing remove germs on your hands that can make you sick. Washing your hands take away germs that cause colds and flu, Hepatitis A, Meningitis, infectious diarrhea, pink eye and other infections.
2. WASH YOUR HANDS OFTEN
a. Wash your hands before, during and after cooking or preparing food
b. Wash your hands after you cough, sneeze or blow your nose
c. Wash your hands before eating
d. Wash your hands after using the bathroom or changing a baby's diaper
e. Wash your hands when you are in close contact with someone who is sick.
f. Wash your hands after touching animals or handling their waste.
g. Wash your hands when they feel or look dirty.
h. Wash your hands…..
If you get sick, please stay home and rest. Drink plenty fluids. Taking cold medication may help reduce fever and body aches. Vitamin C will help boost the immune system to help your body fight against the flu. Everyone should consider taking the influenza vaccine. Please consult your health care provider before taking the vaccine for any contraindications you might have to taking this vaccine.
References
Calhoun, N (2006). Avoiding the flu to avoid colds, flu and other infections. Journey Works Publishing: CA | <urn:uuid:b0964284-0ec9-4c0b-8013-4b26ffa44a98> | CC-MAIN-2023-23 | https://www.uvi.edu/files/documents/Student_Affairs/Health_Services/Health%20Services%20Newsletter%20Orientation%20Fall%202014.pdf | 2023-06-01T02:18:26+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00442.warc.gz | 1,163,663,433 | 866 | eng_Latn | eng_Latn | 0.998263 | eng_Latn | 0.998601 | [
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Reading Dog Body Language
Dogs share a universal language, some communicating better than others, with the fundamental goal of avoiding conflict. Most people would never purposefully threaten their dogs, yet many pet owners do this every day without recognizing that they are doing it. This happens because all humans don't know how to "speak dog". When we don't "hear" what our dogs are saying to us and respond appropriately to them, we often do things that increase their feelings of fear or anxiety. This can lead to an increase in the likelihood of offensive aggressive threats from the dog.
Developing your expertise in reading dog body language can serve many useful purposes when dealing with problem behavior in your dog. Recognizing the early, more subtle signs that dogs demonstrate when they are starting to be uncomfortable, allows you to intervene and calmly remove dogs from situations that can lead to worsening fear, anxiety and possibly aggression.
Use the following websites to learn more about reading dog body language and to improve your ability to communicate with your dog.
Zoom Room Guide to Dog Body Language
Fear Free Dog Body Language 101
Canine Body Language
spca.org/zoomroomdog
Does your dog want to be petted?
spca.org/fearfreedog spca.org/dogpetting
spca.org/maddiescanine
To really improve your level of expertise you may also want to look at these more advanced videos:
Dog Body Language
Dog Body Language Part 2
spca.org/mctdog spca.org/mctdog2
If children are going to be around dogs, it is critically important that they learn to read these same visual cues, too. When children are bitten by dogs it is usually due to a failure to recognize that the dog was uncomfortable with the child. Check out these valuable web sites:
Stop the 77
Family Paws
I Speak Doggie
spca.org/stopthe77
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Use for Washing Your Hands
Do NOT drink water from handwashing stations.
Do NOT wash anything other than your hands.
Wash other items in the bathrooms. Drink bottled water.
cdc.gov/afghan-evac
CS 328060-A | 11/10/2021 | <urn:uuid:08f0ccaf-5c2c-459f-a65d-913b388939dc> | CC-MAIN-2023-23 | https://www.cdc.gov/afghan-evac/pdf/328060-A_FS_AfghanRspnse_HandWashStation.pdf | 2023-06-01T01:38:23+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00442.warc.gz | 779,469,998 | 59 | eng_Latn | eng_Latn | 0.99723 | eng_Latn | 0.99723 | [
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Unit 1: Non-living Things
General Objectives
Students should demonstrate:
1) an understanding of the theory that matter is particulate in nature
2) an understanding of the three processes that provide evidence for the particulate nature of matter
3) an understanding that matter can be classified in a number of states; the three most common being solid, liquid and gas
4) an understanding of the process involved in a change of state of matter
1.1 Matter and its States
Specific Objectives
Students should be able to:
a) define matter as anything that has mass and occupies space
b) cite evidence to support the particulate nature of matter (Explain diffusion, osmosis and Brownian motion.)
c) perform experiments to demonstrate diffusion (ammonia and hydrogen chloride gases)
(Students will complete laboratory report.)
d) perform experiments to demonstrate osmosis (potato strips in salt solution and pure water)
e) distinguish among the three states of matter in terms of kinetic energy, arrangement of particles, forces of attraction, volume and compressibility
1.2 Change of State
Specific Objectives
Students should be able to:
a) describe change of state in terms of kinetic energy and motion/arrangement of particles
b) interpret and construct graphical representations of changes of state – heating and cooling curves
c) perform experiments to determine the melting point of naphthalene from its cooling curve
Unit 2: Atoms and Elements
General Objective
Students should be familiar with the concept of atoms as the building block of matter.
2.1 Atoms
Specific Objectives
Students should be able to:
a) define the term atom
Atom – smallest part of an element that can exist and still show properties of the element
b) draw and label diagram of the structure of an atom (only 2D representation required)
c) list the subatomic particles and their properties (relative mass, relative charge, location/position in the atom)
2.2 Elements
Specific Objectives
Students should be able to:
a) define the term element
Element – a substance made up of only one type of atom
– a substance that cannot be broken down into simpler substances
b) state the first twenty elements of the Periodic table (names, symbols, atomic numbers, mass numbers, numbers of protons, electrons and neutrons, electronic configurations)
c) define the terms atomic number, mass (nucleon) number and relative atomic mass
d) interpret notations of the form
where X is the symbol of the atom, a is the mass number, b is the atomic number, c is the charge and d is the number of items in the entity
e) define the terms isotopy and radioactivity
f) state the isotopes of carbon and hydrogen (C-12, C-13, C-14, H-1, H-2, H-3)
g) name four radioisotopes and their uses in everyday life (C-14, Co-60, I-131, U-235)
Unit 3: The Periodic Table
General Objectives
Students should demonstrate:
1) an understanding of the features which characterize metals and non-metals
2) an appreciation of the relationship between metals and non-metals and their uses
3) familiarity with the composition of certain materials and develop the ability to make reasoned choices concerning their uses
3.1 The Periodic Table
Students should be able to:
a) describe the origin and history of the Periodic table up to the evolution of the modern Periodic table (Scientists involved should be mentioned.)
b) state the meaning of the following terms relating to the Periodic table and its elements: groups, periods, valence, charge, ionization
3.2 Trends in the Periodic Table
Specific Objectives
Students should be able to:
a) outline physical trends in metallic groups (Specific to groups I and II)
b) identify chemical trends in group II: ease of ionisation, reactivity with oxygen, water and dilute acids
c) outline physical trends in group VII (appearance and state at room temperature, atomic radius)
d) identify chemical trends in group VII (ease of ionisation, oxidizing strength, reactivity)
e) outline physical trends in the noble gases (group VIII) and the transition metals
f) identify trends in period 3 using graduation from metallic to non-metallic properties
Unit 4: Chemical Formulae and Bonding
General Objective
Students should be aware of the different forces of attraction that exist between particles.
4.1 Atoms, Ions and Molecules
Specific Objectives
Students should be able to:
a) recall the definition of the term atom
b) define the terms ion and molecule
c) deduce that atoms make up molecules
d) identify the atoms making up given molecules
e) state how atoms form ions
4.2 Writing Formulae
Specific Objectives
Students should be able to:
a) write formulae to represent ions and molecules
b) name the classes of compounds given their formulae (binary compounds, acids, acid radicals, metallic compounds)
c) write formulae of compounds and radicals given their names
4.3 Chemical Bonding
Specific Objectives
Students should be able to:
a) state how atoms form chemical bonds
b) explain why atoms form chemical bonds
c) name two types of chemical bonds (ionic and covalent bonds)
d) write formulae to represent ionic compounds
e) explain the formation of ionic bonds
f) draw structures to show the formation of ionic bonds in ionic compounds
g) write formulae to represent covalent compounds
h) explain the formation of covalent bonds
i) draw structures to show the formation of covalent bonds in covalent compounds
Unit 5: Chemical Equations
General Objective
Students should appreciate that properties of chemicals will affect their reactions.
5.1 Writing Chemical Equations
Specific Objectives
Students should be able to:
a) write chemical formulae to represent different classes of compounds
b) balance positive and negative charges of the ions in formulae of ionic compounds
c) use brackets appropriately in the writing of formulae
d) use accurate formulae to describe what is taking place in a chemical reaction (chemical equation)
e) balance chemical equations and use state symbols appropriately for each compound in the reaction
f) write equations to show the reactions of group II metals with water, oxygen and dilute acid
5.2 Types of Chemical Equations
Specific Objectives
Students should be able to:
a) name the different types of chemical reactions (synthesis/direct combination, decomposition, single displacement/substitution, ionic precipitation/double displacement, neutralisation, redox and reversible reactions)
b) identify the type of chemical reaction from a given chemical equation
c) carry out experiments to investigate different types of chemical reactions
Unit 6: Separation of Mixtures
General Objective
Students should understand that different types of mixtures can be separated based on the properties of the components.
6.1 Mixtures
Specific Objectives
Students should be able to:
a) define mixture as a physical combination of elements or compounds
b) give examples of mixtures
c) define the terms soluble, insoluble, filtrate and residue
d) explain the differences among solutions, colloids and suspensions
e) identify different types of solutions, colloids and suspensions
6.2 Separation of Mixtures
Specific Objectives
Students should be able to:
a) explain, with the aid of diagrams, the following separation techniques: filtration, evaporation/crystallisation, simple distillation, fractional distillation, separating funnel, use of magnet, paper chromatography
b) identify suitable techniques to separate mixtures based on differences in properties of the components of the mixture | <urn:uuid:23099187-8908-487b-92e7-b4ab580e9033> | CC-MAIN-2023-23 | https://herbertmorrisontechnicalhighschool.edu.jm/downloads/curriculum/science/chem/Chemistry-Curriculum-Guide-Grade-9.pdf | 2023-06-01T01:32:43+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00440.warc.gz | 330,570,870 | 1,629 | eng_Latn | eng_Latn | 0.922874 | eng_Latn | 0.949405 | [
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Safeguard Your Auto
Prevent Auto Theft
To a thief, there's nothing like a car. It's self-propelled and fully equipped for a fast get-away. The car and most especially components, are items in steady demand.
You should not leave the vehicle unattended without locking the ignition and removing the key. A significant number of automobiles are stolen because drivers fail to remove the ignition keys.
Establish Ground Rules
All members of the family should know how to protect the car against theft. Licenses, registration cards or other identifying papers that a thief could misuse should never be left in the car. Keys should be carefully guarded. If the keys have punch-out numbers these should be removed and kept at home for reference in case of loss.
How to Give a Thief a Hard Time
The National Automobile Theft Bureau (NATB) recommends the following precautions:
> Park in a well-lighted area
> Close all windows, lock all doors.
> Activate any theft deterrent device you may have.
> Put packages or valuables out of sight: CB radios, tape and cassette decks and other expensive items in full view invite theft.
> If you park in a commercial lot or garage, leave only the ignition key with the attendant.
> Keep license and registration in your wallet or purse. If left in car, thieves can use these documents to sell your car if it's stolen, or impersonate you when they are challenged by police. Owners who indiscriminately leave keys titles and other identifiable material in their vehicle may return to their residence only to find that they are the victims of a burglary.
> If you have a garage, use it. Lock both the vehicle and the garage.
. | <urn:uuid:15c41b7f-9b2f-403f-9bd1-17ac4b46b16a> | CC-MAIN-2017-13 | http://myhoa.com/newsletter_articles/prevent%20auto%20theft.pdf | 2017-03-28T17:47:32Z | crawl-data/CC-MAIN-2017-13/segments/1490218189802.72/warc/CC-MAIN-20170322212949-00443-ip-10-233-31-227.ec2.internal.warc.gz | 264,233,049 | 343 | eng_Latn | eng_Latn | 0.998815 | eng_Latn | 0.998815 | [
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Created by: David Enix, Cleveland PK-8 School
Grade level: 5
Primary Source Citation: "Rich Farming Lands" Advertisement in Pacific Tourist and Guide Across the Continent, Henry T. Williams ed.,1877. From Making of America digital library: http://quod.lib.umich.edu/cgi/t/text/pageviewer- idx?c=moa&cc=moa&sid=d26f145fe4d45d983ceeab6053d379d9&idno=AFK1140.0001.001&
view=image&seq=0286.
Allow students, in groups or individually, to examine the advertisement while answering the questions below in order. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.
Level I: Description
1. What information is the poster trying to convey?
2. What state is advertising the land for sale?
3. Where is most of the land located?
4. How much does an acre cost?
Level II: Interpretation
1. Why would settlers want to buy the land that is being offered?
2. What war did soldiers who are being offered a homestead participate in? What is a homestead?
3. Who (what company) is selling the land and why are they offering it such a low price?
Level III: Analysis
1. What does the information in the advertisement tells you about the time period and its people?
2. What inferences can you make about the people who would buy this land?
3. How do you think most people would use the land they purchased?
4. Do we use coal, timber, ranching, and farming in the same way today as then? | <urn:uuid:fb1b06a6-af92-4024-a889-068784a6587a> | CC-MAIN-2017-13 | http://hti.osu.edu/sites/hti.osu.edu/files/btn-nebraska-land.pdf | 2017-03-28T17:57:39Z | crawl-data/CC-MAIN-2017-13/segments/1490218189802.72/warc/CC-MAIN-20170322212949-00444-ip-10-233-31-227.ec2.internal.warc.gz | 170,333,460 | 352 | eng_Latn | eng_Latn | 0.996587 | eng_Latn | 0.99589 | [
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EXPANSION OF WATER
OVERVIEW
Students will measure the rate at which water expands when heated from room temperature to near boiling. An empty wine bottle (or other suitably shaped beaker or bottle) partially filled with water will readily show a large height increase in the neck of the bottle. This serves as a demonstration of how oceans expand when heated, for example as a result of global warming.
CONCEPTS
* Water expands about four percent when heated from room temperature to its boiling point.
* Solids, liquids and gases expand when heated.
* The ocean will expand when heated.
MATERIALS
* 0 - 100°C thermometers
*
Empty 750 milliliter bottles (e.g., a clear wine bottle) or beaker with a thin neck
* Gas burners with stands or electric hot plates
* Six-inch cooking pans (or pots)
* Metric rulers
* String or emery boards
PREPARATION
Depending on what is available, heating the water can be done at school by using Bunsen burners, a hot plate, or a propane camp unit. At home, a kitchen stove is suitable. Place the bottle or beaker in a cooking pan with water to reduce the possibility of breaking the bottle. Use pyrex instead of a glass bottle if you have a suitable container with a thin neck (such as pyrex Florence flasks). A thin neck will allow ease of measuring changes, because the height of the water will increase more for an equivalent change in volume. In any case, use great care around the bottle, wearing protective eyewear if possible. The thermometer can be suspended in the heated water using string or an emery board with a small hole punched through it. Test a method for suspending the thermometer before doing the activity in class. For safety, do not let the water reach boiling temperature (100°C).
PROCEDURE
Engagement
Over the past hundred years, average sea level has risen 15 cm (6 in) during the same period that
Small changes in Earth's global average temperature can produce dramatic changes in climate (Climate - Process and Change). Scientists are trying to determine how much Earth's mean temperature is changing. One way to do this is to monitor sea level. Warming results in higher sea levels, which may strongly affect the population who live near the ocean. There is geologic evidence for very large variations in Earth's sea level in the past. There are two main causes for these sea level changes: (1) thermal expansion or contraction of the existing ocean water, and (2) changing volume of water due to the melting or freezing of polar ice caps and glaciers. Changes in the climate affect both of these.
1
average global temperature has increased about 0.5°C (0.9°F). Some computer models predict that, over the next hundred years, the present carbon dioxide level in the atmosphere (about 0.032%) could double; this would increase ocean water temperatures by 3°C (5.4°F). Using the 15 cm/0.5°C above, this would cause a sea level rise of about one meter (3.3 ft).
Activity
Table 1
2. Fill the 750-ml bottle with water to just below the bottom of the neck. Ice can be used to bring the temperature down to 20°C if desired.
1. Mark the point on the bottle that is 7 cm from the top. Optionally, measure the inside and outside diameters of the bottle at the top and at 7 cm below the top to determine the dimensions. For example, for a sample 750 ml wine bottle, the measured top and 7 cm position outside diameters were 2.4 cm and 3.0 cm respectively. The corresponding inside diameters were 1.8 cm and 2.4 cm (assuming constant thickness).
3. Support the thermometer in the bottle so that the bulb is well below the neck in the main body of water. Use either string or something similar to an emory board placed horizontally on the bottle top with the thermometer suspended through it.
5. Fill the cooking pan about two-thirds full of water and place on the heat source.
4. Add or pour out water so that with the thermometer in the bottle, the water level is 7 cm below the top, as measured with the ruler held vertically.
6. Center the bottle in the pan. The water level in the pan should be at least three cm below the top.
8. Graph height versus temperature and the change in height versus temperature. Does the height change more or less rapidly at higher water temperatures?
h = the height of the water in the bottle measured downward from the top (top = 0)
7. Heat the water to at least 80°C while recording the water level every 5° or 10°C in Table 1. To prevent the water from spilling, turn off the heat source if the water in the bottle reaches to within one cm of the top.
t = measured temperature of the water in the bottle
∆h = the change in height of the water between fixed temperatures (e.g., every 5°C)
| t (°C) | h (cm) | ∆h (cm) |
|---|---|---|
| 20 | | |
| 25 | | |
| 30 | | |
| 35 | | |
| 40 | | |
| 45 | | |
| 50 | | |
| 55 | | |
| 60 | | |
| 65 | | |
| 70 | | |
| 75 | | |
| 80 | | |
| 85 | | |
| 90 | | |
Explanation
Most materials expand on heating, although some contract over limited ranges of temperature. On average, liquids expand about ten times as much as solids, and gases expand much, much more than liquids. The correction for the expansion of the solid bottle was not included here because it will be very small compared to the expansion of the water. Note that the expansion for water is much greater near its
boiling point than near room temperature.
What you constructed in this activity was basically a thermometer. If you made sure to carefully calibrate the level of expansion versus temperature while performing this experiment and re-ran the experiment with the same equipment, you could use your original data to determine water temperature based on its height in the neck of the bottle. However, water is not very suitable for use in a thermometer for many reasons: its amount of expansion changes greatly with temperature range, it evaporates easily, and it does not expand as much as some other liquids. Most thermometers use mercury because it expands quite a lot, and does so uniformly over a very large range of temperatures. (Interestingly, the first thermometer constructed did, in fact, use water.)
When oceans heat up, they expand as well, causing a rise in sea level. Such variations in ocean water temperature, along with changes in ocean water volume from the melting and freezing of water in ice caps, has caused Earth's sea level to rise and fall tens of meters over geologic time. Such changes are likely to occur in the future as well.
EXTENSION
You may wish to investigate the expansion properties of other liquids like mercury and alcohol, both used in thermometers.
Calculate the volume change of the water that corresponds to the measured changes in height. This will require a good knowledge of the inner diameter of the bottle and its variations. For reference, the expected volume change from 20°C to 90°C is approximately 3.4%.
There are many examples of solids that expand with temperature, such as concrete dividers in sidewalks and bridges. The Golden Gate bridge is about 0.9 meters (3 feet) longer in summer than in winter, so room is left on the roadway for expansion to prevent buckling. Can you students think of other examples of volume changes in solid materials that are temperature dependent? Have they experienced changes in the way mechanical devices work during different seasons? Is temperature the only factor that may be affecting the performance of these devices?
LINKS TO RELATED CD ACTIVITIES, IMAGES, AND MOVIES
Activity Making a Greenhouse
VOCABULARY
global warming calibrate (calibration)
SOURCE
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3 rd GRADE CURRICULUM
Grade: K-4 Subject: Art
P. 1 of 11
Goals:
1. Students will understand and use different types of media.
2. Students will understand the basic skills such as making marks, cutting and pasting.
3. Students will create works of art based on personal experiences and imagination.
4. Students will use visual elements of line, shape and texture.
5. Students will understand and use color names and color mixing techniques.
6. Students will understand how images convey ideas, and how their own artwork reflects their experiences.
6. Students will understand the differences in material and techniques used in art and how they affect
7. appearance.
8. Students will use familiar media in new ways.
9. Students will create artwork using a variety of subject matter and themes.
Content Topics: Knowledge/Skills/Values
1. Drawing from step-by-step instruction
2. Scissor, glue and pencil control and handling
3. The use of line to create shape and form
4. Basic drawing, coloring, and painting skills and techniques
5. Basic knowledge and understanding of the elements and principles of art
6. Basic three dimensional construction and design techniques
Resources, activities, and assessments:
Poster and other visual materials Art Magazines Kiln Teacher demonstration and instruction Teacher made worksheets and projects
Capitalization and Punctuation
Students will:
1. Use proper capitalization to appropriate words in titles.
2. Use commas in addresses.
3. Use commas and quotation marks in dialogue.
Grammatical Structures
Students will:
1. Ensure subject/verb agreement and pronoun/antecedent agreement in written work.
2. Use simple verb tenses.
3. Use apostrophes in possessives.
4. Form and use regular and irregular plural nouns.
Parts of Speech
Students will:
1. Use concrete and abstract nouns in written work.
2. Form and use regular and irregular verbs.
3. Form and use comparative and superlative adjectives.
4. Use conjunctions in written work.
Listening Skills
Students will:
1. Determine main idea and supporting details from an age appropriate text read aloud.
2. Ask and answer questions about material presented orally by elaborating and providing details.
Phonics
Consonants and Vowels:
Students will:
1. Apply phonics skills listed in grades K – 2 curricula to decode unknown words.
Sound Patterns:
Students will:
1. Use grade level strategies to decode unknown words.
Vocabulary
Spelling:
Students will:
1. Spell words based on third grade reading and content.
Acquisition:
Students will:
1. Identify meanings of unknown words acquired through listening to, reading and discussing third grade content.
2. Explore word relationships, including multiple meaning words and literal and nonliteral meaning of words.
Literature
Literary Techniques:
Students will:
1. Recognize simple similes and metaphors.
Literary Elements:
Students will:
1. Use details from grade level texts to identify character traits to explain their action and motivation.
2. Identify the narrator and character point of view.
Comprehension Skills:
Students will:
1. Use main idea and supporting details to summarize a story.
2. Compare and contrast themes, settings, and plots of stories.
3. Describe cause and effect relationships within a story.
Literary Genres:
Students will:
1. Explain the characteristics of fiction, non-fiction, historical fiction, fantasy, poetry, drama and realistic fiction.
Informational Text
Text Structure:
Students will:
1. Use text features to locate important information.
2. Describe information provided by maps.
3. Use key words, sidebars and hyperlinks to locate information.
Comprehension Skills:
Students will:
1. Ask and answer questions using specific information from the text.
2. Compare the reader's point of view with the author's point of view.
3. Use main idea and supporting details to clarify, retell, reflect, draw conclusions and analyze text.
4. Follow written directions in informational text.
Vocabulary Skills:
Students will:
1. Identify and define academic and subject specific words and phrases in a text relevant to third grade.
Speaking Skills
Students will:
1. Use appropriate volume, pace and eye contact while delivering oral presentations in a variety of formats.
Research Process and Reference Skills
Students will:
1. Locate a word in the dictionary, glossary or thesaurus using entry and guide words independently.
2. Identify key words or phrases with assistance to investigate a topic.
3. Revise, with assistance, focus questions and/or keywords as information is gathered.
4. Locate and interpret multiple sources for reference with assistance.
Writing
Writing Process:
Students will:
1. Prewrite, draft, revise, proofread, and publish to develop fluency.
Sentence:
Students will:
1. Combine two sentences using the conjunctions and, but, or or.
Essay:
Students will:
1. Write a multi-paragraph narrative, descriptive, persuasive, and expository essay with an awareness of audience with assistance.
2. Use topic a sentence, supporting details, and concluding sentence in each paragraph.
3. Use transition words between paragraphs and ideas.
4. Use dialogue when writing narratives.
5. Combine text evidence and prior knowledge to support position.
Handwriting
Students will:
1. Develop legible cursive handwriting.
[7/15]
Operations and Algebraic Thinking
Students will:
1. Interpret the product and quotient of whole numbers
2. Apply problem solving strategies to solve one and two-step word problems involving the four operations within 100
3. Solve for the unknown whole number in a multiplication or division equation relating three whole numbers
4. Apply properties of operations as strategies to multiply and divide
5. Fluently multiply and divide two one-digit numbers within 100
6. Identify and explain arithmetic patterns using properties of operations
Number and Operations in Base Ten
Students will:
1. Use place value understanding to round whole numbers to the nearest 10 or 100
2. Fluently add and subtract four-digit numbers
3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90
Numbers and Operations –Fractions
Students will:
1. Explain that fractions are formed when a whole is divided into equal parts, limited to denominators 2, 3, 4, 6, and 8
2. Explain and represent a fraction as a number on a number line
3. Explain and compare equivalence of fractions
Measurement and Data
Students will:
1. Tell and write time to the nearest minute and solve word problems involving addition and subtraction of time intervals in minutes
2. Measure and estimate liquid volumes and masses using metric units. Solve word problems involving mass or volume
3. Draw a scaled picture and bar graph to represent a data set in order to solve one and two-step word problems
4. Measure lengths with a ruler to one-quarter inch and record data on a line plot
5. Recognize area as an attributes of plane figures and understand concepts of area measurement and state as a square unit
6. Measure area by counting unit squares
7. Relate area to the operations of multiplication and addition
8. Solve mathematical problems involving perimeters of polygons
Subject: Math P. 5 of 11
Geometry
Students will:
1. Explain and categorize two and three-dimensional shapes by their shared attributes
2. Divide shapes into parts with equal areas describing the parts using fractions
Sts. Joachim and Ann School's Extended Goals
Students will:
1. Identify place value of four-digit numbers
2. Identify and count money
3. Demonstrate how to make change
4. Calculate sums, differences and products involving dollars and cents
5. Solve word problems involving dollars and cents
Resources, activities and assessments:
Progress in Mathematics- Sadlier-Oxford (copyright 2012)
On-line textbook-Progress in Mathematics 3
Simple Solutions Level 3- Bright Ideas Press (consumable material-annual purchase)
Manipulatives for counting, time, money, and measuring
Student Dry Erase Boards
Smart Notebook software for interactive media
Websites for extra practice- class and individual practice
Computer software for math facts practice
IA IOWA Assessment- Riverside Publishing (2012)
Math Software for Computer Lab
Dancing Dinos (3 rd grade)
Clock Faces- Micrograms
Penny Panda-Micrograms
Professor Fractions- Micrograms
Wild West Math-Micrograms
Pdf of textbook: Progress in Mathematics- Sadlier-Oxford Publishing
Grade: K-3
Subject: Music P. 7 of 11
Goals:
1. Students will describe elements of music through singing and listening.
2. Students will apply basic elements of music and describe music using basic musical vocabulary.
3. Students will sing using a variety of genre.
4. Students will be able to sing and read music.
5. Students will listen to and describe music.
6. Students will apply music to other subject areas.
Content Topics: Knowledge/Skills/Values
1. Elements of music: melody, rhythm, harmony
2. Musical vocabulary
3. Styles of music: echo songs, partner songs, rounds, story songs
4. Singing and memorizing a variety of songs
5. Musical notation: treble clef, quarter, whole, half notes
6. Instrument families
7. Music across the curriculum: liturgical activities, seasonal events
8. Kodaly Solfege signs and symbols
Resources, activities, and assessments:
Textbooks and resource guides: Silver Burdett & Ginn (copyright 1991)
Music K8 program music
Various CD's and videos
Charts - Big Book, instrument posters
Instrument demonstration and various percussion instruments
Teacher made worksheets
Flash cards and various resource books
Grades: K-3
Subject: Physical Education P. 8 of 11
Goals:
1. The students will develop the various skills of physical activity/sports/games.
2. The students will identify equipment used in sports/games.
3. The students will become familiar with rules associated with sports/games.
4. The students will gain knowledge of sports/games through participation.
5. The students will practice and observe safety procedures.
Content Topics: Knowledge/Skills/Values
1. Jumping rope, skipping
2. Movement of body through obstacle course
3. Throw/catch/hit
4. Running
5. Dribbling soccer ball and basketball
6. Movement
7. Track and field events
Resources, activities, and assessments:
Presidential Physical Fitness Tests Healthteacher.com Team sports Teacher Created Skills Tests Teacher observation
[7/15]
Grade: 3
Subject: Religion P. 9 of 11
Goals:
1. The students will express an understanding of the seven sacraments as an outward sign imitated by Christ to give grace.
2. The students will identify different liturgical seasons during the Church year and associated symbols and colors.
3. The students will participate in various forms of prayer (praise, petition, thanksgiving).
4. The students will actively participate in Eucharist and Reconciliation.
5. The students will participate in activities that allow them to serve as stewards in the community.
6. The students will demonstrate knowledge of the Ten Commandments and apply them in their daily lives.
7. The students will show respect for one another and concern for those in need.
Content Topics: Knowledge/Skills/Values
1. Sacraments
2. Liturgical Calendar (Advent/Christmas, Lent/Easter)
3. Gifts of the Holy Spirit
4. The Rosary and the Mysteries of the Rosary
5. Participation in various modes of prayer: recited, spontaneous, oral, written
6. Participation in the planning of liturgies
7. Participation in Eucharist and Reconciliation
8. Core Beliefs of the Catholic Church
9. Ten Commandments
10. Prayers (Introduce: Hail Holy Queen, Rosary)
Resources, activities, and assessments:
Christ Our Life Series: Loyola Press
Catechism of the Catholic Church
The Bible
Children's Daily Prayer Book- Liturgy Training Publications
Various Saint Videos
Rosary Booklet
Saints websitewww.catholic.org/saints
Bible Projects- Teacher Created Resources
Liturgy Planning Resources
Grade: 3
Subject: Science P. 10 of 11
Goals
1. Students will identify parts of plants and life cycles of animals.
2. Students will investigate earth, and its relationship in the solar system.
3. Students will acquire basic knowledge of weather and understand its impact on their daily lives.
4. Students will explore habitats and adaptations to environments.
5. Students will examine properties of rocks, minerals, and fossils.
Content Topics: Knowledge/Skills/Values
1. Plant parts
2. Animal life cycle
3. Earth's composition
4. Solar System
5. Rocks, minerals, and fossils
6. Natural resources and conservation
7. Weather
8. Scientific method (observation, hypothesis, prediction, procedure, variable, conclusion)
Resources, activities and assessments:
Nancy Larsen Science 3 (consumable materials-annual purchase)
Eyewitness Videos Magic School Bus Videos Daily Weather Report Treasures – Macmillan/McGraw-Hill (copyright 2009) IA IOWA Assessment- Riverside Publishing (2012)
Grade: 3
Subject: Social Studies P. 11 of 11
Goals:
1. Students will understand symbols and terms used on maps.
2. Students will understand different types, sizes and locations of communities.
3. Students will examine local, national and international customs and ways of life.
4. Students will gain knowledge of goods, services and resources.
5. Students will research early communities and learn their connection to present -day communities.
6. Students will learn about different types of local, state and national governments.
Content Topics: Knowledge/Skills/Values
1. Communities
2. Geography/Map Skills
3. Native Americans and Colonial Americans
4. Citizens in Communities
5. Economics: Goods and Services, Work and Money
6. Transportation in the United States
7. Three branches of the United States Government
8. Current Events
Resources, activities and assessments:
Horizons: "People & Communities" - Harcourt (copyright 2003)
Horizons: "People & Communities" Workbook, Harcourt (copyright 2003)
Mouse on Mayflower, Video/Literature
"Time for Kids" Magazine
Various websites
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Homework at Cowley Hill School Information for Parents/Carers Key Stage 1
It has been commented in many reports, including OFSTED reports that the establishment of good homework routines has a directly beneficial effect on children's achievements. Please do homework with your child every day. Please try to set up and stick to a regular routine for homework (eg: TV off, sitting at a table, 30 minutes before dinner)
Children who do their homework regularly, hand it in on time, produce work that shows they have taken pride in their work and made an effort will be rewarded at school. Rewards will include verbal praise, stickers, certificates, Head Teachers' awards, etc. These rewards will be adapted depending on the age of the children and the needs of the individual and class. The reward system will be made clear to your child by their teacher and will be displayed in their classroom.
English
Your child will get some English homework every week on a Friday.
English homework might include things like phonics, spelling, handwriting and/or writing.
English homework must be handed in the next Wednesday.
Reading
Children are expected to read with an adult at home every day.
KS1 children should read for a minimum of 10 minutes every day.
After reading and talking together about the book, adults must:
- write down the pages read
- sign the Reading Record daily
- write down the amount of time that your child spent reading to you.
It would be helpful if adults at home would also write a comment in the Reading Record.
Reading Records should be brought to school daily and will be checked by teachers.
Reading books will be changed in school when the teacher feels it is appropriate based on your child's progress.
Tel: 020 8953 2218; Fax: 020 8236 0174; Email: firstname.lastname@example.org
Headteacher – Mr Jon Hood
Talk for Writing
This homework involves talking with your child about a topic chosen by the teacher. Your child will have a slip of paper / worksheet that will explain the topic and give you ideas about what to talk about with your child.
Talk for Writing Homework is handed out on a Wednesday and must be done with adults at home on a Wednesday evening so children are ready for their Big Writing on Thursdays.
It would be helpful if adults at home would also write a comment on the slip/worksheet so that we know what your child has talked about.
Maths
Your child will get some Maths homework every week on a Friday.
Maths homework must be handed in the next Wednesday.
Maths homework might include things like a practical activity to do with your child and/or a worksheet be based on the topic being covered in class at the time.
There might be time times when extra homework is given to help your child progress. This extra homework is usually related to any interventions that that your child may be having. Your child's teacher will always talk to you about this first.
If you are not sure what to do to help your child with their homework please speak to your child's class teacher.
If your child regularly does not do their homework the teacher might ask you to come to school for a meeting so we can see what we can do to help you to help your child do their homework.
Please talk to your child's teacher if you have any questions about homework or want to talk about your child's progress. They are there to help!
Please check your child's bag daily to see what has come home from school.
Please return the slip below to the school by 25 th October 2013.
Thank you for your support.
-----------------------------------------------------------------------------------------------------
Child's name ______________________________________ Class __________
I have received and read the information about Homework at Cowley Hill School.
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BYOD @ Kapanui School
What is BYOD?
BYOD is Bring Your Own Device. This is available at Kapanui School for children in Year 5 and above. We recommend Chromebooks or laptops as a keyboard is essential for ease of use. Currently Noel Leeming and Harvey Norman are selling HP and Lenovo chromebooks for under $350. They are light, functional, quick to start up and operate, have a keyboard and are perfect for school use. Our local colleges also use chromebooks so devices purchased at primary school can be taken onto college.
Please note that BYOD is not compulsory and the Board of Trustees will still continue to fund a set of 10 devices for each classroom.
How is BYOD used at school?
Children are able to bring their own device to school to use during classroom time. Each device is then logged in to the secure school network.
Children receive a school Google Gmail account and use this to log-in and access their Google Drive account. Teachers use Hapara Dashboard, a virtual classroom application, to create and share documents and give feedback directly to children around their learning. There is no software to download and all of the work is stored safely online (in the 'Cloud') and can be accessed from any computer or device at home or school. We have found this is a great way to share and collaborate online in real time.
Security, Theft or Damage
Responsibility for individual devices lies with the child and family. Children are encouraged to treat their device with care. Devices and chargers should be named and taken home each night. The school will not be held responsible for the loss of or damage to an individual device.
What does BYOD look like in the classroom?
Children are using devices with more frequency in the classroom however they are encouraged to use the best tool for the job, either pen and paper or chromebooks. They are unlikely to be using their devices for the entire school day.
We have found that many children are more engaged in learning when they are able to use devices. Devices may also overcome the barriers to learning that exist for many children eg google voice typing.
Access to devices allows children to access the internet, present learning, draft writing and create movies etc. It requires children to be able to source, search, evaluate, compare, discard and use information appropriately.
Children will be taught a range of skills, attitudes and values around technology use, including privacy, evaluating effectiveness and appropriateness of sites, respecting the rights of other, anti online bullying etc. They will develop lifelong Information Literacy, questioning and thinking skills.
Internet Safety and Security
The school uses a firewall that blocks offensive, violent, sexual, gambling and social media sites. We adjust the settings as required. We are able to control and block access to gaming sites, and can monitor the usage of individual students and staff.
Teachers devote time to teaching internet safety eg sharing passwords, accessing sites, uploading information or photos. Children and staff sign internet usage agreements.
If you have any questions please contact us at school | <urn:uuid:2737fb56-054d-442c-a59a-40bd3721dad1> | CC-MAIN-2019-51 | http://www.kapanui.school.nz/files/09f514f332d008a4/file_attachments/62/BYOD_Devices.pdf | 2019-12-09T07:28:01 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00372.warc.gz | 200,200,495 | 643 | eng_Latn | eng_Latn | 0.997781 | eng_Latn | 0.998685 | [
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Year 2
Term 2 2017
'The Olympics'
PE Days
PE days in Year 2 are:
Y2GC - Monday/Thursday Y2KK - Monday/Tuesday
Y2GS - Monday/Friday Y2JB - Monday/Friday
Please ensure your child has a PE kit in school on their PE days and that earrings are removed. It is most helpful if children leave a PE kit in school for the term as there will be opportunities for children to participate in PE at any point in the week. If possible, please provide your child with a pair of plimsolls/trainers and a pair of tracksuit bottoms/leggings as we will be undertaking PE lessons outside.
The Year 2 Team
The Year 2 team would like to take this opportunity to thank you for your support in the past Term. Next Term is a busy one with our Christmas Production and we would like to thank you in advance for the time and effort you will put in to help your child learn their lines and in sorting out costumes. If you do have any concerns or questions, please do not hesitate to come and speak to your child's class teacher.
Gemma Curchin
Karolina Kruszko
Gail Skelham
Josh Bulloss
English Key Skills
The children will learn that there are four different types of sentences and how to punctuate these correctly. They will also look at how to improve their sentences by using co-ordinating conjunctions such as or, and, but. We will be focussing on being able to spell the common exception words for Year 1 and Year 2. We will be encouraging the children to use the word mats to ensure that these words are spelt correctly in their writing.
Handwriting and the presentation of their work will also be an important factor as they complete their work.
Reading
The children will have regular phonics sessions in which they will continue to follow the Read Write Inc programme.
We will have weekly 'reading with a grown up' time, as well as Guided Reading sessions which will have a comprehension focus. In addition to this, children will have opportunities to look at a range of texts as a class, answering questions to gain and develop their understanding of what they have read.
Please remember to listen to your child read and feel free to write a comment in their Reading Record. It is good practise for children to read the same book at least 3 times at home to ensure secure understanding. The children need to ensure they have their reading book and Reading Record in school every day so that it is readily available.
Maths Key Skills
This Term the children will continue practising their understanding of addition and subtraction using written methods and the inverse operations to assist with error checking. They will also begin to calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs. The children will show that multiplication of two numbers can be done in any order (commutative) and division of 1 number by another cannot. They will then use this combined knowledge to solve addition, subtraction, multiplication and division problems in different contexts. The children will also learn about measure using practical resources and hands on tasks.
Learning Journey
This Term we are continuing our learning journey about the Olympics. The first few weeks will see the children designing their own Olympic sports kits and using prior knowledge to create a design for a Greek vase.
The children will complete studies about various countries, completing posters about them. They will also learn to locate the four capital cities of the United Kingdom. The children will learn about a famous person from the past - Alexander the Great. We will be focusing on his journeys and achievements.
Our Scientific study for this Term will focus on properties of materials and the children will be given the opportunity to investigate which materials would be the most appropriate for a sports kit. They will learn about different food groups and will develop their understanding of the foods that athletes need to become more successful. | <urn:uuid:7620ad39-a8c7-43e5-b235-7822091715f3> | CC-MAIN-2019-51 | http://www.woodnewtonalc.com/attachments/download.asp?file=1418&type=pdf | 2019-12-09T07:02:50 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00374.warc.gz | 246,312,993 | 817 | eng_Latn | eng_Latn | 0.998974 | eng_Latn | 0.998974 | [
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Prehistoric crocodile fossil discovered in New Mexico
18 September 2019
Credit: Matt Celesky
Jurassic dinosaur fossils were first found in New Mexico more than 100 years ago. Now a crocodile fossil has been discovered in New Mexico's Jurassic rocks. The fossil was discovered in September of 2018 by hikers in the Ojito Wilderness near San Ysidro.
Bob Chesebrough and his two sons found the unusual fossil and sent the photo to Dr. Spencer Lucas, a paleontologist at the New Mexico Museum of Natural History & Science. Dr. Lucas confirmed that the fossil is part of the skull of a Jurassic crocodile from around 150 million years ago. This is the first evidence of a Jurassic crocodile found in New Mexico.
Lucas says the small crocodile was about 5 feet in length and had a 10 inch skull. While the fossil seems small it is pretty typical in size for a Jurassic croc. The crocodile fossil was found in the Morrison Formation (a rock formation known for its dinosaur fossils from localities that extend from Wyoming through Utah, Colorado, Oklahoma and New Mexico.) The Morrison Formation was formed by a vast river basin that covered a good portion of the United States.
Dr. Lucas contacted the U.S. Bureau of Land Management to get permission to collect the fossil along with the Chesebroughs and Bureau of Land Management staff.
The crocodile discovery is an excellent example of how fossils from Federal Wilderness are often found by hikers. Chesebrough and his sons, who found the fossil, have discovered over one thousand bone fragments embedded in cliffs and boulders in the Ojito Wilderness throughout the years.
Dr. Lucas says it is important to refer to specialists before collecting any fossils without permission from land-managing agencies so that the fossils can be lawfully and properly collected.
Chesebrough is working with the New Mexico Museum of Natural History & Science, the Bureau of Land Management, and the New Mexico Friends of Paleontology to ensure they have accurate records of their discoveries. "It is important to have a heritage to pass along to our kids and grandkids so they can have the excitement of discovering these bones for themselves," says Chesebrough.
Provided by New Mexico Museum of Natural History & Science
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APA citation: Prehistoric crocodile fossil discovered in New Mexico (2019, September 18) retrieved 9 December 2019 from https://phys.org/news/2019-09-prehistoric-crocodile-fossil-mexico.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.
2 / 2 | <urn:uuid:81497562-3f9b-419e-b036-c6f5012ed8cf> | CC-MAIN-2019-51 | https://phys.org/pdf488012238.pdf | 2019-12-09T09:18:31 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00387.warc.gz | 491,601,413 | 577 | eng_Latn | eng_Latn | 0.982559 | eng_Latn | 0.996997 | [
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Year 2
Term 3 2018
'Pirates'
PE Days
PE days in Year 2 this term are:
Y2GC - Monday/Thursday Y2KK - Monday/Friday
Y2GS - Monday/Tuesday Y2JB - Monday/Friday
Please ensure that your child has the correct PE kit in school on these days and that earrings have been removed. Thank you.
Home Learning
Home Learning, this year, will take the form of Timestables Rockstars, weekly spellings and comprehension tasks in your child's reading record book. These will connect to what your child is reading. We would appreciate if you could read regularly with your children at home, ensuring their book and reading record is in school every day.
The Year 2 Team
The Year 2 team would like to take this opportunity to thank you for your support in the past Term. We were very proud of our children for the fantastic performances they produced. If you do have any concerns or comments, please do not hesitate to come and speak to one of us or Glyn Rushton.
Gemma Curchin Karolina Kruszko Gail Skelham Josh Bulloss
English Key Skills
The children will learn about tenses, using the past and present tenses correctly in their written work.
They will be given opportunities to write about personal experiences after the holidays, before writing chronologically using the correct features.
Alongside this, the children will develop their understanding of conjunctions to join ideas.
To end this term, the children will be writing a set of instructions using transition words.
It is important that the children spell the Year 2 Common Exception Words correctly in all of their writing and that when writing the contracted form of words, that the apostrophe is in the correct place.
Reading
The children will remain having regular phonics sessions in which they will continue to follow the Read Write Inc programme.
We will continue to have weekly 'reading with a grown up' time, as well as Guided Reading sessions. These will all have a comprehension focus. In addition to this, children will have opportunities to look at a range of texts as a class, answering questions to gain and develop their understanding of what they have read. The children will have access to a range of genres and will develop their understanding of their features.
Maths Key Skills
This Term the children will continue applying their knowledge of multiplication, using their understanding of the 2,5 and 10 times tables. They will also begin to look at the written methods for multiplication and division, solving a range of number sentences and written word problems. Children will explore capacity and temperature through problem solving and reasoning tasks. They will gain an understanding of telling the time; including o'clock, half past, quarter past and quarter to. Some children will also be able to tell the time to the nearest 5 minutes. They will also be exploring and comparing 3D shapes to 2D shapes; describing and comparing the properties of a range of shapes.
Learning Journey
This Term our topic is Pirates where the children will be given the opportunity to dress as pirates before learning about significant individuals from the past; such as Blackbeard. They will be given the chance to complete portraits of themselves in the representation of a pirate, connecting to the work of famous artists. The children will look closely at materials in Science, identifying the suitability of materials for a specific purpose. They will also look into staying healthy and ensuring they have the skills to get rid of unwanted germs. In Computing, they will be programming and controlling Beebots, using positional and directional language to explain the trip taken. This will connect to the work they will undertake in Geography; identifying the physical features of a map, before undertaking a journey. To end the topic, the children will be given the opportunity to plan, make and evaluate their own bridges and boats, developing their teamwork skills. | <urn:uuid:063066d6-878b-4a1d-83d8-c403f162dd7f> | CC-MAIN-2019-51 | http://www.woodnewtonalc.com/attachments/download.asp?file=1419&type=pdf | 2019-12-09T07:01:05 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00389.warc.gz | 240,691,509 | 796 | eng_Latn | eng_Latn | 0.998914 | eng_Latn | 0.998914 | [
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How bees find their way home
17 October 2017
Honeybee (Apis mellifera) landing on a milk thistle flower (Silybum marianum). Credit: Fir0002/Flagstaffotos/ Wikipedia/GFDL v1.2
How can a bee fly straight home in the middle of the night after a complicated route through thick vegetation in search of food? For the first time, researchers have been able to show what happens in the brain of the bee.
Bees and many other animals use what is known as optical flow to determine how fast they are going and how far they have moved through their environment. When ignoring all other senses, this means that they experience their surroundings as moving towards them while they themselves appear to be standing still.
Until now, scientists have not known what actually happens in the brain of a bee when it finds its way back to the hive after flying around looking for food.
The study, involving nocturnal rain forest bees, identifies which neurons in the brain allow the bee to measure speed and distance covered. It also identifies the neurons that use polarised light to determine the bee's compass direction.
"We show how 'speed neurons' and 'direction neurons' work separately, but also how they likely cooperate to generate a memory that the bee uses to fly straight home after its nightly tours of the rain forest," explains Stanley Heinze, biologist at Lund University in Sweden.
What bees and many other animals, including humans, can do is to integrate and collate all segments of their foraging trip to find the direct path home. This can be done without using landmarks and other details in the terrain, unlike what we intuitively refer to when thinking of our sense of direction.
In a laboratory environment, the researchers placed electrodes into individual nerve cells in the bees' brains as they undertook virtual flights, simulating their experience of searching for food in the rain forest. The results, complemented by microscopic studies of the recorded nerve cells, were used in a computational model of the bee's brain.
"We then built a robot and tested our model in reality. We sent it out on a random route and the model of the bee's navigation system that we implemented in the robot allowed it to find the direct path back to its starting point," says Stanley Heinze.
He is fascinated by the fact that these insects, whose brains are about the size of a grain of rice and have 100 000 times fewer neurons than human brains, register their convoluted routes, often several kilometres long, and then have no trouble flying the most direct way home again, a task that we humans can only master with the help of GPS devices, despite our huge brains.
That bees have this ability might even prove to be of existential significance for humanity, according to Stanley Heinze.
"After all, we know that pesticides are detrimental to the bees' sense of direction, which means that fewer of them will be able to return to their hive
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after pollinating plants in our modern agricultural landscapes. Meanwhile, the majority of food production in the world is dependent on bees pollinating crop plants. Understanding the details of the bee's internal navigation system may therefore prove crucial when trying to design strategies to avoid disrupting them," says Stanley Heinze.
More information: Thomas Stone et al. An Anatomically Constrained Model for Path Integration in the Bee Brain, Current Biology (2017). DOI: 10.1016/j.cub.2017.08.052
Provided by Lund University
APA citation: How bees find their way home (2017, October 17) retrieved 9 December 2019 from https://phys.org/news/2017-10-bees-home.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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Species for Plant Collections
Dalea villosa
Scientific Name:
Dalea villosa
Common Name:
Silky Prairie Clover
Courtesy Prairie Moon Seed Co.
Morphological Characteristics:
Habit: native warm season perennial legume reaching 8 to 20 inches tall; flowers in midsummer; reproduces by seed
Leaves: oddly-pinnately compound, .75 to 1.5 inches long and one inch wide, covered in fine silky hair, chalky blue green in color, individual leaflets are elliptical, .25 to .5 inches long and less than 0.1 inches wide with smooth margins
Flowers: 1 to 5 inches in length, numerous, small florets tightly packed along spikelet, white, pink, or lavender in color, bloom in bands traveling up the seed spike
Other: Seed is similar to white and purple prairie clover, growth form of the plant is also very similar, sweet smell when crushed, deep tap root with numerous shallow branching roots Habitat and Range: found throughout the central United States on sites with deep and or shifting sands, it may occupy areas that were historically longleaf pine habitat in east Texas
Conservation Use:
Why collect this plant? Texas Plant Materials Centers have identified this plant as having potential benefits to the following conservation practice standards: 645 Upland Wildlife Habitat Management; 342 Critical Area Planting; 562 Recreation Area Improvement; 550 Range Planting. Your assistance in collecting this plant helps support the NRCS conservation practice standards which are employed daily to conserve the natural resources of Texas!
Centers Requesting Seed:
East Texas PMC
How to Collect Seed
1. Identify native plant stands in your area. You can go to the following websites for helpful photos http://www.plalnts.usda.gov , http://www.noble.org/imagegallery/index.html or www.wildflower.org 2. Determine if seed is mature. Mature seed is typically dry and will easily separate from the seed
head.
3. Hand strip mature seed by grasping the bottom of the seed head then gently pulling away from the base of the plant. Deposit seed in a brown paper sack. Collect seed from a minimum of 30 to 50 plants.
4. Label each collection as it is made so collections do not get mixed up. Information required includes: Collector's name, number of plants collected, location (parish, city, highway, GPS coordinates), site description (soil type, slope, and plants growing in association).
5. Complete NRCS-ECS-580; Plant Collection Information Form and mail with collected seeds to the NRCS Plant Materials Center requesting the species.
Knox City Plant Materials Center 3776 FM 1292 Knox City, TX 79529-2514
E. Kika de la Garza Plant Materials Center 3409 N FM 1355 Kingsville, TX 78363
East Texas Plant Materials Center SFA Experiment Forest FM 2782 Nacogdoches, TX 75964
Helpful Tips
Look for superior plants that display differences in color, height, or forage abundance and record observations. Differences in growing site or location should be made into separate collections if they are separated by more than 1 mile between sites.
Other Photos:
Active bloom showing lavender coloration and banding pattern of florets
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, Large print, audiotape, etc.) should contact USDA's Target Center at 202-720-2600 (voice and TDD).
To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call 800-795-3272 (voice) or 202-720-6382 (TDD). USDA is an equal opportunity provider and employer. | <urn:uuid:9b39f8fd-d5f0-4775-8e1a-41d49d8f7f17> | CC-MAIN-2019-51 | https://www.nrcs.usda.gov/wps/PA_NRCSConsumption/download/?cid=nrcseprd1225612&ext=pdf | 2019-12-09T08:28:22 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00395.warc.gz | 797,242,318 | 897 | eng_Latn | eng_Latn | 0.981175 | eng_Latn | 0.981234 | [
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JOURNEY TO LEAD – "GOING DEEPER" HURON-PERTH CATHOLIC DISTRICT SCHOOL BOARD REFLECTIVE PRACTICE PROJECT (RPP)
"Capacity-building is an abstract concept, and it is easy to get it wrong. It is not just workshops and professional development for all. It is their daily habit of working together, and you can't learn this from a workshop or a course. You need to learn it by doing it and having mechanisms for getting better at it on purpose." Michael Fullan: Leadership & Sustainability
The following is provided to help you design, in consultation with your Principal or Vice Principal, your Reflective Practice Project (RPP). Simply put, this project should provide you with an opportunity to experience an area of leadership within the Huron-Perth Catholic District School Board in the area in which you are interested.
Steps to follow:
1. Set your goals for a Reflective Practice Project (RPP). Think about what project would lead you to explore an area of leadership that appeals to you personally.
2. Find a 'mentor' with whom you can discuss the project (most likely your school principal or vice principal). Choose someone with experience in the area in which you are interested and who will help to guide you through the process.
3. Develop a rationale for your project. Give it a title and provide an overview (one or two sentences). Suggest how the project relates to leadership within the Huron-Perth Catholic District School Board. Summarize your overview in Section B. Share your rationale and abstract with your mentor.
4. List the steps and activities that you will conduct to complete the project in Section C. Suggest dates on which the activities will be completed. Ask your mentor if the activities and timelines are appropriate.
5. When you have completed the project, ask your mentor to comment on whether you met your goals. Discuss, with your mentor, areas of learning in leadership. Summarize your mentor's comments in Section D. Complete a self-assessment. Think about what you learned. How did the project affect your view of you as a leader? Summarize your comments in Section D.
6. Bring your self-reflection to the course on the date of April 24, 2006, at which time you will have an opportunity to conference with your classmates to discuss your learning and successes.
Note: Candidates who are currently working on a practice project for PQP may, if you choose, use your PQP project as your Journey to Lead project.
Suggested Activities for the RPP:
The types of activities that are appropriate for an RPP may include, but are not restricted to, the following:
Chairing a staff meeting or parent meeting, or department/division meeting (including planning, developing the agenda, carrying out all follow-up).
Creating a parent information night or curriculum night for your school.
Leading a group of colleagues in a book talk or curriculum discussion group.
Design and lead a professional development session for your colleagues (e.g., applications of "Think Literacy", "Me Read, No Way"...).
Lead the "Safe and Healthy School" team.
Define a specific subject-based/grade-based/division-based PLC activity, and lead it from beginning to end (e.g., collaborative development of a summative assessment, collaborative development of key expectations...).
Analyze the eight design elements of school improvement (e.g., the Crévola model), and determine to what degree each element is utilized in your subject/grade/division/department/school.
Mentor a first year teacher.
Questions to Guide the Development of an RPP:
Think about the following questions:
What area of leadership interests you?
What topic within that area of leadership would you be interested in exploring?
What do you want to accomplish for yourself?
What do you want to accomplish for education?
What contribution would you like to make to the Huron-Perth Catholic District School Board?
How will your RPP contribute to improved student learning and improved teacher collaboration?
Develop a Plan:
During any Reflective Practice Project you must think about:
Who will be involved?
How will you organize your work?
What are the ethical issues in your work?
Where and how will you find your information?
Remember that sharing with your colleagues either online or face-to-face can help you to make decisions and think about your reflections. With whom will you work most closely?
MEMORANDUM DP029 – 2005-2006
TO:
Principals and Vice Principals
FROM: Dan Parr, Superintendent of Education
RE:
Journey to Lead – Reflective Practice Project
DATE: February 13, 2006
CC:
Journey to Lead Candidates
Martha Dutrizac, Superintendent of Education
Dear Principals and Vice Principals:
is enrolled in the Board's Journey to Lead program and is about to begin a reflective practice project. Possible topics for this project include:
Chairing a staff meeting or parent meeting, or department/division meeting (including planning, developing the agenda, carrying out all follow-up).
Creating a parent information night or curriculum night for your school.
Leading a group of colleagues in a book talk or curriculum discussion group.
Design and lead a professional development session for your colleagues (e.g., applications of "Think Literacy", "Me Read, No Way"...).
Lead the "Safe and Healthy School" team.
Define a specific subject-based/grade-based/division-based PLC activity, and lead it from beginning to end (e.g., collaborative development of a summative assessment, collaborative development of key expectations...).
Analyze the eight design elements of school improvement (e.g., the Crévola model), and determine to what degree each element is utilized in your subject/grade/division/department/school.
Mentor a first year teacher.
For this project to be successful, your help is needed. Please:
1. Meet with the candidate and go over the Mentoring Agreement, the Reflective Practice Outline and the Reflective Practice Plan which will be completed in draft by the candidate. Suggest ways for these plans to be improved or revised. Sign Section C once the plans are sufficient.
2. Meet with the candidate regularly (weekly or bi-weekly) to monitor the progress and to mentor the candidate.
3. Complete and sign Section D upon completion of the project.
Candidates are expected to have completed their projects prior to April 24, 2006.
With your mentorship and guidance, this project will be beneficial to the candidate and to students affected by it. Thank you for your support in this endeavour.
Respectfully,
Daniel J. Parr Superintendent of Education
JOURNEY TO LEAD – "GOING DEEPER"
SECTION A – MENTORING AGREEMENT
Candidate's Name:
Candidate's Signature:
Project Title:
Description of Project:
JOURNEY TO LEAD – "GOING DEEPER"
SECTION B – REFLECTIVE PRACTICE OUTLINE
Overview of the Project. (List the sequence of steps, dates, etc.)
Rationale for the Project. (How will student learning and teacher collaboration be improved?)
Relationship to leadership with the Huron-Perth Catholic District School Board and Candidate's Professional Growth. (How will this project contribute to your personal leadership growth?)
JOURNEY TO LEAD – "GOING DEEPER"
SECTION C – REFLECTIVE PRACTICE PLAN
Candidates must complete this detailed plan for the mentor's approval. Approval modifications must be shown.
I agree to the design of the project and the relevance of the activity.
I agree to supervise, mentor, and counsel the candidate.
Candidate:
Mentor:
Date:
Date:
JOURNEY TO LEAD – "GOING DEEPER"
SECTION D – REFLECTIVE PRACTICE PROJECT ASSESSMENT
Candidate's Self-Assessment. (Were the project's objectives completed? Why/why not? Did the project lead to improved student learning and teacher collaboration? Why/why not?)
Mentor's Comments. (How has this project contributed to the candidate's professional leadership growth?)
Candidate:
Date:
Mentor:
Date:
Please bring 25 copies of the entire completed project (Sections A, B, C, and D) as well as any reports or documents produced through the project, to Journey to Leadership on April 24, 2006. | <urn:uuid:0b7852c0-a7fc-47a4-9d83-a54c1e38f7c8> | CC-MAIN-2019-51 | https://www.education-leadership-ontario.ca/application/files/4114/9858/7253/Huron_Perth_CDSB_Journey_To_Leadership_-_Going_Deeper_Reflective_Practice_Project.pdf | 2019-12-09T08:49:49 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00411.warc.gz | 687,661,477 | 1,738 | eng_Latn | eng_Latn | 0.981141 | eng_Latn | 0.996072 | [
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Year 2
Term 4 2018
'Lego' and 'To Eat or be Eaten'
PE Days
PE days in Year 2 this term are:
Y2GC - Monday/Thursday Y2KK - Monday/Tuesday
Y2GS - Monday/Friday Y2JB - Monday/Thursday
Please ensure that your child has the correct PE kit in school on these days and that earrings have been removed. Thank you.
Home Learning
Home Learning, will continue to take the form of Timestables Rockstars, weekly spellings and comprehension tasks in your child's reading record book. These will connect to what your child is reading. We would appreciate if you could read regularly with your children at home, ensuring their book and reading record is in school every day. Feel free to add comments to communicate to us how your child has read at home.
The Year 2 Team
The Year 2 team would like to take this opportunity to thank you for your support throughout the past Term. If you do have any concerns or comments, please do not hesitate to come and speak to one of us or Glyn Rushton.
English Key Skills
The children will continue to learn about tenses, using the past and present tenses correctly in their written work.
They will be given opportunities to write informative pieces about Lego, incorporating the features of a nonfiction text.
Alongside this, the children will continue to develop their understanding of conjunctions to join ideas when reviewing books and will practise previously learnt knowledge through the use of adverbs
It is important that the children spell the Year 2 Common Exception Words correctly in all of their writing. When writing the contracted form of words, children need to ensure that the apostrophe is in the correct place. Please remember to practise these regularly t h
Maths Key Skills
This Term the children will be focusing on shape, space and measure. They will have the opportunity to explore and compare 3D shapes to 2D shapes whilst looking for 2D shapes within the faces of 3D shapes. They will also learn about statistics, plotting results onto a graph and explaining what the results show. They will learn to tell the time to the nearest quarter of an hour and some children will begin to understand how to tell the time to the nearest five minutes. They will continue to apply their knowledge of position and direction, focusing on co-ordinates. Alongside this, the children's knowledge of addition, subtraction, multiplication, division and place value will continue to be maintained throughout. This term the children will have a reasoning and problem solving lesson each week to enable them to consolidate their learning from Term 1, 2 and 3. Please use the Maths Strategies pack to support your child's learning at home.
Learning Journey
To begin, we shall do a short, two week topic on Lego. The children will be looking at the history of Lego and how it has developed over time; comparing and contrasting old and new. They will get the opportunity to take part in Art and Design Technology tasks relating to Lego, designing and building bridges before evaluating the effectiveness of them. In Science, they will be focusing on material changes, exploring reversible and irreversible changes through practical investigations.
We will continue the Term with the topic 'To Eat or be Eaten' which will include a trip to West Lodge Farm Park. The children will develop their knowledge of animals, looking at food chains and the habitats and diets of a range of animals. They will learn about significant individuals from the past as well as studying the famous artist Archimboldo, recreating his artwork using fresh fruit and vegetables.
Reading
The children will continue having regular phonics sessions in which they will follow the Read Write Inc programme.
This term our focus when reading will be on developing our inference and prediction skills. We will be using a range of fiction and nonfiction texts linked to our topic. We will have regular reading for pleasure time, during which the children will have access to a range of genres.
Please remember to listen to your child read regularly and write a comment in your child's Reading Record. | <urn:uuid:319c4692-390f-407d-b4fd-225bba69f11d> | CC-MAIN-2019-51 | http://www.woodnewtonalc.com/attachments/download.asp?file=1420&type=pdf | 2019-12-09T07:01:26 | crawl-data/CC-MAIN-2019-51/segments/1575540518337.65/warc/CC-MAIN-20191209065626-20191209093626-00415.warc.gz | 243,395,982 | 835 | eng_Latn | eng_Latn | 0.998935 | eng_Latn | 0.998935 | [
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Scientists closing in on source of Shetland tsunamis
18 September 2018, by Sarah Mcdaid
Dury Voe in Yell, Shetland, is one of the sites where researchers have found evidence of a recent tsunami hitting the British Isles. Credit: PlanetEarth Online
Shetland has been hit by at least two more tsunamis in the past 10,000 years than previously thought, and scientists are working to identify where the giant waves originated.
Around 8,200 years ago, the Storegga submarine landslide off the coast of Norway caused a 20mhigh tsunami to sweep across Shetland. Sands found at various points across the isles, and in mainland Scotland, Norway, the Faroe Islands and Greenland, proved the tsunami's towering height, and the event has been well-reported.
Scientists funded by NERC have identified sands on Shetland that they say prove additional tsunamis hit Shetland 5,000 and 1,500 years ago. This could mean that tsunamis are a more common occurrence than previously thought in the UK.
Dr. Sue Dawson from the University of Dundee and Professor Dave Tappin from the British Geological Survey (BGS) are working to identify what could have caused these tsunamis, using new computed tomography (CT) and seismic technology.
Dr. Dawson said:
We found sands aged 5,000 and 1,500 years old at multiple locations in Shetland, up to 13 meters above sea level. These deposits have a similar sediment character as the Storegga event and can therefore be linked to tsunami inundation. We are now using a CT scanning machine at the University of Dundee to look at our samples in detail.
For the first time, we'll have a complete 3-D view of the cores we've extracted from the ground and from lochs and seabeds. This detail will show us which direction the wave was travelling in, identify the elements present in the sand, and much more. This will be the first time that such a level of detail has been captured from these prehistoric tsunami events.
Both scientists agree that a submarine landslide, which is an underwater landslide that moves vast amounts of sediment across the seabed, generated the tsunamis that hit Shetland.
Map showing Basta Voe's depths and yellow pinpoints
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marking tsunami sands. Credit: PlanetEarth Online
While Dr. Dawson has been investigating the sand samples, Professor David Tappin has been focusing on the seabed to try to pinpoint where the tsunamis originated.
Professor Tappin from BGS said:
The younger tsunami sands on Shetland are located quite close together, so we thought the submarine landslide may have originated quite close to the shore. BGS's research vessel White Ribbon, which can work in the shallowest waters, was used to carry out seismic surveys of the seabed around Shetland, but we have not yet found conclusive proof of submarine landslides there.
Identifying landslides on and below the seabed using existing mapping methods is not as straightforward as might be imagined. We plan to test some theoretical models to see if we can reproduce the 1,500 and 5,000 year tsunamis.
We will be creating a digital elevation model of the coasts of the Shetlands and the surrounding seabed. We will then reproduce the landslide movement that will generate the tsunami. The numerical model will flood the land and we'll look at the elevation of the sediments to see if they match with what's on Shetland. That will take us much closer to finding where the actual tsunamis began.
Submarine landslides are much more poorly understood than almost all types of natural hazards, such as river floods or storm surges. But they can be far larger than any landslide seen on land—the Storegga slide contained 300 times the amount of sediment carried each year by all of the world's rivers combined.
Submarine landslides can also occur on slopes of just one or two degrees, and we still don't know exactly how they are set in motion, except that earthquakes are considered to be the most common trigger. It is critical that we learn more.
The research is part of the Landslide-Tsunami project, ongoing research that forms a key element of NERC's Arctic Research Programme. The project aims to discover what causes enormous submarine landslides, what the impact of slides in different locations and of different magnitude would be on the UK, and what the likelihood of such an event might be, given the significant scale of Arctic climate change.
This story is republished courtesy of Planet Earth online, a free, companion website to the awardwinning magazine Planet Earth published and funded by the Natural Environment Research Council (NERC).
Provided by PlanetEarth Online
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APA citation: Scientists closing in on source of Shetland tsunamis (2018, September 18) retrieved 9 December 2019 from https://phys.org/news/2018-09-scientists-source-shetland-tsunamis.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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Subject Policy: French
Updated: September 2017
Next Update: September 2019
Tel: 0208 743 5668 | Fax: 0208 743 9138
Headteacher: Claire Maynard |E-mail: firstname.lastname@example.org
1. Introduction to the Subject Policy for French
1.1 This policy is a statement of the aims, principles and practices of teaching and learning as they relate to MFL teaching at Woodlane. This policy supports the aims of the school mission statement, SEN policy and the whole-school approach to teaching and learning.
1.2 French Teaching at Woodlane takes place for all students in KS3 and as an optional GCSE/Entry Level subject in KS4.
1.3 As new technology brings people closer together another language becomes an ever more important skill for pupils. The process of learning a new language shows how people live in other countries and cultures. It also gives them insights into our own multicultural society as well as helping them when they go on holiday.
2. Aims & Objectives
2.1 In French we consider that a meaningful education should aim to enable pupils to:
- Communicate effectively in a range of contexts, using a modern foreign language,
- Use French for real purposes,
- Develop enthusiasm for language learning,
- Develop self-confidence,
- Develop listening and communication skills,
- Develop reading skills in the context of learning a modern foreign language,
- Encourage development of any language spoken by a pupil at home.
2.2 The objectives of high quality French education that pupils work towards are;
- To develop listening and speaking skills in contexts in which they can use a modern foreign language for communicative purposes; in role plays, making and doing activities, visiting places with a French atmosphere and giving them opportunities to listen to native speakers,
- To relate the spoken word to the written word and facilitate the development of reading skills,
- To read short French texts for pleasure and information where skills allow,
- To use French creatively, writing and acting out role plays,
- To use appropriate dictionaries to find out the meanings of words,
- To recognise patterns in French and relate them to patterns in English,
- To develop the necessary skills (including IT skills) to write short messages in French, using the target language wherever possible,
- To gain at least one, preferably two recognised qualifications in French, at the end of KS4.
- Where possible, to gain a qualification in any language spoken by a pupil at home. Pupils have gained good grades (A-C) in Italian, Polish, Spanish, Turkish, Arabic and Portuguese.
3. Racial Equality Statement
3.1 In French we adhere to the School Racial Equality Policy in every respect. We work to create a learning environment in which the diversity, needs and achievements of all members of the school community are recognised, valued and celebrated
3.2 We believe that the teaching of a foreign modern language and the celebration of languages spoken by pupils at home makes a valuable contribution to Racial Equality at Woodlane. As stated above, bilingual pupils can be entered for a GCSE where possible
4. Access and Inclusion
4.1 In French we believe that curriculum access is principally about entitlement, equal opportunity and equal value.
4.2 All pupils have full access to the French curriculum. The content and mode of delivery of the curriculum will be modified to help support all pupils in accessing the curriculum offer. We aim to develop increasingly independent learners and provide opportunities for pupils to extend their experience and knowledge outside their immediate world experience to help support them in preparing for future life. Pupils' progress will be carefully monitored to ensure their access to the curriculum is appropriately supported and, where necessary modified to reflect changing circumstances.
4.3 The French curriculum recognises that pupils have individual learning styles and interests; it aims to take into account pupils' age, cognitive, social and emotional level of functioning in the design and delivery of the curriculum offer. More able pupils, usually in Year 10, can work through a Grammar Workbook ("Mr Fletcher's Grammar Course") during the summer holidays.
4.4 The French curriculum aims to encourage a climate in which all pupils can learn to the best of their ability and where all pupils' special educational needs are addressed positively and sensitively.
4.5 Where appropriate the teacher will use PGSS (Paget Gorman Signed Speech) to ensure inclusion and add another pedagogic tool.
5. Equal Opportunities
5.1 We are determined to ensure that all pupils have an equal opportunity to learn and achieve success appropriate to their needs and abilities. We work to ensure that, wherever possible, all pupils have full access to the French curriculum, this right is under constant review to ensure we do not discriminate against any individual pupil or group. In French to ensure all pupils have the opportunity to achieve their potential we :
- Use support in the classroom appropriately to prevent pupils with additional barriers to learning being disadvantaged (e.g. use of PGSS),
- Establish a learning ethos that challenges discrimination, aggression, racism, gender bias or loss of opportunity and consistently celebrates all pupils achievements,
- Provide a curriculum that promotes independence and addresses issues of self-esteem and self-confidence,
- Consistently implement the school's Promoting Positive Behaviour Policy,
- Work with other professionals (e.g. Speech & Language therapy) to enable pupils to access the French curriculum more easily,
- Ensure that teaching styles and approaches to teaching are appropriately matched to the learning needs of pupils.
6. Health & Safety
6.1 Pupils are taught to use subject related materials and equipment safely and sensibly and respect the learning environment in line with the school Health & Safety and Promoting Positive Behaviour policies.
7. The structure of the lesson
7.1 The starter activity will begin with the teacher standing at the door as pupils enter the room. Pupils are directed to sit at tables in their usual places The teacher will offer a variety of starter activities, often based on question and answer, flashcards or the Smartboard.
7.2 The main activity or activities will form the focal part of the lessons. The aim in each lesson is to give the pupils practice in as many of the four skills as possible which are listening, reading, speaking, and writing. At the beginning of each lesson the teacher will make it clear in both French and in English, what the objective of the lesson is. The language-learning activities might include role-plays (filmed on I-Pad and then played back), oral work based on the Smartboard or flashcards, games, listening tasks on videos and a variety of written tasks.
7.3 The plenary takes place in the last few minutes of each lesson and will recap on what has been learned during the lesson. A plenary might take the form of a game, Q & A, chanting, singing or playing back a video which has been filmed during the main part of the lesson. Learning will be assessed and verbal feedback provided. Students will have the opportunity to consider their own progress.
8 Schemes of work and Assessment
8.1 The schemes of work in French reflect the requirements of the National Curriculum for the delivery of French. The scheme of work is written in line with the standards outlined in the school's Supporting Achievement through Effective Assessment (assessment, marking, recording & reporting) Policy.
8.2 Pupil progress in French is assessed in a number of ways: B2, target setting, student levels, oral starter activities, vocabulary tests, Entry Level Certificate Assessments and GCSE practice papers. At the end of KS3 pupils receive a French Certificate of Achievement which is particularly important for pupils who are not continuing with French. At the end of Year 9 pupils opt either for French or Vocational Skills.
9 Maintaining pupils folders and storing work
9.1 At Key Stage 3 each pupils has a folder divided into topic areas.
9.2 At KS4, pupils' classwork continues to be stored in folders, except for assessments for the AQA Entry Level which are stored separately.
10 Record keeping
10.1 The teacher keeps a record of pupil attendance and general effort on the daily lesson plan held in a teaching file.
10.2 The French teaching files consist of this policy document, the Schemes of Work, the daily lesson plans, pupil backgrounds, subject development plan, exam results and other relevant information.
10.3 Pupils' work is marked adhering to Woodlane's marking and assessment policy, (AMRR).
10.4 KS4 Pupils are entered for the AQA Entry Level and where appropriate the GCSE. The Exams Officer keeps records on pupils official examination results and shares them with AQA where necessary.
11 French & Cross-curricular skills - Literacy
11.1 The French curriculum reinforces the principles of the KS3 Strategy – Literacy and works to ensure that pupils' literacy development is supported and encouraged through:
- Identifying and reinforcing key technical words in each module of work (on wall displays),
- Teaching key words in context,
- Modelling and encouraging appropriate speaking and listening skills and encouraging pupils to interact with one another and extend and reflect on their responses,
- Encouraging focused questioning and discussion skills,
- Encouraging the learning and use of appropriate writing and recording skills including the use of IT,
- Widening pupils' repertoire of reading materials and use of different writing genres,
- Enabling group work,
- Developing pupil's presentational skills.
12 French & cross-curricular skills - Numeracy
12.1 The French curriculum reinforces the principles of the KS3 Strategy numeracy (high expectations / the centrality of numeracy and basic skills to enabling pupils to learn effectively) and works to ensure that pupils numeracy development is supported and encouraged through:
- Improving pupils' skills in interpreting graphs, charts and diagrams,
- Encouraging accuracy, particularly in calculations, measurement and graphical work,
- Counting and doing mathematical calculations in French,
- Improving pupils' reasoning and problem solving skills,
- Use calculators and other IT resources appropriately and effectively to solve problems,
- Collect data accurately,
- Using sequences of questions to foster conjecture,
- Using an open questioning style and encouraging collaboration,
- Allowing pupils to repeat and reprocess responses, including key vocabulary,
- Using visualisation exercises to help pupils create and talk about mental images using precise language,
- Exploring strategies to solve geometrical problems.
13 French & cross-curricular skills – Computing
13.1 Through French we aim to develop pupils' IT capability through:
-The use of appropriate software to support pupil progress
-The use of PC's to improve pupils presentation skills
-Developing pupils' skills in handling information effectively and using the INTERNET appropriately as a learning tool to find things out, develop ideas and exchange and share information
14 Differentiation
14.1 All schemes of work in French are initially differentiated to meet the broad levels of attainment of each year group. Materials reflect the diversity of attainment in some classes.
14.2 To enable all pupils to gain access to the curriculum the teacher is responsible for deploying the teaching assistant (TA) to support those pupils who may need additional help to access the curriculum offer. Initial TA support is identified on the daily lesson plan.
14.3 A range of differentiation strategies are in used to enable all pupils to access the curriculum, these include graded questioning at different levels, extension worksheets and other activities. Further examples include;
- Tasks – tasks will vary in difficulty and in style, materials may be varied or pupils allocated specific tasks within group work to ensure all pupils are able to access the learning opportunity in an appropriate way,
- Text – written texts may be differentiated for readability, text length, font size etc. Spoken texts may be differentiated by complexity, length and speed. Images may be differentiated by size, simplification and clarification, focus and level of detail to support pupil progress,
- Interests – activities are differentiated to stimulate pupils' engagement and enjoyment,
- Outcome – where teachers require pupils to undertake a common task, such tasks will often have an open-ended outcome in order to allow pupils to work at their own pace and level of attainment and yet provide opportunities for extension and challenge,
- Support – support may exist in many forms, but in French includes reference materials, human resources (TA, peer group, teacher support), templates, step-by-step or small step instruction, display materials & learning environment, key words, model answers, revision sheets, grammar sheets ("Mr Fletcher's Grammar Course"),
- Process – some pupils prefer to follow instructions to solve a problem, others are more comfortable drawing on strategies of their own. In French we recognise pupils learn in different ways and
14.4
15
15.1
-
Subject Policy for French –
encourage them to develop their meta-cognitive skills through helping them to share ideas about the ways in which they might solve
problems, take risks, make decisions and justify responses,
Grouping
– In French different tasks might be best achieved through different types of grouping, including: friendship groups, task groups,
pairings, 1-1 support groups etc.
Further information on our whole school approach to differentiation is included in the Improving Teaching and Learning Skills policy.
Evaluation and self-review
This policy will be reviewed by the subject co-ordinator as part of an annual review of subject development in line with the school’s Continuing
Professional Development and Performance Management Review process.
Last review date: September 19th 2017
Reviewed by: D Fletcher
Last SMT review: January 6 th 2016
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EPIDEMIC
A COMMUNITY HEALTH COLLABORATIVE SIMULATION
Overview
In recent years, a wave of measles, pertussis, and mumps epidemics affected communities across the United States (see Appendix). While these illnesses are typically categorized as "vaccine-preventable diseases," the reasons for these epidemics as well as the community impacts vary. A one-size-fits-all prevention and response protocol is insufficient for addressing these complex incidents. One constant, however, is the stress that these epidemics place on communities when existing resources are stretched to the limit and demand exceeds capacity. One of the responses to limited health care capacity and growing need is the emergence of community health collaboratives. These networks of health care professionals, health-related organizations, and citizens can help anticipate and respond to health issues at the local level.
Community health collaborative (CHC) tasks are varied and can include data analysis, strategic planning, and advocacy. CHC goals may include detecting and preventing disease, assessing health disparities, and working together with community members to identify and address unmet health needs. These networks pursue their goals in many ways, including increasing awareness and capacity to address the determinants of disease as well as coordinating and supporting evidence-based health interventions.
This simulation was written by Heather Getha-Taylor of the School of Public Affairs and Administration at the University of Kansas and was awarded Honorable Mention in E-PARCC's 2017-2018 Competition for Collaborative Public Management, Governance, and Problem-Solving Teaching Materials. The simulation is intended for classroom discussion and not to suggest either effective or ineffective responses to the situation depicted. It may be copied as many times as needed, provided that the authors and E-PARCC are given full credit. E-PARCC is a project of the Collaborative Governance Initiative, Program for the Advancement of Research on Conflict and Collaboration- a research, teaching and practice center within Syracuse University's Maxwell School of Citizenship and Public Affairs. https://www.maxwell.syr.edu/parcc_eparcc.aspx
For this exercise, six members of a CHC will engage in a three-part guided discussion based on the provided information. This simulation offers an opportunity to examine different ways of thinking about shared community health problems. The character roles and their accompanying response descriptions are inspired by Edward de Bono's (2000) Six Thinking Hats, which presents six distinct problem lenses. In this simulation, the characters and their associated response sketches represent these varied viewpoints. This exercise provides an opportunity to consider the benefits and limitations of adopting a specific problem lens when facing the complex reality of disease prevention and response at the local level.
The CHC partners include:
1. E. Blackstone, Community Memorial Hospital
a. Inspired by de Bono's Black Hat; focuses on negativity and problems
2. Prof. R. Greenley, State University Medical School
a. Inspired by de Bono's Green Hat; focuses on innovation and new ideas
3. T. Rossi, Nonprofit Partners for Health
a. Inspired by de Bono's Red Hat; focuses on emotions and instincts
4. A. Blanco, CareWell Health Insurance
a. Inspired by de Bono's White Hat; focuses on data and facts
5. S. Golden, Biowares Health Supply
a. Inspired by de Bono's Yellow Hat; focuses on positivity and opportunity
6. Dr. L. Cornflower, County Public Health Department
a. Inspired by de Bono's Blue Hat; focuses on process and control
Working in these given roles, participants will engage in the first community health collaborative meeting which has been convened by Dr. L. Cornflower of the Public Health Department. The three-part agenda includes: 1) measles information review and discussion, 2) pertussis information review and discussion, and 3) mumps information review and discussion. The overall goal of the meeting is to understand the context of these vaccine-preventable illnesses in order to prepare for a community presentation on mumps.
There is an accompanying individualized "response sketch" for each stage of the discussion that provides additional details for each character's perspective on these complex public health challenges. The provided details are culled from scientific and news reports, but the role descriptions and response sketches are written generically so they may be applied to any community. Prior scientific experience, including knowledge of these illnesses, is not necessary to participate in this simulation. The only requirement is active engagement in the given roles and discussions!
Part 1: Measles
Step 1: Review the following information on measles.
Before the introduction of a vaccine in 1963, nearly everyone in the United States contracted measles and hundreds died from it each year. Today, doctors rarely see a measles case. Measles is a highly contagious viral illness that spreads through the air when people cough or sneeze. It generally causes symptoms such as fever, cough, runny nose, and rash, but can sometimes result in serious complications, including: pneumonia, brain swelling, deafness, or death.
To prevent measles, the Centers for Disease Control and Prevention (CDC) recommends that everyone receive two doses of either the MMR (measles, mumps, and rubella) or MMRV vaccine (measles, mumps, rubella, and varicella). The first dose should be administered at age 12-18 months and again between the ages of 5-7. As a result of widespread vaccination rates and the effectiveness of said vaccines, the U.S. declared that measles was eradicated in 2000. However, measles remains common in other parts of the world, including countries in Europe, Asia, and Africa.
In recent years, measles cases reappeared in troubling numbers in the United States. For example, in 2016, a measles outbreak rocked the state of Minnesota, with 73 confirmed cases of the illness (compared to 70 cases across the entire U.S. that year). The outbreak started among members of the Somali community living in Hennepin County. Somali parents perceived higher than expected rates of autism among their children. In a search for answers, they discovered a study published by Andrew Wakefield, which linked vaccines and autism. It is important to note that following its publication, Wakefield's research was widely discredited: it was described as "spurious" and "fraudulent." His work was subsequently retracted.
In response to these issues, public health officials reached out to Minneapolis' Somali community members with autism resources, but anti-vaccine groups also mobilized and featured the discredited research findings in their own information campaign. The antivaccination campaign seemed to make an impression: Somali vaccination rates subsequently dropped to 42%, compared to 89% of other Minnesota residents. A later analysis by the University of Minnesota found that Somali children were no more likely to have autism than their peers. Further, in a review of the outbreak, in all but 4 of the 73 measles cases, it was unvaccinated individuals who contracted the disease.
Step 2: Each CHC partner should now review their individualized Measles Response Sketch.
Step 3: The CHC partners should discuss the following questions:
1. Community education and awareness: Which messages are most important to share with community members in the fight against measles outbreaks?
2. Resources: Which resources are critical when responding to a measles epidemic?
3. Interventions: Which interventions are recommended for preventing and limiting the spread of measles?
Measles Response Sketch: E. Blackstone, Community Memorial Hospital
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Measles is highly contagious and spreads rapidly, especially in densely populated areas. With our community's population on the rise, this is just a nightmare waiting to happen. Although the U.S. was declared measles free nearly 20 years ago, things have changed and not for the better. We see more people claiming vaccination exemptions due to philosophical beliefs, which affects the overall vaccination rate. Low vaccination rates allow the disease to spread, especially when travelers or new immigrants bring the illness into the U.S. I dread the thought of the strain that would be placed on our already limited health care system with a measles epidemic in our community. When a local child, Alex, traveled to Romania and contracted measles, the spread of disease was limited to just a few people, but the hospitalizations costs were nearly $168,000! While hospitalization is costly, the worse news is that there is no effective antiviral medication for measles: our hospital can offer fluids and oxygen, but that's about it. Our facility is committed to excellent patient care, but we are already dealing with staffing shortages and maximum patient capacity: it would be extremely challenging to confront a measles epidemic. Everyone expects the hospital to serve as a leader or director in cases like this, but we just can't handle this alone. People can and do die from measles, yet it is preventable. I wish people understood how dire this situation can be for our community, especially with more and more people choosing not to vaccinate.
Measles Response Sketch: Prof. R. Greenley, State University Medical School
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
A recent ground-breaking study in Nature, a top peer-reviewed journal, showed that illness epidemics demonstrate similar transmission patterns as riots. These events spread from person to person and are geographically dependent. Early detection and containment is essential. We need to look at problems like measles epidemics in creative new ways. If epidemics spread in close-knit communities where individual and family connections can be powerful, how can we "virally" improve the social norm of vaccination? How can we use these personal networks to prevent diseases instead of just focus on limiting their spread? I read a report that in the Minnesota outbreak, the public health officials worked with religious leaders in the Somali community to develop improved cultural competence and better understand how to prevent the spread of measles. What the officials learned is that one of the messages of Islam is that when you are ill, taking time to be alone can have a spiritual benefit. At the university, we are in the business of asking and answering big questions, so let me ask this: how can we use this important idea to help our own community?
Measles Response Sketch: T. Rossi, Partners for Health
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Failure to vaccinate is the reason that measles is making an emergence again and it is the goal of our nonprofit organization, Partners for Health, to provide resources to help educate the public. Failure to vaccinate puts our community's vulnerable babies and toddlers at risk! For example, who can forget the sad story of Alex, the unvaccinated child in our community who traveled to Romania to visit family and contracted measles while out of the country! Alex then returned and transmitted the virus to three other unvaccinated children in daycare. As a result, what started as a small outbreak of measles led to a total of 34 cases, most of which were children! I believe that many families in Alex's tightknit cultural community fear autism: my gut instinct is that this fear influenced their decision not to vaccinate. The fear of autism is our greatest enemy in the fight against measles! Vaccines do not cause autism. It makes me very angry that anti-vaccine groups are spreading misinformation to communities, including ours, and are putting our children at risk. Partners for Health remains committed to designing and distributing radio, television, print, and social media information campaigns that show the horrors of vaccine-preventable diseases like measles. Our vision of a healthy community is one that is fully vaccinated!
Measles Response Sketch: A. Blanco, CareWell Health Insurance
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Measles is largely preventable thanks to modern vaccines. When individuals receive both of the recommended doses of the measles vaccine, it is 97% effective in preventing the disease. While the facts demonstrate that measles cases are rising, there is no evidence that the vaccine's effectiveness is waning. If it were, we would see more vaccinated people contracting measles. That is not happening. While it is true that measles is more likely to occur in "pockets of vulnerability" like major metropolitan areas or ports of entry, vulnerability can occur whenever vaccination rates dip below 9095% of the population. This is referred to as the "immunity threshold." Calculating an immunity threshold can be a complex process that includes factors such as the disease's ease of transmission and also the long-term effectiveness of the vaccine. In the case of measles, the disease is highly contagious: one infected person can pass it to up to 12-18 people. Due to these facts, the only reasons not to vaccinate are if a child is too young or if the individual has an immunodeficiency. It is important to remember that most people seek medical attention when dealing with measles, which requires a specific response protocol. Patients should be isolated and lab tests should be conducted to confirm measles. Then, it is essential that hospitals and clinics report the measles case to the public health agencies in order to limit the spread of the illness. There is evidence that unvaccinated children tend to cluster geographically and socially, increasing the potential for spreading measles. The numbers show that it is costly to respond to measles cases, especially those cases that involve hospitalization. Based on these facts, CareWell strongly advocates for investments in measles prevention and vaccination.
Measles Response Sketch: S. Golden, Biowares Health Supply
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
While measles outbreaks can be financially beneficial for my business (humidifiers and Vitamin A supplements sell out especially quickly!) I hate to see anyone contract this disease! My understanding of measles outbreaks is that they occur in "pockets of vulnerability." I have never heard our community described in that way. That is very good news! In the very unlikely event of a measles epidemic, it would be a great opportunity to use the talents of community health workers. As a former nurse, I have years of experience working with peer educators and other community health workers. These hardworking individuals are an underutilized resource and they can make a big difference in supplementing the capacity of the health care system, especially when it comes to spreading the word about vaccination. Community health workers (CHWs) can even be trained to provide health screenings and participate in health promotion activities. If our local demographics shift, and especially if more immigrants join our community, CHWs can provide important health information in a culturally competent way that can save lives. They offer so many benefits! I am very excited about this possibility. I am willing to commit a portion of Biowares sales to creating a community health worker training program in our community!
Measles Response Sketch: Dr. L. Cornflower, County Public Health Department
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Our department is tasked with monitoring and limiting the spread of disease. This requires ongoing and frequent communication with health professionals and organizations as well as community citizens. When a measles outbreak occurred recently, we worked together with community leaders, health care providers, schools, and citizens to help educate and improve awareness of how to limit the spread of the disease. I would like to see us invest in even more open and inclusive communication processes that involves all concerned members of our own community. I do realize that when it comes to vaccinations, people have strong feelings on both sides of this issue. At a recent community meeting, a well renowned local pediatrician, Dr. Crick, was shouted down by some anti-vaccine activists and effectively silenced. One attendee shouted, "don't contaminate us with your vaccines!" Another said, "vaccines are unnatural!" while one more said: "we should have freedom of choice!" A group of the doctor's supporters went online to vent their frustrations. One said, "it is a shame to disrespect Dr. Crick's four decades of medical experience!" Another added, "scientific fact and opinion are not equivalent!" while one more said, "the risks of NOT vaccinating are much higher!" I think it is important that we have processes that allow for all sides to have a voice and be heard. We need to cultivate spaces for open communication and collaboration. Together, we can reach goals like community health improvement that none of us can achieve on our own. I would like us to discuss and learn from these experiences so that we can prevent future epidemics in our community.
Part 2: Pertussis
Step 1: Review the following information on pertussis.
Pertussis is a highly contagious respiratory illness caused by Bordatella pertussis bacteria. The disease is marked by a distinctive "whooping" sound that patients make when trying to catch their breath when coughing, which is why it is also referred to as "whooping cough." While some adults who contract pertussis may only experience cold-like symptoms, the disease is especially problematic for young children who can experience such uncontrollable and violent coughing fits that they can fracture ribs.
According to the Centers for Disease Control and Prevention (CDC), the best way to prevent pertussis is through vaccination. The recommended approach is three doses and two booster shots for young children (up to 6 years old) along with a booster shot for preteens between the ages of 11-12. While pertussis vaccination rates are high around the world, the disease remains common and potentially deadly, especially for the very young. A Lancet study reported 24.1 million worldwide pertussis cases in 2014, including 160,700 deaths in children under 5. Most of these deaths occurred in the African region.
Pertussis is an enduring global concern, though, and it is not isolated to African nations. Preventing this disease requires continual surveillance and vigilance. For example, the CDC reported that in Japan in 1974, approximately 80% of children were vaccinated against whooping cough. As a result, there were less than 400 cases of pertussis that year and no whooping cough related deaths. However, vaccination rates waned to just 10% of children, and in 1979, it was reported that 13,000 people contracted pertussis (41 of which died). After a resurgence of vaccination rates, pertussis cases declined again in Japan.
Like its international neighbors, the United States must also pay attention to pertussis. According to a report from the American Society for Microbiology, the U.S. has seen increasing rates of this disease in recent decades. In 1976, approximately 1,000 cases were reported, compared to nearly 50,000 in 2012. In the State of Indiana, in just one year's time, it was reported that the number of cases of whooping cough doubled. The Indiana State Department of Health reported a total of 66 cases of pertussis (and no fatalities) in 2016. The following year (2017) the state reported 136 cases of pertussis (with one fatality).
Step 2: Each CHC partner should now review their individualized Pertussis Response Sketch.
Step 3 : The CHC partners should discuss the following questions :
1. Community education and awareness: Which messages are most important to share with community members in the fight against pertussis outbreaks?
2. Resources: Which resources are critical when responding to a pertussis epidemic?
3. Interventions: Which interventions are recommended for preventing and limiting the spread of pertussis?
Pertussis Response Sketch: E. Blackstone, Community Memorial Hospital
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Pertussis is one of the worst diseases out there since it is so contagious. One person with whooping cough can infect up to 15 other people. Not even Ebola is that contagious! Since our hospital is a charitable organization, we have an obligation to help those in need. However, the uninsured and underinsured patients that flood our halls put a great strain on hospital resources. While community health workers (CHWs) could potentially help improve our capacity to help educate citizens and prevent the spread of diseases like pertussis, there are so many other problematic factors that contribute to poor health, including crime and poverty. I doubt that CHWs are a magic solution for such complex social issues. Also, many of our health professionals lack training on how to work with CHWs. How can we ask busy doctors and nurses to add more to their already busy days, including more training on working with CHWs? Further, CHWs are often funded via one-time grant money. Unfortunately, our budget does not include a long-term sustainable way to support CHWs. The hospital just can't afford to sponsor them on our own, especially if the associated costs are not supported by insurers.
Further, some self-proclaimed CHWs lack the proper training and certification needed to participate in health promotion and screening activities. I would fear risk of litigation if we pursued working with CHWs on an issue as problematic as pertussis.
Pertussis Response Sketch: Prof. R. Greenley, State University Medical School
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
The current issue with pertussis stems from its development. The original vaccine, first available in the 1940s, was called a "whole cell" vaccine. The Bordatella pertussis bacteria was grown and killed, which provided full protection. However, it had some side effects that were problematic such as soreness and fever. Vaccine developers created an innovative "acellular" alternative that included just a few pertussis proteins rather than the whole bacterium, which resulted in fewer side effects but still prevented pertussis. This creative solution seemed to be ideal, but pertussis cases grew over time, and researchers wondered why. Scientific studies have revealed that acellular vaccines prevent the incidence of disease but don't prevent individuals from carrying and transmitting pertussis. This means that unvaccinated or under-vaccinated individuals can contract pertussis, even from vaccinated people. Since pertussis is spread through person-to-person contact, it is important that we invest in research and development to identify new ways to stop the transmission of pertussis from person to person. In addition to focusing on vaccine innovations, there are emerging technologies that can help stop the spread of bacterial infections, including copper coated clothing for healthcare professionals. Researchers at the University of Manchester recently developed a "polymer surface grafting" process to bond copper nanoparticles with cotton and polyester which provides antibacterial properties. This is an exciting advancement that could help stop the spread of disease. Pursuing research and development in areas like this is critical!
Pertussis Response Sketch: T. Rossi, Partners for Health
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Pertussis outbreaks can be prevented through vaccination! I wish our community members would not listen to anti-vaccine groups. If only some people get vaccinated, illnesses can spread quickly. If most people are vaccinated, spreading is contained even if a case of disease is introduced into the population by a traveler, for example.
Complacency is our enemy in this fight! Vaccines don't just protect families today: they protect future generations by keeping diseases from making a comeback. I will say it again: declining vaccination rates put our community at risk! Vaccination is an altruistic act that protects those who cannot be vaccinated due to their age or immunodeficiency. The more people that are vaccinated, the better protected our whole community will be from epidemics! I feel like a broken record and sometimes it seems like we are the only organization in this fight. I care deeply about my community and I want to work together with others to address public health problems, but my gut instinct tells me not to trust hospitals and insurers that are only interested in profits. I don't think they see patients as anything more than dollar signs or entries in a financial spreadsheet! I wish everyone in our community was as deeply committed as Partners for Health to compassionate strategic thinking and planning for the future.
Pertussis Response Sketch: A. Blanco, CareWell Health Insurance
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
In the case of pertussis, it is not unvaccinated individuals that are causing the infection. In fact, the vaccination rate for pertussis is nearly universal: 95% of school-age children are vaccinated and 80% of teens receive booster shots. The numbers show that most affected by the disease are very young (younger than 3 months old). However, even babies can be protected if their mothers are vaccinated during pregnancy. The fact is that vaccines for pertussis do not necessarily offer lifetime protection and some studies suggest that the effectiveness is limited to three years. For those who contract pertussis, antibiotic treatment is very effective although symptoms may last for 10 or more weeks. Community health workers can offer a cost-effective way to provide this kind of education, which CareWell supports. Preventative care is always preferred to emergency care and we recognize the value of quality care, not just volume. One option to pay for community health workers is through "bundled payments," which are used in some settings. We are open to working together with health care facilities and providers to share the financial risks and provide greater value to patients and communities.
Pertussis Response Sketch: S. Golden, Biowares Health Supply
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Community health workers (CHWs) are a perfect solution to preventing or responding to a pertussis epidemic! The good news is that high school graduates just need a certification from the State Board of Nursing to get started. Once trained, CHWs provide a very cost-effective return on investment. For every $1 invested in training these certified health workers, there is a health care return of approximately $2. They practically pay for themselves! Why wait on emerging technologies to solve this problem when we have so many people in our community looking for jobs today?
Community health workers can help make significant improvements in patient outcomes, help bridge cultural gaps, and address health disparities. Further, when patients work with health coaches or community health workers, they are less likely to rely on emergency care services, which can be costly to hospitals and insurers. Strategic use of limited resources also allows people to invest more in their own self-care, which I believe should be a greater priority in our community! Biowares has many products available to help people maintain a healthy lifestyle, including masks to help prevent the transmission of diseases like pertussis. I would love to see us work together to promote "cough hygiene" in our community. The good news is a little prevention can go a long way!
Pertussis Response Sketch: Dr. L. Cornflower, County Public Health Department
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Pertussis outbreaks aren't necessarily worrisome: the number of cases tends to be cyclical and often peaks every three years. While we might become concerned when we see higher numbers of cases, this can often be due to improved diagnostic tools and awareness (not just the prevalence of disease). What is more important is focusing on ways to manage a coordinated process that will allow us to understand the bigger picture of pertussis: How can we bring together our individual resources to address diseases like pertussis in a coordinated way? We need better planning processes that will allow us to implement solutions that don't duplicate our efforts and waste our investments. To do this effectively, it is important that we find areas of mutual agreement and work on building the trusting relationships that will help us work together. Let's discuss how we can learn from the pertussis case to inform our community health improvement efforts in the future.
Part 3: Mumps
Step 1: Review the following information on mumps.
Mumps is caused by a paramyxovirus that causes swollen facial glands, fever, headache, muscle aches, loss of appetite, fatigue, and pain when swallowing. The illness's incubation period (time between exposure and when symptoms appear) can range from 12-25 days. Symptoms last at least 2 days and often more than 10. Mumps is spread by saliva and can result in long-term effects such as hearing loss and swelling of the testicles or ovaries which can lead to sterility. Another rare but serious complication is inflammation of the brain, which can lead to death.
A mumps vaccine was first introduced in 1967. The following year, there were a total of 150,000 cases in the United States. By the early 2000s, the number of mumps cases declined to approximately 270 cases per year, on average. The MMR vaccine (measles, mumps, rubella) is designed to prevent mumps. Children should receive two doses of the vaccine at ages 1 and 4, which is 88% effective. When children receive just one dose, the vaccine is 78% effective at preventing disease. According to infectious disease specialists, even partial immunity can provide protection against the most serious complications of mumps.
Despite the effectiveness of the vaccine, in recent years, mumps outbreaks occurred across the United States. In 2017, the Centers for Disease Control and Prevention (CDC) reported infections in 48 states and the District of Columbia, which affected a total of 5,629 people, the highest number of cases in a decade. South Dakota and Wyoming were the only states without any reported mumps cases. According to a New York Times report, these numbers are largely due to geographically concentrated outbreaks rather than more sporadic cases.
According to the CDC, mumps outbreaks are most likely to occur in crowded environments (classrooms, dormitories, or camps, for example). In recent years, a number of mumps outbreaks have occurred on university campuses, including colleges in California, Iowa, Illinois, Maryland, and Virginia. In addition to crowded college settings, students may be especially susceptible due to common behaviors that allow the virus to spread (including kissing, sharing utensils/lip balm/cigarettes, etc., or other behaviors that transmit saliva). Due to high vaccination rates and university-sponsored vaccination campaigns, the size, duration, and spread of these mumps outbreaks were limited.
Step 2: Each CHC partner should now review their individualized Mumps Response Sketch.
Step 3: Work together to prepare a community presentation that addresses the following:
1. Community education and awareness: Which messages are most important to share with community members in the fight against mumps outbreaks?
2. Resources: Which resources are critical when responding to a mumps epidemic?
3. Interventions: Which interventions are recommended for preventing and limiting the spread of mumps?
4. Other: What can be learned from previous epidemics to inform our community's response to a mumps outbreak?
Mumps Response Sketch: E. Blackstone, Community Memorial Hospital
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
One of the biggest problems we face is when patients with mumps demand antibiotics when seeking treatment. Based on my experience, it is pointless explaining the difference between viruses and bacteria: it is a losing battle because people do not want to listen to health care professionals anymore. They have Dr. Google! Mumps is caused by a virus and not helped by antibiotics. When people take antibiotics unnecessarily, it strains a limited resource and also contributes to antibiotic resistance. These will be serious issues if we must address a mumps epidemic in our community. The hospital is at a disadvantage in this fight. In the past two years, the U.S. has had the highest number of mumps cases in recent history. Our community is not immune: we will have to face some very challenging circumstances, including an uninformed populace demanding medications that will have no effect on their illness.
Mumps Response Sketch: Prof. R. Greenley, State University Medical School
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
While conventional wisdom recommended a mumps vaccine and a later booster shot, new studies are showing that a third booster shot could enhance protection with few side effects. A third dose approach has often been adopted in previous mumps outbreaks but still is not standard practice. I believe that this novel approach should be more widely accepted to help address mumps epidemics. This innovation could make a considerable difference, especially on susceptible campuses (including our own State University Medical School!) Again, I would like us to move in the direction of a bigger idea than disease prevention: what does a culture of health look like for our community and how do we get there? What can our collaborative do to move the needle on community health improvement? Are there partners we should include in our discussion who are not present today? What barriers stand in our way of progress on this issue?
What can we do and when will we know if we've made any impact in our community?
Mumps Response Sketch: T. Rossi, Partners for Health
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Must I say it again? Vaccination is the key! If only people would listen to our organization's pleas for them to vaccinate their infants and young children, we would not need to be here for this conversation today. I believe that parents are the most important link for immunity, even when their children are grown! I know that my own college-age children take better care of their health when I remind them! It pulls at my heart to see anyone contract these illnesses and I want parents to know how awful these illnesses are even today. My organization has pictures and videos of sick children that can really touch a parent's heart and make a powerful case for vaccines. I am sad to say that I believe that people only act when they see how terrible these diseases can be for their loved ones! I have a hunch that if we focus our education efforts on parents, we will have a better chance of solving this problem.
Mumps Response Sketch: A. Blanco, CareWell Health Insurance
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
The mumps vaccine is 88% effective when patients receive both doses. Effectiveness of the shot decreases over time (generally over 10-15 years). For those who do not receive booster shots, they have partial protection and can get a milder form of the mumps. The fact is that most of the recent mumps outbreaks have occurred among vaccinated people. Specifically, the recent outbreaks mostly affected young people aged 18-22.
College campuses are particularly susceptible and university vaccine campaigns for students have proven very effective in containing the spread of disease. In an outbreak at the University of Iowa, a third dose of the vaccine was administered to approximately 14,000 people in an effort to contain a mumps outbreak there. In this setting, the third dose was considered effective and also did not demonstrate any serious adverse effects aside from some reports of mild discomfort in the form of a stomachache.
Mumps Response Sketch: S. Golden, Biowares Health Supply
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
I actually had mumps as a teenager and it wasn't so bad! My doctor recommended bed rest and over-the-counter pain medication. The good news is that Biowares has plenty of pain medication available for sale if our community experiences a mumps outbreak! I recovered completely (and even got to skip school for a couple of weeks!) Looking back, I believe the experience helped me become a more resilient person. We should remember to keep a positive attitude!
Mumps Response Sketch: Dr. L. Cornflower, County Public Health Department
The following information is the background on your character's perspective. Review and use this information to engage in the conversation in your given role. This information should help inform your understanding of your character's priorities, concerns, and broader mindset.
Collaboration is critical when addressing public health problems. Each partner at this meeting brings valuable knowledge, experience, and individual perspective to this effort. My job is to foster an inclusive and productive process today. As we think about how to prevent a potential mumps outbreak in our community, it is important that we remember why we are here today: to pursue the goal of improved community health in a way that utilizes our individual and organizational strengths. There are many concerned citizens in our community who lack the education and tools to improve their health and that of their families. Our job is to prepare a presentation that can help improve awareness of mumps and prevent an epidemic in our community. I believe we can learn from one another and work together to accomplish this goal. I also hope that as we discuss this presentation, we will consider our shared vision for a healthy community and identify next steps to move us in that direction.
Appendix: Reported Cases and Deaths from Vaccine Preventable Diseases Source: U.S. Centers for Disease Control and Prevention
| | Measles | | Pertussis | | Mumps | |
|---|---|---|---|---|---|---|
| | Cases | Deaths | Cases | Deaths | Cases | Deaths |
| 1950 | 319,124 | 468 | 120,718 | 1,118 | NR | |
| 1955 | 555,156 | 345 | 62,786 | 467 | NR | |
| 1960 | 441,703 | 380 | 14,809 | 118 | NR | |
| 1965 | 261,904 | 276 | 6,799 | 55 | NR | |
| 1970 | 47,351 | 89 | 4,249 | 12 | 104,953 | 16 |
| 1975 | 24,374 | 20 | 1,738 | 8 | 59,647 | 8 |
| 1980 | 13,506 | 11 | 1,730 | 11 | 8,576 | 2 |
| 1985 | 2,822 | 4 | 3,589 | 4 | 2,982 | 0 |
| 1990 | 27,786 | 64 | 4,570 | 12 | 5,292 | 1 |
| 1995 | 309 | 2 | 5,137 | 6 | 906 | 0 |
| 2000 | 86 | 1 | 7,867 | 12 | 338 | 2 |
| 2005 | 66 | NA | 25,616 | 31 | 314 | 0 |
| 2010 | 63 | NA | 27,550 | 26 | 2,612 | 2 |
| 2015 | 188 | NA | 20,762 | 6 | 1,141 | 0 |
NA: Not available
NR: Not nationally reportable
EPIDEMIC
A COMMUNITY HEALTH COLLABORATIVE SIMULATION TEACHING NOTE
Vexing community problems require the input of a variety of partners, and each partner brings a unique perspective on problem definition and resolution. This diversity is both a strength and a weakness. Multiple perspectives provide a more complex understanding of the problem, but also introduce conflict to the collaboration. To illustrate this paradox, this simulation provides an opportunity to examine different ways of thinking about shared community health problems. As noted in the simulation overview, the character roles and their accompanying response descriptions are inspired by Edward de Bono's (2000) Six Thinking Hats, which presents six distinct problem lenses. Individually, the characters offer a narrow view of the community health problems. When considered together, these partners and their perspectives illustrate a complex reality of disease prevention and response at the local level.
1. E. Blackstone, Community Memorial Hospital
a. Inspired by de Bono's Black Hat; focuses on negativity and problems
2. Prof. R. Greenley, State University Medical School
a. Inspired by de Bono's Green Hat; focuses on innovation and new ideas
3. T. Rossi, Nonprofit Partners for Health
a. Inspired by de Bono's Red Hat; focuses on emotions and instincts
4. A. Blanco, CareWell Health Insurance
a. Inspired by de Bono's White Hat; focuses on data and facts
5. S. Golden, Biowares Health Supply
a. Inspired by de Bono's Yellow Hat; focuses on positivity and opportunity
6. Dr. L. Cornflower, County Public Health Department
a. Inspired by de Bono's Blue Hat; focuses on process and control
Applications
This exercise can be used to illustrate several collaborative concepts. To begin, this simulation highlights the rich and contrasting ways in which partners can view a common problem. This is an important consideration since problem frame alignment (or lack thereof) can impact collaborative outcomes (Nowell, 2009). This simulation also has individual development applications. As noted by Linden (2010), successful collaborative leaders are those who can listen carefully to understand other perspectives. This exercise provides an opportunity to cultivate that ability. Using this exercise to identify one's own dominant perspective can also be a meaningful activity that contributes to managing individual strengths effectively and engaging in reflective practice (Schon, 1984). One way to illustrate this is to ask participants to switch roles between discussions to consider the challenge (and opportunity!) of shifting one's
dominant viewpoint. This can help participants consider the potential for - and implications of "tunnel vision" in their work. When tunnel vision occurs, collaborators must be prepared to act as catalysts and encourage one another to change perspective to facilitate the identification of new ideas and solutions (Torfing, 2016).
Implementation notes and timeline
The exercise is designed to take approximately 2 ½-3 hours (see timeline below) and can be modified for class time and size variations. For example, the simulation can run over three class meetings (1: measles; 2: pertussis; 3: mumps). For larger class sizes, instructors could assign multiple students to one role (similar to a panel). Please note that the role of Dr. Cornflower is responsible for representing the health department and also managing the collaborative process. This individual can also present on behalf of the group if desired. Instructors should take Dr. Cornflower's expanded responsibilities into account when assigning roles.
| Element | Description | |
|---|---|---|
| Simulation introduction | Instructor presents community health collaborative overview, describes the tasks for the CHC simulation, assigns participant roles, distributes nametags and brief bios (see Teaching Resources 1 and 2), distributes measles overview information and measles character response sketches | |
| | | Guided Discussion, Part 1: Measles |
| Preparation | Participants review measles overview and character response sketches on measles | |
| Discussion | Participants address the questions at the end of the measles overview | |
| Debriefing | Group offers brief summary of measles discussion (Dr. Cornflower may present on behalf of the group, if desired) | |
| | | Guided Discussion, Part 2: Pertussis |
| Preparation | Instructor distributes pertussis overview and character response sketches on pertussis (participants may review this material during a break following guided discussion 1) | |
| Discussion | Participants address the questions at the end of the pertussis overview | |
| Debriefing | Group offers brief summary of pertussis discussion (Dr. Cornflower may present on behalf of the group, if desired) | |
| | | Guided Discussion, Part 3: Mumps |
| Preparation | Instructor distributes mumps overview and character response sketches on mumps (participants may review this material during a break following guided discussion 2) | |
| Discussion | Participants address the questions at the end of the mumps overview | |
| Debriefing | Group offers plan for the community presentation, or if the instructor desires, a formal presentation (Dr. Cornflower may present on behalf of the group, if desired) | |
Suggested debriefing questions
1. What are the benefits of a narrow perspective on a problem (issue clarity, for example)? What are the limitations of a narrow perspective (tunnel vision, for example)?
2. How did your character's perspective help shape the discussion? How did the other perspectives inform your view of the issues? Were there any dominant voices? If so, how did those influence the meeting?
3. In what ways was your perspective a strength? In what ways was it a weakness? How did your group balance individual interests and views with collective needs and goals?
4. How does your character's problem lens (information, emotion, innovation, positivity, negativity, process) compare with your own dominant perspective?
5. What are some lessons learned from this simulation that can inform your current or future collaborative practice? For example, how might this experience help you to better understand your collaborative partners? Or, if your instructor asked you to switch roles, what did you learn about the challenge and opportunity of changing perspective?
6. If the CHC were to meet again, where might you go from here? For example, which community health priorities might you consider next? What would be necessary to pursue those goals? How might you adapt future efforts based on this experience?
Readings and resources
American Hospital Association Center for Healthcare Governance (2016). Learnings on Governance from Partnerships that Improve Community Health. Retrieved from: http://trustees.aha.org/populationhealth/16-BRP-Learnings-on-Governance.pdf
De Bono, E. (2000). Six thinking hats. Penguin.
Greenwood, B. (2014). The contribution of vaccination to global health: past, present, and future. Philosophical Transactions B. 369 (1645).
Linden, R.M. (2010). Leading across boundaries. San Francisco, CA: Jossey-Bass.
Nowell, B. (2009). Out of sync and unaware? Exploring the effects of problem frame alignment and discordance in community collaboratives. Journal of Public Administration Research and Theory. 20(1); 91-116.
Schon, D. A. (1984). The reflective practitioner: How professionals think in action. Basic Books.
The Vaccine Alliance (2017). Map: Vaccine-Preventable Outbreaks. Retrieved from: http://www.vaccineswork.org/vaccine-preventable-disease-outbreaks/
Torfing, J. (2016). Collaborative innovation in the public sector. Washington, DC: Georgetown University Press.
Woulfe, J., Oliver, T. R., Siemering, K. Q., & Zahner, S. J. (2010). Multisector Partnerships in Population Health Improvement. Preventing Chronic Disease, 7(6).
Reports on measles, pertussis, and mumps
Measles:
Howard, J. (2017, June 2). Minnesota measles outbreak exceeds last year's nationwide numbers. CNN. Retrieved from https://www.cnn.com/2017/06/02/health/minnesota-measlesoutbreak-bn/index.html
Sun, L.H. (2017, October 3). Failure to vaccinate is likely driver of U.S. measles outbreaks, report says. The Washington Post. Retrieved from https://www.washingtonpost.com/news/to-yourhealth/wp/2017/10/03/failure-to-vaccinate-is-likely-driver-of-u-s-measles-outbreaks-report- says/?noredirect=on&utm_term=.b37d794f053b
Zdechlik, M. (2017, May 3). Unfounded autism fears are fueling Minnesota's measles outbreak. National Public Radio. Retrieved from https://www.npr.org/sections/healthshots/2017/05/03/526723028/autism-fears-fueling-minnesotas-measles-outbreak
Pertussis:
Astor, M. (2017, July 27). Whooping cough cases double in Indiana in a year, prompting a call to vaccinate.
The New York Times.
Retrieved from https://www.nytimes.com/2017/07/27/health/vacci n e -w h o op in g -cou g h -in d ia n apert u s s is.html
Feldscher, K. (2017, July 11). Increase in pertussis outbreaks linked with vaccine exemptions, waning immunity. Harvard T.H. Chan School of Public Health. Retrieved from https://www.hsph.harvard.edu/news/features/incre as einp er tu s s is-o ut b r eak s -lin k edw it h -vaccine-exemptions-waning-immunity/
Wolf, J. (2016, January 28). A growing concern: Why whooping cough incidence may be increasing in a highly vaccinated population. American Society for Microbiology mBiosphere. Retrieved from https://www.asm.org/index.php/mbiosphere/item/385-a-growing-concern- why-whooping-cough-incidence-may-be-increasing-in-a-highly-vaccinated-population
Mumps:
Klass, P. (2017, November 6). Mumps makes a comeback, even among the vaccinated. The New York Times. Retrieved from https://www.nytimes.com/2017/11/06/well/family/mumps-makesa-comeback-even-among-the-vaccinated.html
Scutti, S. (2017, April 14). Texas warns about biggest mumps outbreak in 22 years. CNN.
Retrieved from https://www.cnn.com/2017/04/14/health/mumps-texas/index.html
Smith, R. (2016, December 26). Mumps cases balloon in 2016, raising debate about need for booster vaccines. PBS News Hour. Retrieved from https://www.pbs.org/newshour/health/mumps-case ss pik e -20 1 6rais ingq u estio n s -n eed -booster-vaccines
Teaching Resource 1:
Participant Nametags
E. Blackstone Community Memorial Hospital
Prof. R. Greenley State University Medical School
T. Rossi Partners for Health
A. Blanco CareWell Health Insurance
S. Golden Biowares Health Supply
Dr. L. Cornflower County Public Health Department
Teaching Resource 2:
Brief Bios for Participants
E. Blackstone, Community Memorial Hospital
This character is inspired by de Bono's Black Hat. Your focus is on the problems that vaccinepreventable illnesses present. While this approach may be seen as overly negative, you believe that it is important to remind others of the significant costs and challenges associated with addressing these health issues. Some of the more optimistic partners seem to forget that our community does not have endless response capacity.
Prof. R. Greenley, State University Medical School
This character is inspired by de Bono's Green Hat. Your focus is on innovation and ideas. You are inspired by new and creative ways of looking at issues. While some might say that your approach is not grounded in current realities, you prefer to focus on the promise of the future rather than just the challenges of the present.
T. Rossi, Nonprofit Partners for Health
This character is inspired by de Bono's Red Hat. Your focus is on the emotional aspects of these issues. Your experiences and instincts inform your views. You believe that community health is not only about numbers and facts. While some might consider your approach to be too "touchy-feely," you believe that it is critical to consider the human element when discussing these shared problems.
A. Blanco, CareWell Health Insurance
This character is inspired by de Bono's White Hat. Your focus is on data and facts. You believe that evidence should guide decision-making. You believe in rational approaches to problem solving that rest on an objective view of health issues in the community. While some might consider your approach to be indifferent, you believe that it is important to not let emotions overshadow facts.
S. Golden, Biowares Health Supply
This character is inspired by de Bono's Yellow Hat. Your focus is on potential opportunities that present themselves in every situation. While some may see you as naïve, you are confident that the power of positivity is a real and significant force for change. Anyone can be a critic; you believe that it takes real courage to see the silver lining in difficult circumstances.
Dr. L. Cornflower, County Public Health Department
This character is inspired by de Bono's Blue Hat. Your focus is on process and control. It is important to you to manage the CHC's deliberations in ways that allow all partners to participate fully and yet also meet the group's goals. You believe that attention to cultivating relationships and working well together will ensure the collaboration's effectiveness. | <urn:uuid:0b895a94-b4ff-4235-8f11-a8052bf7022d> | CC-MAIN-2020-45 | https://www.maxwell.syr.edu/uploadedFiles/parcc/eparcc/simulations/Getha-Taylor-%20Epidemic.pdf | 2020-10-26T01:54:01+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00309.warc.gz | 808,688,617 | 11,513 | eng_Latn | eng_Latn | 0.965797 | eng_Latn | 0.998627 | [
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Geometry Chapter 11
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Geometry Chapter 11
Chapter 11 Geometry. Area of Parallelogram. Area Addition Postulate. Area Congruence Postulate. Area of a Triangle. Area = base x height. The area of a region is the sum of the areas of its nonoverlap…. If two figures are congruent, then they have the same area. A=½bh.
geometry chapter 11 Flashcards and Study Sets | Quizlet
Section 11.1 Number Sets and Fields. You are familiar with many or all of the terms natural numbers, integers, rational numbers as well as irrational numbers, real numbers, complex numbers. Geometry uses abbreviation and set notation for these. A set is a number of unique objects such as numbers.
Geometry/Chapter 11 - Wikibooks, open books for an open world
GED Math Chapter 11: Geometry • Circles: Area and Circumference • Area of Basic Figures • Surface Area of Basic Figures • Volume of Basic Figures • The Distance and Mid-Point Formula • The Pythagorean Theorem
GED Math Chapter 11: Geometry - GED Math Lessons
Geometry Chapter 11 Circumference, Area and Volume. circumference. arc length. radian. sector. the distance around a circle. a portion of a circumference. the measure of a central angle related to an arc. a region bounded by two radii. circumference. the distance around a circle. arc length.
chapter 11 geometry Flashcards and Study Sets | Quizlet
Chapter 11 Geometry. Area of Parallelogram. Area Addition Postulate. Area Congruence Postulate. Area of a Triangle. Area = base x height. The area of a region is the sum of the areas of its nonoverlap…. If two figures are congruent, then they have the same area. A=½bh.
geometry 11 Flashcards and Study Sets | Quizlet
Lesson 11-5 Geometric ProbabilityThe probability that a point in a figure will lie in a particular part of the figure can be calculated by dividing the area of the part of the figure by the area of the entire figure. The quotient is called the geometric probabilityfor the part of the figure.
Chapter 11 Resource Masters - Math Problem Solving
Geometry chapter 11 formulas. Surface Area of a cylinder. Volume of a cube. Volume Addition Postulate. Volume of a Prism. SA = 2B +2 (pi) (r)h... Where B is the area of a base, C is the cir…. V = s^3. The volume of a solid is the sum of the volumes of all its non….
chapter 11 geometry formulas Flashcards and Study Sets ...
GET SOCIAL! 501 W. University • Rochester, Michigan 48307 • 248.726.3000
Rochester Community Schools - Geometry Chapter 11
R S Aggarwal and V Aggarwal Solutions for Class 9 Mathematics CBSE, 11 Areas of Parallelograms and Triangles. All the solutions of Areas of Parallelograms and Triangles - Mathematics explained in detail by experts to help students prepare for their CBSE exams.
Chapter 11 Areas of Parallelograms and Triangles - R S ...
Learn high school geometry for free—transformations, congruence, similarity, trigonometry, analytic geometry, and more. Full curriculum of exercises and videos.
High School Geometry | Khan Academy
Halkian. Geometry Chapter 11 (Areas of Polygons and Circles) Area Addition Postulate. Area of a Parallelogram. Height & Base of a Triange. Area Congruence Postulate. The area of a figure is the sum of the areas of nonoverlapping…. A=bh.
geometry chapter 11 polygons Flashcards and Study Sets ...
On this page you can read or download geometry chapter 11 assessment book test a in PDF format. If you don't see any interesting for you, use our search form on bottom ↓ . CHAPTER Chapter Test A 5 For use after Chapter 5. 10. Chapter Test A For use after Chapter 5} WY is the midsegment of nQRS. ...
Geometry Chapter 11 Assessment Book Test A - Booklection.com
Study Flashcards On Geometry - Chapter 11 Test at Cram.com. Quickly memorize the terms, phrases and much more. Cram.com makes it easy to get the grade you want!
Geometry - Chapter 11 Test - Cram.com
We would like to show you a description here but the site won't allow us Holt geometry chapter 11 test form b answers. Holt geometry chapter 11 test form b answers
Holt Geometry Chapter 11 Test Form B Answers
GED Math Chapter 11: Geometry Lesson 5 Hello welcome to the lesson on the distance and mid-point formula. The name of these formulas pretty well describe what they are used for- the distance formula finds the distance between two points and the mid-point formula finds the halfway mark between two points.
GED Math Chapter 11: Geometry Lesson 5 - GED Math Lessons
Geometry - Chapter 11 Review Packet (Perimeter and Area of Polygons) - Duration: 56:35. Wagner Academy 1,646 views. 56:35. Geometry - Circles Chords, secants & tangents - measures, angles and ...
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Geometry - REVIEW SESSION - Chapter 11 (part 1) - #1
On this page you can read or download geometry chapter 11 test b for use after chapter 11 in PDF format. If you don't see any interesting for you, use our search form on bottom ↓ . CHAPTER Chapter Test A 5 For use after Chapter 5. 10. Chapter Test A For use after Chapter 5} WY is the midsegment of nQRS. ...
Geometry Chapter 11 Test B For Use After Chapter 11 ...
GED Math Chapter 11: Geometry Lesson 4 Welcome to lesson 4 the topic is on volume. Finding the volume of basic figures is very much like finding area and surface area. However the big difference is volume represents how much "stuff" we can fill into a figure/object rather than area where the concept is "wrapping" an object.
GED Math Chapter 11: Geometry Lesson 4 - GED Math Lessons
Honors Geometry Chapter 11 5/15/17 11.1 Area and perimeter of Parallelograms and Triangles. 11.2 Area of Trapezoids, Rhombi and Kites. Assignment: pt 783 10-35 x 5, pg 793 10 -35 x 5 5/17/17 Area of sectors and segments of circles
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2020-21 COVID Safe
Let our Museum-on-wheels bring COVID-safe educational experiences to your school or community! We have modified our most popular Outreach programs to address the health and safety of all of our students and partners. These updated programs allow for students to engage in hands-on, high-energy learning experiences in science, technology and nature while maintaining a safe environment for everyone.
All programs meet NC Health and Human Services (NCDHHS) Standards for Schools.
Program Essentials
OUTREACH INFORMATION
* One designated location is preferred for visits with multiple programs on a single day. Location changes (such as moving between individual classrooms) will cause additional delays between classes.
* Large venues such as gymnasiums, media centers, cafeterias and outdoor pavilions are ideal spaces to allow for social distancing and to maximize safety.
* Schedule must include access to the space one hour prior for set-up and one hour post for break-down
* If we are teaching the same topic, we need 45 minutes in between scheduled classes to reset and sanitize. If we are switching topics, we will need one hour between classes to reset.
* Class sizes cannot exceed 20 children.
* A mileage fee is applied to all Discovery Place Outreach programs. Mileage is charged at $25 per Mecklenburg County visit (or $25 per Richmond County visit for programs originating from Discovery Place Kids Rockingham) and $.75 per mile for all out-of-county visits.
* All participants over the age of 2 are required to wear a face mask or cloth face covering that covers the nose and mouth while during the workshop. This also include outdoor programs. No exceptions.
* Discovery Place educators will be prepared with their own personal protective equipment, including sanitizing solutions to set up and clean up spaces appropriately.
VIRTUAL INFORMATION
* Programs will be delivered via Zoom.
* Information for connecting to the Zoom program will be delivered to the client once payment is processed for the reservation order.
* Client is responsible for distributing connection information to the participants prior to the program start time.
Discovery Place 2020–2021 Education Guide
In-Person Outreach
Let one of our expert educators come to your location. Our team wears masks, practices social distancing as possible and will follow rigorous cleaning protocols throughout the program.
50 Minutes
Dates & Times Customizable
Maximum 20 Students
PRE K – K ALL ABOUT ANIMALS
Students will meet Discovery Place ambassador animals, explore real specimens from the Museum's collections and discover how animals are alike and different. Students will develop science skills such as making observations, asking questions and creating connections with the natural world.
DINOSAUR DAYS
Students will become paleontologists as they excavate fossils, explore fossilized specimens and create models of imprint fossils.
MINI-METEOROLOGY
Snow, rain, sunshine or clouds? What will the weather be like today? Use tools to develop skills including measuring, comparing, collecting data and making weather predictions.
YOU CAN BUILD IT
Students will use building materials to complete a series of problem-solving challenges to test and improve their solutions.
GRADES 1 – 2 ANIMAL HABITATS
Students will explore Earth's habitats and discover the adaptations and characteristics that plants and animals use to survive in their environment. Students will utilize specimens from the Museum's collection to discover ways their actions impact Earth.
CATAPULT CREATORS
Throw yourself into the Engineering Design Process with catapults. Students learn about potential and kinetic energy as they design, build and improve upon their own catapults.
DINO TIME
Dig into paleontology! Students will explore real fossils, create their own imprint fossil and use tools to uncover the past.
MATTER OF SCIENCE
Chemistry and physics come alive during this exciting class. Wow your students with demonstrations involving combustion, changing states of matter, electricity and liquid nitrogen.
SOUND IS VIBRATION
Students explore what sound is, how it is created and how we perceive it. Students will experiment with a variety of vibrating materials, as well as software applications to understand the relationship between frequency and pitch, along with amplitude and volume.
TODAY'S FORECAST
Students become amateur meteorologists by using tools to collect weather data including temperature, precipitation and wind. Students will compare and analyze the data the data to determine seasonal patterns and communicate their meteorological findings through forecast presentations.
704.372.6261 x300 l discoveryplace.org
YOU CAN BUILD IT
Students will use problem-solving skills to construct, test and improve model structures such as high-rise towers, bridges, pyramids and more.
GRADES 3 – 5
ANIMAL EXPLORATIONS
Students will explore the adaptations and behaviors that help animals from different biomes meet their basic survival needs. By observing and collecting data from real specimens, learners seek to understand how animals adapt and behave differently in various environments.
CATAPULT ENGINEER
Participants will explore the physics of projectiles and potential and kinetic energy as they use the Engineering Design Process to design, build and improve their catapults to achieve the ultimate launch.
CHEMICAL CHANGES
Students will learn signs of a chemical change through exciting demonstrations. Then they will perform a series of action-packed experiments and make a claim for each about the type of change occurring, giving evidence to support their claim.
DINO TIME
Students become paleontologists as they excavate fossils, explore real fossilized specimens and create models of imprint fossils.
Discovery Place 2020–2021 Education Guide
ESCAPE ROOM ROBOTS
Students will use critical thinking skills to analyze a given problem: their robot is trapped in a room. To escape, students must write code, troubleshoot and use computational thinking. Do your students have what it takes to crack the code and help their robot escape the room?
FORCES & MOTION
Newton's Laws of Motion come alive in this class packed with guided-inquiry activities. Students make predictions and investigate how changes in mass, force, gravity and friction affect the motion of an object. Then they will perform experiments for each of Newton's Laws and be presented with a final challenge to synthesize student learning.
MATTER OF SCIENCE
Chemistry and physics come alive during this presentation. Wow your students with demonstrations involving combustion, changing states of matter, electricity and liquid nitrogen.
MUSCULOSKELETAL MARVELS
Students explore the structures and functions of the skeletal and muscular systems of the human body through a variety of guidedinquiry activities and the examination of human specimens.
WHAT'S THE FORECAST
Dive into the atmosphere as weather phenomena are investigated. Students use data collection software to analyze wind speed and sling psychrometers to measure relative humidity. Get temperature readings from thermometers and study clouds to improve your weather forecasting skills.
YOU CAN BUILD IT
Students use building materials to complete a series of problem-solving challenges and test and improve their solutions.
GRADES 6 – 8
CATAPULT ENGINEER
Participants will explore the physics of projectiles and potential and kinetic energy as they use the Engineering Design Process to design, build and improve their catapults to achieve the ultimate launch.
CHEMICAL CHANGES
Engage in action-packed chemical reactions including exploding hydrogen balloons while learning about the properties of materials, the difference between physical and chemical changes and how to recognize when a chemical change has occurred. Learn about products and reactants and chemical equations.
MATTER OF SCIENCE
Chemistry and physics come alive during this presentation. Wow your students with demonstrations involving combustion, changing states of matter, electricity and liquid nitrogen.
ROBOTICS ENGINEER
Students will be presented with a real-world challenge that can be solved with the help of a robot. They will use the Engineering Design Process, employ computational thinking, troubleshooting, coding and programming to achieve success.
TAKE A CELL-FIE!
Students learn basic biotechnology skills as they delve into cells and organelles. Understand how they all contribute to the basic functions of life. Take a cell-fie of cells you prepared yourself!
704.372.6261 x300 l discoveryplace.org
Virtual Classes
Bring exciting demonstrations and at-home experiments right to your virtual classroom. These engaging and interactive classes are tailored to your class's grade level and curriculum standards.
All programs originate in our Digital Studio Sponsored by T-Mobile
45 Minutes
Maximum 15 Students
Dates & Times Customizable
ALL THAT MATTERS
GRADES 3 – 8
Through demonstrations featuring liquid nitrogen and at-home experiments, students will gain a greater understanding of the properties of matter in its various phases and how heat affects particle motion and density.
ANIMAL ECOLOGY
GRADES 6 – 8
In this interactive class, students will encounter some of our ambassador animals. They will learn about the relationships between producers, consumers and decomposers, while working with an educator to demonstrate how abiotic and biotic factors affect animal populations in an ecosystem.
ANIMAL LIFE CYCLES
GRADES 1 – 2
In this interactive class, students will meet live animals from the Discovery Place Living Collection. They will become familiar with the needs of all animals, and work with an educator to describe the life cycles of different animals.
Discovery Place 2020–2021 Education Guide
ANIMALS IN THEIR ENVIRONMENT GRADES 1 – 5
In this interactive class, students will encounter some of our ambassador animals. They will become familiar with animal habitats and work with an educator to describe the needs of different animals in their environment.
BODY SYSTEMS
GRADE 3 - 8
Students explore the human body and discover the tissues, organs and systems that keep us functioning. We will observe real human specimens and participate in at-home activities to analyze several body systems.
EARTH EXPLORERS
GRADES 1 – 2
Dig into earth science and discover what is hiding under the soil. Students test soils to determine their uses and follow the rock cycle to see change over time. We will also discover amazing uses for these organic materials.
FORCES AND MOTION
GRADES 3 – 8
Newton's Laws of Motion come alive in this class with exciting demonstrations coupled with at-home experiments. Students make predictions and investigate how changes in mass, force, gravity and friction affect the motion of an object.
GEOLOGY ROCKS
GRADES 6 – 8
Students explore and model the Earth's layers while investigating rocks, minerals and fossils to decipher what they tell us about the history of the Earth and its changing life forms.
I'M AN ENGINEER
PRE K – GRADE 2
Students discover what it's like to be an engineer. Using the Engineering Design Process, we will analyze engineering challenges, design and construct solutions and test and improve our designs.
MATTER MATTERS
PRE K - GRADE 2
Students observe instantaneous phase changes featuring liquid nitrogen! We will investigate the properties of matter and its different phases through at-home experiments.
MOVING WITH ANIMALS
PRE K – K
In this interactive class, students will meet live animals from the Discovery Place Living Collection. They will become familiar with the differences between living and nonliving things and work with an educator to demonstrate how animals move.
MUSCULOSKELETAL MARVELS
GRADES 3 – 5
Students investigate real human bones, tissues and artificial joints to learn how the muscular and skeletal systems function together to support, protect and move the human body.
PUSH, PULL
PRE K – GRADE 2
Explore how forces such as pushes, pulls, gravity and magnets can affect the motion of an object. Students will make predictions and conduct at-home experiments.
ROCKS, MINERALS AND FOSSILS GRADES 3 – 5
Uncover the differences between rocks and minerals and investigate the rock cycle. Students will classify rocks based on their composition and delve into the processes that create them. They'll then test different mineral properties, uncover how they are formed, and learn about mold, cast and trace fossils.
SOLAR SYSTEM SPECTACULAR GRADES 3 – 8
Travel through the solar system with our virtual planetarium to learn about the sun, planets, asteroids and moons that make up Earth's neighborhood. Investigate space exploration as you join Apollo astronauts on a trip to the Moon and visit the red planet with the Mars rovers.
STARRY, STARRY NIGHT
PRE K – GRADE 5
Witness the wonders of the universe in this in-depth look at the Earth, Moon and Sun system. Learn about what causes day and night and changes in the appearance of the Moon. Students will observe and recognize patterns in the night sky.
STORYBOOK SCIENCE
PRE K – K
Can your house stand up to the Big Bad Wolf? Can you build a bridge over the river? Students will use engineering skills to test the science behind some of your favorite stories
704.372.6261 x300 l discoveryplace.org
Virtual Assemblies
Bring science and nature to your students through a virtual connection. Our educators will create an educational experience that draws students in and keeps them engaged.
Presentation is 30 Minutes
Dates & Times Customizable
Unlimited Students
BACKYARD BIOLOGY
GENERAL AUDIENCES
Live from Discovery Place Nature, students will have the opportunity to experience science and nature firsthand through live animals, exciting demonstrations and engaging conversations. Join our curators and resident animals as they share some tips on how to explore and discover the richness of your backyard. Plus, learn some techniques to see and to hear what is hiding in plain sight all around you.
A MATTER OF SCIENCE
GENERAL AUDIENCES
Chemistry and physics come alive during this action-packed presentation. Wow your students with wonder-filled demonstrations featuring combustion, changing states of matter, electricity and liquid nitrogen.
Discovery Place 2020–2021 Education Guide
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Year 2 - Term 5 2018
'To Eat or be Eaten'
PE Days
PE days in Year 2 this term are:
Y2GC - Monday/Thursday Y2KK - Monday/Tuesday
Y2GS - Monday/Friday Y2JB - Monday/Friday
This term please ensure that your child has PE kit which is suitable for wearing outside, including trainers or plimsolls. Children will need to ensure their hair is tied up and that earrings have been removed on these days. Thank you.
Home Learning
Home Learning, will continue to take the form of Timestables Rockstars, weekly spellings and comprehension tasks in your child's reading record book. These will connect to what your child is reading. We would appreciate if you could read regularly with your children at home, ensuring their book and reading record is in school every day. Feel free to add comments to communicate to us how your child has read at home.
The Year 2 Team
The Year 2 team would like to take this opportunity to thank you for your support throughout the past Term. As the children will be sitting their end of Key Stage 1 assessments in May, if you know your child is going to be absent please inform your class teacher as soon as possible so alternative arrangements can be made. If you do have any concerns or comments, please do not hesitate to come and speak to one of us or Glyn Rushton.
Gemma Curchin Karolina Kruszko Josh Bulloss Gail Skelham
English Key Skills
The children will continue to learn about tenses, using the past and present tenses correctly in their written work.
They will be given opportunities to write their own poems, performing these to their peers.
Alongside this, the children will also begin to study various fictional characters, creating descriptions of these characters. Through this, they will develop their understanding of using apostrophes for possession and will improve their description through the use of similes.
It is important that the children practise their spellings each week as well as the Year 2 Common Exception Words as they will need to use these correctly in all of their writing. When writing the contracted form of words, children need to ensure that the apostrophe is in the correct place. Please remember to practise these regularly at home.
Reading
This term our focus when reading will be on the children's understanding of texts. They will continue to answer questions about a range of texts using various learnt skills, such as skimming and scanning. They will also continue practising their inference and prediction skills. We will look at the connections between various texts and will have regular reading for pleasure time, during which the children will have access to a range of genres.
The children will continue having regular phonics sessions in which they will follow the Read Write Inc programme.
Please remember our 'Book and Biscuit' session where you are invited to come and share a story with your child on a Tuesday morning, 8:45am8:55am.
Maths Key Skills
This Term the children will focus on statistics, using graphs and charts to measure and investigate the world around them. They will practise using number lines to solve a range of problems and will continue to recap their knowledge of time and money. The children will continue to have a reasoning and problem solving lesson each week to enable them to consolidate their learning from Term 1, 2, 3 and 4 and will use this understanding when completing their end of Key Stage 1 Mathematics papers. Please use the Maths Strategies pack to support your child's learning at home.
Learning Journey
Our topic of 'To Eat or be Eaten' will continue throughout this term. The children will get the opportunity to learn about various animals, focusing on their appearance, diet, habitat and special features. In Science, they will also learn about food chains, life cycles and seed dispersal. We will research significant individuals from the past and the children will be given the opportunity to study the famous artist Arcimboldo, before re-creating his work using fresh fruit and vegetables. They will compare and contrast different countries which are inhabited by animals who have adapted to their surroundings.
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Boats In Motion
ID: 11298
Time Required 45 minutes
Activity Overview
In this activity, students will make observations about the motion of a boat going up and down the river. They will be instructed to solve the system of equations algebraically and graphically. Minimized slider bars allow students to explore the slope of a distance-time graph.
Topic: Linear Equations
* Motion, distance = rate × time
* Slope and graphically solving equation
Teacher Preparation and Notes
* The student worksheet provides instructions and question to guide the inquiry and focus the observations.
* Notes for using the TI-Nspire™ Navigator™ System are included throughout the activity. The use of the Navigator System is not necessary for completion of this activity.
* To download the student TI-Nspire TM document (.tns file) and student worksheet, go to education.ti.com/exchange and enter "11298" in the keyword search box.
Associated Materials
* BoatsInMotion_Student.doc
* BoatsInMotion.tns
Suggested Related Activities
To download any activity listed, go to education.ti.com/exchange and enter the number in the keyword search box.
* Solving Systems of Linear Equations with Linear Combinations (TI-Nspire TM CAS technology) — 8818
* How Many Solutions? (TI-Nspire TM technology) — 9284
* Tables and Linear Relationships (TI-Nspire TM technology) — 10884
Problem 1 – Observe Motion & Graphically Solve
On page 1.3, students press play and make observations about the motion of the boats. Ask students why the boat goes faster downstream than upstream. They should know that the boat goes with the current downstream making it travel more distance in less time. When the boat goes upstream it has to fight the current.
1. 3 hours downstream
2. 5 hours upstream
3. Downstream rate = r + 2; Upstream rate= r – 2
4. down d = (r + 2)3
up d= (r– 2)5
3 5. r+ 6 = 5
2
r– 10
r= 16
r= 8 mph
Substituting this into either equation gives a distance of 30 miles. Alton and Barnhart are about 30 miles apart along the Mississippi in the St. Louis area.
TI-Nspire TM Navigator TM Opportunity: Class Capture and/or Live Presenter See Note 1 at the end of this lesson.
Problem 2 – Distance-Time Graph, Explore Slopes
Using d = r ⋅ t for this situation gives the following equations:
where s is the rate (speed) of the steam engine and v is the rate (velocity) of Velma's walking.
Using the graph on page 2.3, students are to use the arrows to change the rates of the train and Velma's walking so that the lines go through the points (2, 1.1) and (2, 0.9). The slopes of the lines represent the rates of s and v.
To solve this system of equations, students are to distribute and then add the first equation to the second.
The solution is the train is moving at 0.5 miles/min and Velma is walking at 0.05 miles/min.
Problem 3 – Planes
11. 3 hours
12. 3.5 hours
13. d= (r+ 20)3 and
14. 3r+ 60 = 3.5
d= (r– 20)3.5
130 = 0.5
r– 70
260 =r
r
260 km/h is the speed of the airplane in still air.
15. The intersection of the two equations is the ordered pair (260, 840), which represents the same information that was found algebraically.
Problem 4 – Cars
16. d
slow
=30tand
17. 30
d
fast
t+ 50t= 160
t= 2 hours
=50t
80t= 160
18. The x-coordinate represents the number of hours for the cars to reach a distance of 160 miles, the y-coordinate, apart.
TI-Nspire TM Navigator TM Opportunity: Class Capture and/or Live Presenter See Note 2 at the end of this lesson.
TI-Nspire TM Navigator TM Opportunities
Note 1
Class Capture can be used here and throughout the lesson to ensure students are able to follow directions on finding the intersection point. You may choose to pick a student (or group of students) as a live presenter to demonstrate the activity to the class.
Problem 1: Class Capture and/or Live Presenter
Note 2
This is another good place to use screen capture to make sure students are able to enter the functions to graph. A live presenter can be used to demonstrate how the formulas are entered.
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Keep It or Junk It C0203_001003 Transcript of edited program Luna Productions
Opening visuals: Intro, title and music then into the classroom
NARRATION:
Jennifer Brouhard (pronounced Bro-Hard) is a 5th grade teacher at Glenview Elementary in Oakland California.
She noticed a common problem in student reading, and had an idea about how to help.
Jennifer:
So what I discovered after a number of years is that the kids are reading through a piece and it's done. so a lot of what they read is just read to finish. What I wanted them to do is really get into that text: break it down, what does it mean, how are you interpreting it? I want them to take this text and do something with it.
Visual: Student reads from text
NARRATION:
"Keep it or Junk it" is a step by step process which enables students not just to read, but to identify the important concepts within the text and put them to use
Visuals: Students working, example of "Keep It or Junk It" worksheet, including passage of text that is used in this class.
NARRATION:
Let's watch Jennifer use 'Keep it or Junk it" as part of a two-week social studies unit on the colony of Jamestown, Virgina.
Today,
The students will read a short passage and select key words. They will then use Keep It or Junk It to help identify main ideas and answer a focus question. Ultimately they will use all of this to write a research essay on the topic.
teachingchannel.org
1
In class:
Jennifer: When you look at your key words, they're going to help you answer that focus question, so would you guys read that focus question.
Kids read aloud and in unison: What happened as a result of English settlement of Jamestown, Virginia?
Jennifer: Okay so the words that you're gonna choose as you list your key words have to help answer that question. And right now you're gonna work in small groups and you're gonna have about 10 mins to come up with one group list of your key words.
NARRATION: In this first stage of Keep It or Junk It, the kids work in small groups to generate a list of words that will later be considered by the entire class.
Jennifer: One of the things I found is that kids were pulling out all kinds of important words. And there was no real way for them to tell what was an important word, what wasn't an important word.
Visuals: Students working, one female student in cute pink jacket reads list of selected key words.
Jennifer: Now you've got a list of words that you want to keep, because they all help you answer that focus question.
Jennifer: It's a way for kids to link information.
NARRATION: During their small group discussions, Jennifer helps students work through their ideas about the relative importance of each word.
JOHN ROLFE SCENE -- Jennifer: Okay now I want you to take a look at John Rolfe and we talked about him yesterday right?
Visuals: ... Student and teacher discussion continues, students realize why John Rolfe is not a key word ...
Jennifer: They begin to see that John Rolfe isn't that big of a deal.
Montage of kids putting up their words
NARRATION: Once they've created their lists, each groups puts their words up on the teachingchannel.org
2
board in preparation for the main phase of Keep It or Junk It.
NARRATION: Then each student goes around with their own piece of paper and writes down which words they think are the most important.
In class: Jennifer: Okay, we have our four students who are going to lead this right? One of you is going to write in the pair and one of you is going to do the Keep It or Junk It words, okay? And give the directions, so...
Jennifer: I think the biggest thing is that the kids are directing it.
Girl student: So we're gonna do keep it or junk it right now and B1 is tobacco, 1 keep, 2 junk, 3 cloud. Jennifer: And everybody must? Everybody must vote.
Visuals: Students run exercise, calling out words, calling out: "One keep, two junk, three cloud: and classmates vote and explain their voting.
Jennifer: What they do is they call on students, pick one or two people that want to keep the word. One or two people that want to junk the word
Visuals: Students run exercise
Jennifer: And the cloud is they're not quite ready to get rid of it. What I've found is that if the kids aren't really ready to junk the piece that word will keep showing up. Eventually what they see as they keep sorting and categorizing and keeping or junking is that most of those words they cloud, they'll junk.
Visuals: Students run exercise
Jennifer: So the first time they vote, and that's when they call on the kids to justify their opinion.
Visuals: Students run exercise
Jennifer: And then hopefully after that discussion you take another vote to see if anything has changed.
Visuals: Students run exercise
teachingchannel.org
3
Jennifer: You know, this is their classroom. The more they run, the more they feel engaged in it, the more they run it, the more they're talking through their ideas, working through their own thinking.
Visuals: Students run exercise
Jennifer: I mean I think when the kids are talking more, They're in charge of their education. And I think as a teacher then you're in charge of how am I going to facilitate that.
NARRATION: We filmed two classes with Jennifer this day and she used Keep It or Junk It differently in each one.
Jennifer: You can see in each of the classes it was done in a different way. The big thing is you're looking at whose in the class. And while one class may need help with vocabulary, one class may need help with reading strategies, another class may need help with linking their ideas in a more sophisticated way. So it's not a set way to do it.
NARRATION: In this class Jennifer realizes that some of the students have not done the reading and adjusts accordingly.
In this class, when Jennifer realizes some students have not done the reading, she adjusts using yet another technique
JB in classroom: Now I think there are some people who might not have done the work, am I right about that? So here's what we're gonna do--a quick Jump in and Read so that everybody can then circle their words.
Jennifer: Jump in and Read is a way for me to check a couple of things. One when kids read something independently and their struggling, I want to make sure they're not just reading to get it done. I want to hear how they're reading it.
NARRATION: Jennifer quickly reviews the rules of Jump in and Read.
JB in classroom: Okay what's the rule on Jump in and Read ?
How many sentences? Four.
Okay, if you hear somebody start and you jump in late what do you have to do? Stop. If you look around and see somebody who hasn't jumped in before you're going to let them? Read.
teachingchannel.org
4
Text bullet points on screen
Visual: Girl starts reading
Jennifer: I never do it as a first read. I've done it after I've read it, we've examined it. They're pretty familiar with the text.
Visual: Second stumbling student reads
Jennifer: It allows me to see what words they're stumbling over so indentured servants for example.
Visual: Sound up: Student stumbles over indentured servants
Jennifer: As they're stumbling over that, that's letting me know they really don't know what it is. So I've got to go back and talk about that idea.
NARRATION: At this point,
Jennifer has the students discuss the word in small groups then send one rep to the front of the class to report the definition they've settled on.
Visual: An entire scene of 6 students, standing in a row, each giving their definition of "indentured servants" one after another
JB in class: Okay so are we doing to keep indentured servants? 1 keep, 2 junk, 3 cloud.
Jennifer in interview: I didn't have a student leader do it in this class. You know you could see when some of the kids were asked questions they were more hesitant. I think what I saw as they were putting their words up is that they weren't really justifying them in a way that they could use them. So things like for example there was one kid who talked about colonists because they were there. That's not really useful for them when they go to write.
NARRATION:
Realizing it isn't working as planned, Jennifer improvises … and changes everything
Jennifer:
Forget the "keep it or junk it" for right now because they weren't ready to do that. And
teachingchannel.org
then, go back and look. And we do, what we do is give subheads then to the paragraph. So the kids can kind of see: Here's the big idea in this paragraph.
Now, let me go back and, and revise my "keep it or junk it" list. And see if I can link then the words to that subhead.
Visual:
Jennifer explains the same to students and wraps us the lesson
Jennifer: "keep it or junk it" … the first time I tried it took forever and I thought // oh man this is awful! And you just start seeing glazed eyes. It takes a lot of practice and I think the thing I would say is be patient, keep doing it. Because the kids are not used to reading like this. And it's pushing the kids way out of their comfort zone. They're used to reading it, saying I'm done, where are the questions. // So it's a process for you to keep doing it as the teacher. It's a process for the kids to keep doing it.
Cube spin and music, visuals of the lively Keep It or Junk it exercise.
The payoff is the kids know it. And when you see their writing, through all of this they've linked their ideas. And what you can really see is, how is that student thinking, how do they use their information, did they really get it.
Jennifer: The thing that I've come away with over the last couple of years is that while I would like to think content is really critical, I think the really critical thing is the analytical skills and the thinking skills. It's not about answering a question. it's not about revising my essay and putting the periods in the right place and capitalizing. It's about revising my thinking. And to see kids at the end of the year say, wow I kinda got this. And I think then they really feel this is my information, you know, my thinking.
end
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RISHI GALAV PUBLIC SCHOOL
Summer Vacation Homework 2020-21 Class- V
Mathematics
Prepare model on any one topic given below.
Or
a. Prepare chart on Roman Numerals from 1 to 50 with the help of matchsticks.
Prepare Place value chart according to International system of numeration on a chart Paper.
b. Write and learn table up to 20.
c. Draw different angles with help D (30,60,90,120)
EVS
1. Draw and write their name also.
a. Two sources of water.
b. Two wild animals and two pet animals.
c. Five types of leaves.
d. Our sense organs.
2. Make a poster on the topic say no to plastic or pollution.
3. Learn and write the capital of any 20 countries.
4. Write a paragraph about our President and our prime minister.
Drawing/Craft
a. Forest Scene/C.D. Craft (wall hanging)
English
1. Prepare a chart on the topic kinds of noun.
2. Find about 2 epidemics diseases and write about them in your notebook.
3. Daily write a new word with its meaning and one sentence in a notebook.
4. Write 10 words their meaning related to covid-19.
5. Write 10 idioms with their meaning and sentences based on them.
Hindi
,d ist Jqrys[k izfrfnu] ikB 1 dfork fp= lfgr pkVZ isij ij fy[ks] jkstkuk 10 dfBu 'kCnksa dks rhu&rhu ckj fy[ks] jke ds thou dk ijhp; fp= lghr pkVZ isij ij fy[ksa] dksjksuk ok;jl dk fp= cuk,a rFkk ok;jl ls cpus ds mik; fyf[k;sA
Taekwondo
1. What is the taekwondo counting name?
2. What is the taekwondo punch name?
Computer
Make a project on:-
a. Uses of computer
b. Limitations of computer
c. Characteristics of computer
M.V.
1. Make Model/chart on save water and write suitable slogan.
Dear Parent,
School is missing its students. I hope you are utilising Lockdown period constructively for development of your child. School has conducted the online classes for the entire month of April. Almost 2-3 chapters of all subjects are finished. School is sending summer vacation homework to keep the students learning in the best possible manner. You are requested to help the student in completing the homework. In case of any query, contact +91 9109329218 [WhatsApp Message / SMS only]. See you after vacations. | <urn:uuid:d589a37d-a5f3-44fd-9f36-4a7ca603b5f1> | CC-MAIN-2020-45 | http://rishigalav.org/wp-content/uploads/2020/05/Class-5-Holiday-Homework-1.pdf | 2020-10-26T01:51:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00314.warc.gz | 84,368,319 | 570 | eng_Latn | eng_Latn | 0.988318 | eng_Latn | 0.988318 | [
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Have you read about Savannah the engineer yet (see page 34)? Designing and building things is a great way to use the incredible mind Heavenly Father has given you!
Engineering Fun
Here's a cool project to make with your family. After you finish it, keep going and try something else. Maybe a rubber band–powered car? Be sure to get an adult's help.
Paper-Airplane Launcher
wooden board hammer and nails one large rubber band or several smaller rubber bands connected paper clip your favorite paper airplane
4. Hook the clip over the rubber band, pull back, and launch!
1. Hammer two nails into the end of a flat board, as shown. Place the nails at least 6 inches (15 cm) wider than the widest part of your paper airplane.
2. Connect the rubber band(s) between the nails.
3. Tape a partly unfolded paper clip on the tip of your airplane, as shown.
FLIGHT SCHOOL!
Part of engineering is finding out what works best. Once you've built your launcher, experiment! What kinds of paper airplanes fly the fastest? Which ones go the straightest? The farthest? For an extra challenge, try hanging hulahoops to fly your planes through. | <urn:uuid:50b596cf-6314-43c2-93b6-dbac8ed21333> | CC-MAIN-2020-45 | https://media.ldscdn.org/pdf/magazines/friend-february-2016/2016-02-26-funstuff-engineering-fun-eng.pdf?lang=eng | 2020-10-26T01:19:54+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00314.warc.gz | 415,477,095 | 251 | eng_Latn | eng_Latn | 0.998911 | eng_Latn | 0.998911 | [
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Name: Period: Date:
ROAD TO THE AMERICAN REVOLUTION GUIDE
Video & Textbook Notes
Explain how British colonial policies regarding North America led to the Revolutionary War
:
KC-3.1.II.A The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights.
:
Video & Textbook Notes
KC-3.1.II.B Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule, and the ideas of the Enlightenment
:
Video & Textbook Notes
KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women.
ADDITIONAL RESOURCES
:
Video & Textbook Notes
Historical Thinking Skills Practice: Continuity and Change Over Time
What changed and what stayed the same in the time period 1763-1775?
Continuities:
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GRE-2, Data Analysis
The Standard Deviation
Definition
Standard = "For a typical value in the list"
Deviation = "Distance from the mean"
Thus, the standard deviation describes a "typical plus / minus distance from the mean."
Representation
Putting mean in middle and counting three SD's to the left and right will capture all or nearly all values.
Ex: "Ladies' scores have a mean of 200 and a standard deviation of 10."
z-score = # of SD's from the mean
1. What is the z-score for a test score of 185?
2. What test score is 2.5 standard deviations above the mean?
Percentiles, quartiles, and IQR
Percentiles
A percentage of a distribution is best represented by area on its graph. Percentile of x = Percentage of scores below x Percentiles are cumulative; they add / subtract.
If Alex is at the 30
th percentile and Bobby is at the 80
th percentile,
1. What percent of students scored worse than Alex?
2. What percent of students scored better than Bobby?
3. What percent of students scored between Alex and Bobby?
Raw scores don't give this information.
1. Referring to the box-and-whisker plot above, what shape is its distribution?
2. What is its median?
3. What is its IQR?
4. If this graph represents weights of packages, what percent of packages weigh between 0.45 and 0.7 pounds?
5. If there are 5,600 packages at the post office, how many of them weigh less than 1.15 pounds?
The Normal Distribution
This is a particular type of "bell curve" with a known relationship between z-scores and percentiles.
If checkout times at a grocery store are normally distributed with mean = 3.6 minutes and SD = 0.9 minutes, what percent of checkouts are
1. Between 2.7 and 4.5 minutes?
2. Between 4.5 and 5.4 minutes?
3. Greater than 6.3 minutes? | <urn:uuid:90dd4b88-aa35-487b-a154-1095bc758f5e> | CC-MAIN-2020-45 | https://www.tutorinlosangeles.com/wp-content/uploads/2017/10/GRE2_Week5-of-9_Handout_data-1.pdf | 2020-10-26T01:01:26+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00318.warc.gz | 952,717,982 | 438 | eng_Latn | eng_Latn | 0.995433 | eng_Latn | 0.99703 | [
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A HOME-MADE OBSERVATORY
When Morton High School in Cicero offered its first course in meteorology, I enrolled as a student of the subject and during that course of study received the fundamental basis upon which I intend to build my understanding of this science.
to that manufactured by Henry J. Green, was constructed in the metal shop of the Morton High School.
In an attempt to study the functions of the atmosphere, I decided to establish an observatory. However, the price of meteorological instruments was beyond my means. I resorted, therefore, to home-made instruments.
My first acquisition was a mercurial barometer which my brother skillfully constructed. The barometer is mounted within a glass case, its readings are very nearly the same as those at the weather stations in Chicago.
Next I made a kiosk, which is a trifle larger than an airways shelter. My instrument shelter now houses a sling psychrometer, which I made from two Fahrenheit mercurial thermometers, and a Six's type maximum-minimum thermometer. These thermometers are the only meteorological instruments which I have purchased.
For determining wind direction and velocity, I use a home-made wind vane and an anemometer. The wind vane has contacts for eight directions, which are electrically indicated on a panel inside the house. I compute the velocity of the wind from an indicator connected with the anemometer.
From these instruments I enter observations on a form similar to 1083 of the Weather Bureau.
Besides, between June 22nd and September 19th, 1932, I made daily trips to the Airport Observatory in Chicago, a distance of approximately five and one-half miles from our home. There I secured map signals of weather reports over the United States, Canada, and Alaska, from which I drew weather maps and planned my own forecasts.
An eight-inch rain gauge, identical
This work is of immense interest to me, but I now limit myself to observations of the weather only, as I have college study to attend to.—George D. Lukes.
TWO GOOD BOOKS ON WEATHER
Sound books on meteorology, the science of weather, are deplorably scarce, and that statement applies both to textbooks and to books addressed to the general reader. Moreover, of works that can be recommended the great majority are by European authors and are not particularly well adapted to the requirements of North Americans. Hence, it is worth while to mention two brief treatises, written on this side of the Atlantic, that are excellent introductions to a knowledge of this science, though they were not intended as such and very few students of meteorology would ever think of consulting them.
Marine Meteorological Observers." Though a certain part of it is mainly of interest to sailors, it contains much information of more general interest about weather instruments, clouds, optical phenomena of the atmosphere, etc., some useful tables, a bibliography, and, last but not least, a fairly comprehensive glossary of meteorological terms (a large proportion of which are loosely or erroneously defined in general dictionaries).
One of these is published by the United States Weather Bureau (but sold by the Superintendent of Documents, in Washington, at 25 cents a copy) as Circular M, "Instructions to
The other work is a bigger one, issued by the Meteorological Office in Toronto (but printed in Ottawa), entitled "Instructions to Observers in the Meteorological Service of Canada." It combines a good elementary treatise on weather phenomena with much detailed information about weather instruments and their use.—C. F. Talman, in Why the Weather? (S. S.) | <urn:uuid:5fd7d156-86fd-4517-9c1c-2d049de0d6c5> | CC-MAIN-2020-45 | https://watermark.silverchair.com/1520-0477-14_5_152b.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAArgwggK0BgkqhkiG9w0BBwagggKlMIICoQIBADCCApoGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMTbyHssT79v5Ek0xrAgEQgIICa17VCpZM-JSbJBFupFqdGE-sAWpmPM0dV0xI7cIX5NZTO1nN852DU5S3ofZ7yONbqv6Kyv6KCGwTfilNKPtfFL3WokvSNSwhM6Zl1_WPJ2GXRC-kr9gmuKAskhs10A-K_sOYx0iYKeceR2fmymeYvlfHVCZVJ94PtVZWYr0wZW70zusFHAmEJXY1jMytZuFr-RqPKTp2klcEc9qvuXHC36dDkEkiq0SzD1rcdbQHagyjhdccg9-yw6JuOn1FGV88jeR4rA73_JghwgTXEylWlsWmyRBe-5Ru0BTwJdoEOXf8PZVPeu0rxhxeDme9pGAxNKmmnEb1zH8jVK-mkjRA9EulwJSSWHixuITuerij4RrOhiIO4MA_gwT730gk6ONhMEjXSdDWNBOzU7cE_J652_RFmHYcG7EculV62hWbIoRqATLjQKPpDbovlDgKNPf6wvcOSJ8pXFOKDi1f--iCyC52kdmK1cTV0AbJz-_gnEWyrq7omhjGtIjPocgrzcDxggVITKp8xTkKnJ8sctEubZwTT3CQrdb6b-DJMKwQaVb1hGLUyW5oS1Jjwqo_tRRJ2oUTW1fxO5WzBrpWS9i5Yskco6WqKDK8xsrbyqKH--JRPt5eWWICakfnltskpjLFPlK8LEXdlguL6A0Xr6ygRDJMsGlA0j5qISkHMa0b3ClD7chNa0r1ImEfS817Uj353EbStcb5gMnCnO5mo0YxKXkAWLhOE4bfNhdgaByMUEH2__b5wz4AOw0oV6WxaBFHYWcavMe3ZvnzQOCMU4aveYkJ5TZA_GHNkLxjlqvrVMMr6iBGtKRt_qaTB1U | 2020-10-26T02:17:39+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00318.warc.gz | 592,302,420 | 738 | eng_Latn | eng_Latn | 0.998068 | eng_Latn | 0.998068 | [
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The Value of Prudence
Social-Emotional Learning (SEL)
Social-emotional learning refers to helping children discover and practice ways to undertake life's challenges in a healthy, productive, and cooperative manner. There are five facets of social-emotional learning:
effect a decision will have on oneself requires selfrespect. To imagine the effect it might have on others requires empathy. When children are helped to develop this dual responsibility, they are able to exercise the backbone of prudence—self-control.
* Self-respect and awareness
* Self-management
* Empathy and respect
* Social skills
* Decision-making
Prudence and SocialEmotional Learning
Prudence is the virtue of thinking before we speak or act. It is central to each facet of social-emotional learning. Prudence allows children to develop the practiced understanding that thoughts and attitude influence what we say and do. Practicing the virtue of prudence involves the ability to envision the consequences of one's decisions. Seeing the potential
The Virtue of Prudence (© Loyola Press) uses simple scenes from daily life to explore the virtue of prudence and its effect on one's well-being, safety, and self-image.
Teaching the Value of Prudence
* When reading aloud, ask children to point out actions of characters in books and whether those characters did or did not exhibit prudence. Ask how a character could have done something differently to be more prudent.
* Discuss the meaning and implication of adages such as "A stitch in time saves nine," "Look before you leap," "An ounce of prevention is worth a pound of cure," and "Better safe than sorry."
* Give children the tools to plan, such as assignment notebooks and calendars that include not only the dates when things are due, but also the things that need to be done before then.
* Caring for the environment is prudent. Encourage children to use material resources wisely and to recycle or reuse as many items as possible.
* Play games, such as tic-tac-toe, checkers, and chess to help children to learn to think ahead.
* Rehearse situations that may require decisionmaking, such as choosing a book from the library or deciding on an activity to do during free-choice time, and how best to approach such decisions.
* Help children review their own decision-making process as well as the consequences of their actions, both positive and negative.
* Use the scenarios in The Virtue of Prudence and the activities that follow to highlight the role of prudence in social-emotional learning.
I Can Be Careful and Safe
MATERIALS
Before You Read Aloud
USE A FAMILIAR SONG, rhyme, or other cue to let children know that it is time to gather around. Use the gathering time as an opportunity to help children see themselves and one another as important members of the classroom community by helping them exercise important social skills, such as respecting others' personal space, listening to and following directions, and taking turns.
-› The Virtue of Prudence by Aleix Cabrera and Vinyet Montaner (© Loyola Press, 2020 ISBN 978-0-8294-5035-4)
-› I Can Be Careful and Safe Children's Page
-› Crayons or markers
Signal children to gather around you. Once children have comfortably gathered, read aloud "I Got Lost" on pages 6 and 7 in the book.
Ask:
* Have you ever gotten separated from the adult you were with and felt scared? What did you do?
careful and safe? Read aloud the directions on the page. Allow time for children to complete their coloring and drawing. If the children are old enough, have them complete the People Who Can Help activity at the bottom of the page. Otherwise, send the Children's Page home with the child along with a note about completing it there.
* What did the boy in the story do when he became separated from his parents?
* How did he feel when he couldn't find his parents?
* What is the prudent thing to do when you get separated from your parents in a public place?
Say: It can be scary when you get separated from a group or from your parents. If this happens, stay close to the place you last saw the person you were with.
Connect 2
Distribute the Children's Page. Invite a volunteer to describe what is happening in each picture that shows someone being safe and careful. (wearing a helmet and knee pads; sneezing into an elbow to keep germs away from others, and obeying traffic signals and looking all ways when crossing a street.) Say: Each of the kids in the picture is being prudent. When we are prudent, we are careful. Being careful can help us and others stay safe. What are some things we can do to be
Invite volunteers to share their drawings and describe what they drew.
The Virtue of Prudence
*
Teacher's Page
*
Activity 1
Name
Date
I Can Be Careful and Safe
Directions
1. Color the pictures of things that you can do that are prudent and that help keep yourself and others safe.
2. Draw in the empty box a picture of yourself doing something else that you do to help keep yourself or others safe.
People Who Can Help
Write on the lines the names of two people you would call if you needed help.
1. When I need help, I can call _________________________________________________________ .
2. When I need help, I can call _________________________________________________________ .
I Can Think Before I Talk
MATERIALS
Before You Read Aloud
CHILDREN OFTEN ENJOY HEARING a favorite book read aloud several times. So, you may wish to read the entire book to the class a day or two before doing the activity that follows.
Begin
-› The Virtue of Prudence by Aleix Cabrera and Vinyet Montaner (© Loyola Press, 2020 ISBN 978-0-8294-5035-4)
-› I Can Think Before I Talk Children's Page
-› Crayons or markers
Close 3
Signal children to gather around you. Once children have comfortably gathered, read aloud "Hat's Off" on pages 20 and 21 in the book. Ask questions to help children deepen their understanding and to highlight aspects of social-emotional learning, such as empathy, selfawareness, and decision-making.
Ask:
* How do you think the boy's mother would have felt if he had told her that her hat made her look like she had a chicken on her head?
* Why do you think the boy did not say that?
* Can you tell us about a time when you told the truth in a way that didn't hurt someone's feelings?
Say: No one wants to hurt another person's feelings. So, it's important that we think about what we are going to say before we say it. Then direct children to return to their seats.
Connect
Distribute the Children's Page. Read aloud the directions. Invite children to come up with more positive ways to say "That looks weird." ways (That's different. I've never seen anything like that before. Tell me more about this. Tell me what you like about it?) Say: When we think before we speak, we are being prudent, being careful not to hurt someone's feelings or say something you might want to take back.
Invite children to share their finished work with the class. Say: Even though we don't want to hurt someone's feelings, we should tell the truth clearly and strongly if someone is doing something that is unsafe for them or for you. You don't have to worry about being polite. You should tell a trusted adult about someone who is saying or doing something that is unsafe or makes you feel scared or uncomfortable right away.
The Virtue of Prudence
*
Teacher's Page
*
Activity 2
Name
Date
I Can Think Before I Talk
Directions
* Color the picture of the boy in each panel.
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Name: ________________________________________ Date: ______________________
Building a Stronger (Sweeter) New Orleans Activity — New Orleans KWL Worksheet
Directions
1. Fill out the (K)now column to share your existing knowledge about the following words:
* Composite
* Strain
* Compression
* Density
* Force
* Hooke's law
* Stress
* Structure
* Young's modulus
* subsidence
* Mechanics
2. Fill out the (W)ant column to share which words you want to know more about and why.
3. AFTER completion of the lab, fill out the (L)earn column to share the knowledge you learned the most or words you thought were the most useful and why.
| K 1-3 Words | W 2-3 Words |
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CYBER SECURITY AWARENESS MONTH
WEEK 3: Recognizing and Combating Cybercrime
Phishing Emails:
How to Avoid the Hook When It Looks So Trustworthy
Phishing (pronounced "fishing") is a term used to describe a certain type of identity theft. Criminals send out emails as bait for unsuspecting consumers designed to resemble popular or trustworthy sites and companies. The goal is to lure the victim into clicking a malicious link or opening an email attachment. The link or attachment may threaten that an account will be deleted or altered if personal information is not verified, thus luring the individual to divulge personal information. Some attachments may contain a virus or malware for hackers to
exploit in the future. And it's not just computers that are vulnerable; there are even some reported cases of mobile phones being attacked through phishing emails. Many are very convincing and well loaded with data, graphics, or even personal information to look as legitimate and enticing as possible. Some phishing emails even use a target's name, title, company, work phone number, and more.
Many phishing emails include some sort of threat to grab the reader's attention and cause concern. One example may be a threat that your account will be terminated or deleted if you do not respond.
A link in the email may take the victim to a legitimate looking website that asks for personal information in order to "verify" the user. Other times it may list a phone number to call. In reality, the criminals are gathering information to use for malicious purposes.
The following is a hypothetical example of a phishing email:
Dear ABC Email Subscriber.
This mail is to inform all our users that we will be maintaining and upgrading our website in a couple of days from now. As a subscriber you are required to send us your email account details to enable us know if you are still making use of your mailbox. Be informed that we will be deleting all mail account that is not functioning to enable us create more space for new users. Click on the following link abcemailservice.com and send your mail account details which are as follows:
*User Name:
*Password:
*Date of birth:
Failure to do this will imediately render your email address deactivated from our database.
Thank you for using ABC Email Services
Connect
AN ACADEMIC DIVISION OF THE
CYBER INNOVATION CENTER
Cyber criminals are counting on users acting out of urgency and fear (loss aversion) that this type of message will normally produce. The reader reacts by clicking on the link or calling a given phone number in order to protect their account. As a result, the victim gives up personal information that is then used by the criminal to steal the victim's identity and may cause serious damage.
Every email you receive should be read with discretion, especially if that email is asking for information.
Phishing emails look legitimate because they are designed to deceive. They may appear to come from companies you frequent or have accounts with, or even from your friends. Many even include company logos, graphics, or quotes to add to the deception. Here are some things to look for to protect yourself and make a better decision.
1. Is there a threat? Many phishing scams hook the reader by threatening some sort of action such as deleting your account if you do not respond. In the example above, th email service is threatening to delete the account if the subscriber does not respond.
2. Are there links in the email? Always be suspicious of links embedded in the email. Without clicking, hover your mouse over the link. A pop up window should appear with the link's web address. If the web address does not match the company or website, DO NOT CLICK!
3. Are there spelling errors? Notice in the last sentence that the word immediately is misspelled. Large companies usually have staff that are hired to edit and correct such mistakes. Criminals are not normally known for their grammar skills.
4. Is it asking for personal information? Are you being asked to provide personal account information? Even if the email lists a phone number to call, do not give out personal information unless you are absolutely positive that the person you are dealing with is legitimate.
So how can you know if an email is truly legitimate and a threat is real?
1. Call the source. If you get an email from a financial institution that you do business with, call the company directly. This way you can be certain that you are talking to a representative from the actual corporation. They can answer any questions you might have and let you know if there is an issue. Most legitimate banks and financial institutions will not request information via email.
2. Check the business's website. If a company has been hacked or realizes that a threat has been made to users using the company's logo or name, a statement may be posted on the company's website.
3. Report it! It is important to stop the crime as soon as possible to protect yourself and others. If possible, you should inform the company being impersonated that the scam is taking place. Another way is to report it to the government-operated website http://www.us-cert.gov/nav/report_phishing.html. This site provides a way to send a copy of the email or the URL to the website so that they can be examined by experts.
AN ACADEMIC DIVISION OF THE
CYBER INNOVATION CENTER
What if you receive a phishing email? The answer is simple, delete it and don't click on any links. If possible, report the email as noted above so the criminals are identified and others may not fall victim.
The following video offers more information on recognizing and avoiding phishing emails.
https://www.youtube.com/watch?v=9TRR6lHviQc
Classroom Extensions
Read over the following websites and answer the questions below. (These sites are safe, trust me)
* https://www.microsoft.com/en-us/safety/online-privacy/phishing-faq.aspx
* https://www.cnet.com/how-to/how-to-check-if-a-web-site-is-safe/
* http://www.phishing.org/history-of-phishing/
1. What is meant by phishing? Why is it spelled this way?
2. According to Internet records, when was the first published mention of "phishing"?
3. What can you do to prevent identity theft from a phishing email scam?
4. If you receive an email that appears to be from your bank and has the bank's official logos and graphics, can you assume that it is legitimate and safe to respond? Explain.
5. What are some ways you can tell that an email is potentially a phishing scam?
6. What should you do if you believe an email may be a phishing scam?
7. If you were asked to speak at the next PTA/PTO meeting and discuss what you have learned about phishing emails, what would you say in your speech?
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1. Venkat borrows a sum of Rs.1500 at the beginning of a year. After four months Rs.2100 more is borrowed at a rate of interest double the previous one. At the end of one year, the sum of interest on both the loans is Rs.416. What is the first rate of interest per annum?
A. 7.3%
B. 6.7%
C. 5.5%
D. 4.5%
Answer - A. 7.3%
Explanation:
P = 1500
A rate of Interest = x
SI = 1500x/100 = 15x
P = 2100
Rate of Interest = 2x
SI = 4200x/100 = 42x
57x = 416 x = 7.3%
Therefore, the first rate of interest per annum is 7.3%
2. An equal amount of sum is invested in two schemes for four years each, both offering simple interest. When invested in scheme A at 8% per annum the sum amounts to Rs.5280. In scheme B, invested at 12% per annum it amounts to Rs.5920. What is the total sum invested?
A. 5000
B. 7000
C. 8000
D. 9000
Answer -C. 8000
Explanation:
Sum = x x + [(x*4*8)/100] = 5280
33x = (5280*25) = 4000
Then, Total sum = 2 * 4000 = 8000
3. Simple Interest on a certain sum at a certain annual rate of interest is 16% of the sum. If the numbers representing rate percent and time in years be equal, then the rate of interest is?
A. 2%
B. 4%
C. 6%
D. 8%
Answer -B. 4%
Explanation:
Simple Interest (SI) = 16% of P
R = T = x
SI = [P * N * R]/100
4P/25 = [P * x ^ 2]/100
x = 4%
Therefore, the rate of interest is 4%.
4. Radha mixes 70 kg of sugar worth Rs.28.50 per kg with 100 kg of sugar worth Rs.30.50 per kg. At what rate shall he sell the mixture to gain 10%?
A. Rs.29.75
B. Rs.30.46
C. Rs.31.50
D. Rs.32.64
```
Answer – D. Rs.32.64 Explanation: 70/100 = 100 x – 30.50(110)/28.50(110)-100x 0.7 = 100x-3355/3135-100x 2194.5 – 70 x = 100 x-3355 170 x = 5549.5 X = 32.64
```
5. A vessel contains 20 liters of a mixture of milk and water in the ratio 3: 2. 10 liters of the mixture is removed and replaced with an equal quantity of pure milk. If the process is repeated once more, find the ratio of milk and water in the final mixture obtained?
A. 9:1
B. 4:7
C. 7:1
D. 2:5
Answer - A. 9:1
Explanation:
Milk = 3/5 * 20 = 12 liters water = 8 liters
If 10 liters of the mixture is removed, amount of milk removed = 6 liters and amount of water removed = 4 liters.
Remaining milk = 12 - 6 = 6 liters
Remaining water = 8 - 4 = 4 liters
10 liters of pure milk are added, therefore total milk = (6 + 10) = 16 liters.
The ratio of milk and water in the new mixture = 16:4 = 4:1
If the process is repeated one more time and 10 liters of the mixture are removed, then the amount of milk removed = 4/5 * 10 = 8 liters.
Amount of water removed = 2 liters.
Remaining milk = (16 - 8) = 8 liters.
Remaining water = (4 -2) = 2 liters.
The required ratio of milk and water in the final mixture obtained = (8 + 10):2 = 18:2 = 9:1.
6. In a 70 liters mixture of milk and water, % of water is 30%. The milkman gave 20 liters of this mixture to a customer and then added 20 liters of water to the remaining mixture. What is the % of milk in the final mixture?
A. 48%
B. 40%
C. 50%
D. 53%
Answer – C. 50%
Explanation:
20 litre given remaining = 70-20 = 50 litre
Quantity of milk = 50*70/100 = 35 litre
Quantity of water = 50-35 = 15 litre
20 litres of water added = 50+20 = 70
% of milk = 35*100/70 =50%
7. Two pipes P and Q can fill a tank in 10 minutes and 20 minutes respectively. Both the pipes are opened together but after 4 minutes, Pipe P is turned off. What is the total time required to fill the tank?
A. 8 m
B. 10 m
C. 12 m
D. 16m
```
Answer – C. 12 m Explanation: Pipes P + Q in 4 minute = 4 ( 1 / 10 + 1 / 20 ) = 4(2+1/20) = 12/20 = 3/5 Part remaning = 1 – ( 3 / 5 ) = 2 / 5 1 / 20 part is filled by B in 1 minute 2 / 5 part will be filled in = ( 20)* ( 2 / 5 ) = 8 minutes Total = 8+4 = 12 m
```
8. Two pipes M and N can fill a tank in 30 and 45 minutes respectively. If both the pipes were open for few minutes after N was closed and the tank was full in 25 minutes, find the time for pipe N was open.
A. 5 min
B. 7.5 min
C. 8.16 min
D. 10.2 min
Answer – B. 7.5min
Explanation:
```
Let us assume the required time is 'x' Then, according to the given information x(1/30+1/45) + 1/30(25-x) = 1 x/45+25/30 =1 x/45 = 5/30 =1/6 x=45/6 x=7.5 min
```
9. P, Q, and R divide Rs 4200 among themselves in the ratio 7: 8: 6. If Rs 200 is added to each of their shares, what is the new ratio in which they will receive the money?
A. 8 : 9 : 7
B. 9 : 8 : 7
C. 8 : 9 : 8
D. 9 : 10 : 8
Answer - A. 8 : 9 : 7
Explanation:
```
P gets = [7/(7+8+6)] * 4200 = 1400 Q gets = [8/(7+8+6)] * 4200 = 1600 R gets = [6/(7+8+6)] * 4200 = 1200 Rs. 200 added to each share, so new ratio is = 1400+200 : 1600+200 : 1200+200
```
= 1600 : 1800 : 1400
= 8: 9: 7
10. The incomes of M and N are in the ratio 1 : 2 and their expenditures are in the ratio 2 : 5. If M saves Rs 20,000 and N saves Rs 35,000, what is the total income of M and N?
A. Rs 30,000
B. Rs 90,000
C. Rs 90,000
D. Rs 60,000
Answer - C. Rs 90,000
Explanation:
Income of M = x, of N = 2x
Expenditure of M = 2y, of N = 5y
Savings is (income – expenditure). So x – 2y = 20,000
2x – 5y = 35,000
Solve the equations, x = 30,000
So total = x+2x = 3x = 3*30,000 = 90,000
11. Rs 5750 is divided among P, Q, and R such that if their share be reduced by Rs 10, Rs 15 and Rs 25 respectively, the reminder amounts with them shall be in the ratio 4 : 6 : 9. What was R's share then?
A. Rs 2700
B. Rs 2725
C. Rs 2750
D. Rs 2625
Answer - B. Rs 2725
Explanation:
When the shares reduce, the total amount will also reduce which is to be divided among them. So after reducing shares by Rs 10, Rs 15 and Rs 25 respectively, the total amount is 5750 – (10+15+25) = 5700
So R's share shall be [9/(4+6+9)] * 5700 = 2700
Actually R would have received = 2700 + 25 = 2725
12. While calculating the weight of a group of men, the weight of 63 kg of one of the member was mistakenly written as 83 kg. Due to this the average of the weights increased by half kg. What is the number of men in the group?
A. 40
B. 60
C. 25
D. 20
Answer - A. 40
Explanation:
Increase in marks lead to an increase in average by 1/2
So, (83-63) = x/2
x = 40
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OrbBasic Lesson 1
Goto and Variables: Teacher Guide
Overview
Students will use Sphero to explore the computer science concepts of program flow and variables. They will use OrbBasic, which is a text-based programming language for the Sphero. They will write a simple program that rolls Sphero out a distance and back. Then they will modify it by making it repeat until stopped, and then they will use a variable to modify the amount of time the Sphero is rolling, eventually making the variable increase over time. For the challenge, they will make the variable decrease so that the Sphero rolls shorter and shorter distances.
Read through the student guide to learn about how OrbBasic programs are structured, and what the goroll, delay, and goto commands do, as well as what variables are. At the start of the lesson, discuss these concepts with the students.
Objective
Students will:
* Create a short OrbBasic program that rolls Sphero out a distance and back, and then stops.
* Modify the OrbBasic program to add a goto statement that goes back to the beginning
* Modify the OrbBasic program to add a variable that holds the delay time
* Modify the variable value and show that it affects the delay time everywhere it's used
* Add a line to increase the delay variable after each time out and back.
* Modify the program to decrease the delay variable each time out and back.
Common Core Math Standards
The following Common Core Math Standards for 4th and 5th grade apply to this lesson:
* CCSS.MATH.CONTENT.4.OA.C.5: Generate and analyze patterns
* CCSS.MATH.CONTENT.5.OA.B.3: Analyze patterns and relationships
* CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
* CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
* CCSS.MATH.PRACTICE.MP4: Model with mathematics.
* CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.
Materials Needed
Spheros are controlled via Bluetooth on either Apple (iPod, IPhone, or iPad) or Android devices. Ideally, you would do this lesson in groups of 3 or 4 students, each with their own Sphero and device. This lesson is designed for iPads, but other devices could be used. Here is what each group would need:
Materials Needed (continued)
* iPad with Sphero OrbBasic loaded. You can get Sphero OrbBasic for free from the iTunes app store.
* Sphero that has been fully charged
* Print-out of the worksheet
* A flat clear path of at least 25 feet. (Preferably not very slippery. Although not required, it can be helpful to have a keyboard attached to the iPad.
Part 1: Connect the Sphero
In part 1, students need to connect each iPad with a Sphero. They will:
* Wake up the Sphero
* Turn on Bluetooth
* Connect the correct Sphero to the iPad, using the colors that it flashes as a way to tell which Sphero has which name
Part 2: Aim the Sphero
In part 2, students need to set the orientation, which is the direction of 0 degrees heading for Sphero. This is called "aiming". It's important that they get this right so that the Sphero will follow the path and not bump into anything. To do this, they need to adjust the blue"taillight" so that it is pointing directly at them. If they do this correctly, then the Sphero will roll directly away from them. Students will:
1. Open up OrbBasic on the iPad
2. Hold the Sphero in front of them as they look down the path
3. Tap and hold the aim icon at the bottom of the screen and adjust the taillight so that it is pointing directly at them.
Part 3: Your first OrbBasic program
In Part 3, students will create an OrbBasic program that rolls the Sphero out and back. See the student guide for the code. A few notes about OrbBasic:
* OrbBasic goroll commands do not have a delay. This means that you need to have first a goroll command followed by a delay command.
* OrbBasic roll speeds range from 0 to 255. (255 is one less than 2 to the power of 8, and since computers store numbers in powers of 2, 255 is a more convenient number from the computer's point of view.
Note: The code has to be exactly right for the computer to understand it. Look for error messages in the black space below the code to see if something is wrong. For example, in this case, the program has a heading of 1800 instead of 180 on line 30.
30 goroll 1800,50,2
You can see the error message below, and how it mentions which line number the error occurred on.
Part 4: Goto
Part 4 involves replacing the last line of code that made the Sphero stop with a code that jumps back to the beginning. This will result in the Sphero executing the program indefinitely. Again, see the student guide for the code. Have them tap the Stop button when they have seen enough.
Part 5: Variables
Variables may be a difficult concept for students. The idea is simply that there is a space in Spheros memory to hold a number. In this section, we use that variable to hold the amount of delay time. Remember, the delay time is how long the Sphero will be rolling for, so if we increase it, the Sphero will go farther. In the first part of this section, students add a new variable called d and set it to 2000. Then they replace the delay values with d. When they run the code, it does the same thing as before. The reason that having a variable is useful here is that you can now change the delay time in one place (the first line), and it will change everywhere it is used. So they can change it to 3000 in one place, and the Sphero will now roll for 3 seconds instead of 2.
In addition, they can add code to modify the delay time while the program is running. They'll add a line to add half a second (add 500) to d, and then each time the Sphero rolls away and back, it will do it for half a second more. This means it will go out longer and longer each time.
Note that to squeeze in new lines of code between existing ones, they will use line numbers like 5 and 45 instead of even multiples of 10 like they started with. This is why we start with lines spaced by 10, so it's easy to squeeze new ones in.
See the student guide for the code.
Part 6: Challenge
For the challenge, students will see if they can modify the program to start the delay at 5 seconds and make it drop by 1 second each cycle. The answer is below:with lines spaced by 10, so it's easy to squeeze new ones in.
```
5 d=5000 10 goroll 0,50,2 20 delay d 30 goroll 180,50,2 40 delay d 45 d=d-1000 50 goto 10
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Packet #4
Name:________________________________
Date:_____________________
Find the item on the menu and write the price.
Iced Tea =
Sandwich =
Fries =
Lemonade =
Salad =
Chicken Nugget =
Soda =
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Building
Session 1
Gathering:
Give each scout several lengths of rope/yarn and craft sticks. Use the six essential Boy Scout knots sheet to have the boys practice the knots. Make sure the Wolves demonstrate how to tie an overhead knot and a square knot. The Bears should demonstrate a two half hitch knot and ask them what this type of knot is used for.
Visit the knots after making the bird house. Ask the boys to pick a knot they think will be best to hang a birdfeeder up with.
Talking Time:
Birds are very important for humans and nature. How are birds important?
Allow the boys to respond and encourage all positive comments.
Here are the top 10 reason's birds are important:
For humans
1. Food - Birds are the prime source of food for humans. They produce eggs and also meat. There are many types of birds used for meat purposes like turkey, hen, ducks, geese, quails etc.
2. Economy or Money - Birds are grown to make monetary gains. They are grown by men for business. The meat and eggs from birds are called poultry. These birds are reared in large numbers to meet the demand in markets. They are economically very viable for poultry farmers. Since they are contributing to food, the poultry business seems to be evergreen without loses unless affected by diseases.
3. Agriculture – Birds are not directly employed by man in agriculture, but they naturally serve some benefits. They are:
a. Pollination: Birds help in cross pollination. They carry male gametes of one plant and drop them on to female gametes of another plant. Thus they help in sexual reproduction plants. Besides birds, even the insects and wind serve the purpose. But birds play a prominent role. Cross pollination helps in formation of healthy seeds.
b. Fertility: Birds excreta is rich in uric acid which can readily convert to ammonia which is a fertile manure to plants. The birds around the farm may contribute less to the manure. But the waste from poultry if added to the soil, it greatly enhances the fertility.
c. Pest control: Birds rely on insects and their larva to feed themselves and their babies. So during crop season, there is wide growth of insect population due to favorable conditions. Birds keep the growth under control and help the crop from pest attack.
d. Rodent control: Unlike insects, rodents are a big problem to crops. Rodents eat away the yield of the crop. Birds like eagles keep an eye on these rodents and carry away for consumption. Thus they keep the rodent growth under control which in-turn helps the farmers.
4. Communication - This is currently not relied upon. But in past due to lack of technology like mobiles and emails, birds were used for communication. Pet birds like pigeons, parrots were used for communication. They were used to deliver small letters tied round their neck to nearby villages and towns. This was swift, reliable and inexpensive method. Since family had some birds, they could communicate with their relatives by use of birds.
5. Company - Birds are grown as pets by many. They help one avoid loneliness and provide a company. Even we come across many stories where the birds help in tracking the culprits of mischief and some birds even speak etc.
6. Games - These are banned in most parts of the world. Here hens especially male are allowed to fight for fun and
gambling. This is a cause of violence to the birds. So many governments banned the bird fights.
For nature:
Birds are part of the nature. They contribute to the ecosystem and environment. They are helpful in following ways to nature.
1. Food chain - Birds are part of food chain. They are carnivores here. They keep check on growth of population of rodents, insects and even snakes. Small birds eat up insects while large ones kill snakes and rodents.
2. Scavengers - We might have come across birds circled around a dead corpse of animals. Even in forest, once an animal is left out by lions and tigers, the rest is consumed by birds. Birds are natural scavengers. They help keep the nature clean of dead and decay matter. Even they do not leave out grains or fruits which are thrown out into open places.
3. Seed propagation - Birds are the key in seed propagation. Hence we see plants growing spontaneously at different places on the soil. The birds eat the fruit or seeds of the plants. Some of them remain undigested and get excreted as such. When these seeds reach the soil, they can germinate in favorable conditions. Thus birds helps in natural seed dispersal and plant propagation.
4. Beauty to nature - Birds are the some of the creatures which add beauty to environment. Hence we see many painting with birds and even photographs of birds to reflect beauty.
Thus birds are greatly helpful to humans and nature. Today we are going to help the birds by making a bird house with bird seeds in it to hang around your home to see what birds you can find in your neighborhood.
Materials Needed:
- 35-50 Large craft sticks
- Wood glue
- 3-4 feet of string or yarn
- Peanut butter or shortening
- Wild Bird seed
Instructions:
1. Lay out craft sticks to create panels. These will become the base/floor and the roof panels. Use a full stick as a guide for length.
2. Once all laid out and lined up, add glue to four (4) sticks and place across the base and middle for hold the panel together and support it.
3. Make three (3) panels.
4. Set two (2) of the panels to the side to use later.
5. With the last panel, flip it over and add two (2) sticks along the edge, perpendicular to the base sticks.
6. Add dots of glue to all four corners and add to sticks overlapping previous lay, log cabin style.
7. Cut one stick in half and glue to base to create a step for the birds. Glue sticks over the top to hold into place.
8. Resume adding sticks using the log cabin method until the sides are approximately 2 inches tall, only applying glue to the corners.
9. Get the other two panels and glue them on as a peaked roof.
10. When everything is dry, cut two pieces of string about 1 and a half foot long each. String through the bottom of the bird feeder and up through slats in the sides. Tie all four ends in a knot to hang the birdhouse.
11. Smear peanut butter or shortening on the floor of the bird house to hold the wild bird seed.
12. Hang the birdhouse/feeder someplace outside to watch the birds enjoying the house and seeds!
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What Else Could I Do?
Eat High Calorie/Protein snacks every 1-2 hours instead of 3 large meals a day.
Look forward to meal time.
Set the table nicely.
Eat with someone.
Play your favorite music/movies while eating.
Be physically active.
Eat your favorite foods whenever you want.
Try new foods and recipes.
When Should I Call My Healthcare Provider?
- If you follow the recommendations and you are still losing weight.
- If you are too tired to do things you need to care for yourself (eating, bathing, using the restroom).
- If you have thoughts of harming yourself or others.
For More Information:
Academy of Nutrition and Dietetics. www.eatright.org/ resources/health/diseases-and-conditions/cancer American Cancer Society. www.cancer.org American Institute for Cancer Research. www.aicr.org National Cancer Institute. www.cancer.gov
Contact:
UA College of Nursing Office of Professional & Community Engagement 1305 N. Martin Ave. Tucson, AZ 85721 Tel. (520) 626-6151
Loss of Appetite
Nutritional Support
Prepared by
1305 N. Martin Ave.
Tucson, AZ 85721 (520) 626-6151
What is Loss of Appetite?
Loss of Appetite is when you have a decreased desire to eat. It can cause weight loss. Appetite loss, weight loss, and muscle mass loss can cause a more serious condition called "cachexia", or wasting away of the body.
What Causes Loss of Appetite?
Some Types of Cancer (Ovarian, Pancreatic, and Stomach)
Radiation Therapy
Surgery
Nausea/Vomiting
Mouth Sores/Ulcers/Dry Mouth
Changes in Taste and Smell
Difficulty Eating (Chewing, Swallowing)
Fatigue
Depression/Stress/Fear/Anxiety
What Happens When People Lose Their Appetite?
- Disinterest in Food
- Pain
- Feeling Tired/Drained
- Upset Stomach
- Vomiting
- Dizziness
- Muscle Weakness
- Difficulty Concentrating
- Sensitivity to Taste and Smells
What Should I Eat?
When losing your appetite, try to eat as many extra calories as you can, foods that you enjoy, and always have ready-to-eat snacks available for quick energy.
Extra Calories/Protein
Butter
Skim Milk
Add Cheese to Sandwiches and Soups
Eggs
Nuts and Seeds
Peanut Butter
Honey/Brown Sugar
Foods w/ Appealing Aromas / Favorite Foods
Ethnic Cuisine (Chinese, Mexican, Italian, Japanese)
Roasted Chicken w/ Lemon, Garlic, Onion
Dairy Products
Milkshakes
Yogurt
Ice Cream
Finger Foods
Deviled Eggs
Peanut Butter Crackers
Granola Bars
Canned Tuna/Chicken
Pita Bread and Hummus
Easy to Prepare Foods
Sandwiches
Smoothies
Canned Fruit and Vegetables
Puddings
Cheese, Bean, Sour Cream Dips with
Chips/Vegetables
Bagel and Cream Cheese
Prepackaged Pizza
Granola and Dried Fruit
Canned Spaghetti/Ravioli | <urn:uuid:46e8ad38-97cc-4691-a45f-bd0803a7eb1c> | CC-MAIN-2020-45 | https://www.uacommunitycancerconnections.org/sites/default/files/symptom-management-guide/documents/loss-appetite-brochure.pdf | 2020-10-26T01:09:51+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00318.warc.gz | 954,605,575 | 690 | eng_Latn | eng_Latn | 0.97442 | eng_Latn | 0.975296 | [
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School's topic lesson is…….Science: Sound.
Lesson 2: Sound wave and pitch.
Pitch is how high or low a sound is. For example:
High sounds: A bird singing – A siren - A whistle Low Sounds: Bass drum – An explosion – A door banging.
The frequency of the sound means how fast something is vibrating. The higher the pitch of the noise the faster the vibration will be. The lower the pitch of the sound, the slower the vibration will be. https://www.bbc.co.uk/bitesize/topics/zgffr82/articles/z3j3jty
We can see the pitch of a sound without hearing it, by the way the sound wave looks. The higher the frequency of the sound (the faster the vibration) so the lines will be thinner as they go up and down quicker.
Key vocabulary:
- Volume: How loud or quiet something is.
- Sound wave: A wavy line that shows how sound travels.
- Pitch: How high or low the sound is.
- Amplitude: How tall or short the sound wave is to match its volume.
Activity 1:
- Similar to last week find items around the house that make noise. Create a sound with them and then order them from the lowest pitch to the highest pitch.
- Then draw the sound wave you think each one would have. The sound wave should be getting thinner the higher the pitch.
Lowest pitch i.e. Banging a table ………Middle pitch i.e. Tapping a pen ….. Highest pitch i.e. shaking cutlery | <urn:uuid:6beef125-af60-4f3d-b077-1c48d0442b63> | CC-MAIN-2020-45 | https://www.wychall.bham.sch.uk/attachments/download.asp?file=3167&type=pdf | 2020-10-26T01:59:05+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00315.warc.gz | 958,031,597 | 322 | eng_Latn | eng_Latn | 0.985786 | eng_Latn | 0.994571 | [
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Model building assignment
As we have already discussed, models are a crucial tool with which we understand the world, not least the way in which its climate is changing. While many claim that models generally have an impenetrable level of complexity (often pointing to the Integrated Assessment Models (IAMs) that we discussed), they need not be and are in fact useful in a wide variety of contexts.
Due date: ---------
In this exercise, you and your group-mates will build a model of success at university into which each individual student in the class can (and will) then feed information. The steps:
1. Choose your items
List all the considerations that might help you understand if a student will success in university
2. Create a scoring system
Pick a metric that will allow you to combine these considerations. Once you have a long list and a metric, build your model!
3. Validation
Students will 'run' each model, inputting their own data. Think about: how, if at all, can you use the results to validate your model?
N.B. Participation in this exercise will depend on students' participation in previous classes, as we will discuss how to choose items, create a scoring system, and combine all this into a model beforehand.
Model submission
All groups must have submitted their models to the Dropbox on LEARN by --------. All late submissions will cost group members 5% on the assignment grade. I will collect the models and prepare them for distribution to the class.
Grading
While this assignment does not have an independent line in the grading scheme of the course, I will use it to assign each of you an initial participation grade in the course. That grade will vary as the course progresses, depending on your participation and engagement with class material. Your grade in this assignment depends 3 factors:
1. Active and well-prepared participation in class discussions and group work;
2. Genuine effort to build a good quality model;
3. Contribution to the class' effort to understand the relevant issues and questions (for examples, see below).
1
Christopher Bennett (ARTS 140)
Debrief questions (a few examples)
First, as always: what are you puzzled/surprised/not surprised about?
Results
How useful are your results? Do you feel that this is an objective prediction or an entirely subjective judgement (or something else?)?
Can you compare your results to your neighbours?
What explain the differences between your results across the models?
How are you interpreting your results? How can you compare each model's result for you?
How would you adjust your, or another group's, model?
Building the model
How did you come up with your basic metric? Is it consistent across items and modules? Where did you aim for objectivity? How did you go about doing that?
Success
Did you ask yourself: what if we did all these things? If we did all these things, would be succeed? Did you ask yourself: how do get to a successful endpoint at university? | <urn:uuid:875ff3c3-fdcc-4075-afee-4ed248967629> | CC-MAIN-2020-45 | https://uwaterloo.ca/arts-first/sites/ca.arts-first/files/uploads/files/arts140-model-building-predicting-university-success-activity-christopher-bennett.pdf | 2020-10-26T02:11:24+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00321.warc.gz | 589,158,189 | 611 | eng_Latn | eng_Latn | 0.998551 | eng_Latn | 0.998549 | [
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MALI
Djingareyber Mosque
TI M B U KTU, MALI
The Djingareyber Mosque is known to have been constructed in 1325 by the Andalusian architect Abou Ishak, at the initiative of King Hadj Moussa, upon his return from pilgrimage to Mecca. Since then the Mosque has experienced a number of modifi cations, resulting from the organic nature of earthen architecture and its vulnerability to weathering. Archaeological test pits carried out in 2009 in the main prayer hall have shown that at least three successive buildings have occupied the site. The main earthen ornaments on the qibla wall and some pillars may date back to the sixteenth century. In 1988 the site was included in UNESCO's World Heritage List, together with the city's other two historic mosques, Sidi Yahya and Sankore.
The Mosque is located at the southern edge of Timbuktu's historic city, forming the core of modern Timbuktu, the home of 30,000 inhabitants and capital city of Mali's Northern Province.
Lying at the meeting point between the Niger River Delta and the Sahara Desert, Timbuktu and the Sahelian environment is affected by growing desertifi cation. Trees that used to form raw materials for the Mosque's carpentry are no longer available. Wind erosion and accumulation of sand deposits in the city's open spaces are also of concern for the integrity of the urban fabric and public open spaces.
Built in mud and tuff stone, Djingareyber Mosque was in poor condition when it was fi rst documented by the Aga Khan Trust for Culture (AKTC) in early 2007: a full topographic and architectural survey, fi rst performed on the Mosque, was the basis for a damage assessment. It revealed that the building was in weak structural condition, particularly the roof and wall-bearing systems, due to water ingress in the roofi ng. This occurred because of defective slopes and accumulation of earth fi ll and the mediocre quality of local mud plasters due to the decline of familiarity with traditional crafts.
The project fi rst focused on consolidating the mud masonry and carpentry, making the roofi ng watertight. Then the project aimed to conserve decorative earthen motifs and plastered surfaces in the interior spaces of the Mosque's covered prayer hall and replace the defective sound, ventilation and lighting installations.
D JINGARE YBER MOSQUE, TIMBUK TU
The corner elevation of Djingareyber Mosque.
Opposite page:
Restoration work being done on the interior.
10 m
Project Scope / Objectives
Built in mud and tuff stone, Djingareyber Mosque was in poor condition before the intervention. The project focused on consolidating mud masonry and carpentry, making the roofi ng watertight, conserving decorative earthen motifs and plastered surfaces in the Mosque's interior, and also replacing the defective sound, ventilation and lighting systems.
231
A minaret of Djingareyber Mosque after restoration. The Mosque was built in mud and tuff stone, evident in the foreground of the shot.
Timbuktu is a remote location posing challenging logistical conditions. Sourcing quality construction materials in the immediate environment is diffi cult due to the decline of appropriate mud construction techniques. Logistics and local transportation, combined with the lack of skilled mid-level labour and security threats, are also challenging.
Opposite page:
The east elevation and longitudinal section of the Mosque.
As a result, the work on Djingareyber Mosque was entirely in-house managed, employing traditional masons active in the neighbourhood's corporation. This mode of operations also enabled direct quality control, fl exibility in resource allocation and on-thejob training in traditional building crafts and contemporary conservation methods to more than 140 community masons and craftsmen. Literacy classes were offered to all implementation crew and foremen as well as training in basic computer skills.
Background
INFRASTRUCTURE
VOCATIONAL TRAINING/CAPACITY BUILDING
BRIEF HISTORY OF PROJECT SITE
Timbuktu, a town with 30,000 inhabitants, is head of the Regional Council for the Northern Provinces of Mali. The population comprises a variety of ethnic groups, with a majority of Songhai, followed by Touaregs, Peuls, Bambaras and small proportions of other ethnic groups. Djingareyber Mosque was built in 1325 by King Hadj Moussa upon his return from a pilgrimage to Mecca, and has experienced a number of modifi cations over time. The main earthen ornaments on the qibla wall and some pillars may date to the 16th century. Archaeological test pits carried out in the main prayer hall revealed that at least three previous buildings occupied the site. In 1988 the Mosque was included in UNESCO's World Heritage List.
Challenges
PROJECT RISKS
Timbuktu is remote. Sourcing quality construction materials, transportation and fi nding skilled labour can be a challenge. In recent years security has become an increasing concern too.
SITE CONDITIONS
Timbuktu lies at the crossroads between the Niger River Delta and the Sahara Desert, an area affected by growing desertifi cation. Trees that once served as the raw materials for the Mosque's carpentry are no longer available. The organic nature of the Mosque's earthen architecture makes the building vulnerable to weathering elements. Wind erosion and accumulations of sand deposits in the city's open spaces are of concern for the safeguard of the Mosque and overall city fabric.
The systems of water and sanitation in Timbuktu Old City are based on infi ltration pits and built on sandy soil, posing hygiene hazards.
BUILDING CONDITIONS
Djingareyber Mosque's structure is threatened by a weakened wall-bearing system, water ingress in the roofi ng due to defective slopes and accumulation of earth fi ll, and the mediocre quality of local mud plasters associated with the decline in usage of traditional building techniques.
Signifi cant Issues and Impact
DATA COLLECTION/SURVEYS
The AKTC project performed the fi rst topographic and architectural surveys of the Mosque in 2007. Documentation of the work in progress is regularly compiled to form the basis of a set of as-built drawings.
HISTORIC BUILDINGS/MONUMENTS CONSERVED
Conservation of the historic Mosque was the main objective of the AKTC project. An interior space of 2000 m 2 , together with 800 m 2 of courtyard spaces, was fully restored. The roofi ng system was improved using tie beams to evenly distribute the roof loads (lime-based mortar and layers of mud insulation).
COMMUNITY INVOLVEMENT/PROGRAMME
The community and its leaders play an important role in the decision-making process of the conservation through regular information and discussion sessions.
A group of 100 community masons and labour was trained in extensive earthen conservation methods. Literacy classes were offered to all implementation crew and foremen were trained in basic computer skills.
CONTRACTING METHODS
Due to a lack of qualifi ed contractors for monument conservation in Mali, the work was in-house managed. This enabled direct quality control, on-the-job training and fl exible use of resources.
RELEVANT CODES/STANDARDS ADOPTED
Although there are currently no building codes applicable to earthen architecture, the project is in line with conservation principles drawn up by ICOMOS and calls on the best practice of earth architecture specialists.
Partners
PUBLIC PARTNERS
Ministry of Culture, Republic of Mali.
COMMUNITY PARTNERS
Comité de gestion de Tombouctou.
Authoritative Framework
'Memorandum of Understanding' signed in 2004 between AKTC and the Ministry of Culture, providing the framework for an Earthen Architecture Programme in Mali. | <urn:uuid:85df8c23-3763-4b10-a6ba-6bb8d170f54a> | CC-MAIN-2020-45 | https://s3.us-east-1.amazonaws.com/media.archnet.org/system/publications/contents/6683/original/DPC3539.pdf?1384800674 | 2020-10-26T01:54:55+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00321.warc.gz | 517,100,404 | 1,643 | eng_Latn | eng_Latn | 0.996498 | eng_Latn | 0.996433 | [
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Dear Family,
Vocabulary
During the next few weeks our math class will be learning about variables and how to evaluate expressions and solve equations that contain variables.
You can also expect to see work that provides practice writing function rules and completing function tables that use variables.
equation A mathematical sentence with an equal sign.
expression A number, variable, or any combination of numbers, variables, and operation signs.
function table A table that matches each input value with a unique output value.
As we learn how to solve equations that contain variables, you may wish to use this sample as a guide.
variable A letter or a symbol that represents a number in an algebraic expression.
Knowing how to solve equations containing variables will lay the foundation for the math that students will learn in the years to come.
Sincerely,
Your Child's Teacher
Copyright © Houghton Mifflin Company. All rights reserved. | <urn:uuid:a5c430a2-73ce-4d7a-86e9-6a210a2b7374> | CC-MAIN-2020-45 | http://eduplace.com/math/hmcam/letters/pdf/4/4hmmca_pe04_fl_en.pdf | 2020-10-26T01:14:04+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00321.warc.gz | 36,924,858 | 181 | eng_Latn | eng_Latn | 0.998204 | eng_Latn | 0.998204 | [
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Roman Names 3: Freedmen and Freedwomen
Roman society was heavily reliant on slaves. Often they were prisoners of war, or the children of slaves, born in captivity. It was usual for a slave to have only one name, e.g. Felix or Melissa.
If a male slave was given his freedom, he became a libertus (freedman), while a female slave became a liberta (freedwoman). Freed slaves were allowed to become Roman citizens, wear the toga (if they were men), and take on new citizen-style names. But they did not have a free choice about these names. They had to adopt part of the name of the master who had freed them. Their old master would then become their patron and the freedman would become one of their clients, each supporting the other, although never as equals.
Freedmen
Freedwomen
A new freedman could now have a name with three parts, just like a Roman citizen man: a praenomen, a nomen and a cognomen. As a mark of respect, he adopted the praenomen and nomen of his master. He then added his old slave name onto the end like a cognomen.
A slave called Felix, freed by a master called Marcus Aemilius Vitalis became Marcus Aemilius Felix.
But there was a catch. The Romans thought status was very important, and liked to know about people's backgrounds. To make sure that the freedman Marcus Aemilius Felix was not mistaken for a Roman citizen from an old Roman family, he was expected to include the initial letter of his master's praenomen and the letter L for libertus just before his old slave name:
M. Aemilius M.L. Felix (Marcus Aemilius Marci libertus Felix) Marcus Aemilius Felix, freedman of Marcus
Some of our best primary evidence for freedmen and freedwomen are the funerary portraits that they chose for themselves. They show the men wearing togas, and people side by side as couples or family groups. These were important signs of their freedom - slaves were not allowed to wear togas, get married or call their children their own.
A new freedwoman could now have a twopart name, just like a Roman citizen woman. For her first name, she took on a feminine version of her master's nomen and she kept her slave name as a second name. So:
A slave called Melissa, freed by a master called Marcus Aemilius Vitalis became Aemilia Melissa.
But when writing her name down, she also had to include the the initial letter of her master's praenomen and the letter L for liberta.
Aemilia M.L. Melissa (Aemilia Marci liberta Melissa) Aemilia Melissa, freedwoman of Marcus
A. A New Name for a New Life
How would these slaves write down their names once they've been freed?
freed by her master Marcus Claudius Paulinus
Gallio
freed by his master Lucius Mussius Dextrus
____________________ _____________________
Anna
freed by her master Gnaeus Dellius Lentulus
_____________________
Publius Cornelius Taurus
_______________________
B. Reading Latin Inscriptions
You are going to see some pictures of real Latin inscriptions. Try copying down the names highlighted in red, and say whether they belong to a freedperson or a free-born citizen by circling the correct word.
1.
______________________________________________
Freedperson / Freeborn
2.
______________________________________________ Freedperson / Freeborn
3.
______________________________________________ Freedperson / Freeborn
4.
______________________________________________ Freedperson / Freeborn
5.
______________________________________________ Freedperson / Freeborn | <urn:uuid:11188fe3-3d48-4112-821e-4746283ef83c> | CC-MAIN-2017-39 | http://latininscriptions.ashmus.ox.ac.uk/resources/resources/AshLI-RomanNamesWORKSHEET3-FreedmenandFreedwomen.pdf | 2017-09-26T10:55:49Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00109.warc.gz | 207,799,052 | 773 | eng_Latn | eng_Latn | 0.977364 | eng_Latn | 0.999241 | [
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CHAPTER I
INTRODUCTION
1.1 Background
South Sumatra is one of the provinces that has cultural diversity, it happened because Sumatra island was one of the islands controlled by the kingdom of Sriwijaya as a place of trading and doing corporate. Not only that, Sumatra is also known as Swarna Dwipa or Gold Island so there was some ethnics that came to trade and they gave influences to the culture and society lives, such as ethnic Malays, ethnic Chinese, and Islamic culture that was inherited by the kingdom of Samudera Pasai which was an Islamic kingdom that also grew and developed in Sumatra so, this heritage existed in various aspects such as arts, crafts, and culture.
One of the areas of South Sumatra is Palembang. As an Indonesia's oldest city, Palembang has the wealth of art, traditions, crafts, and culture. Traditional textile craft is one part of the Palembang society's ethnic cultural products, Palembangese often call the textile with the title of Sewet. The famous traditional textile in Palembang is Songket. In addition, there are many traditional textiles as handicrafts of Palembang such as Blongsong, Tajung, and Jumputan or we often known as ikat celup (Tie Dye).
Jumputan is part of the handicrafts of Palembang. Palembang typical jumputan is jumputan pelangi. According to Maryami (2012) a typical Palembang jumputan is jumputan pelangi because the motifs on jumputan are colorful like a rainbow and jumputan pelangi combines many cultures, namely Malay, and Tionghoa culture. As the name implies, Jumputan is made by grasping textile bit by bit on the base material and then dip in the dye.
As a cultural heritage, jumputan pelangi should be preserved to remain a part of Palembang history because jumputan pelangi as a form that there were some ethics came to Palembang such Malay, Chinese, India, etc. They did trading and introducing tie dye tecnique. Beside that, jumputan as ethnic textile is a textile that has high artistic value. This can be seen from the variety of motifs that were designed on the surface of textile such as bintik tujuh motifs, kembang jamur, bintik lima, bintik sembilan, mawar, cantik manis, kacang hijau, etc. These motifs can be typical jumputan pelangi and the surface of jumputan pelangi are so colourful because it can use two and three colour on surface of textile such as bright red, yellow, green, blue, etc.
But in fact, some people still do not know about jumputan pelangi. Thus, it can cause jumputan pelangi on the verge of extinction. According to Maryami (2012) jumputan pelangi is heritage of the ancestor that need to be kept, so the people in Palembang do not loose their culture. Unfortunatelly, jumputan Pelangi is not developed yet because the lack of public knowledge towards tie dye and they do not know the beauty of the rainbow textiles ".
Nowadays, people's lifestyles towards fashion trends also affect the culture, especially on textiles as culture heritage. According to Maredhany (2017) in this modern era, society is influenced by the fashion trends that exist in social media, our generation begin to forget the beauty of culture heritage of our ancestors namely tie dye (jumputan) which are more precious and beautiful. It can be seen from the style of society, especially teenagers, they prefer to wear modern clothes than wearing the traditional textile craft. It happens because teenagers do not know the beautiful of jumputan pelangi. Actually, the government of Palembang is making effort to introduce jumputan pelangi more broadly. This is proven that the government has established Griya Kain Tuan Kentang as the center of traditional textile production in Palembang especially, jumputan pelangi.
Thus the culture heritage of the ancestors, especially tie dye (jumputan) will disappear if we do not keep the culture heritage of our ancestors. This is also caused by lack of information and media promotion about the jumputan pelangi of Palembang. Therefore, it is needed a medium to promote and inform jumputan pelangi.
Promotion is very important to introduce the product to the public in order to get the costumers as much as possible. There are many media promotion can be used in promoting jumputan pelangi of Palembang such as radio, television, website, guidebook, map, booklet, video etc. In this modern era, millenial Generation or Z generation prefers to a video-based information that spreads in social media than reading a newspaper, it is more interesting and practical, because the video can display original sound, face and even body in full. Many people prefer to see the picture with sound in a video than reading. They also feel the benefits of video. According to Mashable report as citied in Amalia (2016) 57 percent of respondents said that watching digital video can improve their mood, 61 percent said that watching a video is a way to get rid of stress, 60 percent consume video for updates, 47 percent said that watching a video can learn something new and 44 percent watch videos to help people to sleep.
Based on the explanation above, the writer is interested in making a video about Jumputan Pelangi in Palembang as a medium promotion in order to attract the visitors to know the information about jumputan and they can buy jumputan pelangi as handicraft. The title of this final report is "Designing Video of Jumputan Pelangi as Culture Heritage in Palembang".
1.2 Problem Formulation
The problem formulation of this final report is formulate as follows: How to design video of Jumputan Pelangi as culture heritage in Palembang ?
1.3 Problem Limitation
The scope of this final report is about designing video of Jumputan Pelangi as culture heritage in Palembang.
1.4 Research Purpose
The purpose of this final report is to know about how to design video of Jumputan Pelangi as culture heritage in Palembang.
1.5 Research Benefits
There are some benefits of this final report. For the readers especially English Department students, they can add their knowledges about jumputan pelangi, and how to design video of jumputan pelangi, so they can know about jumputan pelangi which should preserve as culture heritage. For the writer, the writer gets knowledges about jumputan pelangi as culture heritage, the writer can improve the ability of writing and speaking skills and the writer also gets experiences of designing video and making script. | <urn:uuid:556ec777-7ede-4c27-b2dc-336af7a96405> | CC-MAIN-2020-45 | http://eprints.polsri.ac.id/6254/2/FILE%20II.pdf | 2020-10-26T01:47:49+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00319.warc.gz | 36,844,597 | 1,462 | eng_Latn | eng_Latn | 0.991607 | eng_Latn | 0.991887 | [
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INTERNATIONAL INDIAN PUBLIC SCHOOL – RIYADH
LOWER KINDERGARTEN
II Term Plan (2017 - 2018)
ENGLISH:
Review of First Term
Listening skills (Aural):
- Phonetics
- Rhymes
- Conversation on Discipline rules
- Review of First sound
- Stories : Lady Bird story books
1. The Ugly Duckling
2. Enormous Turnip
3. The Magic Porridge Pot (Level 1)
4. Little Red Riding Hood (Level 2)
Speaking skills (Oral):
- Phonetics
- Rhymes
- Conversation
- Introduction of middle and last sound
- Stories (picture interpretation, narrating stories & enacting stories)
- Show-n-tell (sharing, oral description confidence in public speaking)
Reading Readiness:
- Review of letters a-z , A –Z., Introduction & identification of letters AaZ z
- Introduction of three letter sight words: has, had, for, the yes, her, his, she, and, saw, now, eat, use, was, two, hid
- Review of first phonic sounds.
- Introduction of middle and last sound
- Review of colours
Writing skills:
- Writing letters Ee – Z z
- Two letter words (am, an, at, as, if, in, it, is, on, ox, or, of)
- Vocabulary building words
- Identification and matching of pictures to the letters
a - z, A –Z
a - z, A –Z
- Writing in a sequence:
- Writing the missing letter:
a - z, A –Z
- What comes after:
a - z, A –Z
- What comes in between:
a - z, A –Z
- Dictation of letters:
MATHEMATICS:
Oral vocabulary:
Rote counting 1 – 150
- Introduction of numbers 9 - 100
- Number concept 0 – 20
- Sets 1 – 20 (according to shape, colour and size)
- Introduction of shapes: oval, star, diamond, heart, crescent
- Concepts :
* Front and Back
* Same and different
* Top and bottom
* More, less and same
* Thin and fat
* Rough and Smooth
* Revision of all previous concepts
Writing skills:
- Writing numbers 9 – 100
- Writing in a sequence: 1 – 100
- Writing the missing numbers: 1 – 50
- What comes in between: 1 – 20
- What comes after 1 – 50
- What comes before 1 – 10
- Dictation of numbers 1 - 50
ENVIRONMENTAL STUDIES:
* Food and Nutrition
* The World of Animals and Birds
* Weather and Seasons
* Means of Transport
Field trips related to the project of the month
HINDI:
- Introduction of vowels (orally): अ - अः
MONTESSORI (Fine Motor Skills):
- Twisting and turning of nuts and bolts
- Puzzles
- Dusting
- Mopping
- Squeezing a sponge
- Knob cylinders 3, 4
- Peg Play
- Sewing (card board)
- Block play (height discrimination)
- Sorting and stringing beads
- Cards and counters
- Clamping of clothespin
- Matching capital letters with small letters
- Magnetic movable numbers – what comes after, in between, before and missing numbers
ART & CRAFT:
- Free hand drawing and colouring
- Paper folding
- Craft work related to the EVS project
- Colouring book – Draw & colour -1
- Clay modelling
COMPUTER SCIENCE:
I. Keyboard zoo
II. Alphabet order activity
III. Join the dots
IV. Alphabet bubbles
MUSIC:
- Rhymes related to the project of the month
PHYSICAL EDUCATION (Gross Motor Skills):
- Climbing the stairs
- Tip toeing
- Marching
- Exercise
SOCIAL DEVELOPMENT:
999
- Emergency Telephone numbers:
Police
Fire station 998
Ambulance 997
- Good manners
- Honesty
- Responsibility
- Environmental protection
- Review of all the topics done
Rhymes for the II Term (2017-2018)
Yankee Doodle
Yankee Doodle went to town, riding on a pony. He stuck a feather on his crown and called it macaroni. Yankee Doodle do do do, Yankee Doodle dandy, All the girls in London town Are as sweet as sugar candy.
Gorilla Song
Father had a gorilla He was called Matilda & when father had to leave guess what the gorilla said Oo oo, aa aa - (3) That's what the gorilla said.
My Kitten
I have a little Kitten She is black and grey When I try to cuddle her, She always wants to play. So I lay a piece of yarn, Across the floor. She thinks it is a little mouse, And always asks for more.
100 Legged Worm
Said a 100 legged worm That I can't find one Oh! Where is the leg of mine If I can't find one I will have to hop around On only my 99.
My Next Door Neighbour
My next door neighbour She had a baby (2) 10 months old.
She had a sweet smile A very sweet smile But her cry was loud and bold. Wah…. Wah….Wah…. One day the baby was missing She looked all over She found her nowhere Until she found her Under the chair. Her papa hugged her Her mama kissed her And she gave them a naughty smile. Hee…. Hee….Hee….Hee….
Skip Skip (project related)
Skip, skip, skip to my lou (3)
Skip to my lou my darling Flies in the sugar bowl-shu fly shu (3)
Skip to my lou my darling
Skip, skip, …………
Cows in the meadows – moo, moo, moo, (3)
Skip to my lou my darling
Skip, skip, …………
Cats in the buttermilk – meon, meon, meon (3)
Skip to my lou my darling
Skip, skip, …………
Rats in the bread tray chew, chew, chew (3)
Skip to my lou my darling
Skip, skip, …………
Babies in the craddle – whan, whan, whan (3)
Skip to my lou my darling
Skip, skip, …………
Lost my partner what shall I do (3)
Skip to my lou my darling Skip, skip, ………… Found my partner prettier than you (3) Skip to my lou my darling Skip, skip, …………
10 Little Fireman
Ten little firemen Sleeping in a row. Ding-dong goes the bell, In a wink they go! Off to the engine, ho, ho, ho! Using the big pipe, so, so, so!
Kentucky Song
We are going to Kentucky
We are going to the fair
To see a senorita
With flowers in her hair Oh shake it baby, shake it Shake it if you can Shake it with a milkshake And do the best you can Oh rumble to the bottom And rumble to the top Turn around and turn around Until you make a stop. La la la Turn around and turn around Until you make a stop.
I'm a fish
I'm a little fishy, I can swim
Here is my tail, here is my fin. When I want to have fun with my friends I wiggle my tail and dive right in.
Old McDonald
Old McDonald had a farm, Eeya, eeya, oh And on that farm he had some ducks, Eeya, eeya, oh. With a quack, quack here and a quack, quack there, Here a quack, there a quack, Everywhere a quack, quack. Old McDonald had a farm, Eeya, eeya, oh And on that farm he had some dogs…
Here a bow, there a bow, Everywhere a bow, bow And on that farm he had some cats….
Here a meaon, there a meaon And on that farm he had some cows….
Here a moo, there a moo
Elephants marching
Elephants marching 1 by 1 Hurray! Hurray! Elephants marching 1 by 1, the little one stood to have some fun They all go marching in.
Tigers marching 2 by 2 Hurray! Hurray! Tigers marching 2 by 2, the little one stood to tie his shoes They all go marching in.
Teddy bears marching 3 by 3 Hurray! Hurray! Teddy bears marching 3 by 3, the little one stood to climb the tree They all go marching in.
Foxes marching 4 by 4 Hurray! Hurray! Foxes marching 4 by 4,
the little one stood to open the door They all go marching in.
Monkeys marching 5 by 5 Hurray! Hurray! Monkeys marching 5 by 5, the little one stood to swim and dive They all go marching in.
Bright Sun
Bright sun, shining down Shining on the ground What a lovely face you have Yellow big and round
Snowflakes
Snowflakes, snowflakes Twirl around Snowflakes, snowflakes Falling down Snowflakes, snowflakes Touch my tongue Snowflakes, snowflakes My song is sung.
Winter is so very cold
Winter is so very cold, (3)
Winter is so very cold With snowflakes falling down. Watch them as they drift and float, (3) Watch them as they drift and float, To the winter ground.
It's raining
It's raining it's pouring The old man is snoring He went to bed and Bumped his head And couldn't get up in the morning.
Traffic Light Song
Red Light (2), What do you say?
I say stop and stop right away.
Yellow Light (2), What do you say?
I say start and start right away.
Green Light (2), What do you say?
I say go and go right away. Thank you (2), Red, Yellow, Green, Now I know what traffic Lights mean.
I am a Windshield wiper
I am a Windshield wiper Watch me wipe First on the left side Then on the right. I just love to wipe And wipe and wipe I can wipe All day and night.
Aeroplane Aeroplane
Aeroplane, Aeroplane
Up in the sky.
Please take me with you,
Wherever you fly.
Over the hills up so high,
Let's see the rainbow in the sky.
Old McDonald's Truck
Old McDonald had a truck, E-I-E-I O And into town he drove his truck, EI-E-I O
With a bump, bump here
And a bump, bump, there
Here a bump, there a bump,
Everywhere a bump, bump,
Old McDonald had a truck, E-I-E-I O
Old McDonald had a truck, E-I-E-I O
And on his truck he had a horn, E-I-
E-I O
With a beep, beep here
And a beep, beep, there
Here a beep, there a beep,
Everywhere a beep, beep,
Old McDonald had a truck, E-I-E-I O
Out in the garden
Out in the garden, each fine day
With my ball I like to play.
I bounce my ball (3), on each fine day.
Out in the garden, each fine day With my kite I like to play. I fly my kite (3), on each fine day. Out in the garden, each fine day With my doll I like to play. I rock my doll (3), on each fine day.
Wheels of the bus
Oh, the wheels of the bus go round and round
Round and round, round and round.
Oh, the wheels of the bus go round and round
All through the town.
Oh, the Papa on the bus goes shh, shh, shh.
shh, shh, shh, shh, shh, shh.
Oh, the Papa on the bus go shh, shh, shh,
All through the town.
Oh! The Mama on the bus goes ouch my toes,
Ouch my toes, ouch my toes
Oh! The Mama on the bus goes ouch my toes,
All through the town.
Oh! The baby on the bus goes waa, waa, waa.
Waa, waa, waa, waa, waa, waa.
Oh! The baby on the bus goes waa, waa, waa.
All through the town.
Oh! The Grandpa on the bus goes ough, ough, ough,
Ough, ough, ough, ough, ough, ough,
Oh! The Grandpa on the bus goes ough, ough, ough,
All through the town.
Oh! The Grandma on the bus goes knit, knit knit
Knit, knit, knit
Oh! The Grandma on the bus goes knit, knit knit
All through the town.
Engine Driver
Down by the station Early in the morning City engine drivers All in a row The driver in the engine Pulls up the lever Puff puff, Tutt, tutt Off we go (2) | <urn:uuid:64d0c21a-c61e-4b6b-a351-ef904c64e20e> | CC-MAIN-2017-39 | http://iipsr.edu.sa/wp-content/uploads/2017/07/LKG-II-Term.pdf | 2017-09-26T11:01:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00109.warc.gz | 176,330,404 | 2,846 | eng_Latn | eng_Latn | 0.934242 | eng_Latn | 0.985627 | [
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Talking Points for NFL Alumni Talking About SBoC and Hunger:
Bring a jar of peanut butter as a prop.
Ask if they know what you have in your hand, and if they have some of that in their house.
Tell them that Peanut Butter is important for many reasons:
- You find a jar of peanut butter in most family's pantry and, for most of us, we think of it as the contingency plan if we don't have anything else we want to eat.
- A jar of peanut butter can make 15 sandwiches, which means it can feed a person for a week.
- A jar of peanut butter has protein and can be a part of a healthy diet.
- Most people like to eat peanut butter (or a substitute if they are allergic).
- A jar of peanut butter costs about $2.
So why is it important? Right now, over 47% of families are having a tough time feeding their families because of the pandemic. A jar of peanut butter is a lot.
Let's think about it another way: How many people do you think attend a Friday night football game at your high school? (probably 4-5K)
Okay, so let's ask the question: What if everyone in that stadium brought one jar of peanut butter to help hungry families in your community? If 4,000 people were in the stands, that is 60,000 meals.
Now let's multiply that: How many people do you think attend or watch the Super Bowl each year? (100M)
Okay, so what if each person watching the game gave one jar of peanut butter? That would be 1.5 billion sandwiches.
This coming year, research says that we will need 14 billion meals to feed hungry people. That is 17 billion pounds of food. Get this: in 2020, Americans spent over $17 billion on purchases related to their Super Bowl celebrations. If everyone does a little, it can become a lot and that is why Souper Bowl of Caring is important. If all of us find and help our local food charity, we can be sure that local neighbors in need are fed nourishing food like peanut butter. One dollar or just one can of peanut butter can make the difference. You can find your local food charity at the Tackle Hunger Map at tacklehunger.org. | <urn:uuid:180a4646-8632-4544-949c-eea8995635b9> | CC-MAIN-2020-45 | https://tacklehunger.org/media/1668/talking-points-for-nfl-speaking-events.pdf | 2020-10-26T01:24:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00319.warc.gz | 549,295,785 | 488 | eng_Latn | eng_Latn | 0.999401 | eng_Latn | 0.999401 | [
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Read on Wisconsin
2013-2014
Primary (Grades K-2) Books
September:
Rain School by James Rumford. Houghton Mifflin/Houghton Mifflin Harcourt, 2010
Our Seasons by Ranida T. McKneally. Ill by Grace Lin. Charlesbridge, 2006
October:
Each Kindness by Jacqueline Woodson. Illustrated by E.B. Lewis. Nancy Paulsen Books / Penguin, 2012
November:
Me and Momma and Big John by Mara Rockliff. Illustrated by William Low. Candlewick Press, 2012
Castle: How It Works by David Macaulay, with Sheila Keenan. Square Fish / David Macaulay Studio / Macmillan, 2012
December:
Under the Snow by Melissa Stewart. Illustrated by Constance R. Bergum. Peachtree, 2009
January:
Lemonade in Winter: A Book About Two Kids Counting Money by Emily Jenkins. Illustrated by G. Brian Karas.
February:
Once I Ate a Pie by Patricia Maclachlan and Emily Maclachlan. Illustrated by Katy Schneider. HarperCollins, 2006
Wolf Pie by Brenda Seabrooke. Illustrated by Liz Callen. Clarion, 2010
March:
Penny and Her Song by Kevin Henkes. Greenwillow / HarperCollins, 2012
April:
Step Gently Out by Helen Frost. Photographs by Rick Lieder. Candlewick Press, 2012
Laughing Tomatoes and Other Spring Poems / jitomates risueños y otros poemas de primvera by Francisco X. Alarcon. Illustrated by Maya Christina Gonzalez. Children's Book Press, 1997
May:
Happy Like Soccer by Maribeth Boelts. Illustrated by Lauren Castillo. Candlewick Press, 2012
Summer:
I Lost My Tooth in Africa by Penda Diakité. Illustrated by Baba Wagué Diakité. Scholastic Press, 2006
Jingle Dancer by Cynthia Leitich Smith. Illustrated by Cornelius Van Wright and Ying-Hwa Hu. Morrow / HarperCollins, 2000
The Rumor by Anushka Ravishankar. Illustrated by Kanyika Kini. U.S. edition: Tundra Books, 2012 | <urn:uuid:e3c275a5-143c-462d-b066-86cce9de12dd> | CC-MAIN-2017-39 | http://readon.education.wisc.edu/wp-content/uploads/2013/06/ROW-Primary-Gr-K-21.pdf | 2017-09-26T10:47:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00111.warc.gz | 287,472,787 | 506 | eng_Latn | eng_Latn | 0.688873 | eng_Latn | 0.673435 | [
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DR. M.K.K. ARYA MODEL SCHOOL, MODEL TOWN PANIPAT
HOLIDAYS HOMEWORK
CLASS : 9
SUBJECT: PHYSICS AND CHEMISTRY
1. Solve the given assignment in notebook.
2. Project Work-
Plan to go to a place by a vehicle. Take readings of odometer and speedometer after every 5minutes till you reach your destination. Record these observations in tabular form; plot graphs between distance-time and speed time. State whether this motion is uniform or non uniform.
Draw 3D Charts on any one of the following topics: Evaporation , Interconversion of states of matter
3. Write the following practicals in lab manual:
I To prepare
a) A true solution of common salt , sugar and alum.
b) A suspension of soil, chalk powder and fine sand in water.
c) A colloid of starch in water and egg albumin in water and distinguish between these on the basis of
i) Transparency
ii) Filteration
iii) Stability
II To prepare
a) A mixture
b)
A compound Using iron fillings and sulphur powder, and distinguish between these on the basis of
i) Appearance i.e. homogeneity or heterogeneity
ii) Behavior towards a magnet
iii) Behavior towards carbon disulphide( a solvent)
iv) Effect of heat
III Determination of the melting point and the boiling point of water.
4. Revise the syllabus done in April and May.
PHYSICS: Do this assignment on your PhysicsNotebook.
1. A particle is moving in a circular path of radius r. The displacement after half a circle would be:
(a) Zero
(c) 2 r
(b) π r
(d) 2π r
2 A body is thrown vertically upward with velocity u, the greatest height h to which it will rise is,
(a) u/g
(c) u 2 /g
(b) u 2 /2g
(d) u/2g
3. The numerical ratio of displacement to distance for a moving object is
(a) always less than 1
(c) always more than 1
(b) always equal to 1
(d) equal or less than
4. If the displacement of an object is proportional to square of time, then the object moves with
(a) uniform velocity
(c) increasing acceleration
(b) uniform acceleration
(d) decreasing acceleration
5. From the given v – t graph, it can be inferred that the object is
(a) in uniform motion
(b) at rest
(c) in non-uniform motion
(d) moving with uniform acceleration
6. Suppose a boy is enjoying a ride on a merry-go-round which is moving with a constant speed of 10 m/s. It implies that the boy is
(a) at rest
(c) in accelerated motion
(b) moving with no acceleration
(d) moving with uniform velocity
7. Area under a v – t graph represents a physical quantity which has the unit
(a) m 2
(c) m 3
(b) m
(d) m s –1
8. Four cars A, B, C and D are moving on a levelled road. Their distance versus time graphs are shown in Fig. Choose the correct statement
(a) Car A is faster than car D.
(b) Car B is the slowest.
(c) Car D is faster than car C.
(d) Car
C
is
the
slowest.
9. The displacement of a moving object in a given interval of time is zero. Would the distance travelled by the object also be zero? Justify you answer.
10. How will the equations of motion for an object moving with a uniform velocity change?
11. A girl walks along a straight path to drop a letter in the letterbox and comes back to her initial position. Her displacement–time graph is shown in given figure. Plot a velocity–time graph for the same.
12. A car starts from rest and moves along the x-axis with constant acceleration 5 m s –2 for 8 seconds. If it then continues with constant velocity, what distance will the car cover in 12 seconds since it started from the rest?
13. A motorcyclist drives from A to B with a uniform speed of 30 km h –1 and returns back with a speed of 20 km h –1 . Find its average speed.
14. The velocity-time graph shows the motion of a cyclist. Find (i) its acceleration (ii) its velocity and (iii) the distance covered by the cyclist in 15 seconds.
15. Draw a velocity versus time graph of a stone thrown vertically upwards and then coming downwards after attaining the maximum height.
16. An object is dropped from rest at a height of 150 m and simultaneously another object is dropped from rest at a height 100 m. What is the difference in their heights after 2 s if both the objects drop with same accelerations? How does the difference in heights vary with time?
17. An object starting from rest travels 20 m in first 2 s and 160 m in next 4 s. What will be the velocity after 7 s from the start?
18. An electron moving with a velocity of 5 × 10 4 m/s enters into a uniform electric field and acquires a uniform acceleration of 104 m s –2 in the direction of its initial motion.
(i) Calculate the time in which the electron would acquire a velocity double of its initial velocity.
(ii) How much distance the electron would cover in this time?
19. Obtain a relation for the distance travelled by an object moving with a uniform acceleration in the interval between 4th and 5th seconds.
20. Two stones are thrown vertically upwards simultaneously with their initial velocities u1 and u2 respectively. Prove that the heights reached by them would be in the ratio of (Assume upward acceleration is –g and downward acceleration to be +g ).
CHEMISTRY: Do this assignment on your Chemistry Notebook.
1) Which one of the following sets of phenomena would increase on raising the temperature?
a. Diffusion, evaporation, compression of gases
c. Evaporation, diffusion, expansion of gases
b. Evaporation, compression of gases, solubility
d. Evaporation, solubility, diffusion, compression of gases
2) Seema visited a Natural Gas Compressing Unit and found that the gas can be liquefied under specific conditions of temperature and pressure. While sharing her experience with friends she got confused. Help her to identify the correct set of conditions
a. Low temperature, low pressure
c. Low temperature, high pressure
b. High temperature, low pressure
d. High temperature, high pressure
3) The property to flow is unique to fluids. Which one of the following statements is correct?
a. Only gases behave like fluids
c. Gases and liquids behave like fluids
b. Gases and solids behave like fluids
d. Only liquids are fluids
4) During summer, water kept in an earthen pot becomes cool because of the phenomenon of
a) diffusion
c) osmosis
b) transpiration
d) evaporation
5) A few substances are arranged in the increasing order of 'forces of attraction' between their particles. Which one of the following represents a correct arrangement?
a) Water, air, wind
c) Oxygen, water, sugar
b) Air, sugar, oil
d) Salt, juice, air
6) On converting 25°C, 38°C and 66°C to kelvin scale, the correct sequence of temperature will be
a) 298 K, 311 K and 339 K
c) 273 K, 278 K and 543 K
b) 298 K, 300 K and 338 K
d) 298 K, 310 K and 338 K
7) Choose the correct statement of the following
a) Conversion of solid into vapours without passing through the liquid state is called vaporisation.
b) Conversion of vapours into solid without passing through the liquid state is called sublimation.
c) Conversion of vapours into solid without passing through the liquid state is called freezing.
d) Conversion of solid into liquid is called sublimation.
8) The boiling points of diethyl ether, acetone and n-butyl alcohol are 35°C, 56°C and 118°C respectively. Which one of the following correctly represents their boiling points in kelvin scale?
a) 306 K, 329 K, 391 K
d) 329 K, 392 K, 308 K
b) 308 K, 329 K, 392 K
c) 308 K, 329 K, 391 K
9) Which condition out of the following will increase the evaporation of water?
a) Increase in temperature of water
c) Less exposed surface area of water
b) Decrease in temperature of water
d) Adding common salt to water
10) In which of the following conditions, the distance between the molecules of hydrogen gas would increase?
a) Increasing pressure on hydrogen contained in a closed container
b) Some hydrogen gas leaking out of the container
c) Increasing the volume of the container of hydrogen gas
d) Adding more hydrogen gas to the container without increasing the volume of the container
(a) (i) and (iii)
(b) (i) and (iv)
(c) (ii) and (iii)
(d) (ii) and (iv)
11) A sample of water under study was found to boil at 102°C at normal temperature and pressure. Is the water pure? Will this water freeze at 0°C? Comment.
12) A student heats a beaker containing ice and water. He measures the temperature of the content of the beaker as a function of time. Which of the following in the given figure would correctly represent the result? Justify your choice.
13) Fill in the blanks:
a) Evaporation of a liquid at room temperature leads to a——— effect.
b) At room temperature the forces of attraction between the particles of solid substances are———than those which exist in the gaseous state.
c) The arrangement of particles is less ordered in the ——— state. However, there is no order in the —state.
d) ——— is the change of gaseous state directly to solid state without going through the ———state.
e) The phenomenon of change of a liquid into the gaseous state at any temperature below its boiling point is called———.
14) Osmosis is a special kind of diffusion'. Comment.
15) Classify the following into osmosis/diffusion
a) Swelling up of a raisin on keeping in water.
b) Spreading of virus on sneezing.
c) Earthworm dying on coming in contact with common salt.
d) Shrinking of grapes kept in thick sugar syrup.
e) Preserving pickles in salt.
f) Spreading of smell of cake being baked throughout the house.
g) Aquatic animals using oxygen dissolved in water during respiration.
16) Water as ice has a cooling effect, whereas water as steam may cause severe burns. Explain these observations.
17) Alka was making tea in a kettle. Suddenly she felt intense heat from the puff of steam gushing out of the spout of the kettle. She wondered whether the temperature of the steam was higher than that of the water boiling in the kettle. Comment.
18) A glass tumbler containing hot water is kept in the freezer compartment of a refrigerator (temperature < 0°C). If you could measure the temperature of the content of the tumbler, which of the following graphs would correctly represent the change in its temperature as a function of time.
19) Look at Fig.and suggest in which of the vessels A,B, C or D the rate of evaporation will be the highest? Explain.
20) a) Conversion of solid to vapour is called sublimation. Name the term used to denote the conversion of vapour to solid.
b) Conversion of solid state to liquid state is called fusion; what is meant by latent heat of fusion? Fig. Moving Fan
21) You are provided with a mixture of naphthalene and ammonium chloride by your teacher. Suggest an activity to separate them with well labelled diagram.
22) It is a hot summer day, Priyanshi and Ali are wearing cotton and nylon clothes respectively. Who do you think would be more comfortable and why?
23) You want to wear your favourite shirt to a party, but the problem is that it is still wet after a wash. What steps would you take to dry it faster?
24) Comment on the following statements:
a) Evaporation produces cooling.
b) Rate of evaporation of an aqueous solution decreases with increase in humidity.
c) Sponge though compressible is a solid.
25) Why does the temperature of a substance remain constant during its melting point or boiling point? | <urn:uuid:2b4f9b8c-df78-436f-814f-d1f57198b5a8> | CC-MAIN-2017-39 | http://www.mkkschool.com/images/download/2017-18/holiday/IX/PHYCHM.pdf | 2017-09-26T11:07:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00114.warc.gz | 513,694,512 | 2,701 | eng_Latn | eng_Latn | 0.980365 | eng_Latn | 0.992794 | [
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General instructions:
1. Read the given set of instructions carefully.
2. You must file all the given tasks in a school project notebook.
3. First page of the project file should have the following details:
Name of the Student:
Class & Section :
Inter-disciplinary Project Theme :
| Subject | Remarks to be filled by teacher |
|---|---|
| Task 1 | |
| Task 2 | |
| Task 3 | |
| Task 4 | |
| Task 5 | |
| Task 6 | |
Recycling is the process of collecting and processing materials that would otherwise be thrown away as trash and turning them into new products. Recycling can benefit your community and the environment.
What exactly is "waste?"
Waste is anything we throw away or get rid of, that doesn't get used.
How can you help?
You can help by learning about and practicing the three R's of waste management: Reduce, reuse, and recycle! Practicing all three of these activities every day is not only important for a healthy environment, but it can also be fun too. So let's take a minute right now to learn more about waste and waste management, so you can become a key player in making our world a safe and healthy place.
Cambridge International School
PBL for Class V
Theme: Recycling
.
Task: 1
- Thinking yourself to be a reporter, who interviewed a sea creature. Write a conversation narrating how the members of its clan suffered due to plastic bags. Also mention a few ways to protect the sea creatures from this grave situation.
- Make a Jute / Fabric bag and write a slogan on keeping the environment green .
TASK 2:
Q 1. Trash Treatment India Generates
a) Express the given information in both the system of numeration.(in words)
b) Arrange the above information in ascending order.
c) Which items are recycled least and maximum? Find the difference of both.
d) Add recycling quantity of Glass ,Plastic and Metal.
e) Round off each figure to nearest 10 ; 100 and 1000
f) A factory treats 51463 tones e-waste every year. Find the e waste treated in 15 years .
Q 2. Some mathematical facts regarding Recycling are given below :
Collect some more facts .
Task 3
LO: To spread awareness about recycling and make them realise the need for it.
Let's Think: Why recycling?
Let's Create: A handmade sheet from old and used papers.
- Waste paper (avoid glossy paper)
Things you need:
- A blender or food processor
- Mesh or screen
- Felt (gauze)
- A rectangular bin to hold water
- Decoration (children's choice)
Steps to create:
1. Tear the paper into small pieces and put into a blender with warm water. Blend until the mixture becomes a fairly smooth pulp.
2. Assemble your "mold"; attach your screen to your frame using duck tape, staples or any other method that will keep the screen affixed to the frame's edges.
3. Pour the pulp into your bin or pan, and then sink the mold into the water mixture. Pull the mold up, and pulp should cover the screen. At this point, you can add decorations. You can even add seeds to make plantable paper. Be sure to add a little more pulp to cover the decorations so they adhere to the paper.
4. Use a cloth or sponge to press out excess water. Now you need to let the paper dry. You can let it dry on the screen, you can flip the mold over and let your paper dry on another surface, or you can press a cloth into the mold so the paper adheres to it and can dry on the cloth. Any of these options should work. Just be sure to let your paper dry for a day or so.
Task 4 Recycling…..
"Small Hands can Change the WORLD"
What can you do to Help our Planet?
I can Help the Earth by……………
*Create a recycled craft using waste material and also explain how your recycled creation is useful in your everyday life?
Task5:
punr inrmwn nwl sMbMDq khwxI bwry pVH jW sux ky aus bwry Awpxy ivcwr pyS kro Aqy punr inrmwn kIqIAW jw skx vwlIAW koeI pMj cIzW dy nW ilKo[
Task 6:
"Recycling"
Make a presentation on Think about these three ways of the things that you use daily in an innovative and useful manner.
Last slide should contain the benefits of recycling?
for the first slide.
Mail your presentation to email@example.com.
Reduce the amount of the Earth's resources that we use. Reuse Don't just bin it, could someone else make use of it Recycle Can the materials be made into something new? Instructions: Follow the instructions given below:- Use any presentation software like MS Power point, Libre office impress, open office .org for creating your presentation. Presentation should have 6 slides. 1 st slide should contain presentation topic : "Recycling" Choose "Calibri (Headings)" as font face and font size 72 Students can choose any number of objects like bottles, newspapers etc which can be recycled . Information should be created in the form of using bulleted and numbered lists. You can use any font style, font color and appropriate font size. Add appropriate pictures in your slides. You can add different the mes and background sty
les of your choice.
DO NOT forget to mention your Name, Class and Roll no in the subject of the email.
Task 7 :
1 p`Sna: Aap Apnao ivadyaalaya ko pyaa-varNa @laba ko mau#ya AQyaxa hOM Apnao @laba sao saMbaMiQat p`mauK jaanakarI Ca~aAaoM kao doto hue saUcanaa p~ ³Notice´ilaKoM.
2 p`Sna: samaacaar p~ ka p`yaaoga krto hue ek popr baOga banaa[e AaOr ]sakao banaanao kI ivaiQa BaI ilaiKe.
Make SELF ASSESSMENT SHEET (on last page of project )
Note: Fill in the Self Assessment column only by marking your performance on a scale of 1-5 (for each given criterion)
| S.No | Criterion for Assessment | Self Assessment |
|---|---|---|
| 1 | How neatly has the project been presented? Is the sequence meaningful? Are all the pictures and images labeled? | |
| 2 | Is the work creative and innovative? | |
| 3 | Is the content/information correct and enough? | |
| 4 | If the project was well researched with clearly and correctly specified sources? | |
| 5 | Is the project being submitted timely? (with each delayed | | | <urn:uuid:f0cb26d7-5c6e-43ad-9d7f-9c83fcbf5042> | CC-MAIN-2017-39 | http://cisphagwara.com/wp-content/uploads/2017/07/class_5_hhw.pdf | 2017-09-26T10:57:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00111.warc.gz | 71,306,529 | 1,507 | eng_Latn | eng_Latn | 0.980221 | eng_Latn | 0.995439 | [
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Dr. M.K.K. Arya Model School Model Town, Panipat
Revisional Assignment (Sep 2017)
Class 3 M.M:30
Subject: Computer Time:30 Min
Name:________ Section:________ Roll no:____________ Date:__________
Q1: Fill in the blanks:
6 Marks
1. The parts of a computer which can be touched and seen are called_________ .
2. A set of instructions given to the computer is called _____________ .
3. A monitor is also known as _____________________.
4. We can create a mirror image of a stamp using the _______________button.
5. ____________ are the labelled pictures on the screen.
6. The _______________is the long horizontal bar at the bottom of the desktop.
Q2: Write True or False:
6 Marks
1. MU stands for memory unit
_________________
2. A printer is an output device
_________________
3. Paint program is used for drawing pictures _________________
4. The clock is present on the left side of the taskbar _________________
5. Single-clicking on the icon opens the window
_________________
6. The drawing mascot in Tux Paint is a naughty duck
_________________
Q3: Answer the following:
8 Marks
a) What is a computer?
Ans: ___________________________________________________________________
____________________________________________________________________
b) What is software? Name its types.
Ans: ________________________________________________________________ ________________________________________________________________
c) What do you call the information, which you enter into the computer?
Ans: ___________________________________________________________________
___________________________________________________________________
d) What is Windows?
Ans: ___________________________________________________________________
___________________________________________________________________
Q4: Application Based Questions:
3 Marks
a) Kabir sings a song and records it in the computer. Which input device did he use?
Ans: ________________________________________________________________
b) Mary is reading the soft copy of a letter. Which part of a computer is she using?
Ans: _______________________________________________________________
c) Karan is working on many applications on his computer. By mistake, He has clicked somewhere on the taskbar and all the open windows have minimized. Which button has Karan clicked on?
Ans: ___________________________________________________________________
Q5: Answer in one word:
3 Marks
a) Name a device which is commonly seen in video parlours for playing games.
Ans: ____________________________________________________________
b) Which tool in Tux Paint is similar to the brush tool in paint?
Ans: ____________________________________________________________
c) Name the mouse pointer used for pointing, selecting and dragging an item.
Ans: _____________________________________________________________
Q6: Multiple Choice Questions:
4Marks
1. Which program manages all the jobs of a computer?
a. Operating System b. Desktop c. Screen Saver
2. Which tool in Tux Paint is used to draw and give amazing effects to a picture?
a.
Paint b. Lines Tool c. Magic Tool
3. A computer displays_____________ after processing the data.
a. Input
b. Process c. Output
4. To arrange the icons on the desktop, __________click on the blank area.
a. Left
b. Right
c. Double | <urn:uuid:a3a2ecee-10fd-47c8-8c71-9122179b8d5b> | CC-MAIN-2017-39 | http://www.mkkschool.com/images/download/jr/mocktest/III/Computer.pdf | 2017-09-26T11:08:48Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00116.warc.gz | 496,834,621 | 647 | eng_Latn | eng_Latn | 0.966226 | eng_Latn | 0.977529 | [
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Policies: Anti-Harassment
Anti-Harassment Policy
* Each person has the RIGHT to learn in a safe environment.
* Each person will show RESPECT for themselves, for others and for property.
* Each person has the RESPONSIBILITY to keep himself or herself safe and to help maintain a safe learning environment.
KNOW YOUR RIGHTS!
Aim of the Policy
Bullying / harassment can have a serious long-term effect on health and well being. The aim of this policy is to ensure that Marryatville High School is a safe environment, free from bullying and harassment, for all members of the school community. This includes:
* The provision of a physical environment which engenders safe behavioural patterns.
* The provision of options to respond to bullying / harassment for staff, students and parents.
* A proactive approach to wellbeing and relationships between students, parents and staff.
* The provision of suitable counselling service for individuals affected by bullying / harassment.
Definition of Harassment
* Bullying / Harassment behaviour can be physical, verbal (including electronic), psychological or social/relational.
* Bullying / Harassment is any behaviour which is unwelcome and / or repeated and which makes a person feel uncomfortable or fearful
* Bullying / Harassment includes a wide range of conduct that causes another person to feel embarrassed, offended, hurt, humiliated, insulted, ridiculed, excluded, angry or afraid.
* Bullying / Harassment can occur at school, outside of school on school business (such as excursions or workplaces for Work Experience) or at other schools or learning sites.
Department of Education and Child Development T/A South Australian Government Schools, CRICOS Provider No: 00018A
Bullying & Harassment – Scenario/Consequence Chart
| WHAT CAN I DO? | IF I NEED HELP… |
|---|---|
| As this is happening to me, I can choose to: • Ignore it and /or • Show it doesn’t upset me and or • Ask them to stop and/or • Tell them how I feel and/or • Tell them that the behaviour is unwanted and illegal | I can go to a teacher, parent, caregiver, trusted adult or counsellor and: • Talk openly about the problem • Make a plan with them to deal with the issue. |
NO RESOLUTION
STEP TWO
This is not OK and I should now seek further action through :
They will:
Year Level Manager, AP or Student Counsellor • Document any further action.
* Record and Investigate reported harassment
This may include:
Sanctions — Duty or Detention
Support — Counselling / Mediation
Parent/caregiver information
NO RESOLUTION
STEP THREE
This is a big problem and I need to go to: Year level Managers, AP, Counsellor or Principal. I may take a support person (teacher, peer, parent/caregiver).
They will:
* Document any further action.
* Consider all steps that have been taken so far.
This may include:
Sanctions — Suspension, Exclusion or referral to outside authorities, Police etc.
Support — Counselling
Department of Education and Child Development T/A South Australian Government Schools, CRICOS Provider No: 00018A | <urn:uuid:4f941de1-88cb-442b-8267-a938ee154b7e> | CC-MAIN-2017-39 | http://marryatvillehs.sa.edu.au/_r758/media/system/attrib/file/280/2013%20Anti-Harassment%20Policy.pdf | 2017-09-26T11:36:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00118.warc.gz | 203,081,040 | 677 | eng_Latn | eng_Latn | 0.986837 | eng_Latn | 0.992232 | [
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Apples are well-known for their phytonutrients , fiber and vitamins content. Most of the fiber in an apple is in its skin, so peeling it before you eat it drastically reduces how much fiber you get. Eating fiber-rich foods can help you control appetite, keep you feel full longer. Getting enough phytonutrients and fiber in your diet also regulates digestion and supports healthy cholesterol and blood sugar levels. The natural fiber found in Gala apples is pectin. Apples possess more pectin than any other fruit. A diet high in fiber rich apples has been shown to reduce blood pressure and prevent colon cancer.
The natural sugar found in apples is fructose, which offers dose of energy. A sweet Gala apple is a better choice than any other sugary food.
Gala apple contains vitamin C, a nutrient that is crucial for immune system and produces collagen for healthy skin and wound healing. Vitamin C also has antioxidant properties, which means that it fights free radical damage that can lead to health conditions that include cancer and heart disease. According to the May 12, 2004 issue of "Nutrition Journal," apples help lower the risk of heart disease, diabetes and cancer. Gala apples are a significant source of these damage fighting chemicals.
Flavonoids are defensive phytochemicals found in apples. Flavonoids have been documented to have anti-viral, anti-allergic, anti-inflammatory, anti-tumor and antioxidant effects on the body. Research suggests that phytochemicals can protect against the aging process.
The Gala tastes sweet and has a distinctive aroma and crisp, firm texture. Ayurvedic medicine has praised ginger's ability to boost the immune system. It believes that ginger warms the body, and can help break down the accumulation of toxins in your organs. It's also known to cleanse the lymphatic system, body's sewage system, boost immunity and treats cold.
Ginger is remarkable for its ability to ease or eliminate nausea and vomiting and the prevention of vertigo and motion sickness. Ginger is also excellent for stopping internal and external bleeding. When mixed with apple juice it has been valued by midwifes and naturopathic obstetric practices for post-partum treatment.
Lemon juice helps keep food moving through your body and gastrointestinal tract smoothly and helps relieve indigestion or ease an upset stomach. The acids found in lemon juice makes your body to process food slowly and increase absorption causing steady levels of insulin and you get more nutrients out of food. Better nutrient absorption means less bloating. Lemon juice benefits the enzyme functions in your body, stimulating the liver and flushing out toxins. And detox body & skin. Because lemons contain pectin, a type of fiber that helps you feel full longer and help you lose weight.
According to research publish at NCCIH.NIH.GOV just the scent of a lemon has been found to reduce stress level, improve mood and boost energy level. The health benefits of lemon extend to the treatment of throat infections, indigestion, constipation, dental problems, fever, internal bleeding, rheumatism, obesity, respiratory disorders, cholera and high blood pressure, cleanse your stomach, and it is considered a blood purifier. Lemon juice, well known as a useful treatment for kidney stones, reducing strokes. Lemon juice contains flavonoids, which are composites that contain antioxidant and cancer fighting properties and helps to prevent diabetes. | <urn:uuid:5414a570-0bd2-43aa-b61a-30e09c7d477d> | CC-MAIN-2017-39 | http://himalayafnb.com/wp-content/uploads/2017/03/GALA-GL.pdf | 2017-09-26T10:44:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00116.warc.gz | 141,726,665 | 690 | eng_Latn | eng_Latn | 0.996834 | eng_Latn | 0.998243 | [
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Southern Adventist Univeristy KnowledgeExchange@Southern
World War II
Fall 11-2015
Oral History Project/ Billie Humbard
Deneicia Rice Rorianna Samone Rice Miss Deneicia Rice, firstname.lastname@example.org
Follow this and additional works at: http://knowledge.e.southern.edu/oralhist_ww2 Part of the Oral History Commons, and the United States History Commons
Recommended Citation
Rice, Deneicia Rice Rorianna Samone Miss, "Oral History Project/ Billie Humbard" (2015). World War II. Paper 4. http://knowledge.e.southern.edu/oralhist_ww2/4
This Article is brought to you for free and open access by the Oral History at KnowledgeExchange@Southern. It has been accepted for inclusion in World War II by an authorized administrator of KnowledgeExchange@Southern. For more information, please contact email@example.com.
Oral History
COVER PAGE
Billie Humbard was born in Chattanooga, TN in 1928. As a teenager, about the age of 14 or 15, the family moved to Hastings, Nebraska for a period of time until her father was relieved of his duties. Mrs. Humbard was only able to attain a high school education. Back in Chattanooga Mrs. Humbard was reunited with her childhood friend and now husband Huebert E. Humbard. The Humbard's got married on January 16 th , 1946. The couple was happily married for 46 years and from this long union, a daughter was conceived. They now also celebrate the life of their granddaughter. However, sadly, Mrs. Humbard mourns the loss of her beloved husband who passed a few months ago after battling cancer and asbestos poisoning.
Although the war yielded unfavorable changes in her life, Mrs. Humbard is thankful for the years she had with her family and the fact that they were able to survive during this world crisis. The joys and memories she shares with her husband will never be forgotten.
Student Interviewer's Name:
Deneicia Rice (DR)
Interviewee name
Billie Humbard (BH)
Time and Location of Interview:
The interview was conducted in two sessions on October 27 th , 2015 and November 4 th , 2015 and lasted approximately two hours in total. It was conducted at Morning Pointe Assisted Living at Greenbrier Cove in Ooltewah, TN. Only Deneicia Rice (interviewer)and Billie Humbard (interviewee) were present.
DR: Mrs. Humbard, so what was it like here in Chattanooga? What was your childhood experience like?
BH: It was nothing like it is now. The neighborhoods were safe where we lived. The mother and father if they both had jobs would do their work and the kids stayed home. And nobody ever worried about anything happening to us or being robbed, or anything like that. We feed for ourselves. If we was hungry we found something to eat and we were safe and cared for and loved, and that's all we expected back then. We didn't have money like kids have today, we just didn't have it. Both parents worked where they could get work and kids were left alone, and the parents never had to worry about us because we didn't have such things going on back then. And people were very poor, not really poor, but we survived.
DR: How did the war change your lifestyle? What was the shift like?
BH: Well the shift to me as a teenager was we left our home and went to Hastings, Nebraska. And I started school in Hastings, Nebraska.
DR: Why did you guys move to Hastings, Nebraska?
BH: My father worked with the government and was assigned to go there and build huts that were used to store ammunition. And my father was over these people that were building these huts and the war was going on. And the snows in Nebraska, us being from Tennessee, was unreal. My father would have to climb out the top floor get on the roof slide down to get a shovel and shoveled the snow so we could open the front door. That's how deep the snow was. Clothes were rationing, shoes were rationing, food was rationed. Everything you had to have a rationed card for or you didn't get. If your shoes wore out before the next pair was due you was up the hill without a paddle in deep snow. (Light chuckle) You couldn't buy butter; you couldn't buy sugar. Are you recording me. Put it on pause for a minute.
DR: Yes ma'am, ok!
(recording pause)
(recording resume)
BH: Don't think you wanted that on there. (Light chuckle)
DR: You can say whatever you want on here!
BH: So anyway my father was drafted into 3 rd Army division at the Battle of the Bulge. His name was William T. McCourd with Patton's 3 rd Army division where he was captured and imprisoned by the Germans for a long period of time. I don't remember how long he was in the camp.
DR: How would you describe they ways that the war changed your life and others around you?
HIST 155, Fall 2015 / Deneicia Rice
BH: After the war and during the war jobs were plentiful, made enough money to live on and not worry where the next dime was going to come from. It changed everything completely. A lot of people say Roosevelt knew that Hawaii was going to be attacked. And he let it happen to start the war building, mechanic, Rosie the Riveter. And after the war began building big planes, homes, etc. So life was considerably better off.
DR: Can you remember the name of the school you went to?
BH: No. I know they didn't even have a cafeteria. In snow that deep you had to walk another mile and a half home to get a sandwich and a whole mile and a half back. (Chuckles heavily)
DR: So how long did you guys live there?
BH: I don't remember.
DR: OK, that's OK! So as a teenager was moving scary?
BH: No, I never had thought of being scared back then about anything. I knew I'll be taken care of one way or the other.
DR: So what was your relationship like with your parents?
BH: Very good, till my father came home from the war. And then the whole world fell apart. As I told you before he was a prisoner at The Battle of the Bulge.
DR: And you were the only child?
BH: No I had two sisters, I was the baby.
DR: What was the name of your two sisters?
BH: One was Rosillie the other was Gerallie. And Gerallie died very young.
DR: What did she die from?
BH: I don't remember.
DR: So Rosillie was the oldest?
BH: Yes, she's the oldest.
DR: And how old were you at the time? Were you a teenager still?
BH: Yea, yea, I was. A very young teenager, maybe 14 or 15. I don't remember. But when dad came home from the war he wasn't dad. He would get violent.
HIST 155, Fall 2015 / Deneicia Rice
DR: This book I read, called Unbroken, it was based on a true story. I read it for the class I'm doing this project on now. And it explained to me how when the men leave for war sometimes they're not the same.
BH: He was captured in a German prison. A camp with no food, no medical care, nothing! (Sad look upon face)
DR: Did he look different, like smaller maybe?
BH: Yea he was very thin, very angry. I can remember running up through the field to meet him. We knew he was coming home. He would have to take the street cart to get home. And I went running up through the field and jumped in his arms and grab him around the neck. I even remember what I had on. But that memory is very plain(accurate). Of seeing him again and jumping up on him. He held my bottom and hold me up close.
DR: You say you remember what you had on?
BH: Yes, a red pants suit! (Grinning)
DR: What did he have on?
BH: I don't remember; I guess it was his army uniform. There was a write up in the paper when he was captured and all of the kids in the school knew my daddy was captured and the teachers all knew it.
DR: Wow! What was it like with everyone knowing? Did people send letters?
BH: No, our life went on, about the same. It was not discussed! Except have you heard from your father or just ordinary conversations. And we would say no we haven't heard anything yet. And that was a difficult time.
DR: Wow, so did he ever tell you stories about what happened inside?
BH: Ahh, I also had an uncle who was captured at the same time and was in the same prison camp. And his feet and legs were frozen. Oh God! I'm going to cry. (gets teary eyed) And gangrene set in and he turned over in bed one night and his leg just fell off and he kicked it out of the bed. And he ends up having the other one amputated. So he lost both legs in that German prison.
DR: Can you tell me a little more about your uncle?
BH: He was in Atlanta in the care center because he had lost both legs. And he ended up marrying his nurse that he had there. And I don't remember her name.
DR: Did he (your dad) ever talk to you about the experience?
BH: No, no never! One foot and leg was injured and he never tried to get compensation. He was alive! But he wasn't the same man that left, not at all. He would take spells of being very angry and we walk on egg shells to keep him from blowing up. Momma would say be quiet, just leave him alone. It was a trying time for him to adjust and for us to adjust to him. It was very difficult, there was crying, mom and dad didn't get along. They divorce and they got back married. They went to Rossville, Georgia.
DR: How did your mom handle it?
BH: As mom handled everything else.
DR: She stayed strong for you guys!
BH: Whatever came up she handled it. That's the way I was in my marriage. My husband would look at me and say you're my secretary you tend to it. (Chuckles lightly) Yeah! No matter what it was, plumbing, moving, packing, etc.
DR: That's ok. So what was it like while your dad left for war?
BH: Oh, we lived in an area, East Chattanooga, Levindale. We stayed in the homes that was provided by my mom's job. Only people who worked there could live in the homes. They sold them for $1500, big homes. And the payment was $5 a month and that was taking out of the pay. And things got bad, women got laid off. There was no money back then. And we would get behind those $5, we couldn't pay. And my mother would send me to the mill to tell the lady she would give it to you as soon as she could. (Light Chuckle) Nobody got anything back then.
DR: Now that your dad was off, what type of work did your mom do?
BH: She worked in a United Hosiery Mill sewing Buster Brown brand socks to support us. And before the war my dad would walk miles and miles to a WPA job. Roosevelt started this program and they didn't hand out money back then. You worked or you didn't get money. Dad would not spend the money he made. Because every dime was important back then.
DR: Lets backup and go back to you because it's supposed to be about yourself. Did you worry if our side would win or not?
BH: No! I didn't worry about the war, nothing else!
DR: Did you ever receive letters from your dad?
BH: When he could he would call. Or mom would receive telegrams.
HIST 155, Fall 2015 / Deneicia Rice
DR: Ok, but before we start talking about them. Before anything happened what was your normal lifestyle like?
BH: The normal routine was like any normal family. Ahh, mom and dad worked, things were very bad financially back then. And dad then went to work for the government building these little huts for ammunition in Nebraska. And we all went to Nebraska and I went to high school partly in Nebraska. When the war was over we came back to Chattanooga. And my husband who was a neighbor boy I had known since I was 6 years old and he was 9 and was in the navy and this was after the war was over. And he was stationed in St. Pedro, California.
DR: And this was your husband?
BH: Yes! And I hated that little ol' Humbard boy! (Chuckles heavily) He was coming on a leave after the war was over and he called his mother. His mother and my mother are best friends and so he called and ask his mother to ask my mother could he have a date with me. (Grinning) After the war was over we moved back here and started life anew. And it was a new life. The jobs were plentiful; the money was good. The whole economy boomed up until a few years ago when it collapsed again. (chuckles heavy) We've seen good times and bad times. Worst time in my life has nothing to do with the war. I lost my only child with cancer and few months ago; lost my husband. (teary eyed) And going back reliving the times when I was just out of my teens. Going to Atlanta, where the brought the soldiers amputees, everything. My sister and I would hop a bus every Friday, go to Atlanta for the whole weekend helping them learn to walk, to dance. Get on the stage and sing and play and it did us much good as it did the boys there and we were young, just a great time. Time in my life I will never forget. And they seem to be so grateful to the volunteers that would come to help them and entertain them.
DR: When did you and your husband get married?
BH: 16 th of January, 1946, 46 years!
DR: And what was your sister name?
BH: Rosalie, she has already past too. I have nobody can I have you? (Chuckles lightly)
DR: Yes, Of course!
BH: Well I have a granddaughter that lives in South Florida and she don't talk to me. I'm old! (Chuckles)
DR: Could you tell me a little bit more about your husband?
BH: The sweetest kindest man you will ever meet. My husband was totally blind. He was 61 or 62 when he began to lose his site. He ended up with bladder cancer which they say was cause from the asbestos on the ship. He was under treatment for that for five years. Then
HIST 155, Fall 2015 / Deneicia Rice
he developed Parkinson's and had three strokes. (Crying) And then he got cancer in the lungs and passed away. One of the nurses said that that is the sweetest man I will ever know.
DR: Did he ever talk to you about his experience in war?
BH: Yes, I think it was eight trips he made around the Atlantic and two across the Pacific. And in the ship ahead of the convoys, so if there was danger he knew it before the other ships behind him.
DR: What type of job did you do?
BH: Well I worked for three Urologists.
DR: What was it like after the war?
BH: When my husband was discharged he went to work with is father and built so many churches around here. Several homes and buildings. Florida was beautiful back then and the living was great. We did good for ourselves.
DR: Well thank you so much for your time and being willing to share your story Mrs. Billie.
BH: You're such a sweetheart anything for you darling. Oh, you're so welcome. Come see me anytime Hun. (Smiling)
DR: I will Mrs. Billie! | <urn:uuid:9f29c6cf-e80c-4c37-b2b6-ae2f837be86b> | CC-MAIN-2017-39 | http://knowledge.e.southern.edu/cgi/viewcontent.cgi?article=1024&context=oralhist_ww2 | 2017-09-26T11:08:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00120.warc.gz | 187,832,136 | 3,449 | eng_Latn | eng_Latn | 0.97317 | eng_Latn | 0.999564 | [
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FUEL THE FEET
Overview
Book: The Maze Runner by James Dashner
Grades 6-12
In this science and health PBL, students will show how food affects running performance and develop a diet to "fuel the feet" of a runner.
Standards
Objectives
Students will research to find out foods that running athletes use to improve performance.
Students will create a model to show how the intake of food is changed into energy for muscular performance.
Students will develop a weekly menu that would be beneficial to a running athlete.
Materials Required
Paper Pencils markers
Procedure
1. Tell students the project is to design a menu that will be beneficial to a running athlete.
2. Students first need to research to determine how food fuels the body.
3. Direct students to create a poster that displays how food nutrients are chemically changed, travel throughout the body and affect muscular strength/endurance.
4. Have students research how foods affect athletic performance. Be sure students note the number of calories, protein grams and other nutrition requirements to optimize athletic abilities.
5. Have students create a weekly menu for a running athlete. Students should document calories, protein grams, and other nutrients in the food selections.
Extensions
W.7-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
1. Have students write a narrative about what happens to a bite of protein bar as it travels through the body.
2. Challenge students to begin a running program.
3. Have students keep a log of what they have eaten for a week. Ask them to analyze the calorie intake and whether those calories were beneficial to the function of the body.
4. Read about famous runners at https://www.biography.com/people/groups/track-and-field-athletes
Rubric
| Exceeds (3) | Meets (2) | | Partially Meets |
|---|---|---|---|
| | | | (1) |
| Student cites 5 or more resources used in research | Student cites 3-4 resources used in research | Student cites 1-2 resources used in research | |
| Poster is very well done, labelling is complete, and nutrition process is correctly depicted. | Poster neat, most labelling is complete, and the nutrition process is correctly depicted. | Poster is unclear, labelling is poor and the process is partially depicted. | |
| Nutritional facts are carefully noted and menu well balanced and is realistic and beneficial to a running athlete | Some nutritional facts are noted, menu is realistic and beneficial to a running athlete. | Nutritional facts are missing, menu is somewhat realistic and beneficial to a running athlete. | |
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Reading Policy 2016
Signed (Chair of Governors)………………………………………
Signed (Head teacher)………………………………………………
Date……………………………………………………………………
Review Date………………………………………………………….
This Policy complies with Warrington LA guidance.
YES
This Policy will be reviewed in
The Policy was agreed by Governors in:
The Policy is available for staff at:
Staffroom
And for parents/carers at:
NA
Reading Policy
Latchford St James CE Primary School
Name of policy: Reading
Statement of Intent:
The 2014 national Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as of extreme importance since through it "pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually" (p13). Reading allows pupils to "acquire knowledge" and to "build on what they already know" (p13).
At Latchford St James CE Primary School, staff recognise that reading development is closely linked to that of writing, for it is by reflecting upon and talking about the texts that they encounter that pupils come to understand how writers write and to develop an awareness of the relationship between author and reader. At our school, we strive to make this link clear by providing learning opportunities which are based on quality texts that engage the pupils, immersing them in a rich language environment. Our hope is that children leave our school at the end of year 6 having established a love of reading and with experience of as wide a range of texts as possible.
Aims:
We aim to develop literate children who:
[x] Love reading and get excited about potential books
[x] Have the opportunity to listen to stories that are beyond their own reading ability, for enjoyment
[x] Are given the chance to participate in class reading sessions where literature is explored, discussed and linked to real life
[x]
Enjoy reading at home
[x] Understand the sound and spelling system and use these to read accurately
[x] Read with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct
[x] Have an interest in a wide range of texts, reading for enjoyment and information
[x] Have an interest in words and their meanings and develop a wide vocabulary
[x] Understand a range of text types and genres
[x] Can evaluate and justify their preferences
[x] Have developed their imaginations, inventiveness and critical awareness
Objectives:
In order to develop fluent, confident readers, teachers at Latchford St James CE Primary are expected:
[x] To follow a systematic approach to the teaching of phonics via the Letters and Sounds programme
[x] To discretely teach comprehension strategies through quality whole class direct teaching and guided group work
[x] To actively promote and foster a love of reading by reading to their own class
[x] To further develop children's vocabulary by "magpie-ing" during English lessons, other subjects and class reader sessions
[x] To make the link explicit between reading and writing
Organisation and Leadership
Reflecting the leadership structure across the rest of the curriculum, English is lead by a Strategic Subject Lead Mrs P Swift and is supported by Mrs H Daintith, Mrs S Forshaw and Mrs C Clarke.
Teaching Approaches
The 2014 Curriculum divides reading skills into two dimensions:
[x] Word reading/ decoding
[x] Comprehension
We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We acknowledge that these areas are clearly linked to the other aspects of English learning: speaking and listening, writing, grammar and vocabulary. We also understand that reading is a developmental process and part of life-long learning and we encourage and praise children at every stage of it.
Reading in School
Children at Latchford St James CE Primary School first learn to decode, segment and blend words through rigorous, daily phonics teaching, following the Letters and Sounds programme. Through this approach, pupils learn to read easily and fluently. Particular attention is paid towards vocabulary extension and basic comprehension strategies. Once pupils have "graduated" from the Letters and Sounds programme (most children are off the programme by the end of Year 2), they participate in daily English lessons where their reading teaching continues through shared and guided reading. Teachers actively model comprehension strategies and make use of talking partners and "reading as a reader" or "reading as a writer" to further develop children's inferential skills and knowledge of authorial intent.
The phonics screening check ensures that teachers understand which children need extra help with phonic decoding. As a matter of priority, children who didn't achieve their phonics in KS1 will receive further intervention to ensure that they can then go on to read any kind of text fluently and confidently, and to read for enjoyment.
Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as 'look and say'. This includes children who find learning to read difficult, for example those who have dyslexia.
At our school, reading is taught in its own right, as well as a tool which permeates the entire curriculum. Children read outside the daily English lessons for informationgathering, research and for pleasure. All classes have regular opportunities to listen to and enjoy texts that are beyond their own reading ability.
Guided Reading
Guided reading happens every day in all classes. Each group have a guided reading session with their teacher and teaching assistant every week. Teachers plan differentiated sessions covering the Age Related Expectations for the year group. Achievements and concerns are recorded on tracking sheets. These inform future planning and intervention.
Whilst two groups are engaged in adult led guided reading, the rest of the class will complete specific, objective led reading tasks building upon skills taught. These will be recorded in Reading Journals and marked according to school policy.
Reading at Home
Children take home reading books that are phonetically decodable and are a level below those in which they are reading in lessons. This is a deliberate methodology which allows pupils to celebrate their growing reading competency with their parents, ensuring that the first home reading experiences are positive, motivating experiences. Once children have moved on from Letters and Sounds, they take home levelled reading books that have a broader range of vocabulary and expose children to fiction, traditional tales, non-fiction and poetry texts.
Teachers monitor pupils' progression through the reading scheme and respond to individuals' needs. For example, a child who races through a reading stage and reads all the books at that level may be given extra comprehension activities to ensure that they have secure skills before moving on. Likewise, a child who makes good progress in Reading may skip levels if appropriate for their ability so that they are not needlessly "kept back." Children's progression through the reading stages is celebrated and rewarded.
Pupils are further encouraged to read widely and for pleasure through the use of the school and class libraries and communication in children's planners allow parents to communicate the kind of texts that children are reading at home.
Reading forms part of the essential homework, all children will read their reading book at least three times a week, which contributes to their reward card.
Inclusion and Equal Opportunities
The ability to read is fundamental to children's development as independent learners. We believe that all children are entitled to high quality teaching and learning and we embrace the philosophy of inclusion. All children at Latchford St James CE Primary have the opportunity to read at an appropriate level through the provision of carefully planned, targeted work in their English lessons and within the wider curriculum. Intervention groups are in place to further support children with additional needs or those who have any difficulties in a particular area. As mentioned above, children who struggle to read continue to follow a phonics programme for Reading until they possess the skills to move on. The needs of children on the SEN register are planned for as necessary and a variety of teaching methods, based around those which are Dyslexia-friendly, are used to support the learning styles of different children. In this way, no child will be excluded from participating in reading activities.
We celebrate diversity through recognising our children's skills and knowledge and by the study of material from a variety of cultures. Texts used represent all cultures in a positive light and show both genders in a range of roles. The interests of both boys and girls are taken into account in the selection of materials to support the development of reading skills.
Assessment
Assessment is an integral part of the teaching and learning process and is used to:
[x] provide the children with clear and regular feedback
[x] assist the children and teachers in planning their next steps
[x] evaluate the effectiveness of teaching
Teachers use daily formative assessment strategies to ensure that all teaching is accurately levelled and challenging. Ongoing teacher assessment of reading informs individual and group reading targets. Ongoing assessment is recorded as annotations on weekly English planning. Summative assessment for reading takes place termly when children throughout school undertake formal reading tests. Teachers then re-group children accordingly. Any pupils who are deemed to be underperforming are swiftly identified and participate in booster/intervention sessions which are designed to close the gap between themselves and their peers.
Monitoring and Review
The SLT monitor and evaluate the work achieved. In consultation with the governors, the leaders identify areas for development, resource needs and moderate standards across the school. | <urn:uuid:70d25f85-0dbd-4bfe-aac3-48735a7f5123> | CC-MAIN-2017-39 | http://lsj.org.uk/cms/wp-content/uploads/2016/03/Reading-Policy.pdf | 2017-09-26T11:04:53Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00117.warc.gz | 212,924,167 | 1,900 | eng_Latn | eng_Latn | 0.971974 | eng_Latn | 0.99838 | [
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Title:
Forensic Biology
Length of Course:
Full Year (2 semesters; 3 trimesters; 4 quarters)
Subject Area – Discipline:
Laboratory Science (“d”) - Integrated Life and Earth Science
CTE Sector:
Public Services
CTE Pathway:
Legal Practices
Grade/Level(s):
9-11
Course Overview:
In this course students study biology and earth science by engaging in investigations of how scientific evidence is used to solve crimes. Students take on the roles of public safety professionals to identify, collect, preserve, test, and analyze physical evidence. Each unit of this course asks how physical evidence can be used to solve a type of crime, and students explain and explore the scientific principles at work. Students learn not only how and why evidence can be used to solve crime, but also how biogeological processes affect the preservation and viability of physical evidence. Professional report writing is emphasized in this course, reflecting the high frequency and importance of writing reports in public safety careers. Throughout this course, students will collect and analyze evidence from simulated crime scenes. The course culminates with students using physical evidence to solve a simulated homicide and delivering expert testimony in a simulated murder trial.
Course Content:
Unit 1 - Burglary
Driving Question: How can fingerprints, hair and fibers, and blood evidence be used to solve a burglary?
In this unit students will investigate how forensic evidence can be used to solve a burglary. Students will learn about structure and function in living organisms on the cellular and molecular level, and will discover how forensic scientists use physical evidence to solve crime by collecting, testing, and analyzing biological evidence. Students will learn principles of cell structure and function and how they relate to analysis of different types of biological evidence, such as mtDNA, nuclear DNA, amino acids in fingerprints, and hair fibers. Students will learn how the use of blood evidence has evolved in forensic science, and will explore the genetic breakthroughs that have allowed for this evolution. Students will apply principles of genetics to show how individuals with the same genotype can express different phenotypes, how phenotype can be affected by environmental factors, and how forensic scientists must factor this into their analysis of biological evidence. This unit will culminate with students analyzing a crime scene, collecting evidence, and solving a burglary case. Students will use the cellular and molecular evidence from the blood typing, DNA analysis, and the physical characteristics of fingerprints and hair fibers to solve who committed the burglary.
Unit 1 - Key Assignments
1: Evolution of Blood Evidence for Crime Solving
Students are presented with a scenario where a car was broken into in the school parking lot, and although no fingerprints or hair was found, the burglar cut himself on the broken glass and left behind blood evidence. Prior to completing this activity, students get instruction in heredity, molecular genetics, population genetics, statistical genetics, mendelian inheritance. For the project, students will work with a lab partner, and each group will have to determine who the culprit is by narrowing down a field of possible suspects. Students will test the blood evidence against blood samples from the possible suspects. (The actual criminal and one other subject should have the same blood type, and should have the same mother, and therefore the same mtDNA.) The series of tests that students undertake will be representative of tests that have become available as forensic science has evolved in complexity. Students will first carry out a blood typing test to narrow down the field. Next, students will run a gel electrophoresis of mitochondrial DNA to further narrow down the field. Finally, students will run a gel electrophoresis of a nuclear DNA sequence, such as a VNTR or STR, to make a final determination about who the actual criminal was. Each group will turn in a detailed lab report that identifies who committed the crime, explains each test that they did, what the results of the test were, and how they were able to use that evidence to narrow down the field. Explanations must include the scientific principles which would include heredity, molecular genetics, population genetics, statistical genetics, mendelian inheritance, and electrophoresis that each lab test is based on.
2: Fingerprints
In this assignment students will analyze a burglary/crime scene in which blood samples and fingerprints were left behind. The DNA matches the crime to a person who is an identical twin. Students will need to look at the structure of DNA and determine why DNA is not the best evidence to use when identical twins are suspects in a crime. Both suspects claim to be innocent. The students will have to determine who committed a crime based off of the fingerprints left behind. Genetic mutations, caused by the environment have an effect on the fingerprints of identical twins. The students will have to research the three basic fingerprint patterns and write a report on fingerprint analysis. Students will be given sets of fingerprints to test and analyze. They will then be given the fingerprints at the crime scene and the fingerprints of the twins to determine who committed the crime. Students will collect the fingerprint samples, analyze and
compare the loops, whorls ,arches and deltas in order to put them into a presentation (powerpoint, prezi, google slides). The analysis of the prints, a molecular explanation of why humans leave fingerprints, and an explanation of why identical twins have different fingerprints will be included in the presentation. The presentation will determine which twin committed the crime according to whose fingerprints were found at the crime scene.
3: Microscopy
During this assignment students will analyze a crime scene in which hair and fiber pieces were left behind. Using a microscope students will analyze the different hair and fibers samples. Hair samples have different color and structure depending on the suspect's' phenotype and genotype. Students will look at hair samples from the same person (same genotype) but the hair samples will be different colors because of dye (different phenotype). Students will also look at fibers of the same color and size but from different manufactures to see how different the fibers are under the microscope. Student groups will develop a model to classify how fiber and hair samples are similar and how they are different. Students will present their group classification of fiber and hair samples to the class. The class as a whole will then develop a model for classifying fiber and hair samples. Using the class model, students will compare hair and fiber samples taken from different suspects to determine who committed the crime. Students write a report stating who committed the crime and how that conclusion was determined based on the evidence. Students will use the report to plan their oral testimony in a deposition.
4: Burglary Crime Scene
A mock crime scene will be set up in the classroom. The students will be given background information on a burglary of a cell phone that occurred in the classroom. This scenario should include any of the above types of evidence (blood, fingerprints, hair, fiber). Students will work in groups of 3-4. Each group will process any evidence found using proper techniques and evidence packaging procedures. Each item of evidence will be submitted to the teacher as a case file to be placed in the property room.
Finally, the groups will analyze the found evidence, comparing it to three possible suspects. The workup of blood evidence should include determination of blood type, mitochondrial DNA analysis, nuclear DNA analysis. Fingerprint and fiber analysis should match the physical evidence with the phenotype of the criminal in question. Based on analysis of the evidence, groups will determine who committed the crime. Each group will make a presentation to the District Attorney (teacher) explaining why they believe that an arrest warrant should be issued for the suspect.
Unit 2 - DUI
Driving Question: How does understanding the function of body systems allow public safety officers to determine field sobriety?
In this unit students will learn how public safety officials use evidence to solve drug and alcohol related cases. Students will develop models which illustrate how drugs and alcohol impact individual body systems, interactions between body systems, and overall homeostasis of the body. Students will use these models to solve drug and alcohol related crimes. In this unit, students will learn to recognize the objective symptoms of various drug impairments, and will categorize those symptoms into a pocket-sized reference guide that could be used by law enforcement. Students will conduct investigations to determine how each organ and body system contributes to the overall maintenance of homeostasis, and how various substances alter this dynamic equilibrium. Students will analyze field sobriety tests commonly used by law enforcement, and evaluate how effective they are in various scenarios. This unit culminates with a social media public service announcement, where students utilize the knowledge and skills they acquired in the unit to spread awareness at their school site.
Unit 2 - Key Assignments
1: Using Objective Symptoms to Identify Drug Use
In this assignment, students will explore the mechanisms by which various drugs affect biochemistry, and how they impact homeostasis of the human body. Students will work in pairs to create a table which details information about common street drugs including name, category (ex. CNS stimulant, CNS depressant, hallucinogen, narcotic analgesics, etc., mechanism of action, and objective symptoms.) Each pair will use the information from their data table to create a pocket-sized quick reference guide that law enforcement could use to assess an individual and determine what drug they are most likely under the influence of and present them to a law enforcement officer. Each pair of students will create and present a scenario. These scenarios will demonstrate the student's understanding of homeostasis and how drugs affect the biochemistry of the human body. Then each pair will analyze the presented series of scenarios, and must match each scenario to a drug on their quick reference guide, and must submit a law enforcement template report including a justification of why they chose that drug.
2: Designing a Field Sobriety Test
Students will work in groups of 4 to research how alcohol affects human body systems and to create a field sobriety test that could be used by law enforcement. Each group of students will choose 4 physiological systems and write a research paper that analyzes how these systems work in concert to maintain homeostasis, and how alcohol interferes and interacts with these systems. Each group will research all current field sobriety tests. Then they will choose three field sobriety tests. The students will research which three are best to identify whether or not a suspect was under the influence of alcohol based on how alcohol physiologically affects humans. The students will then present their three sobriety choices to a panel of former and current police officers, who will choose which combinations that would most likely be utilized by law enforcement.
3: Outreach Assignment
In this assignment students will create a public service announcement using social media, based on their knowledge of the body systems and the effects of drugs and alcohol on them. Students will interact with an outside organization(s) to gain specific insight and information about the effects of drugs and alcohol on the body systems and their effects on human lives. Organizations may include Mothers Against Drunk Drivers (MADD), Narcotics Anonymous (NA), Alcoholics Anonymous (AA), Red Ribbon Week, Every 15 Minutes, and First Responders (Police, Fire, or Paramedics). It may be done using Youtube, Facebook, Snapchat, Instagram, Vine, etc. The announcement will be shown at the school site. As community connection for public safety, one presentation will be selected by the class and will be presented at the local school board or local public and private agencies.
Unit 3 - Anthropological Crime Scenes
Driving Question: What is the viability of ancient evidence and how can it be used?
In this unit, students will learn and use techniques and principles of forensic anthropology in a variety of settings. Students will act as the defense in a simulated court proceeding, and employ evidence based arguments to show that Homo sapiens did not cause the extinction of Homo neanderthalensis . Students will investigate multiple lines of evidence, including fossil evidence, DNA, embryology, and anatomy. They will further use this evidence to construct explanations for common ancestry, adaptation, natural selection, and biological evolution. Students will research methods used in forensic anthropology to determine the age and origin of remain, and will learn
how these methods are used in modern court cases by determining the origin of remains found at a simulated crime scene.
Unit 3 - Key Assignments
1A: How and where did Homo sapiens evolve? Students collaborate to create a classroom chrono-atlas: a collection of maps of the world with fossil evidence of hominids. To do so, students will research the evidence of evolution (fossils, DNA, embryology, and anatomy) and create a group digital media presentation of fossil evidence, to explore the anatomy and DNA of a specific fossil, one of a variety of examples chosen by the teacher to demonstrate human fossils found around the world and from different times This atlas can be housed and used as a reference in the school library. Students will analyze the significant changes in traits observed on the chronoatlas, that have been selected for adaptations in the species over time by creating a model of the evolution of man within the geologic time scale. The students will use this analysis to write a caption/description for the atlas.
1B: In this assignment students will apply principles of evolution, natural selection, and viability/integrity of preserved evidence learned in the previous assignment. Students will write and present an opening statement for the defense in the court case Neanderthal v Homo sapiens , which charges the species Homo sapiens with mass murder and genocide, resulting in the extinction of the species Homo neanderthalensis . The teacher will assume the role of the prosecution, presenting a case charging Homo sapiens with these crimes. The teacher's case will include evidence from studies of 30,000 year old Neanderthal remains found with Homo sapiens bite marks. Students must create a defensive case which casts reasonable doubt on this assertion, using knowledge and research about how evidence loses its integrity over time, and principles of evolution and natural selection. Students will create a presentation to argue their case to a jury of their peers, other students who are not in the class.
2: Skeletal Records, A Bone to Pick
Students will apply what they have learned about the human body skeletal system to forensic anthropology. The students will be presented with a scenario where a construction project has encountered remains while excavating a building site. Students have a class discussion to identify the biological factors that can be determined on examination of bones, such as gender, age, stature, diet, etc. The students will jigsaw the factors and do a group research on how to determine their factor on remains. Students will collaborate as a class to create a key to use while examining remains. The students will study a variety of skeletal remains to identify origin as human/non-human. If human, the students will use the key created by the class to
identify the skeletal features to identify gender, age, and stature of the remains to create a report.
3: Can you Identify Ancestry?
The students will apply what they have used in learning human body skeletal and muscular systems to study how the bones of a human skull express inherited features from one generation to the next. The students will identify how these anatomical features are found with greater frequency in certain populations; their presence or absence are clues to ancestry. Using skull diagrams, students will make observations of a skeleton by examining the morphology of the skull and by taking measurements of the skull cavity and face.
An unidentified skull was found around the Chesapeake Bay dating back to the 17th century. Students will make observations on this unknown skull and compare it to three main ancestral groups were represented around the Chesapeake Bay in the 17th century - American Indians, Europeans, and Africans from the sub-Saharan region. The students will write up their findings in a forensic lab report and use pictures and diagrams to explain their determination of the ancestry of the unknown skull using proof of anatomical features.
Unit 4 - Assault with a Deadly Weapon
Driving Question: How do ecological conditions affect the preservation of biological evidence?
In this unit students determine how varying ecological conditions affect the viability of biological evidence. Students compare and contrast the biotic and abiotic factors that exist in varying ecosystems, and try to predict how well evidence would last in these differing conditions. This includes the cycling of matter and energy through the environment by means of photosynthesis, cellular respiration, the water cycle, the nitrogen cycle, etc. Students will also examine and practice methods of forensic anthropology. Students design an experiment to test how unique environmental factors, such as climate, preserve ancient evidence. They further use this data to solve an ancient murder mystery. In this unit, students will explain the unique characteristics of Earth's various biomes and use this information to construct a model which illustrates how the ecology of each biome can affect the viability of evidence in a crime.
Unit 4 - Key Assignments
1: Ecological Influences on Biological Evidence
Students will be given a scenario of an assault with a deadly weapon involving a knife which can be disposed of in various environments. The students will research and design an experiment to test various simulated knives (multiple pieces of steel with identical "biological evidence" blood, fingerprint, and hair) in simulated biomes in the classroom that their group of four will create first. (Aquariums simulating the Rainforest,
Tundra, Desert, Freshwater, and Saltwater biomes.) Students will make daily observations of the evidence and note its apparent condition. These notes will be recorded in each student's field journal. Working from their knowledge of the Earth's various biomes, students will hypothesize which biome they believe would preserve the most biological evidence. Students will write a detailed hypotheses outlining the environmental and ecological conditions that they believe will contribute to the preservation and degradation of the biological evidence in each biomes. Each biome will be ranked for its perceived ability to preserve evidence. At the end of at least four weeks, the evidence will be removed and a final analysis will be done. Finally, students will write a paper describing their initial hypothesis, as compared to their field journal notes and the final analysis of the evidence.
2: King Tut: Natural Death or Murder?
In groups of 3-4, students will research the death of King Tutankhamun. Students will assume the role of a team of "detectives" assigned to investigate this ancient crime. Groups will be assigned a position to take on Tut's death - natural death or murder -and half of the class should be assigned each position. Based on their research and their prior knowledge of forensic anthropology, each group will find evidence to support or refute their position on Tut's death. To do so, students must predict when environmental factors will result in stable ecosystems, and when environmental factors will lead to ecosystem change. Students will research the cycling of matter in the conditions present in the ecosystem in which the tomb was preserved. Students will also need to consider the ecological and environmental factors present that affect the evidence in formulating their hypotheses about the case.
Next, each group will submit a written "incident report" in the professional template to summarize their findings. Students must cite multiple sources of "evidence" and groups will explain why they believe that this evidence is still viable, including the environmental conditions that contribute to the viability of the evidence.
Finally, the groups will participate in a Congress style debate where the groups will present their case for the cause of King Tut's death. A panel of judges (teachers, administrators, industry experts) will decide the cause of Tut's death based on the information presented in the debate.
Unit 5 - Homicide
Driving Question: From crime scene to autopsy, what are the scientific processes used by crime scene investigators and forensic pathologists to investigate a homicide?
In this culminating unit, students will apply skills and knowledge from throughout the course to solve a homicide. They will learn and demonstrate how crime scenes are reconstructed by carefully documenting the conditions at a crime scene and recognizing all relevant physical evidence. Students will use their understanding of homeostasis to estimate time death in various scenarios. They will also examine the ecological role of insects in nutrient cycling and decomposition, and see how
entymology can be used to determine time of death. By the end of this unit, students will see first hand how the ability to recognize, collect, and break down evidence into manageable pieces, and then submit that evidence to physical and chemical testing is critical to both solving and prosecuting violent crimes.
Unit 5 - Key Assignments
1A: Estimating Time of Death
Students will be divided into groups of 3-4. Students will be working with knowledge gained in this unit about calculating time of death. Each group will be given a set of at least 5 different scenarios involving death. In each scenario a different amount of time will have passed since death. Groups will match up each scenario with the most accurate method of estimating time of death -- rigor mortis, livor mortis, algor mortis, decomposition, forensic entomology. Finally student groups will write up a paper outlining their reasons for selecting each specific method for determining time of death for each given scenario.
1B: Insects Role in Decomposition
Students will write a one page paper discussing the process of decomposition and the role that insects play in the decomposition process.
A laboratory activity observing the decomposition of a partial animal carcass will be conducted. A control sample will be allowed to decompose without insect intervention. A second carcass will have introduced dermestid beetle larvae. Students will make daily observations as to the growth, life cycle stage, and number of the dermestid beetles. They will also make observations as to the condition of the control sample carcass versus the carcass with introduced insects. Each of these observations will be recorded in the student's field journal.
Finally the students will write a paper in which they discuss their findings on the role that the insects played on the decomposition process. Students will also discuss how analyzing the life cycle of insects present could help to determine the estimated time of death. Their paper must support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
2: Animal Autopsy
This lab is adapted from a standard animal dissection combined with a post mortem report template to make an interesting way to introduce students to some of the general placements and relationships of many of the organs they will learn about over the course of the semester. Prior to this activity, students learn about the the eleven human body systems, body planes, regions, and directional terms used to describe the human body. Lab techniques will include measuring, weighing, mock toxicology testing and sketching of the organ placement in the body. Possible scenarios include, but are not limited to stabbing, gunshot, hanging, poisoning (through simulation via injection of dye into the esophagus) and fall from height. Students will assume the role of a forensic pathologist and use a professional template to go step by step to analyze the body and propose the cause of death of the animal based on the evidence gathered from the autopsy.
3: Solve a Murder
Students will be expected to use skills and knowledge gained through the class curriculum to collect, process, and analyze evidence to solve a homicide. Students will work in investigation teams of 3 to 4 students on a homicide crime scene scenario set up in the classroom. They will document and identify evidence at the crime scene. The groups will have to demonstrate proper techniques by breaking down evidence collection into smaller, more manageable parts used to collect each item of evidence.
During their investigation, the students will have to identify what specific type of biological evidence they believe each piece of physical evidence will yield (DNA, fingerprints, hair, fibers). Students will have to use their knowledge of biological and biogeological processes to determine how to process the evidence, how to determine if the evidence if viable or if it has been corrupted, what tests they should run on the evidence, and how to analyze the results of the tests. Students will have to identify possible weapons which may have been used to commit the crime. Each group will identify the cause, method, or manner of death.
The information recorded will be documented in a summary report which will be reviewed/analyzed by their supervisor (Teacher).
Students will participate in a simulated trial where they must prepare and deliver expert testimony on the evidence collection and analysis. Students will be examined and cross-examined by the prosecution and defense, portrayed by industry partners. The teacher will evaluate each student's professional appearance, demeanor, and ability to answer questions clearly and accurately.
Course Materials:
Textbooks:
District Approved Biology Textbook
District Approved Earth Science Textbook
District Approved Forensic Science Textbook
Recommended Forensic Science Textbook
Title: Forensic Science Fundamentals & Investigations
Edition: 1st Edition
Publication Date: 2009
Publisher: South-Western Cengage Learning
Author: Anthony J. Bertino | <urn:uuid:6b385ecb-7f83-4d95-ade9-25c4d93fae39> | CC-MAIN-2017-39 | http://ucci.ucop.edu/integrated-courses/ForensicBiology-CSILabScience.pdf | 2017-09-26T11:05:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00119.warc.gz | 342,643,315 | 9,479 | eng_Latn | eng_Latn | 0.997966 | eng_Latn | 0.998378 | [
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Minerals Make Innovation
Minerals are integral components of the next-generation technologies that make American companies world leaders in innovation.
Minerals in Advanced Technology
- A single wind turbine can contain 335 tons of steel, 4.7 tons of copper, 3 tons of aluminum and 700-plus pounds of rare earth minerals, as well as zinc, molybdenum and concrete i .
- Solar energy technology relies on a range of minerals including silver, copper, gallium, tellurium and rare earth minerals.
- CAT scans contain a variety of minerals, including tungsten, copper, lead, silver, chlorine, aluminum and gold.
- Platinum is used in advanced electronics, fuel cells and in pollution control devices for cars.
Growing Demand for Minerals
- As the world's population grows and developing countries embrace new technologies, products relying on greater combinations of minerals will come to market, further increasing demand for minerals.
- Global sales of hybrid cars are expected to increase from 2.2 percent of sales in 2010 to 7.3 percent in 2020 ii , and auto executives estimate the demand for lithium—key to highperformance batteries—could outpace supply in as little as 10 years iii .
- Over the next five years, worldwide demand for copper will match global GDP growth at roughly 4 percent and demand for aluminum will grow twice as fast as the global GDP iv .
Minerals for the Future
Policies that bolster domestic minerals mining can help establish a stable supply chain of the materials that are fundamental to American innovation.
Sources:
Vestas Wind Systems
i
ii J.D. Power and Associates, "Drive Green 2020: More Hope than Reality"
iv McKinsey & Company Basic Materials Institute, Commodity Perspectives
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Restoring North America's Migratory Birds
Saving Birds and Habitat through Cooperative Conservation
January 2007
Report to the White House
Participating Institutions
Cornell Lab of Ornithology American Bird Conservatory Manomet Center for Conservation Sciences National Audubon Society The Nature Conservancy North American Bird Conservation Initiative Partners in Flight PRBO Conservation Science
Preface
In December 2006, the White House invited the Cornell Lab of Ornithology to recommend how the federal government could help restore habitats and populations of declining migratory birds. The Cornell Lab of Ornithology convened a group of leaders in the bird conservation community and together prepared this report, "Restoring North America's Migratory Birds." The report, delivered to the White House in late January 2007, recommended six key actions by which the U.S. government could help migratory birds and their habitats. On October 20, 2007, President Bush outlined a national strategy for bird conservation (see link), which included many of the recommendations in our team's report and also emphasized an important new public-private initiative to fund conservation and education in our National Parks. Visit http://www.whitehouse.gov/news/releases/2007/10/20071020-2.html for a transcript of President Bush's address.
Here we present our original report in its entirety. We gratefully acknowledge the excellent, collaborative process by which this report was assembled. More important, we encourage the extraordinary community of individuals, organizations, and institutions now devoted to bird conservation to work cooperatively and strenuously to ensure that these important actions are implemented.
Organizations contributing to the January 2007 White House report: American Bird Conservancy, Cornell Laboratory of Ornithology, Manomet Center for Conservation Sciences, National Audubon Society, The Nature Conservancy, North American Bird Conservation Initiative, PRBO Conservation Science, Partners in Flight.
Restoring North America's Migratory Birds
Saving Birds and Habitat through Cooperative Conservation
Conservation of birds and other wildlife has been an American value for more than a century. Birds help us mark the seasons, identify with our most special places, and appreciate the lively beauty of creation. Birds bring people of different countries together. They are excellent proxies for how we are treating the environment, and right now many species are declining. Through cooperative conservation, with government and the public investing hand in hand, we can help restore North America's migratory birds and the habitats on which they depend.
Current Landscape
Executive Summary
Birds are popular human companions shared among countries, cultures, and continents. Bird watching is the fastest growing outdoor recreational activity in the United States. Thirty percent of American adults are bird watchers, and wildlife viewing accounts for 1% of our gross domestic product. Birds are sensitive indicators of environmental well-being, effective scorecards for conservation successes and challenges. Dramatic declines in bird populations represent an environmental crisis involving the most familiar American landscapes. Two-thirds of the bird species found in the U.S. have declined over the last half-century, many precipitously.
Opportunities for Recovery through Partnerships
The federal government has led in bird conservation for a century. Great successes are being achieved with significant participation by private organizations and citizens. Recoveries of Bald Eagle, Peregrine Falcon, Whooping Crane, and other charismatic species prove that birds respond well to targeted efforts involving public-private partnerships. The National Wildlife Refuge system and "Joint Ventures" are excellent vehicles for these partnerships. Incentives for good stewardship on private lands are vital for ensuring adequate habitat to stabilize many declining species. The American public will actively help restore birds if they are asked to participate in an initiative with national leadership and a call to serve.
Six Actions to Restore North American Birds
I. Expand private and public support for National Wildlife Refuges
* Restore full management funding for NWRs and emphasize the Migratory Bird Stamp
II. Celebrate and fully fund the nation's Joint Ventures
* Advocate for these 18 little-known, highly effective public-private conservation partnerships
III. Maintain and expand conservation incentives for private landowners
* Fund and perpetuate vital conservation incentives in Farm Bill and Pension Protection Act
IV. Enhance protections for coastal and marine migratory birds
* Sign and enforce key treaties and acts essential for the survival of marine and coastal birds
V. Institute a "State of the Birds" report to measure environmental health
* Chart the health of our nation's environment via an annual report on bird populations
VI. Partner with Mexico to secure key wintering habitats
* Invest in five Mexican projects identified by tri-national consortium as high priority for birds
Restoring North America's Migratory Birds
Current Landscape
Popular and Vital Companions
Because they move across the earth by the billions each year, birds are a natural heritage shared among countries, cultures, and continents. Through birds we enjoy nature, mark the seasons, identify with special places, and appreciate the lively beauty and complexity of creation. Worldwide, birds bring people of different countries together around the common goal of conserving them for future generations.
Like the proverbial "canary in the coal mine," birds are sensitive indicators of how we are protecting our environment as a whole. Declining bird populations signal ecological imbalances, but they also can respond quickly to recovery efforts, thereby providing an effective scorecard for conservation.
Bird watching is the fastest growing form of outdoor recreation in the United States, and has become a major component of our tourism, travel, and sporting industries. One out of every three American adults is a birdwatcher, and wildlife viewing now accounts for $85 billion (1%) of the gross domestic product (Appendix 1).
Alarming Declines
The need is urgent and the time is right for a major public-private initiative for bird conservation in North America. Recent dramatic declines in bird populations represent a growing environmental crisis involving some of the most familiar birds of traditional American landscapes. Eastern Meadowlarks, emblematic of our once-extensive heartland prairies, have dropped 70% over the past 30 years. The Northern Bobwhite quail, despite intensive management efforts and popularity as a game bird, has declined 70% since 1965. Rusty Blackbirds are down 99%. These are not isolated examples. Nearly two-thirds of the bird species found in the United States have declined over the last half-century (Appendix 2). Action is needed now if we are to reverse these declines before a large number of our native birds become threatened or endangered.
Of these problems, habitat loss and degradation are most amenable to remedy. With existing social will plus creation and support of further economic incentives, we can find solutions that are cost-effective and compatible with economic development. Partnerships south of our border will also help.
Reasons for the current crisis are: (a) direct habitat loss through conversion for human uses; (b) habitat degradation from ecologically unsustainable land uses; (c) food depletion for migrant birds using coasts and shorelines; (d) mortality near human population centers, such as collisions with windows and utility towers and predation by cats; and (e) habitat degradation on wintering grounds south of the U.S. border.
Opportunities for Recovery through Partnerships
Conservation of birds and other wildlife has been an American value for more than a century. The federal government has played a lead role in bird conservation through public policies, targeted habitat protection, and responsible regulation to ensure the common good. Success stories, such as the Bald Eagle, Wood Duck, and Whooping Crane, prove that recovery of seriously threatened populations is possible through a combination of government and private sector engagement (Appendix 3).
The positive impacts of these cooperative efforts on birds and other wildlife are well documented. Substantial wait-lists for enrollment in incentive programs prove that landowners actively seek habitat stewardship projects if advice and cost-sharing are made available by public agencies. Explosive growth in the popularity of birds and bird feeding attests to a burgeoning conservation constituency in all walks of American life. The American public will
Today, public-private partnerships already leverage funding and expertise to address conservation issues of enormous scope. At the local level, private landowners take advantage of stewardship incentives such as those in the Federal Farm Bill and the Pension Protection Act of 2006 (Appendix 4). At the regional level, state and federal wildlife managers work with private organizations and individuals to set priorities and secure funding for on-theground bird conservation, through the highly successful Joint Venture program (Appendix 5). At the national level, private organizations and state wildlife agencies cooperate with the U.S. Fish and Wildlife Service to secure and manage the National Wildlife Refuge system.
help restore birds enthusiastically if they are asked to participate in an initiative with national leadership and a call to serve. Habitat protection is the key to success.
Six Actions to Restore North American Birds
I. Expand Private and Public Support for National Wildlife Refuges
Background: Over the last 100 years the United States has developed the most far-sighted system for protecting wildlife habitats in the world. Our National Wildlife Refuges constitute a safety net keeping hundreds of migratory bird species off the endangered species list. This remarkable ensemble of public lands is financially supported by various funding streams. Notable among these since 1934 has been the Migratory Bird Hunting and Conservation Stamp (often called the "Duck Stamp"). The stamp costs $15, and every dollar spent on the stamp contributes ninety-eight cents directly to the purchase of high-priority migratory bird habitat from willing sellers. To date, stamp sales have raised $700 million and added 5 million acres of habitat to National Wildlife Refuges. The stamp offers a simple way for all citizens—not just hunters—to participate directly in the conservation of migratory birds. It is time for the public to recognize that the stamp's importance extends far beyond its contribution to waterfowl habitat and hunters. The stamp is vital to all birds, and all habitats.
Action:
(b) Advertise the Migratory Bird Hunting and Conservation Stamp as a vital source of revenue for conservation of all birds, not just ducks, by the First Lady participating on the panel of judges choosing the 2008 stamp winner; President Bush attends the 75 th Anniversary Ceremony announcing the stamp at the Ding Darling National Wildlife Refuge, Florida, on October 12–13, 2007. Encourage all Americans to buy the stamp and participate as visitors and volunteers at National Wildlife Refuges.
(a) Announce strong support for our system of National Wildlife Refuges and the need for significant new investment in refuge management.
(c) Announce strategic new land acquisitions, and their benefits to migratory birds, at signature landscapes around the United States where National Wildlife Refuges already play a vital role.
Signature refuge projects: National Wildlife Refuges face a variety of threats from private in-holdings, inadequate buffers, unfinished acquisitions, and dramatically shrinking management funding. Bolstering a suite of "signature" refuges through strategic acquisitions, land swaps, and conservation easements around their borders will measurably enhance the capacity of these public and private lands to stabilize and protect bird populations. Six high-leverage opportunities stand out as signature projects that would conserve the most at-risk bird species and their habitats within key American landscapes (Appendix 6):
* Migratory Bird Habitats in the Western Great Plains (CO, KA)
* Riparian and Desert Bird Habitat of the U.S.–Mexico Borderlands (TX, AZ)
* Migratory Shorebird Habitat along the Delaware Bay (DE, NJ)
* "Audubon's Wilderness": Restoring the Forested Wetlands of the Mississippi River (AR, MS)
* Wetlands Restoration in South San Francisco Bay (CA)
* Last Stand for Hawaii's Beleaguered Forest Birds (HI)
II. Celebrate and Fully Fund the Nation's Joint Ventures
Background: Joint Ventures are 18 regional partnerships that set priorities and leverage significant funding from private and public sources to acquire and manage wildlife habitat in their respective geographic areas (Appendix 5). Operated with very modest budgets, and administered by the U.S. Fish and Wildlife Service, these extremely effective "delivery mechanisms" for local bird conservation remain virtually unknown among the American public. Joint Ventures are popular among state wildlife agencies, private conservation organizations, hunters, and sportsmen. They routinely receive bipartisan support in Congress, and deserve much greater profile and public investment than they currently receive.
Action: (a) Expand the operating budget for Joint Ventures from its current $11 million to $30 million, accompanied by long-deserved public recognition of their importance and key successes.
III. Maintain and Expand Conservation Incentives for Private Landowners
Background: Because 70% of the land in our country is privately owned, incentives for good habitat stewardship on private land broadly affect wildlife populations. Private landowner incentives produce effective habitat conservation across all landscapes, and any initiative to enhance bird conservation should include protecting these incentives from cuts or expiration (Appendix 4). The Conservation Reserve Program (CRP) promotes voluntary conversion of croplands to grassland, and since 1985 has provided a principle stabilizing force for grassland bird populations that are steeply declining. The Wetlands Reserve Program (WRP) similarly fosters wetland and swamp-forest enhancement on private lands. Demand for these conservation programs continues to increase, but authorizations and appropriations are falling far short of landowners' conservation needs. Worse, these conservation incentives are at risk as priorities in the upcoming reauthorization of the Farm Bill are debated. Finally, landmark conservation easement provisions are contained in the Pension Protection Act of 2006. Making these provisions permanent is one of the most important conservation measures our federal government could accomplish at this time.
Action:
(b) Make permanent the conservation easement incentives in the 2006 Pension Act, which otherwise are set to expire on December 31, 2007.
(a) Advocate for extending and increasing authorized funding for all conservation programs historically included in the Farm Bill, but debated in the 2007 reauthorization.
IV. Enhance Protections for Coastal and Marine Migratory Birds
Background: Coastal and oceanic birds include some the most charismatic species in the world, and also some of the most imperiled. All 20 species of albatross, for example, are threatened with extinction. Most threats facing these birds are relatively simple and inexpensive to overcome compared to those of terrestrial bird species. Seabird conservation provisions in the Magnuson-Stevens Act, such as Fish and Wildlife Service-sponsored elimination of fishery bycatch of birds and on-board monitoring, cost little and benefit both birds and fishermen. The Agreement on the Conservation of Albatrosses and Petrels (ACAP) signals U.S. commitment to international cooperation for the protection of seabirds, and at little cost. Enforcing the Migratory Bird Treaty Act on the high seas closes a long-standing loophole in this landmark legislation, and commits the United States to protecting all of its migratory birds. Over-harvesting of horseshoe crabs during their May breeding season over the past decade has reduced density of crab eggs along beaches of the eastern seashore by up to 99% and is believed to be a principal cause of recent, catastrophic declines in many migratory shorebirds that depend on these crab eggs for food.
Actions: (a) Demand immediate implementation of the seabird protection provisions included in the newlypassed (bipartisan) Magnuson-Stevens Act: eliminate fishery bycatch via bird-deflecting devices and institute on-board monitoring for the entire U.S. fishing fleet.
(c) Sign an Executive Order to enforce provisions of the Migratory Bird Treaty Act by U.S. fishing boats on the high seas.
(b) Sign the Agreement on the Conservation of Albatrosses and Petrels (ACAP), currently under review by the Department of State.
(d) Call for a complete moratorium on horseshoe crab harvesting along the entire Atlantic Coast.
V. Institute a "State of the Birds" Report to Measure Environmental Health
Background: A bold initiative of private and public investment in bird conservation also demands accountability, and the data required for measuring results are now available. Widespread public engagement in bird surveys and countless local monitoring projects provide unprecedented information on environmental conditions as indicated by local and regional changes in bird numbers. The North American Bird Conservation Initiative (NABCI; Appendix 7) is a public-private partnership poised to produce an annual "State of the Birds" report summarizing and interpreting recent trends. Birds can provide an annual barometer for measuring our success at stabilizing, restoring, and protecting the environment and a weather vane pointing at habitat problems before they become insurmountable. The report would identify important gaps in our ability to assess bird numbers, and ongoing mysteries as to the causes of population change. Thus, the report could help guide local and national research priorities related to the health of our nation's wildlife and habitats. A model of this report already exists: The State of the UK's Birds is presented annually to the Prime Minister and Parliament in Great Britain to help guide policy decisions as they affect wildlife and the environment.
Actions: (a) Institute and fund an annual report to Congress and the American public describing the state of our nation's bird populations, their recent changes, proposed solutions for the most serious declines, and gaps in knowledge requiring new research and monitoring.
(b) Issue a call to engage the millions of Americans who are bird watchers in the collective effort to count and report on bird populations through citizen-based surveys.
VI. Invest in Cooperative Projects with Mexico to Secure Wintering Habitats
Background: Over 225 species of North American birds winter in Mexico, where conversion of tropical forests, scrubs, and grasslands destroys habitat for thrushes, warblers, and meadowlarks. Partnering with Mexico to protect winter habitats for migratory birds is essential. A tri-national consortium of experts singled out five high-priority projects in Mexico to protect key habitat and bird populations (Appendix 7). The USAID Biodiversity program in Mexico could implement these collaborative projects by establishing a targeted fund to be matched and managed by Mexico's National Commission for Knowledge and Use of Biodiversity (CONABIO). Also, the U.S. government recently established the Neotropical Migratory Bird Conservation Act (NMBCA) to fund private-public partnerships benefiting migratory birds in Latin America and the Caribbean. Annual appropriations of $3M–$5M have leveraged $89 million in private sector matching funds since 2002, affecting 3.2 million acres of bird habitat. Increased funding of NMBCA would leverage even more funds, and protect vastly more habitat and birds.
Actions: (a) Invest in five key conservation projects in Mexico by establishing a Birds Without Borders Conservation Fund to be matched and managed by Mexico's biodiversity agency.
(b) Increase funding for the Neotropical Migratory Bird Conservation Act from its current level ($3M–$5M) to $30M, thus multiplying by 10 the private-sector matching funds invested in bird conservation throughout Latin America and the Caribbean regions.
APPENDIX 1. Explosive Growth of Birding in America
The explosive growth of bird watching, or "birding," in the United States over recent decades is documented in exceptional detail by a number of scholarly and non-partisan surveys of the outdoor recreational habits of American citizens. Three references are important and representative. Outdoor Recreation for the 21st Century, A Report to the Nation: The National Survey on Recreation and the Environment (H. K. Cordell, Venture Publishing, Inc., State College, PA, 2004, 316 pp.) describes both long-term and short-term trends since 1960, and links to a number of national surveys leading up to the most recent comprehensive one completed and published in 2001. The 2001 report concluded that 70 million birders exist in the United States, and that the growth rate of this outdoor hobby has far surpassed that of any other form of outdoor recreation in America in recent years. Comparable surveys conducted in 1982–83 and 1994–95 estimated the number of birders at 21 million and 54 million, respectively (see chart below).
The impact of birders on the American economy is huge, and rapidly expanding. An Appendix to the abovementioned wildlife-related survey (Birding in the United States: A Demographic and Economic Analysis. G. P. La Rouche, Division of Federal Aid, U.S. Fish and Wildlife Service, Washington D.C., 2003, 20 pp.) estimated that expenditures related to birding and other passive wildlife-watching by the general public in 2001 included $85 billion in overall economic output (about 1% of gross domenstic product), $32 billion in retail sales, and $13 billion in state and federal income taxes. In these respects, as well the numbers of participants mentioned above, birding and wildlife viewing account for substantially more economic output than hunting or fishing.
A comparable survey focused on how Americans interact with outdoor wildlife. The 2001 National Survey of Fishing Hunting and Wildlife Associated Recreation (U.S. Fish and Wildlife Service, 2002) estimated the number of birders in the U.S. at 46 million. The same study estimated about 13 million license-purchasing hunters (down 4% since 1991) and about 34 million sport fishermen (down 7% since 1991) as of 2001 in the United States. This study corroborates others in showing that while hunting and fishing are marginally dropping in popularity across the U.S., bird watching is more popular than both, and increasing. It bears emphasis, lest the opposite inference be drawn from these data, that a substantial number of Americans do enjoy all three pastimes.
APPENDIX 2. Declining Bird Species
Dramatic declines in many native bird populations over the past several decades constitute a growing national environmental crisis. This crisis involves some of the most familiar birds of traditional American landscapes. According to the best available data, at least two-thirds of the bird species nesting in or migrating through the United States have declined significantly just in the last half-century. In addition to the 25 bird species already dependent on expensive and politically sensitive protection under the Endangered Species Act (ESA), 25 additional species are identified as of "high conservation concern" by the North American Bird Conservation Initiative (NABCI, a consortium of public and private partners dedicated to proactive, cooperative conservation). Yet these declining birds currently receive no federal attention or special protection. Moreover, scientists have identified another 65–70 species of still-common birds that are declining at rates that put them in danger of becoming threatened or endangered over the next decade, and another 75 species that exist in low enough numbers and in few enough places to place them at risk of becoming endangered within our lifetimes.
In 2002 the U.S. Fish and Wildlife Service formally recognized 275 species as Birds of Conservation Concern (http://www.fws.gov/migratorybirds/reports/BCC2002.pdf ), including 12% of the total native avifauna and 16% of non-game species in the continental United States protected under the Migratory Bird Treaty Act. Among the species most at risk of slipping into threatened or endangered status, 36% are birds of native grasslands and shrubs in rangeland and agricultural landscapes, 33% are birds of diverse forest types from boreal to southern bottomland to California oak woodlands, and 16% use coastal shore and marine habitats. The following examples show several of the many once-common species that are now undergoing alarming declines.
CERULEAN WARBLER • Dendroica cerulea (82% decline)
This diminutive canopy-foraging migrant was formerly among the most abundant breeding warblers in the Ohio and Mississippi River valleys until the early 1900s. Since then, its populations have steeply declined due to the loss of mature deciduous forest, especially along river valleys, and the fragmentation of remaining stands of mature deciduous forest. In addition, loss of stopover and wintering habitat along its lengthy migration to the Andes Mountains of northern South America has contributed to its decline. The Cerulean Warbler has become a flagship for the conservation of declining songbirds, led by the Partners in Flight consortium of agency, industry, and academic scientists.
PAINTED BUNTING • Passerina ciris (48% decline;
80% decline in southeastern U.S.)
Male Painted Buntings are among the most strikingly plumaged birds in the world. Their steady decline coincides with widespread encroachment of native brushlands and successional habitats throughout the South, and especially the development of swampy thickets and barrier islands along the southeastern coast. The bunting's beauty also makes it a victim of massive trapping in Mexico and Cuba for the international cage bird trade, a growing problem for declining North American migrants.
NORTHERN BOBWHITE • Colinus virginianus (70% decline)
The Northern Bobwhite is a resident quail that is widely distributed throughout the forests and rangeland of the eastern U.S. Its great value to game bird hunters has made this bird an important economic asset to the region. Despite intense interest and management, bobwhite populations have plummeted over the last 30 years, largely due to changes in forestry and agricultural practices. These landscape changes reduce the rate of natural disturbance in the environment, which in turn reduces the plants that provide the food and cover needed for bobwhite populations to persist. Ambitious cooperative efforts to reverse these declines are underway, but will need far greater support to prevent local extirpation in many states.
RUSTY BLACKBIRD • Euphagus carolinus (99% decline)
The Rusty Blackbird is among the fastest declining bird species in North America, with populations reduced by over 90% in the last 100 years. They breed in remote, wet, boreal forests of mountainous New England, across Canada and into Alaska, and spend the winter in bottomland forests of the southeastern United States. Besides suffering from massive clear-cutting of boreal forests and the draining or conversion of forested wetlands, Rusty Blackbirds may be a victim of acid rain, which reduce prey density and cause reproductive failure. Rusty Blackbirds also are senselessly subjected to lethal control measures targeted at large, mixed blackbird flocks, and this inadvertent mortality is probably an important component in their population decline.
Endemic Birds of Hawaii (25 species extinct, 28 endangered)
Of the historically documented 71 endemic Hawaiian birds, 25 are extinct in the wild, and more than half of the remaining 46 are endangered or threatened. As recently as 2006, species keep slipping over the brink to extinction, and this entire spectacular component of American birdlife is nearing the edge. Declines are caused by introduced avian malaria (transmitted by introduced mosquitos), foraging by abundant nonnative feral pigs and cattle, which degrade the forest and create breeding habitat for mosquitoes, and rampant habitat loss from human development. The native birds now persist only in the few remnant tracts of mosquito-free highland forests on several main islands. Only the immediate implementation of emergency protection measures in Hawaii will prevent the United States from surpassing New Zealand as global leader in the number of endemic species lost to extinction.
Kauai Oahu Lanai Molokai Maui Hawaii
KITTLITZ'S MURRELET • Brachyramphus brevirostris (90% decline)
The little-known Kittlitz's Murrelet is an unobtrusive seabird restricted to the northern Pacific coastlines. Its preference for foraging near tidewater glaciers and breeding on rocky mountaintops may have made this species an early victim of gobal warming. Extensive surveys conducted since the 1970s have documented a drastic decline in their population, and this decline parallels the retreat of many tidewater glaciers. Other threats to Kittlitz's Murrelet include bycatch by gillnet fisheries and oil spills that endanger the highly clumped breeding populations. Declines in coastal seabirds such as Kittlitz's Murrelet could signal the beginning of a massive collapse of marine wildlife resulting from depletion by worldwide fisheries and habitat loss from global warming.
Survey year
RED KNOT • Calidris canutus (82% decline)
The robin-sized Red Knot is among the most highly migratory bird species on the planet. Their annual migration through Delaware Bay en route from the southern tip of South America to breeding grounds in Canada is an inspiring spectacle of bird migration and a major ecotourism attraction. Today Red Knots are declining at an alarming rate and are likely to become an endangered species very soon if this decline is not stopped. During their stopovers in the U.S., Red Knots "refuel" by gorging on horseshoe crab eggs, doubling their body weight to provide the energy required to complete the journey northward and breed successfully. Over the past 20 years, massive harvesting of horseshoe crabs along the mid-Atlantic coastline has reduced the density of crab eggs by over 99%, crashing the numbers of Red Knots and other shorebirds that have long depended on these eggs to complete their life cycles. Some estimates suggest that the Red Knot could go extinct as early as the year 2010.
Survey year
Western Meadowlark • Sturnella neglecta (30% decline)
Eastern Meadowlark • Sturnella magna (70% decline)
Meadowlarks embody open country and agricultural landscapes across the U.S., and their rich songs are well known to farmers and ranchers. Eastern and Western meadowlarks are still widespread in their respective grassland habitats, but each has undergone steep population declines over the last 30 years. Declines can be traced to conversion of natural grasslands and changes in agricultural land use (including early mowing and tilling, pesticide and herbicide use, and farm abandonment) that reduce or eliminate nesting and foraging opportunities. Meadowlarks are part of large community of grassland birds that are among the most rapidly declining species in North America. Stabilizing and reversing declines of these charismatic birds is possible, but only with increased support for bird-friendly farming and ranching practices promoted by the Farm Bill and other private-lands incentive programs.
Western Meadowlark
Survey Year
APPENDIX 3. Recovering Bird Species
BALD EAGLE • Haliaeetus leucocephalus
(1,200% increase)
The Bald Eagle's recovery from an endangered species to a thriving predator is a well-known conservation success story. Management strategies made by government scientists and enacted via legislation reduced pesticide contamination in the Bald Eagle's foraging environment, gave unprecedented protection to nesting eagles from hunting and disturbance, and increased monitoring to ensure that these conservation measures were effective. Furthermore, the continued mission of government and private conservation organizations to acquire and protect important coastal habitat from development has helped support the growing Bald Eagle populations.
WHOOPING CRANE • Grus americana (1,200% increase)
The remarkable efforts leading to recovery of wild Whooping Cranes are an excellent example of multiple stakeholders converging on a conservation goal and putting it into action. The Migratory Bird Treaty Act provided initial legal protection, and habitat protection on both U.S. and Canadian wildlife refuges begun in the 1940s stemmed the crane's decline just short of extinction. Public-private collaboration, between the U.S. Fish and Wildlife Service and the International Crane Foundation accelerated recovery. Intensive protocols for hatching, rearing, and even teaching migration to captive flocks of cranes are combined with expanded habitat protection, and the population of this spectacular and charismatic bird continues to grow every year.
International Crane Foundation, Baraboo, WI
KIRTLAND'S WARBLER • Dendroica kirtlandii (650% increase)
Continued recovery of the endangered Kirtland's Warbler is a success story grounded in science-based land management and social will to accommodate an ecologically specialized species. The small breeding range, confined to recently-burned jack pine forests of northeastern Michigan, wasn't discovered until 1903. Active habitat management began in 1957 to ensure that forest tracts of the right age would always be available for breeding birds, but it wasn't until emergency measures were instituted in 1972 to eliminate nest parasitism by cowbirds that the population of Kirtland's Warblers began to grow. Challenges remain, (e.g., periodic prescribed burning on the breeding ground and habitat conservation on wintering grounds in the Bahamas) but this case demonstrates that birds can recover when good ecological understanding is coupled with dedicated on-the-ground management.
1600
WOOD DUCK • Aix sponsa (500% increase)
By the late 1800s, the Wood Duck's extinction was considered imminent by most ornithologists. Widespread, unrestricted hunting and destruction of its breeding and wintering habitat in bottomland hardwood forests across the East had whittled the species down to a few hundred birds. Through hunting regulations, the Migratory Bird Treaty Act of 1918, and creation of National Wildlife Refuges, survival and recovery of Wood Duck populations across North America was given a chance to succeed. Surveys over the last 75 years show a steady population increase that continues today. This dramatic recovery demonstrates the positive consequences of habitat conservation and careful management by partnerships of private landowners, state and federal agencies, and organizations such as Ducks Unlimited.
WILD TURKEY • Meleagris gallopavo (20,000% increase)
Initiation of Wild Turkey transplants late in the 20 th century illustrates the tremendous success that is possible through cooperative conservation. Prior to these reintroductions, Wild Turkeys had virtually disappeared across northeastern North America, owing to long-excessive over-hunting and loss of forest habitat. Through collaboration among state wildlife agencies and the National Wild Turkey Federation, turkeys were transplanted from healthy populations to places where forests were intact or returning. Increases in forest cover over the past 50 years, and improved habitat management have made turkeys common sights along roadways across much of America. The remarkable recovery of Wild Turkeys is a testament to the power of cooperative wildlife management, led by coalitions of American sportsmen and bird-conservationists.
APPENDIX 4. Conservation Incentives in the Farm Bill and Pension Protection act of 2006
The Farm Security and Rural Investment Act of 2002 (the "Farm Bill") contains a suite of conservation incentives of utmost importance for protection of native birds and enhancement of their habitats in rural landscapes across the entire United States. These incentive programs (http://www.nrcs.usda.gov/PROGRAMS/) are administered by the Natural Resources Conservation Service, a branch of the U.S. Department of Agriculture. Study after study has demonstrated the long-term value of these incentives to generating and restoring high-quality habitat for birds, including many that are currently declining.
The recently-signed Pension Protection Act of 2006 contains the first major new income tax incentives for land conservation since 1980. Under previously existing law, an individual could deduct the value of a conservation easement donation generally up to 30% of the donor's adjusted gross income, with a five-year carry forward of any unused amount of the gift's value. Also under the old law, a conservation easement donated by a corporation could be deducted only up to 10% of the corporation's taxable income for the year, again with a five-year carry forward. In particular, this very restrictive limitation on charitable contributions by corporate landowners effectively "killed" countless potential conservation easement donations across the country, where such easements could make huge contributions to protection of native birds and habitat.
According to the CRP National Conference in 2004 "continued existence of Henslow's Sparrow, Greater PrairieChickens, and species of importance to sportsmen such as the Ring-necked Pheasant and Northern Bobwhite in Illinois depends on maintaining CRP grasslands." In 2004, Texas Parks and Wildlife communicated that "nearly three of our four million acres of CRP land will be coming up for renewal in Texas over the next three years. Failure to re-enroll this highly erodible and marginal cropland in permanent cover would have serious environmental consequences."
From a conservation standpoint, the new law includes two far-reaching incentives. First, any landowner who donates a conservation easement can take an income tax deduction for the gift up to 50% of the landowner's adjusted gross income for the year, and the carry forward period of any unused deduction is extended to 15 years. Second, a landowner who meets the new tests for "qualified farmers and ranchers" can take the deduction up to 100% of AGI (for individuals), or up to 100% of taxable income (for corporations), also with a 15-year carry forward. Once they become more widely understood, these incentives are likely to spawn significant increases in the number and size of fee or easement donations from landowners, ranchers, farmers, and corporations holding environmentally important resources.
Widespread consensus exists that conservation incentives are paying enormous dividends in conserving American birds and habitats through direct engagement of the private sector. Making these incentives permanent would constitute one of the most far-reaching conservation achievements of the federal government.
APPENDIX 5. Joint Ventures
Most meaningful habitat conservation is accomplished through local-scale actions by individuals, private organizations, and public agencies all working together. The collective goal is to knit together a nationwide mosaic of landscapes capable of sustaining bird populations at desired levels. Partnership-driven bird conservation was first advanced in the North American Waterfowl Management Plan (NAWMP) in 1986, and this landmark plan has evolved to address the conservation needs of all birds. Today, Joint Ventures provide the vehicle for the entire gamut of partners to hammer out local priorities and leverage their myriad constituencies to produce the funding to get the jobs done. Joint Ventures are often described as the "delivery arm" of all the major migratory bird initiatives, developing the biological foundation for management at regional scales, and facilitating local habitat conservation designed to attain continental goals.
"Joint Ventures" are 18 self-directed, regional partnerships of public, tribal, non-profit, and commercial participants who set shared objectives and deliver bird conservation in their respective geographic areas. These partnerships are the most effective delivery mechanism for bird conservation in history. With modest operating budgets supplied by the U.S. Fish and Wildlife Service, Joint Ventures leverage orders of magnitude more money for on-the-ground conservation projects. Joint Ventures are popular with state wildlife agencies and are supported by both parties in Congress every year, but they remain under-funded. To reach their full potential, their combined operating budget, now less than $11M, needs to be tripled.
Details of Joint Ventures operate within the broader arena of bird conservation organizations and initiatives is found in How the Pieces Fit—Navigating the World of U.S. Bird Conservation: A Guide for Habitat Managers, published by the Division of Bird Habitat Conservation, U.S. Fish and Wildlife Service in January, 2005 (see http://www.fws.gov/midwest/HAPET/Documents/TheBirdConservationInfrastructure.pdf ).
Joint Ventures of the U.S.
(excluding Alaska and Hawai'i)
Atlantic Coast
Central Valley
Gulf Coast
Intermountain West
Lower Mississippi Valley
Northern Great Plains
Pacific Coast
Playa Lakes
Rainwater Basin
San Francisco Bay
Sonoran
U.S. Prairie Pothole
Upper Mississippi/Great Lakes Region
Central Hardwoods
APPENDIX 6. Six Signature Public-Private projects conserving threatened American Birds
Migratory Bird Habitats in the Western Great Plains
Four conservation projects collectively would protect significant populations of the full western Great Plains bird community, including dozens of declining species. All four projects have significant potential for State and private cost-sharing. Species affected include: Northern Pintail, Gadwall, American Wigeon, Lesser Scaup, Redhead, Sora, Virginia Rail, Greater Sage Grouse, Lesser Prairie-Chicken, Ferruginous Hawk, Wilson's Phalarope, American Avocet, Willet, Long-billed Curlew, Mountain Plover, thousands of migrant shorebirds, American Bittern, Eared and Pied-billed grebes, Burrowing Owl, McCown's Longspur, Horned Lark, Lark Bunting, Cassin's and Vesper sparrows.
Pawnee National Grassland, Northeastern CO. This 193,000-acre signature grassland preserve hosts a wide range of migratory birds, but ownership is highly fragmented, creating constant cross-boundary challenges for land management and habitat conservation. Consolidation of this grassland into fewer, larger blocks (through equitable land swaps with willing participants, so that both private and federal owners achieve management aims) would alleviate these challenges. Conservation easements could conserve the entire chalk bluffs, an ecologically important and visually dramatic geologic feature running nearly 200 miles across this grassland landscape
Horse Creek Conservation Area, Eastern CO. Many of the largest, intact grasslands of eastern Colorado are private ranches within the Horse Creek conservation area southeast of Colorado Springs. These provide crucial habitat for the full suite of western prairie birds, both in upland grasslands and in innumerable wetlands, ephemeral playa lakes, springs, seeps, and creeks. This is recharge land for the Ogallala Aquifer. Conservationists are working with Colorado Division of Wildlife, Colorado State Land Board, Playa Lakes Joint Venture, and ranch owners to establish conservation easements on approximately 100,000 acres to create a landscape of working ranches on public and private lands, perpetuating local ranching while ensuring the long-term conservation of migratory bird habitat.
Cimarron-Comanche National Grasslands, southeastern CO and eastern KS. These two signature grasslands total 552,000 acres of Colorado and Kansas prairie, absolutely vital to the persistence of all western prairie birds. However, both grasslands have highly fragmented ownerships that challenge operational and conservation management across nearly a million acres of public and private land mosaic. Consolidation into fewer, larger blocks through land swaps and conservation easements would alleviate these challenges.
Arapahoe National Wildlife Refuge, North Park, CO. This 23,240-acre refuge features large ponds and wet meadows. It is a major waterfowl producer and vital for the full suite of Great Plains water birds. Uplands harbor hundreds of the charismatic, severely declining Greater Sage-Grouse. Private lands currently link mountain and valley habitats, and some significant in-holdings are marketed for sale, potentially breaking continuity of the Illinois River drainage and the refuge. Adding 3,690 acres to the refuge is a major priority for ensuring continuous, intact bird habitat within the refuge. Additional conservation easements with surrounding private landowners could double the effectively conserved land.
Migratory Shorebird Habitat Along the Delaware Bay
Delaware Bay's tidal rivers, salt marshes, and woodlands constitute a globally significant stopover site along the Atlantic Flyway for millions of migratory birds of over 300 species. The Delaware Bayshore is best known as a major staging ground for large proportions of the continent's Red Knots (severely declining; see Appendix 2), Ruddy Turnstones, Sanderlings, and Semipalmated Sandpipers. Aerial surveys over the six-week migration period (May through mid-June) reveal up to 700,000 shorebirds of 30 species using the beaches and tidal salt marshes, with peak numbers coinciding with the appearance of their major food source, horseshoe crab eggs. Thousands of migratory raptors, waders, and waterfowl also use this area, including Brant, American Black Ducks, and up to 200,000 Snow Geese, while millions of songbirds stop annually in the riverine forests and woodlands along the Bayshore and the Cape May Peninsula. In addition, the Bayshore's wetlands provide nesting habitat for important populations of King Rails, Black Rails, Saltmarsh Sharp-tailed Sparrows, Willets, and bitterns, as well as the Peregrine Falcon and Bald Eagle.
Critical to conservation of bird habitat in this region is the proposed expansion of the Cape May National Wildlife Refuge from 11,000 acres to 21,200 acres through acquisition of targeted land parcels from willing sellers. This massive project is a flagship project of the North American Waterfowl Management Plan and represents a partnership of private individuals, businesses, conservation organizations, and state and federal agencies. The refuge has completed a 15-year comprehensive conservation plan detailing its priorities for increased land protection, needed improvements in impoundments and other wetland management projects, expanded hunting and public visitation opportunities, and monitoring bird populations throughout the refuge complex.
National attention has focused recently on Delaware Bay, as shorebird numbers have plummeted in response to over-harvesting of horseshoe crab eggs that has reduced this vital food source by as much as 99%. Designated as a globally significant Important Bird Area and a Wetland of International Importance under the Ramsar Convention, this region is a focal point for partnership-driven habitat conservation by the Atlantic Coast Joint Venture (see Appendix 5). Protected areas along Delaware Bay include a mix of ownerships, with key refuges being Cape May National Wildlife Refuge in New Jersey, and Bombay Hook and Prime Hook National Wildlife Refuges in Delaware, collectively protecting 37,000 acres of prime bird habitats. A network of smaller state wildlife management areas include Mad Horse Creek, Dix, Egg Island, Fortescue, Nantuxent, Heislerville, Dennis Creek, and Higbee Beach in New Jersey, and Woodland Beach, Little Creek, Ted Harvey, Prime Hook, and Cape Henlopen in Delaware. A private initiative by The Nature Conservancy established the Cape May Migratory Bird Refuge and launched a multi-million dollar campaign to protect land along the Delaware River.
Riparian and Desert Bird Habitat of the U.S.–Mexico Borderlands
Desert and woodland habitats along the U.S.–Mexico border are the first American habitats used by northwardmoving migrants in spring and the last used by billions of tropics-bound birds in fall. These birds know no borders, and depend on shared commitments by both nations to protect rapidly diminishing habitats. Two places stand out along the Mexican border where federal refuges are struggling to preserve critical pieces of endangered ecosystems and where expansion of protected habitats is absolutely essential to protect our migratory birds. Additional projects protecting wetlands and grasslands on the Mexican side of the border are described in Appendix 7.
Texas Borderlands and Lower Rio Grande Valley, TX. Key to the borderland region is the Lower Rio Grande Valley, once covered by a lush subtropical forest. Remnants of native habitat in southern Texas are filled with an exceptional array of birds not found in any other part of the United States, such as Green Jays, Chachalacas, Altamira Orioles, and Hook-billed Kites. This region is a mecca for birders and income from visiting tourists now exceeds income from agriculture in this, one of the most impoverished areas of the United States. From Falcon Dam to the Gulf of Mexico, the Lower Rio Grande Valley National Wildlife Refuge protects more than 90,000 acres along the last 275 river miles of the Rio Grande. Perhaps the most biologically diverse refuge in the continental United States, this is home to 484 bird species and serves as a catalyst for connecting the more than 100 existing tracts of native habitat left along the last stretch of the Rio Grande's journey. Expanding this vital network to encompass 132,500 acres through acquisitions and easements is the top priority of the Lower Rio Grande Joint Venture.
Lower San Pedro River, AZ. The San Pedro is the last major undammed river in the American Southwest, and exhibits a remarkably intact riparian ecosystem. An approximately 40-mile reach of the upper San Pedro River between the international boundary and St. David is encompassed by the Bureau of Land Management's (BLM) San Pedro Riparian National Conservation Area (RNCA), one of only two RNCAs in the United States. The lower San Pedro River remains unprotected but is just as resource-rich as the upper river, supporting over 100 species of breeding birds and another 250 migrant and wintering species. A proposed new Lower San Pedro River National Wildlife Refuge would protect an additional 80 river miles and encompass approximately 30,000 acres of aquatic, riparian, and adjacent upland ecosystems. Expansion of this crucial river corridor would more than double the amount of high-quality habitat available for many declining borderland birds including Southwestern Willow Flycatcher, Gila Woodpecker, Gray Hawk, and Scaled Quail. Ownership of lands along the lower San Pedro River is mixed, with the Bureau of Land Management and Bureau of Reclamation owning disjunct parcels, and The Nature Conservancy co-managing lands within the nearby Aravaipa Canyon and Muleshoe Ecosystem Management Areas. Partnerships to acquire title or easements on remaining private lands represent a top priority of the Sonoran Joint Venture.
"Audubon's Wilderness": Restoring the Forested Wetlands of the Mississippi River Valley
In conjunction with the Lower Mississippi Valley Joint Venture, three conservation projects involving private-public partnerships in the upper drainages of the Mississippi Delta region will protect significant populations of at-risk bird species. Two-thirds of North America's bird species breed in or migrate through these forests, including highprofile species at risk such as Bald Eagle, Swallow-tailed Kite, Ivory-billed Woodpecker, Red-headed Woodpecker, Bachman's Warbler, Cerulean Warbler, Prothonotary Warbler, and Swainson's Warbler.
Forest Restoration in the Big Woods of Arkansas. This area encompasses 550,000 acres along the Cache, Arkansas, and White Rivers, and Bayou DeView in eastern Arkansas. This is the largest block of bottomland hardwood forest north of Louisiana's Atchafalaya River, and contains both the Cache and White River National Wildlife Refuges. Large forested blocks of the Big Woods were cleared throughout the 1900s and converted to agriculture uses on soil of inferior quality. Reforesting bottomland hardwoods of the Big Woods will serve 265 species of birds including a host of threatened and declining species. The most pressing need is acquisition of in-holdings between forested drainages within the NWR boundaries.
Increased Funding for Farm Bill Programs in East Arkansas. The majority of eastern Arkansas is privately owned, but landowners provided with incentives are actively reforesting their margin agricultural lands. Farm Bill funding (WRP, CRP, WREP, CREP) is essential to return this landscape to its native condition and protect private lands that buffer these refuges, effectively expanding their capacity to protect birds and the Delta ecosystem. Federal funding is also needed to support EQIP projects by which farmers reduce non-point source pollution, such as sediment, pesticide, and nutrient transport into the refuges' rivers and drainages.
Hydrologic Restoration of Eastern Arkansas Delta Rivers. Federal funding is needed to support the U.S. Army Corps of Engineers in planning for conservation projects on delta rivers. Under study are environmental flow prescriptions and impacts of river dredging, levee building, and irrigation projects. Restoration of the lower seven miles of the Cache River, channelized in the 1970s, would return a natural flood regime to a large expanse of bottomland hardwood forest that supports many rare and declining bird species including the recently rediscovered Ivory-billed Woodpecker.
Last Stand for Hawaii's Beleaguered Forest Birds
Hakalau National Wildife Refuge, Kona Forest Unit, Island of Hawaii. This is one of the highest priority National Wildlife Refuges in the entire United States, harboring the last significant populations of critically endangered native Hawaiian songbirds such as Akipolaau, Akepa, Hawaiian Creeper, Omau, and IIwi. Restoration and management of the native, mid-elevation Ohia-Koa forest is essential for the persistence and recovery of these signature species.
The Hakalau NWR recently acquired a crucial 5,000 acre parcel of native forest habitat on the Kona slope. This parcel is near other strategically vital forest preserves owned by the State of Hawaii, The Nature Conservancy, the National Park Service, and private landowners potentially willing to assist in forest recovery. Together, these public and private lands present a genuine opportunity to halt further losses of native Hawaiian forest birds on this island. The Kona forests are the likely first reintroduction site for the critically endangered Hawaiian Crow (Alala), currently surviving only in captivity but recovering slowly through a state-of-the-art captive-rearing facility involving cooperative agreements with a far-sighted private landowner.
The Island of Hawaii (the "Big Island") harbors the largest diversity of native birds of all the Hawaiian islands. Unfortunately, this also means this island has seen the largest number of extinctions over the past 150 years because of Hawaii's ecological vulnerability. Today, virtually every one of the remaining native forest birds is endangered and declining. To help stem these declines, the U.S. Fish and Wildlife Service established Hakalau National Wildlife Refuge (eastern slopes of Mona Kea volcano) and began aggressive management of invasive plants and feral mammals. Recovery of forest birds at Hakalau has been dramatic.
Launching Ecosystem Management of Kona Forest Unit. Managing the vital Kona Forest Unit to protect and restore its native forest birds requires a management staff and equipment for which funding is not currently available. Most needed are an onsite manager, biological technicians, and maintenance workers. Offices, vehicles, and fencing supplies also are essential because the overarching short-term management objective is to fence the entire property and remove feral pigs and cattle. Other restoration challenges include monitoring and removing invasive exotic plants and regular monitoring of all native forest birds.
Stabilizing Management of Hakalau National Wildlife Refuge. Serious erosion of base funding for management of this priceless American refuge has crippled ability to control exotic vegetation on the refuge, maintain roads, repair and rebuild fences, conduct ongoing removals of feral pigs and cattle, and continue all-important monitoring studies of the endangered forest bird community. Maintaining even status quo management at Hakalau requires infusion of significant new funding into the operations of this refuge. Failure to do so will cause the extinction of more bird species from Hawaii's beleaguered forests.
Wetlands Restoration in South San Francisco Bay
The San Francisco Bay region is a vital link for millions of migrating waterfowl, shorebirds, and other water birds following the great Pacific Flyway. Loss of 85-90% of the tidal marsh in the San Francisco Bay has caused huge declines of fish and wildlife in tidal marsh habitat and decreased water quality in the bay. Despite huge challenges, the tidal marshes, mudflats, and salt ponds of San Francisco Bay continue to provide essential feeding, roosting, and nesting habitat for over one million shorebirds, 300,000 waterfowl, and hundreds of thousands of Eared Grebes, herons, egrets, terns, pelicans, and other water birds. Salt marshes and flats support critical breeding habitats for federally listed Western Snowy Plovers and California Clapper Rails.
Acting together, the National Wildlife Refuges and key partners in the San Francisco Bay Joint Venture have undertaken one of the nation's most ambitious wetland restoration projects, second in scale only to the Florida Everglades. With an ambitious goal to restore 200,000 acreas of wetland, the cornerstone project is South Bay Salt Pond Restoration Project (http://www.southbayrestoration.org), centered on salt ponds acquired from Cargill Corporation in 2003. The 26,000-acre salt pond complex is interspersed with refuge lands, and provides excellent habitats for hundreds of thousands of migratory birds. (Single-day counts during peak spring migration have exceeded 200,000 shorebirds in a single salt evaporation pond.)
An anchor for ongoing conservation efforts is the San Francisco Bay National Wildlife Refuge Complex, a collection of seven National Wildlife Refuges administered by the U.S. Fish and Wildlife Service. These coastal preserves harbor an extremely complex ecosystem from sand dunes to salt marsh, from rocky, offshore islands to golden beaches. The largest refuge is Don Edwards San Francisco Bay National Wildlife Refuge, spanning 30,000 acres of open bay, salt pond, salt marsh, mudflat, upland, seasonal wetland, and vernal pool habitats throughout south San Francisco Bay.
Acquisition of the South Bay salt ponds from Cargill provides an unparalleled opportunity for landscapelevel wetlands restoration, enhancing the already considerable value of this habitat for birds. The acquisition included $8 million of federal funding and $92 million of state and private money (California Coastal Conservancy, California Wildlife Conservation Board, and the Packard, Goldman, Gordon and Betty Moore, and Hewlett foundations). Current emphasis is on recreating a vibrant natural ecosystem by restoring 14,500 acres of former Cargill salt ponds to tidal habitat and managed ponds and restoring and enhancing a mosaic of wetlands, both requiring significant landscape for water control and flood management. Broad buy-in exists among numerous private and public stakeholders, and the project is managed cooperatively by the U.S. Fish and Wildlife Service, California Department of Fish and Game, and the State Coastal Conservancy.
APPENDIX 7. Collaborative Conservation of Migratory Birds in Mexico
The U.S. Fish and Wildlife Service identifies 341 bird species as "Neotropical migrants" (http://www.fws.gov/birdhabitat/Grants/NMBCA/BirdList.shtm). Many waterfowl species (especially Bluewinged Teal, Northern Pintail), many herons and other waterbirds, nearly all shorebird species, many hawks, and a vast majority of North American songbirds spend winter months south of the U.S. borders. Among the 100 "Watch List" species identified in Partners in Flight's North American Landbird Conservation Plan, more than half migrate to Mexico, the Caribbean, or beyond, making collaborative conservation efforts beyond U.S. borders essential. The North American bird Conservation Initiative (NABCI) formed under the Council of the Commission for Environmental Cooperation (CEC), whose members are the environment ministers of Canada, Mexico, and the United States, addresses the need for international cooperation and coordination of conservation efforts for waterfowl, songbirds, and other species groups (see: NABCI USA http://www.nabci-us.org and NABCI International http://www.nabci.net/International/English/whats_new.html). Recognizing the importance of the goals and visions of NABCI, senior environment ministers in the three countries signed the tri-national "Declaration of Intent for the Conservation of North American Birds and their Habitat" in 2005. This formal non-binding international agreement establishes a mandate for supporting collaborative international conservation for migratory birds.
NABCI Continentally Important Projects. The highest priority for NABCI's Tri-national Committee is to secure funds for five continentally important tri-national projects to be implemented by the three countries within Mexico:
* Janos Grasslands, Chihuahua
* Marismas Nacionales, Sinaloa and Nayarit
* Laguna Madre, Tamaulipas
* El Triunfo, Chiapas
* Yucatan Peninsula
Tri-national NABCI projects
Laguna Madre
Janos
Marismas
Nacionales
El Triunfo
Sian Ka’an
Yucatan
Isla Cozumel
These five projects collectively target significant populations of over 200 migratory and wintering species (19 species listed on the U.S. Endangered Species Act) and a total of 805 bird species overall. Each project entails partnerships among Canadian, Mexican, and U.S. government agencies, academic and conservation institutions, and private landowners. Each would protect key habitat for priority birds via acquisition or easement, formal commitments among non-government organizations to address bird conservation objectives, monitoring programs for priority species, tri-national coordination on policies to coordinate bird management, and education and outreach to local audiences and school children.
Janos, Chihuahua. The Janos region is Chihuahuan desert grassland, with 1.5 million acres that contain a major Mexican wildlife refuge and are designated as an International Biosphere Reserve. The area supports 257 bird species and is exceptionally important for huge populations of declining grassland birds that migrate from Canada and the U.S., including Burrowing Owls, Ferruginous Hawks, Golden Eagles, and Mountain Plovers. Chihuahuan grasslands are rapidly disappearing and international cooperation is urgently needed to maintain the area's mix of economic and ecological services. Actions by Canadian, Mexican, and American institutions would promote sustainable grazing, targeted land acquisition and easements, and public outreach.
Laguna Madre, Tamaulipas: Immediately south of the Texas coast, Laguna Madre Natural Protected Area, Rio Grande Delta, and adjacent areas comprise 125,000 acres of wetlands, lagoons, mangroves, and coastal grasslands. The region supports more than 450 species of birds, 144 of which are resident breeders and 310 are aquatic and terrestrial species migrating from the United States and Canada, including the largest wintering concentrations of Sandhill Cranes, Snow Geese, and tundra Peregrine Falcons. The goal of this project is to secure habitats for priority species, including feeding and resting areas for ducks, Piping and Snowy plover wintering areas, and stopover habitat for migratory land birds in the Tamaulipas thorn scrub. Collaboration with Joint Ventures in the U.S. and Canada will establish common objectives, goals, and projects for conservation of species and habitat, and promote better management practices for fisheries, agricultural, cattle ranching, and tourist activities in the region.
Marismas Nacionales, Sinaloa, and Nayarit: These 500,000 acres of mangrove, lagoons, salt and brackish marshes, estuaries, and deciduous woodland are designated by the RAMSAR convention as "Wetlands of International Importance." The area supports 322 bird species, including half of all Neotropical migrants. Globally important concentrations of waterfowl, shorebirds, and wading birds stop here on migration or spend the winter in coastal wetlands. Numerous threats from humans include clearing mangroves for shrimp farms, opening canals that destroy natural freshwater and salt water cycles, extensive logging, wastewater pollution, pesticide run-off, wetland draining for farmland, and construction of highways and dams. Proposed actions include community engagement in sustainable management and environmental monitoring, public education, ecotourism to boost local economies, and participation in Mexico's Private Land Conservation Program.
El Triunfo, Chiapas: These 300,000 acres in the Sierra Madre de Chiapas, including El Triunfo Biosphere Reserve, contain one of the last globally significant remnants of mountain cloud forests and Central American pine-oak forest in Mexico. This is one of Mexico's top four highest-priority Important Bird Conservation Areas (IBAS-AICAS), supporting 390 bird species, including critically endangered Horned Guan, Resplendent Quetzal, and Azure-rumped Tanager. More than 100 species of Neotropical migrants include significant numbers of the endangered Golden-cheeked Warbler. Forests in the Rio Grijalva watershed collect 10% of Mexico's rainfall and provide 30% of the country's hydroelectric power. Conservation efforts include sustainable coffee-growing through a partnership among Starbucks Coffee Company, Conservation International, and local land owners, plus bird-friendly forestry and agriculture, ecotourism, management of forest corridors, and training of local resource management professionals through a regional alliance of non-government organizations.
Yucatan Peninsula, Campeche, Quintana Roo and Yucatan. The spectacular diversity of terrestrial and coastal ecosystems of the Yucatan Peninsula are critical to 543 bird species, including 50% of all Mexican species and 77% of all northern migrants. Each spring, tens of millions of migrant birds pile up in the Yucatan awaiting favorable winds to carry them across the Gulf of Mexico to the U.S. coastline. Fifty designated natural areas protect over 11 million acres of terrestrial and marine habitats on the Yucatan Peninsula, including 24 public and private sites designated as Important Bird Areas. Project goals are to conserve or restore critical habitats while maintaining sustainable land-use practices and economic activities, through expansion of the natural reserve network, inventories of key aquatic bird habitats, and expansion of ecotourism as a stimulus to local economies.
North American Bird Conservation Initiative Fund. A permanent funding source is needed to support the five NABCI Tri-Nationally Important Projects along with other international collaborations protecting shared migratory birds. A mechanism exists in Mexico to manage this fund: the "Fideicomiso Fondo para la Biodiversidad" (Biodiversity Trust Fund) is administered by the National Commission for Knowledge and Use of Biodiversity (CONABIO). The Biodiversity Program of the USAID Mexico Mission can provide oversight for this new fund. With CONABIO's proven ability to manage funds responsibly, and USAIDs' oversight, an in-country bird conservation fund would supply ongoing, locally based funds for conservation projects deemed to be of tri-national priority. Contributions by the U.S. government could be matched by Canadian and Mexican agencies.
Neotropical Migratory Bird Conservation Act. This landmark act, passed in 2000, established a competitive matching-grants program that supports public-private partnerships carrying out projects in the United States, Canada, Latin America, and the Caribbean, to promote long-term conservation of migratory birds and their habitats (http://www.fws.gov/birdhabitat/Grants/NMBCA/ACT.shtm). Annual appropriations of $5 million leverage private funds to support projects located entirely outside the United States. To date, partners in 42 U.S. states and 30 Latin American and Caribbean countries have been involved in 186 projects, in which $17.2 million in grant funds leveraged $89.1 million in partner contributions. Projects involving land conservation have helped conserve 3.2 million acres of bird habitat. However, to fully protect migratory birds, the need for additional habitat protection south of the U.S. border is a hundredfold greater than currently appropriated funds allow. Only a small fraction of proposed projects are funded each year. Hundreds of millions of private sector dollars could be brought into action to conserve migratory birds in Latin America and the Caribbean through an executive action increasing funding for the Neotropical Migratory Bird Conservation Act. | <urn:uuid:cdc4da43-e6a5-4d08-984b-a2f45ca81618> | CC-MAIN-2017-13 | http://dodpif.org/kiwa/kw-reports/2007%20Cornell%20Lab%20of%20Orn.Restoring%20North%20America's%20Migratory%20Birds.pdf | 2017-03-29T09:07:22Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00547-ip-10-233-31-227.ec2.internal.warc.gz | 95,123,119 | 13,792 | eng_Latn | eng_Latn | 0.980392 | eng_Latn | 0.995019 | [
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3 -5 Physical Science
Southern Nevada Regional Professional Development Program
Kaleidoscopes
INTRODUCTION
A kaleidoscope creates beautiful images by using colored, translucent objects and reflective surfaces inside a long tube. Light waves enter the tube by first passing through colored objects and then are reflected inside the tube to create colorful patterns.
WHERE'S THE SCIENCE?
The kaleidoscope operates using two principles of science. The first principle is the law of reflection, which states that when a light hits a smooth and shiny surface at a certain angle, the light is reflected away from that surface at the same angle. In more technical terms, the law of reflection states that the angle of incidence equals the angle of reflection. In a kaleidoscope, the light waves reflect back and forth inside the tube allowing the creation of multiple images.
The second principle is that white light is a combination of all the visible colors of the rainbow: think ROY G. BIV, a memory aid where each letter stands for the visible colors. R equals red, O equals orange, Y equals yellow, G equals green, B equals blue, I equals indigo, and V equals violet. Not only does this memory aid help us remember the colors, but this aid helps us remember the colors in order that they appear in on the rainbow, with red the top band and blue the bottom.
When white light passes through colored objects that are translucent, most of the colors are absorbed by the object. But, one color is allowed to pass through the object and that is the object's color. So, in a kaleidoscope white light passes through colored objects, where most of the light is absorbed by the objects. With many colored objects in a kaleidoscope, many colors are transmitted into the tube.
MATERIALS
* Toilet paper roll
* Rubber band
* Plastic wrap
* Small and colorful translucent beads (approximately 10)
* Colorful contact paper
* Aluminum foil
* Clear tape
PROCEDURES
1. Introduce the lesson by asking students if they have ever heard of a kaleidoscope. If you have a kaleidoscope, you may wish to share it with the class, but first introduce them to how the kaleidoscope operates and any safety concerns (e.g., if the kaleidoscope has glass parts warn the students to be careful in handling). Alternatively, you may wish to show students images of kaleidoscopes and the colorful patterns they make.
A good site for these images and information is at Wayne Schmidt's Favorite Kaleidoscope Links (http://www.waynesthisandthat.com/kallinks2.htm).
2. Have the students come up with ideas about how a kaleidoscope works. They should discuss the kaleidoscope in groups of two or three and then draw a diagram of they think it works in their science notebooks. Even though the students are working in groups, have them draw their diagrams individually and make sure they include labels in the diagrams.
3. Have the students then construct their own kaleidoscope. Posting the instructions in the front of the room will avoid confusion or missing steps.
a. Cover toilet paper roll with contact paper.
b. Cut a piece of aluminum foil the length of the toilet paper roll and 3 ½ inches wide.
c. Smooth out aluminum foil, shiny side up.
d. Fold the aluminum foil into a triangle, shiny side in, overlapping the last ½ inch. Tape the overlap down on the outside of the triangle.
e. Slide the triangle into the toilet paper roll. Tape in place, at the top only, with small pieces of tape.
f. Spread out a piece of clear, plastic wrap. Lay the beads in the center of the plastic wrap. Fold the wrap loosely, over the beads, so they don't fall out but can still slip around. Make sure that they aren't surrounded by too much plastic wrap and that the light can still pass through them.
g. Place the beads across the bottom opening of the tube. Adjust the wrap so that the beads fit the circle of the opening. Trim the plastic wrap and tape it to the outside of the tube, pulling it tight enough so the beads will not slide out the sides.
h. Look through the top opening of the tube while pointing the bottom toward the light. Turn the tube and
notice the colors of the beads reflected on the sides of the tube.
i. Make any adjustments to improve your kaleidoscope.
4. Now that the students have created their own kaleidoscopes, it is time to demonstrate some principles of reflection. A good demonstration involves a mirror and a laser pointer. Shine the laser pointer on a mirror with some angle and observe how the reflected angle is equal to the incidence angle. If the room is dark and you lightly shake some flour over the beam, it is more easily seen. You may need student assistance for this demonstration. Remember to use safety procedures when operating the laser pointer and do not shine the laser near anyone's eyes.
5. You should also demonstrate that white light is made up of many colors. Use a prism to split white light into its constituent colors. Also, discuss with the students how when white light passes through a translucent and colored object, all the colors are absorbed, except the color that is transmitted through the object.
6. With constructed kaleidoscopes and demonstrations about reflection and light colors, the students should revisit their ideas about how a kaleidoscope works. Have them discuss their modifications in their original groups and make new drawings. Guide the students during this modification to ensure that their models are scientifically accurate.
Additional Resources
1. Wayne Schmidt's Kaleidoscope site has lots of links to amateur's that construct their own kaleidoscopes. The site is found at http://www.waynesthisandthat.com/kallinks2.htm
2. The Kaleidoscope Painter is a cool website where students can create kaleidoscope-like patterns. You can access this site at http://www.permadi.com/java/spaint/spaint.html (note: the site requires that the free Java™ software be loaded on the computer.
3. Kaleidoscope Heaven has a site that supports educators and they have an interesting article on how an elementary teacher has used kaleidoscopes to demonstrate math principles. The site is located at http://kaleidoscopeheaven.org/he00004.htm.
4. There is a very informative Delta Science Reader that discusses light and color. The title is Color and Light, ISBN10: 1-59242-366-3, and more information can be found at http://www.deltaeducation.com
Vocabulary
Reflection: When light hits a surface and then bounces off.
Translucent: When an object permits some, but not all of the light that hits it to pass through. In the case of a colored, translucent object, all the colors, except the color of the object are absorbed and the light, which is the color of the object, passes through.
White light: Light that contains all the wavelengths of the visible spectrum, as in sunlight.
Nevada State Science Standard
P5C1 Students know light can be described in terms of simple properties (e.g. color, brightness, reflection). I/S
N5A3 Students know how to draw conclusions from scientific evidence. E/S
N5B3 Students know the benefits of working with a team and sharing findings. E/L
Safety Reminder
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The Importance of Heroes
By T.A. Barron Penguin Youth Voices Interview April, 2009
What does it take for a young person to realize that he or she can be a force for positive change in the world?
Discovering the wisdom and magic they have inside themselves. Every young person is a force—a package of positive energy that could help the world in some way. They may not believe that. They may think it's the craziest idea ever. But it's true. Deeply true.
How do young people make that discovery? Not by lectures or sermons. No, the very best way is by sharing examples—stories about young people who faced difficult challenges and somehow triumphed. Nothing is more powerful than stories of heroic people, whether they are fiction (like the ones I've written about Merlin, Kate, and other characters) or nonfiction (as you'll find in The Hero's Trail).
The whole purpose of the Barron Prize is to turn the spotlight on these amazing kids from all sorts of diverse backgrounds—to tell their stories. My highest hope is that other kids will hear them. And maybe feel inspired to do something positive, as well.
You write about anyone becoming a hero – what exactly does that mean for a young person?
All of us have an amazing power—the power to make choices. What we do with our time, what we care about, how we treat others … all these are choices we make daily. And every choice we make says something about who we are. In this way, our choices become our footsteps on the trail of life, and our footsteps become our journey. And who knows? Maybe the trail we walk will become … a hero's trail.
So I always ask young people: What choices will you make? What qualities will you try to live by? In The Hero's Trail, there are seven key qualities that I identify with heroism: courage, perseverance, faith, adaptability, moral direction, hope, and humor. You might add others. The choice is yours!
How do images of "heroes" in fiction or on TV or in the movies help or hurt when young people think about becoming a hero themselves?
Our society is horribly confused about the difference between a hero and a celebrity. We often mistake the celebrity of someone we know from television, movies, or sports as heroism. But true heroism is about character, not fame and glory. This distinction is crucial—especially for young people.
We need our heroes. Today more than ever. They give us an idea of our own potential. They show us just how far we can go, just how high we can climb.
Every hero faces a great challenge. Whether it's something within themselves or something from the world outside, they must reach deep into their hearts to survive—and to triumph. That's when they find extraordinary courage, wisdom, or inspiration.
Heroes may never be famous, but they clearly make a difference to our lives. Partly because their actions directly touch other people, and often make the world a better place. And partly because their examples have great power to inspire. By celebrating the everyday heroes in our midst, we are celebrating our own potential to make a difference to the world.
The Barron Prize is named after your mother – can you tell us what was inspiring about her?
Gloria Barron, the woman I was lucky enough to know as my mother, never sought fame. She simply lived the life of a teacher who cared deeply about her children and her community. She was always learning: The day before she died, at age ninety-two, she was delighted to discover a new word origin! (The word, by the way, was “spittoon”.) This great old gal never lost her childlike sense of
wonder.
My mother believed in the importance of good communication. She encouraged us to write in journals, stories, and letters. Her rule was that a good letter should contain "something funny, something beautiful, and something true." Beyond that, she continually urged her children to make a positive difference to the world, in whatever ways we chose. She didn't sermonize; she just lived her own life that way—and hoped that we would, as well.
Her love of children and nature combined to create a remarkable project. For over twenty years, she worked hard to create a unique nature museum at the Colorado School for the Blind—a museum where everything can be touched. Blind kids can experience the grandeur of an eagle by touching its wide wings, just as they can feel a hummingbird's delicate nest or a polar bear's rich, soft fur. She never sought any credit for this accomplishment, and the only reward she wanted was the satisfaction of knowing that these kids could now experience some of the wonder and beauty of the natural world. That's the sort of quiet heroism that countless teachers, parents, and kids show every day. And those people truly hold our world together.
That's why, when the time came to choose a name for my prize for young heroes, I knew exactly who to name it for—a quiet hero who made a real difference in my life. Someone who never stopped believing in the power of every person to make the world a better place. Someone I loved and admired very much.
What stories of other real-life heroes or leaders inspired you when you were young?
I've always admired Abraham Lincoln, Anne Frank, Gandhi, Eleanor Roosevelt, Martin Luther King, Albert Einstein, Wilma Rudolph, and Jane Goodall. Add to that list Ben Franklin, Helen Keller, Leonardo daVinci, Beethoven, Stephen Hawking, Rachel Carson, John Muir, and the Dalai Lama. And let's not forget that wonderful writer and wise woman, Madeleine L'Engle.
Why did I list Lincoln first? Besides my mother, he was my first hero–I couldn't get over his courage, faith, humor, and humility. As well as his gracious spirit—which enabled him to urge a war-torn nation to remake itself "with malice toward none, with charity for all."
Often young people have been at the forefront of movements for change, in the civil rights movement or the environmental movement, for example. Why do you think this is so?
They believe! Young people combine the energy and idealism of childhood and the realistic awareness of adulthood. (Believe me, I know about their endless energy—having five busy kids at home!) What's more,
young people want the truth and nothing but the truth. They are honest enough to ask life's toughest questions. And they still have the courage to hope. To them, anything is possible.
Do you think young people today are becoming more interested in service work or helping others? Why?
Yes, I do. Young people are discovering their own power! Just take a look at the amazing kids who have won my little prize. Go to www.barronprize.org and click on "winners"—and you will meet young people from every background, gender, race, and description. Each of them, in his or her way, is doing something to help the world they live in. And each of them—I promise—will renew your hope. | <urn:uuid:b176076c-b210-465f-8b49-570db27c2a88> | CC-MAIN-2017-13 | http://tabarron.com/wp-content/uploads/2009-The-Importance-of-Heroes_Penguin-Youth-Voices.pdf | 2017-03-29T09:18:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00547-ip-10-233-31-227.ec2.internal.warc.gz | 343,763,622 | 1,511 | eng_Latn | eng_Latn | 0.998528 | eng_Latn | 0.998409 | [
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Education Programs
Philipse Manor Hall State Historic Site
Philipse Manor Hall State Historic Site invites your class to learn about the Manor Hall and its place in history!
Philipse Manor Hall sits on a site originally inhabited by the Lenape Indians. In 1646, Adriaen Van der Donck purchased this property and built a saw mill on the Nepperhan, now Saw Mill, River. Frederick Philipse I purchased the property in 1672 and built the oldest part of the Manor Hall ten years later. His grandson, Frederick Philipse II, expanded the building into an elegant country seat. Frederick Philipse III inherited the estate in 1752 and continued to embellish the house. The Manor served as the seat of the Manor of Philipsborough until the American Revolution, when the Loyalist Philipse family lost its property and position and left for England. The building became the Village Hall of Yonkers in 1868 and the first City Hall of Yonkers in 1872, housing city government until 1911. In 1912, the Manor Hall opened to the public as a museum.
Today, Philipse Manor Hall offers standards-based education programs that encourage students to analyze history using primary sources, including place, objects, and photographs. Students of all ages use the Manor Hall and its rich history to develop an enthusiasm for the past and a greater understanding of important movements and turning points in history.
Heart of the Community
How did Yonkers begin and how has it changed over time? Philipse Manor Hall sits at the heart of the Yonkers community. The site has witnessed incredible change over more than three hundred years, from the Native American period to the present. In this place-based, artifact-focused program, students will learn about the various groups of people who lived in and around Philipse Manor Hall, their interactions with each other, and how these groups have contributed to local history. The program includes a tour of Philipse Manor Hall and an artifact investigation activity.
Grade level: K-4
Standards: Arts 2, 3; ELA 1, 3, 4; Social Studies 1, 3, 4
Time: 2 hours
Cost: $2-3/student depending on program.
Loyalist Soldier
What was the fate of Frederick Philipse III and the Manor Hall during the tumultuous period of the American Revolution? What side was the Philipse family on and did they get caught up in battle? In Loyalist Soldier, students tour Philipse Manor Hall as they follow the story of Frederick III and the Delancey Brigade to learn about the American Revolution and how it was fought in Westchester County. Students participate in an artifact activity to experience the life of a Loyalist soldier during the war. Older students will read and analyze the Declaration of Dependence and learn about the competing ideologies that fueled the war.
Grade level: 4-5, 7-8
Standards: ELA 1, 3, 4; Social Studies 1, 2, 3, 5
Time: 2 hours
Cost: $2-3/student depending on program.
Saw Mill River Heritage Trail
Philipse Manor Hall and downtown Yonkers have both shaped and been shaped by the Saw Mill River. This program features a walking tour that follows the Saw Mill, or Nepperhan, River from its mouth at the Hudson to Chicken Island. Students will use maps and photographs to learn about the growth and development of Yonkers from 1682 to the present. Students will discuss how these changes in Yonkers are connected to larger trends in New York and United States history.
Grade level: 4-5, 7-8, 11-12
Standards: Arts 3, 4; ELA 1, 3, 4; Math, Science, and Technology 4, 5, 7; Social Studies 1, 3, 4 Time: 2 ½ hours
Cost: $5/student. This fee includes materials used during the program.
Deposit: Please note that this program takes place rain or shine. We require a $20 deposit within one week of scheduling the program.
Frequently Asked Questions
Q: Where is Philipse Manor Hall located?
A: Philipse Manor Hall is located at 29 Warburton Avenue in Yonkers, NY.
Q: How much do on-site programs cost?
*Some versions of programs have an additional materials fee. Please make sure to check when scheduling your visit.
A: Cost of on-site programs vary from $2-5/student depending on the program you select. Please check the description of each individual program to confirm its cost.
Q: How long is a typical visit?
A: Programs last 2 or 2 ½ hours depending on the program you select. Please check the description of each individual program to confirm its length.
Q: How many students can visit the site at one time?
A: Groups are limited to 30 students per visit.
Q: How many chaperones should I have?
A: We require 1 adult for every 9 students. A class of 30 would require 3 chaperones in addition to the teacher. For each additional adult, we reserve the right to charge a fee. Special Education classes are exempt from this fee.
Q: Do you accommodate students with special needs?
A: Yes. We can adapt all of our programs for students with physical and/or developmental disabilities. Please make us aware of these special needs when you book your visit. Philipse Manor Hall is accessible on the first floor only.
Q: Can my class eat lunch at the site?
A: Yes. Please add an additional 30 minutes to your trip to allow for lunch.
Q: My class is unable to visit Philipse Manor Hall. Can programs be done in the classroom?
A: Yes. An educator can visit your classroom to present hour-long modified versions of Heart of the Community and Loyalist Soldier However, we do believe there is great value in visiting the site itself and encourage your class to come if you are able to do so.
Q: How much do outreach programs cost?
A: Outreach programs cost $50 per presentation. Presentations are best suited for groups of up to 30 students. We are able to accommodate larger groups; however, please understand that this may change the hands-on nature of the program. *Some versions of programs have an additional materials fee. Please make sure to check when scheduling your visit.
Q: Can I schedule a make-up date when I book my visit?
A: We do not schedule make-up dates in September, October, May, or June. However, if a date is available after the initial trip has been cancelled, we are happy to reschedule your group.
Q: Are pre- and post-visit materials available?
A: Yes. We strongly recommend you review our pre-visit materials with your class prior to your visit. Post-visit materials are available at no additional fee.
Q: How do I schedule my class's trip?
A: Please contact Charles Casimiro at 914-965-4027 ext. 106 or email@example.com. | <urn:uuid:d3a3ad4f-56c2-4760-9cfa-f0feefb9bc7e> | CC-MAIN-2017-13 | https://parks.ny.gov/historic-sites/attachments/PhilipseManorHallEducationPrograms.pdf | 2017-03-29T09:22:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00548-ip-10-233-31-227.ec2.internal.warc.gz | 831,731,843 | 1,489 | eng_Latn | eng_Latn | 0.996217 | eng_Latn | 0.997261 | [
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MENTOR 1: STEPHEN
THE LESSON: ACTS 6, 7
The book of Acts tells us the story of the spreading of the Gospel. Jesus had been raised from the dead and had ascended into heaven. The Holy Spirit had been sent to indwell his disciples. The apostles were preaching the good news. But not everyone was happy to hear it. In fact, many of the religious power-brokers who had felt threatened by Jesus were angry to discover that killing him had not ended the story. Instead, the message of Christ was gaining more and more followers.
The Church in Jerusalem grew to such an extent that it became necessary to appoint new leaders to share in some of the duties that the apostles no longer had time for. Several men were appointed to this role, including Stephen, who was described as "a man full of faith and of the Holy Spirit".
Christians honour Stephen as the "protomartyr" – the first martyr of the Church. In his death, Stephen follows in the footsteps of Christ and models for us not just how we should live, but also how we should face persecution and death.
Stephen's faithfulness to the very end bore fruit beyond his death. Immediately following this event, a persecution broke out which caused believers to scatter, resulting in the Gospel being spread more broadly throughout the known world. And who would have guessed at the time that the man collecting the coats of the executioners, listening to Stephen's speech and approving his murder, would himself become one of the greatest missionaries in the history of the Christian Church?
AT-HOME CHALLENGE
Each morning and evening, follow the rule of prayer that you created for yourself.
(If you didn't make one, try saying the morning and evening prayers from the "Forms of Prayer to be used in Families," which begins on page 728 of the BCP. If you don't have a copy, you can look it up here: http://prayerbook.ca/resources/ bcponline/family-prayer.)
Spend some time considering the example of Stephen. Ask God to help you to see your life and death from a heavenly perspective. Close with this prayer adapted from 2 Thessalonians 1: 11, 12: "God, make me worthy of your calling and fulfill every resolve for good and every work of faith by your power, so that the name Jesus may be glorified in me, and I in him, according to your grace. Amen."
- AND/OR -
Take some time to pray through this collect, pausing to reflect after each phrase.
Grant, O Lord, that in all our sufferings here upon earth, for the testimony of thy truth, we may stedfastly look up to heaven, and by faith behold the glory that shall be revealed; and, being filled with the Holy Spirit, may learn to love and bless our persecutors, by the example of thy first Martyr Saint Stephen, who prayed for his murderers to thee, O blessed Jesus, who standest at the right hand of God to succor all those that suffer for thee, our only Mediator and Advocate. Amen. (COLLECT FOR ST. STEPHEN THE MARTYR, BCP PAGE 108)
622 | LESSON 36: "MENTOR 1: STEPHEN" | STUDENT HANDOUT | ©PRAYER BOOK SOCIETY OF CANADA
A NEW CREATION:
MENTOR 1: STEPHEN
ACTS 6, 7: THE PROTOMARTYR AND WHAT HE SAW
6 8And Stephen, full of grace and power, was doing great wonders and signs among the people. 9Then some of those who belonged to the synagogue of the Freedmen (as it was called), and of the Cyrenians, and of the Alexandrians, and of those from Cilicia and Asia, rose up and disputed with Stephen. 10 But they could not withstand the wisdom and the Spirit with which he was speaking. 11 Then they secretly instigated men who said, "We have heard him speak blasphemous words against Moses and God." 12 And they stirred up the people and the elders and the scribes, and they came upon him and seized him and brought him before the council, 13 and they set up false witnesses who said, "This man never ceases to speak words against this holy place and the law, 14for we have heard him say that this Jesus of Nazareth will destroy this place and will change the customs that Moses delivered to us." 15 And gazing at him, all who sat in the council saw that his face was like the face of an angel.
7 1And the high priest said, "Are these things so?" 2And Stephen said:
"Brothers and fathers, hear me. The God of glory appeared to our father Abraham when he was in Mesopotamia, before he lived in Haran, 3 and said to him, 'Go out from your land and from your kindred and go into the land that I will show you'… 9 "And the patriarchs, jealous of Joseph, sold him into Egypt; but God was with him… 30 "Now when forty years had passed, an angel appeared to Moses in the wilderness of Mount Sinai, in a flame of fire in a bush... 39 Our fathers refused to obey him, but thrust him aside, and in their hearts they turned to Egypt… 44 "Our fathers had the tent of witness in the wilderness, just as he who spoke to Moses directed him to make it, according to the pattern that he had seen… 48 Yet the Most High does not dwell in houses made by hands… 51 "You stiff-necked people, uncircumcised in heart and ears, you always resist the Holy Spirit. As your fathers did, so do you. 52 Which of the prophets did your fathers not persecute? And they killed those who announced beforehand the coming of the Righteous One, whom you have now betrayed and murdered, 53 you who received the law as delivered by angels and did not keep it."
54Now when they heard these things they were enraged, and they ground their teeth at him. 55But he, full of the Holy Spirit, gazed into heaven and saw the glory of God, and Jesus standing at the right hand of God. 56 And he said, "Behold, I see the heavens opened, and the Son of Man standing at the right hand of God." 57 But they cried out with a loud voice and stopped their ears and rushed together at him. 58 Then they cast him out of the city and stoned him. And the witnesses laid down their garments at the feet of a young man named Saul. 59 And as they were stoning Stephen, he called out, "Lord Jesus, receive my spirit." 60 And falling to his knees he cried out with a loud voice, "Lord, do not hold this sin against them." And when he had said this, he fell asleep.
622 | LESSON 36: "MENTOR 1: STEPHEN" | STUDENT HANDOUT | ©PRAYER BOOK SOCIETY OF CANADA | <urn:uuid:7bf5efb2-ca5a-4061-8209-83aa1f572c7b> | CC-MAIN-2017-13 | http://prayerbook.ca/wp-content/uploads/2016/09/pbsc622-lesson-36-stephen-studenthandout.pdf | 2017-03-29T09:18:13Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00554-ip-10-233-31-227.ec2.internal.warc.gz | 300,558,415 | 1,489 | eng_Latn | eng_Latn | 0.998777 | eng_Latn | 0.99899 | [
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Slide 2 – 3 - 4 - The Aquarium of Naples is the last remaining example of nineteenth century Aquarium in the world. It was opened to the public on 12 January 1874 as an integral part of the Stazione Zoologica of Naples (SZN), which is a public research institute specialised in the field of marine biology. Since then, the Aquarium has always had a strong scientific background focusing on both common and rare marine vertebrates and invertebrates living in the Mediterranean. In particular the species arrive from the Gulf of Naples , which is an area very representative of the Mediterranean Sea.
Slide 5 - Face the visible reduction of marine resources for habitat degradation, overfishing and pollution, the Aquarium started to search for its sustainability for the conservation of Mediterranean life.
Slide 6 - Among the various conservation activities of the Aquarium, the most significant is that of the cure and reintroduction into the sea of marine turtles found in difficulties and which are victims of sea traffic, pollution and indiscriminate fishing. For these, a specific programme has been developed which until today has become always more complex both scientifically and practically.
Slide 7 – In particular, The rescue and medical treatment of injured or otherwise impaired marine turtles has long been recognized as a measure to reduce turtle mortality. With the aim to re-introduce healthy specimens back into the sea the Aquarium , has been rescuing marine turtles for over 20 years
Slide 8 - After treatment, the sea Turtles are transferred in bigger tanks and undergo a rehabilitation period to assess their full recovery and good health condition.. Special current systems were set up to test the turtles' capacity to swim and these results were also confronted with data from free-ranging animals.
The experiences gained in running the "Turtle Point" stressed the importance of the rehabilitation phase in large tanks where the turtles' capability to swim, feed and maintain buoyancy could be ascertained. However, water depth was still limited and for some specimens, which had suffered severe injuries and long treatment periods, the rehabilitation in shallow tanks could not reveal their diving ability.
Slide 9 - Therefore, to improve this significant aspect for marine turtles, in 2007 we had the opportunity to close and border a marine area located in a small volcanic island, where bathing and shipping has always been prohibited because of the presence of a remand home.
Slide 10 - A 900 square meters area with a maximum depth of 5 m within the bay was enclosed with a 130 m long aquaculture net, which was supported by buoys and fixed on the bottom by scuba-divers.
The bay was used to rehabilitate some individuals subject to long treatment periods and for the study of some key aspects of their behavior useful for designing wild species re-introduction programs.
To evaluate the rehabilitation status of the treated turtles, diving patterns and daily rhythms of the loggerhead turtles (Caretta caretta) in the closed area were compared with those of individuals kept in the tanks
Slide 11 - Here you can see the results obtained in 2007-2009 period, during the summer months when a total of 13 turtles (maximum 5 at the time) were released in the Bay
Slide 12 - The turtles' behavior was monitored daily by observers outside the water and by in-water surveys.
Twice a week turtles were fed with supplements made of fresh fish and squid.
Slide 13 - water depth was measured every 4 minutes by the Time Depth recorder – G5 model- made by CEFAS (UK)
Slide 14 – the turtles were equipped with time depth recorders, first in the tank, and then when released in the Turtle Bay.
Slide 15 - Data loggers registered very regular diving patterns as for turtles kept in captivity, which used to spend most of the time inactive at the bottom of the tank. In the turtle bay instead, turtles developed a circadian diving pattern. Resting dives, which are recognizable by the typical ushaped profile, occurred during the night and frequent active dives occurred during the day.
Slide 16 - The change in diving behaviour is here illustrated by the variation in the number of diurnal and nocturnal u-dives which were very frequent in captivity. After the transfer to the Turtle Bay, an acclimatization phase followed: turtles started exploring and familiarising with the new environment without settling down to rest on the sea floor. After three days the turtle started to rest on the bottom of the bay, but the number of udives were more frequent during the night than during the day.
Slide 17 – resting dives duration has been proven longer in the night, from 5 up to 42 min
Slide 18 – resting dives depth has been shown different, according to sea turtles individual preferences
Slide 19 – As for vertical distribution: the image shows changes in the use of water column between captivity conditions and the bay. In the tanks turtles remained most of the time on the bottom, whereas in the turtle bay they used to spend much more time swimming in mid water, while the percentage of resting time on the bottom was lower compared to turtles in captivity.
Slide 20 – As for in water and outside water additional direct observations in the turtle bay, several natural behaviours were recorded, namely food searching on the bottom of the sea, resting and defense of the resting spot against other turtles approaching the site. As for feeding, it has been observed that soon after the release into the bay, sea turtles choose dead food, despite the availability of live prey. Later on, sea turtles began foraging live prey in the bay.
Specific territorial behaviours have been observed, namely the interaction with conspecifics and the protection of the resting site by following and keeping the outsider away.
Slide 21 - according to outside observations, sea turtles were found choosing zones which are closer to the net. As displayed in the image, the Bay has been divided into sectors to facilitate sea turtles distribution observations. In particular, sea turtles presence and absence have been reported into the said sectors.
Histograms represent just relative comparisons and not absolute measures.
Slide 22 – The overall results were both unexpected and encouraging. Here I will present some particular cases. This turtle had previously floated in the tank, and was not able to descend to the bottom. Within the turtle Bay, however, it was perfectly capable of diving, feeding and resting on the bottom of the sea.
Within the restricted space of the tank this turtle moved with no apparent difficulties. In the Turtle Bay however, it became clear that it the turtle was not ready to be releases, because it favored only one front flipper during diving [movie].
Slide 23 - Also this one-side blind turtle proved to be capable of searching the bottom and feeding there
Slide 24 - Finally, some special cases, after rehabilitation in the Bay, were monitored via satellite telemetry after their release back to the sea. I show you this recently tracked animal that had a serious head injury and migrated to a known forging and overwintering area in Libya, traveling more than 900 km.
Slide 24 – In conclusion, a semi natural Bay has proven to be a valuable rehabilitation tool, for endangered sea turtles as well as an efficient methodology to assess whether the turtle is ready for releasing
Slide 25 – For three days after the release ,turtles are disoriented and swim constantly.
Diving behaviour changes and is stimulated by the environment.
Moreover, the three days "Swimming frenzy" of released turtles highlight the importance of choosing an appropriate release area where turtles can acclimate undisturbed.
Slide 26 - Besides being a rehabilitation area for marine turtles , the bay is currently used as "Vivarium" , that is breeding ground and nursery for particular endangered marine species displayed in the Aquarium.
There are many organisms which reproduce in the tanks of the Aquarium but we can't always guarantee the survival of their offspring. Therefore, as the case may be, pregnant females (shellfishes and decapods), eggs (mollusks and dogfishes) or juvenile stage (electric rays and tube anemones) are transferred to the bay.
Slide 27 - Some protected species are brought into the bay with the aim of increasing their population. For example, juvenile sea-horses, after being born in the Aquarium where they are protected during their early life, are released back into their natural environment.
Slide 28 - As the protected species of Pinna Nobilis (noble pen shells), which was really common in the Gulf in the past and now very rare due to overfishing, our concern is to take it from local fishermen. Instead of keeping this species in the Aquarium, where it wouldn't be able to survive for long, we prefer planting it into the central areas of the bay at a depth of 7 meters. Valves without the fruit inside are placed in the tank not to keep them away from the public. Therefore, sustainability is guaranteed because the recourse to new individuals is avoided and the results are long-lasting. | <urn:uuid:fa2cd5f0-50ca-4192-b757-21c7933adf62> | CC-MAIN-2017-13 | http://iac2012.co.za/images/uploads/Flegra_Bentivegna_TEXT_-_The_bay_of_Porto_Paone.pdf | 2017-03-29T09:06:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00552-ip-10-233-31-227.ec2.internal.warc.gz | 173,172,847 | 1,839 | eng_Latn | eng_Latn | 0.997947 | eng_Latn | 0.998261 | [
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Reading Made Easy with Blend Phonics for First Grade
by Hazel Logan Loring
Table of Contents
Step One: Short Vowels and Consonants
Unit 1. Short sound of a b c d f g h j k l m n p qu r s t v w x y z ck
Unit 2. Short sound of i
Unit 3. Short sound of o
Unit 4. Short sound of u
Unit 5. Short sound of e
Step Two: Consonant Blends and Digraphs
Unit 6. Final consonant blends: nd nt st lt mp sk st mp lk xt (ck)
Unit 7. Consonant Digraph: sh
Unit 8. Consonant Digraph (Voiced): th Consonant Digraph (Unvoiced): th
Unit 9. Consonant Digraph: ch, tch (ch sounds like k)
Unit 10. Consonant Digraph: wh
Unit 11. ng (ang, ing, ong, ung)
Unit 12. nk (ank, ink, onk,, unk)
Unit 13. Initial Consonant Blends: bl, cl, fl, gl, pl, sc, sk, sm, sl, sn, sp, st, sw, Compound Words.
Step Three: Long Vowels (VCE)
Unit 14. When the final e is silent, the vowel is usually long (long sound of vowel is the same as its name)
Unit 15. Phonograms using long vowels: old, olt, oll, ost, oth, ild, ind
Unit 16. Short words ending in a long vowel: be, go, he, me, no, so, she, we
Unit 17. Enrichment Review: Initial consonant blends and final consonant blends (and/or digraphs, phonograms)
Unit 18. Phonogram: ar
Unit 19: Phonogram: or
Unit 20: Phonograms: er, ir, ur and sometimes or
Step Five: Vowel Digraphs and Diphthongs
Unit 21. Vowel Digraph: ai, ay
Unit 22. Vowel Digraph: ee
Unit 23: Vowel Digraph: ea (three phonemes: long e, short e, long a)
Unit 24: Vowel Digraph: ie (two phonemes: long i and long e)
Unit 25. Final Vowel y: sound e. Long i in one syllable words.
Unit 26. Vowel Digraph: oa, oe (like long o)
Unit 27. Digraph ow. Diphthong: ow
Unit 28. Diphthong ou: Digraph ou (Often irregular; it can sound like short u, short oo, long oo, long o, etc.)
Unit 29. Diphthongs: oy, oi
Unit 30. Long sound of oo
Unit 31. Short sound of oo
Unit 32. Vowel Digraphs: aw, au
Unit 33. Phonograms: al, all
Unit 34. Digraphs: ew, ue
Step Six: Advanced Spelling Patterns
Unit 35. Unaccented a at the beginning of a word. Also the word a when not used for emphasis.
Unit 36. Phonograms: ul, ull, ush (u sound like short oo)
Unit 37. Soft sound of c (before e, i, and y) Usually sounds like s: sometimes like sh.
Unit 38. Soft sound of g in dge and sometimes before e, i, and y.
Unit 39. Silent gh and gh sounds like f.
Unit 40. Silent k, w, t, b, and l
Unit 41. se sounds like z
Unit 42. ph sounds like f
Unit 43. Final le, tion, sion
Unit 44. ed with short e; ed sounds like 'd, ed sounds like 't
Unit 45. Long vowels in open syllables
The Table of Contents was prepared by Donald Potter – June 2003 (slight revision 1/17/05), Odessa, TX. Further revision 7/16/07 and 9/25/07. 10/18/11. Unit 45 added on 2/23/12.
Step Four: R-Controlled Vowels | <urn:uuid:963c13e1-f533-4d78-8fc7-e1ba6323f69d> | CC-MAIN-2017-13 | http://donpotter.net/pdf/content-blend-phonics.pdf | 2017-03-29T09:09:14Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00552-ip-10-233-31-227.ec2.internal.warc.gz | 100,925,578 | 952 | eng_Latn | eng_Latn | 0.627762 | eng_Latn | 0.711995 | [
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At Home
Weight bias can occur in multiple forms, such as physical or verbal teasing and bullying, and being excluded from activities. As a result, it can be difficult to determine if your child is being targeted for his or her weight by family members.
Directions: Think about your child's recent experiences at home. Carefully read each of the statements below and check "yes" or "no" for each question.
Next Steps…
If you checked at least one "yes", then your child could be experiencing weight bias.
Although difficult, it is important for you to intervene and address this issue seriously and sensitively.
- Talk to your child about weight bias: Use the Talking about Weight Bias handout for talking points. Share the For Kids & Teens and Web Resources for Youth handouts with them.
- Emphasize health, not thinness: Use the Talking about Weight and Healthy Body Image handouts for talking points. | <urn:uuid:eecffc7e-d5a9-4309-99f0-d37442ea304a> | CC-MAIN-2017-13 | http://ruddrootsparents.org/resources/pdf/Weight%20Bias%20docs/at_home/Home_Identifying_Weight_Bias.pdf | 2017-03-29T09:18:00Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00551-ip-10-233-31-227.ec2.internal.warc.gz | 318,809,654 | 186 | eng_Latn | eng_Latn | 0.998698 | eng_Latn | 0.998698 | [
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All Staff Pre-Class
MEMORY WORK – LARGE GROUP
_____________________
(Leader/Teacher)
____:____ - ____:____
(15 min.)
I L VE MY BIBLE!
God's Word is a MIRROR
- Arrange tables and chairs.
- Pray for today's class.
- Have music playing.
- Welcome kids as they arrive and begin taking attendance.
- Chose activities to help students begin learning the books of the Bible. To aid in memorization, use the Books of the Bible Demonstration Board. Several of the following activities use Books of the Bible Cards.
o Book Order Races
Form teams and have them race using the Old or New Testament book cards to see which team can put them in order more quickly.
OR
Deal out the Old or New Testament book cards to all the students. Time the class to see how long it takes them to put the cards in order (on the floor at the front of the room). Repeat and have them try to beat the previous time. (Record their best time so that they can try to beat it next week.)
o Old or New
Have a student draw a random card from the deck and call out the name of the book. Then choose a student to say whether the book is in the Old or New Testament. If correct, he/she gets to draw the next card. OR
Display the Books of the Bible Demonstration Board at the front of the classroom. Have students stand in a line (or if you have a larger class, just have them stand at their seats) facing the board. Make sure cards are mixed up, and then have a student begin turning cards and calling out their names. If the book called is from the Old Testament, students take a step toward their left; if it is from the New Testament, they take a step toward their right (since, as they are facing the Books of the Bible Demonstration Board, the Old Testament is on their left and the New on their right). Let the student-caller draw and call several cards; then choose a new caller. Continue in this manner as you have time or until you have gone through all the Bible book cards. OR
Form two teams. Have a member of each team come to the front of the class. Randomly chose a card from the deck and call out the name of the book. As quickly as possible, each team member calls out "Old" or "New." Award a point for the speediest correct answer (or award each correct answer a point). Continue, having a new player from each team come to the front.
o Musical Books
Seat kids in a circle. Choose cards of consecutive books of the Bible equal to the number of players. Mix up the cards and give one to each player. As the music plays, players pass the cards around the circle. When the music stops, whoever has the first book in the series places his card in the center of the circle and is out of the game. Play resumes until all the cards have been placed in order. The last person to place a card gets to choose the next cards used in the game.
o Callout-Repeat
Call out 3-5 books (e.g., "Genesis, Exodus, Leviticus") at a time and have students repeat them. Repeat the callout-response several times. Then call out the next 3-5 books and have them repeat those.
VARIATION: Have a student lead the callout.
o Pass the Beanbag (or Ball)
Have students stand or sit in a circle. Pass a beanbag (it can't roll away like a ball). As each person receives the beanbag, he/she names the next book of the Bible (start wherever you'd like).
OR
Have the entire group call out the next book as each person receives the beanbag.
VARIATION: From time to time call out "Freeze." The person holding the beanbag must name the next three books in order.
o Before or After
Randomly choose a card from either the Old or New Testament deck. Don't let the students see the card. Have them try to guess the name of the book on the card by randomly naming a book. If the card you're holding comes before the book guessed, say "Before." If it comes after the book guessed, say "After." Keep narrowing it down until someone guesses the correct book.
o Memory (Concentration) Game
Choose several pairs of identical book cards from two Old or New Testament decks. Mix the cards and lay them out in a grid on the floor or a table. Have students take turns turning over two cards at a time, trying to find matches. If a match is found, the student gets to hold the cards. (Although in normal "memory game" rules the player gets another turn after finding a match, we usually have play pass to the next player.) The player with the most pairs at the end wins. Variation: Break into several smaller groups instead of playing with the whole group.
o Sing the Books
Sing the "Old Testament Song" and/or the "New Testament Song." Have a student point (with a pointer or play sword) to the names of the books as the group sings. Repeat several times with different students pointing.
o Sing Memory Work Songs
Several of the verses students are memorizing (during small-group memory work time) have been set to music. From time to time, sing these songs during largegroup time. (Visuals can be found in the tubs with the students' memory work folders.)
o Sing Go Fish's "Ten Commandment Boogie"
Sing with lots of action. Use this song to discuss the meaning of each commandment.
o Work on Memorizing the Ten Commandments
Using the Ten Commandments visual display board, say the commandments together. Then close the board and ask students to remember what the first or fifth (etc.) commandment is. At first just concentrate on remembering the gist of the commandments and then work towards exact recall. (The complete 2 nd commandment [set to "Twinkle, Twinkle Little Star"] and 10 th commandment [set to "If You're Happy and You Know It"] may be sung.
o Memorize Psalm 1 by repeating it together each week before going to small-group time. Display a posterboard with the words. Use actions to aid in memorization (see back of Psalm 1 posterboard).
MEMORY WORK – SMALL GROUP
All Staff
____:____ - ____:____
From time to time discuss the overall meaning of the passage and what specific words mean, such as: blessed (happy), counsel (advice), ungodly (without God, sinful), scornful (those who mock and are disrespectful), delight (enjoyment, happiness), meditate (think about, ponder), wither (dry up, die), whatsoever (whatever), prosper (succeed, do well), chaff (dry outer covering that is separated from grain), judgment (time when God judges), congregation (gathering of people), righteous (right with God), and perish (die, come to nothing).
- Break into smaller groups, one teacher with each group, and work with students on individualized memory work.
o For our class, we divide into four groups: two each for 5- to 7-year-olds and 8- to 10-year-olds. (To cut down on noise and confusion, two groups may leave the room to practice verses in another classroom, the hallway, etc.)
- Work with each student on a list of Bible verses that you would like him/her to memorize. Allow students to work at their own pace (e.g., older kids not held back by younger), keeping track of their progress on charts or in workbooks.
o We use workbooks entitled Quick and Powerful Scriptural Concepts for Children by Valda Johnson and Ilene Sargeant, ordered through Pentecostal Publishing House. In these, students memorize a set of six verses at a time, quoting them one at a time, then two at a time, then three at a time, etc., until they are ready to test on all six at once.
- Also allow time for the kids to quote the names of the books of the Old and Testaments in order as they learn them, as well as Psalm 1.
- Remind students that there will be prizes for those who memorize.
- Remind students that during Bible Memory Work time, everyone must be working! Encourage them to work together to memorize verses, as opposed to distracting each other.
o Students must pass with a score of 80 percent or better when working in their Quick and Powerful workbooks.
- Coloring pages are available to help occupy visitors (or younger/distracted students) while their classmates are quoting verses.
- As students achieve memory work goals, reward them during a large-group time so that everyone can congratulate them on their accomplishments.
_____________________
(Leader/Teacher)
____:____ - ____:____
(15 min.)
_____________________
(Leader/Teacher)
____:____ - ____:____
(10 min.)
_____________________
(Leader/Teacher)
____:____ - ____:____
(5 min.)
REVIEW
BIBLE LESSON
RULES & PRAYER
- Ask review questions from previous lessons. See "I LOVE MY BIBLE! Review Questions." Ideas (keep in mind that you only have about 10 minutes):
o Toss out candy for correct answers.
o Form teams and play Bible baseball.
o Form teams and play tic-tac-toe. (A correct answer allows a team to place its "X" or "O.")
o Play musical chairs. If student answers a question correctly, he/she is NOT out.
- Go over rules (Power Hour Promises) by calling on students to read/remember the rules.
- Pray together for the class. (Take individual requests from students only as time allows.)
Teacher Prep: Read James 1:22-25. Pray for anointing.
Items Needed: Something with which to smudge your face; damp cloth; comb; mirror(s); Bible; "Mirror" visual.
Arrive with your face smudged and hair and clothes disheveled. As you see how the kids react, begin to "discover" that you are untidy. Ad lib reasons why (dressed in a hurry, didn't have time to look at yourself, etc.). Discuss:
- What's wrong with my hair (face, clothes, etc.)? (as students tell you, begin to try to fix: wash face with cloth, fix hair with comb, etc.)
- I think I look better now, but I really need a certain item so that I can see myself. What do I need? (mirror)
Pull out a mirror and look yourself over, fixing anything you missed before.
- Besides using a mirror to see how we look, what else are mirrors used for? (rearview mirrors help us see behind our car; rounded [convex] mirrors help us see around corners and are used in places such as parking garages, hospitals, and restaurant kitchens so that people don't crash into each other; dentists use little roun d mouth mirrors to help them see inside our [small, dark] mouths; mirrors are also use d in cameras, lasers, telescopes, and other scientific instruments )
Mirrors are useful tools. They can also be used to add light and beauty to a room.
James compared God's Word to mirror. Listen to James 1:2224.
Read James 1:22-24 from your Bible, pausing when you read about "beholding his natural face in a glass" to demonstrate looking in the mirror.
So…this man looks in a mirror (glass) and notices that his face is dirty and his hair messed up, but instead of washing his face and combing his hair, he just goes away from the mirror so he won't have to see how bad he looks. James says we are like that man when we hear what God's Word says, but we don't do it.
- How is God's Word like a mirror? (suggested answers below)
It shows us what we really look like inside (are we full of truth/lies, humility/pride, joy/sorrow, love/hate, jealousy, faith/doubt, etc.?).
It helps us see into even the small, dark places in our hearts (like a dental mirror).
If something is messed up in our lives, it shows us how to fix it.
It helps us see dangers around us (like rearview and convex mirrors).
It improves our lives with powerful truths (as mirrors improve things such as cameras, lasers, telescopes, etc.).
Now listen to verse 25 of James 1:
Read James 1:25 from your Bible.
If we want to look good on the OUTSIDE, we should look in a mirror. If we want to look good on the INSIDE…and be blessed, we should not only hear God's Word but do (obey) it.
Have a student attach the "Mirror" visual to the board
BIBLE SKILLS
_____________________
(Leader/Teacher)
____:____ - ____:____
(15 min.)
We don't want to have dirty hearts and not even know it! Let's pray right now and ask God to help us see what He is showing us in the mirror of His Word, and then obey it.
Lead the kids in prayer—response to lesson.
Familiarize students with the structure of the Bible and the names of all the books, using the Books of the Bible Demonstration Board.
- How many books of Law are there? (5)
- What are the names of the books of Law? (Genesis, Exodus, Leviticus, Numbers, Deuteronomy)
- Do you remember which two books of Law contain the Ten Commandments? (Exodus and Deuteronomy)
- How many Old Testament books of History are there? (12)
- Can you tell me about a character from one of the books of History? (the names of the books should be clues; look a t I Love My Bible!, Lesson 9, "God's Word is a Cleanser," BIBLE SKILLS, for information on several characters, though there are many more)
- How many books of Poetry are there? (5)
- What are the books of Poetry? (Job, Psalms, Proverbs, Ecclesiastes, Song of Solomon)
- What is special about Psalm 119? (it is the longest chapter in the Bible; almost every verse mentions God's Word [statutes, commandments, laws etc.]; it is an acrostic poem with a stanza [section] for each letter of the Hebrew alphabet [within each stanza each verse begins with that letter])
- How many Old Testament books of Prophecy are there? (17)
- Which are the major (longer) books of Prophecy? (the first five: Isaiah, Jeremiah, Lamentations, Ezekiel, Daniel)
The Old Testament division with the most books is Prophecy.
- What is the New Testament division with the most books? (Epistles [Letters])
- How many Epistles [Letters] are in the New Testament? (21)
Hand out Bibles. Remind students to handle Bibles carefully and to help younger students find verses. Teachers will need to assist students until they become familiar with finding verses in the Bible .
Find the letter written by James. It's near the end of your Bible.
Have several students read James 1:22-25.
These are the verses we talked about in our Bible Lesson today.
- What are these verses comparing God's Word to? (a mirror [glass])
Choose a couple of students to carefully collect the Bibles.
_____________________
(Leader/Teacher)
____:____ - ____:____
(15 min.)
Supplies:
“Mirror Activity Page” Pencils Crayons
Optional: Snack and drink
ACTIVITY/SNACK
Give each student a copy of the "Mirror Activity Page." Encourage them to draw themselves as realistically as possible. They may need to look in your mirror to remind themselves exactly what they look like. After they are finished drawing, you might wish to collect the papers and show them to the class, having them guess who is in the mirror.
Remind students: God's Word is mirror. It shows us what we look like on the INSIDE, where it really matters.
You might want to serve students a snack while they are drawing.
If time remains, play a game from "Memory Work—Large Group" or sing some memory work songs. | <urn:uuid:5c144012-393f-4e0f-a248-740a849a5216> | CC-MAIN-2017-13 | http://www.creative-sunday-school-ideas.com/support-files/i-love-my-bible-l11-mirror.pdf | 2017-03-29T09:04:49Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00552-ip-10-233-31-227.ec2.internal.warc.gz | 483,877,981 | 3,444 | eng_Latn | eng_Latn | 0.996547 | eng_Latn | 0.997677 | [
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HULCHER RESPONDS TO RAILROAD'S TORNADO DAMAGE
Scope
Following a series of devastating tornados, one railroad found that nine miles of its track were buried in debris. A local neighborhood and large forest were torn apart by the storms, resulting in wreckage on the tracks as high as 20 feet. This debris made it impossible for rail crews to reach a badly damaged trestle bridge on this stretch. The railroad needed an experienced disaster response contractor to clear the track while coordinating with local emergency offi cials and the area's residents.
Solution
Hulcher Services deployed four Caterpillar ® 325 excavators and a Caterpillar ® 977 track loader. The excavators attacked the debris from multiple directions to create access to both ends of the bridge. The track loader cleared and graded a 300-meter stretch along the right-of-way, creating a road to provide access to downed utility lines. The track loader also graded out parking lots for the railroad to park their trailers close to the bridge.
Hulcher crews leveraged their disaster response expertise to coordinate with emergency offi cials and keep their work running smoothly and safely. Hulcher also displayed great sensitivity to the local community; on several occasions, with consent from the railroad, crews stopped their work to move large pieces of buildings for residents who were searching for personal possessions.
Outcome
Hulcher crews cleared the track in less than four days, providing access to the bridge from the east and west. The new road and parking lots allowed work to begin on the bridge and downed power lines. The railroad appreciated the fact that Hulcher's experienced crews needed little supervision so they could focus their attention on other aspects of the disaster clean-up.
Hulcher's crews improved the situation not only for the railroad, but for the community. Their compassionate support for offi cials and local citizens helped the people in this area begin the process of rebuilding their lives.
CASE STUDY
KEY FACTS
PROJECT SUMMARY: Clear debris from nine miles of track; build road and parking areas for rail crews.
EXPERIENCED DISASTER RESPONSE:
Crews worked seemlessly with local offi cials to clear the track, open access to a damaged bridge and help local residents.
FAST, PROFESSIONAL RESPONSE: Track cleared and roads / parking lots built in less than four days. | <urn:uuid:3fb46f13-72cf-4423-bb77-018e5fefe9f2> | CC-MAIN-2017-13 | http://www.hulcher.com/featured-projects/case-studies/pdf/tornado-disaster-response.pdf | 2017-03-29T09:10:59Z | crawl-data/CC-MAIN-2017-13/segments/1490218190236.99/warc/CC-MAIN-20170322212950-00554-ip-10-233-31-227.ec2.internal.warc.gz | 561,072,716 | 487 | eng_Latn | eng_Latn | 0.998788 | eng_Latn | 0.998788 | [
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Teaching the Critical Vocabulary of the Common Core: 55 Words that Make or Break Student Understanding
Author(s): Marilee Sprenger
Date Available: 10 February 2014
ISBN:
978 1 74330 998 8
Code/SKU:
113040
RRP:
$32.95
Format/Page No.: A4, 227 pages
Age Group:
Professional Development
Topic:
Curriculum, Graphic
Organisers, Leadership
Learning Area: Cross-curricular
Summary:
Your students may recognise words like determine, analyse and distinguish, but do they understand these words well enough to quickly and completely answer a standardised test question?
Students from preschool to year 12 can learn to compare and contrast, to describe and explain, if they are taught these words explicitly. Marilee Sprenger has curated a list of the critical words students must know to be successful with any standardised assessment they encounter.
Fun strategies such as jingles, movements and graphic organisers will engage students and make learning these critical words enjoyable and effective. Learning the critical vocabulary will help your students with testing and career readiness, and will equip them with confidence in reading, writing and speaking.
While Teaching the Critical Vocabulary of the Common Core: 55 Words that Make or Break Student Understanding focuses on the US Common Core State Standards, it is a great resource for teachers to employ in teaching with the Australian Curriculum.
Supporting Resources:
* Brain-Based Teaching in the Digital Age (110018)
* Vocabulary Games for the Classroom (SOT6217)
* Becoming a 'Wiz' at Brain-Based Teaching (CO4502)
* Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Schools (TCP3238)
PO Box 580
Moorabbin VIC 3189
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400 Web: www.hbe.com.au Email: firstname.lastname@example.org | <urn:uuid:4bdd45f0-8006-4bcc-beae-71efc334bda0> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/113040.pdf | 2017-09-23T00:23:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00391.warc.gz | 117,698,164 | 404 | eng_Latn | eng_Latn | 0.978734 | eng_Latn | 0.978734 | [
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A TRAINING REPORT ON MENSTRUATION MANAGEMENT
HELD AT KAFUMU VILLAGE
On 1st August 2015
Sponsored by:
MOUNTAINS OF HOPE CHILDRENS' MINISTRY
Training conducted and report compiled by:
Community Skills Trainers association (COSTA)
Introduction:
Menstruation has been a silent issue and the whole burden of it has been left to women and girls.
The cultures and society had put taboos and norms on menstruation, which have no values in today's world.
Poverty is also a major contributor of poor menstruation management, and all the attached taboos and norms on menstruation has been a result of poverty. Women have been struggling to improvise ways of enabling them to manage menstruation and that is how they came up with all those taboos and norms.
The poor management of menstruation has caused a lot of problems to the girl child, and below are some of the major effects
- Irregular attendance: The girl child from the poorest households is likely to be absent at school for not less than 45 days a year. This makes her to perform poorly in her academics hence making the boys to perform better than the girls
- Less participation in games and sports: Still the girl child from the poorest households shall not fully participate in games and sports, especially when she is in her menstruation periods. This is because her attendance is irregular and for those who may attend would be using rugs, which makes them unsafe and uncomfortable to participate in such activities.
- Early sex/pregnant/marriage: Due to lack of money to buy the modern sanitary pads, girls are likely to enter into sexual relationship at an early stage in order to get money from her lover to buy sanitary pads. At the end the girl is likely to start early sex, can get pregnant, or get married
- School dropout: Once a girl have started her sexual life the end result will be dropping out of school
Basing on all that civil society organizations, government ministries, and members of parliament of the republic of Uganda, have collectively come up to join hands together in putting up measures that will enable the girl child manage menstruation very well
Community Skills Trainers (COST) has also experienced the burden the girl child from the poorest household go through in managing her menstruation. And that is why COST have initiated the training on menstruation management
The training targeted men and women, boys and girls to create awareness, and to form a collective coalition in communities that will make sure that the girl child shall access sanitary pads sustainably, attend school regularly, and protect her from defilers.
It is upon this that COST and Mountains of hope got together and initiated this training, which was successfully done
Objectives of the training
1. By the end of the training participants should be able to understanding the definition of menstruation
2. By the end of the training participants should be able to differentiate the myth from facts of menstruation
3. By the end of the training the participants should be able to collectively manage menstruation very well at all levels i.e. home, school, church, during sports activities health centers etc
4. By the end of the training the participants should be able to make their own home-made reusable sanitary pads
Activity theme: Comprehensive and Sustainable menstruation-management
Activity over view:
The training was officially opened by the Managing Director of Mountains of Hope James Malinga. In his address he thanked the participants for having turned up in a good number, and requested them to participate fully in the training in order to grasp the skills and knowledge, the training shall give.
The facilitators came from Luwero in a community based organization called Community Skills- Trainers association (COSTA), much emphasis were put on men/boys involvement, breaking the silence on menstruation, and a collective effort by all stakeholders to support the girl child to access sanitary pads sustainably and complete school.
Target group: - The training targeted 48 direct beneficiaries (12girls, 12 mothers, 12 fathers and 12 boys) all from six villages, each village brought 8 people. The indirect beneficiaries were 3 mountains of hope staffs. This mad the total of the targeted people to be 51 people
Venue: - The training was conducted in the chairperson's home of Kafumu village
No. of participants attended: - The total number of participants that attended were 39 people and are segregated as shown in the table below
| Sex | | Teachers | Mothers | Church leaders | Fathers | Students | Mountains of Hope staffs |
|---|---|---|---|---|---|---|---|
| Female | 27 | 3 | 15 | 0 | - | 7 | 2 |
| Male | 12 | 1 | - | 1 | 5 | 4 | 1 |
| Totals | 39 | 4 | 15 | 1 | 5 | 11 | 3 |
Sub topics covered: -
- Pre-test exercise: To know the level of understanding on issues concerning menstruation
- Body parts differences at birth and changes at puberty: To let participants know where menstruation starts, and why is it in girls/women and not boys/men
- Menstruation meaning: To give participants a clear picture of why, how, where and when menstruation occurs
- Menstruation myth: To de-brief the participants on the untrue massages that were attached to menstruation
- Menstruation old management concerns: To show the participants how menstruation have affected the women/girls in using the traditional knowledge
- Involvement of men and boys in menstruation management: To bring men/boys in the struggle of menstruation management in order to support the girl child to complete school
- Factors that influence the good menstruation management: To lobby the stakeholders to put in place facilities that are needed for menstruation management for body hygiene, and to prevent the bacterial infections which may occur in poor menstruation management
- Managing menstruation healthy related body complications: To equip participants with knowledge and skills to handle body complications that occur during menstruation
- Menstruation calendar: To enable the participants understand how to count the menstruation cycle days
- Making re-usable sanitary pads: To train participants on how to make re-usable homemade sanitary pads
General observation:
The men and boys who attended the training liked and promised to be allies in the struggle of enabling the girl child access menstruation facilities at all levels
Some participants including girls had never seen a modern disposable sanitary pad, and all of them had never heard of a re-usable sanitary pads both homemade and factory made
We learnt that some girls were using old news papers, leaves (ebikokoma), and sponge (destroying the mattresses by cutting off some parts to use)
All this showed that such girls didn't have good facilities to use, that is why they opted for such.
Lesson learnt:
- Men are willing to know and to get involved in menstruation management but it was only the culture that had denied them the right to participate in it
Best practice:
- Men/boys picked interest in making re-usable homemade sanitary pads
Challenges:
- Fewer men turned up for the training
- Some children had to do their examinations on the training day (Saturday), that is why they didn't turn up
Recommendation:
1. The trained people need to be monitored and supported to practice the acquired skills
2. The trained people should also form a parish child protection committee, to monitor the children welfare and respond to child abuse
3. Mountains of hope to continue with such trainings that empowers communities to handle their immediate problems, and liaise with other service providers, and government authorities for a collective effort to manage menstruation comprehensively and sustainably
4. There is a need to put up wash rooms, emergency sanitary pads, drugs, and a contact persons at school, health centers, and churches
Conclusion:
COST wishes to thank Mountains of Hope and all the trained beneficiaries for having trusted us to share the little we have with you.
COST therefore calls upon all men and boys to become allies in menstruation management. Let us stand together to break the silence on menstruation management and keep the girl child in school till completion.
Report compiled:
Sammex Sinabulya Mwanje
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MIDWEEK EVENT
JESUS THE SAVIOR // SESSION 1 // ANOINTED FOR BURIAL
This midweek study will explore the doctrine of Christ as our substitute sacrifice. Use the following outline, activity, playlist, and video ideas to lead a midweek event for your students.
Essential Doctrine: Christ as Sacrifice
There are several signs, symbols, and pointers in the Old Testament that foreshadowed Christ as being the sacrificial Lamb of God who would take away the sins of the world. However, unlike the sacrificial system of the Old Testament, whose sacrifices were unable to take away sin (Heb. 10:4), Christ's sacrifice on the cross was able to permanently "once and for all" take away sins.
Scripture: Psalm 51:16; Isaiah 53:3-6; Hebrews 2:17; 10:4; 1 John 2:2; 3:5
1 The Old Testament foreshadows Christ as being the sacrificial Lamb of God (Isa. 53:3-6).
Jesus' sacrifice wasn't a last ditch effort on God's part to correct the system in the Old Testament. The sacrifice of Christ was God's plan from the very beginning. The Old Testament system was a way of foreshadowing and preparing God's people for the true sacrificial Lamb who would pay our debt once and for all.
it would take almost 2 full years to pay off! But let's be honest, no interest and no purchases for two years is unrealistic. You can make the best effort to pay the minimum required, but $30 a month is insufficient to fully pay the debt.
2 The Old Testament sacrifices were unable to remove sin (Ps. 51:16; Heb. 10:4).
The Old Testament sacrifices simply appeased God's anger against sin. The Old Testament sacrifices were able to temporarily cover the sin of the people in God's eyes, but Jesus removed our sin by paying it in full.
3 Christ's sacrifice on the cross permanently removes our sin (Heb. 2:17; 1 John 2:2; 3:5).
Where the sacrifices in the Old Testament were temporary, in Christ, the sacrifice was permanent. The difference between the Old and New Testament sacrifices rests in the authority of the One being sacrificed. In contrast with an animal, Christ as God was the perfect sacrifice. Jesus took on the entire weight of humanity's sin and canceled the debt permanently based on His authority and power.
Opening Activity
Begin with an activity showing a credit card statement, or mock credit card statement. You can show some old credit cards as an example. Illustrate how someone may have an incredibly large bill of $1,000 this month, but the credit card company only requires a payment of, for example, $30 per month. At this rate, if you didn't buy anything else or accumulate any interest on your bill,
If you are broke, have no job, and can't afford to pay the bill, your only hope is for a generous person to cancel your debt, or pay your debt in full, and give you a clean slate. In the Old Testament, the sacrificial system was similar to paying a small payment on a debt which could never be repaid. The sacrifice was the minimum required, but couldn't cancel the debt. In Jesus, we find the generous One who permanently pays for and cancels our sin debt and starts us over with a clean slate.
Worship/Playlist Ideas
Y Y "What A Savior" by Laura Story (Blessings, INO Records, 2011)
Y Y "The Lion and the Lamb" by Big Daddy Weave (Beautiful Offerings [Deluxe Edition], Word Entertainment, 2015)
Y Y "Crowns" by Hillsong Worship (Let There Be Light [Deluxe Edition], Hillsong Music, 2016)
Y Y "Forgiven" by Crowder (American Prodigal, sixstepsrecords/Sparrow Records, 2016)
Video Idea(s)
Y Y "He Was" BluefishTV.com
Y Y "Impressions of Love" Skitguys.com
MIDWEEK DISCUSSION
JESUS THE SAVIOR // SESSION 1 // ANOINTED FOR BURIAL
This midweek study will explore the doctrine of Christ as our substitute sacrifice. Use the following main points, Scriptures, teaching/discussion ideas, and questions to help students gain a better understanding of the essential doctrine for this session.
Essential Doctrine: Christ as Sacrifice
There are several signs, symbols, and pointers in the Old Testament that foreshadowed Christ as being the sacrificial Lamb of God who would take away the sins of the world. However, unlike the sacrificial system of the Old Testament, whose sacrifices were unable to take away sin (Heb. 10:4), Christ's sacrifice on the cross was able to permanently "once and for all" take away sins.
1 The Old Testament foreshadows Christ as being the sacrificial Lamb of God (Isa. 53:3-6).
3 Christ's sacrifice on the cross permanently removes our sin (Heb. 2:17; 1 John 2:2; 3:5).
Read Isaiah 53:3-6.
Y Y How does this passage foreshadow Christ and His sacrifice? God the Father was not only just to declare our righteousness in Christ, but Jesus also paid an incredible price to purchase it.
Y Y What would those living during Isaiah's time understand the Messiah to do when He finally came?
Christ would live the life we could not, and He would pay the sin debt we were unable to pay.
Y Y Why would this cause such a great anticipation for the Messiah in the Old Testament?
Y Y Ultimately, what was God promising His people through foreshadowing the Messiah in the Old Testament?
2The Old Testament sacrifices were unable to remove sin (Ps. 51:16; Heb. 10:4).
Option: Show a white canvas to the class. Place a large stroke of paint across the canvas. Ask a student to remove the paint using things like window cleaner, soap, towels, or even painting over the color. Regardless of their attempts, the stain is too deep and permanent to be removed—the canvas needs to be replaced. The Old Testament sacrificial system is similar to attempting to remove paint on a canvas by painting over it. It's not permanent, nor does it remove the stain; at best, it simply covers it up.
Y Y Why did the Old Testament sacrifices fail to remove sin permanently?
While God instructed His people to make sacrifices, it was only a temporary solution that needed to be repeated.
Read Psalm 51:16 and Hebrews 10:4.
Y Y According to these verses, why is Jesus' sacrifice superior to the Old Testament animal sacrifices?
Y Y In what ways do these verses provide a glimpse into what God really wants and desires from us?
Y Y Why is it important to know that the Old Testament sacrifices were unable to remove sin?
While the animal sacrifices of the Old Testament were temporary, Jesus' sacrifice permanently removes our sin because it is God who made the sacrifice.
Y Y What difference does it make when God Himself is our sacrifice instead of an animal?
Jesus' authority as God's Son gave Him the ability and power to die in our place and to forgive our sin.
Y Y How does Jesus' authority and power change how we approach Him?
Y Y How does God providing the sacrifice make Jesus' sacrifice permanent as opposed to the Old Testament sacrifices?
WRAP IT UP
Y Y How does the fact that Jesus has permanently removed your sin change how you live?
Y Y How does Christ as our sacrifice cause us to reflect on the way we sometimes attempt to earn our salvation?
Challenge students to be aware that the Old Testament foreshadows Christ so believers can know that the entirety of Scripture points to Jesus. Challenge them to know that while the Old Testament sacrifices were unable to remove sin, Christ's sacrifice on the cross is sufficient to remove our sin permanently. | <urn:uuid:f1a5f357-5f32-41e6-ae8b-5ca52974cfe9> | CC-MAIN-2017-39 | http://brandonphillips.us/wp-content/uploads/2017/02/tgp02v09s_u1s1_midweek.pdf | 2017-09-23T00:12:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00397.warc.gz | 54,877,554 | 1,696 | eng_Latn | eng_Latn | 0.991671 | eng_Latn | 0.991962 | [
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How long will it take to learn to read well?
By the end of Year 2, your child should be able to read aloud books that are at the right level for his or her age. In Year 3 we concentrate more on helping children to understand what they are reading, although this work begins very early on. This happens when the teacher reads to the children and also when the children read their own story book. | <urn:uuid:88d8217c-b560-4a4a-8653-fb79dee39961> | CC-MAIN-2017-39 | http://aldermancogan.co.uk/Howlongwillittaketolearntoreadwell.pdf | 2017-09-23T00:20:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00398.warc.gz | 13,985,663 | 85 | eng_Latn | eng_Latn | 0.998387 | eng_Latn | 0.998387 | [
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Class Portfolio Labels: Kindergartners
These labels are offered as an optional resource for organizing evidence in your Kindergarten Class Portfolio. There is a label for every site visit assessment item for which evidence is requested in the Kindergarten Class Portfolio. The assessment item number is shown, along with all of the assessment item language. There are also labels for each Topic Area and Standard available as separate documents.
You may want to make one manila folder or binder sleeve for each item. It is also OK to put all the evidence related to one Topic Area [for example, evidence for the 5 items in Standard 2, Topic G] into a single folder or binder section. You could then place the individual item labels on the front of the folder.
It is always helpful for the assessor if you label the individual pieces of evidence to show which site visit assessment items are being addressed, and highlight specific text that is the important part for the assessor to read.
Please reference the documents titled NAEYC Streamlined Items for Site Visit Assessment for information about the best practices related to each assessment item. Definitions and examples of commonly used terms can be found in the NAEYC Streamlined Accreditation Glossary of Terms. Remember that evidence presented in the Class Portfolio must address the full language of the assessment item.
These labels were designed to be used with Avery 5160 [1" x 2 5/8"] labels or a similar product. Use of labels in not required. However, regardless of whether formal labels are used, programs are encouraged to organize their document evidence, and mark or label each piece of evidence to identify which assessment item [or multiple assessment items] that evidence supports.
01C - 54
Show or describe two examples of how you help make children's play more complex.
01D - 78
Show or describe one example of how you have anticipated problematic behavior and taken steps to prevent it.
02A - 159
Highlight and label two weeks of lesson plans to show where they include each of these content areas: literacy, mathematics, science, technology, creative expression and the arts, health and safety, social studies.
02D - 230
Show or describe two examples of how you teach children to have discussions with each other to resolve interpersonal problems.
02E - 280
Show or describe how children have chances to retell or reenact events in storybooks.
02E - 292
Show through lesson plans or activity schedules that children have daily opportunities to write or dictate their ideas.
02E - 296
Show and describe two examples of how you model the process of print writing.
02E - 322
Show that kindergarteners' and school-agers' schedules allow for time to write independently each day.
02F - 351
Show two lesson plans in which children learn to understand basic concepts of geometry.
02F - 364
Show or describe two examples of materials or experiences that encourage kindergarteners and school-agers to do addition, subtraction, and other numerical functions using numerical symbols and operators.
01D - 71
Show two models or visual images within your classroom that depict men and women in work, family, and personal roles.
02A - 152
Show or describe two examples of how you change classroom materials or equipment as children's skill levels change over time.
02A - 166
Show or describe two examples of play experiences you have planned which are related to learning themes in the curriculum.
02D - 231
Show or describe two examples of how you teach children to have discussions with each other to solve problems related to the physical world.
02E - 282
Show two examples of lesson plans that link books to current learning topics, themes, or activities.
02E - 293
Show or describe how you help children write the words and messages they are trying to communicate.
02E - 297
Show one example of a lesson plan about how writing is used in daily life.
02F - 334
Show examples of toys and other materials of different shapes, sizes, colors, and visual patterns (two examples of each).
02F - 358
Show two lesson plans in which kindergartners and schoolagers make and record measurements of things.
02G - 370
Show six toys or classroom materials that provide interesting sensory experiences in sight, sound, and touch (two of each).
01D - 76
Show or describe one example of how children have opportunities to participate in decision making about class plans.
02A - 153
Show or describe one example of how you have changed classroom materials or equipment to accommodate the individual needs of a child in the class.
02C - 207
Show or describe two examples of activities and materials that give children the chance to play physical games with rules and structure.
02E - 258
Show or describe two examples of ways you help children connect print to spoken word.
02E - 290
Show that writing materials or activities are readily available in three learning centers other than the writing center.
02E - 295
Show that printed words about topics of current interest are posted in the classroom at eye level or made available on laminated cards.
02E - 320
Show one example of a lesson plan in which you play a game that encourages kindergarteners and school-agers to identify phonemes in words.
02F - 340
Show or describe two examples of experiences or materials you provide that help children learn about number concepts.
02F - 360
Show two lesson plans in which kindergartners and schoolagers create, represent, discuss and/or extend repeating and growing patterns.
02G - 381
Show two lesson plans that teach children about the structure and properties of matter.
02G - 392
Show two lesson plans in which children collect data, then represent their findings (for example, drawing or graphing).
02H - 407
Show two lesson plans in which you use technology to enrich your curriculum.
02J - 426
Provide two examples showing or describing how you teach vocabulary and/or concepts related to visual arts.
02J - 429
Provide two examples showing or describing how you teach vocabulary and/or concepts related to dance.
02L - 476
Show or describe two ways you help children learn about people with differing abilities.
02L - 497
Show or describe two ways you help children learn about the physical and geographic characteristics of their local environment.
03A - 516
Show or describe two ways in which teaching staff, program staff, and/or consultants work as a team to implement individualized plans for children. Such plans may include any Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
03D - 603
Show two examples of lesson plans in which preschool, kindergarten, and school-age children experience change in materials or events across a period of several days.
03D - 630
Show two lesson plans that provide children with opportunities to learn from one another.
03E - 642
Show or describe one example of a time you modified the class schedule, when necessary, to scaffold children's learning.
02G - 396
Show two lesson plans in which you encourage children to ask questions or make predictions about natural and physical phenomena.
02J - 412
Show two lessons plans that help children appreciate visual arts from different cultures.
02J - 427
Provide two examples showing or describing how you teach vocabulary and/or concepts related to music.
02J - 1554
Show three examples of opportunities and materials you provide for children to create three-dimensional art.
02L - 478
Show or describe two ways you help children learn about people of various ages (very young to elders) doing a wide range of jobs and/or activities.
02L - 506
Show two examples of how you provide children with opportunities or materials that help them build a basic understanding of economic concepts.
03A - 534
Show two classroom displays that have been created to help children reflect on and extend their learning.
03D - 623
Show or describe two examples of how you organize time or space so children can play or work alone.
03D - 1598
Show two examples of lesson plans in which preschool, kindergarten, and school-age children experience change in materials or events across a period of several weeks.
03E - 643
Show or describe one example of how you intentionally rearranged classroom equipment, when necessary, to scaffold children's learning.
02G - 399
Show or describe two ways you teach children to learn and use science-related vocabulary.
02J - 414
Show two lessons plans that help children appreciate dramatic arts from different cultures.
02J - 428
Provide two examples showing or describing how you teach vocabulary and/or concepts related to drama.
02L - 475
Show or describe two ways you help children learn about the diversity of family structure in society.
02L - 485
Show or describe two ways you help children learn specific details about the actual community in which they live.
02L - 1556
Show one example of information or resources about ecohealthy practices the program provides to families.
03B - 569
Show or describe two activities or lesson plans that encourage children to share their ideas or experiences.
03D - 629
Show two lesson plans that provide children with opportunities to engage in group projects.
03D - 1599
Show two examples of lesson plans in which preschool, kindergarten, and school-age children experience change in materials or events across a period of months.
03E - 646
Show or describe one example of how you changed a lesson plan if children showed interest in a different topic or activity.
03E - 649
Show or describe one example of how you adapt your teaching strategies to best fit each child's learning style.
03E - 661
Show or describe one example of how you have customized a learning experience, based on your knowledge of a child's skills.
03G - 707
Show one lesson plan that extends and challenges children's current understanding of the world.
04B - 750
If child portfolios are used as an assessment method, show or explain how you make it meaningful and relevant for dual language learners.
04C - 761
Show one example of how you refer to curriculum goals when interpreting assessment data.
04E - 783
Show or describe two examples of how you provide ongoing opportunities for families to contribute their observations from home to the child assessment process.
03E - 650
Show or describe one example of how you modify classroom materials, when necessary, to best fit each child's learning style.
03F - 676
Show two examples of classroom experiences you have created that involve members of children's families.
03G - 710
Show or describe how you engage in collaborative inquiry, sometimes with individual children and sometimes with small groups of children.
04B - 751
If child portfolios are used as an assessment method, show or explain how the results are used to create activities or lesson plans.
04D - 763
Show two examples of how information from an observational assessment you conducted was used to create an individualized activity.
07B - 1122
Show or describe two examples of how you communicate at least weekly with the families of preschoolers or kindergartners about each child's developmental milestones, individual activities, and shared caregiving issues.
03E - 660
Show or describe one example of how you have customized a learning experience based on your knowledge of a child's ideas and interests.
03G - 694
Show one example of how you have made activities a little more difficult, as children refine skills or gain new skills, to advance each child's further learning (scaffolding).
03G - 715
Show or describe one lesson plan of a skill you taught by breaking it down into meaningful and achievable parts.
04B - 1512
If child portfolios are used as an assessment method, show or explain how you make it meaningful and relevant for children with special needs .
04D - 764
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International Journal of Academic Research
ISSN: 2348-7666 Vol.1 Issue-3(1), October-December, 2014
History of the development of Human rights
K. Suresh Kumar, Lecturer in political science, C.R. College, Chilakaluripet Guntur district
1. Introduction:
Human rights promotion is the work of all levels of society. The human rights are asserted not automatically. It is the result of several struggles. The working class struggled for their wages and privileges, the poor masses claim their right for food, shelter and employment, the women protested against patriarchy and demanded their equal rights with men, and the indigenous peoples raised their voices to have rights over their territory. The Greeks and Romans have rooted their understanding on the natural law. Aristotle and several other philosophers of Greece accepted the disparity. Thrasymachus, a sophist, was holding the view that just or right means nothing but what is the interest of the stronger party. Aristotle, woman, children and slaves are inferior begins and accepted these as natural hierarchical order. No revolutionary spirit is found in him. According to him, the male is by nature superior and the female inferior, so also the slave is inferior in status by nature. George lobo status, the greatest contribution of the Romans was the development of law, not only particular laws of each nation, but the ius gentium or "common law of all humans as the third century jurist Gaius phrased it. Here indeed was the basis for claiming a right simply on the grounds of one's humanity which is common to all human beings. However, this again applied only to the higher classes of society.
2. Issues of history of the development of Human rights
The Magna Carta (1215)
The Magna Carta, or "Great Charter," was arguably the most significant early influence on the extensive historical process that led to the rule of constitutional law today in the Englishspeaking world.
In 1215, after King John of England violated a number of ancient laws and customs by which England had been governed, his subjects forced him to sign the Magna Carta, which enumerates what later came to be thought of as human rights. Among them was the right of the church to be free from governmental interference, the rights of all free citizens to own and inherit property and to be protected from
ISSN: 2348-7666 Vol.1 Issue-3(1), October-December, 2014
excessive taxes. It established the right of widows who owned property to choose not to remarry, and established principles of due process and equality before the law. It also contained provisions forbidding bribery and official misconduct.
Widely viewed as one of the most important legal documents in the development of modern democracy, the Magna Carta was a crucial turning point in the struggle to establish freedom.
as a formal explanation of why Congress had voted on July 2 to declare independence from Great Britain, more than a year after the outbreak of the American Revolutionary War, and as a statement announcing that the thirteen American Colonies were no longer a part of the British Empire. Congress issued the Declaration of Independence in several forms. It was initially published as a printed broadsheet that was widely distributed and read to the public.
Petition of Right (1628)
The next recorded milestone in the development of human rights was the Petition of Right, produced in 1628 by the English Parliament and sent to Charles I as a statement of civil liberties. Refusal by Parliament to finance the king's unpopular foreign policy had caused his government to exact forced loans and to quarter troops in subjects' houses as an economy measure. Arbitrary arrest and imprisonment for opposing these policies had produced in Parliament a violent hostility to Charles and to George Villiers, the Duke of Buckingham. The Petition of Right, initiated by Sir Edward Coke, was based upon earlier statutes and charters and asserted four principles: (1) No taxes may be levied without consent of Parliament, (2) No subject may be imprisoned without cause shown (reaffirmation of the right of habeas corpus), (3) No soldiers may be quartered upon the citizenry, and (4) Martial law may not be used in time of peace.
United States Declaration of Independence (1776)
On July 4, 1776, the United States Congress approved the Declaration of Independence. Its primary author, Thomas Jefferson, wrote the Declaration
Philosophically, the Declaration stressed two themes: individual rights and the right of revolution. These ideas became widely held by Americans and spread internationally as well, influencing in particular the French Revolution.
Declaration of the rights of man and of the citizen (1789)
In 1789 the people of France brought about the abolishment of the absolute monarchy and set the stage for the establishment of the first French Republic. Just six weeks after the storming of the Bastille, and barely three weeks after the abolition of feudalism, the Declaration of the Rights of Man and of the Citizen (French: La Déclaration des Droits de l'Homme et du Citoyen) was adopted by the National Constituent Assembly as the first step toward writing a constitution for the Republic of France.
The Declaration proclaims that all citizens are to be guaranteed the rights of "liberty, property, security, and resistance to oppression." It argues that the need for law derives from the fact that "...the exercise of the natural rights of each man has only those borders which assure other members of the society the enjoyment of these same rights." Thus, the Declaration sees law as an "expression of the general will," intended to promote this equality of rights and to
International Journal of Academic Research
ISSN: 2348-7666 Vol.1 Issue-3(1), October-December, 2014
forbid "only actions harmful to the society."
The Universal Declaration of Human Rights (1948)
The First Geneva Convention (1864)
In 1864, sixteen European countries and several American states attended a conference in Geneva, at the invitation of the Swiss Federal Council, on the initiative of the Geneva Committee. The diplomatic conference was held for the purpose of adopting a convention for the treatment of wounded soldiers in combat.
The United Nations (1945)
World War II had raged from 1939 to 1945, and as the end drew near, cities throughout Europe and Asia lay in smoldering ruins. Millions of people were dead, millions more were homeless or starving. Russian forces were closing in on the remnants of German resistance in Germany's bombed-out capital of Berlin. In the Pacific, US Marines were still battling entrenched Japanese forces on such islands as Okinawa.
In April 1945, delegates from fifty countries met in San Francisco full of optimism and hope. The goal of the United Nations Conference on International Organization was to fashion an international body to promote peace and prevent future wars. The ideals of the organization were stated in the preamble to its proposed charter: "We the peoples of the United Nations are determined to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind."
The Charter of the new United Nations organization went into effect on October 24, 1945, a date that is celebrated each year as United Nations Day.
By 1948, the United Nations' new Human Rights Commission had captured the world's attention. Under the dynamic chairmanship of Eleanor Roosevelt— President Franklin Roosevelt's widow, a human rights champion in her own right and the United States delegate to the UN—the Commission set out to draft the document that became the Universal Declaration of Human Rights. Roosevelt, credited with its inspiration, referred to the Declaration as the international Magna Carta for all mankind. It was adopted by the United Nations on December 10, 1948.
The Member States of the United Nations pledged to work together to promote the thirty Articles of human rights that, for the first time in history, had been assembled and codified into a single document. In consequence, many of these rights, in various forms, are today part of the constitutional laws of democratic nations.
3. Conclusion:
Human rights are much more than wellmeaning aspirations set to legal language. It is important for society to live human rights through its practices, behavior, and attitudes. Celebrating human rights, once a year is important, but living human rights every day is essential. To live human rights values means to support the oppressed, embrace the excluded, advocate for the voiceless, and celebrate the diversity of our community
References:
David Shiman, , (Denver: Center for Teaching International Relations Publications, U of Denver, 1993): 67
ISSN: 2348-7666 Vol.1 Issue-3(1), October-December, 2014
L. Strauss (1953), M. Roshwald (1959), and J. Donnelly (1985).
Ishay, Micheline R., The Human Rights Reader (Routledge, Inc: 1997).
Mayer, Ann Elizabeth Islam and Human Rights: Tradition and Politics (San Francisco and Boulder: Westview/HarperCollins, 1995).
Lauren, Paul Gordon, The Evolution of Human Rights (University of Pennsylvania Press: 1998).
Maxwell, John A. and James J. Friedberg, Human Rights in Western Civilization 1600-present (Kendall/Hunt Publishing Company: 1991).
Human Rights in Religious Traditions (Arlene Swindler ed., New York: Pilgrim Press, 1982).
Nirmal, Chiranjivi, Human Rights in India: Historical, Social and Political Perspectives (Oxford University Press, 1999) | <urn:uuid:acf6e26f-4117-4e3b-a2c5-7a1142c7b9d7> | CC-MAIN-2017-39 | http://ijar.org.in/stuff/issues/v1-i3(1)/v1-i3(1)-a007.pdf | 2017-09-23T00:13:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00397.warc.gz | 154,954,566 | 3,175 | eng_Latn | eng_Latn | 0.82907 | eng_Latn | 0.99217 | [
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ISSN: 2456-0057 IJPNPE 2019; 4(1): 258-259 © 2019 IJPNPE
www.journalofsports.com
Received: 10-11-2018
Accepted: 19-12-2018
Roal of physical education to avoid health hazards in school
Tandel Pratikkumar
Jaykishanbhai Physical Education Teacher Nani Daman, India
Corresponding Author: Tandel Pratikkumar Jaykishanbhai Physical Education Teacher Nani Daman, India
Tandel Pratikkumar Jaykishanbhai
Abstract
In the Present World of Space age and automation era. All human beings appear to be living a more and more inactive life. They ride instead of alk, sit instead of stand and watches instead of participation. Such type of inactivity or sedentary life is detrimental to mental and physical health. Thus, there is great need for physical education as a part of balanced living. A hazard is a situation that poses a level of threat to life. health, propertly or environment. School Health Hazards are contaminated air, contaminated water. poor food safety, accident and sports injuries. Most hazard becomes "active", it can createan emergency situation. A hazard does not exist hen it is not happening. A Hazardous situation that has come to pass is called an incident. Hazard and vulnerability interact together to create risk. The percentage of children and adolescents who are overight facs hazards, has more than doubled since 1980 16% ar no overweight. Regular physical activity can improve your mood and the way we feel about ourselves. Researchers also have found that exercise is likely to reduce depression, anxiety and help children to better manage stress and reduces health hazards.
Keywords: Physical education, health hazards
Introduction
Physical education is part of most of the school and college curricula. Some of the important objectives of physical education include, the development of one's motor and social abilities, promoting the importance of physical fitness and encouraging the budding talent. Take a look at some of the main objectives of physical education.
Physical education is an important part of every school curriculum and a class every pupil awaits. Physical education is that segment of the daily timetable that every student eagerly waits to attend, as it is the only Offical time when the students can be on the grounds, engaged in their favourite sports. One of the main objectives of physical ducatic i to bring in this element of joy to the academic.
Orientation of Schools
Physical education aims at dedicating a daily time for some physical activity for the students. The physical training class as it is also most importantly, a break from the sedentary learning indoors.
One of the other important objectives of physical education is to in still in the students the values and skills maintaining a healthy lifestyle. Daily physical activity promotes an awareness of health and wellbeing among students. it boosts them to engage in physical activities on a daily bais. it promotes them to lead a healthy life in adulthood.
Physical Education class constitute programs to promote physical fitness in students, train them in sports, help them understand rules and strategies in playing and teach them to work as a team. A very vital factor in physical education is to develop interpersonal skill in children. Sports aim at making them team players, developing a sportsman spirit. in them and enhancing their competitive spirit. Sports that from a part of physical education classes help the students invest time in fruitful and competitive activities.
One of the other important objectives of physical education is to inculcate in the minds of the students the importance of personal hygiene and cleanliness. Physical education classes aim at teaching the students. The habits of personal cleanliness and the importance of the
maintenance of personal hygiene in life physical education classes also import sex education to the students, help them clarify their doubts and find answers to all the questions that occur to their minds.
The sports, which are a part of the physical education class, help in developing motor skills in children. The ability to hold a racket or a bat, the ability to catch a ball and the ability to swing a bat are some examples of the motor abilities that can develop ith the help of sports. The physical activity that is involved in physical education helps the students in bringing discipline to body posture and body movement. Hitting a ball with a bat or a shuttle with a racket as also aiming a ball for a goal or catching it to get the opponent team out, are some of the commonly observed actions in sports and are extremely beneficial in improving hand-eye coordination.
The very important objective of physical education is to encourage the upcoming sportsmen and women of the crowd. Physical education to exhibit their talents. Those with a flaif for sports get an opportunity to display their talent. Their small step on the chool playground can eventually turn in to a huge leap in the field of sports.
Moreover, sports refresh the students' mind physical education class becomes enjoyable for the kids while proving helpful for their overall growth and development. Physical education is indeed one of the most fruitful activities of a chool schedule.
Toxic Chemicals in School Supplies
Toxic chemicals have been found in 16 popular school products sampled in New York City-including a lunch box, a backpack and a three-ring binder. High levels of the chemicals called "phthalates" are used to make plastic more pliable, according to a report conducted by the Center for Health, Environment and Justice. The chemicals have been linked to birth defects, asthma, and attention-deficit hyperactivity disorder (ADHD) and diabetes.
As the school year begins, what other health hazards should you look out for at your child's school?
Hand Soaps
Johnson & Johnson earlier this month announced the company would phase out potentially harmful chemicals from their personal care items, including shampoo, lotions and soaps. The company pledged last year to remove traces of the formaldehyde-releasing preservative listed as quaternium-15 in its baby products. Environmental advocacy groups pressured Johnson & Johnson and its competitors to change formulas in their products.If you're concerned about the soap or other personal care items being used at your child's school, ask to see the list of ingredients, talk with your school nurse, and invite other parents to comment on your town's email list or social media page.
Plastic Water Bottles and Sippy Cups
Whether you're packing a lunch box in the morning or your child is buying food at school, it's important to know what kind of containers are being used to serve your kid's lunch. Earlier this summer, the Food and Drug Administration banned the use of the chemical bisphenol-A, better known as BPA, in baby bottles and sippy cups for toddlers. The announcement came after a 2008 study from the National Toxicology Program (NTP)-part of the National Institutes of Health-stating that human exposure to BPA is of "some concern" regarding the development of the prostate gland and brain, as well as behavioral effects in fetuses, infants and children. BPA is found in many plastics, including water bottles, food containers and the linings of food and beverage cans. The chemical can leach into the contents of the container, and we ingest it when we eat or drink from the container. The NTP report also stated, however, that the link was found in animal studies and more research is needed.
School Health Index Shi
1. Physical Education
2. Nutrition Service
3. Healthy School Environment
4. Health Education
5. Health Services
6. Health Promotion for Staff
7. Counselling, Psychological & Social Services
Finding of Shi
Regular physical activity helps build and maintain healthy bone and muscles and reduce fat, but 4% of young people in grades 9-12 do not engage in vigorous physical activity on a regular basis.
Research suggest that skipping breakfast can affect children's intellectual performance, and even moderate under nutrition can have lasting effects on cognitive development.
References
1. Edginton CW. Research Quarterly. 1968; 59:505-57.
2. Hargreave M. Carbohydrates and exercise, J Sports Sci. 1991; 9:17.
3. Teaching and Teacher Eucation. 2007; 23:5, 602-611.
4. Brouns F. Heat-sweat-dehydration rehydration apraxis oriented approach, J.S. Sports Sci. 1991; 9:143. | <urn:uuid:05063006-d530-4fcc-8050-f592c92e540e> | CC-MAIN-2024-10 | https://www.journalofsports.com/pdf/2019/vol4issue1/PartF/5-2-10-531.pdf | 2024-03-02T13:52:01+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00364.warc.gz | 819,937,744 | 1,726 | eng_Latn | eng_Latn | 0.997471 | eng_Latn | 0.99755 | [
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Promoting Fundamental British Values through SMSC in
Hutton All Saints' C of E Primary School.
"Through ensuring pupils' SMSC development, schools can also demonstrate they are actively promoting fundamental British values".
(Promoting fundamental British values as part of SMSC in schools Departmental advice for maintained schools November 2014).
Our School Values: Creativity, Thankfulness, Generosity, Peace, Compassion, Trust, Courage, Hope, Friendship, Forgiveness, Perseverance, Truthfulness. Wisdom, Responsibility, Service, Respect, Reverence.
Provision through SMSC:
British values
- democracy
- the rule of law
- individual liberty and mutual respect
- tolerance of those with different faiths and beliefs.
All of which fall within the Citizenship Curriculum.
SMSC - What must be taught? Evidence at Hutton All Saints.
Enable students to develop their self-knowledge, self-esteem & self- confidence.
Ongoing verbal praise, weekly 'Star of the Week' class trophy / certificate, stickers, stamps, team points.
Reading Partners (older children paired with younger children across all year groups)
Play leaders (year 6 support EYFS).
Assemblies to celebrate achievements/values: Friday Celebration worship, weekly merits, caring certificates, sharing achievements, birthdays, half termly worship to celebrate values, Lunchtime cup, Golden book.
Children presenting ideas in assemblies
Prayer group for infants and juniors
Sport events & competitions
School Choir
Individual 1:1 sessions / counselling
Responsibility display board.
Prayer Space day
Enable students to distinguish right from wrong and to respect the civil and criminal law of England.
Focus on 'real life' news and current events.
PSHE curriculum, including discussion time given to current affairs and exploration of British and Global issues.
Behaviour & Anti-Bullying policy.
High expectations of behaviour.
Visits from local Fire service and Police, NSPCC 'Speak out, Stay safe' assemblies & Y5&6 workshops
Code of Conduct
Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely.
School Council – Votes for the local charities that the children raise funds for.
School, class rules.
Behaviour & Anti-Bullying policy,
Church events, PTA events.
Support Red Nose Day & Children in Need.
Visits to Leonard Lodge - singing to the elderly.
Support of Food bank / Harvest
E-Safety work
Code of Conduct – students and parents to sign
Enable students to acquire a broad general knowledge of and respect for public institutions and services in England.
School Council / voting.
Educational visits.
Children respect Remembrance Day by holding 2 minute silence.
Leonard's Lodge – respect for the elderly in our community.
Fundraising
PTA events
Community Centre
Food bank
Shenfield Christmas Fayre
Further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures.
Focus Topic weeks (ie: Friendship week)
RE lessons
Worships
Visits and visitors to the school (workshops & assemblies)
Links with Kenyan school 'Good News Academy'.
Celebrations as a topic and celebrating and finding out about common and individual faiths, cultures and beliefs.
Food – Exposing pupils to a range of foods that may reflect different countries/cultures.
Clergy worships
Celebration days for a range of festivals (eg: Chinese New Year).
Encourage respect for other people.
British Value – Mutual Respect
School ethos.
RE/PSHE curriculum
Teaching on values each half term, including Reflection time in classes.
Have a range of visitors of different religions carrying out assemblies.
Listening, behaviour, manners.
Everyday environment, visiting care home, helping staff, students in setting.
Early Years Foundation Stage – Statutory framework.
Class rules, Smart uniform.
Code of Conduct
Whole school value worship
Visitors to our school
Community Sporting Events, ie: District Sports
Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
School council meetings once a month. Council reps consult with classes. Opportunities to put forward opinions and views. Voting outcomes result in decisions made for school (eg: PTA funding for class resources chosen by children). Voting and decision making for supporting Charity work each year.
Class rules – decided and voted on by the children.
Voting and election of Head boy / girl, Team captains, Personal assistant, Play Leaders from year 6 and School council reps across all classes.
Staff and student teamwork. Collaborative learning and participation in the life of the school.
PSHE Curriculum (PDP Primary Cambridge scheme).
Pupil voice in all areas of school life.
Pupil choice for participating in a diverse range of extra-curricular activities and after school clubs, including music, sport, drama, art, cookery, construction, science, languages, computing and Prayer group. | <urn:uuid:5cf8897b-b597-4e74-960c-a9c9b684cd5a> | CC-MAIN-2024-10 | https://huttonallsaints.co.uk/PromotingBritishValues_evidence%20HAS.pdf | 2024-03-02T14:16:49+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00363.warc.gz | 308,524,935 | 1,216 | eng_Latn | eng_Latn | 0.987311 | eng_Latn | 0.993604 | [
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HOME HAZARD HUNT
KNOW YOUR RISKS
During an earthquake, flying and falling debris cause the majority of injuries and financial loss. Conduct a home hazard hunt to identify and eliminate dangers to protect your family and home. Walk through each room and identify any objects that could fall and injure someone, cause a fire, block an exit route, or would be costly to replace. For hazards that cannot be mitigated, consider purchasing insurance to cover the costs of damage.
Large
Appliances
Tall
Furniture
Cabinets
Chimney & Roof
Electrical Boxes
Water Shut-Off
Foundation
Local Hazards
THE RISK
Hanging lamps and plants may fall and if located close to windows, may swing and break the glass.
Chemicals and cleaners that are accessible to children and pets are a hazard. Spilled flammable liquids can easily start a fire.
Unsecured water tanks may fall over, rupturing water and gas connections.
Loose tiles and bricks may fall and chimneys could fall through an unsupported roof.
An earthquake can cause a gas leak. If you smell gas (rotten egg smell), hear a leak (hissing noise) or if there is a fire nearby, turn off your gas.
Electricity in your home could cause shocks or fire in the event of flooding or an earthquake.
Bursting pipes or earthquake damage can cause flooding.
If not properly bolted to the foundation, strong shaking may cause houses to move off their foundations.
There may be hazards outside of your home, such as overhead wires or stream banks that may not be stable.
THE FIX
Consider the location, screw the hook into a ceiling stud and close the opening on the hook with lock wire.
Move to a locked, well-ventilated storage area and away from high, open shelving, heat sources and food/water storage.
Secure to wall studs with steel strapping.
Remove or replace tiles as necessary and strengthen the roof around the chimney.
Make sure you know where your gas shut off valve is and how to turn off. Keep a suitable wrench close. Do not practice shutting off your gas. Only a qualified professional can turn your gas back on.
If power is disrupted, turn off the main circuit breaker, as well as individual circuits or fuses, to lessen the risk when power is restored.
Make sure you know where the shutoff valve is and how to turn off the water line, if necessary.
Ensure your house is firmly secured to the foundation.
Identify these hazards and incorporate them into your planning. | <urn:uuid:73ae3d7a-6fb7-48a2-bcf6-b3a0ef3042dc> | CC-MAIN-2024-10 | https://firerescue.richmond.ca/wp-content/uploads/2023/02/2023_Emergency_Home-Hazard-Hunt_Handout_8.5x11in.pdf | 2024-03-02T14:06:36+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00363.warc.gz | 254,263,156 | 520 | eng_Latn | eng_Latn | 0.998617 | eng_Latn | 0.999007 | [
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As communicators
we will:
Develop confidence to;
* speak to others about our needs and interests
* understand and use a wider range of words
* join in with rhymes and songs
Develop the ability to;
* listen to stories and other people
* listen and follow simple instructions
As readers we will:
Develop the ability to;
* handle books carefully
* hold books correctly and turn the pages
*suggest how a story might end
Show an interest in;
* illustrations in books and print in the environment
As writers we will:
* explore mark making using crayons, pencils, paints and felt tips
* recognise some letter shapes and the sounds they usually make
In Personal, social and emotional development we will:
* be encouraged to feel safe and secure and show a sense of trust
*be encouraged to develop friendships
* learn about our environment and how to use it
As mathematicians we will:
Develop the ability to;
*count objects accurately
* recognise and order numbers to five, ten or beyond
* sorting objects by colour, size etc
As explorers we will:
* describe and talk about what we see
* know how to operate simple equipment such as CD players, cameras and computers
In RE we will:
* we will learn the lunch time and the end of day prayers
* know that worship is a special time
* show an interest in the environment and people around us
* learn about the Creation Story from the Bible
In music we will:
* sing simple rhymes and songs
* explore a range of instruments
In physical development we will:
Develop the ability to;
* judge body space in relation to spaces available.
*dress and undress independently
* use one handed tools and equipment
* control a range of equipment such as; bikes, scooters, cars, pens, jigsaws etc.
*move confidently in a variety of ways | <urn:uuid:4827a8f2-28c2-4655-9ae9-f3e4143e2812> | CC-MAIN-2017-39 | http://aldermancogan.co.uk/OurLearningF2Autumn2017.pdf | 2017-09-23T00:17:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00402.warc.gz | 13,475,802 | 388 | eng_Latn | eng_Latn | 0.994068 | eng_Latn | 0.994068 | [
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Secondary Top Tips
Here are a few top tips to help you use the Progression Tools and get the most out of them:
l Explain what the Tools are and what they assess. Depending on the age of the young person you can go in to more or less detail. For example, a 12 year old might just need to know that they're a way for you to check out how they're doing with their talking and understanding. For older students, they may be aware of some of their difficulties, so you can explain to them that this might be a start to helping them out and finding out more about the things that they're struggling with
l Make sure you've got everything ready that you need. For older students we recommend you use a recording device to make sure that you can accurately capture what the young person says as some answers may be quite long
l Show the young person the reference booklet, answer sheets and recording device and explain them. Tell them that the session is all about talking and understanding and that you'll be the one doing all the reading and writing from the booklet and on the answer sheets www. thecommunicationtrust.org. uk
l Find a quiet room and sit next to the young person to complete the Tool. Take breaks as you need to and you can negotiate when these might be, e.g. 'once we've finished the green section you can take 5 minutes'
l If the young person is worried about or interested in how they're doing during the test, explain that you'll be checking that out afterwards and you can arrange a separate time to talk to them about how they've got on if they'd like, but during the test they should just concentrate on what you're asking them to do
l Encourage the young person throughout – don't make it obvious if they've got an answer right or wrong, but encouragement like 'I can see you're trying really hard' or 'there's loads to listen to and you're doing really well' will help keep them motivated
l Speak clearly and make your voice interesting when you're giving the instructions and asking the questions
l You can repeat the question or instruction once only. If you do need to repeat it, make sure you repeat it in full, not just part of it
l If you find a young person really struggling with any item, or if they need more than one repetition, you can just move on to the next item. Saying something like 'that is really hard, let's leave that one' will help to keep their motivation up
l If the young person notices you in their class during the observation part of the test and asks about what you're doing, you can explain that you're checking out how they're using their language and communication skills in class
www.thecommunicationtrust.org.uk | <urn:uuid:3f833b51-9e6a-437d-9a46-9f4cc37d8019> | CC-MAIN-2017-39 | http://thecommunicationtrust.org.uk/media/302838/top_tips_for_using_pts-secondary_page.pdf | 2017-09-23T00:16:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818689411.82/warc/CC-MAIN-20170922235700-20170923015700-00401.warc.gz | 349,244,764 | 588 | eng_Latn | eng_Latn | 0.998727 | eng_Latn | 0.998727 | [
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Music Inclusion Strategies: Grade 5 Model Cornerstone Assessments VSA/Accessibility The John F. Kennedy Center for the Performing Arts Alice Anne Darrow, Mary Adamek, Jean Crockett
Inclusion in Music Education
Students with disabilities have the capacity to participate in music experiences at a variety of different levels of engagement. Music educators need to understand the students' abilities as well as areas of deficit to develop effective strategies to support students' success. The music educator should consult with special education teachers to build a repertoire of strategies for inclusion for specific students. Music educators can access additional information about students' abilities, goals, and possible accommodations when familiar with the individual student's IEP. Successful inclusive music educators develop creative approaches, maintain high expectations for their students, and utilize principles of Universal Design for Learning (UDL) to create effective learning opportunities for all students. The three guiding principles of UDL are:
1. Provide multiple means of representation – utilizing a variety of visual, auditory, and kinesthetic formats for presenting information.
3. Provide multiple means of engagement – developing a variety of motivating, challenging, and age/developmentally appropriate music experiences to enhance learning.
2. Provide multiple means of expression – creating a variety of options for students to demonstrate knowledge and understanding.
Teachers will need to develop instructional strategies to accommodate students' broad range of cognitive, behavioral, communication, physical and social abilities. Many students with disabilities will participate at the same levels and in the same ways as their peers without disabilities; and they should be encouraged to do so. Some students will need small response accommodations in how they demonstrate competence to participate successfully in the Model Cornerstone Assessments. Students with expressive communication difficulties due to sensory or language impairments, and students who are unable to use handwriting for journaling because of motor or processing difficulties may need assistive technology devices to communicate what they know and can do. Students with more significant disabilities may need additional response accommodations. Suggestions for including students with more severe cognitive or physical disabilities are provided in the Model Cornerstone Assessments.
Music Education Resources for Inclusion
Abramo, J., (2012). Disability in the classroom: Current trends and impacts on music education. Music Educators Journal, 99(1), 39-45. DOI: 10.1177/0027432112448824
Adamek, M. & Darrow, A. A. (2012). Music participation as a means to facilitate selfdetermination and transition to community life for students with disabilities. In S. M. Malley (Ed.), Intersection of arts education and special education (pp. 101112). Washington, DC: John F. Kennedy Center for the Performing
The John F. Kennedy Center for the Performing Arts
VSA/Accessibility
Alice Anne Darrow, Mary Adamek, Jean Crockett
Arts. Retrieved from:
https://www.kennedycenter.org/education/vsa/resources/edu_parents.cfm
Adamek, M. & Darrow, A. A. (2010). Music in special education. Silver Spring, MD: American Music Therapy Association.
Battersby, S. & Bolton, J. (2013). Nonverbal communication: Implications for the global music classroom. Music Educators Journal, 99(4), 57-62. doi:10.1177/0027432113483143.
Coates, R. (2012). Accommodating band students with visual impairments. Music Educators Journal, 99(), 60-66. DOI: 10.1177/0027432112448478
Colwell, C. (2002). Learning disabilities in the music classroom: Implications for the music educator. Update: Applications of Research in Music Education, 21(2), 9– 16.
Darrow, A. A. (in press). Applying the principles of Universal Design for Learning to approaches in general music. In C. Abril, & B. Gault, (Eds.), Oxford Handbook on Approaches to Teaching General Music: Methods, Issues, and Viewpoints. Oxford, England: Oxford University Press.
Darrow, A. A. (2006). Teaching students with behavior problems. General Music Today, 20(1), 35–37.
Darrow, A. A., & Adamek, M. (2012). Integrating students with disabilities in music education. In A. Ockleford & G. McPherson (Eds.), Oxford Handbook of Music Education. Oxford, England: Oxford University Press.
Fuelberth, R. V., & Laird, L. E. (2014). Tools and stories: Preparing music educators for successful inclusive classrooms through Universal Design for Learning. In S. M. Malley (Ed.), 2013 VSA intersections: Arts and special education exemplary programs and approaches. Washington, DC: The John F. Kennedy Center for the Performing Arts. Retrieved from http:www.kennedycenter.org/education/vsa/resources/edu_parents.cfm
Hammel, A. & Hourigan, R. (2011). Teaching music to students with special needs: A label-free approach. New York: Oxford University Press.
Heikkila, E. & Knight, A. (2012). Inclusive music teaching strategies for elementary-age children with developmental dyslexia. Music Educators Journal, 99(1), 54-59. doi:10.1177/0027432112452597
Hourigan, R. M. (2009). Preservice music teachers' perceptions of a fieldwork
The John F. Kennedy Center for the Performing Arts
VSA/Accessibility
Alice Anne Darrow, Mary Adamek, Jean Crockett
experience in a special needs classroom. Journal of Research in Music Education, 57(2), 152-168.
Hourigan, R., (2007). Preparing music teachers to teach students with special needs. Update: Applications of Research in Music Education, 26(1), 5-14.
Hourigan, R. & Hourigan, A. (2009). Teaching music to children with autism: Understandings and perspectives. Music Educators Journal 96(1), 40–45.
Kern, P. & Humpal, M. (Eds.) (2012). Early childhood music therapy and autism spectrum disorders. Philadelphia: Jessica Kingsley.
McCord, K., Gruben, A., & Rathgeber, J. (2014). Accessing music: Enhancing student learning in the general music classroom using UDL. Van Nuys, CA: Alfred Music.
Ott, P. (2011). Music for special kids: Musical activities, songs, instruments, and resources. Philadelphia: Jessica Kingsley Publishers.
Price, B. (2012). Zero margin for error: Effective strategies for teaching music to students with emotional disturbances. Music Educators Journal, 99(1), 67-72. doi:10.1177/0027432112451620
Schraer-Joiner, L. & Prause-Weber, M. (2009). Strategies for working with children with cochlear implants. Music Educators Journal, 96(1), 48-55.
Useful Websites:
American Music Therapy Association at www.musictherapy.org National Association for Music Education at nafme.org Song resources for teachers at http://www.songsforteaching.com/index.html
The John F. Kennedy Center for the Performing Arts
VSA/Accessibility
Alice Anne Darrow, Mary Adamek, Jean Crockett
Music Model Cornerstone Assessments: Strategies for Inclusion in Music: Performing
Introduction
Students with disabilities have the capacity to participate in music experiences at a variety of different levels of engagement. Music educators need to understand the students' abilities as well as areas of deficit in order to develop effective strategies to support students' success. The music educator should consult with special education teachers to build a repertoire of strategies for inclusion for specific students. In addition, music educators can access additional information about students' abilities, goals and possible accommodations when familiar with the individual student's IEP. Successful inclusive music educators develop creative approaches, maintain high expectations for their students, and utilize principles of Universal Design for Learning (UDL) to create effective learning opportunities for all students. The three guiding principles of UDL are:
4. Provide multiple means of representation – utilizing a variety of visual, auditory and kinesthetic formats for presenting information.
6. Provide multiple means of engagement – developing a variety of motivating, challenging, and age/developmentally appropriate music experiences to enhance learning.
5. Provide multiple means of expression – creating a variety of options for students to demonstrate knowledge and understanding.
Teachers will need to develop instructional strategies to accommodate students' broad range of cognitive, behavioral, communication, physical and social abilities. Many students with disabilities will participate at the same levels and in the same ways as their peers without disabilities; and they should be encouraged to do so. Some students will need small response accommodations in how they demonstrate competence to participate successfully in the cornerstone assessments. Students with expressive communication difficulties due to sensory or language impairments, and students who are unable to use handwriting for journaling because of motor or processing difficulties may need assistive technology devices to communicate what they know and can do. Students with more significant disabilities may need additional response accommodations. Below are suggestions for including students with more severe cognitive or physical disabilities in the cornerstone assessments. Information in the boxes comes directly from the Model Cornerstone Assessments document, and it is included to provide a context for the inclusion suggestions.
VSA/Accessibility
The John F. Kennedy Center for the Performing Arts
Alice Anne Darrow, Mary Adamek, Jean Crockett
General Music - Grades 3-5
Detailed Assessment Procedures [clear outline of procedures necessary to obtain comparable work from multiple teachers - i.e., coding and file format for preservation of student work (mp3, PDF), etc.]
Select, Analyze & Interpret
2. Analyze the elements of the music (aurally and/or notational) and how they will be expressed in performance.
1. Demonstrate the ability to select appropriate music for performance based on technical skill and performance context.
3. Demonstrate performance choices relating to expressive/technical/stylistic qualities in the music.
Rehearse, Evaluate, & Refine
5. Demonstrate ability to improve performance quality.
4. Apply, diagnose, and prescribe solutions to performance challenges over the designated period of time.
Perform
6. Referring to established performance criteria, demonstrate ability to self-evaluate with independence and confidence during the summative performance assessment.
Inclusive strategies for the above
Select
* Students select song to sing that is appropriate to the purpose of the performance by matching song to selected icons (graduation hat, American flag, picture of parents, holiday or other event icon, etc.).
* Students select a part to perform in performance by hearing others sing optional parts and pointing to the person who is singing the part appropriate to their skill level.
Analyze
* Students may identify elements of music in song or piece for performance by pointing to selected elements in the notation (dynamic markings, verse/refrain, etc.) or by matching appropriate icon (dynamic markings, tempo marking, etc.) to various sung versions of the song. Matching choice may be indicated by: nodding, eye gaze, thumbs up or down, programmed iPad, etc.
The John F. Kennedy Center for the Performing Arts
VSA/Accessibility
Alice Anne Darrow, Mary Adamek, Jean Crockett
Interpret
* Students may interpret expressive/technical/stylistic qualities in the music by (a) singing accordingly, (b) pointing to others who are, or (c) indicating through nodding, eye gaze, thumbs up or down, programmed iPad, etc. appropriate version among recorded performances of song.
Rehearse, evaluate, and refine
* Select at least one criterion that applies to them for evaluation.
* Students can participate in the evaluative process by indicating a thumbs up or down,
* Utilize peer support and peer groups to provide models for offering, evaluating, and refining feedback.
* Students can utilize an iPad app programmed to communicate appropriate options to solve performance problems,
* Students may utilize gestures, eye gaze, icons, etc. to indicate evaluative ratings regarding performance.
Perform
* Students can sing lyrics (hum or sing song on a neutral syllable depending on speech abilities) by performing adapted part.
* Students can self evaluate their performance by indicating a thumbs up or down, or by using an iPad app programmed to indicate a response among evaluative options on rubric. | <urn:uuid:43a6bc56-1202-4be3-a11f-094de4e13697> | CC-MAIN-2024-10 | https://www.nationalartsstandards.org/sites/default/files/Music%20Grade%205_0.pdf | 2024-03-02T14:02:39+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00365.warc.gz | 879,795,194 | 2,620 | eng_Latn | eng_Latn | 0.932149 | eng_Latn | 0.982049 | [
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We create ideas about our future lives, manifesting scenarios about our dream jobs and dream life. Pathways not only teaches you how to follow your dreams but also to fight for them. Students have opportunities ranging from workshops, guest speakers, internships, job shadowing and many resources, including mental health resources. Since I'm interested in becoming an art educator and art therapist, I've related mental health to many of my final projects. Pathways provides an environment for students to express, reflect, and learn about the interpersonal aspects of mental health.
I participated in the Creative Coping seminar which teaches students how to share and learn healthy coping mechanisms for improved mental health. My project focused on the influence positive talk has on the mind. After researching a coping mechanism, students present their findings to the class. Then students create a project centered around their coping mechanisms to share with the wider school community. During the seminar I created connections with students while gaining a better understanding of mental health's importance to our overall well-being through sharing with others. I loved the seminar so much I proposed the idea of co-teaching the seminar with my teacher Megan during trimester 3. I was excited to express my interest in co-teaching and learn it would soon become a reality for me. Pathways not only helps students learn how to advocate for themselves but also how to treat themselves and others to improve well-being now and for our future. Plus, I'm that much closer to my dream job! | <urn:uuid:27c65fb8-380b-406f-8334-d265cf11262c> | CC-MAIN-2024-10 | https://www.pathwayshigh.org/_files/ugd/1a203f_a1aecd4562f94588aec6c7c648844d88.pdf | 2024-03-02T14:36:01+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00365.warc.gz | 909,069,948 | 296 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.99812 | [
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Week beginning 16 th November
LI: To change verbs to past tense
Change the verb into the past tense.
Now write some sentences using these words. | <urn:uuid:338384d3-f483-47b7-9ff5-2c3fb9a8083f> | CC-MAIN-2024-10 | https://www.parkgate-coventry.org.uk/_site/data/files/documents/close%20down%20activities/year%202/4BF76A5A0D15A9A682080B5B817393A6.pdf | 2024-03-02T13:30:37+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00366.warc.gz | 936,309,464 | 32 | eng_Latn | eng_Latn | 0.998018 | eng_Latn | 0.998018 | [
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Qualifications to Hold National Office Civics in Real Life
Civics is all around us. There is a lot to know about the government and how "We the People" interact with the government and each other. Let's help each other expand our civic literacy.
When evaluating candidates for office, voters all have different opinions regarding what qualifications they deem necessary in order for a candidate to receive their vote. Political party affiliation, age, religious preference, voting record, education, and stances on major issues are all common measures voters take into account. However, while a characteristic like having a law degree may be important to a voter when selecting a candidate, it is not a constitutional qualification to hold a national office. So, what does the U.S. Constitution require in terms of qualifications to hold national office?
The U.S. Constitution lists specific requirements for holding the office of president and to be a member of the U.S. House of Representatives or U.S. Senate. For president, Article II, Section 1 specifies that a person must be a natural-born citizen, at least 35 years old, and a resident of the United States for at least 14 years. Article I, Section 2 requires a member of the U.S. House of Representatives to be at least 25 years old, a citizen for 7 years, and live in the state they represent. Article I, Section 3 requires a member of the U.S. Senate to be at least 30 years old, a citizen for 9 years, and live in the state they represent.
The U.S. Constitution also contains language on when individuals may be disqualified from holding public office. The 14th Amendment, Section 3 states:
No person shall be a Senator or Representative in Congress, or elector of President and Vice-President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of twothirds of each House, remove such disability.
Known as the Disqualification or Insurrection Clause, this section of the 14th Amendment was enacted in the aftermath of the Civil War as a way to prevent former Confederates from seeking national office. It was only used a handful of times during the Reconstruction Era before Congress passed the Amnesty Act in 1872. The last time Section 3 of the 14th Amendment was invoked was in 1919 when Congress refused to seat Socialist Victor Berger, who was accused of giving aid to Germany during WWI, a charge that was later dropped.
4-3
On Tuesday, December 19, 2023, the Disqualification Clause was brought back into the spotlight. The Colorado Supreme Court, in a decision that overturned a ruling from a district court judge, declared former president Donald Trump ineligible to appear on the state's presidential primary ballot, citing Section 3 of the 14th Amendment and Trump's role in the events on January 6, 2021, at the U.S. Capitol. This marked the first time in history that Section 3 of the 14th Amendment had been used to disqualify a presidential candidate. On December 28, 2023, Maine's secretary of state disqualified Trump from their primary ballot, and more than a dozen other states are considering challenges.
These attempts to invoke Section 3 of the 14th Amendment to determine the eligibility of an individual attempting to run for president in the 2024 election have shed light on numerous interesting constitutional legal questions. Some of these questions include:
As not defined in the Constitution, what constitutes an "insurrection or rebellion"?
What or who determines the activities that constitute an individual has "engaged in insurrection or rebellion"?
Does the disqualification apply to the office of president?
Does the language of the amendment disqualify an individual from running for office, being elected to office, or just holding office?
Does the 1872 Amnesty Act apply retrospectively?
Is a criminal conviction required first? Is Section 3 self-executing, or does it require enforcement by Congress?
The U.S. Supreme Court has agreed to review the ruling made by Colorado's Supreme Court, and arguments are scheduled to begin on February 8, 2024. It is unclear how quickly the Court may issue a decision and which questions they will consider. But given Trump's recent victory in the Iowa primary and the fast-approaching "Super Tuesday," this will certainly be a historic case to follow closely.
To Think and To Do: In thinking about the 14th Amendment, the U.S. Constitution does not define 'insurrection or rebellion.' What do you think those terms mean? When reading section 3 of the 14th Amendment, do you think this disqualification applies to the office of the president? Why or why not? Do you think the language used implies a disqualification from running for office or just holding office? Why or why not?
Learn MORE!
U.S. Supreme Court Petitioner's Brief
Congressional Research Service
Colorado Supreme Court's Majority Opinion Colorado Supreme Court's Dissenting Opinion
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MODULE 2: QUIZ
Employee Name:
Date:
Title:
Supervisor:
Department:
Title:
1.) Why is listening so important to the reference interview?
2.) What virtual reference "general guideline" did you find most useful and why?
3.) What are the outcomes of paraphrasing?
4.) Identify which step of the reference process is being described
a.) ________________Patron says, "I need information on pets." You say, "Okay, You're looking for information about dogs, cats, or other types of pets."
b.) _____________ ___Patron says, "I need information on dogs." You say, "What would you like to know about dogs?"
c.) ________________ Patron says, "I need pictures of dogs for my school report." You say, "Do you need pictures of specific breeds of dogs?"
d.) _____________ ___Patron says, "I need information on poodles." You say, "Am I correct that you need pictures of different types of poodles for your school report?"
5.) List and describe the "pieces of evidence".
6.) Using your reference skills, list the types of questions you would ask the patron and identify which reference interview skill you are using.
e.) Do you have stuff on the copperbelly water snake?
f.) I need help with my taxes.
g.) Do you have any books about teenagers?
h.) Where can I find my great-grandmother's address?
i.) Where's the cooking section?
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World Religions and Belief Traditions: Perspectives, Issues, and Challenges
HRT3M
Grade 11, University/College Preparation: Credit Value 1.0
Social Sciences Department • Malvern C.I. • Toronto District School Board
Course Instructor: Laura Norris
Email: email@example.com
Assistant Curriculum Leader: Evan Grant
Revised: October 2021
Course Content
Description
Prerequisite
Resource Materials
Major Units
Overall Goals / Expectations
Overall Goals / Expectations
This course provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. They will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief. Ministry of Education. (2013). The Ontario Curriculum Grades 9 to 12: Social Sciences and Humanities, pg. 356. http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf
None.
* Individual subject binder, loose leaf paper and writing utensils
* Exploring World Religions: The Canadian Perspective (2001), Oxford University Press.
Unit 1: Introduction to the Study of the Sacred – including Indigenous Spirituality
Unit 2: Eastern Religions – including Hinduism and Buddhism
Unit 3: Western Religions – including Judaism, Christianity, and Islam
Unit 4: Religions and Belief in Society
Research and Inquiry Skills
Throughout this course, students will:
* explore topics related to world religions and belief traditions, and formulate questions to guide their research ;
* create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;
* assess, record, analyse, and synthesize information gathered through research and inquiry;
* communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Throughout this course, students will:
Approaches to the Study of the Sacred
* demonstrate an understanding of various reasons for the study of world religions and belief traditions;
Achievement Category Weightings
Term Grades throughout the Year
* demonstrate an understanding of terms and concepts related to the study of world religions and belief traditions;
* demonstrate an understanding and assess the strengths and weaknesses of various approaches to the study of world religions and belief traditions.
Religious and Spiritual Impulse
* explain some of the ways people use religions and belief traditions to meet human needs;
* analyse ways in which various religions and belief traditions conceptualize the journey of life as a spiritual journey and quest for meaning.
Sacred Teachings and Principles
* outline the central tenets, practices, and teachings of various religions and belief traditions;
* analyse the role of sacred writings and oral teachings in various religions and belief traditions;
* analyse how individuals with specific roles have influenced the development of various religions and belief traditions.
Rites and Observance
* demonstrate an understanding of the type of daily observances associated with various religions and belief traditions and of the role of these observances in the lives of adherents;
* demonstrate an understanding of the ways in which rituals and rites reflect the understandings and principles of various religions and belief traditions.
Social and Cultural Contexts
* identify and analyse ways in which various religions and belief traditions are embodied in cultural forms;
* analyse the interaction between society and various religions and belief traditions;
*
demonstrate an understanding of the challenges that adherents of various religions and belief systems experience in society;
* describe and analyse ways in which various religions and belief traditions are interpreted and adapted within civil society and popular culture.
Assessment, Evaluation and Reporting
Strategies
* Students will be evaluated on content and skills throughout the year
* Assessment and evaluation methods will vary with each unit, but over the course of the year may include:
* quizzes and tests, written responses and analyses, individual and group projects, individual and group presentations and a formal research essay
* Students will be assessed before engaging in unit culminating activities and will be given notice of timelines, due dates, expectations and marking schemes.
*
The grade for each reporting period is based on evaluations that have been conducted to that point in the course, and will be preliminary and tentative. They will be based on the most consistent level of achievement to that point in time, but some of the overall expectations, strands, and units will not have been addressed. The student's grades will most likely change when his/her entire work is evaluated at the end of the course.
Course Work 80%
Rules for Tests, Quizzes, and Assignments
Rules for Tests, Quizzes, and Assignments (continued)
* 80% of the final grade will be based on evaluations undertaken throughout the course. Consideration will be given to the most recent evaluations.
* Missed or incomplete assignments will have an impact on the final grade when a significant number of curriculum expectations have not been evaluated.
Course-Culminating Activities 20%
Learning Skills ●
* 20% of the final grade will be based on evaluations administered towards the end of the course. Final summative evaluations will be weighted as follows:
- Final essay, 10%
- Final test, 10%
Students will also be assessed for development in a variety of learning skills:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
* Learning skills play a critical role in the achievement of curriculum expectations and student success.
* Students are expected to be academically honest by submitting their own original work. The marks they receive are intended to reflect their own academic achievement.
* Academic Integrity: See School Evaluation Policy
* Attendance in crucial for satisfactory achievement. Regular attendance and active participation are expected. Students cannot replace the in-class experience by simply getting notes or handouts. All assignments have an impact on students' growth and final achievement in each unit as well as the final evaluations; therefore, students are expected to submit work in each unit in order to meet course expectations. Students are expected to manage their time and workload, and to respect the time constraints imposed. End of reporting period "catch-up" submissions are discouraged, and may not be possible.
* Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher and should understand that there will be consequences for not completing assignments or for submitting them late.
* All assignments are expected to be handed in on their assigned due dates. In some cases, an ultimate due date will be assigned. Extenuating circumstances should be discussed with the teacher in advance of due dates. Extensions may be negotiated in certain unforeseeable situations. Work may not be accepted after the ultimate due date, at the discretion of the teacher, particularly where the overall expectation can be met elsewhere in the course. End of reporting period "catch-up" assignments are often not possible.
* Should serious illness or extenuating circumstances (i.e.: beyond your control) occur on the day of an evaluation, it is the responsibility of the student to inform the teacher as soon as possible.
Missed Quiz/Test Policy:
* Foreseeable absences: It is the student's responsibility to inform their teacher in advance for any foreseeable absences (ex. specialist appointment, field trip, extracurricular activity, etc.). It is the student's responsibility to make alternate arrangements with their teacher prior to missing the quiz/test. Failure to do this may result in a mark of zero.
Plagiarism
Communication
Consultation
Help
* Unforeseeable absences: If a student is absent for a quiz/test, the student should return to school with either a medical note (ex. for illness) or a dated and signed note from a parent/guardian with an explanation (ex. for a family emergency)
* A student will only be allowed to write a test/quiz if it has not yet been marked and returned to other students. The student should approach the teacher upon their return to school and before the next class to discuss a make-up test/quiz, which may occur upon the student's return to class, depending on the circumstances.
Late Assignments:
* The teacher will assign due dates for assignments, classwork, and presentations. Students are expected to submit their work on or before the assigned due date.
* If the student is absent from class due to a foreseeable reason, it is the responsibility of the student to deliver the assignment prior to the due date/time or make an arrangement with the teacher to submit it on the due date/time.
* If the student cannot complete the assignment on time due to an unforeseeable reason, the student should follow the same rules outlined for a missed quiz/test.
* If the assignment is late, the teacher at their discretion may choose to deduct a small percentage from the mark for every day that the work is late. Once the assignment has been marked and returned to the class, outstanding assignments may no longer be accepted and can result in a mark of zero.
* Note: The policies applicable to missed tests and late assignments are in line with the guidelines as outlined in the Ministry of Education Policy document Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (page 43).
* The teacher will use their professional judgment to determine what other strategies, as outlined in Growing Success, may be used to help prevent and/or address late and missed assignments.
Where plagiarism has been suspected, the student will be expected to conference with the teacher, a phone call to parents made and a meeting set up. If it's detected that a student plagiarized a paper either by including information in an assignment without proper referencing a mark of zero will be given. For additional information on plagiarism, please consult your student agenda.
Students, parents and guardians are asked to contact the course instructor using the information below.
Office Location: Music Office (3 rd floor, Room 312A)
Phone: 416-393-1480 ext. 20075
Email: firstname.lastname@example.org
Extra help is available by contacting the course instructor directly. | <urn:uuid:e653e1c4-479d-4a65-ac47-a2ba1b40a3e9> | CC-MAIN-2024-10 | https://schoolweb.tdsb.on.ca/Portals/malvernci/docs/Gr%2011%20World%20Religions%20HRT3M.pdf | 2024-03-02T13:47:37+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00372.warc.gz | 509,394,694 | 2,109 | eng_Latn | eng_Latn | 0.991004 | eng_Latn | 0.996029 | [
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Year 9 | Topic 2 | Computer Science | Python Programming
Python
A high level programming language.
Iteration
Count-controlled
Giving a specific number loop
Conditioned- controlled loop
of times to repeat the instructions
When the condition is true, the loop will end
Computational thinking and programming | <urn:uuid:8c3456a5-44b2-4a48-a086-3234d5f91667> | CC-MAIN-2024-10 | https://www.saltash.cornwall.sch.uk/_site/data/files/pdfs/curriculum/computing/0776551FD7237E1BE55485E4B22729FD.pdf | 2024-03-02T12:31:59+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00376.warc.gz | 959,020,226 | 62 | eng_Latn | eng_Latn | 0.987962 | eng_Latn | 0.987962 | [
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Y9 HT1 KNOWLEDGE ORGANISER: Las Vacaciones
New concepts and skills
New vocabulary
Assessment
* Full conjugation of AR, ER and IR verbs in the preterite tense
* The use of 'haber' and 'ser' in the imperfect tense
* Distinguishing between the preterite and imperfect tense
* Near future tense
* Comparatives and superlatives
Links to prior learning
‐
ir (to go) in all 3 tenses
‐
‐
‐
Viajar to travel
Topical vocabulary from studying in year 8 (countries/ modes of transport/ places in the country
Future tense in the first person
* Alojarse – to stay
* Había‐ there was
* Era‐ it was
* Fueron‐ they were
* Lo mejor‐ the best
* Lo peor‐ the worst
*
Pronouns
Midterm assessment:
‐ Translations x10
‐ Writing: describing a holiday in the past tense using the preterite and imperfect
End of unit assessment:
‐ Reading
‐ Listening
‐ Writing (90 words): four bullet point writing on past holidays and holidays in the future
CEIAG Link
‐ Cabin crew
‐ Airline pilot
Skills:
‐ Communication skills (listening and speaking)
‐ Problem solving skills
‐ Cultural awareness | <urn:uuid:c4552ce7-8681-4e2b-a0cc-6492ab228de1> | CC-MAIN-2024-10 | https://shuttleworthcollege.org/wp-content/uploads/Y9-HT1-KO-las-vacaciones.pdf | 2024-03-02T14:03:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00375.warc.gz | 516,416,617 | 371 | eng_Latn | eng_Latn | 0.97782 | eng_Latn | 0.97782 | [
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