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HAMPTON UNIVERSITY STUDENT COUNSELING CENTER TEST TAKING TIPS: RESPONSE PATTERNS AND EDUCATED GUESSING
FIVE TYPICAL RESPONSE PATTERNS TO TEST QUESTIONS
Our response patterns are based on the degree to which we know the course material and convert the knowledge to answers:
1. Immediate (everybody's favorite): the question automatically triggers associations and the information from long-term memory (most of us have to study and work with the material in order to get it into long-term memory). Write the answer AND LEAVE IT ALONE!!! Don't go back later, get all nervous, second guess, change and get it wrong.
2. Delayed: you are not sure of the answer, so you should read it again. Find the key words then scan your memory for any links or associations. Awesome if you hit on the answer, but if you're still unsure, skip the question, and return to it after you have made all the immediate responses you can.
3. Assisted: you return to the unanswered questions and can use the rest of the test – frequently there is information embedded in questions that either trigger your memory or flat out provide an answer.
4. Randomly filling in the scantron bubbles. Really?! Sooo random.
5. Educated guessing improves your odds of guessing correctly.
HELPFUL HINTS FOR EDUCATED GUESSING
The following hints can (are not guaranteed to) assist you to give correct answers to questions you don't know. They are not substitutes for giving sufficient, high quality, undistracted time and effort to class attendance and participation, study and test preparation.
CAUTION: It takes way more time to make educated guesses than quickly, easily and happily writing down those correct answers that you know because you loved yourself enough to be ready to succeed.
True-False Questions:
There probably are more true than false answers simply because false answers are more difficult to create.
1. Guess true if there is an in-between modifier:
- In-between modifiers (in contrast to 100% modifiers) make room for exceptions, or for the statement to sometimes apply and sometimes not apply.
i. Examples of in-between modifiers: some, most, a few, sometimes, often, usually, may, seldom, frequently, few, better, or any adjective that ends in er, which means "more"(i.e. larger)
Hampton University Student Counseling Center Armstrong-Slater Building 2 nd fl. 757-727-5617 M-F 8am-5pm email@example.com http://www.hamptonu.edu/studentservices/counseling
2. Guess false if there is a 100% modifier:
- 100-percent modifiers are the absolutes, meaning that they are the extremes and no exceptions are allowed.
- Few things happen, or exist without exceptions.
i. Examples of modifiers: all, every, only, always, absolutely, everyone, everybody, best, none, never, no one, nobody, worst, least, fewest, or any adjective that ends in est, which means "the most" (i.e. largest)
3. Guess false if there is a relationship clue:
- Two common kinds of relationship questions on tests are cause/effect and explanation through reason.
i. Common relationship clues: because, since, so, cause, effect or reason Ex: Cramming is not recommended because it uses only eight of the twelve principles of memory.
4. Guess false if the statement is ridiculous, foolish, insulting, or has unfamiliar terms.
- Statements that are meant to be humorous, ridiculous, or unreasonable, should be marked false for true-false questions. (In multiple-choice questions they are distracters, so don't choose those options as answers.)
- If you have attended class regularly and have done all of the reading, when a question contains unfamiliar terms, odds are in your favor that the statement is false.
5. Guess true, the wild-shot guess if there are no other clues in a true-false question.
- If there are no modifiers to use and there is no relationship shown, you will need to take a wild-shot guess.
- If you run out of time on a test and simply must guess, guess true.
- Teachers tend to write more true statements than false statements.
Multiple-Choice Questions
Generally, multiple-choice questions require you to recall specific items of information, or to recognize information by separating it from similar choices. CRUCIAL: read the stem carefully and immediately eliminate all possible incorrect distracters. For educated guessing consider the following:
1. If there are numbers as options, Treat the highest and lowest numbers as distracters, and eliminate them as possible correct answers.
- You stand a better chance of selecting the correct answer if you pick an option which falls in the middle range.
2. If there are multiple-choice options that are almost identical (look alike), choose one of those:
- When two options look almost the same, chances are the correct answer is one of them.
HINTS FOR EDUCATED GUESSING, p2
Hampton University Student Counseling Center Armstrong-Slater Building 2 nd fl. 757-727-5617 M-F 8am-5pm firstname.lastname@example.org http://www.hamptonu.edu/studentservices/counseling
- When trying to distinguish between the two options, try restructuring the multiple-choice question into a true-false format to determine which option is true.
3. If one multiple-choice option is longer in length or more inclusive in content, choose it
- Sometimes more words are needed to give complete information to make a correct answer.
- An answer that covers a wider range of possibilities is more likely correct.
- Sometimes two or three answers may be correct to some degree, but one answer contains more information or a broader idea. In such cases the correct answer is more inclusive.
4. If the last option is "all of the above" and this option is not used elsewhere, choose it.
- If you know for sure that two options are correct, but you are not sure about the third option and the fourth option is "all of the above," choose it.
- If you are not sure if two answers are correct, you have turned each option into a truefalse question, and still do not know the answer, choose "all of the above" if it is not used throughout the test.
5. Guess "c," the wild-shot guess, if there are no other clues in a multiple-choice question.
- Option A is not used as often because many students would stop reading the questions and stop thinking about the answer if the correct answer was given first.
- Option B is not used as often for the same reason A is not.
- Option C seems to hide the answer best and force the reader to read through more of the options.
- Option D seems too visible because it is on the last line. | <urn:uuid:20dd8c2d-8a09-49c7-a485-384b20f58792> | CC-MAIN-2016-44 | http://docs.hamptonu.edu/student/6476-scc_hints_for_educated_guessing_20140721115711.pdf | 2016-10-26T21:00:45Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00234-ip-10-171-6-4.ec2.internal.warc.gz | 70,998,348 | 1,433 | eng_Latn | eng_Latn | 0.997875 | eng_Latn | 0.998197 | [
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CLARION REVIEW
Benny Takes a Walk
Howard Sherman
Softcover $19.99 (24pp)
978-1-4259-0107-3
Until now seven-year-old Benny has never wandered very far from home. In this story to inspire confidence and problem-solving skills in preschool thru 4th graders he encounters several challenges during a three-block stroll in his neighborhood. The first is a fallen tree. Benny at first feels overwhelmed but he quickly thinks his way to a solution. "Maybe I'll climb it. While climbing I'll sing me a song" he says to himself. After successfully working his way past the tree Benny must come to terms with a stack of bricks and a sand dune. When he finally arrives home he is greeted by a loving and attentive father. At dinner his dad listens as Benny tells him all about his travels. At then end of the day his dad tucks the exhausted boy into bed.
Howard Sherman's cartoon format with basic color breakups and solid black outlining leaves little to distract readers from his tale of Benny's walk. Benny and not his environment is the focus here. Colors are inviting if detail and shading are rather flat. Text is in a clear bold Helvetica font and the rhythmic language gets kids involved and animated as in this couplet: "Benny continued walking this day / until a sand dune blocked his way." Word and verse repetition as with the line "Up up I go and further up" also promotes emphasis and retention. But the words on the page and the graphics are sometimes out of agreement — for example when the "sand dune" blocking Benny's path appears as a non-formidable sand pile. And diction is sometimes too sophisticated ("frustrated" "shinny" "distraught") for the intended reader unless Mr. Sherman's intent is for an older reader to read and help expand children's vocabularies. The story does illustrate the idea of "sequencing" for children helping them to see events as happening in order and with consequences. On his last page the author explains his purpose (to help children "deal with adversity") adding "Our choices are to grind to a standstill or to find a way to overcome obstacles placed in our paths." Clearly this book shows the way to the latter choice.
A Brooklyn native Howard Sherman describes himself as a pharmacist a herpetologist (a student of reptiles and amphibians) and a naturalist. He and his son Benny live in Virginia Beach VA. "Benny Takes a Walk" provides a choice for the growing number of custodial father households. (August 21, 2009)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have his/her book reviewed by a professional reviewer. Foreword Reviews and Clarion Review make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Tomales Bay State Park
Our Mission
The mission of California State Parks is to provide for the health, inspiration and education of the people of California by helping to preserve the state's extraordinary biological diversity, protecting its most valued natural and cultural resources, and creating opportunities for high-quality outdoor recreation.
California State Parks supports equal access. Prior to arrival, visitors with disabilities who need assistance should contact the park at (415) 669-1140. This publication can be made available in alternate formats. Contact email@example.com or call (916) 654-2249.
CALIFORNIA STATE PARKS P.O. Box 942896 Sacramento, CA 94296-0001
For information call: (800) 777-0369 (916) 653-6995, outside the U.S. 711, TTY relay service www.parks.ca.gov
Discover the many states of California.™
Tomales Bay State Park 1208 Pierce Point Road Inverness, CA 94937 (415) 669-1140 www.parks.ca.gov/tomalesbay
© 2010 California State Parks (Rev. 2013)
H uman impact on the land is dwarfed in comparison to the influences of nature, time and the San Andreas Fault — which lies directly beneath the 12-mile length of Tomales Bay.
ituated on the eastern edge of Point Reyes Peninsula, the blue waters and sheltered coves of Tomales Bay State Park are a popular destination for a day of picnicking, hiking or water-oriented activities. The beaches and east-facing slopes of this 2,000-acre park are especially attractive because they are protected from the prevailing winds by the high backbone of the Point Reyes Peninsula. The park is located 40 miles north of the Golden Gate Bridge, close to Inverness, Point Reyes Station and the Point Reyes National Seashore. The weather varies greatly. Be prepared for cool, damp and windy weather. S
CULTURAL HISTORY
For more than 8,000 years, the Coast Miwok have lived in what is now Marin and Sonoma counties. The native people used the area's abundant resources — hunting game, catching salmon and shellfish, and managing plants and grasses to assure plentiful harvests.
In 1579 Sir Francis Drake laid claim to the entire area for England, naming it Nova Albion (New England). Nearly 25 years later, Spanish explorer Don Sebastian Vizcaíno named the area now called Point Reyes "La Punta de Los Tres Reyes," after the day of the Feast of the Three Kings. "Tomales" is thought to be a Spanish inflection of the Coast Miwok word for "bay." Most of the Tomales Bay area lay untouched until the late 1940s, when developers discovered its beauty and began to purchase beachfront land. Local residents, fearing that the beaches would be
Vista Point overlook
closed to public use, formed a committee to help secure the land for park purposes. The Marin Conservation League, various other conservation and civic organizations, and the State purchased portions of the area. On November 8, 1952, Tomales Bay State Park was dedicated and opened to the public.
NATURAL HISTORY
Nature, time and the San Andreas Fault — running directly beneath the 12-mile length of Tomales Bay — have had enormous impact on the land. The fault, a great rift in the earth's crust, separates Point Reyes Peninsula from the rest of the continent. Its granite bedrock is unlike any nearby formations. The nearest granite on the east face of the fault matching that of Point Reyes Peninsula is in the Tehachapi Mountains, more than 300 miles southeast. Incredibly, movement of two inches per year over ten million years is sufficient to have caused the granite to travel that distance. In the 1906 San Francisco earthquake, the greatest measured displacement along the entire fault was at Tomales Bay, where the area west of the fault moved more than 20 feet northward.
Plant Communities
Trails take hikers through a lush wilderness of forests, beaches, fields, hills, meadows and marshes— each with its own plant life. Among the most prominent trees are bishop pines, madrones, California laurels, oaks, red and white alders, willows and buckeye.
One of the finest remaining virgin stands of bishop pine is preserved in the Jepson Memorial Grove. Bishop pines belong to a group of "closed-cone" pines — a species that has survived by adapting to the hard realities
of wildfire. Closedcone pine seeds are dispersed only when the trees are burned or the tightly sealed, prickly cones are opened by extreme heat.
Bishop pine in the Jepson Memorial Grove
Ferns grace the wooded areas. Wildflowers brighten the countryside with splashes of vivid color during the spring.
Wildlife
Wildlife thrives here. Foxes, raccoons, badgers, weasels, bobcats, skunks, wood rats, moles and other animals inhabit the area. Numerous species of land and sea birds, including the rare spotted owl, attract ornithologists and birdwatchers. Several varieties of clams, jellyfish, crabs and other small sea animals live on or near the beaches, and the bay is home to sharks, rays and many other kinds of fish. Spotted owl
RECREATIONAL ACTivities
Water activities— Four gently sloping, surffree beaches on the shore of Tomales Bay offer many opportunities for picnicking, swimming, hiking, clamming, kayaking and boating. Heart's Desire Beach has a picnic
The peaceful, wind-protected beaches make this a popular water recreation area.
area with barbecues, dressing rooms and flush toilets. Less-developed Pebble, Shell and Indian Beaches can be accessed by way of easy trails. The shoreline has shallow areas suitable for wading and water play with wellmarked swimming areas. Lifeguard services are not available.
There are no boat-launching facilities, but hand-carried boats may be put in the water. Heart's Desire Beach is used as a launch location by individuals and local companies offering organized kayaking excursions. Boaters are welcome to land at park beaches away from swim areas.
Hiking— Hiking trails connect the park's four beaches and wind through the Jepson Memorial Grove.
Interpretive features— Indian Beach has two reconstructed Miwok bark shelters called "kotchas" that stand upright, forming tall cones. A self-guided nature trail connects Indian Beach to Heart's Desire Beach, about one half-mile south.
Accessible Features
Heart's Desire Beach, Vista Point and Millerton Point have accessible restrooms. Picnic tables are accessible at Heart's Desire Beach.
please remember
* Except for service animals, pets are not permitted on beaches or trails.
* All natural and cultural features are protected by law and must not be disturbed or removed.
Nearby State Parks
* Samuel P. Taylor State Park 8889 Sir Francis Drake Blvd. Lagunitas 94938 (415) 488-9897
* Olompali State Historic Park 8901 Old Redwood Highway Novato 94945 (415) 898-4362
* Mount Tamalpais State Park 801 Panoramic Highway Mill Valley 94941 (415) 388-2070
This park receives support in part through two nonprofit organizations. For information, contact: Marin State Parks Association, PO Box 285, Novato, CA 94948-0285 or
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Festivals: Hindu New Year
Category : April/May/June 2010
Published by Admin on Mar. 02, 2010
Hindu New Year Let's Celebrate Springtime!
New Year is celebrated with gaiety and pomp around the world wherever Hindus live, but not on January 1. India's ancient faith salutes the annual genesis at the start of spring, when nature comes to life, in mid-April. The festival has a different name in each regional language; Baisakhi, Vishu, Varusha Pirappu, Ugadi, Badi Deepavali and Bestu Varas are just a few. Homes are lit with oil lamps and decorated with flowers to attract blessings.
Why is New Year celebrated in April?
Like most ancient cultures, Hindus traditionally observe the start of each new year with the arrival of spring, which occurs in mid-April in South Asia. That day coincides with the Sun's entrance into the constellation Mesha (Aries), the first sign in Hindu astrology. Following this astrological calculation, the celebration falls on April 14 in most years.
How is the New Year celebrated?
Hindus don new clothes, exchange sweets, gifts and greetings of goodwill. They clean their homes and decorate the entrance and shrine room with beautiful, colorful patterns called kolam or rangoli, symbols of auspiciousness. They visit temples, beseeching God and the Gods for blessings for the year ahead. The Goddess Lakshmi and the elephant-headed God Ganesha are especially venerated on this day. In some communities, elders give money to youth and children as a token of good luck--making the year's first financial act selfless and thus auspicious. Families feast together with great revelry, enjoying elaborate dishes and good company. People gather to listen to interpretations of the star's positions and auguries of things to come, for in this culture the Hindu calendar is closely interwoven with astrology. An elder or a learned astrologer may read the family's fortune for the next 12 months. Predictions are even given on Indian television.
What is the "first seeing" tradition?
page 1 / 4
In South Indian families, a dazzling arrangement called kani is created in the home on New Year's Eve. It is a display of money, jewels and clothing, plants and flowers, fruits and sweets, in the center of which stands a shrine with Hindu Deities. At dawn on New Year's Day, the matriarch wakes up the family members one by one and blindfolds them. She guides them to the shrine and there removes the blindfold, assuring that their first sight of the year is the auspicious, gleaming kani. One of the beautiful things to see is a mirror, which serves a dual purpose: it symbolically doubles the abundance and reflects the family with all the signs of wealth around them--an elegant catalyst to manifestation!
Is there just one date for the New Year?
Several other dates are observed by various communities. Particularly in North India, many celebrate New Year on the day after Diwali, the September-October festival of lights, which signifies hope and new beginnings. Still, nearly everyone joins in the celebrations in mid-April.
Tidbits About the Hindu New Year
What is the nature of the Hindu calendar? The sacred Hindu calendar, called panchangam, is an almanac containing astronomical details such as sunrise, moonrise, star-rise, eclipses and lunar phases. It also provides astrological information, including auspicious times for various activities, and inauspicious times as well. The rishis of old imparted the means to calculate this information to help people navigate the ebbs and flows of cosmic energies.
What part do neem leaves play? The bitter leaves and flowers of the neem tree (Azadirachta indica) are among the central items of New Year celebrations. They are used in food dishes, in decorations and on the kani display. Neem is a sacred plant, a botanical marvel with numerous medicinal uses. It is said that its bitterness, spread among the glittering opulence of the New Year's festivities, adds a more realistic perspective on life.
Payasam
This milk-based pudding is immensely popular and so easy to make.
Preparation time: 5 minutes
page 2 / 4
Cooking time: 25 minutes
Serves: 6
Cooking equipment: A heavy-bottomed saucepan, a ladle, a dish.
Ingredients
1 cup vermicelli or sago,
4 cups milk, 1 cup sugar, 1/2 tsp cardamom powder, 5-6 tbsp chopped cashews and/or almonds, 4 tbsp raisins,
1 tsp ghee, pinch saffron
Method
1. Heat the milk gently until hot but not boiling.
2. Saute the cashews, almonds and raisins in half the ghee. Set aside.
3. Saute the vermicelli or sago in remaining ghee for a few minutes.
page 3 / 4
4. Add a little of the hot milk to the vermicelli or sago; lower the heat. Drain excess water.
5. Add the saffron to the rest of the milk, and add it gradually to the vermicelli or sago, stirring until the pasta becomes translucent and soft. Cook until milk thickens.
6. Add the sugar and stir until it dissolves. Turn off heat.
7. Garnish with powdered cardamom, fried nuts, raisins and a few strands of saffron.
Hinduism: Fact & Fiction
Fact: Reincarnation, a central Hindu belief, gives the assurance that there is no eternal Hell, only chance after chance to improve and redeem oneself as the law of karma brings back to us the fruits of our past actions so that we can learn and evolve. All people are seen as divine, yet shrouded by ignorance. While every soul will ultimately achieve the highest spiritual attainment after many births, still there are young souls and old souls. Young souls, who have lived few lives, are often selfish, instinctive and cruel. Old souls, having experienced many lives, tend to be compassionate, superconscious and gentle.
FICTION: It is often thought that Hindus are forbidden to eat meat. This is not true. Hindus teach vegetarianism as a way to live with a minimum of hurt to other beings, but in today's world, not all Hindus are vegetarians.
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VISION FACTS AND STATISTICS
Over 61% of the population or 177 million people in the United States need some sort of vision correction according to Jobson Research. 61% need eyewear due to "nearsightedness" (myopia) and 31% need vision correction due to age related "farsightedness" (presbyopia). 12.2 Million adults require some sort of vision correction but don't use any. 48% of parents with children under 12 have never taken their child to an eye care professional.
Statistics:
* 143 million adults wear prescription eyewear (64% of the adult population)
* Over 70% of the work force requires vision correction
* Computers are the #1 source of vision complaints in the workplace
* One out of every four children has a vision problem
* 80% of all learning takes place visually in the first 12 years
* Eye Exams are preventative medicine detecting several diseases such as: glaucoma, high blood pressure, and diabetes
* 1.5 million had laser eye surgery in 2005
* 64% use eyeglasses
* 19% use contact lenses
* 3% use prescription sunglasses only
* 20% use eyeglasses and prescription sunglasses
* 3% use eyeglasses, contact lenses and prescription sunglasses
* 61% of U.S. adult population had an eye exam within the past year
* 45% of all adults with purchase plans plan to buy at an independent store
* 27% plan to buy at a chain store
* 19% plan to buy at a discount store
* U.S. optical retail sales, excluding exams, totaled $17.2 billion in 2005, up 1.9% from 2004 (Jobson Optical Research)
* Average amount consumers plan to spend on next eyewear purchase: $173
* 75% of eyeglasses frame purchases are for frames of $150 or less
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Wun Wun was a racehorse
Tutu was one too
Wun Wun won one race and
Tutu won one too.
(Did Tutu win two races?
No! She won one).
Now fold this page in half and fill in the gaps below!
Wun Wun was a racehorse
Tutu was ______ too
Wun Wun ______ ______ race and
Tutu ______ ______ ______.
(Did Tutu win ______ races?
No! She _____ _____ ).
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DO UNTO OTHERS AS YOU WANT THEM TO DO TO YOU.
Luke 6:31
#BeKind Prayers For Kids
Dear God, I want to be kind. Help me to be kind even when I don't feel like it or when I don't think the other person deserves it. Amen.
Dear God, please show me if one of my family members or friends need me to be extra kind to them today. Thank you. Amen.
Dear God, You are so kind to us. Thank you. Please put Your love in my heart so I can be kind to others. Amen.
Dear God, please help me to treat others as I want to be treated. Amen.
Dear God, I have been unkind. Please forgive me and help me to use kind words and actions all the time. Thank you. Amen.
#BeKind WE KIDS
FAMILY KINDNESS ACTIVITIES
KINDNESS BIBLE STORIES
Acts of Kindness Luke 5:17-26 and Matthew 6:1-4
Love Your Enemies Luke 6:27-36 and John 3:16-18
David, Abigail and Nabal 1 Samuel 25:2-42 and Psalm 94:1-2
Cool Kids Are Kind Luke 10:25-37
God's Kindness Acts 14:17, Ephesians 2:7 and Titus 3:4-7
Jesus Is Kind To Children Mark 10:13-16
KINDNESS MEMORY VERSES
"Taste and see that the Lord is good; blessed is the man who takes refuge in Him." Psalm 34:8
"An anxious heart weighs a man down, but a kind word cheers him up." Proverbs 12:25
"Be kind and compassionate to one another, forgiving each other, just as Christ God forgave you." Ephesians 4:32
"Dear children. let us not love with words or tongue, but with actions and truth." 1 John 3:18
"Make sure that nobody pays back wrong for wrong, but always try to be kind to each other and to everyone else."
1 Thessalonians 5:15
SPEAK A BLESSING
Positive affirmations have a tremendous impact in kids as they learn how to #BeKind. Use these comments to "speak a blessing" in your kids (or friends) when you see them exhibit kindness.
Good job being kind.
I see you have a lot of kindness fruit growing.
_______ is such a kind person.
Thanks for being so kind.
You have such a kind heart.
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English (eng), day 1
Monday, July 9, 2018
Problem 1. Let Γ be the circumcircle of acute-angled triangle ABC. Points D and E lie on segments AB and AC, respectively, such that AD = AE. The perpendicular bisectors of BD and CE intersect the minor arcs AB and AC of Γ at points F and G, respectively. Prove that the lines DE and FG are parallel (or are the same line).
Problem 2. Find all integers n ≥ 3 for which there exist real numbers a1, a2, . . . , an+2, such that an+1 = a1 and an+2 = a2, and
for i = 1, 2, . . . , n.
Problem 3. An anti-Pascal triangle is an equilateral triangular array of numbers such that, except for the numbers in the bottom row, each number is the absolute value of the difference of the two numbers immediately below it. For example, the following array is an anti-Pascal triangle with four rows which contains every integer from 1 to 10.
4
9
Does there exist an anti-Pascal triangle with 2018 rows which contains every integer from 1 to 1 + 2 + · · · + 2018?
Language: English
Time: 4 hours and 30 minutes Each problem is worth 7 points
Tuesday, July 10, 2018
Problem 4. A site is any point (x, y) in the plane such that x and y are both positive integers less than or equal to 20.
Initially, each of the 400 sites is unoccupied. Amy and Ben take turns placing stones with Amy going first. On her turn, Amy places a new red stone on an unoccupied site such that the distance between any two sites occupied by red stones is not equal to √ 5. On his turn, Ben places a new blue stone on any unoccupied site. (A site occupied by a blue stone is allowed to be at any distance from any other occupied site.) They stop as soon as a player cannot place a stone.
Find the greatest K such that Amy can ensure that she places at least K red stones, no matter how Ben places his blue stones.
Problem 5. Let a1, a2, . . . be an infinite sequence of positive integers. Suppose that there is an integer N > 1 such that, for each n ≥ N, the number
is an integer. Prove that there is a positive integer M such that am = am+1 for all m ≥ M .
Problem 6. A convex quadrilateral ABCD satisfies AB · CD = BC · DA. Point X lies inside ABCD so that
Prove that ∠ BXA + ∠ DXC = 180 ◦ .
Language: English
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Texas Native Plants that Attract Food* for Eastern Bluebirds
**Plants may have additional common names
A = Annual; P = Perennial; B = Biennial
The species on this list are native (except where noted) to parts but not necessarily all of Texas. Please check with your local native plant specialist to determine suitability in your eco-region. While other native plants are valuable to other wildlife and the ecosystem, this list answers the question, "What plants attract insects and spiders for bluebirds in Texas?"
If you know of species that should be added to or removed from this list, please notify the Texas Bluebird Society at email@example.com.
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RULES FOR FINDING AND FIXING PRONOUN REFERENCE ERRORS
Understand the problem.
Pronouns are chameleon words. In one sentence, for example, the pronoun he might mean Zippy the dog; in another sentence he might replace the rock star on stage, the President of the United States, or my lab partner Fred who picks his nose. Just as a chameleon changes its color to coordinate with its environment, a pronoun alters its meaning to match the nearby antecedent, the word that the pronoun replaces.
Problems occur when the antecedent is unclear or missing. If you say, "You should hear her purr," you might mean your cat Lucy, or you might mean the engine of your souped-up sports car. Her could refer to either the living pet or the inanimate vehicle. In a conversation, we can ask, "You mean the cat, right?" but in a piece of writing that speaks in your stead, your readers remain confused.
When you fail to confirm that a pronoun has a single, clear antecedent, you lose control of the picture you want the words to create in your readers' minds.
If you're not careful, several common situations will create unclear pronoun reference.
Exercise caution when you have two singular antecedents with the same gender.
Pronoun confusion is common when a sentence contains two or more antecedents with the same gender.
Read this example:
Edwin told Kenny that Dr. Wilson suspected that he cheated on the chemistry exam.
Which male is in trouble? Is Edwin a gossip who enjoys torturing Kenny with the thought that Dr. Wilson knows about Kenny's misconduct? Or is Edwin confessing
that he is the one Dr. Wilson suspects? Because he does not have a single, clear antecedent—it can refer to either Kenny or Edwin—this sentence has pronoun reference problems.
To fix a pronoun reference error, you will often have to revise the sentence, switching out the pronoun for a clear, specific noun.
Watch what happens:
Edwin told Kenny that Dr. Wilson suspected that Kenny cheated on the chemistry exam.
Edwin told Kenny that Dr. Wilson suspected that Edwin cheated on the chemistry exam.
If you don't like the repetition of the names Kenny or Edwin, try setting up dialog like this:
Edwin told Kenny, "Dr. Wilson suspects that you cheated on the chemistry exam."
Edwin told Kenny, "Dr. Wilson suspects that I cheated on the chemistry exam."
Kenny and Edwin are examples of two gender-specific antecedents in the same sentence. The same kind of pronoun reference problem can occur with the genderneutral it.
Read this example:
John had just set down the overstuffed sandwich when he spotted a cockroach on the table. He smashed it with his open palm before he could eat.
Some readers might assume that John smashed the insect. But other folks might think he smashed the sandwich so that it would fit in his mouth. Our confusion means that it is an unclear pronoun. Substituting a specific noun will let us know John's attitude toward a cockroach on the table:
John had just set down the overstuffed sandwich when he spotted a cockroach on the table. He smashed the insect with his open palm before he could eat.
John had just set down the overstuffed sandwich when he spotted a cockroach on the table. He smashed the bread with his open palm before he could eat.
A possessive noun should not be the antecedent for a pronoun.
Possessive nouns function as adjectives. You can drive a fast car, a red car, a dirty car, or Mom's car. Fast, red, and dirty are all adjectives telling us which car. The possessive noun Mom's is adjectival too.
You ruin the clarity of a sentence when the antecedent for a subject or object pronoun like he or him is a possessive noun.
Read this example:
Kevin's fingers were strumming the guitar when he winked at Donna.
When we read this sentence, we assume that Kevin is the he winking at Donna. But remember that Kevin's is adjectival, not a noun. If we replaced Kevin's with agile, quick, or long, we wouldn't consider any of those adjectives the antecedent for he, so we shouldn't consider Kevin's either. And the fingers certainly aren't doing the winking as they have no eyes!
Furthermore, a reader might wonder if the whole Kevin is strumming the guitar or if just his disembodied fingers are making the music. The sentence in its current version is unclear.
To fix the problem, you can replace the pronoun with a specific noun. You can't have a pronoun reference error if you have no pronoun!
Kevin's fingers were strumming the guitar when this young man winked at Donna.
Or you can revise the sentence so that the pronoun refers to a real noun—that is, a real antecedent:
As Kevin strummed the guitar, he winked at Donna.
Use the pronoun they with precision.
During a conversation, you can clarify a pronoun's antecedent by pointing to someone or something. You might choose to introduce a visual aid. Or you might know your audience's background and experience well enough to assume that these people know who or what you mean.
But when you write, the audience is often beyond your control, so the words alone have to capture the picture you have in your head and transfer it accurately to the heads of your readers.
When we speak, we can get away with a sentence like this one:
If you want one last greasy burrito, you better visit Tito's Taco Palace today. They say that the restaurant closes for good tomorrow.
Notice that they has no antecedent. No plural noun exists to give they its meaning. In a conversation, you can assume that your audience knows that they means, perhaps, mutual friends who work at Tito's Taco Palace. But when you write, your audience can be anyone. And maybe that audience thinks they refers to space aliens, the kitchen appliances, or talking squirrels—all possible antecedents for they.
For this reason, substitute a specific noun for an unclear they. This way, your audience sees what you saw when you composed the sentence.
If you want one last greasy burrito, you better visit Tito's Taco Palace today. Our local newspaper says that the restaurant closes for good tomorrow.
Use the pronoun it with precision.
Because speaking gives us very little time to edit before the audience gets the information, we often use an it that has no clear antecedent. We say things like the examples below:
It said on the news today that a sinkhole appeared on Primrose Avenue.
In our math textbook, it claims that statistics analysis will be one of the most important skills in the future.
What said? What claims? Neither it has a clear antecedent.
When you write, you do have time to edit and can easily fix these two sentences. Read these revisions:
On the news today a reporter said that a sinkhole appeared on Primrose Avenue.
Our math textbook claims that statistics analysis will be one of the most important skills in the future.
You can't have a pronoun reference problem if you have eliminated the problem pronoun!
Remember also that it can refer to any single thing. Read this sentence:
Lightning struck the roof, frying the circuit breaker and shorting out the television and computer. Mom can't afford it this month.
Roof, circuit breaker, television, and computer are all possible antecedents for it. Not having a roof and not having a computer cause two very different sets of problems. For clarity, use a specific noun instead of it.
Lightning struck the roof, frying the circuit breaker and shorting out the television and computer. Mom can't afford more weather problems this month.
Confirm that the pronouns this, that, and which have single, clear antecedents.
Sometimes we sum up a complicated situation with a pronouncement like "That was really cool!" or "This blew our minds!" Or we might add as a tag to the end of a sentence, "Which amazed us all." Remember, though, that that, this, and which all require one clear antecedent. If too many things happened, your reader will get confused.
Read this example:
After sending a break-up text message to his girlfriend Skyler, Jesse forgot to wash his hands before he mixed old mayonnaise into the potato salad with a dirty spoon. That was disgusting!
What one thing was disgusting? That can refer to the text message to Skyler, the dirty hands, or the poor choice of ingredients and tools. A reader cannot be sure what exactly you have pronounced disgusting.
To fix the problem, replace the pronoun that with a clear, specific noun.
```
Jesse's relationship skills are disgusting! Jesse's hygiene is disgusting! Jesse's kitchen operation is disgusting!
```
Use second-person pronouns only for direct address.
You, your, yours, yourself and yourselves are the second-person pronouns. If you are directly addressing your readers, these pronouns are appropriate. For example, you can ask a question like "Have you ever ...?" or "Do you remember when ...?" to connect with your readers and draw them into your argument.
Second-person pronouns can also slip into our writing when they are not appropriate. Sometimes we want to distance ourselves from the material. Sometimes we so want to convince our readers of a point that we bring them in to the work when they don't belong.
Read these examples:
I never ride roller coasters because they make you throw up.
In ancient Egypt, only the very rich were entombed; without sufficient funds you just got buried in the sand.
I never ride roller coasters because you throw up? If you were the one who vomited, I would ride roller coasters every chance I had! In ancient Egypt, you were buried in the sand? You don't look old enough to have lived in ancient Egypt!
Replace the second-person pronouns to fix the problems:
I never ride roller coasters because they make me throw up.
In ancient Egypt, only the very rich were entombed; without sufficient funds the deceased just got buried in the sand.
Make sure that the pronouns who, which, and that refer to the right types of nouns.
The relative pronouns who, which, and that should each refer to specific types of nouns.
USING WHO
Use who when you refer to people, famous animals, or named pets. Read these examples:
Lenore, who refused a dish of ice cream, had to sit through fifteen minutes of yums and ooohs as we consumed ours.
My little brother most resembles the Looney Tunes character Taz, who cannot sit still for more than a few seconds.
Our bulldog Ricky, who has his own internet video channel, enjoys surfing and skateboarding.
USING WHICH
Use which for inanimate objects and unnamed animals.
We dug into the tasty potato salad, which Jesse had begrudgingly prepared for the picnic.
Lenore's dish of ice cream, which was melting in the hot sun, attracted the attention of flies.
Our parrot, which my roommate rescued from the apartment roof, can say hello in three languages.
USING THAT
Use that to refer to anything unnamed [though who is traditional and preferred for people].
An alligator bit a boy that was fishing at the lake.
The alligator that the hunters caught was twelve feet long.
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Young Numismatist's Monthly Discussion
The U.S. "Trade Dollar"
1. The Coinage Act of (what year) authorized the production of a "Trade" dollar? Why was it produced?
2. Who designed it, and which other denomination(s) did he design ?
3. What is one(1) significant difference between it and the "standard" silver dollars that were being minted at the time?
4. Which mint(s) actually produced the coins?
5. What are the two(2) "proof only" years listed in the 100 Greatest U.S. Coins? How many are known?
6. What is a "chopmark" and why is it significant?
7. What are some things you might do to determine a "counterfeit" or altered" piece?
8. What is one(1) obvious difference between the obverse of a Type 1coin and a Type 2 coin?
9. What is one(1) obvious difference between the reverse of a Type 1 coin and a Type 2 coin?
10. Compare the mintage of the 1878S "Morgan" to the 1878S "Trade" dollar. Why did San Francisco mint two versions of a dollar coin that year?
Bonus: Why was production of the "Trade" dollar discontinued? | <urn:uuid:d4299c99-d41b-44c3-b78c-ae299c817d5a> | CC-MAIN-2018-51 | http://lasvegascoinclub.com/pdfs/1018yn.pdf | 2018-12-09T22:15:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00293.warc.gz | 186,534,960 | 273 | eng_Latn | eng_Latn | 0.997599 | eng_Latn | 0.997599 | [
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Threatened Species
Skills Check
Difficulty 2
Formatting
Functions
Charts
Sorting
Extrapolating
The information in the table shows the number of threatened animal species in different countries.
Tasks
a. Open a new spreadsheet and copy the data.
b. Add a column to find the total species threatened in each country (use the fill down tool). [=SUM(B2:E2)]
c. Find the average Mammals, Birds, Reptiles and Fish threatened over all countries (for presentation purposes, leave an empty row before adding this calculation). [=AVERAGE(B2:B14)]
d. Find the total Mammals, Birds, Reptiles and Fish threatened in each country (take care not to include your averages from part c in the sums). [=SUM(B2:B14)]
e. It is thought that the total numbers of endangered species will increase by 15%. Calculate the 'Total + 15%' figure for each column (miss a row first to improve presentation). Call this new row 'Total + 15%'. [=B17+B17/100*15] or more simply [=B17*1.15].
f. Add a row displaying the total number of extra species endangered under this 15% increase. Call this row 'Extra'. [=B19-B17]
g. If the numbers actually decreased by 5%, give the new totals for each column. Call this row 'Total – 5%'.
h. Format all numbers to 0 decimal places. Bold all headings and totals. Align headings left or right over the data. Add a splash of color. Adjust the column widths. Add a thin border around the data section and another around the calculations section.
i. Select the cells A1:E1 (headings) and A6:E6 (Australian data) together, then add a pie chart showing the threatened species in Australia. Display the data labels.
j. Add a column chart showing the numbers of threatened species now, and the effect of the 15% increase. Do this by selecting the first 5 cells in each of the headings row, the totals row and the 'Extra' row together and then selecting a 'Stacked Column' from the chart options.
k. Save your work as "Threatened Species".
Visit http://www.orbedu.com for the full, editable versions with solutions.
ORB Education
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Family
Raising teens can challenge the best of parents. While there are many teens who present minimal problems, I have had the opportunity to help parents manage difficult teens. e first thing to understand is the brain of a teen has not yet fully developed the resources to make good decisions and manage emotions. Much of problematic teens' behavior is due to this fact. is is why adolescents need parent(s) to bridge the gap between their developing brain regions and the need for good decisions etc. In essence, a parent needs to be to the teen what their brain development has not yet provided them.
want to tell their parents for fear of criticism. Complicating matters is a strong sense of narcissist entitlement that teens have today. ey might be best called "Generation Why" teens. Why can't I have expensive electronics now? Why do I have to do things I don't want to? e good news is teens can be managed more successfully when parents have an understanding of the limits of current teen brain biology and utilize developmental appropriate techniques. Also, realize that parent teen conflict is extremely normal and despite their aberrant teen behavior, most teens grow to be functional adults.
Until essential brain regions develop, your teen may have poor impulse control, shaky judgment, excessive emotionality, hyper focus on pleasure and excitement, preference for low effort, and limited ability to stop and think through potential consequences. Essentially think of teens as a high powered sport car with poor brakes. Well-reasoned adults can see the danger in that, but many teens can't, which is why they need a parent(s) to guide them.
Many parents complain that adolescents do such irrational things, which is true from an adult point of view. However, in my experience, in therapy sessions, teens have a very clear idea of why they do and don't do things. ey just don't
Here are some guiding principles for raising teens:
* Be mindful of the strong biological influences on their behavior and try not to take their behavior personally.
* Continue to influence them, even if they resist your influence because they actually do hear you.
* Allow natural consequences to fall upon them, which teaches them about cause and effect eventually helping them stop and think to foresee consequences.
* Realize adolescents will learn over time and will not change significantly with one conversation.
* Influence reasoning by sharing your own thought
Michael D. Zito, Ph.D.
processes and decision making in handling situations.
Matters My teen is driving me crazy!
* Encourage delaying responses on important decisions which will help reduce impulsive judgements.
* Don't be afraid to disappoint your teen and set limits when appropriate. It means you are being a good parent!
* Know your teen's friend group and their parent(s).
* Limit time in unstructured group settings that don't have adult supervision since teen behavior is worse in group settings. Therefore you are correct to ask if the parents will be home!
* Monitor their social media communication.
* Validate your teen's feelings by saying "I can understand how you might feel but you still can't go to the party unless there is adult supervision."
* When possible, ask your teen to share their thoughts and how they approached decisions. They may resist but give it a try anyway.
* Don't tell them what to do rather guide them by asking questions that get them to think through situations effectively. For example, "what are some things you should consider before you decide what to do?"
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Course Description:
Grade Level: 9-12
This course is designed to give experiences involving the study of wildlife and the decreasing quality and quantity of their environments. Students will also study basic forestry management, hunter safety, archery, fishing and backpacking. Students will be expected to complete individual projects and long-term assignments. Homework will vary by unit and will consist of reading, writing lab reports, and research papers. Tests will be given regularly and students will be expected to participate in assignments, class discussions, and other structured events. This course is one of a series of courses that prepare the student for college level entry into the various disciplines of Agriculture Science.
Class Rules
1. Every student has the right to learn.
2. The teacher has the right to teach.
3. Anything that prevents numbers 1 and 2 from happening is against the rules.
Expectations
1. If a student is absent, it is his/her responsibility to meet with the teacher regarding missed
assignments. The student will have one day for every day he/she was absent to complete the work.
2. Students will arrive to class on time and be prepared, friendly, and polite, be a listener, a doer, a quality worker and positive risk taker in order to be successful.
3. All work shall be turned in ON TIME if points are expected by the student on any assignment.
Housekeeping
1. "The Classroom" is anywhere instruction is taking place. All class policies apply regardless of where the class meets (in a room, at the school farm, greenhouse or any other location).
2. Some labs and hands-on situations will require students to work with different types of lab materials and equipment. Safety is our first concern, and students will be informed of appropriate attire for various situations.
3. All other school rules will be followed and any discussion of these rules and their enforcement will take place after school.
Student & Parent Resources
Please check our website at elkgroveffa.com. Schedules, forms, updates pictures, and general information will be available at the Elk Grove FFA website. In addition, grades and a calendar will be posted on school loop.
Materials Suggested for Classroom Success:
- A three-ring binder
- Pencil, pen or other writing utensil
- Section Dividers
- 3-hole-punched notebook (college ruled preferred)
- Course text books (provided)
- California Agricultural Education Record Book (provided)
Outdoor Recreation
Elk Grove High School
Mrs. Welch firstname.lastname@example.org
Notebook
Students are encouraged to record all the assigned notes/ warm-ups in a notebook. The notebook will be checked every Friday and graded. Pencils are suggested for work on record books and a simple calculator will be helpful.
Grades %
The class is graded according to this scale: 100-90, A; 89-80, B; 79-70, C; 69-60, D; 59 & below, F.
1. Classroom (Approximately 80%)
Completion of assignments:
2. Supervised Agriculture Experience Program (Approximately 10%)
It is our goal that every student will have a SAE, or a project related to agriculture, which they can pursue both during and after school hours. These SAE projects are valuable tools in teaching work ethic and responsibility. In addition they can lead to awards and recognition in the FFA, scholarships, and future employment. Students will be required to maintain a record book regarding their SAE project. The choices for SAE projects are:
1. Ownership- This is a project that the student owns. Some examples might be an animal, a crop of some kind, or potted plants in their room.
2. Non-Ownership- A project which the student works with, but does not own.
3. Work Experience- Any job related to agriculture can be considered work experience whether it is paid or unpaid. Some examples might be mowing the lawn, working for a local agriculture business, or home improvement projects.
3. FFA (Approximately 10%)
The FFA, formerly known as the Future Farmers of America, is a national organization found in thousands of high schools across the United States. The goals of the organization are to develop premier leadership, personal growth, and career success. Your son/daughter automatically became a member of the National Organization when he/she enrolled in an agriculture class. There are numerous opportunities to participate both during the school year and after school in FFA activities. These activities will be given a point value that will be reflected in students' grades. Students are strongly encouraged to purchase a
FFA membership card, which is $10.
Binder/Notebook Checks
A. The Binder:
It is recommended that students have a 1 inch, three ring binder for this course that includes class materials. Materials that are suggested to be kept in the binder include Warm-ups, a 70 page notebook, and graded assignments, tests or quizzes within a semester. Students should bring these materials to class daily.
i. Binder/Notebook Checks: The binder (or equivalent) will be checked EVERY FRIDAY at the beginning of class. Each binder check will be worth approximately 20 points (about 200 points per quarter). The binder will be checked for Warm-ups which are worth 2 points each (10 points per week) and also for notes which are worth 10 points per set.
ii. Restrictions: If a student is absent during the week, the student should make up any notes or mind movers missed in their absence. If a student is absent during the week, the student should make up any notes or mind movers missed in their absence. Only those students who have remembered to bring the proper materials to class on Fridays for the check, or who have successfully made up absent/missed notes and warm-ups, and whose materials are displayed teacher approaches their desk during checks will receive credit for the check.
Please have your son/daughter return this part of the letter.
I understand the policies of the Outdoor Recreation Class and will put my best effort forth.
Student Signature______________________ Student Name (printed)________________________
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Temper Tantrums
What is a Temper Tantrum?
A temper tantrum is when a young child has an extreme behavioral reaction to overwhelming negative emotions. Tantrums may start small with whimpering, whining, or looking frustrated, and then escalate into screaming, kicking, sobbing, or hitting. A child might throw himself on the floor or hold his breath. Some tantrums escalate slowly, others very quickly.
Temper tantrums feel out of control to the child, and can be frightening to the child as well as to the child's parent.
Temper tantrums often begin between 12 and 18 months, and are commonly seen in 2- 4- year-olds. Tantrums occur because a child's emotions can be more powerful than their ability to manage them.
Why Children Have Tantrums
Tantrums happen because your child's feelings develop before her ability to understand and manage those feelings. Here are the seven main reasons they occur:
1. They want to do something that is not allowed. Rules are rules and sometimes children disagree with the rules or limits being set.
2. Children want to be able to do more than they are able to do. Tantrums may result from the child asserting his or her independence. They may want to do something that they don't yet fully have the ability to do (like zip a zipper), or that a parent must prevent for safety reasons (such as buckle their own car seat).
3. Children can't always communicate their needs or wants. A toddler's cognitive and physical skills often develop more quickly than the ability to communicate with words. The development of language skills often helps reduce the frequency of tantrums.
4. Children are physically uncomfortable or don't feel good. Temper tantrums can occur because a child is tired, hungry, or feeling frustrated.
5. Children can't get your attention. Children may also throw tantrums to get attention, to get their own way, or to try to get a reaction. Keep in mind that although their original desire was to get a response, once a tantrum starts they are caught up in their emotions. The attention they were looking for from a parent or teacher might not stop the tantrum even when it is provided.
6. The child can't help it. Some children are temperamentally prone to tantrums. Frustration, anger, or physical discomfort can be extremely overwhelming for some young children.
7. Children are developing emotional regulation. Children need time to develop their capacity to regulate their emotions, support from caregivers to identify their feelings, and skills to manage their emotions in situations where they are likely to lose control.
Information for Parents: Temper Tantrums
Action: What Parents Can Do
Managing a Tantrum
Preventing Tantrums
Children are more prone to tantrums when they are tired, overstimulated, or are outside of their normal routine. Knowing what can push a young child into a tantrum can help parents prevent tantrums from starting.
Plan for success. For example, avoid the grocery store when your child is tired, or take the child home from the park before she is hungry for dinner.
Note early cues, and offer support by recognizing the signs and naming the child's emotions.
Ask if your child wants help with a task that is frustrating or offer an activity you can do together.
Set expectations. For example, give the child a 5 minute warning before leaving a friend's house.
Consider the child's age, developmental level, environment, and typical level of emotional regulation to decide what methods might work the best.
Be aware of your own feelings, remembering that the child feels out of control and needs you to be calm.
When necessary, make sure your child is safe and then step away to gain control of your own feelings before attempting to help the child.
Acknowledge the child's feelings, but don't expect him to be able to talk about them while the tantrum is going on.
A statement like "I'm going to help you calm down" can be reassuring to the child and also let her know that your expectation is that she will begin to regain control of her behavior.
Offer an alternative activity. This is sometimes also called "distraction," and can be very effective with younger children.
If the child is in a safe place, some experts advise ignoring the tantrum to remove the child's incentive to continue. Be sure to respond positively when the child finds other ways to get your attention.
Having a Plan
Talk to your child about tantrums when she is NOT upset. Talk about how bad she felt and how you were upset too. Think together about how she might let you know next time she feels upset so that you can help her avoid a tantrum.
If your child asks for help, give him help. A preschooler is inexperienced at managing strong emotions, and talking about them together is a great way for him to learn and practice.
Let a child know when he has done a good job of managing his feelings when you knew he was stressed, tired, or upset. This can help him understand that he has alternatives to losing control.
Remember that the road to emotional regulation is a long one, and tantrums can be expected along the way. | <urn:uuid:f843fc89-0027-415f-959a-db6ae3d85473> | CC-MAIN-2018-51 | http://www.parentingcounts.org/parent-handouts/information-for-parents-temper-tantrums.pdf | 2018-12-09T22:51:22Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00294.warc.gz | 537,178,239 | 1,059 | eng_Latn | eng_Latn | 0.998238 | eng_Latn | 0.998351 | [
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Vinyl pipe: safe water delivered safely
More than one-third of all vinyl produced is made into pipes, including pipes for municipal water delivery and wastewater removal, culverts and industrial piping systems. Vinyl pipes can have a long useful lifetime of up to 100 years or more, and like most vinyl construction products, require virtually no maintenance.
More important, vinyl pipes help to keep disinfected drinking water safe. They are much more resistant to the formation of microbial and bacterial growth that occurs along the interior walls of water distribution pipes. This activity, known as biofouling or biofilm build-up, can pose a threat to public health and is present in almost every water distribution system. Biofilm build-up occurs to a much greater degree in metal or concrete pipes.
In addition, vinyl pipes help to preserve a precious resource, water. Cast iron and ductile iron pipes are the most susceptible to corrosion and breakage. Weak spots caused by rusting can form in these materials and in some cases penetrate the pipe wall and cause leaks, resulting in water loss, pipe breakage and, potentially, water contamination. A single pipe leaking just 2.2 litres of water per minute equals more than 110,000 litres of lost water each year.
Vinyl medical products
Vinyl has been the material of choice in the health care industry for over 40 years – over 25 percent of all medical plastics and over 70 percent of all disposable medical applications are made of vinyl. This includes the bags containing life-giving blood, and the tubing and valves that transport it. Intravenous containers, tubing, dialysis equipment, examination gloves, inflatable splints, inhalation masks and thermal blankets are also vinyl products.
Vinyl is the material of choice for these applications because it offers a unique combination of properties – it is easily sterilized, flexible without kinking, durable, transparent (so volumes and flows of liquid can be monitored) and dependable.
www.worldchlorine.com
hlorine is one of the most abundant naturally occurring chemical elements. It also plays an important and significant role in the manufacture of thousands of products we depend on every day. Industrial production of chlorine involves passing an electric current through a solution containing salt and C
water. (For more details on chlorine's production process, please see the insert Chlor-Alkali Manufacturing Processes.)
facilities use chlorine solutions to disinfect food surfaces and food contact surfaces.
Global patterns of food distribution and changing consumer demographics are new challenges in the effort to control foodborne illness and reinforce the important role of chlorine in food safety.
The chlorine tree
This simple process transforms the salt, creating almost an equal amount of chlorine gas and sodium hydroxide or caustic soda.
1999 Global Demand for Chlorine/Caustic Soda
Caustic soda is widely used by many industries, such as the food, pulp and paper, aluminium, and textiles. (For more details on caustic soda, please see the insert Chlorine's Important Co-Product: Caustic Soda.)
Chlorine is used as a disinfectant. And, according to the World Health Organization (WHO), chlorine's use in water treatment has been one of the most significant advances in public health protection. Chlorine plays a key role in controlling bacteria and viruses in water that can cause human illness, as evidenced by the virtual absence of waterborne diseases such as typhoid and cholera in developed countries.
Untreated or inadequately treated drinking water supplies remain the greatest threat to public health in developing countries. Over one-fifth of the world's population does not have access to clean
water, and more than one-third lack adequate sanitation. In these countries, diseases such as cholera, typhoid and chronic dysentery are endemic and, according to WHO, kill thousands of people each day. Chlorination continues to offer the most effective and affordable option for providing safe drinking water for the world's population.
In addition, chlorine (in its more recognized form – bleach), as one of the most effective and economical germ killers, provides significant benefits.
Since it was first used in the maternity wards of a Vienna hospital more than 150 years ago, chlorine has been a powerful weapon against life-threatening infections caused by viruses and bacteria.
One such bacterial infection is Legionnaires' disease, which can be transmitted through air conditioning systems. Chlorine is used to disinfect these systems and rid them of the bacteria. It is widely used in hospitals to prevent contamination of patients' burns and wounds, and to disinfect medical equipment such as kidney dialysis machines.
Chlorine also plays a vital role in reducing foodborne disease from the 'farm to the fork'. The Expert Committee on Food Safety, convened
But chlorine's unique properties mean it can be used in numerous and varied ways. Its reactive nature allows it to bond with other chemical elements to form substances that make up, or lead to, products we use every day. It is called the single material on which production of other chemicals most depends. It is involved in over 50 percent of all commercial chemistry, and its myriad uses are displayed on the "chlorine tree". (Please see inside.)
Yet, while chlorine is needed along the way to make chemical processes happen, many of the resultant products don't contain chlorine, such as polyurethanes, polycarbonates and epoxy resins. Because these types of compounds are versatile, lightweight, easily adaptable, strong, durable and save energy, they are used to make a broad range of products from electronics to packaging and automotive to construction. Chlorine Chemistry's End Uses
Polyurethanes, for example, are often used for seats, dashboards, sound insulation, door panels, and foam mattresses. In fact, about 80 percent of the population in Latin America sleep on inexpensive, flexible polyurethane foam. If not for this affordable alternative, a vast majority of the population would continue sleeping on uncomfortable cotton, hay or horsehair mattresses.
Perhaps one of the most critical uses of chlorine chemistry involves our health. Today, about 85 percent of all pharmaceuticals contain or are manufactured using chlorine chemistry, including medicines that treat heart disease, cancer, AIDS and malaria. Chlorine is also essential in helping to produce a wide range of medical equipment, from X-ray and mammography films to medical tubing 6% 27% *such as propylene oxide, epichlorohydrin, polycarbonate Pulp & paper Water Other
and blood bags.
Vinyl, a major product
One of the major products of chlorine chemistry is polyvinyl chloride, known as PVC or vinyl. Invented in the United States in
by the World Health Organization and the United Nations Food and Agriculture Organization, states, "… illness due to contaminated food is perhaps the most widespread health problem in the contemporary world and an important cause of reduced economic productivity." Chlorine water solutions of varied strength are routinely used to disinfect crop storage and livestock facilities. In many countries, food processing and preparation the early 1920s, it was first used for insulated wire, raincoats and shower curtains. As vinyl's versatility and flame-resistant properties became more widely known, dozens of new, innovative uses were developed and manufacturing plants established. Today, vinyl is the second largest selling plastic in the world.
Vinyl siding by Certain Teed Corp.
Vinyl products – such as wire and cable, siding, windows and doors – are a staple of the construction industry because they are easy to maintain, long lasting, attractive and economical. In fact, vinyl is the material of choice for European window frames because of low maintenance. In North America, vinyl is the material of choice for siding, decking, railings and house trim because it neither rots nor requires painting. Vinyl piping transports water to thousands of homes and industries because it is resistant to corrosion, microbial growth and leakage.
(continued on back)
Products of the Chlorine Tree
Audiotapes
Coatings for aluminum cans
ABS Plastics – telephones
Bedding – pillows, mattress covers, sheets, blankets, bed spreads, towels
Chlorine is one of the most abundant naturally occurring chemical elements.
It also plays an important and significant role in the manufacture of thousands of products we depend on every day.
Adhesive and bonding agent base
Handbags, wallets for synthetic turf
Automobile vinyl tops, upholstery
Inflatable boats and water floats
Luggage
Household glue for metals, glass, and ceramics
Matrix for stained glass windows
Acrylic fibers – blankets, carpets, fabrics
Boats
Boat hulls and automotive parts and floor mats
Magnetic recording tape
Baby bibs, crib bumper pads, and
Mattress covers
PC boards, composites
Housing for tools, machinery, business
Medical blood bags, IV bags and tubing
Raincoats, rainsuits and umbrellas
Siding, gutters, and gutter leaf guards
Swimming pool liner and covers
Time release pharmaceuticals
Various home use caulking and sealing compounds
Spandex fibers (exceptional elasticity –
used in socks, belts and stretch bands)
Antifreeze and coolants
Crop protection chemicals
Cl
2
BENZOYL CHLORIDE
CHLOROTOLUENES
BENZOTRICHLORIDE
PARACHLOROBENZOTRIFLUORIDE
VINYL CHLORIDE
VINYLIDENE CHLORIDE
DICHLOROETHYL ETHER
METHYLENE CHLORIDE
ALLYL CHLORIDE
STANNOUS CHLORIDE
Epichlorohydrin
ETHYLENE CHLOROHYDRIN
CHLOROPRENE
1,4-DICHLOROBUTANE
DICHLOROPHENYL SULFONE
HYDROCHLORIC ACID
PROPYLENE
CHLOROHYDRIN
METHYL CHLOROACETATE
CHLOROACETIC ACID
DRINKING WATER DISINFECTION
WASTE AND SEWAGE TREATMENT
CHLOROPHENOLS
TRICHLOROACETALDEHYDE
TETRACHLOROPHTHALIC
ANHYDRIDE
SULFUR DICHLORIDE
SULFUR MONOCHLORIDE
THIONYL CHLORIDE
SULFURYL CHLORIDE
PERCHLOROETHYLENE
TRICHLOROETHYLENE
PHOSPHORUS TRICHLORIDE
PHOSPHORUS PENTACHLORIDE
PHOSPHORUS OXYCHLORIDE
FERRIC CHLORIDE
ZINC CHLORIDE
CHLORINATED ISOCYANURATES
SODIUM HYPOCHLORITE
CALCIUM HYPOCHLORITE
TITANIUM DIOXIDE
ALUMINIUM
CHLORIDE
ETHYLENE
DICHLORIDE
METHYL CHLORIDE
POLY VINYLCHLORIDE (PVC/Vinyl)
Ethylenediamines
baby strollers
Bicycle seats and handle bar grips
Card tables and chairs
Cases for cosmetics, cameras,
binoculars, etc.
Coating for paper
Containers for food products,
cosmetics, toiletries and
household chemicals
Electrical and decorative vinyl tapes
Electrical insulation
Exercise equipment pad coverings
Fences, decks, trellises
Film and sheeting
Floor coverings, molding strips
Garden hoses
Golf bags
Pipes
Plumbing fittings
Roofing material
School and office supplies
Seat coverings
Shoes
Solar reflective film
Textile coatings
Wallpaper
Watch straps, belts
Window and door frames
1,1,1 TRICHLORETHANE
CHLOROFORM
CARBON TETRACHLORIDE
Bristles for brushes
Fibers
Latex coatings
Multiwall paper bags
Packagings for food products (meats and poultry)
Pipe and fittings for hot corrosive materials
Seat covers
Upholstery
Polyvinylidene
chloride
High grade lubrication oils
Vinyl ether
Paints, varnishes and lacquers
Adhesives
Aerosols
Paint removers
Photographic chemicals
Plastic processing
Silicones
Epoxy resins
Surface coatings on household appliances
Glycerine
Moisturizing compounds
Pharmaceuticals
Polymers
Water treatment
Wet strength resins
CHLORINE DIOXIDE
Cosmetics
Crop protection chemicals
Dyes
Initiators for plastics
Perfume base
Pharmaceuticals
Stabilizers for plastics
Sunscreen
Neoprene
Intermediates
Carpet backing
Oil resistant auto components
Seat cushions
Shoe soles
Wire coating
Polysulfone
Computer components
Electronic parts
Pipe and sheets
Power tool housings
Cosmetics
Encapsulation of electronic parts
Medical devices used within the body
Pharmaceuticals
Polishes, waxes
Surgical membranes
Water repellent coatings
Automotive components and electrical
Bullet proof glass
Compact discs
Containers
Household appliance housings
Windows on buses, trains, subways,
aircraft, buildings
Thickening agent for foods and non-foods
Coatings
Lubricants
Metal working fluids
Plastics
Rubber
Brake fluids
Cleaners
Coatings
Intermediates
Mining chemicals
Paint
Solvents
ETHYL CHLORIDE
Ethylcellulose
Methylcellulose
Chlorosilanes
Silicones
Coatings
Inks
Rocket components
Water treatment
Abrasive wheels
Adhesives
Auto bumpers and fenders
Brush bristles
Foam cushions/mattresses
Paints and varnishes
Sealants and caulking agents
Shoe uppers and heels
Propylene oxide
Propylene glycols
Hydroxypropylacrylate
Polypropylene glycols
Propylene glycol ethers
Isopropanolamines
Polyurethane
Crop protection chemicals
Permanent wave solutions
and hair care products
Pharmaceuticals
Polymer ion exchange resin
Synthetic caffeine
Thickeners, food additives
Vinyl stabilizer
Additives for oil,
detergents
Paper chemicals
Softeners
Coats and jackets
Draperies and curtains
Fire hose jackets
Jeans and tee shirts
Packaging
Pants and shorts
Reinforcement for rubber hose
Shirts
Sweaters
Tablecloths
Tents and awnings
Textile fabrics (often combined with wool and
other fibers such as knits, terry, denim, velour,
chenille, seersucker and poplin)
Tire fabric and seat belts
Upholstery (sofas and chairs)
Videotapes
Ethylene glycol
Polyester
Antifreeze
Ethylene oxide
Acrylonitrile
machines, radios, tape players, cameras
and household appliances
Luggage
Nitrile rubber
Shower stalls
Artificial turf
Automotive upholstery
Bristles for toothbrushes, hairbrushes,
paintbrushes, carpets and rugs
Cordage, towlines and rope
Fishing boots, nets and line
Flotation vests for boating
Furniture fabrics
Gears and bearings
Guitar strings
Jogging shoes and sneakers
Parachutes
Pen tips
Sails
Sleeping bags and camping equipment
Surgical sutures
Tarpaulins, canopies and awnings
Tennis racquet strings
Tents
Tire cord
Wearing apparel – shirts, blouses, lingerie,
hosiery, jackets and swim wear
Window screens
Wire insulation
Adiponitrile
Nylon
Dental cements and dentifrices
Deodorant preparations
Soldering fluxes
Silvering mirrors
Stabilizer for perfume in soaps
Etching and engraving
Pharmaceuticals
Photography
Printed circuitry
Water treatment
Flame retardant for plastics
Crop protection
chemicals
Liniments and pharmaceuticals
Bandages
Crop protection chemicals
Dyes
Erasers
Oil additives
Pacemaker batteries
Photographic chemicals
Purifying sugar juices
Rubber antioxidants
Detergents for automatic dishwashers
Household and commercial bleaches
Sanitizers for swimming pools
Scouring powder
Crop protection chemicals
Fire retarding agents
Gasoline additives
Hydraulic fluids
Semiconductor manufacture
Bleaching pulp, paper and textiles
Disinfectant for swimming pools
Household bleach
Pharmaceuticals
Water purification
Algaecide
Bactericide
Deodorant
Disinfectant for swimming pools
Portable water purification
Pharmaceuticals
Refrigerants
Catalyst
Corrosion resistant paint
Electrical components
Pigment
Semiconductors
Synthetic gemstones
Adhesives
Circuit boards
Crop protection chemicals
Degreaser
Drain cleaners
Dry cleaning
Dyes
Leather finishing
Paper deinker
Pigments
Refrigerants
Solvents
Spot remover
Textile manufacture
Transformer fluid
Pulp and paper bleaching
Pool disinfectants
Water treatment
Food processing
Desulfurization agent for petroleum
Production of alkyl chlorides
Oil well acidifying
Production of metallic chlorides
Pickling in steel manufacture
Latex coagulating agent
Production of hydrochlorides
Sanitation
Pulp and paper
Water treatment
Brewing
Corn syrup
Gelatin
Monosodium Glutamate
Sugar refining
Electronic silicone
Silicone resins and elastomers
Batteries
Pharmaceuticals
Plastics stabilizer
Rocket propellants
Rubber accelerator
Alloys
Photoflash bulbs
Pyrotechnics
Refractories
Semi-conductors
Brake fluids
Cleansing creams
Coatings
Cosmetics
Flavoring extracts
Food additives
Lotions/creams
Natural gas treatment
Paint
Pharmaceuticals
Plasticizers
Plastics
Soft drink syrups
Solvents
Suntan lotions
Adhesives
Coatings
Corrosion inhibitors
Cosmetics/personal care
Crop protection chemicals
Neutralizing agents
Plastics
Surfactants
Urethanes
PHOSGENE
Polycarbonate
HYDRAZINE
Blowing agent
Buoyancy agent for
undersea salvage
Fuel cells
Pharmaceuticals
Photographic developers
Plating metals on glass
Polymerization catalyst
Rocket propellant
Spandex fibers
(imparts elasticity to garments
such as socks and special hosiery)
Source: Charles River Associates | <urn:uuid:f631afa3-6cc1-46fc-ac05-222b6c1c44d7> | CC-MAIN-2018-51 | https://worldchlorine.org/wp-content/themes/brickthemewp/pdfs/chlorine.pdf | 2018-12-09T22:21:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00294.warc.gz | 927,658,316 | 3,963 | eng_Latn | eng_Latn | 0.867425 | eng_Latn | 0.977343 | [
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"How we control our lives"
Author Unknown
Third Unity Principle: "We are co-creators with God, creating reality through thoughts held in mind."
Intention: Realize that our thoughts are the most powerful part of us and they actually create our world." Resources, "The Quest" by Richard & Mary-Alice Jafolla, "Teens on the Quest" Association of Unity
PreSession:
Have music playing and encourage teens to talk. Could possibly have a full length mirror "reflecting" the idea that "what you give out comes back to you." Be creative in how you can use this.
Points to Ponder: For a visual, list following on board:
* Everything begins with an idea
* Your thoughts are the blueprint for your life
* Your thoughts today create your world of tomorrow
* Change your thoughts and you will change your world
* You have absolute control over your reactions
Affirmations: Affirm together the following: (printed out on slips for each person)
I see myself and others as God's precious creations!!
I hold a sacred image of myself as a spiritual being with unlimited potential!!
God has created for me a world rich with blessings and opportunities!!
Unity Statement of Being
God is All, both visible and invisible One presence, one mind, one power is All This One that is All,
Is perfect Life, perfect Love and perfect Substance
I am an individualized expression of God I am ever one with this Perfect Life, perfect Love and perfect Substance
Daily Word
Opening Prayer:
Thank you God for the transforming power of Your Divine Mind as I allow it to express through me. My will is Your will. I desire to celebrate you in all that I do and in all That I say and in all that I am. With you as my Partner, I create my world in a new And more positive way.
Introduction: Read Bible Verse Proverbs 23:7 "As a man thinketh in his heart, so is he." Both in the Old Testament and in the New Testament we hear about the Law, what we Sow, we reap. Plant corn, get corn. Think negatively—get negativity back. Or some say—garbage in, garbage out. Whatever you want to call it or however you want to view it, there is a spiritual law.
If I say to you" You are the royal ruler of your world! You have the authority over your life. You are in control". How would you react to that statement? Would you agree or would you think – No Way!! Everyone else is in charge. My teacher, my parents, my coach…..Everyone. Sometimes it doesn't seem as if we are in control of our lives and yet the simple truth is that no matter what happens we do have control of ourselves. We may not have control of situations and circumstances that go on, but we do have control on how we will think about them and how we will respond to these situations.
So you have to be willing to take command of your life and also be willing to accept responsibility for your thoughts, decisions and actions. You have to be willing to take a look at how you think. What thoughts are you holding and what is created from those thoughts. Everything begins with a thought.
Example: When the British star Gem Gilbert was a little girl, she watched in horror as her mother died of shock in the dentist chair during a tooth extraction. The experience had such a profoundly negative impact on her that for the next thirty years she refused to go to a dentist. Finally, she was suffering from a toothache of such severity that she agreed to have a dentist come to her home to see if he could help her. He arrived to find her surrounded by her family, her friends, her personal physician and even her minister. Upon examining the tooth, the dentist informed Gem that he would have to extract it. But before he could even begin, she died!
After a lengthy detailing her life and athletic accomplishments, the article in the London Daily Mail concluded that she was killed by thirty years of thought!
It has been estimated that we have 60,000 separate thoughts each day. That's about fifty thoughts each minute. It shows that we have an incredible ability to process ideas. Yet what's even more astounding is the fact that about 99 percent of today's thoughts are the same as yesterday's. No wonder it is so difficult for us to change our lives. It may be difficult to accept the fact that thoughts have power. It may even be tempting to think that a thought is not a real thing, but there is no doubt that it is.
Years ago Albert Einstein said that energy and matter are related and that neither is created nor destroyed. Energy is changed into matter and matter into energy. Since thoughts are energy, our thoughts must affect us. There is no way that they cannot. A fear thought increases adrenaline and cholesterol, dilates blood vessels and creates the may other physical changes in your body. A thought of love strengthens the immune system and infuses the body with other beneficial chemicals. Thoughts are energy. The purpose of this teaching is to get you thinking about your thinking. What major shift in your thinking is needed at this point in your life?
Experience:
Pass out a paper & pencil to everyone.
1. As if everyone has one situation in their life they would like to change or a difficult situation they are currently facing.
2. When they have all though of one have them think of one word that describes how that situation feels.
3. Go around having each person share the one word feeling.
4. Can we always change the situation? Whey?
5. Whey would you want to change the negative feeling for a positive?
6. Think about the feeling you just felt.
7. How would you like to feel about the situation? Relaxed? Relived? Forgiving? Trusting?Comfortable?
8. Pick a feeling you would like to feel toward the situation.
9. Now we are going to choose to think ourselves into this feeling because we have that choice and we can change how we see by repeating a correcting thought.
10. Writes this down on your paper: "This situation is resolved in perfect harmony. I am feeling ________ (feeling they have chosen) and all is well. Thank you God.
Activity - "Alligator River"
Purpose: To help discover who is in charge of the thoughts we think.
Directions: Place signs around the room with the following names of the story characters:
Alice, Cecil, Sinbad, Best Friend Mabel, Other Friend George
Tell teens to listen to the story because at the end you will ask them to reference the characters.
Story: Alice and Cecil are both 17 and have been going out for the past year. They live on opposite shores of an alligator-infested river. One day a storm washed away the bridge over Alligator River. There was no way to get across except by boat. So Alice asked Sinbad, a sailor, to take her across in his boat, and he agrees…… but on one condition. He needed to deliver some drugs to a connection across the river and wanted Alice to take them and deliver them to his contact. Confused and uncertain, Alice asks her best friend, Mabel what she should do, but Mabel said "you're old enough to make your own decision and I do not want to get involved with any of this". So Alice really wanted to get across the river to see Cecil and decides to do as Sinbad asks.
After she gets across, she finds the contact and makes the delivery. Then she finds Cecil and is so overjoyed to be with him. She confides in him what she did to get across the river so she could see him. He becomes furious and starts yelling at her on how could she be so stupid, she could have gotten them both in trouble. He continues to yell and call her some inappropriate names. Devastated, Alice runs off crying and can't believe what has happened. She gets to the woods and sits down and is sobbing. Then she looked up and there is George, an old friend. As he comforts her, she tells him what has happened. He can't believe what Cecil did and how he treated Alice. He runs off and Alice follows behind. George finds Cecil and confronts him, they both end up yelling at each other. Then George delivers a strong punch flat on Cecil's chin, Cecil falls to the ground and is out cold ………..Watching the encounter, Alice just laughs heartily…………………………...
Ask the group to stand under the sign of the character in the story who in their opinion, behaved most inappropriately. If there is more than one person under each sign, have them select a spokesperson. Have each group or person try to convince the others why they feel the character they chose was the most offensive.
At the end of the arguments, give all people the option of changing their opinion and move to a different choice.
Discussion:
1. Did you all understand, respect or believe another's point of view?
2. Did any of you feel you were right and the others were wrong?
3. Did you feel it was important to be right?
4. Can anyone convince you what is right or wrong?
5. Can others tell you what or how to think?
6. Who is in control of your thinking?
7. Do you have a choice about what you choose to think?
Meditation
Invite everyone to become comfortable in their chair, breathing in deeply and relaxing with each breath………………. Thoughts held in mind produce after their kind…………………….. The beliefs I hold in mind and heart create my life experiences that express and reflect these beliefs……………..As I change my thoughts, I change my experience ……………… my thoughts are the most important and powerful aspect of my being……………. Right thinking creates right results……………….. wrong thinking creates wrong results……………..we create heaven and we create hell in our minds………… heaven is not some place in the sky……………..heaven is within us…………….. it is the state of our minds…………………and so heaven is right here and right now……………….within us…………….. The state of our being………………..In the Lord's prayer we say "Our Father"…….which is our relationship to God…………we are God's Children……………."Which art in heaven"…………..and since heaven is our state of being within us…………………….The message to us from Jesus is that the Kingdom is Heaven is within each one of us. Everything we do, everything we create, everything we have now and everything we ever hope to have comes from the thinking consciousness that we are. We have the power to change our minds, change our thoughts. We can choose to think negatively, be worried, fearful, concerned, anxious or we can choose to be positive, inspired, hopeful, happy……………………we can let outside circumstances control our thoughts, or other people's actions control our thoughts……………………or we can be in control of our thoughts………….knowing that we are at choice in every moment………we choose………………we are cocreators with God……. …….and so we choose those attributes which God is….God works through each one of us to bring into the world peace……. joy…. love…… kindness….. compassion…….forgiveness…………… in this moment we choose God………we choose Heaven……… And so it is… Amen
Closing Circle
"God, we know that Life is Consciousness! We live what we think. Our thoughts are our seeds of destiny. Thank you for watching over us and showering us with your love. Our visions are nourished by your blessings. Make us aware of all the blessings around us and help us to share our harvest with others. In your name, we pray. Amen | <urn:uuid:b5119df3-9896-4e3f-9604-e5f65a04ff28> | CC-MAIN-2018-51 | https://www.dianevenzera.com/resources/Teen/Third-Unity-Principle.pdf | 2018-12-09T22:49:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00294.warc.gz | 1,012,105,747 | 2,487 | eng_Latn | eng_Latn | 0.997854 | eng_Latn | 0.998487 | [
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High Frequency words for word recognition YR to Y2
The words below are essential high frequency words which pupils will need, even to tackle very simple texts. These words usually play an important part in holding together the general coherence of texts and early familiarity with them will help pupils get pace and accuracy into their reading at an early stage. Some of these words have irregular or difficult spellings and, because they often play an important grammatical part, they are hard to predict from the surrounding text.
Teachers should teach pupils to recognise the words in context when reading, particularly during shared text work with the whole class, but the words will also need to be reinforced through other practice and exploration activities so that they can be easily read out of context as well. Through this, pupils will have a number of key reference points to hold together the structure of new or unfamiliar texts.
The list is in two sections with 45 words to be achieved by the end of YR and approximately 150 words to be learned between Years 1 and 2. These lists should be used as an aide-memoire to help teachers check that the work has been covered and to ensure that all are adequately reinforced. By the end of Y2, pupils should be able to read all these words easily, in and out of context.
Reception year
Year 1 to 2
* days of the week
* months of the year
* numbers to twenty
* common colour words
* pupil's name and address
* name and address of school
24 Words double underlined are included in our game ODD-BODS (plus numbers 1 to 12)
70 Words highlighted in GRAY are included in our game CHASE
For further information, please visit our website: www.helpgames.co.uk
HELP Educational Games
Telephone 0345 456 1983
Calls to 03 numbers are inclusive from landlines and from mobiles. If you haven't got any inclusive minutes, or they have run out, these calls are charged at a per-minute rate, often known as "geographic rate".
Ofcom regulations require phone providers to treat calls to 03 numbers the sae as calls to 01 and 02 numbers. This applies whether you call from a landline or from a mobile. | <urn:uuid:176a745d-6faa-48b8-b15f-aa765193bed3> | CC-MAIN-2018-51 | https://www.helpgames.co.uk/docs/words.pdf | 2018-12-09T22:27:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00293.warc.gz | 1,040,599,751 | 464 | eng_Latn | eng_Latn | 0.999412 | eng_Latn | 0.999493 | [
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Guinea Pig
Average Size: approximately 7"-12" long
Life Span: 5-8 years
Diet and Feeding:
Staple diet: Choose a fortified diet, made especially for guinea pigs. Fill the bowl approximately 3/4 full.
Hay: Offer a handful of Timothy hay every day to add needed fiber to her diet.
Vegetables:* Treat your guinea pig to small amounts (approximately 1/8 cup) of carrots and dark green leafy vegetables like collard greens, kale or mustard greens daily. Take care not to overfeed these fresh foods. They contain a lot of moisture and too much can cause an upset stomach.
Fruits:* Fruits rich in Vitamin C, like sliced kiwi and oranges, are tasty and nutritious treats. Give one or two tablespoons every other day.
Treat sticks & chews: These hard and crunchy treats keep your guinea pig's front teeth trimmed, so always keep one in the habitat. Treats should be less than 10% of total food intake.
Water: Change and fill your guinea pig's water bottle with clean water every day. Don't forget to add the vitamin C drops.
*Remember that fresh food items require their own dish and should be removed from the habitat after four hours to prevent spoilage.
Housing/Habitat:
Housing: Your guinea pig needs a well-ventilated home with a solid floor, large enough for a food dish, water bottle and a hiding area (if one isn't built in). There should be plenty of room for all cage accessories, and for her to move around freely. Minimum cage size is 24"L x 12"W x 12"H.
Bedding: Line the home with 2"-3" of aspen or other appropriate bedding, and change it weekly or more often if needed.
Cage placement: Place the habitat in a cool, low humidity area, out of direct sunlight and away from drafts.
Normal Behavior and Social Interaction:
Guinea pigs are gentle. They are social and will enjoy the companionship of another guinea pig (if you have two, house only same gender pairs), as well as interaction with their pet parents. Although shy at first, guinea pigs will develop intense affection for their owners, and may whistle to signal their happiness.
Guinea pigs are diurnal. This means that guinea pigs are most active during the day. They will sleep about 4-6 hours per night.
Lifting & handling: Handle your guinea pig gently. Place one hand under her shoulders with your thumb over and around the neck, use your other hand to support under her back end, and hold firmly but not tightly.
Vitamin C: Guinea pigs cannot store or manufacture vitamin C, so you'll need to add a supplement to her water daily.
Special needs: Your guinea pig's front teeth never stop growing, so she needs lots of healthy things to chew on like treat sticks and chews.
Health/Cleanliness:
Please remember that all pets may bite or scratch, and may transmit disease to humans. Keep your guinea pig's home clean and wash your hands before and after handling your guinea pig, or cleaning her home. Infants, young children, pregnant women, people with compromised immune systems, and the infirm or elderly are at greater risk of infections and should use caution when in contact with the guinea pig or its habitat. Consult your doctor for more information.
The information on this care sheet is NOT a substitute for regular veterinary care. | <urn:uuid:85cc1610-4b29-4902-b3b9-dceb71eac7a9> | CC-MAIN-2018-51 | http://www.petzoo.us/Pdf/Guinea_Pigs.pdf | 2018-12-09T22:59:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00294.warc.gz | 540,710,973 | 721 | eng_Latn | eng_Latn | 0.998171 | eng_Latn | 0.998115 | [
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The Alchemist
- Paulo Coelho
Translated by Alan R. Clarke. Published 1992. ISBN 0-7225-3293-8.
= CONTENTS =
Part One
Part Two
Epilogue
PART ONE
The boy's name was Santiago. Dusk was falling as the boy arrived with his herd at an abandoned church. The roof had fallen in long ago, and an enormous sycamore had grown on the spot where the sacristy had once stood.
He decided to spend the night there. He saw to it that all the sheep entered through the ruined gate, and then laid some planks across it to prevent the flock from wandering away during the night. There were no wolves in the region, but once an animal had strayed during the night, and the boy had had to spend the entire next day searching for it.
He swept the floor with his jacket and lay down, using the book he had just finished reading as a pillow. He told himself that he would have to start reading thicker books: they lasted longer, and made more comfortable pillows.
It was still dark when he awoke, and, looking up, he could see the stars through the half-destroyed roof.
I wanted to sleep a little longer, he thought. He had had the same dream that night as a week ago, and once again he had awakened before it ended.
He arose and, taking up his crook, began to awaken the sheep that still slept. He had noticed that, as soon as he awoke, most of his animals also began to stir. It was as if some mysterious energy bound his life to that of the sheep, with whom he had spent the past two years, leading them through the countryside in search of food and water. "They are so used to me that they know my schedule," he muttered. Thinking about that for a moment, he realized that it could be the other way around: that it was he who had become accustomed to their schedule.
But there were certain of them who took a bit longer to awaken. The boy prodded them, one by one, with his crook, calling each by name. He had always believed that the sheep were able to understand what he said. So there were times when he read them parts of his books that had made an impression on him, or when he would tell them of the loneliness or the happiness of a shepherd in the fields. Sometimes he would comment to them on the things he had seen in the villages they passed.
But for the past few days he had spoken to them about only one thing: the girl, the daughter of a merchant who lived in the village they would reach in about four days. He had been to the village only once, the year before. The merchant was the proprietor of a dry goods shop, and he always demanded that the sheep be sheared in his presence, so that he would not be cheated. A friend had told the boy about the shop, and he had taken his sheep there.
*
"I need to sell some wool," the boy told the merchant.
The shop was busy, and the man asked the shepherd to wait until the afternoon. So the boy sat on the steps of the shop and took a book from his bag.
"I didn't know shepherds knew how to read," said a girl's voice behind him.
The girl was typical of the region of Andalusia, with flowing black hair, and eyes that vaguely recalled the Moorish conquerors.
"Well, usually I learn more from my sheep than from books," he answered. During the two hours that they talked, she told him she was the merchant's daughter, and spoke of life in the village, where each day was like all the others. The shepherd told her of the Andalusian countryside, and related the news from the other towns where he had stopped. It was a pleasant change from talking to his sheep.
"How did you learn to read?" the girl asked at one point.
"Like everybody learns," he said. "In school."
"Well, if you know how to read, why are you just a shepherd?"
The boy mumbled an answer that allowed him to avoid responding to her question. He was sure the girl would never understand. He went on telling stories about his travels, and her bright, Moorish eyes went wide with fear and surprise. As the time passed, the boy found himself wishing that the day would never end, that her father would stay busy and keep him waiting for three days. He recognized that he was feeling something he had never experienced before: the desire to live in one place forever. With the girl with the raven hair, his days would never be the same again.
But finally the merchant appeared, and asked the boy to shear four sheep. He paid for the wool and asked the shepherd to come back the following year.
*
And now it was only four days before he would be back in that same village. He was excited, and at the same time uneasy: maybe the girl had already forgotten him. Lots of shepherds passed through, selling their wool.
"It doesn't matter," he said to his sheep. "I know other girls in other places."
But in his heart he knew that it did matter. And he knew that shepherds, like seamen and like traveling salesmen, always found a town where there was someone who could make them forget the joys of carefree wandering.
The day was dawning, and the shepherd urged his sheep in the direction of the sun. They never have to make any decisions, he thought. Maybe that's why they always stay close to me.
The only things that concerned the sheep were food and water. As long as the boy knew how to find the best pastures in Andalusia, they would be his friends. Yes, their days were all the same, with the seemingly endless hours between sunrise and dusk; and they had never read a book in their young lives, and didn't understand when the boy told them about the sights of the cities. They were content with just food and water, and, in exchange, they generously gave of their wool, their company, and—once in a while—their meat.
If I became a monster today, and decided to kill them, one by one, they would become aware only after most of the flock had been slaughtered, thought the boy. They trust me, and they've forgotten how to rely on their own instincts, because I lead them to nourishment.
The boy was surprised at his thoughts. Maybe the church, with the sycamore growing from within, had been haunted. It had caused him to have the same dream for a second time, and it was causing him to feel anger toward his faithful companions. He drank a bit from the wine that remained from his dinner of the night before, and he gathered his jacket closer to his body. He knew that a few hours from now, with the sun at its zenith, the heat would be so great that he would not be able to lead his flock across the fields. It was the time of day when all of Spain slept during the summer. The heat lasted until nightfall, and all that time he had to carry his jacket. But when he thought to complain about the burden of its weight, he remembered that, because he had the jacket, he had withstood the cold of the dawn.
We have to be prepared for change, he thought, and he was grateful for the jacket's weight and warmth.
The jacket had a purpose, and so did the boy. His purpose in life was to travel, and, after two years of walking the Andalusian terrain, he knew all the cities of the region. He was planning, on this visit, to explain to the girl how it was that a simple shepherd knew how to read. That he had attended a seminary until he was sixteen. His parents had wanted him to become a priest, and thereby a source of pride for a simple farm family. They worked hard just to have food and water, like the sheep. He had studied Latin, Spanish, and theology. But ever since he had been a child, he had wanted to know the world, and this was much more important to him than knowing God and learning about man's sins. One afternoon, on a visit to his family, he had summoned up the courage to tell his father that he didn't want to become a priest. That he wanted to travel.
*
"People from all over the world have passed through this village, son," said his father. "They come in search of new things, but when they leave they are basically the same people they were when they arrived. They climb the mountain to see the castle, and they wind up thinking that the past was better than what we have now. They have blond hair, or dark skin, but basically they're the same as the people who live right here."
"But I'd like to see the castles in the towns where they live," the boy explained.
"Those people, when they see our land, say that they would like to live here forever," his father continued.
"Well, I'd like to see their land, and see how they live," said his son.
"The people who come here have a lot of money to spend, so they can
afford to travel," his father said. "Amongst us, the only ones who travel are the shepherds."
"Well, then I'll be a shepherd!"
His father said no more. The next day, he gave his son a pouch that held three ancient Spanish gold coins.
"I found these one day in the fields. I wanted them to be a part of your inheritance. But use them to buy your flock. Take to the fields, and someday you'll learn that our countryside is the best, and our women the most beautiful."
And he gave the boy his blessing. The boy could see in his father's gaze a desire to be able, himself, to travel the world—a desire that was still alive, despite his father's having had to bury it, over dozens of years, under the burden of struggling for water to drink, food to eat, and the same place to sleep every night of his life.
*
The horizon was tinged with red, and suddenly the sun appeared. The boy thought back to that conversation with his father, and felt happy; he had already seen many castles and met many women (but none the equal of the one who awaited him several days hence). He owned a jacket, a book that he could trade for another, and a flock of sheep. But, most important, he was able every day to live out his dream. If he were to tire of the Andalusian fields, he could sell his sheep and go to sea. By the time he had had enough of the sea, he would already have known other cities, other women, and other chances to be happy. I couldn't have found God in the seminary, he thought, as he looked at the sunrise.
Whenever he could, he sought out a new road to travel. He had never been to that ruined church before, in spite of having traveled through those parts many times. The world was huge and inexhaustible; he had only to allow his sheep to set the route for a while, and he would discover other interesting things. The problem is that they don't even realize that they're walking a new road every day. They don't see that the fields are new and the seasons change. All they think about is food and water.
Maybe we're all that way, the boy mused. Even me—I haven't thought of other women since I met the merchant's daughter. Looking at the sun, he calculated that he would reach Tarifa before midday. There, he could exchange his book for a thicker one, fill his wine bottle, shave, and have a haircut; he had to prepare himself for his meeting with the girl, and he didn't want to think about the possibility that some other shepherd, with a larger flock of sheep, had arrived there before him and asked for her hand.
It's the possibility of having a dream come true that makes life interesting, he thought, as he looked again at the position of the sun, and hurried his pace. He had suddenly remembered that, in Tarifa, there was an old woman who interpreted dreams.
*
The old woman led the boy to a room at the back of her house; it was separated from her living room by a curtain of colored beads. The room's furnishings consisted of a table, an image of the Sacred Heart of Jesus, and two chairs.
The woman sat down, and told him to be seated as well. Then she took both of his hands in hers, and began quietly to pray.
It sounded like a Gypsy prayer. The boy had already had experience on the road with Gypsies; they also traveled, but they had no flocks of sheep. People said that Gypsies spent their lives tricking others. It was also said that they had a pact with the devil, and that they kidnapped children and, taking them away to their mysterious camps, made them their slaves. As a child, the boy had always been frightened to death that he would be captured by Gypsies, and this childhood fear returned when the old woman took his hands in hers.
But she has the Sacred Heart of Jesus there, he thought, trying to reassure himself. He didn't want his hand to begin trembling, showing the old woman that he was fearful. He recited an Our Father silently.
"Very interesting," said the woman, never taking her eyes from the boy's hands, and then she fell silent.
The boy was becoming nervous. His hands began to tremble, and the woman sensed it. He quickly pulled his hands away.
"I didn't come here to have you read my palm," he said, already regretting having come. He thought for a moment that it would be better to pay her fee and leave without learning a thing, that he was giving too much importance to his recurrent dream.
"You came so that you could learn about your dreams," said the old woman. "And dreams are the language of God. When he speaks in our language, I can interpret what he has said. But if he speaks in the language of the soul, it is only you who can understand. But, whichever it is, I'm going to charge you for the consultation."
Another trick, the boy thought. But he decided to take a chance. A shepherd always takes his chances with wolves and with drought, and that's what
makes a shepherd's life exciting.
"I have had the same dream twice," he said. "I dreamed that I was in a field with my sheep, when a child appeared and began to play with the animals. I don't like people to do that, because the sheep are afraid of strangers. But children always seem to be able to play with them without frightening them. I don't know why. I don't know how animals know the age of human beings."
"Tell me more about your dream," said the woman. "I have to get back to my cooking, and, since you don't have much money, I can't give you a lot of time."
"The child went on playing with my sheep for quite a while," continued the boy, a bit upset. "And suddenly, the child took me by both hands and transported me to the Egyptian pyramids."
He paused for a moment to see if the woman knew what the Egyptian pyramids were. But she said nothing.
"Then, at the Egyptian pyramids,"—he said the last three words slowly, so that the old woman would understand—"the child said to me, If you come here, you will find a hidden treasure.' And, just as she was about to show me the exact location, I woke up. Both times."
The woman was silent for some time. Then she again took his hands and studied them carefully.
"I'm not going to charge you anything now," she said. "But I want one-tenth of the treasure, if you find it."
The boy laughed—out of happiness. He was going to be able to save the little money he had because of a dream about hidden treasure!
"Well, interpret the dream," he said.
"First, swear to me. Swear that you will give me one-tenth of your treasure in exchange for what I am going to tell you."
The shepherd swore that he would. The old woman asked him to swear again while looking at the image of the Sacred Heart of Jesus.
"It's a dream in the language of the world," she said. "I can interpret it, but the interpretation is very difficult. That's why I feel that I deserve a part of what you find.
"And this is my interpretation: you must go to the Pyramids in Egypt. I have never heard of them, but, if it was a child who showed them to you, they
exist. There you will find a treasure that will make you a rich man."
The boy was surprised, and then irritated. He didn't need to seek out the old woman for this! But then he remembered that he wasn't going to have to pay anything.
"I didn't need to waste my time just for this," he said.
"I told you that your dream was a difficult one. It's the simple things in life that are the most extraordinary; only wise men are able to understand them. And since I am not wise, I have had to learn other arts, such as the reading of palms."
"Well, how am I going to get to Egypt?"
"I only interpret dreams. I don't know how to turn them into reality. That's why I have to live off what my daughters provide me with."
"And what if I never get to Egypt?"
"Then I don't get paid. It wouldn't be the first time."
And the woman told the boy to leave, saying she had already wasted too much time with him.
So the boy was disappointed; he decided that he would never again believe in dreams. He remembered that he had a number of things he had to take care of: he went to the market for something to eat, he traded his book for one that was thicker, and he found a bench in the plaza where he could sample the new wine he had bought. The day was hot, and the wine was refreshing. The sheep were at the gates of the city, in a stable that belonged to a friend. The boy knew a lot of people in the city. That was what made traveling appeal to him—he always made new friends, and he didn't need to spend all of his time with them. When someone sees the same people every day, as had happened with him at the seminary, they wind up becoming a part of that person's life. And then they want the person to change. If someone isn't what others want them to be, the others become angry. Everyone seems to have a clear idea of how other people should lead their lives, but none about his or her own.
He decided to wait until the sun had sunk a bit lower in the sky before following his flock back through the fields. Three days from now, he would be with the merchant's daughter.
He started to read the book he had bought. On the very first page it described a burial ceremony. And the names of the people involved were very difficult to pronounce. If he ever wrote a book, he thought, he would present one person at a time, so that the reader wouldn't have to worry
about memorizing a lot of names.
When he was finally able to concentrate on what he was reading, he liked the book better; the burial was on a snowy day, and he welcomed the feeling of being cold. As he read on, an old man sat down at his side and tried to strike up a conversation.
"What are they doing?" the old man asked, pointing at the people in the plaza.
"Working," the boy answered dryly, making it look as if he wanted to concentrate on his reading.
Actually, he was thinking about shearing his sheep in front of the merchant's daughter, so that she could see that he was someone who was capable of doing difficult things. He had already imagined the scene many times; every time, the girl became fascinated when he explained that the sheep had to be sheared from back to front. He also tried to remember some good stories to relate as he sheared the sheep. Most of them he had read in books, but he would tell them as if they were from his personal experience. She would never know the difference, because she didn't know how to read.
Meanwhile, the old man persisted in his attempt to strike up a conversation. He said that he was tired and thirsty, and asked if he might have a sip of the boy's wine. The boy offered his bottle, hoping that the old man would leave him alone.
But the old man wanted to talk, and he asked the boy what book he was reading. The boy was tempted to be rude, and move to another bench, but his father had taught him to be respectful of the elderly. So he held out the book to the man—for two reasons: first, that he, himself, wasn't sure how to pronounce the title; and second, that if the old man didn't know how to read, he would probably feel ashamed and decide of his own accord to change benches.
"Hmm…" said the old man, looking at all sides of the book, as if it were some strange object. "This is an important book, but it's really irritating."
The boy was shocked. The old man knew how to read, and had already read the book. And if the book was irritating, as the old man had said, the boy still had time to change it for another.
"It's a book that says the same thing almost all the other books in the world say," continued the old man. "It describes people's inability to choose their own destinies. And it ends up saying that everyone believes the world's greatest lie."
"What's the world's greatest lie?" the boy asked, completely surprised.
"It's this: that at a certain point in our lives, we lose control of what's happening to us, and our lives become controlled by fate. That's the world's greatest lie."
"That's never happened to me," the boy said. "They wanted me to be a priest, but I decided to become a shepherd."
"Much better," said the old man. "Because you really like to travel."
"He knew what I was thinking," the boy said to himself. The old man, meanwhile, was leafing through the book, without seeming to want to return it at all. The boy noticed that the man's clothing was strange. He looked like an Arab, which was not unusual in those parts. Africa was only a few hours from Tarifa; one had only to cross the narrow straits by boat. Arabs often appeared in the city, shopping and chanting their strange prayers several times a day.
"Where are you from?" the boy asked.
"From many places."
"No one can be from many places," the boy said. "I'm a shepherd, and I have been to many places, but I come from only one place—from a city near an ancient castle. That's where I was born."
"Well then, we could say that I was born in Salem."
The boy didn't know where Salem was, but he didn't want to ask, fearing that he would appear ignorant. He looked at the people in the plaza for a while; they were coming and going, and all of them seemed to be very busy.
"So, what is Salem like?" he asked, trying to get some sort of clue.
"It's like it always has been."
No clue yet. But he knew that Salem wasn't in Andalusia. If it were, he would already have heard of it.
"And what do you do in Salem?" he insisted.
"What do I do in Salem?" The old man laughed. "Well, I'm the king of Salem!"
People say strange things, the boy thought. Sometimes it's better to be with the sheep, who don't say anything. And better still to be alone with one's
books. They tell their incredible stories at the time when you want to hear them. But when you're talking to people, they say some things that are so strange that you don't know how to continue the conversation.
"My name is Melchizedek," said the old man. "How many sheep do you have?"
"Enough," said the boy. He could see that the old man wanted to know more about his life.
"Well, then, we've got a problem. I can't help you if you feel you've got enough sheep."
The boy was getting irritated. He wasn't asking for help. It was the old man who had asked for a drink of his wine, and had started the conversation.
"Give me my book," the boy said. "I have to go and gather my sheep and get going."
"Give me one-tenth of your sheep," said the old man, "and I'll tell you how to find the hidden treasure."
The boy remembered his dream, and suddenly everything was clear to him. The old woman hadn't charged him anything, but the old man—maybe he was her husband—was going to find a way to get much more money in exchange for information about something that didn't even exist. The old man was probably a Gypsy, too.
But before the boy could say anything, the old man leaned over, picked up a stick, and began to write in the sand of the plaza. Something bright reflected from his chest with such intensity that the boy was momentarily blinded. With a movement that was too quick for someone his age, the man covered whatever it was with his cape. When his vision returned to normal, the boy was able to read what the old man had written in the sand.
There, in the sand of the plaza of that small city, the boy read the names of his father and his mother and the name of the seminary he had attended. He read the name of the merchant's daughter, which he hadn't even known, and he read things he had never told anyone.
*
"I'm the king of Salem," the old man had said.
"Why would a king be talking with a shepherd?" the boy asked, awed and embarrassed.
"For several reasons. But let's say that the most important is that you have
succeeded in discovering your destiny."
The boy didn't know what a person's "destiny" was.
"It's what you have always wanted to accomplish. Everyone, when they are young, knows what their destiny is.
"At that point in their lives, everything is clear and everything is possible. They are not afraid to dream, and to yearn for everything they would like to see happen to them in their lives. But, as time passes, a mysterious force begins to convince them that it will be impossible for them to realize their destiny."
None of what the old man was saying made much sense to the boy. But he wanted to know what the "mysterious force" was; the merchant's daughter would be impressed when he told her about that!
"It's a force that appears to be negative, but actually shows you how to realize your destiny. It prepares your spirit and your will, because there is one great truth on this planet: whoever you are, or whatever it is that you do, when you really want something, it's because that desire originated in the soul of the universe. It's your mission on earth."
"Even when all you want to do is travel? Or marry the daughter of a textile merchant?"
"Yes, or even search for treasure. The Soul of the World is nourished by people's happiness. And also by unhappiness, envy, and jealousy. To realize one's destiny is a person's only real obligation. All things are one.
"And, when you want something, all the universe conspires in helping you to achieve it."
They were both silent for a time, observing the plaza and the townspeople. It was the old man who spoke first.
"Why do you tend a flock of sheep?"
"Because I like to travel."
The old man pointed to a baker standing in his shop window at one corner of the plaza. "When he was a child, that man wanted to travel, too. But he decided first to buy his bakery and put some money aside. When he's an old man, he's going to spend a month in Africa. He never realized that people are capable, at any time in their lives, of doing what they dream of."
"He should have decided to become a shepherd," the boy said.
"Well, he thought about that," the old man said. "But bakers are more important people than shepherds. Bakers have homes, while shepherds sleep out in the open. Parents would rather see their children marry bakers than shepherds."
The boy felt a pang in his heart, thinking about the merchant's daughter. There was surely a baker in her town.
The old man continued, "In the long run, what people think about shepherds and bakers becomes more important for them than their own destinies."
The old man leafed through the book, and fell to reading a page he came to. The boy waited, and then interrupted the old man just as he himself had been interrupted. "Why are you telling me all this?"
"Because you are trying to realize your destiny. And you are at the point where you're about to give it all up."
"And that's when you always appear on the scene?"
"Not always in this way, but I always appear in one form or another. Sometimes I appear in the form of a solution, or a good idea. At other times, at a crucial moment, I make it easier for things to happen. There are other things I do, too, but most of the time people don't realize I've done them."
The old man related that, the week before, he had been forced to appear before a miner, and had taken the form of a stone. The miner had abandoned everything to go mining for emeralds. For five years he had been working a certain river, and had examined hundreds of thousands of stones looking for an emerald. The miner was about to give it all up, right at the point when, if he were to examine just one more stone—just one more — he would find his emerald. Since the miner had sacrificed everything to his destiny, the old man decided to become involved. He transformed himself into a stone that rolled up to the miner's foot. The miner, with all the anger and frustration of his five fruitless years, picked up the stone and threw it aside. But he had thrown it with such force that it broke the stone it fell upon, and there, embedded in the broken stone, was the most beautiful emerald in the world.
"People learn, early in their lives, what is their reason for being," said the old man, with a certain bitterness. "Maybe that's why they give up on it so early, too. But that's the way it is."
The boy reminded the old man that he had said something about hidden treasure.
"Treasure is uncovered by the force of flowing water, and it is buried by the same currents," said the old man. "If you want to learn about your own treasure, you will have to give me one-tenth of your flock."
"What about one-tenth of my treasure?"
The old man looked disappointed. "If you start out by promising what you don't even have yet, you'll lose your desire to work toward getting it."
The boy told him that he had already promised to give one-tenth of his treasure to the Gypsy.
"Gypsies are experts at getting people to do that," sighed the old man. "In any case, it's good that you've learned that everything in life has its price. This is what the Warriors of the Light try to teach."
The old man returned the book to the boy.
"Tomorrow, at this same time, bring me a tenth of your flock. And I will tell you how to find the hidden treasure. Good afternoon."
And he vanished around the corner of the plaza.
*
The boy began again to read his book, but he was no longer able to concentrate. He was tense and upset, because he knew that the old man was right. He went over to the bakery and bought a loaf of bread, thinking about whether or not he should tell the baker what the old man had said about him. Sometimes it's better to leave things as they are, he thought to himself, and decided to say nothing. If he were to say anything, the baker would spend three days thinking about giving it all up, even though he had gotten used to the way things were. The boy could certainly resist causing that kind of anxiety for the baker. So he began to wander through the city, and found himself at the gates. There was a small building there, with a window at which people bought tickets to Africa. And he knew that Egypt was in Africa.
"Can I help you?" asked the man behind the window.
"Maybe tomorrow," said the boy, moving away. If he sold just one of his sheep, he'd have enough to get to the other shore of the strait. The idea frightened him.
"Another dreamer," said the ticket seller to his assistant, watching the boy walk away. "He doesn't have enough money to travel."
While standing at the ticket window, the boy had remembered his flock, and
decided he should go back to being a shepherd. In two years he had learned everything about shepherding: he knew how to shear sheep, how to care for pregnant ewes, and how to protect the sheep from wolves. He knew all the fields and pastures of Andalusia. And he knew what was the fair price for every one of his animals.
He decided to return to his friend's stable by the longest route possible. As he walked past the city's castle, he interrupted his return, and climbed the stone ramp that led to the top of the wall. From there, he could see Africa in the distance. Someone had once told him that it was from there that the Moors had come, to occupy all of Spain.
He could see almost the entire city from where he sat, including the plaza where he had talked with the old man. Curse the moment I met that old man, he thought. He had come to the town only to find a woman who could interpret his dream. Neither the woman nor the old man were at all impressed by the fact that he was a shepherd. They were solitary individuals who no longer believed in things, and didn't understand that shepherds become attached to their sheep. He knew everything about each member of his flock: he knew which ones were lame, which one was to give birth two months from now, and which were the laziest. He knew how to shear them, and how to slaughter them. If he ever decided to leave them, they would suffer.
The wind began to pick up. He knew that wind: people called it the levanter, because on it the Moors had come from the Levant at the eastern end of the Mediterranean.
The levanter increased in intensity. Here I am, between my flock and my treasure, the boy thought. He had to choose between something he had become accustomed to and something he wanted to have. There was also the merchant's daughter, but she wasn't as important as his flock, because she didn't depend on him. Maybe she didn't even remember him. He was sure that it made no difference to her on which day he appeared: for her, every day was the same, and when each day is the same as the next, it's because people fail to recognize the good things that happen in their lives every day that the sun rises.
I left my father, my mother, and the town castle behind. They have gotten used to my being away, and so have I. The sheep will get used to my not being there, too, the boy thought.
From where he sat, he could observe the plaza. People continued to come and go from the baker's shop. A young couple sat on the bench where he had talked with the old man, and they kissed.
"That baker…" he said to himself, without completing the thought. The
levanter was still getting stronger, and he felt its force on his face. That wind had brought the Moors, yes, but it had also brought the smell of the desert and of veiled women. It had brought with it the sweat and the dreams of men who had once left to search for the unknown, and for gold and adventure—and for the Pyramids. The boy felt jealous of the freedom of the wind, and saw that he could have the same freedom. There was nothing to hold him back except himself. The sheep, the merchant's daughter, and the fields of Andalusia were only steps along the way to his destiny.
The next day, the boy met the old man at noon. He brought six sheep with him.
"I'm surprised," the boy said. "My friend bought all the other sheep immediately. He said that he had always dreamed of being a shepherd, and that it was a good omen."
"That's the way it always is," said the old man. "It's called the principle of favorability. When you play cards the first time, you are almost sure to win. Beginner's luck."
"Why is that?"
"Because there is a force that wants you to realize your destiny; it whets your appetite with a taste of success."
Then the old man began to inspect the sheep, and he saw that one was lame. The boy explained that it wasn't important, since that sheep was the most intelligent of the flock, and produced the most wool.
"Where is the treasure?" he asked.
"It's in Egypt, near the Pyramids."
The boy was startled. The old woman had said the same thing. But she hadn't charged him anything.
"In order to find the treasure, you will have to follow the omens. God has prepared a path for everyone to follow. You just have to read the omens that he left for you."
Before the boy could reply, a butterfly appeared and fluttered between him and the old man. He remembered something his grandfather had once told him: that butterflies were a good omen. Like crickets, and like expectations; like lizards and four-leaf clovers.
"That's right," said the old man, able to read the boy's thoughts. "Just as your grandfather taught you. These are good omens."
The old man opened his cape, and the boy was struck by what he saw. The old man wore a breastplate of heavy gold, covered with precious stones. The boy recalled the brilliance he had noticed on the previous day.
He really was a king! He must be disguised to avoid encounters with thieves.
"Take these," said the old man, holding out a white stone and a black stone that had been embedded at the center of the breastplate. "They are called Urim and Thummim. The black signifies 'yes,' and the white 'no.' When you are unable to read the omens, they will help you to do so. Always ask an objective question.
"But, if you can, try to make your own decisions. The treasure is at the Pyramids; that you already knew. But I had to insist on the payment of six sheep because I helped you to make your decision."
The boy put the stones in his pouch. From then on, he would make his own decisions.
"Don't forget that everything you deal with is only one thing and nothing else. And don't forget the language of omens. And, above all, don't forget to follow your destiny through to its conclusion.
"But before I go, I want to tell you a little story.
"A certain shopkeeper sent his son to learn about the secret of happiness from the wisest man in the world. The lad wandered through the desert for forty days, and finally came upon a beautiful castle, high atop a mountain. It was there that the wise man lived.
"Rather than finding a saintly man, though, our hero, on entering the main room of the castle, saw a hive of activity: tradesmen came and went, people were conversing in the corners, a small orchestra was playing soft music, and there was a table covered with platters of the most delicious food in that part of the world. The wise man conversed with everyone, and the boy had to wait for two hours before it was his turn to be given the man's attention.
"The wise man listened attentively to the boy's explanation of why he had come, but told him that he didn't have time just then to explain the secret of happiness. He suggested that the boy look around the palace and return in two hours.
" 'Meanwhile, I want to ask you to do something,' said the wise man, handing the boy a teaspoon that held two drops of oil. 'As you wander around, carry this spoon with you without allowing the oil to spill.'
"The boy began climbing and descending the many stairways of the palace, keeping his eyes fixed on the spoon. After two hours, he returned to the room where the wise man was.
" 'Well,' asked the wise man, 'did you see the Persian tapestries that are hanging in my dining hall? Did you see the garden that it took the master gardener ten years to create? Did you notice the beautiful parchments in my library?'
"The boy was embarrassed, and confessed that he had observed nothing. His only concern had been not to spill the oil that the wise man had entrusted to him.
" 'Then go back and observe the marvels of my world,' said the wise man. 'You cannot trust a man if you don't know his house.'
"Relieved, the boy picked up the spoon and returned to his exploration of the palace, this time observing all of the works of art on the ceilings and the walls. He saw the gardens, the mountains all around him, the beauty of the flowers, and the taste with which everything had been selected. Upon returning to the wise man, he related in detail everything he had seen.
" 'But where are the drops of oil I entrusted to you?' asked the wise man.
"Looking down at the spoon he held, the boy saw that the oil was gone.
" 'Well, there is only one piece of advice I can give you,' said the wisest of wise men. 'The secret of happiness is to see all the marvels of the world, and never to forget the drops of oil on the spoon.' "
The shepherd said nothing. He had understood the story the old king had told him. A shepherd may like to travel, but he should never forget about his sheep.
The old man looked at the boy and, with his hands held together, made several strange gestures over the boy's head. Then, taking his sheep, he walked away.
*
At the highest point in Tarifa there is an old fort, built by the Moors. From atop its walls, one can catch a glimpse of Africa. Melchizedek, the king of Salem, sat on the wall of the fort that afternoon, and felt the levanter blowing in his face. The sheep fidgeted nearby, uneasy with their new owner and excited by so much change. All they wanted was food and water.
Melchizedek watched a small ship that was plowing its way out of the port. He would never again see the boy, just as he had never seen Abraham
again after having charged him his one-tenth fee. That was his work.
The gods should not have desires, because they don't have destinies. But the king of Salem hoped desperately that the boy would be successful.
It's too bad that he's quickly going to forget my name, he thought. I should have repeated it for him. Then when he spoke about me he would say that I am Melchizedek, the king of Salem.
He looked to the skies, feeling a bit abashed, and said, "I know it's the vanity of vanities, as you said, my Lord. But an old king sometimes has to take some pride in himself."
*
How strange Africa is, thought the boy.
He was sitting in a bar very much like the other bars he had seen along the narrow streets of Tangier. Some men were smoking from a gigantic pipe that they passed from one to the other. In just a few hours he had seen men walking hand in hand, women with their faces covered, and priests that climbed to the tops of towers and chanted—as everyone about him went to their knees and placed their foreheads on the ground.
"A practice of infidels," he said to himself. As a child in church, he had always looked at the image of Saint Santiago Matamoros on his white horse, his sword unsheathed, and figures such as these kneeling at his feet. The boy felt ill and terribly alone. The infidels had an evil look about them.
Besides this, in the rush of his travels he had forgotten a detail, just one detail, which could keep him from his treasure for a long time: only Arabic was spoken in this country.
The owner of the bar approached him, and the boy pointed to a drink that had been served at the next table. It turned out to be a bitter tea. The boy preferred wine.
But he didn't need to worry about that right now. What he had to be concerned about was his treasure, and how he was going to go about getting it. The sale of his sheep had left him with enough money in his pouch, and the boy knew that in money there was magic; whoever has money is never really alone. Before long, maybe in just a few days, he would be at the Pyramids. An old man, with a breastplate of gold, wouldn't have lied just to acquire six sheep.
The old man had spoken about signs and omens, and, as the boy was crossing the strait, he had thought about omens. Yes, the old man had known what he was talking about: during the time the boy had spent in the
fields of Andalusia, he had become used to learning which path he should take by observing the ground and the sky. He had discovered that the presence of a certain bird meant that a snake was nearby, and that a certain shrub was a sign that there was water in the area. The sheep had taught him that.
If God leads the sheep so well, he will also lead a man, he thought, and that made him feel better. The tea seemed less bitter.
"Who are you?" he heard a voice ask him in Spanish.
The boy was relieved. He was thinking about omens, and someone had appeared.
"How come you speak Spanish?" he asked. The new arrival was a young man in Western dress, but the color of his skin suggested he was from this city. He was about the same age and height as the boy.
"Almost everyone here speaks Spanish. We're only two hours from Spain."
"Sit down, and let me treat you to something," said the boy. "And ask for a glass of wine for me. I hate this tea."
"There is no wine in this country," the young man said. "The religion here forbids it."
The boy told him then that he needed to get to the Pyramids. He almost began to tell about his treasure, but decided not to do so. If he did, it was possible that the Arab would want a part of it as payment for taking him there. He remembered what the old man had said about offering something you didn't even have yet.
"I'd like you to take me there if you can. I can pay you to serve as my guide."
"Do you have any idea how to get there?" the newcomer asked.
The boy noticed that the owner of the bar stood nearby, listening attentively to their conversation. He felt uneasy at the man's presence. But he had found a guide, and didn't want to miss out on an opportunity.
"You have to cross the entire Sahara desert," said the young man. "And to do that, you need money. I need to know whether you have enough."
The boy thought it a strange question. But he trusted in the old man, who had said that, when you really want something, the universe always conspires in your favor.
He took his money from his pouch and showed it to the young man. The owner of the bar came over and looked, as well. The two men exchanged some words in Arabic, and the bar owner seemed irritated.
"Let's get out of here" said the new arrival. "He wants us to leave."
The boy was relieved. He got up to pay the bill, but the owner grabbed him and began to speak to him in an angry stream of words. The boy was strong, and wanted to retaliate, but he was in a foreign country. His new friend pushed the owner aside, and pulled the boy outside with him. "He wanted your money," he said. "Tangier is not like the rest of Africa. This is a port, and every port has its thieves."
The boy trusted his new friend. He had helped him out in a dangerous situation. He took out his money and counted it.
"We could get to the Pyramids by tomorrow," said the other, taking the money. "But I have to buy two camels."
They walked together through the narrow streets of Tangier. Everywhere there were stalls with items for sale. They reached the center of a large plaza where the market was held. There were thousands of people there, arguing, selling, and buying; vegetables for sale amongst daggers, and carpets displayed alongside tobacco. But the boy never took his eye off his new friend. After all, he had all his money. He thought about asking him to give it back, but decided that would be unfriendly. He knew nothing about the customs of the strange land he was in.
"I'll just watch him," he said to himself. He knew he was stronger than his friend.
Suddenly, there in the midst of all that confusion, he saw the most beautiful sword he had ever seen. The scabbard was embossed in silver, and the handle was black and encrusted with precious stones. The boy promised himself that, when he returned from Egypt, he would buy that sword.
"Ask the owner of that stall how much the sword costs," he said to his friend. Then he realized that he had been distracted for a few moments, looking at the sword. His heart squeezed, as if his chest had suddenly compressed it. He was afraid to look around, because he knew what he would find. He continued to look at the beautiful sword for a bit longer, until he summoned the courage to turn around.
All around him was the market, with people coming and going, shouting and buying, and the aroma of strange foods… but nowhere could he find his new companion.
The boy wanted to believe that his friend had simply become separated from him by accident. He decided to stay right there and await his return. As he waited, a priest climbed to the top of a nearby tower and began his chant; everyone in the market fell to their knees, touched their foreheads to the ground, and took up the chant. Then, like a colony of worker ants, they dismantled their stalls and left.
The sun began its departure, as well. The boy watched it through its trajectory for some time, until it was hidden behind the white houses surrounding the plaza. He recalled that when the sun had risen that morning, he was on another continent, still a shepherd with sixty sheep, and looking forward to meeting with a girl. That morning he had known everything that was going to happen to him as he walked through the familiar fields. But now, as the sun began to set, he was in a different country, a stranger in a strange land, where he couldn't even speak the language. He was no longer a shepherd, and he had nothing, not even the money to return and start everything over.
All this happened between sunrise and sunset, the boy thought. He was feeling sorry for himself, and lamenting the fact that his life could have changed so suddenly and so drastically.
He was so ashamed that he wanted to cry. He had never even wept in front of his own sheep. But the marketplace was empty, and he was far from home, so he wept. He wept because God was unfair, and because this was the way God repaid those who believed in their dreams.
When I had my sheep, I was happy, and I made those around me happy. People saw me coming and welcomed me, he thought. But now I'm sad and alone. I'm going to become bitter and distrustful of people because one person betrayed me. I'm going to hate those who have found their treasure because I never found mine. And I'm going to hold on to what little I have, because I'm too insignificant to conquer the world.
He opened his pouch to see what was left of his possessions; maybe there was a bit left of the sandwich he had eaten on the ship. But all he found was the heavy book, his jacket, and the two stones the old man had given him.
As he looked at the stones, he felt relieved for some reason. He had exchanged six sheep for two precious stones that had been taken from a gold breastplate. He could sell the stones and buy a return ticket. But this time I'll be smarter, the boy thought, removing them from the pouch so he could put them in his pocket. This was a port town, and the only truthful thing his friend had told him was that port towns are full of thieves.
Now he understood why the owner of the bar had been so upset: he was
trying to tell him not to trust that man. "I'm like everyone else—I see the world in terms of what I would like to see happen, not what actually does."
He ran his fingers slowly over the stones, sensing their temperature and feeling their surfaces. They were his treasure. Just handling them made him feel better. They reminded him of the old man.
"When you want something, all the universe conspires in helping you to achieve it," he had said.
The boy was trying to understand the truth of what the old man had said. There he was in the empty marketplace, without a cent to his name, and with not a sheep to guard through the night. But the stones were proof that he had met with a king—a king who knew of the boy's past.
"They're called Urim and Thummim, and they can help you to read the omens." The boy put the stones back in the pouch and decided to do an experiment. The old man had said to ask very clear questions, and to do that, the boy had to know what he wanted. So, he asked if the old man's blessing was still with him.
He took out one of the stones. It was "yes."
"Am I going to find my treasure?" he asked.
He stuck his hand into the pouch, and felt around for one of the stones. As he did so, both of them pushed through a hole in the pouch and fell to the ground. The boy had never even noticed that there was a hole in his pouch. He knelt down to find Urim and Thummim and put them back in the pouch. But as he saw them lying there on the ground, another phrase came to his mind.
"Learn to recognize omens, and follow them," the old king had said.
An omen. The boy smiled to himself. He picked up the two stones and put them back in his pouch. He didn't consider mending the hole—the stones could fall through any time they wanted. He had learned that there were certain things one shouldn't ask about, so as not to flee from one's own destiny. "I promised that I would make my own decisions," he said to himself.
But the stones had told him that the old man was still with him, and that made him feel more confident. He looked around at the empty plaza again, feeling less desperate than before. This wasn't a strange place; it was a new one.
After all, what he had always wanted was just that: to know new places.
Even if he never got to the Pyramids, he had already traveled farther than any shepherd he knew. Oh, if they only knew how different things are just two hours by ship from where they are, he thought. Although his new world at the moment was just an empty marketplace, he had already seen it when it was teeming with life, and he would never forget it. He remembered the sword. It hurt him a bit to think about it, but he had never seen one like it before. As he mused about these things, he realized that he had to choose between thinking of himself as the poor victim of a thief and as an adventurer in quest of his treasure.
"I'm an adventurer, looking for treasure," he said to himself.
*
He was shaken into wakefulness by someone. He had fallen asleep in the middle of the marketplace, and life in the plaza was about to resume.
Looking around, he sought his sheep, and then realized that he was in a new world. But instead of being saddened, he was happy. He no longer had to seek out food and water for the sheep; he could go in search of his treasure, instead. He had not a cent in his pocket, but he had faith. He had decided, the night before, that he would be as much an adventurer as the ones he had admired in books.
He walked slowly through the market. The merchants were assembling their stalls, and the boy helped a candy seller to do his. The candy seller had a smile on his face: he was happy, aware of what his life was about, and ready to begin a day's work. His smile reminded the boy of the old man— the mysterious old king he had met. "This candy merchant isn't making candy so that later he can travel or marry a shopkeeper's daughter. He's doing it because it's what he wants to do," thought the boy. He realized that he could do the same thing the old man had done—sense whether a person was near to or far from his destiny. Just by looking at them. It's easy, and yet I've never done it before, he thought.
When the stall was assembled, the candy seller offered the boy the first sweet he had made for the day. The boy thanked him, ate it, and went on his way. When he had gone only a short distance, he realized that, while they were erecting the stall, one of them had spoken Arabic and the other Spanish.
And they had understood each other perfectly well.
There must be a language that doesn't depend on words, the boy thought. I've already had that experience with my sheep, and now it's happening with people.
He was learning a lot of new things. Some of them were things that he had already experienced, and weren't really new, but that he had never perceived before. And he hadn't perceived them because he had become accustomed to them. He realized: If I can learn to understand this language without words, I can learn to understand the world.
Relaxed and unhurried, he resolved that he would walk through the narrow streets of Tangier. Only in that way would he be able to read the omens. He knew it would require a lot of patience, but shepherds know all about patience. Once again he saw that, in that strange land, he was applying the same lessons he had learned with his sheep.
"All things are one," the old man had said.
*
The crystal merchant awoke with the day, and felt the same anxiety that he felt every morning. He had been in the same place for thirty years: a shop at the top of a hilly street where few customers passed. Now it was too late to change anything—the only thing he had ever learned to do was to buy and sell crystal glassware. There had been a time when many people knew of his shop: Arab merchants, French and English geologists, German soldiers who were always well-heeled. In those days it had been wonderful to be selling crystal, and he had thought how he would become rich, and have beautiful women at his side as he grew older.
But, as time passed, Tangier had changed. The nearby city of Ceuta had grown faster than Tangier, and business had fallen off. Neighbors moved away, and there remained only a few small shops on the hill. And no one was going to climb the hill just to browse through a few small shops.
But the crystal merchant had no choice. He had lived thirty years of his life buying and selling crystal pieces, and now it was too late to do anything else.
He spent the entire morning observing the infrequent comings and goings in the street. He had done this for years, and knew the schedule of everyone who passed. But, just before lunchtime, a boy stopped in front of the shop. He was dressed normally, but the practiced eyes of the crystal merchant could see that the boy had no money to spend. Nevertheless, the merchant decided to delay his lunch for a few minutes until the boy moved on.
*
A card hanging in the doorway announced that several languages were spoken in the shop. The boy saw a man appear behind the counter.
"I can clean up those glasses in the window, if you want," said the boy. "The way they look now, nobody is going to want to buy them."
The man looked at him without responding.
"In exchange, you could give me something to eat."
The man still said nothing, and the boy sensed that he was going to have to make a decision. In his pouch, he had his jacket—he certainly wasn't going to need it in the desert. Taking the jacket out, he began to clean the glasses. In half an hour, he had cleaned all the glasses in the window, and, as he was doing so, two customers had entered the shop and bought some crystal.
When he had completed the cleaning, he asked the man for something to eat. "Let's go and have some lunch," said the crystal merchant.
He put a sign on the door, and they went to a small caf?nearby. As they sat down at the only table in the place, the crystal merchant laughed.
"You didn't have to do any cleaning," he said. "The Koran requires me to feed a hungry person."
"Well then, why did you let me do it?" the boy asked.
"Because the crystal was dirty. And both you and I needed to cleanse our minds of negative thoughts."
When they had eaten, the merchant turned to the boy and said, "I'd like you to work in my shop. Two customers came in today while you were working, and that's a good omen."
People talk a lot about omens, thought the shepherd. But they really don't know what they're saying. Just as I hadn't realized that for so many years I had been speaking a language without words to my sheep.
"Do you want to go to work for me?" the merchant asked.
"I can work for the rest of today," the boy answered. "I'll work all night, until dawn, and I'll clean every piece of crystal in your shop. In return, I need money to get to Egypt tomorrow."
The merchant laughed. "Even if you cleaned my crystal for an entire year… even if you earned a good commission selling every piece, you would still have to borrow money to get to Egypt. There are thousands of kilometers of desert between here and there."
There was a moment of silence so profound that it seemed the city was
asleep. No sound from the bazaars, no arguments among the merchants, no men climbing to the towers to chant. No hope, no adventure, no old kings or destinies, no treasure, and no Pyramids. It was as if the world had fallen silent because the boy's soul had. He sat there, staring blankly through the door of the caf? wishing that he had died, and that everything would end forever at that moment.
The merchant looked anxiously at the boy. All the joy he had seen that morning had suddenly disappeared.
"I can give you the money you need to get back to your country, my son," said the crystal merchant.
The boy said nothing. He got up, adjusted his clothing, and picked up his pouch.
"I'll work for you," he said.
And after another long silence, he added, "I need money to buy some sheep."
PART TWO
The boy had been working for the crystal merchant for almost a month, and he could see that it wasn't exactly the kind of job that would make him happy. The merchant spent the entire day mumbling behind the counter, telling the boy to be careful with the pieces and not to break anything.
But he stayed with the job because the merchant, although he was an old grouch, treated him fairly; the boy received a good commission for each piece he sold, and had already been able to put some money aside. That morning he had done some calculating: if he continued to work every day as he had been, he would need a whole year to be able to buy some sheep.
"I'd like to build a display case for the crystal," the boy said to the merchant. "We could place it outside, and attract those people who pass at the bottom of the hill."
"I've never had one before," the merchant answered. "People will pass by and bump into it, and pieces will be broken."
"Well, when I took my sheep through the fields some of them might have died if we had come upon a snake. But that's the way life is with sheep and
with shepherds."
The merchant turned to a customer who wanted three crystal glasses. He was selling better than ever… as if time had turned back to the old days when the street had been one of Tangier's major attractions.
"Business has really improved," he said to the boy, after the customer had left. "I'm doing much better, and soon you'll be able to return to your sheep. Why ask more out of life?"
"Because we have to respond to omens," the boy said, almost without meaning to; then he regretted what he had said, because the merchant had never met the king.
"It's called the principle of favorability, beginner's luck. Because life wants you to achieve your destiny," the old king had said.
But the merchant understood what the boy had said. The boy's very presence in the shop was an omen, and, as time passed and money was pouring into the cash drawer, he had no regrets about having hired the boy. The boy was being paid more money than he deserved, because the merchant, thinking that sales wouldn't amount to much, had offered the boy a high commission rate. He had assumed he would soon return to his sheep.
"Why did you want to get to the Pyramids?" he asked, to get away from the business of the display.
"Because I've always heard about them," the boy answered, saying nothing about his dream. The treasure was now nothing but a painful memory, and he tried to avoid thinking about it.
"I don't know anyone around here who would want to cross the desert just to see the Pyramids," said the merchant. "They're just a pile of stones. You could build one in your backyard."
"You've never had dreams of travel," said the boy, turning to wait on a customer who had entered the shop.
Two days later, the merchant spoke to the boy about the display.
"I don't much like change," he said. "You and I aren't like Hassan, that rich merchant. If he makes a buying mistake, it doesn't affect him much. But we two have to live with our mistakes."
That's true enough, the boy thought, ruefully.
"Why did you think we should have the display?"
"I want to get back to my sheep faster. We have to take advantage when luck is on our side, and do as much to help it as it's doing to help us. It's called the principle of favorability. Or beginner's luck."
The merchant was silent for a few moments. Then he said, "The Prophet gave us the Koran, and left us just five obligations to satisfy during our lives. The most important is to believe only in the one true God. The others are to pray five times a day, fast during Ramadan, and be charitable to the poor."
He stopped there. His eyes filled with tears as he spoke of the Prophet. He was a devout man, and, even with all his impatience, he wanted to live his life in accordance with Muslim law.
"What's the fifth obligation?" the boy asked.
"Two days ago, you said that I had never dreamed of travel," the merchant answered. "The fifth obligation of every Muslim is a pilgrimage. We are obliged, at least once in our lives, to visit the holy city of Mecca.
"Mecca is a lot farther away than the Pyramids. When I was young, all I wanted to do was put together enough money to start this shop. I thought that someday I'd be rich, and could go to Mecca. I began to make some money, but I could never bring myself to leave someone in charge of the shop; the crystals are delicate things. At the same time, people were passing my shop all the time, heading for Mecca. Some of them were rich pilgrims, traveling in caravans with servants and camels, but most of the people making the pilgrimage were poorer than I.
"All who went there were happy at having done so. They placed the symbols of the pilgrimage on the doors of their houses. One of them, a cobbler who made his living mending boots, said that he had traveled for almost a year through the desert, but that he got more tired when he had to walk through the streets of Tangier buying his leather."
"Well, why don't you go to Mecca now?" asked the boy.
"Because it's the thought of Mecca that keeps me alive. That's what helps me face these days that are all the same, these mute crystals on the shelves, and lunch and dinner at that same horrible caf? I'm afraid that if my dream is realized, I'll have no reason to go on living.
"You dream about your sheep and the Pyramids, but you're different from me, because you want to realize your dreams. I just want to dream about Mecca. I've already imagined a thousand times crossing the desert, arriving at the Plaza of the Sacred Stone, the seven times I walk around it before allowing myself to touch it. I've already imagined the people who would be
at my side, and those in front of me, and the conversations and prayers we would share. But I'm afraid that it would all be a disappointment, so I prefer just to dream about it."
That day, the merchant gave the boy permission to build the display. Not everyone can see his dreams come true in the same way.
*
Two more months passed, and the shelf brought many customers into the crystal shop. The boy estimated that, if he worked for six more months, he could return to Spain and buy sixty sheep, and yet another sixty. In less than a year, he would have doubled his flock, and he would be able to do business with the Arabs, because he was now able to speak their strange language. Since that morning in the marketplace, he had never again made use of Urim and Thummim, because Egypt was now just as distant a dream for him as was Mecca for the merchant. Anyway, the boy had become happy in his work, and thought all the time about the day when he would disembark at Tarifa as a winner.
"You must always know what it is that you want," the old king had said. The boy knew, and was now working toward it. Maybe it was his treasure to have wound up in that strange land, met up with a thief, and doubled the size of his flock without spending a cent.
He was proud of himself. He had learned some important things, like how to deal in crystal, and about the language without words… and about omens. One afternoon he had seen a man at the top of the hill, complaining that it was impossible to find a decent place to get something to drink after such a climb. The boy, accustomed to recognizing omens, spoke to the merchant.
"Let's sell tea to the people who climb the hill."
"Lots of places sell tea around here," the merchant said.
"But we could sell tea in crystal glasses. The people will enjoy the tea and want to buy the glasses. I have been told that beauty is the great seducer of men."
The merchant didn't respond, but that afternoon, after saying his prayers and closing the shop, he invited the boy to sit with him and share his hookah, that strange pipe used by the Arabs.
"What is it you're looking for?" asked the old merchant.
"I've already told you. I need to buy my sheep back, so I have to earn the money to do so."
The merchant put some new coals in the hookah, and inhaled deeply.
"I've had this shop for thirty years. I know good crystal from bad, and everything else there is to know about crystal. I know its dimensions and how it behaves. If we serve tea in crystal, the shop is going to expand. And then I'll have to change my way of life."
"Well, isn't that good?"
"I'm already used to the way things are. Before you came, I was thinking about how much time I had wasted in the same place, while my friends had moved on, and either went bankrupt or did better than they had before. It made me very depressed. Now, I can see that it hasn't been too bad. The shop is exactly the size I always wanted it to be. I don't want to change anything, because I don't know how to deal with change. I'm used to the way I am."
The boy didn't know what to say. The old man continued, "You have been a real blessing to me. Today, I understand something I didn't see before: every blessing ignored becomes a curse. I don't want anything else in life. But you are forcing me to look at wealth and at horizons I have never known. Now that I have seen them, and now that I see how immense my possibilities are, I'm going to feel worse than I did before you arrived. Because I know the things I should be able to accomplish, and I don't want to do so."
It's good I refrained from saying anything to the baker in Tarifa, thought the boy to himself.
They went on smoking the pipe for a while as the sun began to set. They were conversing in Arabic, and the boy was proud of himself for being able to do so. There had been a time when he thought that his sheep could teach him everything he needed to know about the world. But they could never have taught him Arabic.
There are probably other things in the world that the sheep can't teach me, thought the boy as he regarded the old merchant. All they ever do, really, is look for food and water. And maybe it wasn't that they were teaching me, but that I was learning from them.
"Maktub," the merchant said, finally.
"What does that mean?"
"You would have to have been born an Arab to understand," he answered.
"But in your language it would be something like 'It is written.' "
And, as he smothered the coals in the hookah, he told the boy that he could
begin to sell tea in the crystal glasses. Sometimes, there's just no way to hold back the river.
*
The men climbed the hill, and they were tired when they reached the top. But there they saw a crystal shop that offered refreshing mint tea. They went in to drink the tea, which was served in beautiful crystal glasses.
"My wife never thought of this," said one, and he bought some crystal—he was entertaining guests that night, and the guests would be impressed by the beauty of the glassware. The other man remarked that tea was always more delicious when it was served in crystal, because the aroma was retained. The third said that it was a tradition in the Orient to use crystal glasses for tea because it had magical powers.
Before long, the news spread, and a great many people began to climb the hill to see the shop that was doing something new in a trade that was so old. Other shops were opened that served tea in crystal, but they weren't at the top of a hill, and they had little business.
Eventually, the merchant had to hire two more employees. He began to import enormous quantities of tea, along with his crystal, and his shop was sought out by men and women with a thirst for things new.
And, in that way, the months passed.
*
The boy awoke before dawn. It had been eleven months and nine days since he had first set foot on the African continent.
He dressed in his Arabian clothing of white linen, bought especially for this day. He put his headcloth in place and secured it with a ring made of camel skin. Wearing his new sandals, he descended the stairs silently.
The city was still sleeping. He prepared himself a sandwich and drank some hot tea from a crystal glass. Then he sat in the sun-filled doorway, smoking the hookah.
He smoked in silence, thinking of nothing, and listening to the sound of the wind that brought the scent of the desert. When he had finished his smoke, he reached into one of his pockets, and sat there for a few moments, regarding what he had withdrawn.
It was a bundle of money. Enough to buy himself a hundred and twenty sheep, a return ticket, and a license to import products from Africa into his own country.
He waited patiently for the merchant to awaken and open the shop. Then the two went off to have some more tea.
"I'm leaving today," said the boy. "I have the money I need to buy my sheep. And you have the money you need to go to Mecca."
The old man said nothing.
"Will you give me your blessing?" asked the boy. "You have helped me." The man continued to prepare his tea, saying nothing. Then he turned to the boy.
"I am proud of you," he said. "You brought a new feeling into my crystal shop. But you know that I'm not going to go to Mecca. Just as you know that you're not going to buy your sheep."
"Who told you that?" asked the boy, startled.
"Maktub" said the old crystal merchant.
And he gave the boy his blessing.
*
The boy went to his room and packed his belongings. They filled three sacks. As he was leaving, he saw, in the corner of the room, his old shepherd's pouch. It was bunched up, and he had hardly thought of it for a long time. As he took his jacket out of the pouch, thinking to give it to someone in the street, the two stones fell to the floor. Urim and Thummim.
It made the boy think of the old king, and it startled him to realize how long it had been since he had thought of him. For nearly a year, he had been working incessantly, thinking only of putting aside enough money so that he could return to Spain with pride.
"Never stop dreaming," the old king had said. "Follow the omens."
The boy picked up Urim and Thummim, and, once again, had the strange sensation that the old king was nearby. He had worked hard for a year, and the omens were that it was time to go.
I'm going to go back to doing just what I did before, the boy thought. Even though the sheep didn't teach me to speak Arabic.
But the sheep had taught him something even more important: that there was a language in the world that everyone understood, a language the boy had used throughout the time that he was trying to improve things at the shop. It was the language of enthusiasm, of things accomplished with love
and purpose, and as part of a search for something believed in and desired. Tangier was no longer a strange city, and he felt that, just as he had conquered this place, he could conquer the world.
"When you want something, all the universe conspires to help you achieve it," the old king had said.
But the old king hadn't said anything about being robbed, or about endless deserts, or about people who know what their dreams are but don't want to realize them. The old king hadn't told him that the Pyramids were just a pile of stones, or that anyone could build one in his backyard. And he had forgotten to mention that, when you have enough money to buy a flock larger than the one you had before, you should buy it.
The boy picked up his pouch and put it with his other things. He went down the stairs and found the merchant waiting on a foreign couple, while two other customers walked about the shop, drinking tea from crystal glasses. It was more activity than usual for this time of the morning. From where he stood, he saw for the first time that the old merchant's hair was very much like the hair of the old king. He remembered the smile of the candy seller, on his first day in Tangier, when he had nothing to eat and nowhere to go— that smile had also been like the old king's smile.
It's almost as if he had been here and left his mark, he thought. And yet, none of these people has ever met the old king. On the other hand, he said that he always appeared to help those who are trying to realize their destiny.
He left without saying good-bye to the crystal merchant. He didn't want to cry with the other people there. He was going to miss the place and all the good things he had learned. He was more confident in himself, though, and felt as though he could conquer the world.
"But I'm going back to the fields that I know, to take care of my flock again." He said that to himself with certainty, but he was no longer happy with his decision. He had worked for an entire year to make a dream come true, and that dream, minute by minute, was becoming less important. Maybe because that wasn't really his dream.
Who knows… maybe it's better to be like the crystal merchant: never go to Mecca, and just go through life wanting to do so, he thought, again trying to convince himself. But as he held Urim and Thummim in his hand, they had transmitted to him the strength and will of the old king. By coincidence—or maybe it was an omen, the boy thought—he came to the bar he had entered on his first day there. The thief wasn't there, and the owner brought him a cup of tea.
I can always go back to being a shepherd, the boy thought. I learned how
to care for sheep, and I haven't forgotten how that's done. But maybe I'll never have another chance to get to the Pyramids in Egypt. The old man wore a breastplate of gold, and he knew about my past. He really was a king, a wise king.
The hills of Andalusia were only two hours away, but there was an entire desert between him and the Pyramids. Yet the boy felt that there was another way to regard his situation: he was actually two hours closer to his treasure… the fact that the two hours had stretched into an entire year didn't matter.
I know why I want to get back to my flock, he thought. I understand sheep; they're no longer a problem, and they can be good friends. On the other hand, I don't know if the desert can be a friend, and it's in the desert that I have to search for my treasure. If I don't find it, I can always go home. I finally have enough money, and all the time I need. Why not?
He suddenly felt tremendously happy. He could always go back to being a shepherd. He could always become a crystal salesman again. Maybe the world had other hidden treasures, but he had a dream, and he had met with a king. That doesn't happen to just anyone!
He was planning as he left the bar. He had remembered that one of the crystal merchant's suppliers transported his crystal by means of caravans that crossed the desert. He held Urim and Thummim in his hand; because of those two stones, he was once again on the way to his treasure.
"I am always nearby, when someone wants to realize their destiny," the old king had told him.
What could it cost to go over to the supplier's warehouse and find out if the Pyramids were really that far away?
*
The Englishman was sitting on a bench in a structure that smelled of animals, sweat, and dust; it was part warehouse, part corral. I never thought I'd end up in a place like this, he thought, as he leafed through the pages of a chemical journal. Ten years at the university, and here I am in a corral.
But he had to move on. He believed in omens. All his life and all his studies were aimed at finding the one true language of the universe. First he had studied Esperanto, then the world's religions, and now it was alchemy. He knew how to speak Esperanto, he understood all the major religions well, but he wasn't yet an alchemist. He had unraveled the truths behind important questions, but his studies had taken him to a point beyond which he could not seem to go. He had tried in vain to establish a relationship with
an alchemist. But the alchemists were strange people, who thought only about themselves, and almost always refused to help him. Who knows, maybe they had failed to discover the secret of the Master Work—the Philosopher's Stone—and for this reason kept their knowledge to themselves.
He had already spent much of the fortune left to him by his father, fruitlessly seeking the Philosopher's Stone. He had spent enormous amounts of time at the great libraries of the world, and had purchased all the rarest and most important volumes on alchemy. In one he had read that, many years ago, a famous Arabian alchemist had visited Europe. It was said that he was more than two hundred years old, and that he had discovered the Philosopher's Stone and the Elixir of Life. The Englishman had been profoundly impressed by the story. But he would never have thought it more than just a myth, had not a friend of his—returning from an archaeological expedition in the desert—told him about an Arab that was possessed of exceptional powers.
"He lives at the Al-Fayoum oasis," his friend had said. "And people say that he is two hundred years old, and is able to transform any metal into gold."
The Englishman could not contain his excitement. He canceled all his commitments and pulled together the most important of his books, and now here he was, sitting inside a dusty, smelly warehouse. Outside, a huge caravan was being prepared for a crossing of the Sahara, and was scheduled to pass through Al-Fayoum.
I'm going to find that damned alchemist, the Englishman thought. And the odor of the animals became a bit more tolerable.
A young Arab, also loaded down with baggage, entered, and greeted the Englishman.
"Where are you bound?" asked the young Arab.
"I'm going into the desert," the man answered, turning back to his reading. He didn't want any conversation at this point. What he needed to do was review all he had learned over the years, because the alchemist would certainly put him to the test.
The young Arab took out a book and began to read. The book was written in Spanish. That's good, thought the Englishman. He spoke Spanish better than Arabic, and, if this boy was going to Al-Fayoum, there would be someone to talk to when there were no other important things to do.
"That's strange," said the boy, as he tried once again to read the burial
scene that began the book. "I've been trying for two years to read this book, and I never get past these first few pages." Even without a king to provide an interruption, he was unable to concentrate.
He still had some doubts about the decision he had made. But he was able to understand one thing: making a decision was only the beginning of things. When someone makes a decision, he is really diving into a strong current that will carry him to places he had never dreamed of when he first made the decision.
When I decided to seek out my treasure, I never imagined that I'd wind up working in a crystal shop, he thought. And joining this caravan may have been my decision, but where it goes is going to be a mystery to me.
Nearby was the Englishman, reading a book. He seemed unfriendly, and had looked irritated when the boy had entered. They might even have become friends, but the Englishman closed off the conversation.
The boy closed his book. He felt that he didn't want to do anything that might make him look like the Englishman. He took Urim and Thummim from his pocket, and began playing with them.
The stranger shouted, "Urim and Thummim!"
In a flash the boy put them back in his pocket.
"They're not for sale," he said.
"They're not worth much," the Englishman answered. "They're only made of rock crystal, and there are millions of rock crystals in the earth. But those who know about such things would know that those are Urim and Thummim. I didn't know that they had them in this part of the world."
"They were given to me as a present by a king," the boy said.
The stranger didn't answer; instead, he put his hand in his pocket, and took out two stones that were the same as the boy's.
"Did you say a king?" he asked.
"I guess you don't believe that a king would talk to someone like me, a shepherd," he said, wanting to end the conversation.
"Not at all. It was shepherds who were the first to recognize a king that the rest of the world refused to acknowledge. So, it's not surprising that kings would talk to shepherds."
And he went on, fearing that the boy wouldn't understand what he was
talking about, "It's in the Bible. The same book that taught me about Urim and Thummim. These stones were the only form of divination permitted by God. The priests carried them in a golden breastplate."
The boy was suddenly happy to be there at the warehouse.
"Maybe this is an omen," said the Englishman, half aloud.
"Who told you about omens?" The boy's interest was increasing by the moment.
"Everything in life is an omen," said the Englishman, now closing the journal he was reading. "There is a universal language, understood by everybody, but already forgotten. I am in search of that universal language, among other things. That's why I'm here. I have to find a man who knows that universal language. An alchemist."
The conversation was interrupted by the warehouse boss.
"You're in luck, you two," the fat Arab said. "There's a caravan leaving today for Al-Fayoum."
"But I'm going to Egypt," the boy said.
"Al-Fayoum is in Egypt," said the Arab. "What kind of Arab are you?"
"That's a good luck omen," the Englishman said, after the fat Arab had gone out. "If I could, I'd write a huge encyclopedia just about the words luck and coincidence. It's with those words that the universal language is written.''
He told the boy it was no coincidence that he had met him with Urim and Thummim in his hand. And he asked the boy if he, too, were in search of the alchemist.
"I'm looking for a treasure," said the boy, and he immediately regretted having said it. But the Englishman appeared not to attach any importance to it.
"In a way, so am I," he said.
"I don't even know what alchemy is," the boy was saying, when the warehouse boss called to them to come outside.
*
"I'm the leader of the caravan," said a dark-eyed, bearded man. "I hold the power of life and death for every person I take with me. The desert is a capricious lady, and sometimes she drives men crazy."
There were almost two hundred people gathered there, and four hundred animals—camels, horses, mules, and fowl. In the crowd were women, children, and a number of men with swords at their belts and rifles slung on their shoulders. The Englishman had several suitcases filled with books. There was a babble of noise, and the leader had to repeat himself several times for everyone to understand what he was saying.
"There are a lot of different people here, and each has his own God. But the only God I serve is Allah, and in his name I swear that I will do everything possible once again to win out over the desert. But I want each and every one of you to swear by the God you believe in that you will follow my orders no matter what. In the desert, disobedience means death."
There was a murmur from the crowd. Each was swearing quietly to his or her own God. The boy swore to Jesus Christ. The Englishman said nothing. And the murmur lasted longer than a simple vow would have. The people were also praying to heaven for protection.
A long note was sounded on a bugle, and everyone mounted up. The boy and the Englishman had bought camels, and climbed uncertainly onto their backs. The boy felt sorry for the Englishman's camel, loaded down as he was with the cases of books.
"There's no such thing as coincidence," said the Englishman, picking up the conversation where it had been interrupted in the warehouse. "I'm here because a friend of mine heard of an Arab who…"
But the caravan began to move, and it was impossible to hear what the Englishman was saying. The boy knew what he was about to describe, though: the mysterious chain that links one thing to another, the same chain that had caused him to become a shepherd, that had caused his recurring dream, that had brought him to a city near Africa, to find a king, and to be robbed in order to meet a crystal merchant, and…
The closer one gets to realizing his destiny, the more that destiny becomes his true reason for being, thought the boy.
The caravan moved toward the east. It traveled during the morning, halted when the sun was at its strongest, and resumed late in the afternoon. The boy spoke very little with the Englishman, who spent most of his time with his books.
The boy observed in silence the progress of the animals and people across the desert. Now everything was quite different from how it was that day they had set out: then, there had been confusion and shouting, the cries of children and the whinnying of animals, all mixed with the nervous orders of the guides and the merchants.
But, in the desert, there was only the sound of the eternal wind, and of the hoofbeats of the animals. Even the guides spoke very little to one another.
"I've crossed these sands many times," said one of the camel drivers one night. "But the desert is so huge, and the horizons so distant, that they make a person feel small, and as if he should remain silent."
The boy understood intuitively what he meant, even without ever having set foot in the desert before. Whenever he saw the sea, or a fire, he fell silent, impressed by their elemental force.
I've learned things from the sheep, and I've learned things from crystal, he thought. I can learn something from the desert, too. It seems old and wise.
The wind never stopped, and the boy remembered the day he had sat at the fort in Tarifa with this same wind blowing in his face. It reminded him of the wool from his sheep… his sheep who were now seeking food and water in the fields of Andalusia, as they always had.
"They're not my sheep anymore," he said to himself, without nostalgia. "They must be used to their new shepherd, and have probably already forgotten me. That's good. Creatures like the sheep, that are used to traveling, know about moving on."
He thought of the merchant's daughter, and was sure that she had probably married. Perhaps to a baker, or to another shepherd who could read and could tell her exciting stories—after all, he probably wasn't the only one. But he was excited at his intuitive understanding of the camel driver's comment: maybe he was also learning the universal language that deals with the past and the present of all people. "Hunches," his mother used to call them. The boy was beginning to understand that intuition is really a sudden immersion of the soul into the universal current of life, where the histories of all people are connected, and we are able to know everything, because it's all written there.
"Maktub," the boy said, remembering the crystal merchant.
The desert was all sand in some stretches, and rocky in others. When the caravan was blocked by a boulder, it had to go around it; if there was a large rocky area, they had to make a major detour. If the sand was too fine for the animals' hooves, they sought a way where the sand was more substantial. In some places, the ground was covered with the salt of driedup lakes. The animals balked at such places, and the camel drivers were forced to dismount and unburden their charges. The drivers carried the freight themselves over such treacherous footing, and then reloaded the camels. If a guide were to fall ill or die, the camel drivers would draw lots and appoint a new one.
But all this happened for one basic reason: no matter how many detours and adjustments it made, the caravan moved toward the same compass point. Once obstacles were overcome, it returned to its course, sighting on a star that indicated the location of the oasis. When the people saw that star shining in the morning sky, they knew they were on the right course toward water, palm trees, shelter, and other people. It was only the Englishman who was unaware of all this; he was, for the most part, immersed in reading his books.
The boy, too, had his book, and he had tried to read it during the first few days of the journey. But he found it much more interesting to observe the caravan and listen to the wind. As soon as he had learned to know his camel better, and to establish a relationship with him, he threw the book away. Although the boy had developed a superstition that each time he opened the book he would learn something important, he decided it was an unnecessary burden.
He became friendly with the camel driver who traveled alongside him. At night, as they sat around the fire, the boy related to the driver his adventures as a shepherd.
During one of these conversations, the driver told of his own life.
"I used to live near El Cairum," he said. "I had my orchard, my children, and a life that would change not at all until I died. One year, when the crop was the best ever, we all went to Mecca, and I satisfied the only unmet obligation in my life. I could die happily, and that made me feel good.
"One day, the earth began to tremble, and the Nile overflowed its banks. It was something that I thought could happen only to others, never to me. My neighbors feared they would lose all their olive trees in the flood, and my wife was afraid that we would lose our children. I thought that everything I owned would be destroyed.
"The land was ruined, and I had to find some other way to earn a living. So now I'm a camel driver. But that disaster taught me to understand the word of Allah: people need not fear the unknown if they are capable of achieving what they need and want.
"We are afraid of losing what we have, whether it's our life or our possessions and property. But this fear evaporates when we understand that our life stories and the history of the world were written by the same hand."
Sometimes, their caravan met with another. One always had something that the other needed—as if everything were indeed written by one hand. As they sat around the fire, the camel drivers exchanged information about
windstorms, and told stories about the desert.
At other times, mysterious, hooded men would appear; they were Bedouins who did surveillance along the caravan route. They provided warnings about thieves and barbarian tribes. They came in silence and departed the same way, dressed in black garments that showed only their eyes. One night, a camel driver came to the fire where the Englishman and the boy were sitting. "There are rumors of tribal wars," he told them.
The three fell silent. The boy noted that there was a sense of fear in the air, even though no one said anything. Once again he was experiencing the language without words… the universal language.
The Englishman asked if they were in danger.
"Once you get into the desert, there's no going back," said the camel driver. "And, when you can't go back, you have to worry only about the best way of moving forward. The rest is up to Allah, including the danger."
And he concluded by saying the mysterious word: "Maktub."
"You should pay more attention to the caravan," the boy said to the Englishman, after the camel driver had left. "We make a lot of detours, but we're always heading for the same destination."
"And you ought to read more about the world," answered the Englishman. "Books are like caravans in that respect."
The immense collection of people and animals began to travel faster. The days had always been silent, but now, even the nights—when the travelers were accustomed to talking around the fires—had also become quiet. And, one day, the leader of the caravan made the decision that the fires should no longer be lighted, so as not to attract attention to the caravan.
The travelers adopted the practice of arranging the animals in a circle at night, sleeping together in the center as protection against the nocturnal cold. And the leader posted armed sentinels at the fringes of the group.
The Englishman was unable to sleep one night. He called to the boy, and they took a walk along the dunes surrounding the encampment. There was a full moon, and the boy told the Englishman the story of his life.
The Englishman was fascinated with the part about the progress achieved at the crystal shop after the boy began working there.
"That's the principle that governs all things," he said. "In alchemy, it's called the Soul of the World. When you want something with all your heart, that's when you are closest to the Soul of the World. It's always a positive force."
He also said that this was not just a human gift, that everything on the face of the earth had a soul, whether mineral, vegetable, or animal—or even just a simple thought.
"Everything on earth is being continuously transformed, because the earth is alive… and it has a soul. We are part of that soul, so we rarely recognize that it is working for us. But in the crystal shop you probably realized that even the glasses were collaborating in your success."
The boy thought about that for a while as he looked at the moon and the bleached sands. "I have watched the caravan as it crossed the desert," he said. "The caravan and the desert speak the same language, and it's for that reason that the desert allows the crossing. It's going to test the caravan's every step to see if it's in time, and, if it is, we will make it to the oasis."
"If either of us had joined this caravan based only on personal courage, but without understanding that language, this journey would have been much more difficult."
They stood there looking at the moon.
"That's the magic of omens," said the boy. "I've seen how the guides read the signs of the desert, and how the soul of the caravan speaks to the soul of the desert."
The Englishman said, "I'd better pay more attention to the caravan."
"And I'd better read your books," said the boy.
*
They were strange books. They spoke about mercury, salt, dragons, and kings, and he didn't understand any of it. But there was one idea that seemed to repeat itself throughout all the books: all things are the manifestation of one thing only.
In one of the books he learned that the most important text in the literature of alchemy contained only a few lines, and had been inscribed on the surface of an emerald.
"It's the Emerald Tablet," said the Englishman, proud that he might teach something to the boy.
"Well, then, why do we need all these books?" the boy asked.
"So that we can understand those few lines," the Englishman answered, without appearing really to believe what he had said.
The book that most interested the boy told the stories of the famous alchemists. They were men who had dedicated their entire lives to the purification of metals in their laboratories; they believed that, if a metal were heated for many years, it would free itself of all its individual properties, and what was left would be the Soul of the World. This Soul of the World allowed them to understand anything on the face of the earth, because it was the language with which all things communicated. They called that discovery the Master Work—it was part liquid and part solid.
"Can't you just observe men and omens in order to understand the language?" the boy asked.
"You have a mania for simplifying everything," answered the Englishman, irritated. "Alchemy is a serious discipline. Every step has to be followed exactly as it was followed by the masters."
The boy learned that the liquid part of the Master Work was called the Elixir of Life, and that it cured all illnesses; it also kept the alchemist from growing old. And the solid part was called the Philosopher's Stone.
"It's not easy to find the Philosopher's Stone," said the Englishman. "The alchemists spent years in their laboratories, observing the fire that purified the metals. They spent so much time close to the fire that gradually they gave up the vanities of the world. They discovered that the purification of the metals had led to a purification of themselves."
The boy thought about the crystal merchant. He had said that it was a good thing for the boy to clean the crystal pieces, so that he could free himself from negative thoughts. The boy was becoming more and more convinced that alchemy could be learned in one's daily life.
"Also," said the Englishman, "the Philosopher's Stone has a fascinating property. A small sliver of the stone can transform large quantities of metal into gold."
Having heard that, the boy became even more interested in alchemy. He thought that, with some patience, he'd be able to transform everything into gold. He read the lives of the various people who had succeeded in doing so: Helv?ius, Elias, Fulcanelli, and Geber. They were fascinating stories: each of them lived out his destiny to the end. They traveled, spoke with wise men, performed miracles for the incredulous, and owned the Philosopher's Stone and the Elixir of Life.
But when the boy wanted to learn how to achieve the Master Work, he became completely lost. There were just drawings, coded instructions, and obscure texts.
*
"Why do they make things so complicated?" he asked the Englishman one night. The boy had noticed that the Englishman was irritable, and missed his books.
"So that those who have the responsibility for understanding can understand," he said. "Imagine if everyone went around transforming lead into gold. Gold would lose its value.
"It's only those who are persistent, and willing to study things deeply, who achieve the Master Work. That's why I'm here in the middle of the desert. I'm seeking a true alchemist who will help me to decipher the codes."
"When were these books written?" the boy asked.
"Many centuries ago."
"They didn't have the printing press in those days," the boy argued. "There was no way for everybody to know about alchemy. Why did they use such strange language, with so many drawings?"
The Englishman didn't answer him directly. He said that for the past few days he had been paying attention to how the caravan operated, but that he hadn't learned anything new. The only thing he had noticed was that talk of war was becoming more and more frequent.
*
Then one day the boy returned the books to the Englishman. "Did you learn anything?" the Englishman asked, eager to hear what it might be. He needed someone to talk to so as to avoid thinking about the possibility of war.
"I learned that the world has a soul, and that whoever understands that soul can also understand the language of things. I learned that many alchemists realized their destinies, and wound up discovering the Soul of the World, the Philosopher's Stone, and the Elixir of Life.
"But, above all, I learned that these things are all so simple that they could be written on the surface of an emerald."
The Englishman was disappointed. The years of research, the magic symbols, the strange words and the laboratory equipment… none of this had made an impression on the boy. His soul must be too primitive to understand those things, he thought.
He took back his books and packed them away again in their bags.
"Go back to watching the caravan," he said. "That didn't teach me anything, either."
The boy went back to contemplating the silence of the desert, and the sand raised by the animals. "Everyone has his or her own way of learning things," he said to himself. "His way isn't the same as mine, nor mine as his. But we're both in search of our destinies, and I respect him for that."
*
The caravan began to travel day and night. The hooded Bedouins reappeared more and more frequently, and the camel driver—who had become a good friend of the boy's—explained that the war between the tribes had already begun. The caravan would be very lucky to reach the oasis.
The animals were exhausted, and the men talked among themselves less and less. The silence was the worst aspect of the night, when the mere groan of a camel—which before had been nothing but the groan of a camel—now frightened everyone, because it might signal a raid.
The camel driver, though, seemed not to be very concerned with the threat of war.
"I'm alive," he said to the boy, as they ate a bunch of dates one night, with no fires and no moon. "When I'm eating, that's all I think about. If I'm on the march, I just concentrate on marching. If I have to fight, it will be just as good a day to die as any other.
"Because I don't live in either my past or my future. I'm interested only in the present. If you can concentrate always on the present, you'll be a happy man. You'll see that there is life in the desert, that there are stars in the heavens, and that tribesmen fight because they are part of the human race. Life will be a party for you, a grand festival, because life is the moment we're living right now."
Two nights later, as he was getting ready to bed down, the boy looked for the star they followed every night. He thought that the horizon was a bit lower than it had been, because he seemed to see stars on the desert itself.
"It's the oasis," said the camel driver.
"Well, why don't we go there right now?" the boy asked.
"Because we have to sleep."
The boy awoke as the sun rose. There, in front of him, where the small stars had been the night before, was an endless row of date palms, stretching across the entire desert.
"We've done it!" said the Englishman, who had also awakened early.
But the boy was quiet. He was at home with the silence of the desert, and he was content just to look at the trees. He still had a long way to go to reach the pyramids, and someday this morning would just be a memory. But this was the present moment—the party the camel driver had mentioned— and he wanted to live it as he did the lessons of his past and his dreams of the future. Although the vision of the date palms would someday be just a memory, right now it signified shade, water, and a refuge from the war. Yesterday, the camel's groan signaled danger, and now a row of date palms could herald a miracle.
The world speaks many languages, the boy thought.
*
The times rush past, and so do the caravans, thought the alchemist, as he watched the hundreds of people and animals arriving at the oasis. People were shouting at the new arrivals, dust obscured the desert sun, and the children of the oasis were bursting with excitement at the arrival of the strangers. The alchemist saw the tribal chiefs greet the leader of the caravan, and converse with him at length.
But none of that mattered to the alchemist. He had already seen many people come and go, and the desert remained as it was. He had seen kings and beggars walking the desert sands. The dunes were changed constantly by the wind, yet these were the same sands he had known since he was a child. He always enjoyed seeing the happiness that the travelers experienced when, after weeks of yellow sand and blue sky, they first saw the green of the date palms. Maybe God created the desert so that man could appreciate the date trees, he thought.
He decided to concentrate on more practical matters. He knew that in the caravan there was a man to whom he was to teach some of his secrets. The omens had told him so. He didn't know the man yet, but his practiced eye would recognize him when he appeared. He hoped that it would be someone as capable as his previous apprentice.
I don't know why these things have to be transmitted by word of mouth, he thought. It wasn't exactly that they were secrets; God revealed his secrets easily to all his creatures.
He had only one explanation for this fact: things have to be transmitted this
way because they were made up from the pure life, and this kind of life cannot be captured in pictures or words.
Because people become fascinated with pictures and words, and wind up forgetting the Language of the World.
*
The boy couldn't believe what he was seeing: the oasis, rather than being just a well surrounded by a few palm trees—as he had seen once in a geography book—was much larger than many towns back in Spain. There were three hundred wells, fifty thousand date trees, and innumerable colored tents spread among them.
"It looks like The Thousand and One Nights," said the Englishman, impatient to meet with the alchemist.
They were surrounded by children, curious to look at the animals and people that were arriving. The men of the oasis wanted to know if they had seen any fighting, and the women competed with one another for access to the cloth and precious stones brought by the merchants. The silence of the desert was a distant dream; the travelers in the caravan were talking incessantly, laughing and shouting, as if they had emerged from the spiritual world and found themselves once again in the world of people. They were relieved and happy.
They had been taking careful precautions in the desert, but the camel driver explained to the boy that oases were always considered to be neutral territories, because the majority of the inhabitants were women and children. There were oases throughout the desert, but the tribesmen fought in the desert, leaving the oases as places of refuge.
With some difficulty, the leader of the caravan brought all his people together and gave them his instructions. The group was to remain there at the oasis until the conflict between the tribes was over. Since they were visitors, they would have to share living space with those who lived there, and would be given the best accommodations. That was the law of hospitality. Then he asked that everyone, including his own sentinels, hand over their arms to the men appointed by the tribal chieftains.
"Those are the rules of war," the leader explained. "The oases may not shelter armies or troops."
To the boy's surprise, the Englishman took a chrome-plated revolver out of his bag and gave it to the men who were collecting the arms.
"Why a revolver?" he asked.
"It helped me to trust in people," the Englishman answered.
Meanwhile, the boy thought about his treasure. The closer he got to the realization of his dream, the more difficult things became. It seemed as if what the old king had called "beginner's luck" were no longer functioning. In his pursuit of the dream, he was being constantly subjected to tests of his persistence and courage. So he could not be hasty, nor impatient. If he pushed forward impulsively, he would fail to see the signs and omens left by God along his path.
God placed them along my path. He had surprised himself with the thought. Until then, he had considered the omens to be things of this world. Like eating or sleeping, or like seeking love or finding a job. He had never thought of them in terms of a language used by God to indicate what he should do.
"Don't be impatient," he repeated to himself. "It's like the camel driver said: 'Eat when it's time to eat. And move along when it's time to move along.' "
That first day, everyone slept from exhaustion, including the Englishman. The boy was assigned a place far from his friend, in a tent with five other young men of about his age. They were people of the desert, and clamored to hear his stories about the great cities.
The boy told them about his life as a shepherd, and was about to tell them of his experiences at the crystal shop when the Englishman came into the tent.
"I've been looking for you all morning," he said, as he led the boy outside. "I need you to help me find out where the alchemist lives."
First, they tried to find him on their own. An alchemist would probably live in a manner that was different from that of the rest of the people at the oasis, and it was likely that in his tent an oven was continuously burning. They searched everywhere, and found that the oasis was much larger than they could have imagined; there were hundreds of tents.
"We've wasted almost the entire day," said the Englishman, sitting down with the boy near one of the wells.
"Maybe we'd better ask someone," the boy suggested.
The Englishman didn't want to tell others about his reasons for being at the oasis, and couldn't make up his mind. But, finally, he agreed that the boy, who spoke better Arabic than he, should do so. The boy approached a woman who had come to the well to fill a goatskin with water.
"Good afternoon, ma'am. I'm trying to find out where the alchemist lives
here at the oasis."
The woman said she had never heard of such a person, and hurried away. But before she fled, she advised the boy that he had better not try to converse with women who were dressed in black, because they were married women. He should respect tradition.
The Englishman was disappointed. It seemed he had made the long journey for nothing. The boy was also saddened; his friend was in pursuit of his destiny. And, when someone was in such pursuit, the entire universe made an effort to help him succeed—that's what the old king had said. He couldn't have been wrong.
"I had never heard of alchemists before," the boy said. "Maybe no one here has, either."
The Englishman's eyes lit up. "That's it! Maybe no one here knows what an alchemist is! Find out who it is who cures the people's illnesses!"
Several women dressed in black came to the well for water, but the boy would speak to none of them, despite the Englishman's insistence. Then a man approached.
"Do you know someone here who cures people's illnesses?" the boy asked.
"Allah cures our illnesses," said the man, clearly frightened of the strangers. "You're looking for witch doctors." He spoke some verses from the Koran, and moved on.
Another man appeared. He was older, and was carrying a small bucket. The boy repeated his question.
"Why do you want to find that sort of person?" the Arab asked.
"Because my friend here has traveled for many months in order to meet with him," the boy said.
"If such a man is here at the oasis, he must be the very powerful one," said the old man after thinking for a few moments. "Not even the tribal chieftains are able to see him when they want to. Only when he consents.
"Wait for the end of the war. Then leave with the caravan. Don't try to enter into the life of the oasis," he said, and walked away.
But the Englishman was exultant. They were on the right track.
Finally, a young woman approached who was not dressed in black. She had a vessel on her shoulder, and her head was covered by a veil, but her face
was uncovered. The boy approached her to ask about the alchemist.
At that moment, it seemed to him that time stood still, and the Soul of the World surged within him. When he looked into her dark eyes, and saw that her lips were poised between a laugh and silence, he learned the most important part of the language that all the world spoke—the language that everyone on earth was capable of understanding in their heart. It was love. Something older than humanity, more ancient than the desert. Something that exerted the same force whenever two pairs of eyes met, as had theirs here at the well. She smiled, and that was certainly an omen—the omen he had been awaiting, without even knowing he was, for all his life. The omen he had sought to find with his sheep and in his books, in the crystals and in the silence of the desert.
It was the pure Language of the World. It required no explanation, just as the universe needs none as it travels through endless time. What the boy felt at that moment was that he was in the presence of the only woman in his life, and that, with no need for words, she recognized the same thing. He was more certain of it than of anything in the world. He had been told by his parents and grandparents that he must fall in love and really know a person before becoming committed. But maybe people who felt that way had never learned the universal language. Because, when you know that language, it's easy to understand that someone in the world awaits you, whether it's in the middle of the desert or in some great city. And when two such people encounter each other, and their eyes meet, the past and the future become unimportant. There is only that moment, and the incredible certainty that everything under the sun has been written by one hand only. It is the hand that evokes love, and creates a twin soul for every person in the world. Without such love, one's dreams would have no meaning.
Maktub, thought the boy.
The Englishman shook the boy: "Come on, ask her!"
The boy stepped closer to the girl, and when she smiled, he did the same.
"What's your name?" he asked.
"Fatima," the girl said, averting her eyes.
"That's what some women in my country are called."
"It's the name of the Prophet's daughter," Fatima said. "The invaders carried the name everywhere." The beautiful girl spoke of the invaders with pride.
The Englishman prodded him, and the boy asked her about the man who cured people's illnesses.
"That's the man who knows all the secrets of the world," she said. "He communicates with the genies of the desert."
The genies were the spirits of good and evil. And the girl pointed to the south, indicating that it was there the strange man lived. Then she filled her vessel with water and left.
The Englishman vanished, too, gone to find the alchemist. And the boy sat there by the well for a long time, remembering that one day in Tarifa the levanter had brought to him the perfume of that woman, and realizing that he had loved her before he even knew she existed. He knew that his love for her would enable him to discover every treasure in the world.
The next day, the boy returned to the well, hoping to see the girl. To his surprise, the Englishman was there, looking out at the desert,
"I waited all afternoon and evening," he said. "He appeared with the first stars of evening. I told him what I was seeking, and he asked me if I had ever transformed lead into gold. I told him that was what I had come here to learn.
"He told me I should try to do so. That's all he said: 'Go and try.' "
The boy didn't say anything. The poor Englishman had traveled all this way, only to be told that he should repeat what he had already done so many times.
"So, then try," he said to the Englishman.
"That's what I'm going to do. I'm going to start now."
As the Englishman left, Fatima arrived and filled her vessel with water.
"I came to tell you just one thing," the boy said. "I want you to be my wife. I love you."
The girl dropped the container, and the water spilled.
"I'm going to wait here for you every day. I have crossed the desert in search of a treasure that is somewhere near the Pyramids, and for me, the war seemed a curse. But now it's a blessing, because it brought me to you."
"The war is going to end someday," the girl said.
The boy looked around him at the date palms. He reminded himself that he had been a shepherd, and that he could be a shepherd again. Fatima was more important than his treasure.
"The tribesmen are always in search of treasure," the girl said, as if she had guessed what he was thinking. "And the women of the desert are proud of their tribesmen."
She refilled her vessel and left.
The boy went to the well every day to meet with Fatima. He told her about his life as a shepherd, about the king, and about the crystal shop. They became friends, and except for the fifteen minutes he spent with her, each day seemed that it would never pass. When he had been at the oasis for almost a month, the leader of the caravan called a meeting of all of the people traveling with him.
"We don't know when the war will end, so we can't continue our journey," he said. "The battles may last for a long time, perhaps even years. There are powerful forces on both sides, and the war is important to both armies. It's not a battle of good against evil. It's a war between forces that are fighting for the balance of power, and, when that type of battle begins, it lasts longer than others—because Allah is on both sides."
The people went back to where they were living, and the boy went to meet with Fatima that afternoon. He told her about the morning's meeting. "The day after we met," Fatima said, "you told me that you loved me. Then, you taught me something of the universal language and the Soul of the World. Because of that, I have become a part of you."
The boy listened to the sound of her voice, and thought it to be more beautiful than the sound of the wind in the date palms.
"I have been waiting for you here at this oasis for a long time. I have forgotten about my past, about my traditions, and the way in which men of the desert expect women to behave. Ever since I was a child, I have dreamed that the desert would bring me a wonderful present. Now, my present has arrived, and it's you."
The boy wanted to take her hand. But Fatima's hands held to the handles of her jug.
"You have told me about your dreams, about the old king and your treasure. And you've told me about omens. So now, I fear nothing, because it was those omens that brought you to me. And I am a part of your dream, a part of your destiny, as you call it.
"That's why I want you to continue toward your goal. If you have to wait until the war is over, then wait. But if you have to go before then, go on in pursuit of your dream. The dunes are changed by the wind, but the desert never changes. That's the way it will be with our love for each other.
"Maktub," she said. "If I am really a part of your dream, you'll come back one day."
The boy was sad as he left her that day. He thought of all the married shepherds he had known. They had a difficult time convincing their wives that they had to go off into distant fields. Love required them to stay with the people they loved.
He told Fatima that, at their next meeting.
"The desert takes our men from us, and they don't always return," she said. "We know that, and we are used to it. Those who don't return become a part of the clouds, a part of the animals that hide in the ravines and of the water that comes from the earth. They become a part of everything… they become the Soul of the World.
"Some do come back. And then the other women are happy because they believe that their men may one day return, as well. I used to look at those women and envy them their happiness. Now, I too will be one of the women who wait.
"I'm a desert woman, and I'm proud of that. I want my husband to wander as free as the wind that shapes the dunes. And, if I have to, I will accept the fact that he has become a part of the clouds, and the animals and the water of the desert."
The boy went to look for the Englishman. He wanted to tell him about Fatima. He was surprised when he saw that the Englishman had built himself a furnace outside his tent. It was a strange furnace, fueled by firewood, with a transparent flask heating on top. As the Englishman stared out at the desert, his eyes seemed brighter than they had when he was reading his books.
"This is the first phase of the job," he said. "I have to separate out the sulfur. To do that successfully, I must have no fear of failure. It was my fear of failure that first kept me from attempting the Master Work. Now, I'm beginning what I could have started ten years ago. But I'm happy at least that I didn't wait twenty years."
He continued to feed the fire, and the boy stayed on until the desert turned pink in the setting sun. He felt the urge to go out into the desert, to see if its silence held the answers to his questions.
He wandered for a while, keeping the date palms of the oasis within sight. He listened to the wind, and felt the stones beneath his feet. Here and there, he found a shell, and realized that the desert, in remote times, had been a sea. He sat on a stone, and allowed himself to become hypnotized
by the horizon. He tried to deal with the concept of love as distinct from possession, and couldn't separate them. But Fatima was a woman of the desert, and, if anything could help him to understand, it was the desert.
As he sat there thinking, he sensed movement above him. Looking up, he saw a pair of hawks flying high in the sky.
He watched the hawks as they drifted on the wind. Although their flight appeared to have no pattern, it made a certain kind of sense to the boy. It was just that he couldn't grasp what it meant. He followed the movement of the birds, trying to read something into it. Maybe these desert birds could explain to him the meaning of love without ownership.
He felt sleepy. In his heart, he wanted to remain awake, but he also wanted to sleep. "I am learning the Language of the World, and everything in the world is beginning to make sense to me… even the flight of the hawks," he said to himself. And, in that mood, he was grateful to be in love. When you are in love, things make even more sense, he thought.
Suddenly, one of the hawks made a flashing dive through the sky, attacking the other. As it did so, a sudden, fleeting image came to the boy: an army, with its swords at the ready, riding into the oasis. The vision vanished immediately, but it had shaken him. He had heard people speak of mirages, and had already seen some himself: they were desires that, because of their intensity, materialized over the sands of the desert. But he certainly didn't desire that an army invade the oasis.
He wanted to forget about the vision, and return to his meditation. He tried again to concentrate on the pink shades of the desert, and its stones. But there was something there in his heart that wouldn't allow him to do so.
"Always heed the omens," the old king had said. The boy recalled what he had seen in the vision, and sensed that it was actually going to occur.
He rose, and made his way back toward the palm trees. Once again, he perceived the many languages in the things about him: this time, the desert was safe, and it was the oasis that had become dangerous.
The camel driver was seated at the base of a palm tree, observing the sunset. He saw the boy appear from the other side of the dunes.
"An army is coming," the boy said. "I had a vision."
"The desert fills men's hearts with visions," the camel driver answered.
But the boy told him about the hawks: that he had been watching their flight and had suddenly felt himself to have plunged to the Soul of the World.
The camel driver understood what the boy was saying. He knew that any given thing on the face of the earth could reveal the history of all things. One could open a book to any page, or look at a person's hand; one could turn a card, or watch the flight of the birds… whatever the thing observed, one could find a connection with his experience of the moment. Actually, it wasn't that those things, in themselves, revealed anything at all; it was just that people, looking at what was occurring around them, could find a means of penetration to the Soul of the World.
The desert was full of men who earned their living based on the ease with which they could penetrate to the Soul of the World. They were known as seers, and they were held in fear by women and the elderly. Tribesmen were also wary of consulting them, because it would be impossible to be effective in battle if one knew that he was fated to die. The tribesmen preferred the taste of battle, and the thrill of not knowing what the outcome would be; the future was already written by Allah, and what he had written was always for the good of man. So the tribesmen lived only for the present, because the present was full of surprises, and they had to be aware of many things: Where was the enemy's sword? Where was his horse? What kind of blow should one deliver next in order to remain alive? The camel driver was not a fighter, and he had consulted with seers. Many of them had been right about what they said, while some had been wrong. Then, one day, the oldest seer he had ever sought out (and the one most to be feared) had asked why the camel driver was so interested in the future.
"Well… so I can do things," he had responded. "And so I can change those things that I don't want to happen."
"But then they wouldn't be a part of your future," the seer had said.
"Well, maybe I just want to know the future so I can prepare myself for what's coming."
"If good things are coming, they will be a pleasant surprise," said the seer. "If bad things are, and you know in advance, you will suffer greatly before they even occur."
"I want to know about the future because I'm a man," the camel driver had said to the seer. "And men always live their lives based on the future."
The seer was a specialist in the casting of twigs; he threw them on the ground, and made interpretations based on how they fell. That day, he didn't make a cast. He wrapped the twigs in a piece of cloth and put them back in his bag.
"I make my living forecasting the future for people," he said. "I know the science of the twigs, and I know how to use them to penetrate to the place
where all is written. There, I can read the past, discover what has already been forgotten, and understand the omens that are here in the present.
"When people consult me, it's not that I'm reading the future; I am guessing at the future. The future belongs to God, and it is only he who reveals it, under extraordinary circumstances. How do I guess at the future? Based on the omens of the present. The secret is here in the present. If you pay attention to the present, you can improve upon it. And, if you improve on the present, what comes later will also be better. Forget about the future, and live each day according to the teachings, confident that God loves his children. Each day, in itself, brings with it an eternity."
The camel driver had asked what the circumstances were under which God would allow him to see the future.
"Only when he, himself, reveals it. And God only rarely reveals the future. When he does so, it is for only one reason: it's a future that was written so as to be altered."
God had shown the boy a part of the future, the camel driver thought. Why was it that he wanted the boy to serve as his instrument?
"Go and speak to the tribal chieftains," said the camel driver. "Tell them about the armies that are approaching."
"They'll laugh at me."
"They are men of the desert, and the men of the desert are used to dealing with omens."
"Well, then, they probably already know."
"They're not concerned with that right now. They believe that if they have to know about something Allah wants them to know, someone will tell them about it. It has happened many times before. But, this time, the person is you."
The boy thought of Fatima. And he decided he would go to see the chiefs of the tribes.
*
The boy approached the guard at the front of the huge white tent at the center of the oasis.
"I want to see the chieftains. I've brought omens from the desert."
Without responding, the guard entered the tent, where he remained for
some time. When he emerged, it was with a young Arab, dressed in white and gold. The boy told the younger man what he had seen, and the man asked him to wait there. He disappeared into the tent.
Night fell, and an assortment of fighting men and merchants entered and exited the tent. One by one, the campfires were extinguished, and the oasis fell as quiet as the desert. Only the lights in the great tent remained. During all this time, the boy thought about Fatima, and he was still unable to understand his last conversation with her.
Finally, after hours of waiting, the guard bade the boy enter. The boy was astonished by what he saw inside. Never could he have imagined that, there in the middle of the desert, there existed a tent like this one. The ground was covered with the most beautiful carpets he had ever walked upon, and from the top of the structure hung lamps of hand-wrought gold, each with a lighted candle. The tribal chieftains were seated at the back of the tent in a semicircle, resting upon richly embroidered silk cushions. Servants came and went with silver trays laden with spices and tea. Other servants maintained the fires in the hookahs. The atmosphere was suffused with the sweet scent of smoke.
There were eight chieftains, but the boy could see immediately which of them was the most important: an Arab dressed in white and gold, seated at the center of the semicircle. At his side was the young Arab the boy had spoken with earlier.
"Who is this stranger who speaks of omens?" asked one of the chieftains, eyeing the boy.
"It is I," the boy answered. And he told what he had seen.
"Why would the desert reveal such things to a stranger, when it knows that we have been here for generations?" said another of the chieftains.
"Because my eyes are not yet accustomed to the desert," the boy said. "I can see things that eyes habituated to the desert might not see."
And also because I know about the Soul of the World, he thought to himself.
"The oasis is neutral ground. No one attacks an oasis," said a third chieftain.
"I can only tell you what I saw. If you don't want to believe me, you don't have to do anything about it."
The men fell into an animated discussion. They spoke in an Arabic dialect that the boy didn't understand, but, when he made to leave, the guard told him to stay. The boy became fearful; the omens told him that something
was wrong. He regretted having spoken to the camel driver about what he had seen in the desert.
Suddenly, the elder at the center smiled almost imperceptibly, and the boy felt better. The man hadn't participated in the discussion, and, in fact, hadn't said a word up to that point. But the boy was already used to the Language of the World, and he could feel the vibrations of peace throughout the tent. Now his intuition was that he had been right in coming.
The discussion ended. The chieftains were silent for a few moments as they listened to what the old man was saying. Then he turned to the boy: this time his expression was cold and distant.
"Two thousand years ago, in a distant land, a man who believed in dreams was thrown into a dungeon and then sold as a slave," the old man said, now in the dialect the boy understood. "Our merchants bought that man, and brought him to Egypt. All of us know that whoever believes in dreams also knows how to interpret them."
The elder continued, "When the pharaoh dreamed of cows that were thin and cows that were fat, this man I'm speaking of rescued Egypt from famine. His name was Joseph. He, too, was a stranger in a strange land, like you, and he was probably about your age."
He paused, and his eyes were still unfriendly.
"We always observe the Tradition. The Tradition saved Egypt from famine in those days, and made the Egyptians the wealthiest of peoples. The Tradition teaches men how to cross the desert, and how their children should marry. The Tradition says that an oasis is neutral territory, because both sides have oases, and so both are vulnerable."
No one said a word as the old man continued.
"But the Tradition also says that we should believe the messages of the desert. Everything we know was taught to us by the desert."
The old man gave a signal, and everyone stood. The meeting was over. The hookahs were extinguished, and the guards stood at attention. The boy made ready to leave, but the old man spoke again:
"Tomorrow, we are going to break the agreement that says that no one at the oasis may carry arms. Throughout the entire day we will be on the lookout for our enemies. When the sun sets, the men will once again surrender their arms to me. For every ten dead men among our enemies, you will receive a piece of gold.
"But arms cannot be drawn unless they also go into battle. Arms are as
capricious as the desert, and, if they are not used, the next time they might not function. If at least one of them hasn't been used by the end of the day tomorrow, one will be used on you."
When the boy left the tent, the oasis was illuminated only by the light of the full moon. He was twenty minutes from his tent, and began to make his way there.
He was alarmed by what had happened. He had succeeded in reaching through to the Soul of the World, and now the price for having done so might be his life. It was a frightening bet. But he had been making risky bets ever since the day he had sold his sheep to pursue his destiny. And, as the camel driver had said, to die tomorrow was no worse than dying on any other day. Every day was there to be lived or to mark one's departure from this world. Everything depended on one word: "Maktub."
Walking along in the silence, he had no regrets. If he died tomorrow, it would be because God was not willing to change the future. He would at least have died after having crossed the strait, after having worked in a crystal shop, and after having known the silence of the desert and Fatima's eyes. He had lived every one of his days intensely since he had left home so long ago. If he died tomorrow, he would already have seen more than other shepherds, and he was proud of that.
Suddenly he heard a thundering sound, and he was thrown to the ground by a wind such as he had never known. The area was swirling in dust so intense that it hid the moon from view. Before him was an enormous white horse, rearing over him with a frightening scream.
When the blinding dust had settled a bit, the boy trembled at what he saw. Astride the animal was a horseman dressed completely in black, with a falcon perched on his left shoulder. He wore a turban and his entire face, except for his eyes, was covered with a black kerchief. He appeared to be a messenger from the desert, but his presence was much more powerful than that of a mere messenger.
The strange horseman drew an enormous, curved sword from a scabbard mounted on his saddle. The steel of its blade glittered in the light of the moon.
"Who dares to read the meaning of the flight of the hawks?" he demanded, so loudly that his words seemed to echo through the fifty thousand palm trees of Al-Fayoum.
"It is I who dared to do so," said the boy. He was reminded of the image of Santiago Matamoros, mounted on his white horse, with the infidels beneath his hooves. This man looked exactly the same, except that now the roles
were reversed.
"It is I who dared to do so," he repeated, and he lowered his head to receive a blow from the sword. "Many lives will be saved, because I was able to see through to the Soul of the World."
The sword didn't fall. Instead, the stranger lowered it slowly, until the point touched the boy's forehead. It drew a droplet of blood.
The horseman was completely immobile, as was the boy. It didn't even occur to the boy to flee. In his heart, he felt a strange sense of joy: he was about to die in pursuit of his destiny. And for Fatima. The omens had been true, after all. Here he was, face-to-face with his enemy, but there was no need to be concerned about dying—the Soul of the World awaited him, and he would soon be a part of it. And, tomorrow, his enemy would also be apart of that Soul.
The stranger continued to hold the sword at the boy's forehead. "Why did you read the flight of the birds?"
"I read only what the birds wanted to tell me. They wanted to save the oasis. Tomorrow all of you will die, because there are more men at the oasis than you have."
The sword remained where it was. "Who are you to change what Allah has willed?"
"Allah created the armies, and he also created the hawks. Allah taught me the language of the birds. Everything has been written by the same hand," the boy said, remembering the camel driver's words.
The stranger withdrew the sword from the boy's forehead, and the boy felt immensely relieved. But he still couldn't flee.
"Be careful with your prognostications," said the stranger. "When something is written, there is no way to change it."
"All I saw was an army," said the boy. "I didn't see the outcome of the battle."
The stranger seemed satisfied with the answer. But he kept the sword in his hand. "What is a stranger doing in a strange land?"
"I am following my destiny. It's not something you would understand."
The stranger placed his sword in its scabbard, and the boy relaxed.
"I had to test your courage," the stranger said. "Courage is the quality most
essential to understanding the Language of the World."
The boy was surprised. The stranger was speaking of things that very few people knew about.
"You must not let up, even after having come so far," he continued. "You must love the desert, but never trust it completely. Because the desert tests all men: it challenges every step, and kills those who become distracted."
What he said reminded the boy of the old king.
"If the warriors come here, and your head is still on your shoulders at sunset, come and find me," said the stranger.
The same hand that had brandished the sword now held a whip. The horse reared again, raising a cloud of dust.
"Where do you live?" shouted the boy, as the horseman rode away.
The hand with the whip pointed to the south.
The boy had met the alchemist.
*
Next morning, there were two thousand armed men scattered throughout the palm trees at Al-Fayoum. Before the sun had reached its high point, five hundred tribesmen appeared on the horizon. The mounted troops entered the oasis from the north; it appeared to be a peaceful expedition, but they all carried arms hidden in their robes. When they reached the white tent at the center of Al-Fayoum, they withdrew their scimitars and rifles. And they attacked an empty tent.
The men of the oasis surrounded the horsemen from the desert and within half an hour all but one of the intruders were dead. The children had been kept at the other side of a grove of palm trees, and saw nothing of what had happened. The women had remained in their tents, praying for the safekeeping of their husbands, and saw nothing of the battle, either. Were it not for the bodies there on the ground, it would have appeared to be a normal day at the oasis.
The only tribesman spared was the commander of the battalion. That afternoon, he was brought before the tribal chieftains, who asked him why he had violated the Tradition. The commander said that his men had been starving and thirsty, exhausted from many days of battle, and had decided to take the oasis so as to be able to return to the war.
The tribal chieftain said that he felt sorry for the tribesmen, but that the
Tradition was sacred. He condemned the commander to death without honor. Rather than being killed by a blade or a bullet, he was hanged from a dead palm tree, where his body twisted in the desert wind.
The tribal chieftain called for the boy, and presented him with fifty pieces of gold. He repeated his story about Joseph of Egypt, and asked the boy to become the counselor of the oasis.
*
When the sun had set, and the first stars made their appearance, the boy started to walk to the south. He eventually sighted a single tent, and a group of Arabs passing by told the boy that it was a place inhabited by genies. But the boy sat down and waited.
Not until the moon was high did the alchemist ride into view. He carried two dead hawks over his shoulder.
"I am here," the boy said.
"You shouldn't be here," the alchemist answered. "Or is it your destiny that brings you here?"
"With the wars between the tribes, it's impossible to cross the desert. So I have come here."
The alchemist dismounted from his horse, and signaled that the boy should enter the tent with him. It was a tent like many at the oasis. The boy looked around for the ovens and other apparatus used in alchemy, but saw none. There were only some books in a pile, a small cooking stove, and the carpets, covered with mysterious designs.
"Sit down. We'll have something to drink and eat these hawks," said the alchemist.
The boy suspected that they were the same hawks he had seen on the day before, but he said nothing. The alchemist lighted the fire, and soon a delicious aroma filled the tent. It was better than the scent of the hookahs.
"Why did you want to see me?" the boy asked.
"Because of the omens," the alchemist answered. "The wind told me you would be coming, and that you would need help."
"It's not I the wind spoke about. It's the other foreigner, the Englishman. He's the one that's looking for you."
"He has other things to do first. But he's on the right track. He has begun to
try to understand the desert."
"And what about me?"
"When a person really desires something, all the universe conspires to help that person to realize his dream," said the alchemist, echoing the words of the old king. The boy understood. Another person was there to help him toward his destiny.
"So you are going to instruct me?"
"No. You already know all you need to know. I am only going to point you in the direction of your treasure."
"But there's a tribal war," the boy reiterated.
"I know what's happening in the desert."
"I have already found my treasure. I have a camel, I have my money from the crystal shop, and I have fifty gold pieces. In my own country, I would be a rich man."
"But none of that is from the Pyramids," said the alchemist.
"I also have Fatima. She is a treasure greater than anything else I have won."
"She wasn't found at the Pyramids, either."
They ate in silence. The alchemist opened a bottle and poured a red liquid into the boy's cup. It was the most delicious wine he had ever tasted.
"Isn't wine prohibited here?" the boy asked
"It's not what enters men's mouths that's evil," said the alchemist. "It's what comes out of their mouths that is."
The alchemist was a bit daunting, but, as the boy drank the wine, he relaxed. After they finished eating they sat outside the tent, under a moon so brilliant that it made the stars pale.
"Drink and enjoy yourself," said the alchemist, noticing that the boy was feeling happier. "Rest well tonight, as if you were a warrior preparing for combat. Remember that wherever your heart is, there you will find your treasure. You've got to find the treasure, so that everything you have learned along the way can make sense.
"Tomorrow, sell your camel and buy a horse. Camels are traitorous: they
walk thousands of paces and never seem to tire. Then suddenly, they kneel and die. But horses tire bit by bit. You always know how much you can ask of them, and when it is that they are about to die."
*
The following night, the boy appeared at the alchemist's tent with a horse. The alchemist was ready, and he mounted his own steed and placed the falcon on his left shoulder. He said to the boy, "Show me where there is life out in the desert. Only those who can see such signs of life are able to find treasure."
They began to ride out over the sands, with the moon lighting their way. I don't know if I'll be able to find life in the desert, the boy thought. I don't know the desert that well yet.
He wanted to say so to the alchemist, but he was afraid of the man. They reached the rocky place where the boy had seen the hawks in the sky, but now there was only silence and the wind.
"I don't know how to find life in the desert," the boy said. "I know that there is life here, but I don't know where to look."
"Life attracts life," the alchemist answered.
And then the boy understood. He loosened the reins on his horse, who galloped forward over the rocks and sand. The alchemist followed as the boy's horse ran for almost half an hour. They could no longer see the palms of the oasis—only the gigantic moon above them, and its silver reflections from the stones of the desert. Suddenly, for no apparent reason, the boy's horse began to slow.
"There's life here," the boy said to the alchemist. "I don't know the language of the desert, but my horse knows the language of life."
They dismounted, and the alchemist said nothing. Advancing slowly, they searched among the stones. The alchemist stopped abruptly, and bent to the ground. There was a hole there among the stones. The alchemist put his hand into the hole, and then his entire arm, up to his shoulder. Something was moving there, and the alchemist's eyes—the boy could see only his eyes-squinted with his effort. His arm seemed to be battling with whatever was in the hole. Then, with a motion that startled the boy, he withdrew his arm and leaped to his feet. In his hand, he grasped a snake by the tail.
The boy leapt as well, but away from the alchemist. The snake fought frantically, making hissing sounds that shattered the silence of the desert. It was a cobra, whose venom could kill a person in minutes.
"Watch out for his venom," the boy said. But even though the alchemist had put his hand in the hole, and had surely already been bitten, his expression was calm. "The alchemist is two hundred years old," the Englishman had told him. He must know how to deal with the snakes of the desert.
The boy watched as his companion went to his horse and withdrew a scimitar. With its blade, he drew a circle in the sand, and then he placed the snake within it. The serpent relaxed immediately.
"Not to worry," said the alchemist. "He won't leave the circle. You found life in the desert, the omen that I needed."
"Why was that so important?"
"Because the Pyramids are surrounded by the desert."
The boy didn't want to talk about the Pyramids. His heart was heavy, and he had been melancholy since the previous night. To continue his search for the treasure meant that he had to abandon Fatima.
"I'm going to guide you across the desert," the alchemist said.
"I want to stay at the oasis," the boy answered. "I've found Fatima, and, as far as I'm concerned, she's worth more than treasure."
"Fatima is a woman of the desert," said the alchemist. "She knows that men have to go away in order to return. And she already has her treasure: it's you. Now she expects that you will find what it is you're looking for."
"Well, what if I decide to stay?"
"Let me tell you what will happen. You'll be the counselor of the oasis. You have enough gold to buy many sheep and many camels. You'll marry Fatima, and you'll both be happy for a year. You'll learn to love the desert, and you'll get to know every one of the fifty thousand palms. You'll watch them as they grow, demonstrating how the world is always changing. And you'll get better and better at understanding omens, because the desert is the best teacher there is.
"Sometime during the second year, you'll remember about the treasure. The omens will begin insistently to speak of it, and you'll try to ignore them. You'll use your knowledge for the welfare of the oasis and its inhabitants. The tribal chieftains will appreciate what you do. And your camels will bring you wealth and power.
"During the third year, the omens will continue to speak of your treasure and your destiny. You'll walk around, night after night, at the oasis, and Fatima will be unhappy because she'll feel it was she who interrupted your quest.
But you will love her, and she'll return your love. You'll remember that she never asked you to stay, because a woman of the desert knows that she must await her man. So you won't blame her. But many times you'll walk the sands of the desert, thinking that maybe you could have left… that you could have trusted more in your love for Fatima. Because what kept you at the oasis was your own fear that you might never come back. At that point, the omens will tell you that your treasure is buried forever.
"Then, sometime during the fourth year, the omens will abandon you, because you've stopped listening to them. The tribal chieftains will see that, and you'll be dismissed from your position as counselor. But, by then, you'll be a rich merchant, with many camels and a great deal of merchandise. You'll spend the rest of your days knowing that you didn't pursue your destiny, and that now it's too late.
"You must understand that love never keeps a man from pursuing his destiny. If he abandons that pursuit, it's because it wasn't true love… the love that speaks the Language of the World."
The alchemist erased the circle in the sand, and the snake slithered away among the rocks. The boy remembered the crystal merchant who had always wanted to go to Mecca, and the Englishman in search of the alchemist. He thought of the woman who had trusted in the desert. And he looked out over the desert that had brought him to the woman he loved.
They mounted their horses, and this time it was the boy who followed the alchemist back to the oasis. The wind brought the sounds of the oasis to them, and the boy tried to hear Fatima's voice.
But that night, as he had watched the cobra within the circle, the strange horseman with the falcon on his shoulder had spoken of love and treasure, of the women of the desert and of his destiny.
"I'm going with you," the boy said. And he immediately felt peace in his heart.
"We'll leave tomorrow before sunrise," was the alchemist's only response.
*
The boy spent a sleepless night. Two hours before dawn, he awoke one of the boys who slept in his tent, and asked him to show him where Fatima lived. They went to her tent, and the boy gave his friend enough gold to buy a sheep.
Then he asked his friend to go to into the tent where Fatima was sleeping, and to awaken her and tell her that he was waiting outside. The young Arab
did as he was asked, and was given enough gold to buy yet another sheep.
"Now leave us alone," said the boy to the young Arab. The Arab returned to his tent to sleep, proud to have helped the counselor of the oasis, and happy at having enough money to buy himself some sheep.
Fatima appeared at the entrance to the tent. The two walked out among the palms. The boy knew that it was a violation of the Tradition, but that didn't matter to him now.
"I'm going away," he said. "And I want you to know that I'm coming back. I love you because…"
"Don't say anything," Fatima interrupted. "One is loved because one is loved. No reason is needed for loving."
But the boy continued, "I had a dream, and I met with a king. I sold crystal and crossed the desert. And, because the tribes declared war, I went to the well, seeking the alchemist. So, I love you because the entire universe conspired to help me find you."
The two embraced. It was the first time either had touched the other.
"I'll be back," the boy said.
"Before this, I always looked to the desert with longing," said Fatima. "Now it will be with hope. My father went away one day, but he returned to my mother, and he has always come back since then."
They said nothing else. They walked a bit farther among the palms, and then the boy left her at the entrance to her tent.
"I'll return, just as your father came back to your mother," he said.
He saw that Fatima's eyes were filled with tears.
"You're crying?"
"I'm a woman of the desert," she said, averting her face. "But above all, I'm a woman."
Fatima went back to her tent, and, when daylight came, she went out to do the chores she had done for years. But everything had changed. The boy was no longer at the oasis, and the oasis would never again have the same meaning it had had only yesterday. It would no longer be a place with fifty thousand palm trees and three hundred wells, where the pilgrims arrived, relieved at the end of their long journeys. From that day on, the oasis would be an empty place for her.
From that day on, it was the desert that would be important. She would look to it every day, and would try to guess which star the boy was following in search of his treasure. She would have to send her kisses on the wind, hoping that the wind would touch the boy's face, and would tell him that she was alive. That she was waiting for him, a woman awaiting a courageous man in search of his treasure. From that day on, the desert would represent only one thing to her: the hope for his return.
*
"Don't think about what you've left behind," the alchemist said to the boy as they began to ride across the sands of the desert. "Everything is written in the Soul of the World, and there it will stay forever."
"Men dream more about coming home than about leaving," the boy said. He was already reaccustomed to desert's silence.
"If what one finds is made of pure matter, it will never spoil. And one can always come back. If what you had found was only a moment of light, like the explosion of a star, you would find nothing on your return."
The man was speaking the language of alchemy. But the boy knew that he was referring to Fatima.
It was difficult not to think about what he had left behind. The desert, with its endless monotony, put him to dreaming. The boy could still see the palm trees, the wells, and the face of the woman he loved. He could see the Englishman at his experiments, and the camel driver who was a teacher without realizing it. Maybe the alchemist has never been in love, the boy thought.
The alchemist rode in front, with the falcon on his shoulder. The bird knew the language of the desert well, and whenever they stopped, he flew off in search of game. On the first day he returned with a rabbit, and on the second with two birds.
At night, they spread their sleeping gear and kept their fires hidden. The desert nights were cold, and were becoming darker and darker as the phases of the moon passed. They went on for a week, speaking only of the precautions they needed to follow in order to avoid the battles between the tribes. The war continued, and at times the wind carried the sweet, sickly smell of blood. Battles had been fought nearby, and the wind reminded the boy that there was the language of omens, always ready to show him what his eyes had failed to observe.
On the seventh day, the alchemist decided to make camp earlier than usual. The falcon flew off to find game, and the alchemist offered his water
container to the boy.
"You are almost at the end of your journey," said the alchemist. "I congratulate you for having pursued your destiny."
"And you've told me nothing along the way," said the boy. "I thought you were going to teach me some of the things you know. A while ago, I rode through the desert with a man who had books on alchemy. But I wasn't able to learn anything from them."
"There is only one way to learn," the alchemist answered. "It's through action. Everything you need to know you have learned through your journey. You need to learn only one thing more."
The boy wanted to know what that was, but the alchemist was searching the horizon, looking for the falcon.
"Why are you called the alchemist?"
"Because that's what I am."
"And what went wrong when other alchemists tried to make gold and were unable to do so?"
"They were looking only for gold," his companion answered. "They were seeking the treasure of their destiny, without wanting actually to live out the destiny."
"What is it that I still need to know?" the boy asked.
But the alchemist continued to look to the horizon. And finally the falcon returned with their meal. They dug a hole and lit their fire in it, so that the light of the flames would not be seen.
"I'm an alchemist simply because I'm an alchemist," he said, as he prepared the meal. "I learned the science from my grandfather, who learned from his father, and so on, back to the creation of the world. In those times, the Master Work could be written simply on an emerald. But men began to reject simple things, and to write tracts, interpretations, and philosophical studies. They also began to feel that they knew a better way than others had. Yet the Emerald Tablet is still alive today."
"What was written on the Emerald Tablet?" the boy wanted to know.
The alchemist began to draw in the sand, and completed his drawing in less than five minutes. As he drew, the boy thought of the old king, and the plaza where they had met that day; it seemed as if it had taken place years and years ago.
"This is what was written on the Emerald Tablet," said the alchemist, when he had finished.
The boy tried to read what was written in the sand.
"It's a code," said the boy, a bit disappointed. "It looks like what I saw in the Englishman's books."
"No," the alchemist answered. "It's like the flight of those two hawks; it can't be understood by reason alone. The Emerald Tablet is a direct passage to the Soul of the World.
"The wise men understood that this natural world is only an image and a copy of paradise. The existence of this world is simply a guarantee that there exists a world that is perfect. God created the world so that, through its visible objects, men could understand his spiritual teachings and the marvels of his wisdom. That's what I mean by action."
"Should I understand the Emerald Tablet?" the boy asked.
"Perhaps, if you were in a laboratory of alchemy, this would be the right time to study the best way to understand the Emerald Tablet. But you are in the desert. So immerse yourself in it. The desert will give you an understanding of the world; in fact, anything on the face of the earth will do that. You don't even have to understand the desert: all you have to do is contemplate a simple grain of sand, and you will see in it all the marvels of creation."
"How do I immerse myself in the desert?"
"Listen to your heart. It knows all things, because it came from the Soul of the World, and it will one day return there."
*
They crossed the desert for another two days in silence. The alchemist had become much more cautious, because they were approaching the area where the most violent battles were being waged. As they moved along, the boy tried to listen to his heart.
It was not easy to do; in earlier times, his heart had always been ready to tell its story, but lately that wasn't true. There had been times when his heart spent hours telling of its sadness, and at other times it became so emotional over the desert sunrise that the boy had to hide his tears. His heart beat fastest when it spoke to the boy of treasure, and more slowly when the boy stared entranced at the endless horizons of the desert. But his heart was never quiet, even when the boy and the alchemist had fallen into silence.
"Why do we have to listen to our hearts?" the boy asked, when they had made camp that day.
"Because, wherever your heart is, that is where you'll find your treasure."
"But my heart is agitated," the boy said. "It has its dreams, it gets emotional, and it's become passionate over a woman of the desert. It asks things of me, and it keeps me from sleeping many nights, when I'm thinking about her."
"Well, that's good. Your heart is alive. Keep listening to what it has to say."
During the next three days, the two travelers passed by a number of armed tribesmen, and saw others on the horizon. The boy's heart began to speak of fear. It told him stories it had heard from the Soul of the World, stories of men who sought to find their treasure and never succeeded. Sometimes it frightened the boy with the idea that he might not find his treasure, or that he might die there in the desert. At other times, it told the boy that it was satisfied: it had found love and riches.
"My heart is a traitor," the boy said to the alchemist, when they had paused to rest the horses. "It doesn't want me to go on."
"That makes sense," the alchemist answered. "Naturally it's afraid that, in pursuing your dream, you might lose everything you've won."
"Well, then, why should I listen to my heart?"
"Because you will never again be able to keep it quiet. Even if you pretend not to have heard what it tells you, it will always be there inside you, repeating to you what you're thinking about life and about the world."
"You mean I should listen, even if it's treasonous?"
"Treason is a blow that comes unexpectedly. If you know your heart well, it will never be able to do that to you. Because you'll know its dreams and wishes, and will know how to deal with them.
"You will never be able to escape from your heart. So it's better to listen to what it has to say. That way, you'll never have to fear an unanticipated blow."
The boy continued to listen to his heart as they crossed the desert. He came to understand its dodges and tricks, and to accept it as it was. He lost his fear, and forgot about his need to go back to the oasis, because, one afternoon, his heart told him that it was happy. "Even though I complain sometimes," it said, "it's because I'm the heart of a person, and people's hearts are that way. People are afraid to pursue their most important
dreams, because they feel that they don't deserve them, or that they'll be unable to achieve them. We, their hearts, become fearful just thinking of loved ones who go away forever, or of moments that could have been good but weren't, or of treasures that might have been found but were forever hidden in the sands. Because, when these things happen, we suffer terribly."
"My heart is afraid that it will have to suffer," the boy told the alchemist one night as they looked up at the moonless sky.
"Tell your heart that the fear of suffering is worse than the suffering itself. And that no heart has ever suffered when it goes in search of its dreams, because every second of the search is a second's encounter with God and with eternity."
"Every second of the search is an encounter with God," the boy told his heart. "When I have been truly searching for my treasure, every day has been luminous, because I've known that every hour was a part of the dream that I would find it. When I have been truly searching for my treasure, I've discovered things along the way that I never would have seen had I not had the courage to try things that seemed impossible for a shepherd to achieve."
So his heart was quiet for an entire afternoon. That night, the boy slept deeply, and, when he awoke, his heart began to tell him things that came from the Soul of the World. It said that all people who are happy have God within them. And that happiness could be found in a grain of sand from the desert, as the alchemist had said. Because a grain of sand is a moment of creation, and the universe has taken millions of years to create it. "Everyone on earth has a treasure that awaits him," his heart said. "We, people's hearts, seldom say much about those treasures, because people no longer want to go in search of them. We speak of them only to children. Later, we simply let life proceed, in its own direction, toward its own fate. But, unfortunately, very few follow the path laid out for them—the path to their destinies, and to happiness. Most people see the world as a threatening place, and, because they do, the world turns out, indeed, to be a threatening place.
"So, we, their hearts, speak more and more softly. We never stop speaking out, but we begin to hope that our words won't be heard: we don't want people to suffer because they don't follow their hearts."
"Why don't people's hearts tell them to continue to follow their dreams?" the boy asked the alchemist.
"Because that's what makes a heart suffer most, and hearts don't like to suffer."
From then on, the boy understood his heart. He asked it, please, never to stop speaking to him. He asked that, when he wandered far from his dreams, his heart press him and sound the alarm. The boy swore that, every time he heard the alarm, he would heed its message.
That night, he told all of this to the alchemist. And the alchemist understood that the boy's heart had returned to the Soul of the World.
"So what should I do now?" the boy asked.
"Continue in the direction of the Pyramids," said the alchemist. "And continue to pay heed to the omens. Your heart is still capable of showing you where the treasure is."
"Is that the one thing I still needed to know?"
"No," the alchemist answered. "What you still need to know is this: before a dream is realized, the Soul of the World tests everything that was learned along the way. It does this not because it is evil, but so that we can, in addition to realizing our dreams, master the lessons we've learned as we've moved toward that dream. That's the point at which most people give up. It's the point at which, as we say in the language of the desert, one 'dies of thirst just when the palm trees have appeared on the horizon.'
"Every search begins with beginner's luck. And every search ends with the victor's being severely tested."
The boy remembered an old proverb from his country. It said that the darkest hour of the night came just before the dawn.
*
On the following day, the first clear sign of danger appeared. Three armed tribesmen approached, and asked what the boy and the alchemist were doing there.
"I'm hunting with my falcon," the alchemist answered.
"We're going to have to search you to see whether you're armed," one of the tribesmen said.
The alchemist dismounted slowly, and the boy did the same.
"Why are you carrying money?" asked the tribesman, when he had searched the boy's bag.
"I need it to get to the Pyramids," he said.
The tribesman who was searching the alchemist's belongings found a small crystal flask filled with a liquid, and a yellow glass egg that was slightly larger than a chicken's egg.
"What are these things?" he asked.
"That's the Philosopher's Stone and the Elixir of Life. It's the Master Work of the alchemists. Whoever swallows that elixir will never be sick again, and a fragment from that stone turns any metal into gold."
The Arabs laughed at him, and the alchemist laughed along. They thought his answer was amusing, and they allowed the boy and the alchemist to proceed with all of their belongings.
"Are you crazy?" the boy asked the alchemist, when they had moved on. "What did you do that for?"
"To show you one of life's simple lessons," the alchemist answered. "When you possess great treasures within you, and try to tell others of them, seldom are you believed."
They continued across the desert. With every day that passed, the boy's heart became more and more silent. It no longer wanted to know about things of the past or future; it was content simply to contemplate the desert, and to drink with the boy from the Soul of the World. The boy and his heart had become friends, and neither was capable now of betraying the other.
When his heart spoke to him, it was to provide a stimulus to the boy, and to give him strength, because the days of silence there in the desert were wearisome. His heart told the boy what his strongest qualities were: his courage in having given up his sheep and in trying to live out his destiny, and his enthusiasm during the time he had worked at the crystal shop.
And his heart told him something else that the boy had never noticed: it told the boy of dangers that had threatened him, but that he had never perceived. His heart said that one time it had hidden the rifle the boy had taken from his father, because of the possibility that the boy might wound himself. And it reminded the boy of the day when he had been ill and vomiting out in the fields, after which he had fallen into a deep sleep. There had been two thieves farther ahead who were planning to steal the boy's sheep and murder him. But, since the boy hadn't passed by, they had decided to move on, thinking that he had changed his route.
"Does a man's heart always help him?" the boy asked the alchemist.
"Mostly just the hearts of those who are trying to realize their destinies. But they do help children, drunkards, and the elderly, too."
"Does that mean that I'll never run into danger?"
"It means only that the heart does what it can," the alchemist said.
One afternoon, they passed by the encampment of one of the tribes. At each corner of the camp were Arabs garbed in beautiful white robes, with arms at the ready. The men were smoking their hookahs and trading stories from the battlefield. No one paid any attention to the two travelers.
"There's no danger," the boy said, when they had moved on past the encampment.
The alchemist sounded angry: "Trust in your heart, but never forget that you're in the desert. When men are at war with one another, the Soul of the World can hear the screams of battle. No one fails to suffer the consequences of everything under the sun."
All things are one, the boy thought. And then, as if the desert wanted to demonstrate that the alchemist was right, two horsemen appeared from behind the travelers.
"You can't go any farther," one of them said. "You're in the area where the tribes are at war."
"I'm not going very far," the alchemist answered, looking straight into the eyes of the horsemen. They were silent for a moment, and then agreed that the boy and the alchemist could move along.
The boy watched the exchange with fascination. "You dominated those horsemen with the way you looked at them," he said.
"Your eyes show the strength of your soul," answered the alchemist.
That's true, the boy thought. He had noticed that, in the midst of the multitude of armed men back at the encampment, there had been one who stared fixedly at the two. He had been so far away that his face wasn't even visible. But the boy was certain that he had been looking at them.
Finally, when they had crossed the mountain range that extended along the entire horizon, the alchemist said that they were only two days from the Pyramids.
"If we're going to go our separate ways soon," the boy said, "then teach me about alchemy."
"You already know about alchemy. It is about penetrating to the Soul of the World, and discovering the treasure that has been reserved for you."
"No, that's not what I mean. I'm talking about transforming lead into gold."
The alchemist fell as silent as the desert, and answered the boy only after they had stopped to eat.
"Everything in the universe evolved," he said. "And, for wise men, gold is the metal that evolved the furthest. Don't ask me why; I don't know why. I just know that the Tradition is always right.
"Men have never understood the words of the wise. So gold, instead of being seen as a symbol of evolution, became the basis for conflict."
"There are many languages spoken by things," the boy said. "There was a time when, for me, a camel's whinnying was nothing more than whinnying. Then it became a signal of danger. And, finally, it became just a whinny again."
But then he stopped. The alchemist probably already knew all that.
"I have known true alchemists," the alchemist continued. "They locked themselves in their laboratories, and tried to evolve, as gold had. And they found the Philosopher's Stone, because they understood that when something evolves, everything around that thing evolves as well.
"Others stumbled upon the stone by accident. They already had the gift, and their souls were readier for such things than the souls of others. But they don't count. They're quite rare.
"And then there were the others, who were interested only in gold. They never found the secret. They forgot that lead, copper, and iron have their own destinies to fulfill. And anyone who interferes with the destiny of another thing never will discover his own."
The alchemist's words echoed out like a curse. He reached over and picked up a shell from the ground.
"This desert was once a sea," he said.
"I noticed that," the boy answered.
The alchemist told the boy to place the shell over his ear. He had done that many times when he was a child, and had heard the sound of the sea.
"The sea has lived on in this shell, because that's its destiny. And it will never cease doing so until the desert is once again covered by water."
They mounted their horses, and rode out in the direction of the Pyramids of Egypt.
*
The sun was setting when the boy's heart sounded a danger signal. They were surrounded by gigantic dunes, and the boy looked at the alchemist to see whether he had sensed anything. But he appeared to be unaware of any danger. Five minutes later, the boy saw two horsemen waiting ahead of them. Before he could say anything to the alchemist, the two horsemen had become ten, and then a hundred. And then they were everywhere in the dunes.
They were tribesmen dressed in blue, with black rings surrounding their turbans. Their faces were hidden behind blue veils, with only their eyes showing.
Even from a distance, their eyes conveyed the strength of their souls. And their eyes spoke of death.
*
The two were taken to a nearby military camp. A soldier shoved the boy and the alchemist into a tent where the chief was holding a meeting with his staff.
"These are the spies," said one of the men.
"We're just travelers," the alchemist answered.
"You were seen at the enemy camp three days ago. And you were talking with one of the troops there."
"I'm just a man who wanders the desert and knows the stars," said the alchemist. "I have no information about troops or about the movement of the tribes. I was simply acting as a guide for my friend here."
"Who is your friend?" the chief asked.
"An alchemist," said the alchemist. "He understands the forces of nature. And he wants to show you his extraordinary powers."
The boy listened quietly. And fearfully.
"What is a foreigner doing here?" asked another of the men.
"He has brought money to give to your tribe," said the alchemist, before the boy could say a word. And seizing the boy's bag, the alchemist gave the gold coins to the chief.
The Arab accepted them without a word. There was enough there to buy a
lot of weapons.
"What is an alchemist?" he asked, finally.
"It's a man who understands nature and the world. If he wanted to, he could destroy this camp just with the force of the wind."
The men laughed. They were used to the ravages of war, and knew that the wind could not deliver them a fatal blow. Yet each felt his heart beat a bit faster. They were men of the desert, and they were fearful of sorcerers.
"I want to see him do it," said the chief.
"He needs three days," answered the alchemist. "He is going to transform himself into the wind, just to demonstrate his powers. If he can't do so, we humbly offer you our lives, for the honor of your tribe."
"You can't offer me something that is already mine," the chief said, arrogantly. But he granted the travelers three days.
The boy was shaking with fear, but the alchemist helped him out of the tent.
"Don't let them see that you're afraid," the alchemist said. "They are brave men, and they despise cowards."
But the boy couldn't even speak. He was able to do so only after they had walked through the center of the camp. There was no need to imprison them: the Arabs simply confiscated their horses. So, once again, the world had demonstrated its many languages: the desert only moments ago had been endless and free, and now it was an impenetrable wall.
"You gave them everything I had!" the boy said. "Everything I've saved in my entire life!"
"Well, what good would it be to you if you had t6 die?" the alchemist answered. "Your money saved us for three days. It's not often that money saves a person's life."
But the boy was too frightened to listen to words of wisdom. He had no idea how he was going to transform himself into the wind. He wasn't an alchemist!
The alchemist asked one of the soldiers for some tea, and poured some on the boy's wrists. A wave of relief washed over him, and the alchemist muttered some words that the boy didn't understand.
"Don't give in to your fears," said the alchemist, in a strangely gentle voice.
"If you do, you won't be able to talk to your heart."
"But I have no idea how to turn myself into the wind."
"If a person is living out his destiny, he knows everything he needs to know. There is only one thing that makes a dream impossible to achieve: the fear of failure."
"I'm not afraid of failing. It's just that I don't know how to turn myself into the wind."
"Well, you'll have to learn; your life depends on it."
"But what if I can't?"
"Then you'll die in the midst of trying to realize your destiny. That's a lot better than dying like millions of other people, who never even knew what their destinies were.
"But don't worry," the alchemist continued. "Usually the threat of death makes people a lot more aware of their lives."
*
The first day passed. There was a major battle nearby, and a number of wounded were brought back to the camp. The dead soldiers were replaced by others, and life went on. Death doesn't change anything, the boy thought.
"You could have died later on," a soldier said to the body of one of his companions. "You could have died after peace had been declared. But, in any case, you were going to die."
At the end of the day, the boy went looking for the alchemist, who had taken his falcon out into the desert.
"I still have no idea how to turn myself into the wind," the boy repeated.
"Remember what I told you: the world is only the visible aspect of God. And that what alchemy does is to bring spiritual perfection into contact with the material plane."
"What are you doing?"
"Feeding my falcon."
"If I'm not able to turn myself into the wind, we're going to die," the boy said. "Why feed your falcon?"
"You're the one who may die," the alchemist said. "I already know how to
turn myself into the wind."
*
On the second day, the boy climbed to the top of a cliff near the camp. The sentinels allowed him to go; they had already heard about the sorcerer who could turn himself into the wind, and they didn't want to go near him. In any case, the desert was impassable.
He spent the entire afternoon of the second day looking out over the desert, and listening to his heart. The boy knew the desert sensed his fear. They both spoke the same language.
*
On the third day, the chief met with his officers. He called the alchemist to the meeting and said, "Let's go see the boy who turns himself into the wind."
"Let's," the alchemist answered.
The boy took them to the cliff where he had been on the previous day. He told them all to be seated.
"It's going to take a while," the boy said.
"We're in no hurry," the chief answered. "We are men of the desert."
The boy looked out at the horizon. There were mountains in the distance. And there were dunes, rocks, and plants that insisted on living where survival seemed impossible. There was the desert that he had wandered for so many months; despite all that time, he knew only a small part of it. Within that small part, he had found an Englishman, caravans, tribal wars, and an oasis with fifty thousand palm trees and three hundred wells.
"What do you want here today?" the desert asked him. "Didn't you spend enough time looking at me yesterday?"
"Somewhere you are holding the person I love," the boy said. "So, when I look out over your sands, I am also looking at her. I want to return to her, and I need your help so that I can turn myself into the wind."
"What is love?" the desert asked.
"Love is the falcon's flight over your sands. Because for him, you are a green field, from which he always returns with game. He knows your rocks, your dunes, and your mountains, and you are generous to him."
"The falcon's beak carries bits of me, myself," the desert said. "For years, I care for his game, feeding it with the little water that I have, and then I show him where the game is. And, one day, as I enjoy the fact that his game thrives on my surface, the falcon dives out of the sky, and takes away what I've created."
"But that's why you created the game in the first place," the boy answered. "To nourish the falcon. And the falcon then nourishes man. And, eventually, man will nourish your sands, where the game will once again flourish. That's how the world goes."
"So is that what love is?"
"Yes, that's what love is. It's what makes the game become the falcon, the falcon become man, and man, in his turn, the desert. It's what turns lead into gold, and makes the gold return to the earth."
"I don't understand what you're talking about," the desert said.
"But you can at least understand that somewhere in your sands there is a woman waiting for me. And that's why I have to turn myself into the wind."
The desert didn't answer him for a few moments.
Then it told him, "I'll give you my sands to help the wind to blow, but, alone, I can't do anything. You have to ask for help from the wind."
A breeze began to blow. The tribesmen watched the boy from a distance, talking among themselves in a language that the boy couldn't understand.
The alchemist smiled.
The wind approached the boy and touched his face. It knew of the boy's talk with the desert, because the winds know everything. They blow across the world without a birthplace, and with no place to die.
"Help me," the boy said. "One day you carried the voice of my loved one to me."
"Who taught you to speak the language of the desert and the wind?"
"My heart," the boy answered.
The wind has many names. In that part of the world, it was called the sirocco, because it brought moisture from the oceans to the east. In the distant land the boy came from, they called it the levanter, because they believed that it brought with it the sands of the desert, and the screams of the Moorish wars. Perhaps, in the places beyond the pastures where his
sheep lived, men thought that the wind came from Andalusia. But, actually, the wind came from no place at all, nor did it go to any place; that's why it was stronger than the desert. Someone might one day plant trees in the desert, and even raise sheep there, but never would they harness the wind.
"You can't be the wind," the wind said. "We're two very different things."
"That's not true," the boy said. "I learned the alchemist's secrets in my travels. I have inside me the winds, the deserts, the oceans, the stars, and everything created in the universe. We were all made by the same hand, and we have the same soul. I want to be like you, able to reach every corner of the world, cross the seas, blow away the sands that cover my treasure, and carry the voice of the woman I love."
"I heard what you were talking about the other day with the alchemist," the wind said. "He said that everything has its own destiny. But people can't turn themselves into the wind."
"Just teach me to be the wind for a few moments," the boy said. "So you and I can talk about the limitless possibilities of people and the winds."
The wind's curiosity was aroused, something that had never happened before. It wanted to talk about those things, but it didn't know how to turn a man into the wind. And look how many things the wind already knew how to do! It created deserts, sank ships, felled entire forests, and blew through cities filled with music and strange noises. It felt that it had no limits, yet here was a boy saying that there were other things the wind should be able to do.
"This is what we call love," the boy said, seeing that the wind was close to granting what he requested. "When you are loved, you can do anything in creation. When you are loved, there's no need at all to understand what's happening, because everything happens within you, and even men can turn themselves into the wind. As long as the wind helps, of course."
The wind was a proud being, and it was becoming irritated with what the boy was saying. It commenced to blow harder, raising the desert sands. But finally it had to recognize that, even making its way around the world, it didn't know how to turn a man into the wind. And it knew nothing about love.
"In my travels around the world, I've often seen people speaking of love and looking toward the heavens," the wind said, furious at having to acknowledge its own limitations. "Maybe it's better to ask heaven."
"Well then, help me do that," the boy said. "Fill this place with a sandstorm so strong that it blots out the sun. Then I can look to heaven without
blinding myself."
So the wind blew with all its strength, and the sky was filled with sand. The sun was turned into a golden disk.
At the camp, it was difficult to see anything. The men of the desert were already familiar with that wind. They called it the simum, and it was worse than a storm at sea. Their horses cried out, and all their weapons were filled with sand.
On the heights, one of the commanders turned to the chief and said, "Maybe we had better end this!"
They could barely see the boy. Their faces were covered with the blue cloths, and their eyes showed fear.
"Let's stop this," another commander said.
"I want to see the greatness of Allah," the chief said, with respect. "I want to see how a man turns himself into the wind."
But he made a mental note of the names of the two men who had expressed their fear. As soon as the wind stopped, he was going to remove them from their commands, because true men of the desert are not afraid.
"The wind told me that you know about love " the boy said to the sun. "If you know about love, you must also know about the Soul of the World, because it's made of love."
"From where I am," the sun said, "I can see the Soul of the World. It communicates with my soul, and together we cause the plants to grow and the sheep to seek out shade. From where I am—and I'm a long way from the earth—I learned how to love. I know that if I came even a little bit closer to the earth, everything there would die, and the Soul of the World would no longer exist. So we contemplate each other, and we want each other, and I give it life and warmth, and it gives me my reason for living."
"So you know about love," the boy said.
"And I know the Soul of the World, because we have talked at great length to each other during this endless trip through the universe. It tells me that its greatest problem is that, up until now, only the minerals and vegetables understand that all things are one. That there's no need for iron to be the same as copper, or copper the same as gold. Each performs its own exact function as a unique being, and everything would be a symphony of peace if the hand that wrote all this had stopped on the fifth day of creation.
"But there was a sixth day," the sun went on.
"You are wise, because you observe everything from a distance," the boy said. "But you don't know about love. If there hadn't been a sixth day, man would not exist; copper would always be just copper, and lead just lead. It's true that everything has its destiny, but one day that destiny will be realized. So each thing has to transform itself into something better, and to acquire a new destiny, until, someday, the Soul of the World becomes one thing only."
The sun thought about that, and decided to shine more brightly. The wind, which was enjoying the conversation, started to blow with greater force, so that the sun would not blind the boy.
"This is why alchemy exists," the boy said. "So that everyone will search for his treasure, find it, and then want to be better than he was in his former life. Lead will play its role until the world has no further need for lead; and then lead will have to turn itself into gold.
"That's what alchemists do. They show that, when we strive to become better than we are, everything around us becomes better, too."
"Well, why did you say that I don't know about love?" the sun asked the boy.
"Because it's not love to be static like the desert, nor is it love to roam the world like the wind. And it's not love to see everything from a distance, like you do. Love is the force that transforms and improves the Soul of the World. When I first reached through to it, I thought the Soul of the World was perfect. But later, I could see that it was like other aspects of creation, and had its own passions and wars. It is we who nourish the Soul of the World, and the world we live in will be either better or worse, depending on whether we become better or worse. And that's where the power of love comes in. Because when we love, we always strive to become better than we are."
"So what do you want of me?" the sun asked.
"I want you to help me turn myself into the wind," the boy answered.
"Nature knows me as the wisest being in creation," the sun said. "But I don't know how to turn you into the wind."
"Then, whom should I ask?"
The sun thought for a minute. The wind was listening closely, and wanted to tell every corner of the world that the sun's wisdom had its limitations. That it was unable to deal with this boy who spoke the Language of the World.
"Speak to the hand that wrote all," said the sun.
The wind screamed with delight, and blew harder than ever. The tents were being blown from their ties to the earth, and the animals were being freed from their tethers. On the cliff, the men clutched at each other as they sought to keep from being blown away.
The boy turned to the hand that wrote all. As he did so, he sensed that the universe had fallen silent, and he decided not to speak.
A current of love rushed from his heart, and the boy began to pray. It was a prayer that he had never said before, because it was a prayer without words or pleas. His prayer didn't give thanks for his sheep having found new pastures; it didn't ask that the boy be able to sell more crystal; and it didn't beseech that the woman he had met continue to await his return. In the silence, the boy understood that the desert, the wind, and the sun were also trying to understand the signs written by the hand, and were seeking to follow their paths, and to understand what had been written on a single emerald. He saw that omens were scattered throughout the earth and in space, and that there was no reason or significance attached to their appearance; he could see that not the deserts, nor the winds, nor the sun, nor people knew why they had been created. But that the hand had a reason for all of this, and that only the hand could perform miracles, or transform the sea into a desert… or a man into the wind. Because only the hand understood that it was a larger design that had moved the universe to the point at which six days of creation had evolved into a Master Work.
The boy reached through to the Soul of the World, and saw that it was a part of the Soul of God. And he saw that the Soul of God was his own soul. And that he, a boy, could perform miracles.
*
The simum blew that day as it had never blown before. For generations thereafter, the Arabs recounted the legend of a boy who had turned himself into the wind, almost destroying a military camp, in defiance of the most powerful chief in the desert.
When the simum ceased to blow, everyone looked to the place where the boy had been. But he was no longer there; he was standing next to a sandcovered sentinel, on the far side of the camp.
The men were terrified at his sorcery. But there were two people who were smiling: the alchemist, because he had found his perfect disciple, and the chief, because that disciple had understood the glory of God.
The following day, the general bade the boy and the alchemist farewell, and provided them with an escort party to accompany them as far as they chose.
*
They rode for the entire day. Toward the end of the afternoon, they came upon a Coptic monastery. The alchemist dismounted, and told the escorts they could return to the camp.
"From here on, you will be alone," the alchemist said. "You are only three hours from the Pyramids."
"Thank you," said the boy. "You taught me the Language of the World."
"I only invoked what you already knew."
The alchemist knocked on the gate of the monastery. A monk dressed in black came to the gates. They spoke for a few minutes in the Coptic tongue, and the alchemist bade the boy enter.
"I asked him to let me use the kitchen for a while," the alchemist smiled.
They went to the kitchen at the back of the monastery. The alchemist lighted the fire, and the monk brought him some lead, which the alchemist placed in an iron pan. When the lead had become liquid, the alchemist took from his pouch the strange yellow egg. He scraped from it a sliver as thin as a hair, wrapped it in wax, and added it to the pan in which the lead had melted.
The mixture took on a reddish color, almost the color of blood. The alchemist removed the pan from the fire, and set it aside to cool. As he did so, he talked with the monk about the tribal wars.
"I think they're going to last for a long time," he said to the monk.
The monk was irritated. The caravans had been stopped at Giza for some time, waiting for the wars to end. "But God's will be done," the monk said.
"Exactly," answered the alchemist.
When the pan had cooled, the monk and the boy looked at it, dazzled. The lead had dried into the shape of the pan, but it was no longer lead. It was gold.
"Will I learn to do that someday?" the boy asked.
"This was my destiny, not yours," the alchemist answered. "But I wanted to show you that it was possible."
They returned to the gates of the monastery. There, the alchemist separated the disk into four parts.
"This is for you," he said, holding one of the parts out to the monk. "It's for your generosity to the pilgrims."
"But this payment goes well beyond my generosity," the monk responded.
"Don't say that again. Life might be listening, and give you less the next time."
The alchemist turned to the boy. "This is for you. To make up for what you gave to the general."
The boy was about to say that it was much more than he had given the general. But he kept quiet, because he had heard what the alchemist said to the monk.
"And this is for me," said the alchemist, keeping one of the parts. "Because I have to return to the desert, where there are tribal wars."
He took the fourth part and handed it to the monk.
"This is for the boy. If he ever needs it."
"But I'm going in search of my treasure," the boy said. "I'm very close to it now."
"And I'm certain you'll find it," the alchemist said.
"Then why this?"
"Because you have already lost your savings twice. Once to the thief, and once to the general. I'm an old, superstitious Arab, and I believe in our proverbs. There's one that says, 'Everything that happens once can never happen again. But everything that happens twice will surely happen a third time.' " They mounted their horses.
*
"I want to tell you a story about dreams," said the alchemist.
The boy brought his horse closer.
"In ancient Rome, at the time of Emperor Tiberius, there lived a good man who had two sons. One was in the military, and had been sent to the most distant regions of the empire. The other son was a poet, and delighted all of Rome with his beautiful verses.
"One night, the father had a dream. An angel appeared to him, and told him that the words of one of his sons would be learned and repeated throughout
the world for all generations to come. The father woke from his dream grateful and crying, because life was generous, and had revealed to him something any father would be proud to know.
"Shortly thereafter, the father died as he tried to save a child who was about to be crushed by the wheels of a chariot. Since he had lived his entire life in a manner that was correct and fair, he went directly to heaven, where he met the angel that had appeared in his dream.
" 'You were always a good man,' the angel said to him. 'You lived your life in a loving way, and died with dignity. I can now grant you any wish you desire.'
" 'Life was good to me,' the man said. 'When you appeared in my dream, I felt that all my efforts had been rewarded, because my son's poems will be read by men for generations to come. I don't want anything for myself. But any father would be proud of the fame achieved by one whom he had cared for as a child, and educated as he grew up. Sometime in the distant future, I would like to see my son's words.'
"The angel touched the man's shoulder, and they were both projected far into the future. They were in an immense setting, surrounded by thousands of people speaking a strange language.
"The man wept with happiness.
" 'I knew that my son's poems were immortal,' he said to the angel through his tears. 'Can you please tell me which of my son's poems these people are repeating?'
"The angel came closer to the man, and, with tenderness, led him to a bench nearby, where they sat down.
"'The verses of your son who was the poet were very popular in Rome,' the angel said. 'Everyone loved them and enjoyed them. But when the reign of Tiberius ended, his poems were forgotten. The words you're hearing now are those of your son in the military.'
"The man looked at the angel in surprise.
" 'Your son went to serve at a distant place, and became a centurion. He was just and good. One afternoon, one of his servants fell ill, and it appeared that he would die. Your son had heard of a rabbi who was able to cure illnesses, and he rode out for days and days in search of this man. Along the way, he learned that the man he was seeking was the Son of God. He met others who had been cured by him, and they instructed your son in the man's teachings. And so, despite the fact that he was a Roman
centurion, he converted to their faith. Shortly thereafter, he reached the place where the man he was looking for was visiting.'
" 'He told the man that one of his servants was gravely ill, and the rabbi made ready to go to his house with him. But the centurion was a man of faith, and, looking into the eyes of the rabbi, he knew that he was surely in the presence of the Son of God.'
" 'And this is what your son said,' the angel told the man. 'These are the words he said to the rabbi at that point, and they have never been forgotten: "My Lord, I am not worthy that you should come under my roof. But only speak a word and my servant will be healed." "'
The alchemist said, "No matter what he does, every person on earth plays a central role in the history of the world. And normally he doesn't know it."
The boy smiled. He had never imagined that questions about life would be of such importance to a shepherd.
"Good-bye," the alchemist said.
"Good-bye," said the boy.
*
The boy rode along through the desert for several hours, listening avidly to what his heart had to say. It was his heart that would tell him where his treasure was hidden.
"Where your treasure is, there also will be your heart," the alchemist had told him.
But his heart was speaking of other things. With pride, it told the story of a shepherd who had left his flock to follow a dream he had on two different occasions. It told of destiny, and of the many men who had wandered in search of distant lands or beautiful women, confronting the people of their times with their preconceived notions. It spoke of journeys, discoveries, books, and change.
As he was about to climb yet another dune, his heart whispered, "Be aware of the place where you are brought to tears. That's where I am, and that's where your treasure is."
The boy climbed the dune slowly. A full moon rose again in the starry sky: it had been a month since he had set forth from the oasis. The moonlight cast shadows through the dunes, creating the appearance of a rolling sea; it reminded the boy of the day when that horse had reared in the desert, and he had come to know the alchemist. And the moon fell on the desert's
silence, and on a man's journey in search of treasure.
When he reached the top of the dune, his heart leapt. There, illuminated by the light of the moon and the brightness of the desert, stood the solemn and majestic Pyramids of Egypt.
The boy fell to his knees and wept. He thanked God for making him believe in his destiny, and for leading him to meet a king, a merchant, an Englishman, and an alchemist. And above all for his having met a woman of the desert who had told him that love would never keep a man from his destiny.
If he wanted to, he could now return to the oasis, go back to Fatima, and live his life as a simple shepherd. After all, the alchemist continued to live in the desert, even though he understood the Language of the World, and knew how to transform lead into gold. He didn't need to demonstrate his science and art to anyone. The boy told himself that, on the way toward realizing his own destiny, he had learned all he needed to know, and had experienced everything he might have dreamed of.
But here he was, at the point of finding his treasure, and he reminded himself that no project is completed until its objective has been achieved. The boy looked at the sands around him, and saw that, where his tears had fallen, a scarab beetle was scuttling through the sand. During his time in the desert, he had learned that, in Egypt, the scarab beetles are a symbol of God.
Another omen! The boy began to dig into the dune. As he did so, he thought of what the crystal merchant had once said: that anyone could build a pyramid in his backyard. The boy could see now that he couldn't do so if he placed stone upon stone for the rest of his life.
Throughout the night, the boy dug at the place he had chosen, but found nothing. He felt weighted down by the centuries of time since the Pyramids had been built. But he didn't stop. He struggled to continue digging as he fought the wind, which often blew the sand back into the excavation. His hands were abraded and exhausted, but he listened to his heart. It had told him to dig where his tears fell.
As he was attempting to pull out the rocks he encountered, he heard footsteps. Several figures approached him. Their backs were to the moonlight, and the boy could see neither their eyes nor their faces.
"What are you doing here?" one of the figures demanded.
Because he was terrified, the boy didn't answer. He had found where his treasure was, and was frightened at what might happen.
"We're refugees from the tribal wars, and we need money," the other figure said. "What are you hiding there?"
"I'm not hiding anything," the boy answered.
But one of them seized the boy and yanked him back out of the hole. Another, who was searching the boy's bags, found the piece of gold.
"There's gold here," he said.
The moon shone on the face of the Arab who had seized him, and in the man's eyes the boy saw death.
"He's probably got more gold hidden in the ground."
They made the boy continue digging, but he found nothing. As the sun rose, the men began to beat the boy. He was bruised and bleeding, his clothing was torn to shreds, and he felt that death was near.
"What good is money to you if you're going to die? It's not often that money can save someone's life," the alchemist had said. Finally, the boy screamed at the men, "I'm digging for treasure!" And, although his mouth was bleeding and swollen, he told his attackers that he had twice dreamed of a treasure hidden near the Pyramids of Egypt.
The man who appeared to be the leader of the group spoke to one of the others: "Leave him. He doesn't have anything else. He must have stolen this gold."
The boy fell to the sand, nearly unconscious. The leader shook him and said, "We're leaving."
But before they left, he came back to the boy and said, "You're not going to die. You'll live, and you'll learn that a man shouldn't be so stupid. Two years ago, right here on this spot, I had a recurrent dream, too. I dreamed that I should travel to the fields of Spain and look for a ruined church where shepherds and their sheep slept. In my dream, there was a sycamore growing out of the ruins of the sacristy, and I was told that, if I dug at the roots of the sycamore, I would find a hidden treasure. But I'm not so stupid as to cross an entire desert just because of a recurrent dream."
And they disappeared.
The boy stood up shakily, and looked once more at the Pyramids. They seemed to laugh at him, and he laughed back, his heart bursting with joy.
Because now he knew where his treasure was.
EPILOGUE
The boy reached the small, abandoned church just as night was falling. The sycamore was still there in the sacristy, and the stars could still be seen through the half-destroyed roof. He remembered the time he had been there with his sheep; it had been a peaceful night… except for the dream.
Now he was here not with his flock, but with a shovel.
He sat looking at the sky for a long time. Then he took from his knapsack a bottle of wine, and drank some. He remembered the night in the desert when he had sat with the alchemist, as they looked at the stars and drank wine together. He thought of the many roads he had traveled, and of the strange way God had chosen to show him his treasure. If he hadn't believed in the significance of recurrent dreams, he would not have met the Gypsy woman, the king, the thief, or… "Well, it's a long list. But the path was written in the omens, and there was no way I could go wrong," he said to himself.
He fell asleep, and when he awoke the sun was already high. He began to dig at the base of the sycamore.
"You old sorcerer," the boy shouted up to the sky. "You knew the whole story. You even left a bit of gold at the monastery so I could get back to this church. The monk laughed when he saw me come back in tatters. Couldn't you have saved me from that?"
"No," he heard a voice on the wind say. "If I had told you, you wouldn't have seen the Pyramids. They're beautiful, aren't they?"
The boy smiled, and continued digging. Half an hour later, his shovel hit something solid. An hour later, he had before him a chest of Spanish gold coins. There were also precious stones, gold masks adorned with red and white feathers, and stone statues embedded with jewels. The spoils of a conquest that the country had long ago forgotten, and that some conquistador had failed to tell his children about.
The boy took out Urim and Thummim from his bag. He had used the two stones only once, one morning when he was at a marketplace. His life and his path had always provided him with enough omens.
He placed Urim and Thummim in the chest. They were also a part of his new treasure, because they were a reminder of the old king, whom he would
never see again.
It's true; life really is generous to those who pursue their destiny, the boy thought. Then he remembered that he had to get to Tarifa so he could give one-tenth of his treasure to the Gypsy woman, as he had promised. Those Gypsies are really smart, he thought. Maybe it was because they moved around so much.
The wind began to blow again. It was the levanter, the wind that came from Africa. It didn't bring with it the smell of the desert, nor the threat of Moorish invasion. Instead, it brought the scent of a perfume he knew well, and the touch of a kiss—a kiss that came from far away, slowly, slowly, until it rested on his lips.
The boy smiled. It was the first time she had done that.
"I'm coming, Fatima," he said. | <urn:uuid:e5e6e169-ea72-43c1-a6c5-f0e379ece42d> | CC-MAIN-2018-51 | http://www.rtwexperiences.com/uploads/8/9/2/9/8929806/___the_alchemist_(paulo_coelho)_%7Bkrzzy%7D.pdf | 2018-12-09T22:48:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00296.warc.gz | 519,483,925 | 47,151 | eng_Latn | eng_Latn | 0.999772 | eng_Latn | 0.999813 | [
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Students will take weekly classes in Art, Computer & Technology, Media & Library, Music, Physical Education, and Spanish.
Art -Fourth grade art seeks to further study the elements of art and design with various media and techniques while allowing the student to expand his/her creative development. Students are encouraged to develop problem-solving and critical-judgment skills, as well as aesthetic appreciation of art, in order to enhance life development. Art teaches students to further understand the role of art in our society and in other cultures, and provides the instruction, guidance, and opportunity for students to create art from observation, personal experiences and imagination.
Computer- Students will learn to be productive in a digital world by solving problems and participating in projects that utilize technology in their creation. While integrating the technology with the curriculum, students will demonstrate mastery of the National Technology Standards at their grade level. Keyboarding skills are taught beginning in third grade and continue through fifth grade, both in the computer lab and on Chromebooks in the classroom.
Media- Media class introduces the students to proper book care and appropriate behavior in the Media Center. Our instructors help them know how to find information in the Media Center and use it appropriately. Media seeks to instill in students a love of books and appreciation of stories and literature.
Music- Students will experience a wide variety of vocal exploration, listen and move to a myriad of musical genres, play a variety of instruments, explore and demonstrate iconic and traditional notation, and perform at a handful of programs throughout the school year.
PE- SCPS uses the CrossFit program. Students are taught constantly varied functional movements that require strength, speed, balance, and agility. These movements are taught from developmental progressions of novice to expert with emphasis on form in a way that fosters joy through activity.
Spanish- Our Spanish program exposes children to Spanish vocabulary, songs, and conversation that is appropriate for fifth graders. It also introduces Hispanic culture. | <urn:uuid:955cd574-e72b-4d02-bab0-c1a65b2890cb> | CC-MAIN-2018-51 | https://savcps.com/wp-content/uploads/sites/13/2014/09/Enriching-Reasources.pdf | 2018-12-09T23:06:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00295.warc.gz | 863,975,943 | 392 | eng_Latn | eng_Latn | 0.998658 | eng_Latn | 0.998658 | [
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Promoting Values and Citizenship through Human Rights Education
A Small-Scale Research Initiative between Ireland and Scotland
This information has been taken from the report provided by the project leads:
Anne Molloy, Amnesty International Ireland (at time of working on project), Ireland
Elaine Watts, Black and Ethnic Minority Infrastructure Scotland (BEMIS), then University of Strathclyde, Scotland
The project leads attended the 2011 Five Nations Conference in Dublin. Both Amnesty Ireland and BEMIS found that teachers are working in a context of economic austerity and education cutbacks brought particular challenges. It significantly limits the amount of time that teachers have to engage in CPD, yet there remains a huge need for, and appetite from teachers to learn about integrating human rights education (HRE) into their work. The organisations found that although HRE has clear links to values education and active citizenship, with its focus on participatory methodologies and values, many teachers are still not making the links between the two.
Aims
Strengthen respect for human rights and values across the school community
Promote a deeper understanding of active citizenship
Develop ideas that will improve how teachers are supported to promote values and citizenship through human rights education in the classroom
Develop effective partnerships between schools and third sector partners
Measure attitudinal changes to HRE (children, staff, wider community)
Actions
[Project timeline: April 2012 to September 2013]
The partner organisations chose a small rural and large urban school in each jurisdiction to reflect the geographical and cultural diversity in both countries, and to allow project participants to see the differences in implementing human rights education in different environments and scales. Both urban schools are densely populated and ethnically and culturally diverse whilst both rural schools have small school rolls with little or no ethnic diversity. It was thought that these partnerships within and across the jurisdictions would have the added benefit of developing and strengthening respect for ethnic and cultural diversity across all four schools.
St Ultans National School, Dublin, Ireland Glensamole National School, Dublin, Ireland Lourdes Primary School, Glasgow, Scotland Luing Primary School, Luing Island, Scotland
Urban school
Rural Catholic school
Urban school
Non-denominational school that serves the Isle of Luing
Each school developed a workplan, which ensured that the project worked with existing school activities and was manageable for the school staff. Two study visits took place. Participants first travelled to the schools in Ireland, then to the schools in Scotland.
'It was very helpful to meet everyone at the start of the project as communication and cooperation is facilitated by connecting names and faces. There were many good ideas generated at the meeting in Ireland – use of amnesty resources, persona dolls, human rights temperature, sharing resources on yammer.'
1. Study Visit to Ireland, 14 -15 November 2012
Scottish delegation:
Irish schools and participants:
Stephen Glen Lee, Luing Primary School St Ultans Primary School, with Ene Morley, Anne Marie Reilly, Miriam Conway Jamie Maxwell, Lourdes Primary Glasgow Glensamole National Primary School, with Mary McColgan Elaine Watts, BEMIS Anne Molloy, Amnesty International Ireland
The group visited three classes at St. Ultans Primary School, where teachers demonstrated class lessons on human rights. This allowed the group to observe how children at different stages engaged with human rights issues. The school already had a Human Rights Week established and was keen to develop this throughout the school curriculum.
The group then visited Glenasmole National School, a small rural school involved in a Comenius project looking at cultural diversity. The principal was keen to incorporate human rights into this, and also into the school's SPHE (Social, Personal and Health Education) programme.
The group discussed their plans for the project. They wanted to improve their own knowledge of human rights education and staff at Amnesty Ireland set up a Yammer account for everyone to be able to communicate and share ideas and documents. Everyone agreed that it would be important to measure changes during this project and it was decided that they would use the Human Rights Temperature Guide to begin this process.
"As the Irish teachers had already started looking at human rights, they had devised introductory lessons which were active and interesting for the pupils. I took note of those ideas. The enthusiasm for HRE within the school setting shown by Amnesty staff and teaching staff was inspiring."
Jamie Maxwell, Lourdes Primary Glasgow
2. Study Visit to Scotland, 29 - 30 April and 1 May 2013
The group visited Lourdes Primary School in Cardonald in Glasgow, which has a highly ethnically diverse population. They observed Jamie teaching a lesson on human rights with his primary 6 class. The children were engaged and focused on the lesson and project participants were struck by how well they were using the 'language of rights' and incorporating this language into everyday classroom (and playground) situations. This use of language was highlighted as being an important tool for improving children's interactions and behaviours. Staff from St Ultans reported that HRE and the subsequent literacy that results from it was influential in developing restorative practices.
The group also made a short visit to the West of Scotland Development Education Centre (WOSDEC) in Glasgow and sat in on an evaluation session with a group of teachers who had been developing Global Citizenship in their classrooms.
They travelled by train to Oban so that they could visit Luing Primary the next day. The group used this time to discuss the project and share ideas and plans.
At Luing Primary, Stephen discussed the Curriculum for Excellence and the importance of the Outdoor Classroom in relation to children's rights and values. The group saw the HRE work that the whole school had been involved in and were treated to a community lunch, prepared by parents and members of the island community. This was an excellent opportunity to meet the local community and discuss HRE with them. As Luing is an island school, the whole island community had indicated that they wanted to be involved in the project.
International HR instruments such as the UN World Programme for HRE and the UDHR and UNCRC have been considered during class lessons. Jamie has also referred to the Glasgow City Council Children's Charter which is based on the UNCRC. Both schools in Ireland were planning to include themed days/months to look at particular human rights issues and to build human rights into other projects such as Comenius or Confirmation.
Learning point
Following the visit to Luing Primary, the group met to discuss some major issues, related to child protection and domestic violence, which had arisen from all schools involved in the HRE project. They discussed how HRE needs to be handled sensitively, as children may choose to disclose if they feel certain rights may be being abused. Although schools can provide a safe platform for children and possibly parents to disclose such issues, the group discussed the need to ensure teachers were able to deal with this effectively. There were concerns raised about the need for HRE training for other professionals such as the Police/Garda and social workers.
Visit with Scottish Parliament
The group met with the Cabinet Secretary for Education, Michael Russell, who, having heard about the project invited the group to meet with him in the Scottish Parliament to discuss HRE. The Minister was very interested in promoting HRE within Scotland's Curriculum for Excellence. He was also interested in arranging a meeting with the Irish Minister for Education to discuss this further. This was a really useful meeting and Mr Russell asked to be sent a copy of the final report and to be kept up to date with the development of the project.
Outcomes
Whole School Approach – the big picture
A whole school approach to HRE allows children to learn in an environment that values the contribution of each child and encourages active participation. It means that children are not just taught about respect but experience respect in the classroom and equally, are not just taught about responsibility but experience age appropriate responsibility in their everyday lives in school. HRE can often be understood as a one off activity or lesson – e.g. a human rights week, curriculum linked lesson plans. This results in it being compartmentalized into a subject or activity and its full potential not being realized. This is further likely in a context of education cutbacks and a crowded curriculum.
This study demonstrated the contribution a whole school approach to human rights can make to developing citizenship skills in the school. The study visits were a very effective way of school leadership seeing the 'big picture' of a whole school approach to human rights education and to allow discussions on how different approaches can work. Once the teachers and school leaders understood the big picture, they could then see how it could be integrated in their school. One example of this is with a school who integrated human rights education into their school code of behaviour:
"Human rights education, without doubt, helps with behaviour management in schools. We're teaching the children their human rights, and with rights come responsibility. …Even at Junior level children are learning, we all have a right to play, we all have a right to a name – but with that comes responsibilities. So at break time we all have the right to play nicely to ensure that nobody else gets hurt. The same applies in the classroom, when we're talking about we all have the right to an education – when we are told to – put up our hands, or get on with our work, not distract others from their work, and what I find is that I might be teaching and if there is a disagreement or misbehaviour, the children themselves will come up and "yeah we all have the right to education and 'you're not being responsible' so they start to bring it up themselves."
Impact on the children
The school that linked the language of human rights to their code of behaviour found this a very effective way of getting the children to realize the impact of the behaviour on others.
"Children and teachers are more mindful of their rights and responsibilities which can be of great help in all aspects of school life and of particular help in the playground. We also find children are taking leadership roles in conflict resolution."
"In terms of school policies it has informed and has been integrated into our school code of behaviour and children are more aware that with their rights come responsibilities and when they misbehave they are given an opportunity to reflect on how their behaviour has affected the rights of others."
The schools who participated also noticed positive changes in behaviour and how the children spoke about, and observed their place in, the world:
"My teacher observation shows the children have developed a wider vocabulary to discuss human rights and other issues."
"It has increased the children's respect for each other and their awareness of differences and similarities between cultures. It has decreased racial bullying and increased their sense of responsibility in terms of their school, their community and the wider world. It has also developed their sense of fairness and has opened their eyes to issues beyond their own community. It has instilled in them a sense of responsibility and motivated them to be proactive."
Impact on the teachers
The project participants found it influenced their teaching practice and school environment. The study visits gave time for reflection on the relevance of human rights in the classroom and for pupils to see their role in society.
"I am more conscious of the importance of considering the work of the school in the light of human rights. The resource 'Becoming a Human Rights Friendly School' helped me to think in terms of "Us" rather than "Them". Previously when I have explored human rights, I have focused on the troubles of citizens of other countries. This time, in teaching the topic, I reflected on the extent to which I as a teacher and school Principal uphold the human rights of others in my own environment."
One advantage to integrating human rights education in primary schools is that teachers can see how it can link right across the subjects of the curriculum.
"I've seen so many benefits as a result of teaching human rights and global development education in the class. The best reward for me as a teacher is that the children will start to talk about human rights themselves outside of a lesson where we have learned about human rights. -- It might be science, it might be maths, it might be art, drama, history. They will start to make the connections. It incorporates into every single subject."
Impact beyond the classroom
The feedback from project participants indicated that the increased awareness of human rights education was beginning to have a wider impact in the community.
"Since we began focusing on human rights education, the children have become very aware, as have their families. They are a lot more skilful, and a lot more knowledgeable of the whole area. So, it has become more than just a programme that we teach the children, and that's always what we would aim for with anything we introduce, we would like it to become part of the culture of St Ultans, part of who we are. This is just the way we do things here in St Ultans now, and the children will be very quick to explain that to any visitors who come to visit -that when you come through the front door, you get a feeling of respect and that children are valued, and that everybody has a right. That in itself is a prime example of how human rights at the core of our vision and our mission."
As a direct result of the project, two children made disclosures that had to be flagged with key agencies. The participants discussed the importance of making the links between HRE and other initiatives and obligations such as Child Protection and Getting It Right For Every Child (GIRFEC) (Scotland) and Children First Guidelines (Ireland).
They also discussed the need for human rights education training for all school staff, parents and key agency staff. One member of the group stated that some teachers may be afraid to approach HRE in case such a situation arose and they then discussed how best to prepare teachers for this. They also discussed the legal obligations that they have in terms of children's rights to HRE and to child protection. Teachers found it very useful to share experiences in these issues and one school spoke about their use of restorative justice as a way of dealing with conflict in the school.
Scottish Learning Festival
The Scottish teachers involved were invited to present a seminar on the project at the Scottish Learning Festival in Glasgow in September 2013. This festival is organised by Education Scotland, the lead agency for promoting education in Scotland. Fifty people attended this seminar and the feedback was extremely positive. The head-teacher from Luing Primary School was asked to speak about his experiences of the project at a head-teachers meeting at Glasgow City Council and 25 people indicated that they were interested in getting information on continuous professional development (CPD) opportunities on human rights education at the University of Strathclyde.
Post-project outcomes, legacy and sustainability
All schools are still working on integrating human rights education across their schools in line with their school development plans.
In Ireland, four of the teachers in the participating schools are now peer educator teachers who provide CPD sessions on human rights education to schools in their local area.
The meeting with the Cabinet Secretary for Education, Michael Russell was an important opportunity to raise the profile of HRE in general. The minister indicated that he is very interested in learning about the impact of human rights education and mentioned the possibility of setting up a meeting with his counterpart in Ireland.
Conclusions and lessons learned
1. Engaging the school leadership/principals is crucial. Once they see the 'big picture' of what human rights education is about, school leaders can find ways of developing a whole school approach.
2. The overall aims of the project didn't change. However, it became clear that schools would need to be able to develop the project to suit the needs of their own setting. This is consistent with HRE and the need to contextualise human rights to local needs and situations.
3. Promoting the voice of the child in schools promotes citizenship skills
About the Partner organizations
Amnesty International Ireland
Amnesty International Ireland was established in Ireland in 1962. Our regular activities are to take action, mobilising people to put pressure on governments and others with influence to halt human rights abuses. We also educate people about their human rights. We support young people to set up Amnesty groups in schools and colleges where they can learn about and take action on human rights issues they care about. We also support youth participation and leadership skills through our Youth Action Team, a representative body of youth members who advise the organisation on youth participation. http://amnesty.ie
Black and Ethnic Minority Infrastructure Scotland (BEMIS)
BEMIS is the national umbrella body supporting the development of the Ethnic Minority third sector and the communities that this sector represents. BEMIS is committed to promoting inclusion, democratic active citizenship, recognition of diversity, human rights education, and wider representation. BEMIS also has an empowering and proactive role in maintaining and enhancing pathways to influence government policy at local, Scottish, and UK level. http://bemis.org.uk/ | <urn:uuid:16eb0e86-db54-4293-822a-b107cf09391e> | CC-MAIN-2018-51 | http://www.fivenations.net/uploads/1/2/8/2/12825307/promoting_values_and_citizenship_through_human_rights_education_-_website_report.pdf | 2018-12-09T21:53:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00296.warc.gz | 423,747,409 | 3,438 | eng_Latn | eng_Latn | 0.998835 | eng_Latn | 0.999037 | [
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Peeking into the Past: THE LOST HOMES OF I-44 By Cara Jensen
In 1950, the population of St. Louis peaked at 856,000. The city could not grow beyond its fixed borders, and much of the housing stock had been become neglected. The Federal-Aid Highway Act of 1956 paved the way for suburban development and facilitated the population's westward expansion. The construction of Interstate 44 cut block-wide swaths through St. Louis city neighborhoods, permanently altering the landscape and changing the very identity of each community. Thankfully, this loss prompted the genesis of historical preservation legislation in St. Louis and emphasized the importance of community stewardship. Here are a few memories of those lost homes of I-44:
1821 California: Home of Joseph Kocien, a Bohemian frame carver and gilder. Frame carvers were skilled artisans, crafting wood to enhance the beauty of each painting. Gilders applied finish to decorative church and cathedral fittings, altarpieces, architectural ornaments, and panel paintings.
1803 S. Compton: Home of Frank P. Crunden, president of Udell, Crunden & Co., makers of wooden and willow ware. Frank was the brother of the St. Louis Public Library's first chief librarian and director, Frederick Crunden.
1743 Missouri: Home of German born William Bodeman, president and owner of Wm. Bodeman & Co.'s Tobacco. In 1873, St. Louis was the largest chewing and pipe tobacco processor in the United States. By 1890, St. Louis hosted the largest maker of plug-style chewing tobacco in the world - Liggett and Myers.
3300 Lafayette: Home of Martha Roe, widow of a prominent St. Louis steamboat captain who mentored Samuel E. Clemens. The vast estate included the family of her widowed daughter Emma Copelin, who dedicated Copelin Avenue when the land was subdivided in 1885, her California born nieces and nephews, eight house servants, a German-born teacher, two African-American coachman, and two gardeners.
1818 S. Compton: Home of Annie and Peter Oakes, owners of A. Oakes & Co., a candy manufacturer and confectionery shop which employed eight female salesladies in 1890.
Cara Jensen is the founder of Sherlock Homes, a historical research company. She is the past president of the Shaw Neighborhood Improvement Association, serves on the Grand South Grand House Tour committee, and is active in the 8 th Ward Independent Democratic Association. Contact Cara Jensen at 7732881 or firstname.lastname@example.org for information about your historic property. | <urn:uuid:d0c06926-b291-4f43-ab8e-3c867e573757> | CC-MAIN-2018-51 | http://www.sherlockhomesstl.com/uploads/1/7/0/9/17091686/i44.pdf | 2018-12-09T22:29:07Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00296.warc.gz | 526,380,221 | 565 | eng_Latn | eng_Latn | 0.993607 | eng_Latn | 0.993607 | [
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Lower Bridge
Home Learning
Term 4 Week 3
WELCOME BACK TO TERM 4!
Year 3's need to earn at least 4 points; year 4's need to earn at least 5 points.
ANY WORK IN YOUR BOOK MUST HAVE A TITLE THAT MATCHES THE BOX ON THIS SHEET!
TASKS
READING (ONE POINT) To complete this task, you need to READ a book each night (Monday, Tuesday, Wednesday and Thursday) for 20 minutes or more. Make sure you put the books you have read (or chapters from your book) on your READING LOG!
BOOK REVIEW (ONE POINT) Everybody chose a library book today that was new to them, something that not many people in class had read before.
Read the first chapter of the book and write about what you thought of it. Make sure you include:
- A summary of what happened.
- What you thought about it (interesting, exciting, boring) and why.
MATHS SHEET (ONE POINT)
To complete this task, make sure you take home a MATHS SHEET to practise your goal. Complete it at home and be ready to mark it on Friday.
SPELLING PRACTISE and SPELLING SENTENCES (ONE POINT)
Monday: Choose a WORD FAMILY and write it into your homework book.
Tuesday – Thursday: Practise spelling, gather more words that fit your family and write a sentence for each word.
- Is the book so far different or similar to what you usually read?
Friday: Test spelling of your word family (and any extra words you found).
MATHLETICS (ONE POINT) To earn a point for Mathletics, you need to finish at least 5 activities throughout the week. Bonus points for getting a medal. This week's Points: ___________
SPELLING CITY and SPELLING SENTENCES (ONE POINT)
Monday: Choose a WORD FAMILY and copy it into spelling city. Print for homework book.
Tuesday – Thursday: Practise spelling on Spelling City, gather more words that fit your family and write a sentence for each word.
Friday: Test spelling of your word family (and any extra words you found).
MY FAMILY CULTURE (2 Points)
This task is going to require some research at home and some writing. Have a talk with a family member at home, a parent would be a great person to talk to. Ask these questions to them and write down their answers.
In your homework book, use the answers you found to write about what is important to your family.
1. Where do my family's ancestors come from (e.g. my great, great grandparents)?
2. Does my family have any special rules or values that are really important to our family?
3. What other things are important to my family or my family's history? | <urn:uuid:d65be29e-be3a-46ac-bd79-262b62e68a27> | CC-MAIN-2018-51 | http://roseneath.school.nz/wp-content/uploads/2016/08/Homework-TERM-4-WEEK-3-LB.pdf | 2018-12-09T21:57:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00295.warc.gz | 298,391,406 | 570 | eng_Latn | eng_Latn | 0.998267 | eng_Latn | 0.998267 | [
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Some children laugh when they see or hear bullying. They cheer, encourage and support the bully. The actions of the accomplice often escalates the bullying behavior. If you laugh or cheer when you see bullying happening,
STOP!
Bullying hurts everyone. When children are bullied or see bullying happen they feel afraid. This leads to children feeling insecure about their school and community. Bullies who do not learn better ways to deal with other children are more likely to get into trouble with the law if they are allowed to continue.
The best way to stop bullying is to break the silence. Speak up against bullying, report it when you see or experience it. Your parents, teachers, school staff and the police are here to help, but you need to get involved.
STAND UP, SPEAK OUT, AND SAY STOP TO BULLYING!
Saskatoon Police Service
School Resource Officers
975-8300
10 Kirkwood Dr Charlotteown,
P.E. C1A 7K2 P.O. BOX 98
Fax: 902-894-5508
Phone: 902-629-4O41
Bullying
What You Can Do
Bullying is a term used to describe the repeated and hurtful behavior of one child toward another. The target often feels powerless to prevent the behavior.
There are five types of bullying:
Verbal - name calling, threats, gossip, rumors, insults and taunting.
Physical - punching, pushing kicking, theft, and vandalism.
Cyber - bullying on the Internet such as emails, websites, MSN messages, and text messages.
Social - this refers to exclusion. Rumor and gossip can be used to exclude a certain person or people from the group.
Sexual - This refers to any unwanted or unwelcome sexual attention.
Why Do Children Bully?
Children bully for many reasons. They:
want attention.
have family problems.
have been bullied themselves.
are alone and do not have friends.
feel bad about themselves.
want revenge.
feel jealous.
want to be cool/tough.
are pressured into it by others.
have learned this behavior from their parents.
Regardless of the reason, the bully feels powerful when he or she hurts someone else. We can
help stop the bully from hurting others by showing the bully positive ways to feel powerful.
Who Can Be Bullied?
ANYONE can be bullied. It does not matter what you look like, what you like to do, or how old or big you are.
Children who are bullied are called Targets. If you are bullied it is not your fault and you are not powerless to do something about it.
You may feel afraid, embarrassed or not know what to do but there are things you can do to stop being bullied. Some ideas are:
Report. Tell a trusted adult if you are being bullied. This is NOT tattling.
Stand-up. Tell the bully to stop. This does not mean fighting back.
Do something unexpected. The bully wants to see that you are hurt or angry. You do not have to show him or her that you are. You can agree with him or her or use humor instead as he or she would not expect this.
Include yourself with others. It is safer to be with others than alone. Know where teachers/parents are who can help.
Walk away. Just ignore the bully and walk away. Sometimes you may need to run away to keep yourself safe.
Be confident. Confident children are less likely to be bullied. If you feel good about yourself, it will not matter what others think about you.
What Are Bystanders?
Bystanders are children who stand by and watch bullying happen but do not get involved or help stop it.
Children are often afraid to get involved because they feel they will get bullied next or they do not know what to do. Some are entertained by the behavior.
If bystanders speak out against bullying they can help stop it from happening.
Be a Helpful Bystander
Stand up for the target. Help the target tell the bully to stop.
Get help. If bystanders see bullying happen but cannot assist the target, they should get help from an adult.
Report the incident to a trusted adult.
Remember the target may not be reporting the problem. Sometimes adults are required to deal with a bullying situation.
Include others. Include the target as well as the bully – remember you can accept the bully without having to accept their bad behavior.
Promote the target's self-confidence.
This helps the target feel better about him or herself. | <urn:uuid:a43cc4e9-742e-4d16-bc73-3a213b0e4254> | CC-MAIN-2018-51 | http://charlottetownpolice.com/assets/media_files/4/Bullying.pdf | 2018-12-09T22:53:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00297.warc.gz | 64,450,594 | 919 | eng_Latn | eng_Latn | 0.998175 | eng_Latn | 0.998948 | [
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Life Quote V*w*l*ss
To complete this puzzle, add the vowels back into the text to solve the quotation and see who the author is. Use the chart to determine how many of each letter are remaining for the puzzle.
Answer:
"And I've noticed that everybody that is for abortion has already been born."
– Ronald Reagan | <urn:uuid:945fc7ea-3f08-4061-a7ec-c2de1106f247> | CC-MAIN-2018-51 | https://cultureoflifestudies.com/wp-content/uploads/2015/11/LifeQuote2.pdf | 2018-12-09T22:23:36Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00297.warc.gz | 651,791,007 | 67 | eng_Latn | eng_Latn | 0.999215 | eng_Latn | 0.999489 | [
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Arguments Pt. 1: Extracting Arguments from Written Text
We now know a fair bit about what arguments are. Next is learning how to extract them from writing.
1. Extracting Arguments from Written Text
There is a difference between arguments and how arguments can be presented in writing. In both cases arguments are intended to convince you that something is true. But arguments have a necessary logical structure that might be disguised in writing. There can be any number of good reasons why:
Psychological: a writer wants to orient her reader by first stating the conclusion, then giving the premises. ('Ah, I see what I'm looking for here, now I can go looking for it. Thanks, writer!')
Stylistic: a writer wants to avoid serial repetition. (First, Second, Third, Therefore; First, Second, Third, Therefore;…)
Thematic: a writer wants to foreground conclusions by stating them upfront, working backwards to premises. ('Ah, I see what the important ideas are. Now I'm ready for the smaller details. Thanks, writer!')
Thus, readers must reconstruct the argument in order to extract its logical form from its written form. This is a skill that's developed by exercising your ability to read critically.
2. Some Examples
2.1 Arguments whose logical and written forms are identical
For example, see Merchants of Doubt p. 2. Passage begins "Physics tells us that…" and ends "It shows that the changes we are seeing in our climate are not natural."
Since the logical and written forms of the argument this passage states are (basically) identical, you don't need to do much work to see the logical form – it is given to you. Nonetheless you do need to separate its logical form from the rhetorical roughage surrounding it. Here is the argument when that roughage is stripped away (I've also simplified the language for clarity):
1. If global warming is natural (i.e. not caused by humans), then both the troposphere and stratosphere would be warming. P → Q
2. It is not the case that both the troposphere and stratosphere are warming. ~Q
3. Therefore, global warming is not natural.
~P
Cleaning up this argument allows us to then check it for validity, which is clearly confirmed. You're now ready to critically assess it.
Activity 1: Reconstruct the argument found in the following passage. Next, compare your reconstruction with your partners. Finally, critically assess the argument you have reconstructed. Is it valid? Sound? Discuss.
"If sound when [rights] are applied to women, why should the arguments not be applied to dogs, cats, and horses? They seemed to hold equally well for these 'brutes'; yet to hold that brutes had rights [is] manifestly absurd; therefore the reasoning by which this conclusion had been reached must be unsound…" (Singer 149).
2.2 Arguments whose logical and written forms differ
For example, see the argument being made against Santer (i.e. not by the authors' of the book) in Merchants of Doubt p. 3. Passage begins "Santer had impeccable…" and ends "… accusing Santer of making the alleged changes to "deceive policy makers and the public.'"
Extracting the logical form from this passage takes a fair bit more work. There are a number of hurdles in your way: (i) the conclusion and some supporting information are unstated; (ii) the authors are interested in arguing against this argument so their presentation is slanted (We'll talk more about this next week); and (iii) the same premise is then restated in a slightly different ways several times.
Here's one way to reconstruct the argument:
1. Santer doctored the information in the IPCC report.
2. If a scientific report is doctored, then the information in that report is not trustworthy.
P
P
→
Q
3. Therefore, the information the in IPCC report is not trustworthy.
Q
Ask yourself whether you can see other ways you can reconstruct the argument. Here's another example of an argument whose logical and written forms differ:
"If the capacity to suffer is the reason for ascribing a right to freedom from acute pain, or a right to well being, then it certainly looks as though these rights must be extended to animals as well. This is the conclusion Singer arrives at. The demand for human equality rests on the equal capacity of all human beings to suffer and to enjoy well being. But if this is the basis of the demand for equality, then this demand must include all beings which have an equal capacity to suffer and enjoy well being" (Steinbock 249).
Activity 2: See if you can extract the logical form of the argument in this piece of writing. Compare your answers with your partners. (WARNING: This is purposely ambiguous!)
Activity 3: Together with your partner identify another argument from the chapter you read for today's class. Simplify it as much as possible. Decide if it is sound or unsound, valid or invalid, and discuss whether or not you find it persuasive. | <urn:uuid:2aceeeac-3b6c-4778-b0e1-8ed65a0a44e4> | CC-MAIN-2018-51 | http://katherinevalde.com/wp-content/uploads/2018/12/Valde-Arguments-Pt.-1-Extracting-Arguments-from-Written-Text-copy.pdf | 2018-12-09T22:26:47Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00297.warc.gz | 179,315,601 | 1,049 | eng_Latn | eng_Latn | 0.999193 | eng_Latn | 0.999256 | [
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Toxic Horse Treats
Before you share a snack with your horse, find out which ones are truly safe for horses.
By Anna O'Brien, DVM | October 2014
Apples are generally considered a safe treat for horses, but what about other fruits and vegetables?
As horse lovers, time isn't the only thing we like to share with our animals. Who hasn't raided her fridge for some spare carrots to share after a trail ride? Or what about those leftover peppermints from the holidays? From sugar cubes to apples, most of the treats we give to our horses on occasion are perfectly fine, but there are items from your kitchen cabinet that shouldn't wind up at the barn. Read on to find out which treats are safe for your horse and which are not.
Fruit
Most fruit makes a great horse treat. Many are naturally sweet and require minimal—if any—preparation. Here is a basic list of horse-safe fruit to get you started:
- Apricots (without pit)
- Apples (without core)
- Berries (including strawberry, blueberry, blackberry, raspberry, loganberry)
- Banana
- Cantaloupe (without rind)
- Grapes
- Mango
- Orange and other citrus
- Peach
- Pear
- Pineapples
- Plums (and prunes)
- Watermelon
Yes, apple seeds do contain the toxic chemical arsenic. However, the greater threat for horses that eat apple cores is choke. Apple slices are the safest way to offer apple treats to your horse.
Apricot pits are also toxic, and if ingested, produce clinical signs similar to those of cyanide poisoning. As with apples, don't offer whole apricots to your horse—sliced or pitted apricots are the best way to go.
Vegetables
Vegetables aren't quite as benevolent as fruits in terms of potential horse treats. Carrots are great, as are squash of all types, celery, and green beans, but there are a few families of related veggies that shouldn't be given to horses. For example, members of the Brassica family, which includes broccoli, cabbage, cauliflower, kale, and Brussels sprouts, should not be given to horses. Lettuce, however, is horse-safe.
Tomatoes are an interesting option. Tomato plants are toxic to horses; they are in fact members of the nightshade family. However, the tomato fruit itself is not toxic. Horse owners should be advised not to throw old tomato plants from the garden into horse pasture as an unintentionally toxic treat.
Garlic and onions are other vegetables that are toxic to horses and shouldn't be offered as treats. Avocado, too, is another plant that's best to stay away from; the avocado itself isn't toxic, but its skin, pit, and leaves from the plant are poisonous. Cooked versus raw vegetables also make a difference. Cooked potatoes are okay for horses on a limited basis, but raw potatoes should never be given to horses.
Sweets and Processed Treats
While the occasional nibble of bread is okay for most horses, certain ingredients in baked goods and other prepared foods can be toxic. Take, for example, chocolate. Just like dogs, horses are sensitive to the chemical theobromine in chocolate and therefore large amounts of chocolate are toxic to horses.
While an occasional stolen Snickers isn't enough to be a problem, there are cases where unintentional exposure to large amounts of cocoa are lethal to horses. Some reports of chocolate toxicity in horses are reported after animals were bedded in stalls with cocoa husks, a by-product of cocoa farming.
Caffeine can also be toxic to horses in large quantities. Similar to chocolate, cases of caffeine toxicity in horses have resulted after horses were bedded with the husks from coffee plants. Examples such as these provide another glimpse into ways horses can inadvertently be poisoned from good intentions. This can act as a
helpful reminder to horse owners to be vigilant: "treats" from well-meaning but uninformed neighbors, such as yard and garden clippings, items pulled from the compost bin, or extras from the local bakery should not be given to horses for consumption or used as bedding.
Special Considerations
For certain horses, even non-toxic treats can have a negative effect on health. Horses that are obese, prone to founder, and those who suffer from insulin resistance need to have their diets tightly restricted in terms of sugar and starch intake. For this reason, most fruits are off-limits to these horses. Even the trusty horse-safe standbys such as apples and carrots are too sugary. However, apple peels make a great treat for horses with metabolic issues. Banana peels work, too. This way, your horse is getting a sweet treat without the bulk of the sugar, plus some dietary fiber.
For horses with HYPP, stay away from foods containing high levels of potassium. Bananas are a definite no-no for these horses due to their relatively high potassium content, as are apricots and plums, particularly in their dried form as prunes. Another unsuspecting culprit is pumpkin. A great festive snack after Halloween, pumpkin is high in vitamins and has a low glycemic index, so it's safe for our insulin-resistant horses but it does have a large amount of potassium, making it a no-go for those with HYPP.
Senior horses are another group to give careful consideration to when deciding on treats. With poor dentition, older horses are at higher risk for choke. Hard crunchy snacks should be broken into small pieces for easier chewing, or soaked in water to soften. Pits and large seeds should be removed as well as any thick or tough rinds that may require strategic nibbling. Applesauce is a great treat for older horses—all the sweetness of an apple without the hassle of chewing!
We love our horses and love sharing our lives with them. Sharing treats with our equine companions is just another part of the fun. Knowing what you can safely feed your horse will make sharing that much more enjoyable. | <urn:uuid:9fe93a99-ee85-4486-9832-3e282d77ca81> | CC-MAIN-2018-51 | https://stanceequineusa.com/wp-content/uploads/2016/04/Toxic-Horse-Treats.pdf | 2018-12-09T22:08:19Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00297.warc.gz | 867,358,542 | 1,245 | eng_Latn | eng_Latn | 0.999385 | eng_Latn | 0.999507 | [
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Understanding the Major Work of the 6–8 Grade Band
This full-day, six-hour session develops participants' understanding of the instructional sequence that builds up to the introduction of functions in Grade 8. The session traces the trajectory of content from ratios to properties of similar triangles. Further, the session shows the progression of those concepts, highlighting where they intersect and providing participants with a deep understanding of why the slope of a line is well-defined.
Participants are invited to study Classwork, analyze Problem Sets, deliver lesson segments, and model with mathematics. They synthesize their learning from the first half of the day by developing an argument that the slope of a nonvertical line can be determined by using any two distinct points along the line. Work in the second half of the day focuses on one-variable linear equations. Participants experience the progression of expressions and equations, leveraging the support of visual models, identities, and properties.
Participants can expect to deepen their understanding of
[x] how Grade 5 work with multiplicative comparison relates to Grade 6 work with ratios.
[x] specific terminology in Eureka Math™ to help students recognize the coherence of mathematics as they move through middle school grades and beyond.
[x] the full progression of equations across the 6–8 grade band.
[x] prerequisite skills from Grades 6 and 7 that are necessary for success with target Grade 8 problems. | <urn:uuid:d7c02ff4-4934-456c-a7b5-2fdd37bea0be> | CC-MAIN-2018-51 | https://cdn2.hubspot.net/hubfs/3454910/MW%206-8%20Grade%20Band_agenda.pdf | 2018-12-09T22:29:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00297.warc.gz | 634,300,748 | 279 | eng_Latn | eng_Latn | 0.99511 | eng_Latn | 0.99511 | [
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Know the FAACTs
School Field Trips: Best Practices Coordinators and Designated Chaperones/Adults for
1 ONE
* Students with food allergies should participate in all school activities and must not be excluded based on their condition.
* Students should wear medical alert identification at all times.
* Encourage, but do not require, parents/guardians of food-allergic students to accompany their child on school trips.
* When planning for a field trip, the parents, school nurse, and field trip coordinators should collaborate to avoid high-risk destinations.
* If a trip includes an overnight stay at a hotel, request rooms with kitchens, refrigerators, and microwaves so food-allergic students can cook their own meals.
* Call all destination locations, including travel stops, restaurants, and hotels, ahead of time to ensure accommodations are available for student(s) with food allergies. Review emergency protocols with appropriate representatives from each of these locations. .
* Prepare for snack needs on long-haul trips:
* Notify all parents to avoid packing snack items that directly contain allergens.
* Require that snack/food items containing allergens remain wrapped until students are at their destination.
* Prepare allergy friendly snacks for all students and distribute them en-route. Consult with the school nurse and parent(s) of food-allergic students on approved snack items before to the trip.
* Provide disposable wipes to all students after eating snacks/meals.
* Designate the appropriate individual to work with the school nurse immediately prior the trip to ensure all medications and instructions are packed.
to
* Identify for students and chaperones/other staff the trained individual(s) or the designated staff member(s) who will be carrying the student's auto-injectors and other medications.
www.FoodAllergyAwareness.org
Know the FAACTs
School Field Trips: Best Practices Coordinators and Designated Chaperones/Adults for
* Consider insect sting, medication and latex allergies in addition to food allergies.
* Enforce a "No Food or Beverage Sharing" policy.
* Ensure backup batteries for cell phones and other emergency communication devices are available and in working order. Plan emergency procedures for areas in which cell phone reception may not be available.
*
Enforce rules to wash hands before and after drinking/eating when possible (and use disposable wipes otherwise).
of
* Participate in the school's approach on how to manage students with food allergies.
* Understand how to directly communicate with the student's parent(s) in the event of an emergency and ensure all designated adults have emergency contact numbers.
* Understand federal and state laws that protect the privacy and confidentiality of the student's medical information and other legal rights of students with food allergies.
* Ensure you understand the role of the transportation staff while on field trips:
* Where the anaphylaxis emergency care plan is kept for each student
* Location of epinephrine auto-injectors and other emergency medication and how to administer it for each student.
* How to report food allergy bullying or complaints from the student
* Ensure communication devices are in working order prior to each transport
* Creating a safe environment for food allergic students
www.FoodAllergyAwareness.org | <urn:uuid:9713a5ba-64ea-4dd7-b462-a27e0f2426a0> | CC-MAIN-2018-51 | https://www.foodallergyawareness.org/media/education/School%20Field%20Trips_Best%20Practices%20for%20Coords%20%20Chaperones_Poster.pdf | 2018-12-09T21:53:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00296.warc.gz | 1,008,716,513 | 649 | eng_Latn | eng_Latn | 0.997051 | eng_Latn | 0.997214 | [
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gold. However, other economic opportunities kept them here. China Camp was one of 20 or 30 fishing villages that once dotted the shores of San Francisco and San Pablo Bays. Many residents were from the city of Canton, in the maritime province of Kwantung, China. Fishermen by trade in their native land, they gravitated to the type of work they knew best.
San Pablo Bay provided abundant resources for their trade, and harvesting grass shrimp came to be their specialty. A large percentage of the shrimp netted by these villages was dried on the hillsides behind the camps. It was then shipped to China or to Chinese communities throughout the United States. After the 1880s, the passage of several restrictive laws drastically reduced the productivity of the Chinese fishing community. The most crippling law was passed in 1911 when Chinese bag nets, the only efficient nets then known to shrimpers, were outlawed. Despite all this, a few Chinese fishermen managed to continue fishing for shrimp by developing new techniques.
During the 1880s, nearly 500 people lived in the Chinese fishing village that is now China Camp State Park. There were three general stores, a marine supply store and a barbershop. Now, all that remains of the village are a few buildings along the water's edge, with only fragments of foundations to show where homes and shops once stood.
The history of the Chinese and of their culture in California is an integral part of any thoughtful visit to China Camp State Park. Several historic structures have been preserved, and an informative museum exhibit makes it easy for visitors to imagine a way of life that has been generally forgotten in California history.
Frank Quan, a descendant of one of the early settlers and the village's only resident, still operates a fishing business here. Most of his catch is sold as bait, but if you stop in at the snack bar during the summer, you might ask him whether he has brought in any fresh bay shrimp. Some say it is the best tasting shrimp in the world.
The Grace Quan (pictured below), a reproduction of a Chinese junk, is named after Frank Quan's mother. The replica was built in 2003 by the San Francisco Maritime National Historic Park and dedicated volunteers, with support from staff at China Camp State Park. During the summer months, the Grace Quan can be viewed at China Camp, and in the winter months at the San Francisco Maritime National Historic Park.
Photos by Patrick Robards
Frank Quan bringing in a catch
hina Camp State Park is located on the southwest shore of San Pablo Bay, three miles from downtown San Rafael in Marin County. The park is easily reached from Highway 101, a thirty-minute drive from San Francisco by way of the Golden Gate Bridge. C
The 1,512-acre park has a variety of natural scenery and some fine trails along San Pedro Ridge. Magnificent panoramic views of the north bay area include San Pablo Bay, the north bay counties of Napa, Solano and Sonoma, the East Bay Hills, Mount Diablo, Angel Island, the San Francisco Peninsula and Mount Tamalpais.
Maritime influences result in a pleasant and moderate climate at China Camp, while high ridges to the west protect the park from the fog that often moves in from the ocean to cover the San Francisco Bay Area. Consequently, China Camp enjoys some of the best weather in the Bay Area—more than two hundred fogfree days per year.
Popular activities at China Camp include hiking, biking, horseback riding, picnicking, camping, boating, fishing, swimming and windsurfing. The human history of this area adds still another dimension to the park. China Camp Village is especially interesting to artists and photographers.
HISTORY
Point San Pedro was originally part of the Coast Miwok territory. These California indians hunted small animals and deer, collected acorns, and gathered marsh plants and shellfish. They made baskets and disk beads from clamshells, and traded them for such locally unobtainable resources as high-grade obsidian from Lake County tribes. Their village site typically consisted of ten or twelve households, with eight to ten individuals living in each. The remains of numerous sites have been found in the park.
Houses were built of grass and tule thatching over a dome framework of light poles. Larger settlements often had sweathouses and dance houses. Sir Francis
Drake, after his initial contact with the Indians in 1579, described them as being peaceful and of a loving nature. In 1775 Father Vicente Santa Maria confirmed Drake's observation and added that the Indians were both friendly and physically healthy.
The establishment of the San Francisco Mission in 1776, and its sister mission San Rafael Archangel in 1817, had a profound effect on the Coast Miwok of the area. Many factors played a tragic role in the decline of the population. Diseases and hardships introduced by Europeans drastically reduced the Coast Miwok population. Estimated at approximately 2,000 in earlier times, there remained very few individuals by 1900.
The area within today's park became part of a large land grant held by Timoteo Murphy—the Rancho San Pedro, Santa Margarita y las Gallinas. Murphy held the grant until his death in the early 1850s, when it was divided and sold. The McNear family owned part of the property that is now China Camp State Park until the mid-1900s. They ran a dairy and leased major portions of land for grazing. Some features of this era, such as cisterns, may still be seen in secluded areas of the park. The era is memorialized by the naming of Back Ranch Meadows Campground.
THE CHINESE
A significant era began for China Camp in the mid1860s when the Chinese immigrants began shrimp fishing. The Chinese, like many other immigrant groups, came to California with the prospect of mining after sunset.
areas.
No Parking
(3.0 miles)
NORTH
Bay
Sce ini
ttr
400
Hills
PLEASE REMEMBER
Bucks Launching
Gall as
in
Creek
NOTE: Fragile salt marsh areas require study permits from California State Parks.
San Pablo Bay
MULTI-USE TRAIL
PAVED ROADS
FIRE TRAIL
GATE
FOOD SERVICE
CAMPFIRE CENTER
* Dogs are not allowed on trails, and park trails are closed
* Dogs are allowed in developed areas only and are not allowed on trails. Dogs must always be on a leash (not to
exceed 6 feet) and under control.
* You may have fires only in park barbecues in designated
* State park rules are strictly enforced at China Camp in order to protect this unique natural and historic resource. For
further information, please feel free to contact the staff at park headquarters across from the Bullhead Flat picnic area.
* Ride on official park trails only.
Photo by Patrick Robards
Photo by Patrick Robards
Lion dancers blessing the Chinese junk Grace Quan on its launch day
Back Ranch Meadows Walk-in Campground Detail
(County of Marin)
San Pedro
Open Space Preserve
Sunny Oaks
To Civic Center & Hwy 101 | <urn:uuid:e7080988-c182-4c1f-9b7b-f7c3489d9de4> | CC-MAIN-2018-51 | https://d38trduahtodj3.cloudfront.net/files.ashx?t=fg&rid=MarinCVB&f=China_Camp_State_Park.pdf | 2018-12-09T21:52:06Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00296.warc.gz | 638,514,410 | 1,525 | eng_Latn | eng_Latn | 0.997902 | eng_Latn | 0.998523 | [
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PHYSICAL THERAPY AIDE LEARNING OBJECTIVES
CURRICULUM LEARNING OBJECTIVES
The Physical Therapy Aide program is designed to prepare students to earn the Certified Physical Therapy Aide Specialist (CPTAS) credential after graduation. The learning objectives outlined below provide a map of the knowledge and skills students will gain as they complete each module.
Program Orientation (1 hour)■
Excel 2016: Beginner (12 hours)■
■ Identify the elements, expectations, and requirements of the program.■
■ Navigate the program using the pages, menus, and buttons provided.■
■ Use the program tools, including the study planner, grade book, and completion report. Be able to contact Career Step using communication tools, including phone, email, forums, chat rooms, and social media.■
■ Identify and use program-specific resources.
Computer Fundamentals (7 hours)■
■ Identify basic computer hardware and interpret system requirements.■
■ Navigate a Windows operating system environment, as well as install and operate basic software utilities.■
■ Use a web browser to navigate between websites in multiple tabs or windows, send and receive e-mail, and access search engines to find information and troubleshoot basic computer problems.■
■ Recognize basic technologies related to an office environment.
Microsoft Office Training Orientation (1 hour)■
■ Follow the lesson structure and download available study tools.■
■ Navigate the Microsoft Office training modules using the buttons and icons provided.
Word 2016: Beginner (10 hours)■
■ Identify and use the Ribbon, Quick Access Toolbar, tabs, scroll bars, cursor, ruler, and status bar.■
■ Create, save, open, edit, navigate, print, share, and recover a document.■
■ Edit and format text with options such as alignment, fonts, lists, spacing, tab stops, page format, layout, paragraph alignment and spacing, and copy formatting.■
■ Use the Quick Access Toolbar, title bar, display options, formula bar, and worksheet tab.■
■ Create, save, open, edit, navigate, and print a worksheet.■
■ Create, edit, delete, and format cells with options such as cell alignment, applying cell styles, splitting cells, merging cells, row and column titles, row and column width, hide and unhide, and page setup and view options.■
■ Edit cell data using options and tools such as cut, copy, paste, AutoFill, text tools, and cell references.■
■ Create basic, logical, financial, and text formulas.
Outlook 2016: Beginner (12 hours)■
■ Navigate Outlook, delete, restore, and search for items, and use the view tab.■
■ Use the mail tools to work with messages, including creating and sending email messages, using quick steps, managing junk mail and automatic messages, and organizing and sorting the inbox.■
■ Manage contacts and calendars, including creating and organizing contacts and groups, creating and organizing appointments and events, sending and responding to meeting requests, and working with multiple calendars simultaneously.
Healthcare Structure and Organization (25 hours)■
■ Identify the involvement of everyone in the healthcare system, including: consumers, providers, government and regulatory agencies, third-party payers, vendors, and trade associations. Recognize the basic differences between inpatient/outpatient/ ancillary services, attending/consulting/referring physicians, and direct care/support services.■
■ Identify and describe patient rights and responsibilities.■
■ Identify the responsibilities of healthcare-related government agencies.■
■ Identify third-party payers, as well as appropriately use the associated terminology in a healthcare documentation context.
■ Employ the available search and review tools, including spell and grammar check, find and replace, copy, paste, and document view options.
Working as a Physical Therapy Aide (3 hours)■
■ Describe the evolution of physical therapy in the United States from the early 1900s to present day.
PHYSICAL THERAPY AIDE LEARNING OBJECTIVES
■ ■ Discuss how physical therapy became a new occupation.
■ ■ Briefly describe the role Mary McMillan played in the evolution and history of physical therapy.
■ ■ Explain the impact of World War I and World War II on the field of physical therapy.
■ ■ Define the major focus of the rehabilitation team.
■ ■ List the different members of the rehabilitation team and describe the function of each.
■ ■ Discuss the role of the physical therapy aide as it relates to working with patients with physical disabilities.
■ ■ Discuss career opportunities available to the physical therapy aide.
■ ■ Describe the training required at various levels of health care providers in the fields of physical therapy and physical medicine.
■ ■ Distinguish between divisions within healthcare facilities.
■ ■ Discuss some of the desirable personal characteristics and technical skills required of a physical therapy aide.
■ ■ Identify several potential duties of the physical therapy aide.
■ ■ List potential employers of the physical therapy aide
Patient Interaction (20 hours)
■ ■ Identify effective and appropriate communication techniques in all office situations.
■ ■ Describe how effective communication occurs.
■ ■ Identify the various forms communication takes in the healthcare environment.
■
■
List the three components of effective communication.
■ ■ Explain the concepts of empathy, tact, and patience.
■ ■ Differentiate between verbal and nonverbal communication and explain the components of each.
■ ■ Discuss the role communication plays in the physical therapy setting.
■ ■ Delineate the difference between medical law and medical ethics.
■ ■ Discuss the Patient Care Partnership.
■ ■ Discuss the purpose for the need to license medical personnel.
■ ■ Explain the Rule of Personal Liability.
■ ■ Discuss the Good Samaritan Act.
■ ■ Demonstrate an understanding of specific patient consent forms.
■ ■ Discuss the legal implications of a patient's medical record.
■ ■ Discuss ethical and legal issues affecting the field of physical therapy, and briefly explain the Code of Ethics that members of the physical therapy team are morally bound to follow.
■ ■ Identify at least four examples of ethical behavior expected of the physical therapy aides.
■ ■ Describe the laws and regulations pertaining to health information.
■ ■ Define Health Insurance Portability and Accountability Act (HIPAA).
■ ■ Adhere to privacy and security policies.
Documentation and Reimbursement (20 hours)
■ ■ Describe the structure and use of health information.
■ ■ Discuss appropriate health record documentation.
■ ■ Discuss the evolution of the electronic health record (EHR) and the personal health record (PHR).
■ ■ Describe the billing processes and procedures (such as claims, EOB, ABN, electronic data interchange).
■ ■ Understand the basics of medical coding.
■ ■ Explain the importance and uses of the medical record.
■ ■ Distinguish between subjective, objective, assessment, and plan information on a patient's medical record.
Keyboard Kinetics (10 hours)
■ ■ Demonstrate proper, effective finger placement and typing proficiency.
■ ■ Assess your keyboarding performance in terms of Gross Words per Minute and Net Words per Minute.
Grammar and Punctuation (10 hours)
■ ■ Identify and correctly use each of the parts of speech.
■ ■ Recognize proper sentence structure and formatting, including punctuation and capitalization.
Medical Word Building (15 hours)
■ ■ Identify common medical prefixes, roots, and suffixes.
■ ■ Identify and properly combine word parts to create medical terms.
Mastering Medical Language (23 hours)
■ ■ Pluralize common medical words.
■ ■ Define common medical slang, jargon, and foreign terms.
■ ■ Distinguish between common similar medical words and word parts.
■ ■ Recognize common medical abbreviations and their meanings.
Anatomy and Pathophysiology (35 hours)
■ ■ Identify the various systems of the human body, and explain the individual structures, components, and functions of each.
■ ■ Identify common disorders of each of the systems of the body.
■ ■ Define the functions of the skeletal system.
■ ■ Describe different types of bone tissue.
■ ■ Discuss the functions of a long bone.
■ ■ Identify the materials required for building bone.
■ ■ Describe the different types of bones.
■ ■ Identify bones in both the axial and appendicular skeleton.
■ ■ Discuss the role cartilage plays in the skeletal system.
PHYSICAL THERAPY AIDE LEARNING OBJECTIVES■
■ Describe different types of joints and explain their movements.■
■ Explain common disorders of bones, joints, and muscles.■
■ Define the functions of the muscular system.■
■ Identify and explain different types of muscles.■
■ Explain how muscles contract.■
■ Explain what is meant by the origin and the insertion of a muscle.
Patient Preparation (20 hours)■
■ Provide a safe environment, prevent accidents, practice proper handwashing, explain the importance of proper alignment and body mechanics, and give verbal commands.■
■ Prepare equipment and the environment for physical therapy treatments and position patients in the prone, supine, and sidelying positions.■
■ Explain the aide's role in turning and positioning patients, demonstrate types of sitting and standing transfers, and practice proper alignment and body mechanics.
Physical Therapy Modalities (25 hours)■
■ Demonstrate knowledge of normal and deviated gait patterns, and appropriate methods and devices for training patients in ambulation.■
■ Demonstrate basic knowledge of types of therapeutic exercises and principles of patient exercise programs as well as the components of common therapeutic exercises.■
■ Demonstrate basic knowledge of heating and cooling agents and therapeutic massage, competency in the administration of these therapy agents, and understanding of the indications and contraindications for use.■
■ Demonstrate basic knowledge of specialized clinical procedures, competency in the administration of these therapeutic procedures, and understanding of the indications and contraindications for use.
Treating Common Medical Disorders (7 hours)■
■ Define the role of physical therapy in caring for patients with special medical conditions.■
■ Discuss the role of the physical therapy aide in assisting with treatment of patients diagnosed with musculoskeletal and neurological disorders.■
■ Discuss the role of the physical therapy aide in assisting with treatment of patients diagnosed with cardiovascular and respiratory disorders.
Treating Physical Dysfunctions (3 hours)■
■ Discuss the role of the physical therapy aide in assisting patients with physical dysfunctions, including burns and amputations and dermatological, genitourinary, eye, ear, nose and throat disorders.■
■ Discuss the role of the physical therapy aide in treating patients who have had joints replaced.■
■ Discuss the role of the physical therapy aide in treating patient with sports injuries.
Physical Therapy Aide - Simulations (15 hours) ■
■ Utilize interactive simulations and videos to enhance application of various physical therapy skills, including transferring patients, taping and wrapping, and applying TENS units.
■ Demonstrate basic knowledge of optional career paths related to physical medicine, as well as demonstrate an understanding of the history of these industries and the current professional outlook.
■ Have the option to view demonstrations of a number of orthopedic and sports massage techniques to enhance their knowledge of this physical therapy skill and to gain familiarity with the massage therapy career path.
Final Exam Preparation (1 hour)
■ Identify the steps needed to take to be eligible for and effectively prepare for and access the final exam. ■
■ Identify the format, restriction, and policies of final exams, including scoring, retakes, allowed resources, and time limits. | <urn:uuid:a930645e-7093-4ef9-bd91-19ef22fa44de> | CC-MAIN-2018-51 | https://www.careerstep.com/assets/docs/pta-learning-objectives.pdf | 2018-12-09T21:20:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00298.warc.gz | 935,195,336 | 2,339 | eng_Latn | eng_Latn | 0.987646 | eng_Latn | 0.988737 | [
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Permaculture Designers Client Questionnaire
Compiled by Jude Hobbs & Max Lindeggar
Client Profile
Name:
Address:
Phone/Email:
Property Size:
Occupation:
Amount of time available for maintaining property:
Financial situation/Budget for implementation:
Lifestyle:
Number of people living on site and ages:
Vehicle preference and needs (car/truck, farm equipment, recreational equip):
Special requirements:
Hobbies:
Allergies:
How long do you plan to live at this site?
Client Needs
Prioritize goals, primary concern, functional objectives, phase planning (list)
The wish list:
Water (source, drinking, irrigation, storage):
Lighting (paths, buildings):
Structures ( house/type of heat, greenhouse, shop, barns, chicken house, other out buildings):
Utility areas (clothes line, recycle & trash, compost, wood, service equipment):
Children's special areas:
Level of food self-reliance (present and future, diet and taste preferences, vegetables, herbs, berries, orchards, nuts):
Income production from property (market gardens, animals, woodlot, crafts, education center):
Livestock/Pets:
Wildlife Enhancement:
Woodlot:
Earth moving equipment:
Site Overview
1. Plans and drawing
a. Existing site drawings, aerial photos, contour maps, legal description, land survey
2. Existing
a. Ecosystems, structures, fences, pathways, sacred sites
b. History: logged, cropped, pastured, sprayed
c. Talk with neighbors, research county records, soil conservation service
3. Known challenges on-site
a. Water
b. Topography
c. Erosion
d. Noise: rail, aircraft, highway, neighbors
5. Energy
7. Zoning
9. Access
e. Visual pollution
f. Unpleasant odors or other off-site nuisance, dust, privacy concerns
g. Time and Money
4. Location for:
a. Plants, animals
b. Structures: ease of access and for excavation, foundation strength, depth of bedrock, depth to water table
c. Wells: depth to water, rock porosity and permeability, pollution potential
d. Septic: depth of bedrock, depth to water table, drainage characteristics of soil
a. Wind direction and velocity (monthly)
b. Number of sunny and cloudy days
c. Solar access- obstructions
d. Stream gradient: from top to bottom
e. Other potential energy sources- biomass, geothermal, methane
6. Resources: on/off site
a. Natural features: springs, sunken areas, woodland, minerals, timber, sand deposits in creek, stones for building
b. Edibles: native fruits and berries, fish
c. Sources of biomass: on and off the property
d. Views: good and not so good
e. Sawmill, factories, dump, plant and seed sources
a. Local governments
b. Previous land use
8. Legal Constraints
a. Restriction on use – covenants
b. Property lines
c. Easements: buildings, roads, access
d. Water rights
a. Existing roads
b. New roads required and potential cost: structure(s), fields, other
10. Utilities
a. Electricity, gas, water (well or district), telephone, sewage
b. Locate existing utility lines, water lines, sewer, and septic
11. Community Land Use
a. What is going on upstream and over the fence (toxic sprays, cattle in creeks, etc).
b. Economic and emotional health of community
c. Schools, public transit, hospitals, fire department, landfill/dump, shops
Environmental Analysis
12. Aspect
a. Solar access: South/Southwest preferred
b. Hot/warm summer slopes
c. Cool summer slopes
13. Climate
a. Light availability: sun, rain, clouds, fog
14. Wind
b. Temperature: average high and low temps, hardiness zone
c. Average rainfall: yearly and monthly
d. Frost: average dates, extreme first and last dates, pockets
e. Hail: timing, frequency, direction
f. Storms: timing, frequency, direction
g. Microclimates
h. Air drainage
i. Altitude and latitude
a. Wind access, drains, thermals, chills,
b. Damaging or desirable winter winds
c. Cooling breezes
15. Hydrology
a. Water quality
b. Existing water rights and resources- note potential water rights
c. Surface water and level of water table – year round and seasonal
d. Drainage patterns
e. Springs, creeks, streams, ponds (permanence)
f. Catchment- size, type
g. Flood levels – 100 year flood
16. Soils and Geology
a. Geology and conservation maps (government maps)
b. Soil type: clay, loam, sand
c. Soil tests: -pH, nitrogen, phosphorus, potassium, other elements and minerals
d. Drainage and absorption
e. Soil depth, organic content
f. Stability of site
g. Maximum depth of frost
h. History of use
17. Topography
a. Contour maps or field survey
b. Identify keylines, valley and ridges
c. Determine slope gradient (degree of slope: severe, moderate, minor, or percent grade)
18. Natural Disasters
a. Fire, flood, frost, lava flows, cyclones (timing and direction)
Plants and Animals
19. Vegetation
a. Identification of existing plants and their vigor (note location, guilds, species, height and width, noxious, and/or poisonous)
b. Forests – type, age, condition, value
c. Density
d. Plants to be cultivated: vegetables, fruits, berries, nuts, natives, exotics, woodlot
20. Animals
a. Domestic: primary use, food, manure, grazing
b. Water foul and native birds – nests and droppings
c. Aquaculture
d. Native animals of concern (cougar, bear, coyotes) | <urn:uuid:1eb82902-37f4-45ab-a9be-050f304bd998> | CC-MAIN-2018-51 | http://oly-wa.us/herbnwisdom/PDF/PermacultureDesignersClientQuestionnaire.pdf | 2018-12-09T22:32:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00298.warc.gz | 239,267,722 | 1,287 | eng_Latn | eng_Latn | 0.931079 | eng_Latn | 0.940325 | [
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Inspirations...
LEARNING BY NATURE
October 2010
Sprouting Ideas in Your Classroom
Contents
* Ideas
* Obstacles and solutions
* Curriculum, Activities, Research
* Funding and Donations
* Community Contacts
* Inspirations
Creating Outdoor Experiences & Designs
Page 2
Ideas
A Learning Landscape is an outdoor area that supports physical activity, play, learning, and improved social interaction. Other names you may hear for areas that emphasize similar outcomes include: Playscape, Outdoor Classroom, School Garden.
Page 7
Community Contacts
When provided with a natural landscape in which to play, children showed a statistically significant increase in motor fitness. (Fjørtoft, 2004)
Page 6
Funding & Donations
Grant Wrangler Funding Directory- a free grants listing service. Find funding, search grants by keywords, subscribe to a monthly e-newsletter. www.grantwrangler.com
School Garden Wizard– funding links www.schoolgardenwizard.org National Farm to School Network– funding opps and links www.farmtoschool.org
Captain Planet Foundation– up to $500 for materials only, online application, 1/4ly deadlines. www.captainplanetfdn.org
Gardner's Supply- small grants www.gardeners.com Project Learning Tree 'Green Works' grants. www.plt.org
Toyota TAPESTRY Grants for Science Teachers program offers grants to K–12 science teachers for innovative projects that enhance science education in the school and/or school district. www.tapestry.nsta.org Foundation Center– directory of private grant making foundations, some info requires membership. www.foundationcenter.org
Ideas
It's a natural fit! Next steps…
What is 1 thing you can do next week to incorporate nature and the outdoors into learning and play?
...next month:
...next season:
...next year:
For a guide to easy nature play ideas visit www.greenheartsinc.org
Page 3
WWW.LEARNINGBYNATURE.ORG
Page 4
Obstacles&
Solutions
An increasing amount of evidence is showing that exposure to natural environments can mitigate a child's attention disorder. Children had better attentional functioning after activities in greener settings. The greener the setting, the less severe the symptoms of the child's attention disorder. (Taylor, 2001)
Page 5
Curriculum, Activities, Research
Children's Environmental Literature List- bibliography for pre-12gr. www.dnr.state.wi.us/org/caer/ce/eek/teacher/childlit.htm
School Garden Wizard– 'how to' activities, guides, funding sources, and keeping it growing for school gardens. www.schoolgardenwizard.org
National Environmental Education Foundation, Children & Nature
Initiative
– teaching, planning resources, supporting stats.
www.neefusa.org/health/children_nature and also www.eeweek.org
Kids Gardening
- great resources for garden related projects, courses, curriculum, activities, supplies www.kidsgardening.org
National Farm to School Network– register your project on their website, funding, curriculum, resources www.farmtoschool.org
Children & Nature Network– a movement to re-connect children to the outdoors, articles, networking. www.childrenandnature.org Gardner's Supply– retail, resources, planning, small grants www.gardeners.com
Center for Ecoliteracy- pioneering work with school gardens, school lunches, integrating ecological principles and sustainability into school curricula. www.ecoliteracy.org
Promise of Place– Place Based Education- promotes learning rooted in local history, environment, culture, economy, literature, and art of a particular place, as a foundation for cross-curricular studies. www.promiseofplace.org | <urn:uuid:2624a1ef-c5da-42de-af6b-90045fb4b770> | CC-MAIN-2018-51 | https://learningbynature.org/wp-content/uploads/2010/07/journal-workshops.pdf | 2018-12-09T22:37:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00298.warc.gz | 740,138,604 | 774 | eng_Latn | eng_Latn | 0.939098 | eng_Latn | 0.964701 | [
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The Virtual Learning Environment for Computer Programming
P0005. Hamming numbers
P46736 en
A natural number greater than zero is a Hamming number if its divisors are only 2, 3 or 5. The twelve first Hamming numbers are 1, 2, 3, 4, 5, 8, 9, 10, 12, 15 and 16. However, neither 42 nor 97 are not Hamming numbers: 42 is divisible by 7, and 97 is a prime number greater than 5.
Your task is to write a program that prints the n first Hamming numbers for different values of n.
Your program must include and use the function bool is hamming(int x);
that indicates if a natural number x greater than zero is a Hamming number or is not.
Input
The input is a sequence of natural numbers.
Output
For each natural number n of the input print, in a line and separated by commas, the first n Hamming numbers in increasing order.
Sample input
Sample output
12
6
2
0
1
```
1,2,3,4,5,6,8,9,10,12,15,16 1,2 1,2,3,4,5,6 1
```
Observation
There are astute ways to generate the n first Hamming numbers sorted. We do not ask you to discover them: simply, implement a reasonable algorithm.
Problem information
Author : Professorat de P1
Translator : Carlos Molina
Generation : 2013-09-02 15:12:08
©
Jutge.org
, 2006–2013.
http://www.jutge.org | <urn:uuid:cf689cca-bcd8-4c95-8789-f487d8934a40> | CC-MAIN-2018-51 | https://jutge.org/problems/P46736_en/pdf | 2018-12-09T22:47:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00298.warc.gz | 729,496,774 | 376 | eng_Latn | eng_Latn | 0.986603 | eng_Latn | 0.986603 | [
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JJIBB
SPORTSMANSHIP
The Board believes that athletic competition should be a healthful, positive and safe experience for everyone involved, conducted in an environment that teaches values and ethics, strengthens the community, promotes competition without conflict and enriches the lives of athletes. Players should learn to handle success with grace and losing with dignity. In order to promote core values such as discipline, fairness, responsibility, trustworthiness and citizenship, everyone associated with athletics, including players, coaches, parents and spectators, is expected to exhibit good sportsmanship during athletic competitions.
A. Participants
In exhibiting sportsmanship, student athletes are expected to:
1. Understand and follow the rules of the sport;
2. Recognize skilled performance of others, regardless of the player's team;
3. Display respect for teammates, opponents, coaches and officials;
4. Respect the judgment of officials and accept their decisions;
5. Refrain from antics, taunting opponents and using insulting language or swearing;
6. Be modest when successful and gracious in defeat; and
7. Recognize that their conduct reflects on their school.
B. Coaches
In exhibiting sportsmanship, coaches are expected to:
1. Recognize that they are role models for students and set a good example for athletes and fans to follow;
2. Abide by the rules of the sport, in letter and in spirit;
3. Treat all participants with respect;
4. Behave with dignity and self-control;
Date Reviewed: June 25, 2014
JJIBB
5. Respect the judgment of officials and accept their decisions;
6. Take corrective action toward any player who intimidates or shows disrespect toward an official or displays unsportsmanlike behavior; and
7. Be modest when successful and gracious in defeat.
C. Spectators, Including Parents, Students, and Community Members
Spectators attending athletic events are expected to:
1. Realize that the main purpose of the competition is the play of the game and that the role of the spectator is one of support;
2. Show positive support to the teams and players for outstanding performances;
3. Show concern for injured players, regardless of which team they are on;
4. Refrain from angry or abusive language or actions toward any player, official, coach or other spectators;
5. Refrain from endangering participants or spectators by throwing objects;
6. Refrain from heckling, taunting or berating players, officials, coaches or other spectators; and
7. Follow all Board policies and rules pertaining to conduct on school property, including but not limited to those pertaining to tobacco, alcohol, drugs and weapons.
School athletic events are school activities that are part of the educational program. An athletic event is not a public forum. The public is invited to attend athletic events for the purpose of supporting the participants on both teams and the schools they represent. Appropriate behavior by spectators, especially adults, provides a positive model for students and contributes to the value and educational purposes of athletic activities. Negative comments and behavior by spectators are inconsistent with the purposes of athletic activities. School administrators and officials have the authority and discretion to remove any spectators who do not comply with rules of sportsmanship.
D. Penalties for Inappropriate Behavior
Date Reviewed: June 25, 2014
JJIBB
Student athletes who engage in unsportsmanlike behavior will be subject to penalties described in the Athletic Code or, if the conduct constitutes a violation of Board policy, school rules or the Student Code of Conduct and/or Student Handbook, to appropriate disciplinary consequences.
Student spectators whose behavior constitutes a violation of Board policy, school rules or the Student Code of Conduct will be subject to appropriate disciplinary consequences.
Adult spectators who engage in unsportsmanlike behavior or conduct that violates Board policy may be asked to leave the premises and may be excluded from future events. The administrator in charge of the event may seek the assistance of law enforcement authorities if necessary to ensure the safety of participants, coaches, officials or other spectators or to prevent damage to school property.
E. Notice of Rules
The building administrator will be responsible for posting spectator rules at an appropriate place at each interscholastic competition site.
Cross Reference: JJIB—Sponsorship and Evaluation of Athletic Programs JJIBA—Hiring and Evaluation of Coaches
Date of Adoption: March 31, 2010
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The Polar Bear's Great Spirit
by Moki Kokoris
Whether they are among the Inuit, Chukchi, Yup'ik, Nenets or Samoyed, all Arctic indigenous peoples have deep traditional and spiritual connections with the animals of the Far North, particularly the polar bear.
The Kets of eastern Siberia regard the polar bear as their ancestor and refer to it as gyp, meaning grandfather. In their culture, the bear is a spiritual guardian.
The Nenets of the Khatanga region in northern Siberia valued the polar bear's canine teeth particularly and wore them as talismans. The teeth were also traded in villages further south and used by the forest-dwelling people as protection against brown bears. The belief was that "little nephew" would not dare attack a man wearing the tooth of its powerful "big uncle."
The Inuit view themselves as equal partners with all the animals within their territories, but certain species are worshipped in a more spiritual sense because they are believed to possess divine powers. Seals represent intelligence and friendship, whales symbolize wisdom and good luck, and reindeer are associated with rain. But it is the polar bear whose characteristics of power, courage and endurance are most highly valued as is evidenced in Inuit legends, hunting rituals, religious ceremonies and art.
According to some Inuit beliefs, the Great Spirit who controls the caribou often takes the form of a white bear. Only a shaman possesses the power to influence that spirit to send caribou to the Inuit during times of starvation. Inversely, it is the "flying bear" spirit that can take the shaman to the sky or the sea from where he summons help for his people.
Another Inuit legend tells of a polar bear escaping a hunt by climbing into the night sky, and describes the three stars of Orion's belt as the hunters who continue their pursuit in single file.
Although some traditions vary from village to village, the Yupik people of northeastern Siberia perform a special rite called inegnintitku immediately after killing a bear to prevent offending the bear's soul. The polar bear's head is turned toward the east, and the hunter kneels and addresses the animal's head by saying, "You go back home now. The road to my house is very bad, so please visit us some time later." Then a special ceremony of thanks and celebration begin.
* * * * * * * *
Moki Kokoris is and founder-educator at 90-north.com, contributing editor at The Arctic Institute | Center for Circumpolar Security Studies, Arctic Editor at the American Polar Society, and a blogger for PBI. | <urn:uuid:0bc2c92c-9f78-49f4-acfb-fcbd63ce49a1> | CC-MAIN-2018-51 | http://90-north.com/wp-content/uploads/2013/04/The_Polar_Bear_Great_Spirit.pdf | 2018-12-09T21:49:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00300.warc.gz | 5,059,602 | 546 | eng_Latn | eng_Latn | 0.998048 | eng_Latn | 0.998308 | [
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Algebra 1 - Chapter 1-2 Learning Goals: Order of Operations / Verbal Phrases / Integers / Distributive Property NAME ____________________________________
Daily Work (Home/Class)
Activities - 50 POINTS
Technology - 25 POINTS
Projects - 25 POINTS
1. Chapter 1 Warm-Ups and Daily
Quizzes (25 pts.) ______
2. Chapter 2 Warm-Ups and Daily
Quizzes (25 pts.) ______
3. Review: Crossword Puzzle Page 107 (10 pts.) ______
4. Cut-out Puzzle Pieces and complete - Page 28 -Ch 2
(10 pts.) ______
5. Real Life: Stockholder Chapter 2 - page 36 (10 pts.) ______
6. Real Life: History - Chapter 2 Page 92 (10 pts) ______
7. Magic Square - Chapter 2 Page 122 (10 pts.) ______
1. Chapter 1 PowerPoint Lesson * Work out problems presented and summarize. (15 pts.) ______
2. Chapter 2 PowerPoint Lesson *
Work out problems presented
and summarize. (15 pts.) ______
3. Website Internet Quiz * Chapter 1-2 (10 pts.) ______
4. Graphing Calculator Activity Packets - Chapter 1 Page 13, 26, 41 (10 pts.) ______
5. Graphing Calculator Activity Packets - Chapter 2 Page 13, 84 (10 pts.) ______
6. Calculator Activity - Textbook Page 92 (5 points) ______
7. Internet Activities of your choice pertaining to 2 learning goals listed above. Must include:
URL, printout of screens and a summary of what was learned.
(15 pts) ______
1. Instant Replay Video Game Decoder - Chapter 1 (10 pts.) ______
2. Math Detective - Page 63-76 43 parts - Pick any 10 (10 pts.) ______
3. Project #11 - Cooperative Learning - Page 23-25 (Work with ONE partner) (10 pts.) ______
4. Project #10 - Cooperative Learning - Page 21-22 (Work with ONE partner) (10 pts.) ______
5. Math Starters - Page 188 - 201 #1-39 - Pick any 15 (15 pts.) ______
6. Instant Replay Video Game Relay - Chapter 2 (10 pts.) ______
7. Complete Integer Chips Lesson
on page 71 of textbook
(10 pts.) ______
8. Make an ORIGINAL 20 question TEST for Chapters 1-2. Give to a class-member and grade. Turn in blank copy, key copy, and student copy. (15 pts.) ______
* Listen to lecture / take notes (5 pts EACH day) (20 possible) ______
6 DAYS
1. Page 19 #13 - 37 (odds)
Page 35 #13 - 28 (10 pts.) ______
2. Order of Operations MINI - QUIZ (20 pts.) Page 75 #5 - 29 Page 82 #17 - 45 (10 pts.) ______
3. Page 96 #5 - 45 Page 111 #16 - 24 (10 pts.) ______
4. 2-Minute Integer QUIZ (25 pts.) (May be retaken) Page 103 #25 - 65 (odds) (10 pts.) ______
5. REVIEW: Page 122 #1-43 (odds) - (20 pts.) ______
6. Chapter 1-2 TEST (100 pts.)
* Class Website: guilford.rps205.com/godtland
*Circled items can be completed at home, in
the library, or in class.
BONUS POINTS:
DATE: _______________________
TEACHER SIGNATURE:
_______________________________
POINTS ______
Notes
________
Homework ________
Activities
________
Technology ________
Projects
________
Bonus
________
TOTAL POINTS
Grading Scale: (180 possible)
A 162-180
B 144-161
C 126 -143
D 108 -125
Grade: | <urn:uuid:b0e34459-6bfe-42e0-a0cb-a9673a7e6595> | CC-MAIN-2019-09 | http://www.help4teachers.com/Chapters1and2.pdf | 2019-02-19T12:31:08Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00202.warc.gz | 368,644,575 | 938 | eng_Latn | eng_Latn | 0.738093 | eng_Latn | 0.738093 | [
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Glaciers in Canada
Are they disappearing?
Lately there has been a lot of talk about the disappearance of glaciers and the ensuing shortage of water. Yes, most of the glaciers are receding, but it's not the first time by any means. Researchers from the University of Calgary and the University of Western Ontario have shown that glaciers in the Lake Louise area and at the Athabaska Icefields have receded far above their present limits in the past. Before we get to this research, we should consider the conditions that cause glaciers to advance and retreat. Obviously, climate warming will cause melt-back of the toe of a glacier (retreat). The cause for advance is primarily increased snowfall at the top of a glacier (the accretion zone). The pressure of the new glacial ice at the top of the glacier will cause the glacier to start flowing downhill more rapidly than the toe is melting; hence, the advance. Cooler temperatures without the increase in snowfall will probably not halt the retreat. It is possible to have a retreat with cool temperatures and low precipitation, and it is possible to have an advance with warm temperatures and heavy snowfall. It has been recorded in the literature that waxing and waning of glaciers all over the world is a common occurrence and that any reference to this being an abnormal thing, due to Global Warming depends on selectively gathered "evidence". This has been remarkably well illustrated in New Zealand in 2004 with the rapid advance of glaciers in the South Island with the only climatic change being very heavy precipitation.
Now to the science:
Central Africa's Mount Kilimanjaro volcano has often been quoted as losing its white cap because of Global Warming. While this may well be related to the "steady ebb and flow of glaciers…" it has also been related to precipitation changes in the area, as discussed above. Most people pointing to glacier retreat at the toe fail to realize that a glacier is a living thing, that has to be fed in order to stay alive, or even grow.
1. Reasoner and Powell from the U of C studied the lake bottom deposits at Lake O'Hara and Opabin Lake, just across the BC border from Lake Louise. "The varying type and quantity of pollen and conifer needles entombed in the lake-bottom mud provide a detailed record of alpine climate change. Cores of this mud make it possible to reconstruct the climate history of the past 10,000 years." The dating of the sediments was done by using C 14 ratios.
"Following the end of the last major glacial advance, 11,000 years ago, the climate in the Rockies began to warm. Ice left Lake O'Hara about 10,000 years ago. Shrubs and alpine tundra plants lined its shores but there were no trees. By 8,500 years ago, the area looked similar to today: the Opabin Glacier had retreated to the high slopes, shrubs and grasses surrounded Opabin Lake (265 meters above Lake O'Hara), and coniferous forest was well established around Lake O'Hara".
For 5,500 years the climate in the Lake O'Hara region was warmer than it is today. Between 8,500 and 3,000 years ago, the timberline lay well above Opabin Lake and the Opabin Glacier may have disappeared altogether. The climate cooled again 3,000 years ago and the Opabin Glacier grew again. Approximately 150 years ago, at the end of the Little Ice Age, temperatures began to increase and the Opabin Glacier began to recede once again and is continuing to recede at the present time.
2. B.H. Luckman from the University of Western Ontario has published research papers on the analysis of wood fragments discovered to be coming out from beneath the tongue of the Athabaska Glacier. These fragments were from two species of trees, Pinus and Abies, both erect species. The Albies species fragment appears to have come from a tree some 150 to 250 years old before being killed and buried by the glacier. C 14 dating indicates that the age of the wood fragments range from slightly older than 5,000 to over 8,000 years. This information indicates that from 5,000 to 8,000 years ago mature trees were growing in an area now underneath the Athabaska Glacier. This information ties reasonably well with that from the Lake O'Hara region. Obviously the glacier has advanced, retreated, advanced and is currently retreating the same as the Opabin Glacier.
The writer's own experience from fairly extensive travel in the Monashee, Selkirk, Purcell and Cariboo ranges confirms that glaciers have retreated and advanced a number of times and that the present retreat is not an unusual event. Not infrequently more than one lateral or even terminal moraine is preserved below a glacier. If the final advance is not as large as some of the previous advances, remnants of the previous moraines will be preserved. Up to three previous lateral moraines preserved below a glacier have been observed by the writer.
All of this demonstrates that there has been a steady ebb and flow of glaciers in the Cordillera and that it is foolish to adopt a "sky is falling" attitude. The previous advances and retreats of the glaciers took place long before the advent of diesel trucks.
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Tangrams
Your challenge is to complete a series of tangrams. The same pieces are needed for each shape they just fit together differently.
This is a great maths activity for encouraging critical thinking, spatial awareness and problem solving.
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
MTH 0-16a
I have had fun creating a range of symmetrical pictures and patterns using a range of media.
MTH 0-19a
I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.
MTH 1-16b
I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.
MTH 1-19a
Tangrams
Your challenge is to complete a series of tangrams. The same pieces are needed for each shape they just fit together differently.
This is a great maths activity for encouraging critical thinking, spatial awareness and problem solving.
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
MTH 0-16a
I have had fun creating a range of symmetrical pictures and patterns using a range of media.
MTH 0-19a
I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.
MTH 1-16b
I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.
MTH 1-19a
Play Dough Elephants
Your challenge is to try and create an elephant out of play dough only using the commands 'push', 'pull' and 'twist'.
Learners first develop an understanding of how forces can change the shape or motion of an object, considering both forces in contact with objects and those which act over a distance.
Through everyday experiences and play with a variety of toys and other objects, I can recognise simple types of forces and describe their effects.
SCN 0-07a
By investigating forces on toys and other objects, I can predict the effect on the shape or motion of objects.
SCN 1-07a
Play Dough Elephants
Your challenge is to try and create an elephant out of play dough only using the commands 'push', 'pull' and 'twist'.
Learners first develop an understanding of how forces can change the shape or motion of an object, considering both forces in contact with objects and those which act over a distance.
Through everyday experiences and play with a variety of toys and other objects, I can recognise simple types of forces and describe their effects.
SCN 0-07a
By investigating forces on toys and other objects, I can predict the effect on the shape or motion of objects.
SCN 1-07a
Tinfoil Towers
Your challenge is to use tinfoil to try and build the tallest free standing tower that you can.
Many people think that technology must have a plug or run on electricity, however this is not always case. Technology is simply the practical application of science.
Within real and imaginary settings, I am developing my practical skills as I select and work with a range of materials, tools and software. TCH 0-12a
Through discovery, natural curiosity and imagination, I explore ways to construct models or solve problems. TCH 0-14a
I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. TCH 1-12a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models. TCH 1-14a / TCH 2-14a
Tinfoil Towers
Your challenge is to use tinfoil to try and build the tallest free standing tower that you can.
Many people think that technology must have a plug or run on electricity, however this is not always case. Technology is simply the practical application of science.
Within real and imaginary settings, I am developing my practical skills as I select and work with a range of materials, tools and software. TCH 0-12a
Through discovery, natural curiosity and imagination, I explore ways to construct models or solve problems. TCH 0-14a
I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. TCH 1-12a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models. TCH 1-14a / TCH 2-14a
Paper Helicopters
Your engineering task is to make a paper helicopter. You'll be given a few resources and will need to investigate what you have and try and make a working model.
Engineering is all about understanding how things work and creating your own models.
I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. TCH 1-12a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback. TCH 1-14b / TCH 2-14b
By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement. TCH 2-12a / TCH 3-12a
Paper Helicopters
Your engineering task is to make a paper helicopter. You'll be given a few resources and will need to investigate what you have and try and make a working model.
Engineering is all about understanding how things work and creating your own models.
I explore materials, tools and software to discover what they can do and how I can use them to help solve problems and construct 3D objects which may have moving parts. TCH 1-12a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback. TCH 1-14b / TCH 2-14b
By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement. TCH 2-12a / TCH 3-12a | <urn:uuid:bfff5ed9-9466-4f4a-9a80-738d761eb501> | CC-MAIN-2018-51 | https://www.stemglasgow.co.uk/Resources/DownloadResourceDocument/15 | 2018-12-09T22:53:04Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00299.warc.gz | 1,221,492,325 | 1,321 | eng_Latn | eng_Latn | 0.998293 | eng_Latn | 0.998531 | [
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Lesson 10 God's Choice
Across
Down
1. "But why am I so favored, that the mother of my Lord should come to me? As soon as the sound of your greeting reached my ears, the baby in my womb ____ for joy," Elizabeth told Mary with excitement.
2. FTWTF - Power Text
3. FTWTF - Power Point
5. Mary thought over what the angel had said. He had talked about her cousin Elizabeth. She too was going to have a ____ child. She would understand what Mary needed so much to talk about.
4. Suddenly she became aware of someone in the room. A beautiful ____ was there with her, walking toward her. Mary was afraid. She began to tremble. Her mouth was dry. She was not able to say a word. She just looked in speechless amazement.
6. [Monday's lesson] Read Luke 1:26-34. Think of the angel's news to Mary. In your Bible study ____, thank God for choosing you.
7. "How will this be," asked Mary in ____, "since I am a virgin?" The angel answered, "The Holy Spirit will come on you, & the power of the Most High will overshadow you. So the holy one to be born will be called the Son of God."
5. [Thursday's lesson] Read Luke 1:46-55. Mary's ____ is often called the Magnificat (in Latin) because in it she magnified the Lord. For what things do you magnify the Lord?
9. "I am so filled with ____ to God, I could sing to Him right now!" Mary exclaimed. "Go ahead," Elizabeth replied. "We have plenty to sing about as we worship Him."
8. You will conceive & give birth to a son, & you are to call him Jesus. He will be great & will be called the Son of the Most High. The Lord God will give him the ____ of his father David, & he will reign over Jacob's descendants forever; his kingdom will never end.
11. Mary flew around the house making arrangements to be gone for a while. She packed a small ____ to carry with her on her journey into the hill country.
12. FTWTF - Title
10. Then the angel told Mary that her cousin Elizabeth was going to have a ____, even though she was old. Everyone said she would never have any children.
© 2014 General Conference Sabbath School Department th
Year C – 4
Quarter
Power Text
"But you are a chosen people, a royal priesthood, a holy nation, God's special possession, that you may declare the praises of him who called you out of darkness into his wonderful light" 1 Peter 2:9 | <urn:uuid:c730a8c3-ae63-42af-b2c6-0b43b03fa252> | CC-MAIN-2018-51 | https://www.juniorpowerpoints.org/assets/juniors/Puzzles/2014/4Q/L10T.pdf | 2018-12-09T22:46:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00299.warc.gz | 1,089,202,250 | 571 | eng_Latn | eng_Latn | 0.999718 | eng_Latn | 0.999718 | [
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Develop your creativity:
3 points
¨ Create a design for housing/ buildings in New London
¨ Make a map of New London
¨ Create a model of New London
¨ Design a new sign/ LOGO for New London
¨ Create a guide to your New London
Explore your locality:
2 points
How has your locality changed over time? What significant events have happened to change where you live?
Create a scrapbook of photos, clippings, pictures, first-hand accounts from relatives.
This half term's POWer Project is:
'The Great Fire of London A New London'
Choose projects to achieve your minimum
5 POWer Points.
By all means go over 5 points!
Tick off what you have completed to achieve your points.
Explore your mathematical skills:
Money – 2 points
Investigate the cheapest way for a family of 4 to visit your New London for a weekend
¨ How will you travel?
¨ Where will you go?
¨ Where will you stay?
Extend your research skills:
3 points
¨ Research some of the new buildings in London (e.g. The Gherkin)
¨ Research other key events in London.
¨ Research famous architects who have designed interesting buildings and structures. | <urn:uuid:1481ad70-0e6b-4673-a92b-06366a5a087c> | CC-MAIN-2018-51 | https://wyldegreenprimaryschool.org.uk/wp-content/uploads/sites/2/2018/10/Year-2-POWer-Project-Autumn-2018-A.pdf | 2018-12-09T21:11:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376823183.3/warc/CC-MAIN-20181209210843-20181209232843-00299.warc.gz | 1,299,397,608 | 247 | eng_Latn | eng_Latn | 0.998437 | eng_Latn | 0.998437 | [
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Korean Grammar: 초급 단어와 문법 Week 1
Grammar (문법)
Intro to the Korean Language
```
1. Korean sentence structure Subject + (Adverb) + Object + Verb Object + (Adverb) + Subject + Verb 이/가 ; 은/는 = subject particle marker; 을/를 = object particle marker 2. Conjugation of verbs and adjectives Verbs: + ㅂ니다 (present) + 시 + ㅂ니다 (honorific) + 았/었 + 습니다 (past) Adjectives: + 습니다 (is ...) + 았/었 + 습니다 (was ...) + 겠 (guess) + 습니다 (seems to be ...) 3. Connecting sentences 그리고/그렇지만/그래서 can drop all the 그 ㄹ stuff to join together those two sentences with just ~고~/ ~지만~/~서~ 4. Sentence types Declarative, interrogative, imperative, propositive Formal (-(스)ㅂ니다), informal polite (~아/어요) 5. Honorific expressions + (으)시 to verb/adjective stems (가다 -> 가시다) 이/가 -> 께서 ; 은/는 -> 께서는 ; 에게(한테) -> 께 당신 = for one's spouse; 너 = for close friends Getting Ready 1. 이다 (to be) 예요 = ending when no final 밪침 consonant; 이예요 = when previous word ends with a 밪침 2. 있다 (to exist/be, to have) Typically, N이/가 N(place)에 있다 Can also, N(place)에 N이/가 있다 3. Numbers Sino-Korean (일, 이, 삼, 사) = for counting "Pure"Korean (하나, 둘, 셋) = 1st, 2nd, etc. 4. Dates and Days of the Week 몇년 = What Year? 몇월 = What Month? 며칠 = What Date? 무슨 요일 = What day of the week? 5. Time ~에 = attached to end of time noun
``` | <urn:uuid:bc613af7-f8e0-41cd-996b-47fa56a0fd07> | CC-MAIN-2019-09 | https://keytokorean.com/wp-content/uploads/2013/03/week1-intro.pdf | 2019-02-19T13:17:19Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00202.warc.gz | 618,978,670 | 465 | eng_Latn | eng_Latn | 0.634858 | eng_Latn | 0.634858 | [
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To help you complete this worksheet, use the Inventions book.
Look at all these ________ foods! Frozen foods stay _______ until we thaw (melt) or cook them. Can you plan a _______ from the frozen foods you see in the store?
A _________ store sells many types of frozen foods.
Frozen pies make good _________.
Frozen _________ is a fun for dinner. | <urn:uuid:762eb812-407e-4fac-90bf-f2b0264e1641> | CC-MAIN-2019-09 | https://www.worldbook.com.au/wp-content/uploads/2019/01/LL3_Frozen-Food.pdf | 2019-02-19T13:39:44Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00203.warc.gz | 1,007,535,967 | 80 | eng_Latn | eng_Latn | 0.998204 | eng_Latn | 0.998204 | [
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Money activities
Keeping money safe
Losing money – at any age – is a horrible feeling, so here are a few ways to help keep your child's money safe.
Don't flash the cash
Using a wallet or purse to carry your money may seem an obvious suggestion to an adult, but not necessarily to a child. Boys in particular often stuff money into jeans pockets, where change can fall out when they sit down or notes fly out as they reach in for their mobile phone. Buying your child a wallet or purse will also show that you consider them to be more grown up.
Insuring – peace of mind
Replacing items through insurance isn't 'free', as many children think – this protection comes at a monthly premium cost, as well as a one-off 'excess'. Discuss the option of keeping a few pounds every month from their allowance to cover the excess payment should they lose or damage their mobile or laptop. If this doesn't happen once the excess amount is reached, they can stop paying.
Better safe than sorry
It's not pleasant to have to teach a child that there are dishonest people out there. But, unfortunately, it is a necessary lesson and should be handled with care, so as not to scare your child. The best approach is to check with them that their money is in a safe place before you go out somewhere, and to double check that it is put away after they have bought something.
Out of reach
The earlier you can encourage your child to start using a bank account, the better, for many reasons. Hopefully they will realise that carrying a lot of cash around has risks – both the danger of losing it, and the temptation to spend it! Seeing a statement, with regular deposits rather than withdrawals, and a growing sum, is also a good incentive to carry on saving. Plus, of course, they receive interest.
8-12
|
Keeping money safe
|
Page 1 of 2
8-12
Keeping money safe
Money activities
Online shopping tips
The best advice for children of any age is not to buy anything online without an adult present. Up to a certain age, they won't have the means, i.e. a bank card, to do so, although accounts for children over 11 years old often include debit cards. Therefore, advice on online shopping and security is essential.
10 key points to bear in mind:
1. Only shop on the websites of well-known and trusted retailers – most high-street shops have an online store.
2. Beware of misspelled names in the address bar.
3. If an offer seems too good to be true, it probably is.
4. Don't click through from unsolicited links in emails. If you're sent an offer, check it out on the main page, or call the shop.
5. Does the payment page have security encryption? Look for a padlock in the address bar and check that the address starts with https:// (instead of http://).
6. Don't shop online using a public computer, or anywhere you could be seen inputting your personal or card details.
7. Use strong passwords that contain a combination of numbers, letters and special symbols.
8. Don't give away personal information, such as birthdays, parents' names, etc. Online stores don't need such information.
9. Check bank transactions regularly online to make sure you recognise all the outgoings – don't wait for your monthly statement in the post.
10. Install security software on all your computers.
Tell a teacher!
Why not get your child's school to sign up to the MoneySense programme online? There is a wealth of resources for teachers to use in the classroom, including workshops, activity sheets, quizzes and videos. All resources are linked to the National Curriculum and accredited by Young Money.
mymoneysense.com
8-12
|
Keeping money safe
|
Page 2 of 2 | <urn:uuid:38d5e08d-695a-4856-90d9-18f0d37619b3> | CC-MAIN-2019-09 | http://rbs.mymoneysense.com/media/4600/8_12_keeping_money_safe_activities_rbs.pdf | 2019-02-19T13:44:30Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00203.warc.gz | 216,065,637 | 814 | eng_Latn | eng_Latn | 0.999167 | eng_Latn | 0.999302 | [
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Exploring Data - Cars 1993
For the Teacher
Objectives:
Using the DCARS93 aplet, the student will explore relationships among the different data.
Functionality:
When the student selects START , the DCARS93 NOTE will be displayed.
The data contained in each column is defined in the note as indicated. There are two more columns defined than can fit in this screen view. The extra page contains descriptive titles of manufacturer, model and size of cars.
The VIEWS provides several options for the student. The first choice, Load Data, must be selected to input the data into the columns. Most of the remaining options deal with adjusting the PLOT window once the student decides which columns to analyze.
Once the student has chosen Load Data, the calculator returns to the NUMERIC View. The NUM key provides access to the columns of data any time the student wishes to return to this view.
The student should then press SYMB view to define which columns of data will be analyzed. The student can press PLOT to look at a scatterplot.
Select the type of fit via the DCARS 93 SYMBOLIC SETUP view.
Recall that the VIEWS allows for changes to be made in the PLOT window. When the data are first graphed, Auto Scale might be the best choice. It will usually give the best window for the scatter plot.
Press FIT on the menu bar to draw the regression curve that was selected in SYMB .
Note: The correlation coefficient is defined only for LINEAR fits. However, the value of RelErr gives an indication of fit for other models. The smaller the value of RelErr, the better the fit. On the HP38G the value of RelErr can be obtained by typing RELERR in the HOME view. On the HP39G/HP40G this value can also be found in the 2VAR STATS list.
Exploring Data - Cars 1993
For the Teacher -- page 2
Plot-Detail will allow the student to see the entire set of data plotted on the left side of the screen while viewing a more detailed area on the right side of the screen.
Plot-Table will display the data plot with the data table.
Note: In addition to the value of RelErr the student can use the RESIDUAL aplet to determine if the power fit is best.
Additional Exploration:
Students can go to the HOME screen. They can use the MATH menu and choose Stat-Two to select PREDX or PREDY once the regression curve has been found. For this data set, suppose the student wanted to predict the city MPG for a car with an Hp of 120.
Programs associated with this aplet: .CARS.D, .CARS.SV
Exploring Data - Cars 1993
Data are contained in calculator aplet. Prices ($1000) : C1, C2, C3
MPG: C4, C5
Engine (liters): C6
Hp: C7
Data source: email@example.com
Supplement | <urn:uuid:b663a79c-6140-4d63-b480-8a05cc52940f> | CC-MAIN-2019-09 | http://hphomeview.com/HPPDFs/Cars%20Data.pdf | 2019-02-19T13:50:38Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00203.warc.gz | 124,033,302 | 630 | eng_Latn | eng_Latn | 0.783458 | eng_Latn | 0.997508 | [
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Learning Series: A Potpourri of Rock Collecting Information
Alabama Gold Mines, Prospecting, Panning, Treasure Hunting and Rockhounding
Many people enjoy prospecting and panning for gold in Alabama. The gold area of Alabama is laced with gold-bearing streams where prospecting and panning for gold is done as a delightful outdoor recreation. A good gift.
Treasure hunters with metal detectors do prospecting with their detectors in hopes of finding a gold nugget. Rockhounds and mineral collectors search for garnets and black tourmaline gem stones.
WHERE TO LOOK FOR AND FIND GOLD IN ALABAMA
Big Ten, Inc.'s Alabama Gold Prospecting and Panning Map shows places where to look to find gold near: Alabaster, Alexander City, Anniston, Ashland, Auburn, Calera, Camp Hill, Carrville, Childersburg, Clanton, Columbiana, Cragford, Dadeville, Fort McClellan, Gold Hill, Goodwater, Heflin, Jordan Lake, Lake Mitchell, Lafayette, Lineville, Louina, Martin Lake, Mignon, Parkdale, Pell City, Prattville, Oxford, Red Hill, Roanoke, Rockford, Talladega, Talladega National Forest, Tallassee, Wadley, Wedowee and Wetumpka.
It shows one hundred forty (140) gold mines and prospecting and panning locations from official geological records of the State of Alabama and the federal government. Locations for finding gold are shown within 25 miles of each of the above listed places. These gold deposit locations, which show where gold has been found in the past, are clearly marked.
The map is done in color. The margin of the map has text that tells where to look for gold in a streambed, how to tell "fools gold" from real gold and gives step-by-step gold panning instructions. You can quickly learn to pan by following the instructions on the map.
Comments on Mining of Gold, Gold Prospecting, Gold Panning, Treasure Hunting and Rockhounding in Alabama
The gold prospecting and mining locations in Alabama start in Chilton County between Montgomery and Birmingham and continue to the east and northeast to the Alabama/Georgia state line. The gold panning, prospecting and mining sites then carry on into Georgia and thence on through the Carolinas to northern Virginia. Gold prospecting and panning locations will be seen in the Talladega National Forest, the boundaries of which are shown on the Alabama Gold Prospecting and Panning Map.
Gold has also been found in Gold Branch, a creek in the northeast corner of Elmore county. Alabama Highway 229 crosses Gold Branch between Kent and Red Hill. Gold Branch flows into the Tallapoosa River about five miles downstream of the dam at Martin Lake. The deposit appears to be a continuation of the trend of gold mining sites shown along Martin Lake on the Alabama Gold Prospecting and Panning Map.
Note: Gold historical information herein was obtained from research of geological records of the Alabama Geological Survey, the U. S. Bureau of Mines, the U.S. Geological Survey and similar documents as pertains to gold mines, gold prospecting and panning areas and mineral and gem stone occurrences in Alabama. Prior work by Thomas A. Simpson, Thornton L. Neathery and George I. Adams is acknowledged.
Alabama geological documents state that it is generally agreed by historians that the Indians and Spanish explorers did not find gold in Alabama. There is no way to confirm the exact year of discovery of gold in Alabama; however, it is accepted to have been about 1830.
After the gold discoveries in Georgia in 1828, gold prospectors expanded their search for gold into Alabama. Intruders prospected for gold on lands belonging to the Creek Indians, who held the area that included the gold deposits. A treaty was negotiated by the United States for the lands of the Creeks. The treaty was signed in 1832; but, before the removal of the Indians was accomplished, the state legislature formed the lands into counties and settlers flocked in.
Further research of gold history as recorded in geological reports, reveals that about 1836 there was a great deal of excitement in the gold fields of Alabama. One of the early gold districts, Arbacoochee, is said to have given employment to 600 men and in 1845 had a contributory population of 5,000 inhabitants. Goldville, another Alabama gold district, was said to have had 14 stores and the population in the locality was at least 3,000. Goldville later became a crossroads without a store.
Most Alabama gold miners left the state to join the California Gold Rush in 1849. Gold prospecting and panning in Alabama revived when Cornish miners came from Tennessee in 1853-1854 to search for copper. There was another revival of gold mining in the 1880's and cyaniding was introduced in Alabama in 1903.
Some Alabama gold mines were in operation at various times up to 1916. Another spurt in panning and prospecting for gold took place during the depression when people were out of work and the price of gold was increased to $35 per ounce. Gold pans and sluice boxes were widely used to recover gold from stream placers.
ALABAMA/SOUTH CAROLINA GOLD MAP
One hundred forty (140) gold mines and prospecting sites are shown in Alabama. Gold mining in Alabama began in the 1830's and the hobby of recreational gold prospecting and panning is enjoyed by many people today. A geological report states: "The Hilton Brothers reopened the pit. They succeeded in obtaining 65 ounces of gold from a hole 3 feet by 2 feet by 20 inches; the result of half a day's work."
One hundred thirty (130) gold mines and prospecting sites are shown in South Carolina. There were several operating gold mines in South Carolina in recent years. Treasure hunters using metal detectors like to "gold nugget shoot" in the gold areas and "coin shoot" at the rural schools and churches shown.
To request gold maps please go to REQUESTING GOLD MAPS . Copyright © 2015 H & H Engineering., All Rights Reserved.
Source: http://goldmaps.com/east/alabama_gold_mines.htm Reprinted with permission of Mr. Charles Overbey and H & H Engineering, Orlando, FL. | <urn:uuid:36778860-b1c6-4546-a688-b4d8dd20d414> | CC-MAIN-2019-09 | http://www.wiregrassrockhounds.com/Feb%202016%20LS.pdf | 2019-02-19T13:37:29Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00204.warc.gz | 462,645,891 | 1,318 | eng_Latn | eng_Latn | 0.990931 | eng_Latn | 0.995573 | [
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Precal Matters
WS 6.2B Xtra Practice
Name________________________________________________ Date_____________________ Period_______________
Precal Matters: WS 6.2B Xtra Practice. Show ALL steps. If you are doubting whether to show a step or not show a step, show it.
Part I: Trig Proofs with Fundamental Identities
Prove 5 out of 6 Identities. Show all steps including substitutions and algebraic procedures.
1. A A A A sin cos 2 1 cos sin 2 2. x x x x cos 1 tan 1 sec sec 2 3. 1 sec cos csc sin x x
4.
3
tan
11
tan
7
sec
2
x
x
x
sec
4
tan
17
2
x
x
5. B B B B cos 1 sin sin cos 1
6. sin sin cos 1 sec cos 1 A A A A A
Part II: Solving Trigonometric Equations
1. 2sin cos 2cos x x x
For each of the following, solve each trig function without a calculator, where 2 0 x . Show all work and give simplified, exact answers.
3. 5 3 tan 3 8 3 tan x x
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Calculus Maximus
WS 5.5: Partial Fractions & Logistic
Name_________________________________________ Date________________________ Period______
Worksheet 5.5—Partial Fractions & Logistic Growth
Show all work. No calculator unless stated.
Multiple Choice
1. The spread of a disease through a community can be modeled with the logistic equation
0.1 600 1 59 t y e , where y is the number of people infected after t days. How many people are infected
when the disease is spreading the fastest?
(A) 10 (B) 59 (C) 60 (D) 300 (E) 600
2. The spread of a disease through a community can be modeled with the logistic equation
0.15 0.9 1 45 t y e , where y is the proportion of people infected after t days. According to the model, what percentage of people in the community will not become infected?
(A) 2%
(B) 10% (C) 15% (D) 45% (E) 90%
4. Which of the following differential equations would produce the slope field shown below?
Calculus Maximus
WS 5.5: Partial Fractions & Logistic
5. The population ( ) P t of a species satisfies the logistic differential equation 2 5000 dP P P dt , where the initial population is (0) 3000 P and t is the time in years. What is lim ( ) t P t ?
(A) 2500
(B) 3000
(C) 4200
(D) 5000
(E) 10,000
6. Suppose a population of wolves grows according to the logistic differential equation 2 3 0.01 dP P P dt where P is the number of wolves at time t, in years. Which of the following statements are true?
,
I. lim ( ) 300 t P t
II. The growth rate of the wolf population is greatest when 150 P .
III. If 300 P , the population of wolves is increasing.
(A) I only
(B) II only
(C) I and II only
(D) II and III only
(E) I, II, and III
Short Answer/Free Response
Work the following on notebook paper.
9. Suppose the population of bears in a national park grows according to the logistic differential equation 2 5 0.002 dP P P dt , where P is the number of bears at time t in years.
(a) If (0) 100 P , then lim ( ) t P t ____________. Sketch the graph of ( ) P t . For what values of P is the graph of P increasing? decreasing? Justify your answer.
(b) If (0) 1500 P , lim ( ) t P t ____________. Sketch the graph of ( ) P t . For what values of P is the graph of P increasing? decreasing? Justify your answer.
(c) If (0) 3000 P , lim ( ) t P t ____________. Sketch the graph of ( ) P t . For what values of P is the graph of P increasing? decreasing? Justify your answer.
(d) How many bears are in the park when the population of bears is growing the fastest? Justify your answer.
10. (Calculator Permitted) A population of animals is modeled by a function P that satisfies the logistic differential equation 0.01 100 dP P P dt , where t is measured in years.
(a) If (0) 20 P , solve for P as a function of t.
(b) Use your answer to (a) to find P when 3 t years. Give exact and 3-decimal approximation.
(c) Use your answer to (a) to find t when 80 P animals. Give exact and 3-decimal approximation.
11. (Calculator Permitted) The rate at which a rumor spreads through a high school of 2000 students can be modeled by the differential equation 0.003 (2000 ) dP P P dt , where P is the number of students who have heard the rumor t hours after 9AM.
(a) How many students have heard the rumor when it is spreading the fastest?
(b) If (0) 5 P , solve for P as a function of t.
(c) Use your answer to (b) to determine how many hours have passed when the rumor is spreading the fastest. Give exact and 3-decimal approximation.
(d) Use your answer to (b) to determine the number of people who have heard the rumor after two hours. Give exact and 3-decimal approximation.
12. Suppose that a population develops according to the logistic equation 2 0.05 0.0005 dP P P dt where t is measured in weeks.
(a) What is the carrying capacity/limit to growth?
(b) A slope field for this equation is shown below.
I. Where are the slopes close to zero?
II. Where are they largest?
III. Which solutions are increasing?
IV. Which solutions are decreasing?
(c) Use the slope field to sketch solutions for initial populations of 20, 60, and 120.
I. What do these solutions have in common?
II. How do they differ?
III. Which solutions have inflection points?
IV. At what population level do these inflection points occur?
13. The slope field show below gives general solutions for the differential equation given by 2 3 3 dP P P dt .
(a) On the graph above, sketch three solution curves showing three different types of behavior for the population P.
(b) Describe the meaning of the shape of the solution curves for the population.
I. Where is P increasing?
II. Where is P decreasing?
III. What happens in the long run (for large values of t)?
IV. Are there any inflection points? If so, where?
V. What do the inflection points mean for the population?
14. (Calculator Permitted) Newton's Law of Cooling: Newton's Law of Cooling states that the rate of change in the temperature of an object is proportional to the difference between the object's temperature and the temperature of the surrounding medium. A detective finds a murder victim at 9 A.M. The temperature of the body is measured at . One hour later, the temperature of the body is . The temperature of the room has been maintained at a constant
(a) Assuming the temperature, T, of the body obeys Newton's Law of Cooling, write a differential equation for T, in degrees Fahrenheit, as a function of t hours.
(b) Solve the differential equation to estimate the time the murder occurred.
(c) Call the cops and let them know. | <urn:uuid:f5f2ab39-fbbb-4e74-9d59-655befc2d987> | CC-MAIN-2019-09 | http://korpisworld.com/Mathematics/Calculus%20Maximus/WORKSHEETS/WS%2005.5%20Partial%20Fractions%20&%20Logistic.pdf | 2019-02-19T13:03:27Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00205.warc.gz | 146,920,544 | 1,573 | eng_Latn | eng_Latn | 0.982102 | eng_Latn | 0.993414 | [
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Rainbow
Rabbit
™
Grade 1 Lesson 5 – Living in Harmony
Learning Goal: Students will learn that everyone is special and everyone should be treated equally. Students will be able to identify bullying actions, speech, and behaviors that hurt someone else's feelings. In addition, students will be able to display kindness or helpful behaviors to create a world of harmony.
Materials required:
Rainbow Rabbit plush toy Rainbow Rabbit storybook by Arthur Vallee Timer, buzzer, or bell
Time required:
15 minutes
Learning Objective(s):
Students will be able to:
1.) Identify behaviors that are kind and helpful.
2.) Connect being kind and helpful to others as a way to make themselves and others feel good.
Vocabulary Words:
Mission – a very important duty
Promise – a statement telling someone that you will definitely do something
Learning Activity: Teacher will hold up Rainbow Rabbit and the book, Rainbow Rabbit. Teacher will ask students to think about Rainbow Rabbit's story and provide examples of bullying behaviors. The teacher will provide an opportunity for the students to share their own experiences of when they witnessed bullying behaviors (no names allowed).
The teacher will ask the students:
1.) Who wants to become Rainbow Rabbit's friend?
2.) Next to become Rainbow Rabbit's friend, you have to promise to continue his mission of being a thoughtful and caring friend.
3.) Blink your eyes, if you can make this promise.
Learning Assignment: Students will sit in a circle to play the game. The students will pass Rainbow Rabbit around the circle. When the teacher rings a bell or a buzzer/timer goes off, the students will stop passing Rainbow Rabbit around. Then the students will turn to the student to the right of them, and tell the student one way they are going to be a thoughtful and caring friend. The teacher will begin the game again, and the students will stop passing Rainbow Rabbit around when they hear the bell or buzzer/timer go off again. When it stops again, students will turn to the student to the left of them and tell them another way they are going to be a thoughtful and caring friend.
Formative Assessment: Teacher will listen to the students' comments to each other to ensure they understand actions that show they are being a thoughtful and caring friend. | <urn:uuid:0be21b07-0c51-4b09-96e0-cd8c326c5dfa> | CC-MAIN-2019-09 | http://therainbowrabbit.com/wp-content/uploads/2016/10/Grade1Page12.pdf | 2019-02-19T13:21:34Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00205.warc.gz | 265,254,924 | 463 | eng_Latn | eng_Latn | 0.998252 | eng_Latn | 0.998252 | [
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Egg Geodes Experiment
By Rachelle
Today we're experimenting with egg geodes. This experiment is set up to engage children in the steps of the scientific method, which could easily make this a fun and successful science fair project. Not only is the process of making these beautiful geodes engaging for kids, but the end-result has a huge wow-factor. Give yourself at least two-three days to achieve the greatest results.
Set up the Egg Geodes Experiment
Supplies
o Eggs
o Rock Salt
o Sea Salt
o Borax*
o Other substance that could be tested for crystallization such as sugar, epsom salts, cream of tartar, baking soda, or alum*
o Mini-muffin pan
o Food Coloring
* Borax and alum are not food products, and using these ingredients with small children should be closely monitored, as ingestion can be fatal. Please use common sense and close supervision with such substances. My children were watched at all times and did not come in direct contact with borax in the process of this experiment.
I tapped a knife around the top of the eggs to remove a bit of shell, and then emptied the eggs and cleaned them with water. Using a finger, it's important to gently rub around the inside of the egg to remove the membrane because the membrane can discolor crystals as they form.
If you happen to have a mini-cupcake pan, it's like they were made for this job. We heated a pot of water (not quite boiling) and then poured 1/2 cup into a mug. We added 1/4 cup of kosher salt into the first mug and mixed it until it dissolved.
The kosher salt was stubborn and wouldn't dissolve, so Nutmeg handed the mug to me for some rigorous mixing. Still no luck.
We moved on to the next mug: 1/2 cup hot water + 1/4 cup sea salt. The sea salt dissolved quickly and then we added a bit more. The idea is to saturate the solution without putting in too much of the dry ingredient.
And then the final mug: 1/2 cup hot water + 1/4 cup borax. Dissolved.
We added a couple drops of food coloring to each mug and then made a chart so we wouldn't lose track.
Then we poured the liquid into our eggs. Each solution made just enough to pour into two eggs. Perfect!
And then you wait 5 days for the liquid to mostly evaporate.
We couldn't that long, but after 1 day salt crystals evaporated through the egg shell, and after 2 days our eggs looked like this…
Kosher Salt
Through the process of diffusion, the salt actually passed through the permeable shell. Gorgeous, isn't it?
Sea Salt
Borax
With opposite results of the salt-solutions, borax created the most sparkly, crystal-looking egg with crystals inside the egg and nothing on the outside.
And of course, things like this are irresistible to little hands. My toddler wanted to pick all the crystals off the shells, and I had to pull them away because not only will she break them into a gazillion pieces, but substances like borax are safe for looking, not for touching. | <urn:uuid:d7bdf7f4-abf2-48d6-b65b-c64ff1dd7b08> | CC-MAIN-2019-09 | http://www.wiregrassrockhounds.com/Mar%202015%20Kids.pdf | 2019-02-19T13:17:55Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00206.warc.gz | 449,903,645 | 662 | eng_Latn | eng_Latn | 0.998296 | eng_Latn | 0.998442 | [
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Sunday/
Liturgical
Grade 5 Lesson Plan / Fall Semester 2018
Lessons
Key Concept
Gospel Reading/ Question of the Week
Monday
Color
Big Question #1: Who is Jesus Christ?
Oct. 7
Oct. 14
Oct. 21
Nov. 4
Nov.11
Dec. 2
Dec 9
Dec 16
Grade 5 Lesson Plan / Spring Semester 2019
Sunday/
Liturgical
Lessons
Key Concept
Gospel Reading/ Question of the Week
At
At
Last | <urn:uuid:3c84ceb2-a610-4147-a90a-9dde54da05e7> | CC-MAIN-2019-09 | https://d2wldr9tsuuj1b.cloudfront.net/21495/documents/2018/10/EFF%205%20Lesson%20Plan.pdf | 2019-02-19T14:12:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00207.warc.gz | 524,281,828 | 120 | eng_Latn | eng_Latn | 0.578399 | eng_Latn | 0.578082 | [
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Seeding Rate Study 2016/17
WSU Bread Lab Burlington, WA
The correct seeding rate for small grains in the maritime environment of northwestern Washington has been an unanswered question for area grain growers. The Plant Breeding Program of the WSU Bread Lab has been planting wheat at approximately 100 lbs/acre, but even that has been a "best guess" of what the optimum seeding rate should be. In the fall of 2016 we conducted a third winter wheat seeding rate study using 26 seeds per square foot as the base rate, as recommended by the Washington State Crop Improvement Association (WSCIA) for high precipitation areas. Seven of the region's commonly produced hard and soft winter wheats were planted at five different seeding rates, replicated four times and grown under common agronomic practices.
Seeding rate, based on seeds per square foot, is calculated as follows:
1) Determine the seeds/pound of your current seed lot;
a) Count the number of seeds in one pound of seed or
b) Count 1000 seeds, weigh and convert to seeds/pound. Using Cara winter wheat (1000 seeds = 37.6 grams) as an example:
(1000 seeds/37.6 grams) x (454 grams/pound) = 12,074 seeds/pound
2) If you know your desired seeding rate in seeds/square foot, convert your current seed lot to adjust for the seed size:
(26 seeds/sq. ft.) x (43,560 sq. ft./acre) x (1 pound/12,074 seeds) = 93.8 pounds/acre
3) To determine seeds/ sq. ft. based on your current seeding rate:
(93.8 pounds/acre) x (12,074 seeds/pound) x (1 acre/43,560 sq. ft.) = 26 seeds/sq. ft.
In the field, it is easiest to check a drill's seeding rate by converting seeds/sq. ft. to seeds/linear foot of drill row as follows:
1) To convert seeds/sq. ft. to one linear foot of drill row:
(drill's row width in inches) x (1 foot/12 inches) x desired seeds/sq. ft. = seeds per linear foot, i.e.
(6 inches) x (1 foot/12 inches) x (26 seeds/sq. ft.) = 13 seeds per linear foot
The table below shows the varieties used in the seeding rate study, 1000 kernel weight (KWT) and the yields harvested (highest in bold) at the various seeding rates:
*WC = Winter Club, HRW = Hard Red Winter, SWW = Soft White Winter, HRF = Hard Red Facultative
** grain yields with the same letter within a variety are not significantly different
The results of the 2016/17 winter wheat seeding rate study indicate that for the varieties trialed, generally speaking the higher seeding rate resulted in the greatest grain yield. However, at a 90% confidence level, none of the grain yield differences within a variety were statistically different. In this example a seeding rate of approximately 120 lbs/ac (31-32 viable seeds per square foot) to 140 lbs/ac (36-37 viable seeds per square foot) achieved the greatest grain yield for most varieties.
*No significant differences in 2016/17 for test weight or protein within a variety (α= 5%), regardless of seeding rate.
The seed size of a variety can change dramatically from year to year (see table below) based on the environmental conditions where it was produced. It is important to determine the seed size of each variety one uses when calibrating a planter in order to obtain the optimal seeding rate and achieve maximum yields.
The table below shows the seeding rate percentage (based on 26 seeds/sq. ft. = 100%) that achieved the greatest grain yield within a variety from each year of this three year study.
Generally speaking, greater grain yield at a lower seeding rate may be indicative of a variety's tillering ability. Varietal differences in tillering capabilities are often more pronounced when soil moisture or nutrients are limited. Varieties that tiller well benefit from a lower seeding rate by having more moisture and nutrients available per plant than would be available at higher seeding rates. In our maritime climate, moisture is rarely the limiting factor and grain yield per acre is usually greater with more plants per square foot. It appears that a variety's grain yield can be reduced by the 140% seeding rate, depending on the environmental conditions of that year. Future studies should include studying the grain yield response to even greater seeding rates.
There is no funding provided for this research, consequently this study was supported solely by general donations from individuals to the Bread Lab. We wish to thank John Roozen, Washington Bulb Co., Inc., for providing the land on which this study was conducted.
For additional information contact Steve Lyon (firstname.lastname@example.org).
For additional variety testing results visit:
http://thebreadlab.wsu.edu/western-washington-variety-trials/.
The information in this document is provided for educational purposes only. References to commercial products or trade names do not imply an endorsement by Washington State University. | <urn:uuid:33199d86-a417-47f0-8ccd-7f6a5c7dee24> | CC-MAIN-2019-09 | http://s3-us-west-2.amazonaws.com/sites.cahnrs.wsu.edu/wp-content/uploads/sites/17/2018/01/Seeding-Rate-Study-2017.pdf | 2019-02-19T12:48:47Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00207.warc.gz | 228,051,015 | 1,078 | eng_Latn | eng_Latn | 0.990496 | eng_Latn | 0.991368 | [
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Pineapple
One cup serving of pineapple has more than one days worth of Vitamin C. Pineapple also contains fiber and mineral manganese.
Seeds from the pineapple can be found right under the skin. They appear to be small and black or dark brown.
pineapple are grown locally in Hawaii, and is also well known for them.
Pineapples don't grow from a tree or vine, but from the ground. Hawaii once produced 75% of the worlds pineapple supply. | <urn:uuid:468f13ad-557c-49d3-8470-3e2e43e557f6> | CC-MAIN-2019-09 | http://hcnp.hawaii.gov/wp-content/uploads/2017/01/Pineapple.pdf | 2019-02-19T14:04:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00208.warc.gz | 106,415,846 | 98 | eng_Latn | eng_Latn | 0.999483 | eng_Latn | 0.999483 | [
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BIO BOX FILTRATION TECHNOLOGY by DAS
Most Aquarium Hobbyists know all about the Nitrogen Cycle. Ammonia enters the tank through fish waste, decaying food, etc. Aquatic Plants feed on the ammonia and absorb heavy metals like Cadmium, Zinc, Lead & Copper which are all harmful to fish. Bacteria in the aquarium changes ammonia to nitrite (toxic) then to nitrate (non toxic in low doses).
To obtain bacteria, a traditional aquarium needs to cycle for weeks. Many types of mechanical, chemical & biological filters are available. These filters are all designed to maintain this cycle as well as filter particles out of the water. A lot of these filters are complicated or expensive with lots of media & cartridges to buy and replace. Some may simply be too powerful, and will compete with plants for ammonia, causing plants to die or stop thriving.
In nature, Aquatic Plants & Bacteria-Rich Soil break down ammonia & nitrites. No body of water can exist without Plants & Bacteria-Rich soil. The same is key for a successful Freshwater Aquarium.
This is why we developed the Bio Box & the Bio Box Filter. The Bio-Box provides the Bacteria Rich Soil while at the same time containing it so it will not cloud the water. The holes on top are covered with a filter material which will allow the roots of the plants to settle into the dirt. It's a simple, yet extremely effective approach to keeping a successful, natural, and most of all Chemical Free Freshwater Aquarium.
A powerhead pump added to the Bio Box pulls the water through the gravel where bacteria grows to break down waste products. It is a very simple yet extremely effective filtration method.
After years of testing we found that this Back To Nature approach allowed us to have thriving plants and fish with virtual No Maintenance. | <urn:uuid:895aee98-7092-4bac-a68c-42d611510e8d> | CC-MAIN-2019-09 | https://cdn.shopify.com/s/files/1/0464/5477/files/Bio_Box_Flyer.pdf?12082 | 2019-02-19T14:09:22Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00207.warc.gz | 509,460,866 | 376 | eng_Latn | eng_Latn | 0.995879 | eng_Latn | 0.995879 | [
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Role of Pollinators in Agriculture
FAST FACTS
- Of the 115 crop species that provide 90 percent of food supplies for 146 countries, 71 are bee-pollinated. 2
- 35% of food crop production worldwide depends on animal pollinators, including honey bees. 1
- The total economic value of insect pollination worldwide amounted to $210 billion (€153bn) in 2005, which represented 9.5% of the total value of agricultural production used for human consumption. 3
- Through their pollination services and honey production, honey bees are estimated to be worth $5bn (€3bn) to New Zealand's economy, 4 $15bn (€10.25bn) to the US, 5 $19bn (€14bn) to the EU, over $69bn (€50bn) to East Asia 6 and $1bn (€0.75bn) to Canada. 7
- Insect pollination is thought to be the main reproductive mechanism in 78% of temperate flowering plants, and is essential to maintaining plant genetic diversity. 8
- Some crops, including blueberries and cherries, are 90-percent 9 dependent on honey bee pollination; one crop, almonds, depends entirely on insect pollination at bloom time. 10
- California has 800,000 acres of almond groves, which demand the annual pollination of bees. 11
- There are 620,000 beekeepers in the EU, producing 220,000 tons of honey every year. 13
- California's almond pollination alone requires the services of 1.5 million bee hives. 12
- There are over 25,000 species of different bees in the world. 14
QUOTES
- "The pollination work of honey bees increases the yield and quality of United States crops by approximately $15 billion annually, including over $6 billion in California." -Beekeeper Gene Brandi 15
- "Bees have great intrinsic value to people across the UK and were widely regarded as a key symbol of the natural world by respondents in a survey of attitudes towards nature
1 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1702377/
2 http://www.fao.org/ag/magazine/0512sp1.htm
3
http://www.researchgate.net/publication/23647989_Economic_valuation_of_the_vulnerability_of_world_agriculture_co nfronted_with_pollinator_decline
4 http://nba.org.nz/about-bees/interesting-facts
5 http://www.abfnet.org/displaycommon.cfm?an=1&subarticlenbr=14
6
http://www.researchgate.net/publication/23647989_Economic_valuation_of_the_vulnerability_of_world_agriculture_co nfronted_with_pollinator_decline, Table 3 in the Full Text
7 http://www.honeycouncil.ca/industry.php
8 http://www.step-project.net/files/DOWNLOAD2/pb13981-bees-pollinators-review.pdf, Page 6
9 http://rspb.royalsocietypublishing.org/content/274/1608/303.full
10 http://www.abfnet.org/displaycommon.cfm?an=1&subarticlenbr=14
11 http://davis.patch.com/groups/going-green/p/troubling-honey-bee-shortage-in-california-almond-orchards
12 http://davis.patch.com/groups/going-green/p/troubling-honey-bee-shortage-in-california-almond-orchards
13 http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079018
14
http://www.ibra.org.uk/categories/faq#FAQ_5
15 http://www.desertusa.com/insects/honey-bee-and-agriculture.html
conducted by Defra."
-UK Department for Environment Food & Rural Affairs (DEFRA) 16
- "It cannot be denied that the honey bee is the greatest pollinating machine when it comes to agriculture."
- "There is an important link between the health of American agriculture and the health of our honey bees for our country's long term agricultural productivity." 18
-The Nature Conservancy 17
-Agriculture Deputy Secretary Kathleen Merrigan
-Dr. Gloria Hoffman, USDA Scientist 19
- "Did you ever wonder where apples come from or how an apple tree makes apples? Actually, apples start as flowers on the apple tree. Without the help of bees though, the flowers would bloom and then wither and drop without ever having a chance to become an apple."
- "Honey bees are the most important pollinator – about 90% of pollinator-dependent crops are reliant on the honey bee."
-Carol Poole, SANBI Applied Biodiversity Research Division, discussing bee pollination in South Africa 20
-USDA and EPA 21
- "A decline in managed bee colonies puts great pressure on the sectors of agriculture reliant on commercial pollination services. This is evident from reports of shortages of bees available for the pollination of many crops."
Factors Affecting Pollinator Health
FAST FACTS
- The Varroa mite did not emerge in Europe until the late 1970s, but it is now prevalent throughout the EU. 23
- The US EPA has identified the Varroa mite as "the major factor underlying colony loss in the US and other countries." 22
- In 1985, Varroa was detected on the Spanish-French border. 40% of colonies collapsed within the first year of detection. 24
- Large unexplained bee disappearances are nothing new. In the past 150 years, there have been large numbers of bee die-offs, including at least nineteen such incidents between 1868 and 1980. 26
- According to the European Commission, laboratories reported Varroa as the largest single cause of bee mortality, outweighing pesticides by a factor of 15 to 1. 25
16 http://www.step-project.net/files/DOWNLOAD2/pb13981-bees-pollinators-review.pdf
17 http://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/indiana/journeywithnature/beesagriculture.xml
18 http://yosemite.epa.gov/opa/admpress.nsf/0/E04602A5E7AA060685257B5F004A12D3
19 http://cals.arizona.edu/pubs/insects/ahb/inf10.html
20 http://www.sanbi.org/sites/default/files/documents/documents/gpphfpppt.pdf
21 http://yosemite.epa.gov/opa/admpress.nsf/0/E04602A5E7AA060685257B5F004A12D3
22
http://yosemite.epa.gov/opa/admpress.nsf/0/E04602A5E7AA060685257B5F004A12D3
23 https://secure.fera.defra.gov.uk/beebase/downloadDocument.cfm?id=16
24 http://fera.co.uk/ccss/documents/syngentaBeeDiseaseReportJan13.pdf
25 http://www.ebcd.org/pdf/presentation/304-Laddomada.pdf, Page 10
26 http://ento.psu.edu/pollinators/publications/underwood, Page 5
- Unexplained incidents of large-scale bee mortality date back to at least 950 AD. 27
- Winter bee losses vary depending on the winter and the location. For example, in the UK beekeepers lost 33.8% of colonies in the 2012/2013 winter as opposed to 16.2% of colonies from the winter before. The British Beekeepers Association attributes the high losses to poor and unpredictable weather. 29
- Weather, especially unusually cold weather, can have a negative effect on bee colony health and lead to high losses. 28
- Canadian beekeepers report challenges in honey bee winter survival with average overwintering losses fluctuating between 12 and 40%. 30
- Winter bee losses result primarily from starvation, which in turn can be caused by many factors, including lack of honey and even improper position of the honey within the hive. 32
- At temperatures of 1.94° C or below, a bee's body freezes solid. 31
- A study by Underwood and vanEnglesdorp found six instances of large-scale colony collapse in the United States before the 1930s (when modern synthetic pesticides were first used in the US). 33
- The European Commission lists 34 different viruses, bacteria, mites, and other pathogens negatively affecting bee health. 35 More are being discovered all the time. 36
- UN Environmental Program reports that (despite disease and health problems) honey bee hives have increased 45% worldwide over the past 50 years. 34
- Even non-neonicotinoid areas of Europe have seen enormous bee-health problems. 37
- A recent large-scale field study, using real doses of neonicotinoids rather than those amplified artificially in a laboratory, found no link between bee health and neonicotinoid seed treatments. 39
- Britain's Department of Food, Environment and Rural Affairs examined lab results claiming to find "sub-lethal" effects of neonicotinoids on bees, and found the studies to be seriously flawed. 38
- Poor beekeeping can lead to the premature deaths of many bees and even entire colonies, particularly if the beekeeper is not vigilant about looking for signs of Varroa infection. 40
- The Asian hornet is an aggressive predator of honey bees and in 2005 it extended its geographical range from Asia to mainland Europe following an accidental introduction to
27 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1892840/
28 http://www.pbs.org/newshour/rundown/2012/08/beekeepers-feel-the-sting-of-climate-change.html "But upon arrival, a series of frosts killed 200 of his hives, each of which contained 70,000 bees. The bees that did survive found the weather too cool and windy to fly"
29 http://www.bbka.org.uk/files/pressreleases/bbka_release_winter_survival_survey_13_june_2013_1371062171.pdf
30 http://www.capabees.com/2013/06/24/capa-statement-on-honey-bees-losses-in-canada-2011/
31 http://www.beesource.com/resources/usda/overwintering-of-honey-bee-colonies/
32 http://www.beesource.com/resources/usda/overwintering-of-honey-bee-colonies/
33 http://www.bt.ucsd.edu/synthetic_pesticide.html and http://ento.psu.edu/pollinators/publications/underwood
34 http://www.unep.org/dewa/Portals/67/pdf/Global_Bee_Colony_Disorder_and_Threats_insect_pollinators.pdf
35 http://www.ebcd.org/pdf/presentation/304-Laddomada.pdf, Page 7
36 http://dailycaller.com/2013/09/05/whats-killing-the-bees-home-sweet-toxic-hive/2/
37 http://www.ncpa.org/sub/dpd/index.php?Article_ID=22938
38 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/221052/pb13937-neonicotinoid-bees20130326.pdf
39
https://dspace.lib.uoguelph.ca/xmlui/bitstream/handle/10214/2621/32546.pdf?sequence=1
40
http://gallery.mailchimp.com/5fd2b1aa990e63193af2a573d/files/What_Happened_to_the_Bees_This_Spring2013_opt .pdf pages 4 and 12
France. The adult hornets will predate adult honey bees, often attacking in large numbers, and destroying entire colonies. 41
- Australia, where the Varroa mite is not present, has a bee population healthy enough that it exports queen bees to replenish colonies abroad. 42
- There are a large number of viruses which affect honey bees, but until the spread of the Varroa destructor mite, these viruses were generally considered harmless. 43
- Colony Collapse Disorder is complex and cannot be attributed to modern pesticides. Between 1868 and today there have been 23 documented cases of major colony collapses, all but four of which took place before the introduction of neonicotinoid pesticides in the 1990s. 44
- Reports of large bee losses are rare in South America, Africa, and Australia. 46
- The Varroa mite is a relatively recent worldwide scourge of bees, having left southeast Asia in the early 1900s and not reaching North America or Western Europe until the past few decades. 45
- Between 1961 and 2007, honey bee populations rose 426% in Asia, 130% in Africa, 86% in South America, and 39% in Oceania. 47
- When the UK Food and Environment Research Agency tested the effects of neonicotinoid pesticides on bumblebees under field-realistic conditions, they found no deleterious effects. 49
- In Canada, which heavily uses neonicotinoid pesticides on its canola crop, overall honey yields and the average yield per colony have both increased. 48
QUOTES
- "This [Varroa] is the most dangerous threat that we have of bees around the world…it's a bloodsucker. It sucks the blood of the bees basically and as it's doing so, it transmits viruses."
- "You are the only place [Australia] that doesn't have them [Varroa mites] now and your country is blessed. The need to keep your country clean and clear of these is crucial." -Shad Sullivan, Pollination Service Owner, on the absence of Varroa in Australia 51
-Dr. Denis Anderson, Bee Pathologist, on Varroa 50
- "This data provides clear evidence that, of all the suggested mechanisms of honey bee loss, virus infection brought in by mite infestation is a major player in the decline. The findings mirror other known mechanisms of virus spread and reinforce the need for beekeepers to control Varroa infestation."
-Ian Jones, Professor of Virology at the University of Reading, referring to 'Global Honey
41 http://fera.co.uk/ccss/documents/syngentaBeeDiseaseReportJan13.pdf
42
http://www.researchgate.net/publication/228361576_Honey_bee_colony_losses and
http://www.planthealthaustralia.com.au/national-programs/national-bee-pest-surveillance-program/
43 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2883145/
44 http://ento.psu.edu/pollinators/publications/underwood, page 5, and http://www.ncbi.nlm.nih.gov/pubmed/20737790
45 http://www-personal.umich.edu/~copyrght/image/solstice/win06/Sammataro/varroa2006.html
46 http://www.researchgate.net/publication/228361576_Honey_bee_colony_losses,
Figure 1
47 http://ento.psu.edu/publications/van-mex-2010, Page 2
48 http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/sdd1600, and http://www.ipolitics.ca/2013/12/20/whatsreally-killing-the-bees/ "Leaf-cutter bees in Canada's canola fields — almost all of which are neonicotinoid-treated — receive multiple and far more intense exposure to these pesticides than honeybees ever could."
49 http://fera.co.uk/ccss/documents/defraBumbleBeeReportPS2371V4a.pdf Pages 2 and 3
50 http://sixtyminutes.ninemsn.com/stories/tarabrown/560012/bee-afraid
51 http://sixtyminutes.ninemsn.com/stories/tarabrown/560012/bee-afraid
Bee Viral Landscape Altered by a Parasitic Mite' by Martin, S. et al., published in Science on Thursday 7th June 52
- "CCD started in California bees in the winter of 2004/2005, prior to them ever being exposed to seed treated crops." 53
- "In both 2007 and 2009 another paper pointed out that there were at least 18 historical episodes of similar large-scale losses of honey bees dating back to 1869, at least several of which had symptoms similar enough that they cannot be ruled out as being the exact same ailment. Yet, how often have you seen any of the scientists and journalists and beekeepers acknowledging that any theories about the cause of CCD need to accommodate the evidence for similar bee crashes that pre-date neonicotinoid pesticides, high-fructose corn syrup (HFCS), migratory beekeeping, cell phones, genetically modified crops, or any of the other human-made "causes" that have been run up the proverbial flagpole?"
-Randy Oliver, Beekeeper
-Dr. Doug Yanega, Senior Museum Scientist at the University of California 54
-Australian Government, Department of Agriculture 55
- "Untreated hives of European honey bees infested with Varroa are likely to die within 3 to 4 years. In other countries, populations of feral (wild) European honey bees that aren't managed by bee keepers, have fallen by more than 90 per cent following the establishment of Varroa."
- "Because of the utility of bees in pollination, they now move from coast to coast each year. With a million or more colonies coming into California each year to deal with the crops in the San Joaquin Valley, diseases that may start in Florida are now quickly transmitted to other bees and spread across the country." -James Gibbs, co-owner of Chaparral Honey 56
- "Ask yourself this: if neonic residues were actually so harmful to bees, how is it that the Canadian beekeepers, whose bees forage largely on seed treated canola, feeding solely upon a diet of canola nectar and pollen with well documented residues of clothianidin, experience very low winter losses, despite the long Canadian winter (so long as they control Varroa and nosema)? And how is it that the vast majority of beekeepers in the U.S. Corn Belt report that their colonies thrive and that they have far fewer pesticide issues these days than in the past?" 57
- "The decline in honey bee health is a complex problem caused by a combination of stressors."
-Randy Oliver, Beekeeper
-USDA and EPA 58
- "The parasitic Varroa mite is recognized as the major factor underlying colony loss in the U.S. and other countries. There is widespread resistance to the chemicals beekeepers use to control mites within the hive. New virus species have been found in the U.S. and several of these have been associated with Colony Collapse Disorder (CCD)."
52 http://www.sciencemediacentre.org/expert-reaction-to-study-of-varroa-mites-and-deformed-wing-virus-in-honeybees-2-2/
53 http://gallery.mailchimp.com/5fd2b1aa990e63193af2a573d/files/What_Happened_to_the_Bees_This_Spring2013_o pt.pdf
54 http://membracid.wordpress.com/2013/05/03/guest-post-honey-bees-ccd-and-the-elephant-in-the-room/
55 http://www.daff.gov.au/animal-plant-health/pests-diseases-weeds/bee/honeybees-faqs
56 http://www.utsandiego.com/news/2013/apr/12/bees-colony-collapse-disorder-causes/?page=2#article-copy
57 http://gallery.mailchimp.com/5fd2b1aa990e63193af2a573d/files/What_Happened_to_the_Bees_This_Spring2013_o pt.pdf
58 http://yosemite.epa.gov/opa/admpress.nsf/0/E04602A5E7AA060685257B5F004A12D3
-USDA and EPA 59
- "Varroa functions as a sort of HIV, activating a host of other viruses that are harmful to bees. The tiny mites suck bees' blood (haemolyph) and are almost impossible to eradicate from an infected colony. Even worse, bees who travel from all over the country to pollinate almonds mix with one another, exchanging their various viruses, parasites and infections. These populations then take their unwelcome health threats back to their home states to spread around to local bees."
-Steve Milloy, biostatistician, environmental and public health consultant who runs JunkScience.com 60
- "…the experience in Canada is that we have had 10 years of large scale use [of neonicotinoid pesticides] on canola with no observed ill effect."
- "What most researchers and the public miss is the significant and often dominant presence of these airborne contaminants inside beehives. In other words, it's a messy world inside the beehive and pesticides aren't the only toxic materials." -J.J. Bromenshenk and Colin Henderson, Professors at the University of Montana 62
-Heather Clay, Chief Executive Officer, Canadian Honey Council 61
- "The number of identified bee viruses has gone from just a few in the 1970s, to nearly 30 today. It continues to grow." 63
-J.J. Bromenshenk and Colin Henderson, Professors at the University of Montana -Missoula
Protecting Pollinators
FAST FACTS
- Good stewardship practices by the crop protection industry, farmers, and beekeepers are necessary for protecting the health of pollinators.
- The crop protection industry is committed to educating farmers on stewardship best practices to limit any risks to pollinators.
- The crop industry relies on our pollinators and wants to keep them safe and healthy.
-
Farmers can improve pollinator habitats by planting flower borders around crop areas.
- Beekeepers must be vigilant in monitoring for disease and mite levels in a colony.
QUOTES
- "Since the debacle, I've heard from plenty of beekeepers whom I'll refer to as the "silent majority," who experienced "normal" colony winter losses in the 5‐25% range, and who successfully filled their pollination contracts. Although the hearts of all beekeepers go out to those who suffered severe colony losses, many felt that some of those losses could have been prevented if the afflicted beekeepers had been more proactive than reactive." -Randy Oliver, Beekeeper 64
59 http://yosemite.epa.gov/opa/admpress.nsf/0/E04602A5E7AA060685257B5F004A12D3
60 http://www.apinews.com/en/news/item/23156-usa-is-the-almond-stress-the-cause-of-the-colony-colapse-disorder-
61 http://www.honeycouncil.ca/documents/CanolaSthAB2009.pdf
62 http://dailycaller.com/2013/09/05/whats-killing-the-bees-home-sweet-toxic-hive/
63 http://dailycaller.com/2013/09/05/whats-killing-the-bees-home-sweet-toxic-hive/
64 http://gallery.mailchimp.com/5fd2b1aa990e63193af2a573d/files/What_Happened_to_the_Bees_This_Spring2013_o pt.pdf | <urn:uuid:eb453f34-d30d-4e7d-a564-ab0b4d84159a> | CC-MAIN-2019-09 | https://croplife-r9qnrxt3qxgjra4.netdna-ssl.com/wp-content/uploads/2014/04/Role-of-Pollinators-in-Agriculture.pdf | 2019-02-19T12:31:29Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00206.warc.gz | 522,389,908 | 5,102 | eng_Latn | eng_Latn | 0.98785 | eng_Latn | 0.990132 | [
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Korean Grammar: 초급 단어와 문법 Week 2
Grammar (문법)
Unit 1: Tenses
```
1. Present Tense A/V-(스)ㅂ니다 (used in formal/public situation: military, news, presentations, meetings, lectures) + ㅂ니다 = Declarative + ㅂ니까? = Interrogative 2. Present Tense A/V-아/어요 (used most in daily life: with family, friends, close acquaintences) Declarative + Interrogative = the same Present + Progressive + Near Future = the same 예요 = previous vowel (no 받침) 이예요 = previous consonant (with 받침) 3. Past Tense A/V-았/었어요 하다 = 하+였어요 = 했어요 였어요 = previous vowel (no 받침) 이었어요 = previous consonant (with 받침) 가 아니었어요 = NOT sent with vowel (no 받침) 이 아니었어요 = NOT sent with consonant (with 받침) 4. Future Tense V-(으)ㄹ 거예요(1) "Will" or "is going to" 5. Progressive Tense V-고 있다(1) "~ing"(don't use with past tense) 6. Past Perfect Tense A/V-았/었었어요 "did/had in the past" Expresses a past occurrence that doesn't continue. Unit 2: Negative Expressions 1. Word Negation 이다 = 아니다 (use 이/가 when written, not spoken) 있다 = 없다 알다 = 모르다 2. 안 A/V-아/어요 (A/V-지 않아요) "Not" - negates an action or state 안 = before verb/adjective ~지 않아요 = end of verb/adjective stem Declaractive & Interrogative sentences = OK Imperative & Propositive sentences = NO (use ~마세요) 3. 못 V-아/어요 (V-지 못해요) "Cannot" - shows a lack of ability (impossible) 못 = before verb (no adjectives) ~지 못해요 = end of verb stem (no adjectives)
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FRANKSTON SPECIAL DEVELOPMENTAL SCHOOL CYBER-BULLYING POLICY
Rationale:
Frankston SDS values a caring, respectful environment where students are challenged to be the best they can be. A safe environment in school is necessary for students to learn and achieve to their best ability. Cyber-bullying by a student/staff member in the school directed toward another school student or staff member is conduct that disrupts both a student's ability to learn and a school's ability to educate its students in a safe environment.
Aim:
Frankston SDS aims to provide a safe, healthy environment to ensure the educational, social and emotional well-being of staff and students.
Definitions:
Cyber bullying is direct verbal or indirect bullying behaviours using digital technologies. This includes harassment via a mobile phone, setting up a defamatory personal website or deliberately excluding someone from social networking spaces that:
- Deliberately threatens, harasses, intimidates an individual or group of individuals
- Places an individual in reasonable fear of harm to the individual or damage to the individual's property
- Has the effect of substantially disrupting the orderly operation of the school.
Implementation:
Frankston SDS will promote and support safe and respectful learning environments where bullying is not tolerated. Frankston SDS will be pro-active in preventing cyber bullying through explicit teaching of appropriate use of social networking technologies.
Reporting Procedure and Investigation
Any student or school staff member who believes he/she has is being subjected to cyber-bullying, as well as any person who has reason to believe a student, or school staff member has knowledge or reason to believe another student or school staff member is being subjected to or has been subjected to cyber-bullying shall immediately make a report to the Principal.
The Principal will investigate all reports of such conduct. In the event the investigation indicates cyber-bullying was committed by a school student using non-school technologies away from school grounds, the Principal may report the investigation results to child protection.
Consequences
Some acts of cyber-bullying may be isolated incidents requiring the school to respond appropriately to the individual committing the acts. Other acts may be so serious, or part of a larger pattern of cyber-bullying that they require a more in-depth response. This response could include one, more or all of the following:
- Exclusion from activities
- Counselling:
- A positive behaviour plan
- Mandatory report to child protection
- Suspension /Expulsion
Reprisal or Retaliation
The school prohibits reprisal or retaliation against any person who reports an act of cyberbullying. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the Principal after consideration of the nature and circumstances of the act, in accordance with DEECD policies and guidelines
Evaluation:
This policy will be reviewed triennially as part of the school's cycle of policy review, or as deemed necessary.
This policy was ratified by School Council in.... NOT FINISHED- 2013: | <urn:uuid:57d4e635-cb3e-47f2-83af-23585c9a6bc9> | CC-MAIN-2019-09 | http://frankston-sds.vic.edu.au/SYNC/POLICIES/Cyber-Bullying%20Policy.pdf | 2019-02-19T12:43:51Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00209.warc.gz | 100,447,324 | 617 | eng_Latn | eng_Latn | 0.996408 | eng_Latn | 0.998155 | [
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Guidelines for 4-H Day
Event: Career Exploration Presentation*
Objective(s): 4-H'ers will learn about a career that is new to them. They will research what training or education that career requires, potential salary, job outlook and what the work environment would be like.
4-H'ers would then be able to explain what they find out about the career they researched and articulate the positives and negatives of that career.
Time Limit:
Intermediate 3 minutes maximum
Senior 3 minutes maximum
A timer will be in the room letting the contestant know when they have one minute left and when they have 30 seconds left. Judge will deduct one ribbon placing if time is exceeded; 15 second grace period.
Equipment Provided: There will be no equipment, no posters or electronic presentations will not be permissible.
Guidelines:
1.) There will be two age divisions:
Intermediate: ages 10-13
Senior: ages 14-18
2.) This is an Individual event, no teams
3.) One page research summary is to be handed to the judge at the beginning of presentation. Judge will keep the paper.
4.) Summary should be one page, typed in a 10-12 pt. Arial or Times New Roman Font and double spaced.
5.) 4-H'er needs to document the sources of their information on the back of their summary or on another sheet of paper. Sources will also be given to judge.
6.) There will be a time keeper that will give a one minute and 30 second warning
Guidelines for 4-H Day
Event: Career Exploration Presentation*
Name:
Career Researched:
4-H Age:
Division: _____Int. ______Sr.
Club:
Actual Time:_________
Weight
Speaker
PBRW Comments
10 Appearance
[x] Dressed suitable for topic and activity
[x] Well groomed
[x] Good Posture
10 Introduction & Summary
[x] Interesting, short and gains attention
[x] Important points stressed
[x] Closing definite
30 Presentation
[x] Voice natural, words distinct
[x] Poised, friendly, confident
[x] Originality shown
[x] Convincing, interest held
[x] Well organized, words chosen well
[x] Eye contact with judges and audience
30 Information Given about Career
Researched
[x] Training and Education Needed
[x] Description of Work Environment
[x] Potential Salary and Growth
Opportunities
[x] Job Outlook
20 Written career research summary
[x] Correct Formatting
[x] Correct Grammar and Spelling
[x] Easy to Read
[x] Sources Cited
Penalty: ____ Exceeds time (15-second grace period) = reduction by one ribbon
Circle ONE: Top Purple* Alternate Top Purple* Purple Blue Red White
*Top Purple and Alternate Top Purple are only used at County or District 4-H Day.
Reason for Ranking and other Comments: (Use back of sheet for additional comments.)
4-H Career Exploration Essay Guidelines
Write an essay that describes your selected career.
The essay should include:
1. What you want to be and why.
2. The training and education needed.
3. A description of the work environment.
4. Potential salary and growth opportunities.
5. Job outlook.
6. Document your sources of information.
Websites for information:
http://www.mynextmove.org https://www.gafutures.org/career-exploration
https://www.k-state.edu/careercenter/students/exploration/assessments.html
Once you have created bullet points for the above information, you must write a ONE (1) page: 12 point font-Times New Roman or Arial style, and double spaced document. You will then present your findings at Club Days, the presentation must be no longer than three minutes. Your essay must be handed into your judge before the event begins. You may have note cards. No posters, or power points will be allowed.
Use the form on back to organize your research.
Essay Outline
Proposed Career for Research- _________________________________
The career that I researched is ____________________________ because
__________________________________________________________________ __________________________________________________________________.
Training and Education:
-
Work Environment:
-
Salary:
-
Job Outlook:
-
Growth Opportunities:
-
Sources where information was found at: | <urn:uuid:f4a05a63-a658-485e-80c4-cdbea1d89a3d> | CC-MAIN-2019-09 | https://www.maraisdescygnes.k-state.edu/4-h/club-day/club-day-info/Career%20Exploration%20Presentation%20Guidelines.pdf | 2019-02-19T14:15:59Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00209.warc.gz | 914,515,974 | 880 | eng_Latn | eng_Latn | 0.944824 | eng_Latn | 0.996374 | [
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– descriptions of the prevention programs and strategies with the greatest evidence of success
Name of Program/Strategy: I Can Problem Solve (ICPS)
Report Contents
1. Overview and description
2. Implementation considerations (if available)
3. Descriptive information
4. Outcomes
5. Cost effectiveness report (Washington State Institute of Public Policy – if available)
6. Washington State results (from Performance Based Prevention System (PBPS) – if available)
7. Who is using this program/strategy
8. Study populations
9. Quality of studies
10. Readiness for Dissemination
11. Costs (if available)
12. Contacts for more information
______________________________________________________________________
1. Overview and description
I Can Problem Solve (ICPS) is a universal school-based program that focuses on enhancing the interpersonal cognitive processes and problem-solving skills of children ages 4-12. ICPS is based on the idea that there is a set of these skills that shape how children (as well as adults) behave in interpersonal situations, influencing how they conceptualize their conflicts with others, whether they can think of a variety of solutions to these problems, and whether they can predict the consequences of their own actions. Rather than addressing specific behaviors as right or wrong, ICPS uses games, stories, puppets, illustrations, and role-plays to help children acquire a problem- solving vocabulary, learn to understand their own as well as others' feelings, think of alternative solutions, and think of potential consequences to an act. In turn, ICPS aims to prevent and reduce early high-risk behaviors, such as impulsivity and social withdrawal, and promote pro-social behaviors, such as concern for others and positive peer relationships. A key principle of the program is that the child, not the teacher, must solve the problem at hand. Giving the child this responsibility allows the child to develop the habit of creating solutions to problems, considering the potential consequences of one's actions, and thinking for oneself.
1
– descriptions of the prevention programs and strategies with the greatest evidence of success
ICPS consists of three age-specific programs: preschool (containing 59 lessons), kindergarten and primary school (83 lessons), and intermediate elementary school (77 lessons). ICPS lessons are 20 minutes in duration and taught three to five times per week over the course of the academic year. In addition to the lessons, ICPS offers suggestions for integrating problem-solving principles into day-to-day classroom happenings, a technique called "ICPS dialoguing." The studies reviewed for this summary were conducted with children in preschool, kindergarten, and 1st grade.
2. Implementation considerations (if available)
3. Descriptive information
– descriptions of the prevention programs and strategies with the greatest evidence of success
4. Outcomes
Outcome 1: Interpersonal cognitive problem-solving skills
Excellence in Prevention – descriptions of the prevention
programs and strategies with the greatest evidence of success
mother from becoming angry after having damaged an object.
The What Happens Next Game (WHNG). Using stick figures and pictures, WHNG measures a child's ability to identify multiple consequences to two interpersonal actions: (1) grabbing a toy from a peer and (2) taking an object from an adult without first asking permission.
One study of ICPS followed a single cohort of children over 2 years, starting in nursery school (year 1) and continuing through kindergarten (year 2). The sample consisted of four groups:
Children who received ICPS both years (TT group)
Children who received ICPS in nursery school only (TC group)
Children who received ICPS in kindergarten only (CT group)
Children who did not receive ICPS (CC group)
Each year, teachers rated children's interpersonal cognitive problem-solving skills immediately before and after the 3-month intervention. Findings included the following:
In year 1, children who received ICPS had a significant pre- to posttest increase in interpersonal cognitive problem-solving skills relative to children who did not receive the intervention (p< .001 for both the PIPS Test and WHNG), and they remained ahead of their control counterparts at 6- and 12month follow-ups (i.e., at year 2 pretest, the TT group was still ahead of the CT and CC groups, and at year 2 posttest, the TC group was still ahead of the CC group).
In year 2, children who received ICPS for the first time that year had a significant pre- to posttest increase in interpersonal cognitive problem-solving skills relative to children who did not receive the intervention (p < .001 for both the PIPS Test and WHNG).
At year 2 posttest, on the PIPS Test, children who received 2 years of ICPS outscored all other groups, including children who received 1 year of the intervention (either year) and those who did not receive ICPS. Children who received 1 year of ICPS (either year) also outscored children who received no intervention. The overall analysis was significant at p < .001.
4
Excellence in Prevention is a project of Oregon Addiction and Mental Health Services and Washington Division of Behavioral Health and Recovery. Information is drawn from many sources, including the National Registry for Effective Prevention Programs (NREPP), sponsored by the Center for Substance Abuse Prevention.
Key Findings
Excellence in Prevention – descriptions of the prevention
programs and strategies with the greatest evidence of success
Outcome 2: Pro-social behavior
Excellence in Prevention – descriptions of the prevention programs and strategies with the greatest evidence of success
Outcome 3: Problem behaviors
– descriptions of the prevention programs and strategies with the greatest evidence of success
used to derive scores on self-regulation.
Preschool Social Behavior Scale (PSBS). Teachers rated children's problem behavior using 12 items that measure relational aggression (e.g., when mad at a peer, child keeps that peer from being in the play group) and overt aggression (e.g., pushes or shoves other children; verbally threatens to hit or beat up other children). Teachers were asked to rate student behavior on a scale from 1 (not at all true) to 9 (extremely true).
Hahnemann Behavior Rating Scale (HBRS). Teachers rated children's behavior using 7 items that measure aggression/impulsivity (e.g., hits, pushes, or in other ways hurts children; displays poor emotional control; overreacts to stress) and passivity (e.g., is overly inhibited; gives in or gives up too easily with peers or adults).
Teachers were asked to rate student behavior on a scale from 1 (not at all true) to 9 (extremely true).
One study of ICPS followed a single cohort of children over 2 years, starting in nursery school (year 1) and continuing through kindergarten (year 2). The sample consisted of four groups:
Children who received ICPS both years
Children who received ICPS in nursery school only
Children who received ICPS in kindergarten only
Children who did not receive ICPS
Each year, teachers rated children's behavior using the HPSB Scale immediately before and after the 3-month intervention. Findings included the following:
At year 1 pretest, there was no significant group difference in the percentages of children rated by teachers as being adjusted (36% of children who would receive ICPS that year vs. 47% of children who would not receive the intervention that year). However, at year 1 posttest, 71% of children who received ICPS were rated as adjusted, compared with 54% of children who did not receive the intervention (p < .01).
Among children initially rated as impulsive, at year 1 posttest, 50% of those who received ICPS in year 1 were rated as
Excellence in Prevention is a project of Oregon Addiction and Mental Health Services and Washington Division of Behavioral Health and Recovery. Information is drawn from many sources, including the National Registry for Effective Prevention Programs (NREPP), sponsored by the Center for Substance Abuse Prevention.
Key Findings
– descriptions of the prevention
programs and strategies with the greatest evidence of success
adjusted, compared with only 21% of children who did not receive the intervention (p < .01).
Among children initially rated as inhibited, at year 1 posttest, 75% of those who received ICPS in year 1 were rated as adjusted, compared with only 35% of children who did not receive the intervention (p < .01).
At year 2 pretest, there was no significant group difference in the percentages of children rated by teachers as being adjusted (43% of children who had not received ICPS in year 1 but would receive it in year 2 vs. 41% of children who would not receive the intervention). However, by posttest of that year, 83% of children who received the intervention in year 2 only were rated as adjusted, compared with 30% of children who did not receive the intervention (p < .01).
One year of exposure to ICPS was sufficient for children to reach adequate levels of behavioral adjustment. At year 2 posttest, the percentage of adjusted children was about the same in all three intervention groups, ranging from 77% (for children who received the intervention in year 2 only) to 85% (for children who received 2 years of ICPS), whereas only 30% of children who did not receive the intervention were rated as being adjusted (p < .01).
In another study, 1st-grade classrooms from 12 rural schools were randomly assigned to receive one of the following: ICPS only, ICPS combined with the full Strengthening Families (ICPS + SF) program, ICPS combined with the partial Strengthening Families program (parent training course only; ICPS + partial SF), or no treatment (control group). Teachers completed the TOCA-R at the beginning and end of the school year. Improvement in self-regulation from baseline to posttest was significantly greater in all three intervention groups relative to the control group (ICPS: p < .01; ICPS + SF: p< .001; ICPS + partial SF: p < .001). ICPS vs. control was associated with a small effect size (Cohen's d = 0.46); ICPS + SF vs. control was associated with a medium effect size (Cohen's d =0.69); and ICPS + partial SF vs. control was associated with a large effect size (Cohen's d = 1.04).
In a third study, ICPS was implemented with a single cohort of children over 2 years, starting with kindergarten (year 1) and
Excellence in Prevention – descriptions of the prevention programs and strategies with the greatest evidence of success
Outcome 4: School bonding
9
Excellence in Prevention – descriptions of the prevention programs and strategies with the greatest evidence of success
5. Cost effectiveness report (Washington State Institute of Public Policy – if available)
6. Washington State results (from Performance Based Prevention System (PBPS) – if available)
7. Who is using this program/strategy
8. Study populations
The following populations were identified in the studies reviewed for Quality of Research.
10
– descriptions of the prevention programs and strategies with the greatest evidence of success
9. Quality of studies
The documents below were reviewed for Quality of Research. The research point of contact can provide information regarding the studies reviewed and the availability of additional materials, including those from more recent studies that may have been conducted.
Study 1
Shure, M. B., & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1, 29-44.
Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.
Study 2
Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children's skills training for substance abuse prevention among 6-8-year-old rural children. Psychology of Addictive Behaviors, 16(4 Suppl.), S65-S71.
Study 3
Boyle, D., & Hassett-Walker, C. (2008). Reducing overt and relational aggression among young children: The results from a two-year outcome evaluation. Journal of School Violence, 7(1), 27-42.
Supplementary Materials
Johnson, J. E., Roopnarine, J. L., & Serlin, R. E. (1980). Relations of social problem solving, referential communication, and intelligence test scores with peer status and social behavior within a mixed-age classroom. Unpublished manuscript.
Quality of Research Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the Quality of Research for an intervention's reported results using six criteria:
Excellence in Prevention – descriptions of the prevention programs and strategies with the greatest evidence of success
1. Reliability of measures
2. Validity of measures
3. Intervention fidelity
4. Missing data and attrition
5. Potential confounding variables
6. Appropriateness of analysis
For more information about these criteria and the meaning of the ratings, see Quality of Research.
Study Strengths
The instruments used to measure outcomes generally had adequate reliability; all had at least face validity. Considerable resources (including teacher observations; manualized, scripted sessions; and initial and booster trainings) were dedicated to ensure reasonably high levels of implementation fidelity and quality. In one study, fidelity was rated and found to be high, and teachers indicated a high level of satisfaction with the program. In all three studies, the data analyses were thorough and appropriate to the study questions and hypotheses.
Study Weaknesses
Some instruments did not have acceptable levels of reliability. Although teacher observations were conducted in all three studies to monitor implementation fidelity, not all studies included formal observation checklists, and the fidelity instruments that were used have unknown psychometric properties. Data were not provided on dosage or adherence to the curriculum. In all three studies, the teachers themselves, not independent observers, rated children's behavior. In one study, there were indications that variations in teachers' enthusiasm for the curriculum affected how frequently and how well teachers administered the program. In two studies, missing data were a problem, and systematic
– descriptions of the prevention programs and strategies with the greatest evidence of success
analyses addressing the potential effects of differential attrition were not conducted. Potential confounding factors were present in all three studies. In one study, the attempt to match schools on basic demographics was undermined because two control schools declined to remain in the study.
10. Readiness for Dissemination
The materials below were reviewed for Readiness for Dissemination. The implementation point of contact can provide information regarding implementation of the intervention and the availability of additional, updated, or new materials.
Dissemination Materials
Quality assurance materials:
Administrator's Guide
Fidelity Checklist
Observation and Consultation Form
Satisfaction Questionnaire
Teacher Self-Survey
Trainer Feedback Form
Shure, M. B. (2000). ICPS--I Can Problem Solve: An interpersonal cognitive problem-solving program (preschool) (2nd Ed.). Champaign, IL: Research Press.
Shure, M. B. (2001). ICPS--I Can Problem Solve: An interpersonal cognitive problem-solving program (kindergarten and primary) (2nd Ed.). Champaign, IL: Research Press.
Shure, M. B. (n.d.). I Can Problem Solve (ICPS): A social-emotional learning curriculum [PowerPoint slides]. Shure, M. B., & Prevention First. (2009). I Can Problem Solve (ICPS) facilitator training guide.
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination using three criteria:
1. Availability of implementation materials
2. Availability of training and support resources
3. Availability of quality assurance procedures
Excellence in Prevention – descriptions of the prevention
programs and strategies with the greatest evidence of success
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Dissemination Strengths
Implementation materials are comprehensive and age appropriate and appear easy to integrate into most classroom settings across grade levels. Training, which is required prior to implementation, addresses organizational readiness, integrating the ICPS model into the classroom, and identifying the roles and responsibilities of program staff. The Facilitator Training Guide is extensive and well organized; it includes alternative activities, training aids, and administrator guides and addresses how to handle problem situations should they arise during implementation. A variety of quality assurance instruments are provided, giving facilitators many tools to deliver the program with fidelity. The developer is available to assist in interpreting the data collected with the quality assurance tools.
Dissemination Weaknesses
There is some ambiguity about how and when organizations determine whether they are ready to proceed with implementation (i.e., which aspects of readiness must be addressed prior to training and which can be addressed through the process of training). It is unclear whether any other forms of implementation support are available to sites apart from training. Although the developer will provide assistance to sites in interpreting quality assurance data, there is little written guidance on how to use the data to strengthen the program and improve implementation.
11. Costs (if available)
The cost information below was provided by the developer. Although this cost information may have been updated by the developer since the time of review, it may not reflect the current costs or availability of items (including newly developed or discontinued items). The implementation point of contact can provide current information and discuss implementation requirements.
14
Excellence in Prevention – descriptions of the prevention
programs and strategies with the greatest evidence of success
12. Contacts
For information on implementation:
Mary Beth Johns, M.S.W. (302) 345-6301 firstname.lastname@example.org
For information on research:
Myrna B. Shure, Ph.D. (215) 762-7205 email@example.com
Learn More by Visiting: http://www.thinkingchild.com OR http://www.preventionforsuccess.org | <urn:uuid:9b4f8a22-62d2-410f-b2f3-bf1b76661bfa> | CC-MAIN-2019-09 | https://www.theathenaforum.org/sites/default/files/i_can_problem_solve_4-28-12_0.pdf | 2019-02-19T12:46:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00209.warc.gz | 1,005,341,970 | 3,813 | eng_Latn | eng_Latn | 0.968491 | eng_Latn | 0.993447 | [
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Add, Subtract and Multiply (B)
Find each sum, difference or product.
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CHAHTA ANUMPA I Chapter Thirteen - Lesson 4
Chapter 13: Haknip Imma (Body Parts)
Lesson 4: Body Parts with Possessive Pronouns
Starter: Students will give the greeting, day of the week, month, date, and weather in Choctaw.
Objective: Students will learn the names of body parts with possessive pronouns "my; your; his/her."
Presentation: Body Parts with Possessive Pronouns
Activity: BODY PARTS III
Students will supply the correct body part name in each possessive pronoun category. Example: sä nishkin, chi nishkin, etc.
Closure: Teacher will present POWER POINT PRESENTATION on body parts and students will say the corresponding Choctaw name as pictures are displayed.
443 | <urn:uuid:ad8d1ab0-df8f-4ded-8d9a-85b0631da25b> | CC-MAIN-2024-26 | https://www.choctawnation.com/wp-content/uploads/2022/12/c1-ch13-l4-ow.pdf | 2024-06-16T09:32:46+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00773.warc.gz | 629,795,266 | 167 | eng_Latn | eng_Latn | 0.986565 | eng_Latn | 0.986565 | [
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Generations of Computer Key to exercises
I. Answer the following questions about the video
1. What is a vacuum tube?
2. What improvements did transistors bring to second generation computers?
3. What similarities and differences do transistors and integrated circuits share?
4. What is an embedded computer?
Part 1 (00.00 → 03.13)
II. Fill out the following table with information from the video
Part 2 (03.40 → 05.47)
III. Match each devices on the left with its corresponding information on the left. | <urn:uuid:acc28e0f-18a2-44b7-aed8-d0935d1e6eb5> | CC-MAIN-2019-09 | https://alamranielt.files.wordpress.com/2019/01/csv1-generations-of-computer.pdf | 2019-02-19T13:59:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00210.warc.gz | 495,783,359 | 119 | eng_Latn | eng_Latn | 0.99742 | eng_Latn | 0.99742 | [
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Ore Minerals fallen Phrase Puzzle
Below is a "Fallen Phrase" Puzzle created on the Discover Education website. This puzzle challenge is going to take some time and effort. Your task is to take the letters under each column of white squares and figure out which of the letters goes in which square in that column. The problem: The letters are mixed up! There are punctuation marks already filled in (commas, periods, quotation marks). This is one of those puzzles that becomes easier as more and more of the squares are filled in. Good luck!
(Source: Mini Miners Monthly, Volume 7 Number 3, March 2013)
Minerals Named After Women
Almost 100 minerals have been named after women. Some were mineral collectors. Others were scientists. Others were wives of scientists. Listed below are a number of minerals that were named after women.
Use this website (http://www.webmineral.com/help/NameOrigin.shtml) and discover more about the women behind these mineral names. Match these names on the left with the accurate fact about the woman after whom the mineral was named on the right.
Rosemaryite
Russian Mineralogist
Lindbergite
The discoverer of the element radium
Sklodowskite
A distinguished mineral collector. Her husband was Eugene.
Caresite
Wife of Professor Peter Wyllie
Sophiite
A French chemist
Carnotite
A Russian volcanologist and mineralogist
Marialite
A United States Geological Survey Scientist
Mcnearite
Amineralcollectoranddealer from Sudbury,Mass.
Rondorfite
Her full name was Maria Rosa von Rath
Olgite
A mineralogist and crystallographer from Switzerland
Two minerals were named after Marie Curie-Sklodowska (18671934), sklodowskite and curite (named after Marie and her husband, Pierre). The mineral cuprosklodowskite was originally thought to be a copper-bearing version of sklodowskite and so its name bears Marie's name.
Pierre and Marie Curie discovered the element radium.
Left: A Polish stamp with a portrait of Marie Curie-Sklodowska
The deep green mineral called szenicsite was discovered in Chile by Terry and Marissa Szenics. This mineral name was officially approved in 1994. The Szenics are American mineral collectors and mineral dealers. Szenicsite contains the elements copper and molybdenum. Marissa Szenics was born in 1950.
Left: A specimen of Szenicsite.
Source: Mini Miners Monthly, Volume 3 Number 6, June 2009
Fallen Phrase Puzzle 1: An ore is a naturally occurring mineral from which it is profitable to extract elements or compounds, usually metals.
Fallen Phrase Puzzle 2: People in the mining industry say, "If it is not grown, it must be mined." | <urn:uuid:cbcd3e95-d8a9-43f8-8b43-d5ddc3ba219c> | CC-MAIN-2019-09 | http://www.wiregrassrockhounds.com/Oct%202013%20Kids.pdf | 2019-02-19T13:13:20Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00210.warc.gz | 472,310,479 | 615 | eng_Latn | eng_Latn | 0.995339 | eng_Latn | 0.99487 | [
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Name_________________________________________ Date________________________ Period______
Worksheet 5.8—Problem Solving With Trig
Show all work. Calculator permitted. Report three decimals and units in all final answers.
Multiple Choice
1. To get a rough idea of the height of a building, Bartholomew paces off 50 feet from the base of a building, then measures the angle of elevation from the ground to the top of the building at that point to be 58 o . About how tall is the building, in feet?
(A)
31 (B) 42 (C) 59 (D) 80 (E) 417
2. A boat leaves harbor and travels at 20 knots heading due east. After two hours, it changes course to a bearing of 150 o and continues at the same speed for another hour. After the entire 3-hour trip, how far, in nautical miles, is the boat from the harbor?
(A)
50 (B) 53 (C) 57 (D) 60 (E) 67
3. A 20-foot ladder makes an angle of 62 o with the ground as it leans against a wall. How far up the wall does the ladder reach (in feet)?
(A)
22.65 (B) 17.66 (C) 9.39 (D) 37.67 (E) 14.45
4. At a distance of 34 feet from the base of a flag pole, the angle of elevation to the top of a flag that is 5.1 feet tall is 48.6 o . The angle of elevation to the bottom of the flag is 44.6 o . The pole extends 1 foot above the flag. Find the height of the pole, in feet.
(A)
38.6 (B) 33.9 (C) 34.9 (D) 36.9 (E) 39.6
5. An airplane is flying east at a constant altitude of 30,500 meters. When first seen to the east of an ambitious precal student with a homemade sextant, the angle of elevation to the airplane is 63.6 o . After 33 seconds, the angle of elevation is 56.1 o . Find the approximate speed of the airplane, in meters per second.
(A) 162 (B) 158 (C) 379 (D) 392 (E) 247
Short Answer
6. A hot-air balloon is floating above a straight road. To estimate their height above the ground, the balloonists simultaneously measure the angle of depression to two consecutive mileposts on the road on the same side of the balloon. The angles of depression are found to be 20 o and 22 o . How high is the balloon?
7. From a point on the ground 500 feet from the base of a building, an observer finds that the angle of elevation to the top of the building is 24 o and that the angle of elevation to the top of the flagpole atop the building is 27 o (as shown in the picture). Find the height of the building and the length of the flagpole.
8. The angle of elevation to the top of an antenna mounted on top of the Eiffel Tower in Paris is measured to be 80 1 12 ′ ′′ o at a point 185 feet from the base of the tower. How tall is the tower plus the antenna?
9. The Coast Guard cutter ship Precalculus travels at 30 knots from its home port at Camp Comal on a course of 95 o for 2 hours and then changes to a course of 185 o for 2 hours. Find the distance and the bearing the cutter ship must travel to return to Camp Comal.
10. A shoreline runs north-south, and a boat is due east of the shoreline. The bearings of the boat from two points on the shore are 110 o and 100 o . Assume the two points are 550 feet apart (as shown in the picture at right). How far is the boat from the shore?
11. Solve for x correct to three decimal places.
12. A water tower is located 325 feet from a building (as show in the picture). From a window in the building, an ambitious precal student with his homemade sextant observes that the angle of elevation to the top of the tower is 39 o and that the angle of depression to the bottom of the tower is 25 o . How tall is the tower? How high is the window? What's the name of the student?
13. A 96-foot tree casts a 120 foot long shadow. What is the angle of elevation of the sun?
14. The Great Trigonometric Survey, begun in India on April 10, 1802, was a project of the Survey of India throughout most of the 19th century. It was piloted in its initial stages by William Lambton, and later by George Everest and Thomas Montgomerie. Among the many accomplishments of the Survey were the demarcation of the British territories in India and the measurement of the height of the Himalayan and Karakoram giants: Everest and K2.
Thomas Montgomerie's original 1856 sketch of K2 and K1. Notice that K1 (now called "Masherbrum") on the right is drawn larger than the actually-taller K2. How can this be?
At some distance away, at an elevation of 15,072 feet above sea level, Thomas Montgomerie recorded an angle of elevation to the top of the 2 nd peak he observed in the Karakoram range (K2) to be 1.144 o . From the same elevation but 5 miles closer, he records the angle of elevation to the summit of K2 to be 1.191 o .
(a) Based on his calculations, how high above sea level (in feet) is the summit of K2?
(b) If K2 is actually 28,251 feet tall, how far off was Montgomerie in his 1856 calculation?
(c) Did he over- or under-approximate K2's height? CAREFUL ON YOUR UNITS. I WOULD CONVERT MILES TO FEET IF I WERE YOU! | <urn:uuid:71c9dd85-e84c-4ca0-9949-e1bdb373382f> | CC-MAIN-2019-09 | http://korpisworld.com/Mathematics/Precal%20Matters/WS%2005.8%20Problem%20Solving%20With%20Trig%20E.pdf | 2019-02-19T13:13:07Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00210.warc.gz | 154,972,217 | 1,353 | eng_Latn | eng_Latn | 0.98544 | eng_Latn | 0.989508 | [
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Independent Study Course Syllabus
Course Number: TEC 961
Course Title: Computer Projects for Your Classroom
Online X Correspondence
Instructor: Linda Jacobsen
Phone number: 559-434-1142
Email: firstname.lastname@example.org
Contact Address: 1510 E. Fox Glen, Fresno, CA 93730
Units: 3
Grade Level: K-5
Course Description
In this course the participant will use personal productivity software to develop classroom projects, which will give them strategies for improving their student's academic achievement and their own teacher effectiveness. It is designed to assist teachers in crossing the digital divide by ensuring that each of their students are technologically literate and to encourage the effective integration of technology to establish successful instructional methods. The participant will create their own projects and do some of the ones from the course text book with accompanying lesson plans while creating a reflection for each lesson. These lessons can be developed for any curricular area using computers and /or Internet technology which also meet subject matter standards and framework requirements to help improve student academic achievement. Research articles will also be read by the participant showing how technology supports student achievement.
Course Dates:
Self-paced; students may enroll at any time and take up to one year to complete assignments.
You have up to one year from the date of registration, and no less than three weeks (one week per credit), to complete the course.
Primary Learning Outcomes
Participants will develop and do technology lessons to use in their classrooms to increase academic achievement and teacher effectiveness while aligning these lessons to their standards.
Overall Learning Objective is:
More specifically teachers will be able to:
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
Date of Revision 5/17/16
To register for courses go to http://ce.fresno.edu/cpd and log in
1
Center for Professional Development
Fresno, CA 93702-4709
1717 S. Chestnut Ave.
(800) 372-5505
http://ce.fresno.edu
1. Create a resource of projects using technology to help improve student academic achievement while discussing the classroom use of these projects integrating technology into the curriculum. (I, II)
3. Identify, evaluate and use resources for further study in the area of technology. (II, IV, V, VI)
2. Develop and create technology lessons centered on the subjects the participant is teaching that meet specific subject matter standards and/or frameworks. (II, III, IV, V)
4. Use technology in ways that make teaching and learning more efficient, exciting, and educational while supporting the standards. (II, III)
6. Guide collaborative learning activities in which students use technology resources to solve problems in the subject area(s). (III)
5. Plan and teach student-centered learning projects and lessons in which students apply technology tools and resources to help achieve their standards. (II, III)
7. Facilitate students' use of technology that addresses their social needs and cultural identity and promotes their interaction with the global community. (III, VI)
National Standards
I. Facilitate and Inspire Student Learning and Creativity
The projects contained in this course are closely aligned to the ISTE National Educational Technology Standards (NETS) for teachers. Numbers in parentheses following each learning outcome above refer to the National Educational Technology Standards category to which the outcome is linked. The categories are:
II. Design and Develop Digital-Age Learning Experiences and Assessments
IV. Promote and Model Digital Citizenship and Responsibility
III. Model Digital-Age Work and Learning
V. Engage in Professional Growth and Leadership
One of the course projects ask participants to identify specific national, state or district standards for their curriculum that will be applied to the lessons presented. This project also includes identifying ISTE NETS Student Standards:
2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
3. Students apply digital tools to gather, evaluate, and use information.
5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
6. Students demonstrate a sound understanding of technology concepts, systems, and operations.
Course Materials:
2. Each student will need to purchase the course textbook, "50 Computer Activities for Kids" by Tammy Worcester, Visions Technology in Education, 2003(ISBN 1-58912-2348). It can be ordered online at www.toolsforteachers.com or by calling 1-800-877-0858.
1. "It's Elementary": Integrating Technology in the Primary Grades", by Boni Hamilton. The participant will need to look at the excerpt of this book on the Internet. It is found at the following web site http://tinyurl.com/l2g8sj or go to Google and type in the title "It's Elementary!: Integrating Technology in the Primary Grades", and then pick the selection with the title and then Google Books Result. The excerpt will be sent to the participant in the course booklet.
3. An informational instructional booklet will be sent to the participating teacher by the instructor. This packet will include the form the lesson plans are to be submitted in, as well as other useful course information.
4. The programs you may use in the course are: Microsoft Word, Apple Works, Microsoft PowerPoint, Kid Pix, Apple Works Drawing, HyperStudio, Microsoft Excel, Appleworks Spreadsheet, Inspiration, Kidspiration, and an Internet Browser. You do not need all these programs as you will pick 10 projects to do in the course text book.
Course Requirements:
There has been research to prove that student achievement is improved with the use of technology. The participant will do lessons from the text book as well as create their own lessons using technology. The participant will begin by reading research to show how technology will impact student achievement. Then they will do lessons out of the text book as well as develop their own. They will finish by finding research to support the theory that Technology has a positive impact on student achievement.
To receive credit for this course, students must earn a grade of "A" or "B", see the following: To receive credit for this course the participant will:
2. Complete 10 of the 50 lessons listed in the text book. After the lesson is taught and executed, you are to reflect on the lessons. Include such things as, did it work the way you had it planned? What didn't work and what would you do differently the next time you taught this lesson? Then discuss, how did these lessons support your standards? Specify the standard being addressed for each lesson. Send your lesson plan, for every lesson, with the content standard addressed listed. (30 points) (I, II, IV)
1. Reflect on the excerpt of the book, "It's Elementary": Integrating Technology in the Primary Grades", by Boni Hamilton. She states, "Good integration of technology with content knowledge changes instruction….." How does Boni say this is done? Discuss what you learned from this piece and what specific strategies for effectively incorporating technology into your curriculum the author refers to in her book. Reflect on what she says about integrating technology into your classroom and what it does to improve your student's achievement? http://tinyurl.com/l2g8sj (20 points) (I).
3. Complete 5 additional lessons from the text book. Follow the directions of course requirement #2, reflecting on these lessons and sending your lesson plan for every lesson with your standards listed. (15 points) (I, II, IV)
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
4. Develop a unit of your own with 5 lessons you find on the WWW integrating technology into your classroom. Send each site's URL. There are some web sites listed under the Resource section of this syllabus you can refer to. Then you will teach the 5 lessons in your unit. Discuss if the lessons worked the way you thought they would, or not. Tell what you would do differently the next time you taught this unit. Be sure to include an assessment for the unit, with a grading rubric. Then give a reflection, did you achieve the results you wanted to achieve? What would you change? How did each site support your curriculum and how did his help you improve your student's academic achievement? Specify the standard each lesson addresses. Use the lesson plan format sent out to you in the course booklet. Also include, what NETS for students are being addressed in your lessons? (20 points) (I, II, III, IV)
6. In the research article in assignment #1, by Boni Hamilton, she refers to a study by Stratham and Torell, who reviewed 10 meta-analyses on how technology impacts student learning. They found that computer technology, when implemented properly, could profoundly impact student learning positively. Now, you are to find 2 research pieces that find this same kind of support for technology. Site the URL you found and write up a paragraph telling what the article said. (5 points) (I, II, IV) If you are taking this course during the summer and you don't have students to work with, contact the instructor to make arrangements to fulfill the requirements.
5. Design and teach 1 lesson of your own using technology to increase your student's academic achievement. Use the lesson plan format sent out to you in the course booklet. Reflect back on the lesson. Did it go the way you wanted it to? What would you do differently next time? How did it support your standards and promote your students academic achievement? What NETS for students are being addressed in your lesson? (15 points) (I, II, III, IV)
Grading:
The final grade is based on points accumulated from the five course projects as follows:
90-100 points (90-100%) = letter grade A 80-89 points (80-89%) = letter grade B
To earn a grade of "Credit" a minimum of 80 points (80%) must be earned. Course work falling short of 80 total points will not receive credit. The assignment of project points is at the discretion of the instructor based on the quality of each project submitted.
The course projects are to be submitted via e-mail. Keep a copy of your coursework in the event something gets lost.
Final Course Grade and Transcripts
When all work for the course has been completed, students will need to logon to the Center for Professional Development website (http://ce.fresno.edu/cpd) to "Submit Grade Form". Once the instructor fills out the grade form online, students may log back in to request their Grade Report as well as order transcripts online. Please allow at least two weeks for the final grade to be posted. For more information see the Independent Studies Policies and Procedures that were
Instructor: Linda Jacobsen
sent to you when you received your course materials, or in your online course. They are available, also at http://ce.fresno.edu/cpd - under General Information > CPD Policies.
Schedule of Topics and Assignments:
Participants will complete the assignments in the order they are listed in the course requirement section. This may be altered by the grade/points the participant needs. For example, if the student only wants credit they won't need to get all the points. The assignments will be submitted after each assignment.
Evidence of Learning:
2. Participants will demonstrate their understanding of the importance of their state content standards as well as NETS standards by listing the specific standard(s) that goes with the activity. Participants will also need to include how they might be able to use the strategy, techniques, or course content in their curriculum in the future.
1. Participants will demonstrate their understanding of appropriate hands-on methods of teaching through their unit of study and lesson plans and subsequent reflection on the unit, which is observed by the course instructor.
3. Course instructor will observe evidence of the teacher's understanding of course objectives as demonstrated by the reflection of their student's work.
5. Course instructor will observe evidence of understanding of course objectives as demonstrated through student's presentation of their lesson plans for their class curriculum by the reflection on each lesson and what standard each lesson supported. Further, the assessment will be a good indication if their students achieved the academic results they wanted them to, from doing the lessons. The completion of lesson plans and a reflection of this lesson according to the rubric and directions will show the participant understood the objective.
4. Course instructor will observe the teacher's understanding how technology increases their student's achievement through their reflections.
6. Participants will demonstrate their understanding of appropriate hands-on methods of teaching through their unit of study and lesson plans and subsequent reflection on the unit, which is observed by the course instructor.
8. Course instructor will observe evidence students understood the article; It's Elementary: Integrating Technology in the Primary Grades by Boni Hamilton, by submission of their review of the piece.
7. Participants will demonstrate their understanding of integrating technology into their lesson plans by developing lessons, a unit and looking for web sites for their students by incorporating technology into their lessons while supporting the standards.
Instructor/Student Contact:
A minimum of six contacts between the instructor and student is required as part of the course assignments. These contacts are designed to offer an opportunity for the student and instructor to discuss aspects of the course content. Contacts will be via email. The course instructor will respond within 48 hours of the student's email.
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
These contacts will take place after each assignment at the very minimum. Specifically:
* After assignment two, the participant teachers 10 of the lessons in the course book and then sends the reflection of each lesson along with her lesson plan with the standards listed for each lesson.
* After assignment one, Reflection page on "It's Elementary, Integrating Technology in the Primary Grades", by Boni Hamilton.
* After assignment three, 5 additional lessons will be taught and reflected on with the standards listed.
* After assignment five design and teach 3 lessons using technology - A copy of the lesson plan will be submitted along with the reflection of each lesson.
* After assignment four, after finishing the unit the student will tell how each lesson supports their standards, and if there were any changes they would make for each lesson. The URL for each site is also submitted.
* After assignment six, send in the research site's URL, which supports the finding that technology positively impacts student learning.
Student's emails are welcomed by the teacher at any time with questions, comments or concerns about the Class.
References:
Computer Basics by Jill T. Freeze, ISBN number 9780672323010
MS Office 2003 Bible, by Edward Willett, ISBN 765555-86823
The Internet Book, by Douglas E. Comer, ISBN number 0130308528
Computer Concepts, by Dan Oja, ISBN number – 9780619188177
We can Use the Computer, ISBN number – 9780590495431
http://ataccess.org/resources/nochild/pdf http://starchart.esc12.net/docs/TxCSC.pdf
http://ritter.tea.state.tx.us/technology/ta/nclb.html http://enwikipedia/org/wiki/Standards-based_education_reform
http://www.ed/gov/offices/OESE/esea/nclb/partx.html http://neirtic.org/products/techbriefs/index_html.asp
http://www.education-world.com/a_lesson/
http://www.education-world.com/a_tsl/guidelines.shtml http://www.education-world.com/a_tsl/archives/o2-1/lesson039.shtml
http://www.learningpt.,org/pdfs/qukey3.pdf http://nysut.org/research/bulletins/2002nclb_technology.html
http://Microsoft.com/presspass/features/2003/jun03/06-26inspire.mspx http://www.education-world.com/a_tech/tech103.shtml
The following programs can be used for this course:
This does not mean you have to have all these programs. You will be able to pick the projects
Microsoft Word, AppleWorks, KidPix, Microsoft PowerPoint, Windows Paint, HyperStudio, Microsoft Excel, Inspriation, Kidspiration, Acrobat Adobe, Internet Browser,
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
Date of Revision 5/17/16
To register for courses go to http://ce.fresno.edu/cpd and log in
you want to do.
Plagiarism and Academic Honesty
All people participating in the educational process at Fresno Pacific University are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, will be handled according to the procedures set forth in the Fresno Pacific University Catalogue. URL http://www.fresno.edu.
CONTINUING EDUCATION PROGRAM STUDENT LEARNING OUTCOMES:
CE 1. Demonstrate proficient written communication by articulating a clear focus, synthesizing arguments, and utilizing standard formats in order to inform and persuade others, and present information applicable to targeted use.
CE 3. Reflect on their personal and professional growth and provide evidence of how such reflection is utilized to manage personal and professional improvement.
CE 2. Demonstrate comprehension of content-specific knowledge and the ability to apply it in theoretical, personal, professional, or societal contexts.
CE 4. Apply critical thinking competencies by generating probing questions, recognizing underlying assumptions, interpreting and evaluating relevant information, and applying their understandings to the professional setting.
CE 6. Identify information needed in order to fully understand a topic or task, organize that information, identify the best sources of information for a given enquiry, locate and critically evaluate sources, and accurately and effectively share that information.
CE 5. Reflect on values that inspire high standards of professional and ethical behavior as they pursue excellence in applying new learning to their chosen field.
FRESNO PACIFIC UNIVERSITY STUDENT LEARNING OUTCOMES
Student Learning Outcomes Oral Communication: Students will exhibit clear, engaging, and confident oral communication – in both individual and group settings – and will critically evaluate content and delivery components.
Content Knowledge: Students will demonstrate comprehension of content-specific knowledge and the ability to apply it in theoretical, personal, professional, or societal contexts.
Written Communication: Students will demonstrate proficient written communication by articulating a clear focus, synthesizing arguments, and utilizing standard formats in order to inform and persuade others.
Reflection: Students will reflect on their personal and professional growth and provide evidence of how such reflection is utilized to manage personal and vocational improvement.
Moral Reasoning: Students will identify and apply moral reasoning and ethical decision-making
Critical Thinking: Students will apply critical thinking competencies by generating probing questions, recognizing underlying assumptions, interpreting and evaluating relevant information, and applying their understandings to new situations.
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
Date of Revision 5/17/16
To register for courses go to http://ce.fresno.edu/cpd and log in
skills, and articulate the norms and principles underlying a Christian world-view.
Cultural and Global Perspective: Students will identify personal, cultural, and global perspectives and will employ these perspectives to evaluate complex systems.
Service: Students will demonstrate service and reconciliation as a way of leadership.
Quantitative Reasoning: Students will accurately compute calculations and symbolic operations and explain their use in a field of study.
Information Literacy: Students will identify information needed in order to fully understand a topic or task, explain how that information is organized, identify the best sources of information for a given enquiry, locate and critically evaluate sources, and accurately and effectively share that information.
Course Number and Title: TEC 961 Computer Projects in Your Classroom
Instructor: Linda Jacobsen
Date of Revision 5/17/16
To register for courses go to http://ce.fresno.edu/cpd and log in | <urn:uuid:b3300e44-f1a0-4e6d-955b-367fd31b606f> | CC-MAIN-2019-09 | https://ce.fresno.edu/SharedMedia/cpd/syllabusnew/tec961.pdf | 2019-02-19T13:52:20Z | crawl-data/CC-MAIN-2019-09/segments/1550247490107.12/warc/CC-MAIN-20190219122312-20190219144312-00210.warc.gz | 535,120,761 | 4,272 | eng_Latn | eng_Latn | 0.990827 | eng_Latn | 0.995128 | [
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Presentation Overview Checklist
Focus
Task
1. Title Write the title of the presentation.
2. Objective
Write a one-sentence objective and have three people agree with it.
3. Theme through the presentation. (For example: With this system, we will
Write down the underlying theme or story line that will weave accomplish our sales goals faster and easier.)
4. Agenda List three to four key areas you will cover.
5. Three Points
Write down the three key ideas you want your audience to remember.
6. Audience Reaction
Write down what you want your audience to tell others as they discuss your presentation with someone. | <urn:uuid:76eddaf2-9666-4bd1-9703-07ec0f4bd0e2> | CC-MAIN-2024-26 | http://www.mgtperformance.com/uploads/1/0/2/1/10213165/presentation_overview_checklist.pdf | 2024-06-16T10:09:42+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00776.warc.gz | 48,406,614 | 128 | eng_Latn | eng_Latn | 0.997877 | eng_Latn | 0.997877 | [
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26 January 2024
Important information about measles
Dear Parents and Guardians,
Cases of measles are rising in England. Measles is very infectious and spreads easily between people who have not been vaccinated, especially in nurseries and schools.
Measles is a serious illness. Some children with measles need to be admitted to hospital. Measles can cause pneumonia and inflammation (swelling) of the brain. Sometimes it can cause long term health problems or death.
Measles is prevented by vaccination. Two MMR vaccinations provide excellent lifelong protection from catching measles.
If your child has not been vaccinated and has close contact with someone with measles, they may be asked to stay at home and miss school or be kept away from childcare/nursery for 21 days. Vaccination can help keep your child in school or in childcare.
You can check your child's vaccinations by looking at their personal child health record (Red Book) or by asking your GP.
Your child needs two MMR vaccines to be fully protected. The first MMR vaccine is offered when children turn one. The second when they are about 3 years and 4 months old. If your child has missed one or both vaccines they can catch up at any time. Adults who have missed MMR vaccinations can still be vaccinated – it is never too late.
To arrange a vaccine please contact your GP practice.
You can find more information about measles here: www.nhs.uk/conditions/measles/
You can find out more about the MMR vaccine here: www.nhs.uk/conditions/vaccinations/mmr-vaccine/
Yours sincerely
Vicky Head
Director of Public Health, Bedford Borough Council | <urn:uuid:366c13cf-c88c-4f65-b787-0aa3e8158b2e> | CC-MAIN-2024-26 | https://www.goldingtongreenacademy.co.uk/_files/ugd/c1166e_912dcadbd4054714b4aaf26135b847d2.pdf | 2024-06-16T08:16:41+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00776.warc.gz | 717,490,336 | 339 | eng_Latn | eng_Latn | 0.999239 | eng_Latn | 0.999239 | [
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Lesson Plan 12
Touching Spirit Bear By Ben Mikaelsen
Lesson: Write an "I Am" poem, or two "I Am" poems which will contrast different people, or will illustrate the difference in the same person from the beginning of the book and the end of the novel.
Write Traits: Word Choice, Idea Development
Characters about whom a poem may be written:
Cole Mathews, Peter Driscal, Mrs. Cindy Mathews, Mr. William Mathews, Nathaniel Blackwood (Cole's Attorney), Judge Tanner, Edwin, Garvey, the Keeper
Thematic elements about which a poem may be written:
Totem Pole, Spirit Bear, At.'oow, Circle Justice
The "I Am" poem format:
I Am
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
***
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated) | <urn:uuid:c74bdd0d-ffd5-4d5e-b374-0945ab7a3865> | CC-MAIN-2024-26 | https://www.benmikaelsen.com/_files/ugd/265461_46a3f9ac13de499e920ddcad59ae4976.pdf | 2024-06-16T09:29:19+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00774.warc.gz | 600,646,951 | 320 | eng_Latn | eng_Latn | 0.928161 | eng_Latn | 0.980014 | [
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Kitronik LAB:bit educational platform for BBC micro:bit
Stock code: 56101
Crack the code with the Kitronik LAB:bit, the all-in-one laboratory for delivering KS2 computing in the classroom (7 - 10-year-olds).
The Kitronik LAB:bit for the BBC microbit offers a super fun way for children to learn about coding in an engaging and hands-on way. It has been specifically designed for the classroom for KS2 computing and is backed by online MakeCode tutorials, simplified custom blocks, and a detailed getting started guide. Supplied in the box are; a battery holder (3 x AA), a wheel and tyre for the motor, and the detailed easy to follow guide.
The board is absolutely packed with an impressive array of features and devices for easy delivery of fun and informative lessons. These include; a motor, ultrasonic distance sensor, 2 x large user-assignable tactile buttons (with indicator LEDs), a microphone, speaker (with volume control), 7 programmable ZIP
LEDs(in an arc), A user-assignable potentiometer control, 2 x sets of traffic light LEDs, and LEDs arranged in a dice formation (that can also be used for displaying digits).
The board also features; an edge connector for the micro:bit to slot into, a pre-fitted protective acrylic cover, clip-able pads for attaching an additional motor, 2 x clip-able pads for attaching further buttons/switches, colour changing power indication LEDS, a cutaway for easy reset button access, and pre-fitted anti-slip rubber feet.
This all in one laboratory environment ships with a detailed getting started guide, filled with step by step information that can easily be followed by either teacher or pupil. The guide starts with an introduction to using a micro:bit and the MakeCode editor, with each explained in detail. This is then followed by instructions for fitting the wheel to the motor. Each area of the board is explained in detail, complete with code examples for each. As with the previous sections, this part of the booklet has been designed so that it can be used by teachers and pupils.
Coding is done via the MakeCode blocks editor. Kitronik has produced custom blocks for the editor to ensure that they are suitable for use with pupils aged 7-10. Each area of the board has its own blocks that all slot together in intuitive ways and they have been organised into subdirectories by type. For example, all of the blocks for the motor are in one submenu and blocks for the traffic lights are in another submenu. There is also an 'other' submenu that contains blocks for the more advanced/older students who require an extra level of challenge. Detailed information on how to add these blocks to MakeCode can be found in the Getting start guide that ships with LAB:bit.
Power is provided via the provided 3 x AA battery holder into the DC barrel jack input. The board has been rated for a maximum of 6V and a minimum of 3V, 3V - 4.5V recommended. The onboard power regulation circuit provides power to the board and to the micro:bit, removing the need to power the micro:bit separately. LAB:bit has an inbuilt polarity protection circuit for the DC input. There is a colour changing power LED to indicate when the battery voltage is getting low.
Note:
- No soldering.
- Minimal mechanical assembly required. The wheel needs to have the tyre fitted and then to be fitted to the onboard motor.
- This kit is not supplied with a micro:bit. The micro:bit is available separately here.
Features:
- LAB:bit is an all in one educational platform designed for the delivery of KS2 computing in the classroom (7 - 10-year-olds).
- It's packed full of devices, LEDs, switches, sensors, and other programmable features.
- It features an edge connector for the micro:bit to slot into, no tools required.
- LAB:bit is supplied with a pre-fitted protective acrylic cover.
- Additionally, there are clip-able pads for attaching an additional motor, 2 x clip-able pads for attaching further buttons/switches, colour changing power indication LEDs, and a cutaway for easy reset button access.
- There are also pre-fitted anti-slip rubber feet to ensure that LAB:bit stays securely on the desk.
- Code it with blocks in the MakeCode editor.
- Kitronik custom blocks to make coding more intuitive and straightforward.
-
Custom blocks are grouped by type to make it easy to go straight to the blocks you need.
- No soldering!
- Minimal mechanical assembly required.
- Supplied in the box are; a battery holder (3 x AA) and a wheel and tyre for the motor.
- Power LAB:bit via the provided 3 x AA battery holder.
- The board is rated for 3V - 6V.
- It has an inbuilt polarity protection circuit for the DC input.
- The onboard power regulation circuit provides power to the board and to the micro:bit, removing the need to power the micro:bit separately.
- LAB:bit is supplied with a fully comprehensive getting started guide. It takes you through everything you need to know and can be followed by both teacher and pupils.
Contents:
- 1 x Kitronik LAB:bit for the BBC microbit
- 1 x Yellow 5 spoke injection moulded wheel and rubber tyre.
- 1 x 3AA battery holder.
Dimensions:
- Length: 150mm.
-
Width: 100mm.
- Max Height: 41mm. | <urn:uuid:267c0511-10d2-4593-b760-6e4fcb4ba653> | CC-MAIN-2024-26 | https://static.mercateo.com/af/0ba581d7d9db4b0489666a9ef094c411/pdf/3672324.pdf?v=1003 | 2024-06-16T07:52:56+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00776.warc.gz | 507,624,544 | 1,154 | eng_Latn | eng_Latn | 0.954076 | eng_Latn | 0.998525 | [
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The 'Assess, Plan, Do, Review' cycle
Larmenier & Sacred Heart Provision Map flow chart
3.Meet/speak with
parents and pupil to
agree a support
intervention plan.
5.Teacher/TA/ monitor pupil progress to outcomes. Adapt if necessary.
4.SENCo plans
and resources the
intervention.
Teachers and/or
TAs deliver the
support.
2.Teachers and SENCo discuss individual pupil learning needs and whether additional support would be appropriate and effective.
1.The school assesses all pupils' strengths and areas for development.
6.Teacher and SENCo evaluate effectiveness of provision within time period agreed. Report to parents. Next steps? | <urn:uuid:96c55e7b-3102-4577-840f-a1d7ce88bee7> | CC-MAIN-2024-26 | https://larshrc.lbhf.sch.uk/wp-content/uploads/2021/12/the_assess_plan_do_review_cycle.pdf | 2024-06-16T10:08:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00775.warc.gz | 329,024,498 | 143 | eng_Latn | eng_Latn | 0.982683 | eng_Latn | 0.982683 | [
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How to Write an Ode
Oh, Hello!
Has something in your day ever made you smile or frown or giggle or cry?
Have you ever said, "Oh, I love that!" or "Oh, I don't like that!"
Then you are the perfect person to write an ode.
You probably guessed it from our story: an ode is a type of poem. And like many forms of poetry, it has its own rules. But these rules make it FUN.
Rule One: Find Your Subject
An ode has a job to do. Traditionally, its job is to celebrate a person, event, or an object.
But you can also write an ode to something that makes you feel negatively, as we did in our story.
The most important thing is to find a subject that makes you feel something.
Try looking around your classroom, your bedroom, or your neighborhood. What do you see that excites you? Frustrates you? What gives you butterflies in your belly or makes your skin crawl? What is that something you can't stop daydreaming about?
For most odes, the subject is an inanimate object.
Maybe it's your stuffed bunny or your treehouse. Maybe it's a lick from your dog or a high five from a friend. Maybe it's a splinter in your thumb or a pebble in your shoe.
You can write an ode to just about anything, as long as it makes you feel a feeling.
Rule Two: Talk to your Subject
The best part of an ode is that you get to talk directly to the subject you are excited about! Let's say you pick your stuffed bunny. What would you say to it? What feelings stir when you think about it? Are you skipping up and down? Smiling ear to ear? Is your heart beating like a drum?
Or let's say you picked that pesky pebble. Are your fists clenching and your cheeks getting red hot?
Write down all of the things that come to mind as if you were writing it a letter or calling it on the phone.
Rule Three: Language
Once you have your subject, and you know what you want to say, you can dive into the language. You want your ode to include lots of vivid, lively language. Use your senses. What does it look like, smell like, or taste like? What adjectives paint its picture? What verbs bring it to life? How does it make you feel?
Rule Four: Structure (Basic)
Very simply, it is a collection of verses, or stanzas, made up of 6-10 lines.
You can write your ode as one verse, as we did with our Ode to an Ode, or you could discover ways to extend it into more, as we did for Ode to a Bad Day.
You start by addressing your subject, (Oh, Subject). Speak directly to it. Use adjectives to describe it and verbs that bring it to life or "personify" it, you can ask it a question or tell it how you feel, then finish the same way you began, (Oh, Subject).
An ode does not have to rhyme, but it's always fun to try!
There is no set rhyme scheme or meter for an ode, so have fun creating your own. If you like, you can follow our pattern from the book. Just be consistent.
Rule Number Four and a Half: Structure (Advanced)
But wait, there's more!
A classic ode is structured in three parts.
The Strophe: Also known as the "turn," the strophe is the first half of the argument (and the last). It sets the tone or point of view for the entire ode. In our story, this was defined by each of our "Oh, XX" stanzas.
The Antistrophe: Also known as the "turn back," the antistrophe is the other side of the argument. It is meant to respond to the strophe and to complicate the issue. In our story, this was defined by our three couplets dispersed throughout the story reflecting on yesterday, today, and tomorrow.
The Epode: Also known as the "after song," is the third and final section of the ode. It's the conclusion stanza, and it can differ in meter from the strophe and antistrophe. In our story, the epode was the final "Oh, Bad Day" stanza, which was extended to reflect the promise of a new day full of ordinary goodness, the opposite of our main character's bad day.
Now that you have all the ingredients to write your own ode, we have only one thing to say: Oh, Goodbye (and Good Luck)! | <urn:uuid:52f10cfc-0e59-4612-b41b-13f579fe8768> | CC-MAIN-2024-26 | https://chelsealinwallace.com/wp-content/uploads/2023/04/HOW-TO-WRITE-AN-ODE.pdf | 2024-06-16T09:31:49+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00774.warc.gz | 143,885,057 | 961 | eng_Latn | eng_Latn | 0.999172 | eng_Latn | 0.999205 | [
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Sensor Starters
Grades: 4 & Up
Time: 15 Minutes -PDQ 1 & 2
Subject: Physics, Technology, STEM
Topics: Ambient Light, Illuminance
Meet the Light Sensor
Light sensors measure , which can be used to measure more than the brightness of a light source. Do you have solar pathway lights that come on at night? Have you noticed the streetlights coming on at dusk? These are all controlled by a light sensor that turns things on and off based on the light conditions. Cool!
Background
What You Will Need/Prep
Illuminance, a measure of light on a specific area, is different from light intensity which measures the light level at the source. For example, a light bulb intensity is measured at the bulb, but if you're on the other side of the room, the amount of light on you, the "," is much less as the light is obstructed and scattered by obstacles and distance.
Light is made up of tiny particles of energy called photons. Imagine these tiny particles streaming from a light source and bouncing off a device (it's called a diode) that senses them. The more photons that strike the diode the more electrical current is generated. This current is then measured and converted in to numbers.
Symbol for a photodiode.
The light sensor is just one sensor in a module which is located top center of your databot. It is a multifunction module that also senses color, gesture, and proximity! Look for the label "light,"
INTRODUCTION /PREP/TERMS
PRETTY DARN QUICK (PDQ'S)
databot™ 2.0 & Vizeey™
IOS/Android Smart Device
Use Vizeey™ to scan the QR Code for Illuminance.
Light source
Sensor Starters
Important Terms
Illuminance: The measurement of the amount of light falling and spreading over a given surface area.
Luminance
: Amount of light emitted by the source. +Y
Lumens: The measure of the brightness of the light source in terms of energy being emitted.
Lux: A unit of light measurement where the area is taken into account.
How do we measure Light?
Lux is a unit of light measurement where the area is also taken into account. In other words – light intensity over a specific area which is . Lux is used to measure the amount of light output in a given area. Here are some examples of in different environments
Exploration Preparation!
In the coming activities you will be exploring your local environment and identifying levels using databot. databot is loaded with sensors and capabilities and it helps to have a common orientation for holding it and conducting experiments. That way if you are communicating with a partner you can communicate clearly - moving left, moving right, etc.
"Home position," shown here, is holding databot flat in the palm of your hand with the power and programming port oriented to the back of your palm. In this position sensors are facing up and you can move freely in any direction.
INTRODUCTION /PREP/TERMS
PRETTY DARN QUICK (PDQ'S)
Sensor Starters
PDQ1 : High Lux, Low Lux!
Use the databot light sensor to explore in your room! Find the brightest and dimmest spots in your room and record the value along with the location. Be precise in your language and your data collection as you map . Good luck.
Open the Vizeey App on your smart device
Turn on databot.
Tap on "Illuminance" in Vizeey™ to load the experiment.
Hold databot in the palm of your hand in "home position."
Start your and pause your experiments using .
Explore the room with databot trying to find the highest level of in the space.
Record the / lux value and the location that you determine is the brightest.
Between locations, stop and clear your data using before moving on to the next location.
Next, seek the dimmest spot in the same fashion.
Do you see obstacles blocking the light?
Consider why some areas are dim and others are bright +Y
-X
Record the / lux value and the location you determine is the dimmest. Home Position
Illuminance
Illuminance
Examples of in different locations in a room.
INTRODUCTION /PREP/TERMS
PRETTY DARN QUICK (PDQ'S)
Sensor Starters
PDQ2 : Illuminance Vs Distance
In PDQ 2, use the light sensor to visualize and record how varies as you move away from a light source. With databot in your hand move away from a fixed light source. Use a tape measure to mark the distance. What is the lux value when the distance is 100 cm? How much does it vary from the value at 20 cm?
Open the Vizeey™ App on your smart device.
Turn on databot.
Tap on "Illuminance" in Vizeey™ to load the experiment.
Start and pause your experiments using :
Set up the minimum distance of 20cm between the light source and databot.
Between locations, stop and clear your data using before moving on to the next location. +Y
with databot in the "home" position point towards the light source and record the /lux value.
Now, increase the distance between the light source and databot by 20cm.
-X
Record the /lux value. Continue the same process till reaching the distance of 100cm.
Examples of different distance measurements
INTRODUCTION /PREP/TERMS
PRETTY DARN QUICK (PDQ'S)
Check for Understanding
In your own words, explain the difference between illuminance and luminance. 1.
What are the units used for expressing levels of light ? 2.
What happens to levels as you move further from a light source? 3.
Standards & Alignment
Crosscutting Concepts
NGSS Standards
4-PS4-2: Developing and Using Models
3-5-ETS1-3: Planning and Carrying Out Investigations
MS-PS4-2/HS-PS4-3: Waves and Their Applications in Technologies for Information Transfer
MS-ETS1-3: Analyzing Data
HS-ETS1-3: Analyzing Data
Science and Engineering Practices
1st Practice: Asking Questions and Defining Problems
3rd Practice: Planning and Carrying Out Investigations
4th Practice: Analyzing and Interpreting Data
6th Practice: Constructing Explanations and Designing Solutions
7th Practice: Engaging in Argument from Evidence
TEKS -Texas Essential Knowledge and Skills
Elementary Process TEKS
5.2C Scientific investigation and Reasoning: Collect and record information
5.2D Scientific investigation and Reasoning: Analyze and interpret information to construct reasonable explanations.
Elementary Level Content TEKS
5.6C Force, Motion and Energy: Demonstrate how light travels
INTRODUCTION /PREP/TERMS
PRETTY DARN QUICK (PDQ'S)
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Disciplinary Core Ideas
Wave Properties (PS4.A)
Engineering, Technology, and Applications of Science (ETS1.B)
Earth and Space Sciences (ESS3.B)
ISTE Standards
1.1 Empowered Learner (1.1.d)
1.3 Knowledge Constructor (1.3.a) (1.3.b)(1.3.d)
1.4 Innovative Designer (1.4.a) (1.4.b)
1.5 Computational Thinker (1.5.a) (1.5.b)
1.6 Creative Communicator (1.6.a) (1.6.b) | <urn:uuid:3344df70-1fe8-4e3e-b7f2-04fba6f47ad2> | CC-MAIN-2024-26 | https://databot.us.com/wp-content/uploads/2023/08/databot-light-starter.pdf | 2024-06-16T10:17:57+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00775.warc.gz | 174,788,499 | 1,607 | eng_Latn | eng_Latn | 0.935272 | eng_Latn | 0.991753 | [
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Solanum melongeana 'Fairy Tale'
* Use: Attractive, 2–4" long by 3/4–1 1/4" diameter, fruits are borne abundantly on compact 18-24" plants. Wonderful flavor with no bitterness and very few seeds. Some fruits may be harvested in clusters. For maximum fruit set, harvest the clusters of eggplant regularly. There are many creative ways to slice, marinate, grill or sauté the beautifully shaped eggplant.
Fairy Tale eggplants are recommended for marinating and grilling whole. The harvest can begin in just 49 to 51 days from transplanting. The petite plant reaches only 2½ feet tall and wide, perfect for container gardening. An eggplant has not won an AAS award since 1939, so Fairy Tale is truly an exceptional new variety.
* Growth: Grows 4' tall and will need cage or staking for best growth. Space transplants 18" - 24" apart in well drained soil. Rows should be spaced 24" to 36" apart. Keep the soil moist but never soggy. Mulching Eggplant is very beneficial as it helps to retain moisture and keep the soil at an even temperature.
* Exposure/Soil: Full sun and try to keep water off the leaves. Water the garden to provide a uniform moisture supply to the crop. Keep the leaves and fruit dry when watering and avoid overhead sprinkler irrigation. Water sufficiently to moisten the soil to a depth of 6 inches. The critical period for moisture is during fruit set and fruit development.
* Hardiness/Harvest Time: Annual / Yields in 55 days from setting out transplants
* Fruit The fruit is sweet, non-bitter, with a tender skin and few seeds. Another superior quality is the window for harvest. The elongated oval eggplants can be picked when quite small at 1 to 2 ounces or they can be left on the plant until double the weight, and the flavor and tenderness remain. | <urn:uuid:1f33a072-eff2-4c5d-ab3f-0e631c862cad> | CC-MAIN-2024-26 | https://growersoutlet.com/Plant_Info/Edibles/Solanum/Solanum_melongeana_Fairy_Tale.pdf | 2024-06-16T09:58:05+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00774.warc.gz | 247,172,247 | 425 | eng_Latn | eng_Latn | 0.998042 | eng_Latn | 0.998042 | [
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Mental health affects how we _____________, ____________, and ___________.
Stigma is a ____________ _______________ or ________________ about something or someone.
Counselors _______________ and _____________ mental disorders, learning disabilities, and emotional problems.
Social workers ___________ ______ and _____________ ________________ crises, and the counsel individuals, families, groups, and communities on how to cope with the stresses of everyday life.
A psychiatrist is a _____________ ____________ who specializes in mental health.
The National Suicide Prevention Lifeline is ___________________________.
Some signs of mental health issues are _________________, ______________________, and ____________________________.
Visit www.saahec.org for more information!
10 Ways to Self Care:
1.Watch your favorite show
2.Listen to music
3.Read a book
4.Exercise
5.Meditate
6.Color
7.Write in a journal
8.Do a craft
9.Eat a healthy snack
10.Take a social media break
CHALLENGE:
Exercise during every commercial break this week! | <urn:uuid:bada045a-6e18-4949-af29-04a01cda1b55> | CC-MAIN-2024-26 | https://www.saahec.org/_files/ugd/bcb0d7_6c206a3e848d44f9b9bf88e82d0f4675.pdf | 2024-06-16T09:25:48+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00781.warc.gz | 889,100,291 | 222 | eng_Latn | eng_Latn | 0.98964 | eng_Latn | 0.98964 | [
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http://www.arrl.org/eavesdropping-on-apollo-11
Eavesdropping on Apollo 11
Chris Graney
email@example.com
The nearly forgotten story of how a radio amateur successfully detected transmissions from the first men to land on the Moon.
In July of 1969 a ham radio operator and amateur radioastronomer by the name of Larry Baysinger, W4EJA, accomplished an amazing feat. He independently detected radio transmissions from the Apollo 11 astronauts on the lunar surface. Fortunately, his accomplishments were recorded by Glenn Rutherford, a young reporter for the Louisville (Kentucky) CourierJournal. "Lunar Eavesdropping: Louisvillians hear moon walk talk on homemade equipment," sporting Rutherford‟s byline, appeared in the Wednesday, July
23, 1969 issue of that paper — front page of section B, the local news section (see Figure 1).
Rutherford opened the Courier story with "Thanks to some homemade electronic equipment, including a rebuilt 20 year old radio receiver from an Army tank (see Figure 2) and an antenna made of spare pieces of aluminum, nylon cord and chicken wire (see Figure 3 and 4), a small band of Louisvillians was able to „eavesdrop‟ Sunday (July 20) night on the American astronauts‟ conversation directly from the moon."
The story discussed how Baysinger recorded 35 minutes of conversation from VHF signals transmitted between astronauts Armstrong, Aldrin and Collins (he did not attempt to pick up the encoded S-band signals from the main Moon-Earth communication link). 1 These 35 minutes included the time during which President Richard Nixon transmitted a message of congratulations to the astronauts.
Rutherford‟s story briefly mentioned how Baysinger had been previously successful in constructing a device to detect radio signals from Jupiter and in tracking and reproducing pictures transmitted from Earth-orbiting satellites. It briefly described the antenna used for the lunar eavesdropping project — a fully steerable 8 × 12 foot "corner horn" — and it briefly discussed the amazing sensitivity of the receiver, which Baysinger specially modified for the lunar eavesdropping project. Rutherford finished the story with "Needless to say, the receiver worked to perfection Sunday night."
Baysinger‟s accomplishment earned him some brief recognition — a meeting with the Collins Radio Company, which supplied the communications systems for the Apollo spacecraft. Collins was impressed with Baysinger‟s work. Then the story faded into the mists of time. "Lunar Eavesdropping" quietly sat in the rolls of microfilmed Courier-Journal editions in the reference sections of (mostly Kentucky) libraries, awaiting rediscovery.
Providence brought "Lunar Eavesdropping" back to light this summer. Rutherford, now an assistant editor of the central Kentucky newspaper The Record, was interviewing me concerning the productive history-of-astronomy research program operated out of the Jefferson Community & Technical College observatory. Our discussion drifted into the subject of science being done in unexpected places by a small homegrown operation (such as a Kentucky community college observatory).
This prompted Rutherford to mention Baysinger‟s work and the attention he got from the Collins Company as another example of interesting, homegrown, small-operation science in Louisville. I was immediately intrigued, especially when Rutherford said he did a story on it that appeared in the Courier-Journal. 2 He could not recall the exact date, so a few days later I was rummaging through the microfilm collection at the University of Louisville library. I found Rutherford‟s story within an hour (with the help of my wife Tina and son Joe).
When I got back to Rutherford about how I was interested in the story and had found it in the July 23, 1969 Courier-Journal, he mentioned that Baysinger actually still lived in Louisville — retired from a radio career but still active in ham radio. In short order I was talking to Baysinger via phone and e-mail, learning more about the lunar eavesdropping project.
Lost in the Archives
Today a person can sneeze and let the whole world know about it through Twitter or Facebook, so it is hard to believe that the lunar eavesdropping project could have almost completely disappeared into the microfilm drawers — but so it had. Extensive searches through Google, as well as through the EBSCO and JSTOR databases, turned up no references to it at all. 3
So how did Larry Baysinger come to be eavesdropping on Apollo 11 the night of July 20, 1969? Baysinger told me that he got interested in radio in the early 1950s, when building a radio from scratch or modifying a military surplus device was common practice. Surplus WWII equipment was both available and inexpensive at that time and Baysinger has fond memories of high school road trips to Lexington (Kentucky) and Indianapolis (Indiana) where a radio enthusiast could find particularly good hunting for military surplus.
His interest and talents in radio eventually led him to career with WHAS 840 AM radio in Louisville. (WHAS and the Courier-Journal were both owned by the Bingham family of Louisville and it was through this connection that Rutherford met Baysinger and became aware of his work.) By the late 1960s Baysinger was working professionally for WHAS and experimenting on the side with radio astronomy and satellite tracking.
The lunar eavesdropping project arose because he had an interest in independently verifying the information that NASA had been providing about the Apollo program. Could he get unedited, unfiltered information about the Apollo 11 landing by eavesdropping on the radio signals transmitted from the lunar surface? Maybe he could find out things that NASA did not want the public to know about. In addition, successfully detecting a transmission from the lunar surface would be a great technical accomplishment. Various "experts" had told him that it could not be done.
Aiming for the Moon
Baysinger says that on the night of the Apollo 11 landing, he and Rutherford had to essentially aim the antenna at the Moon by getting behind it and sighting it like a gun. This was difficult since the weather was cloudy and the Moon not easily visible. The antenna, which was originally built for Baysinger‟s radio astronomy work, had a motorized steering mechanism but it had to be manually guided.
Its "beam" or "field of view" was such that, once pointed at the Moon, it could be let go for a little while, but pretty soon it would have to be reaimed because the motions of the Earth and Moon caused the Moon to drift out of the antenna‟s field and the signal to be lost. In fact, this was one piece of evidence that the Apollo 11 signals the receiver picked up were indeed from the Moon — if the antenna was not kept aimed at the Moon, the signal disappeared. Baysinger‟s wife and daughter watched the Apollo 11 landing on TV while Baysinger and Rutherford listened via Baysinger‟s equipment. The signal on the home-built equipment came through approximately 5-10 seconds earlier than the signal on TV. It was noisy, but you could hear what was going on.
I asked Baysinger whether he found anything that NASA edited out — comments about things going wrong, the astronauts being loose with their language or exclamations about meeting space aliens. He said no — absolutely everything was transmitted to the public on TV. In fact he said, "that was kind of disappointing." Part of the idea of the project was to hear the unedited "real story," and it turned out there was nothing edited. Indeed, Rutherford‟s story makes no mention of hearing anything unusual.
Perhaps because there was nothing to hear that couldn‟t be heard on CBS, Baysinger did not attempt to eavesdrop on any other Apollo missions. After Apollo 11 he moved on to other projects. Rutherford moved on to other stories. "Lunar Eavesdropping" was moved on to microfilm.
An unanswered question in this story is whether there were other lunar eavesdropping projects conducted by Amateur Radio operators. This is something that QST readers with long memories can help with. My searching through Google and various databases, asking among those knowledgeable in the history of astronomy and querying various print and Web Amateur Radio publications has turned up only one other case of independent detection of Apollo transmission from the Moon. Sven Grahn and Richard Flagg picked up transmissions from the Apollo 17 command module in orbit around the Moon using a 30 foot radio telescope dish, but they heard only two recognizable voice transmissions, each consisting of only a few words. 4
It is possible that there had been other projects like Larry Baysinger‟s and perhaps these projects were told in articles like Glenn Rutherford‟s. Those projects and their stories might be sitting in a drawer somewhere, waiting for a QST reader to bring them to light.
Lunar Eavesdropping Link
More information on Larry‟s lunar eavesdropping, including some audio clips, can be found on Christopher Graney‟s Otter Creek-South Harrison Observatory Web page, Lunar Eavesdropping In Louisville, Kentucky.
All photos used with permission of The Courier-Journal, Louisville, Kentucky, except as noted.
Christopher M. Graney is a professor of physics and astronomy at Jefferson Community & Technical College in Louisville, Kentucky. He can be reached at Jefferson Community & Technical College, 1000 Community College Dr, Louisville, KY 40272.
1 The S-band covers 2-4 GHz, which encompasses the 2.3-2.31 GHz, 2.39-2.45 GHz and 3.3-3.5 GHz amateur bands. — Ed.
2 I was intrigued due to my interest in astronomy‟s history (this being an interesting story of radio astronomy). I was also intrigued because both in my classes and in our observatory public outreach programs I encounter people who ask whether I think we really went to the Moon. I thought it would be wonderful in those instances to have "on tap" a story of a local person independently verifying the presence of astronauts on the Moon.
3 These searches were done in August 2009. Since then I have discussed "Lunar Eavesdropping" with many people, including those on a history of astronomy e-mail list, so more references to it may now exist. The Courier-Journal has an electronic database of articles, but it does not go back to 1969.
4 QST readers interested in this story may want to look at Grahn‟s Tracking Apollo 17 from Florida or Flagg‟s University of Florida Student Satellite Tracking Station Web pages. | <urn:uuid:d00c43c6-223b-4f07-aa35-5ae034f017ce> | CC-MAIN-2024-26 | http://cgraney.jctcfaculty.org/cmgresearch/PhysicsAstro/ARRL-Apollo11.pdf | 2024-06-16T09:53:59+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00778.warc.gz | 8,038,206 | 2,248 | eng_Latn | eng_Latn | 0.997616 | eng_Latn | 0.9984 | [
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Sowing your seeds
The seeds in your welcome pack can be sown outdoors in late Spring, but depending on your local climate you may wish to start your seeds off indoors or under cover to keep them warm. Sowing in pots or trays will also make them easier to pot on or share with your community later!
1
Fill your seed tray or pots with peat-free compost, and tap it gently on the work surface to remove any large air pockets. Use the flat of your hand to strike off excess compost and level the surface.
Empty the seed packet into your palm or a shallow dish – small seeds can usually be scattered thinly and evenly over the compost. Large seeds can be picked up and sown individually. Lightly cover your seeds with compost – check your seed packet for the recommended sowing depth. 2
Gently water your seeds after sowing with a watering can – or stand your pots in water to soak up moisture from below, removing once the compost is thoroughly damp. 3
4
Remember to make a note of what you have sown where! Place a plant label in each tray or pot, with the name of the plant and the date of sowing. You can also use your Grow With It wall chart to make a note of key dates in your plants' life cycle.
Once you've sown your seeds, you are ready to enter your data on the Grow With It map!
Head to rhs.org.uk/growwithit or scan the QR code
RHS Registered Charity No: 222879/SC038262 | <urn:uuid:a5ed0378-22e7-4915-b7de-557f9807fea1> | CC-MAIN-2024-26 | https://www.rhs.org.uk/get-involved/grow-with-it/resources/PDFs/information-on-sowing-your-seeds.pdf | 2024-06-16T08:55:04+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00780.warc.gz | 874,513,693 | 317 | eng_Latn | eng_Latn | 0.999162 | eng_Latn | 0.999162 | [
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Topic:
Selection of Instructional and Library Resources
Effective:
September 2017
Cross-Reference:
The Ontario Curriculum; Equity and Inclusive Education Policy; Copyright--Fair Dealing Policy; Copyright--Fair Dealing Administrative Procedure; Professional Misconduct Regulation (O. Reg. 437/97) under the Ontario College of Teachers Act; Ontario Human Rights Code; Ontario Schools: Kindergarten to Grade 12 Policy and Program Requirements
Revision Date:
March 2021
Review Date:
March 2022
Responsibility:
Superintendent of Education, School Programs
INTENDED PURPOSE
The Halton District School Board, along with the Ontario Ministry of Education, believes the purpose of public education is to achieve excellence, ensure equity and promote well-being for all students, while enhancing public confidence. Learning resources must be aligned with these goals and with the rights of a child as provided in the United Nations Convention on the Rights of the Child, the United National Declaration on the Rights of Indigenous Peoples, echoed in the Truth and Reconciliation Calls to Action, prescribed in the Ontario Education Act and protected and enforced through the Ontario Human Rights Code. The educator's ethical standard of respect, identified by the Ontario College of Teachers and the College of Early Childhood Educators, requires that members of these professions honour human dignity, emotional wellness, and cognitive development.
Both instructional resources selected by educators and library resources selected by library staff play an important role in supporting student achievement, engagement, citizenship, and upholding Indigenous rights and human rights. Resources include, but are not limited to print, multimedia, and digital content.
PURCHASING, SELECTING, AND UTILIZING RESOURCES
There are no mandated learning resources in the Ontario curriculum. Therefore, staff must critically reflect on the selection of all learning materials both in our libraries and in our classrooms.
In alignment with the Board's Multi-Year Plan and Board Improvement Plan for Student Achievement, both HDSB centralized departments that recommend and/or purchase resources for use in specified subject areas, and school-based staff that purchase instructional and library resources must ensure that they critically reflect on and select classroom and library resources appropriate for the subject area, age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected. Moreover, the collection of resources will recognize and reflect the broad range of Indigeneity, social identity, and diversity that may or may not be reflected in the school community but are reflected in global society.
"A positive, inclusive, equitable, and non-discriminatory elementary and secondary school experience is vitally important to a student's personal, social, and academic development, to their future economic security, and to a realization of their full potential." (Human Rights, Equity, and Inclusive Education, Ministry of Education, 2020).
To ensure that school experiences are "positive, inclusive, equitable, and non-discriminatory," educators will utilize instructional practices and resources that are differentiated, culturally relevant, and responsive, as well as aligned to curriculum content and current pedagogy. Resources used in classrooms and libraries play an important role in creating the conditions necessary for students to achieve their potential, be engaged in their learning, and develop positive attitudes towards learning. When educators, library, and board staff initially select and subsequently re-evaluate resources based on these ideas, they ensure that student strengths, needs, cultures, and diverse lived experiences are supported and reflected. The following guidelines are provided for educators to use as they select resources (print, multimedia, digital content) for the library as well as the classroom.
Selection Guidelines for Administrators, Library Staff and Educators
i. Copyright
Administrators, library staff and educators will ensure the use of resources is in compliance with the HDSB Copyright - Fair Dealing Policy and Administrative Procedure.
ii. Presentation & Format
All resources should be:
* Evaluated in terms of presentation, language use, readability, ease of use, graphics/illustrations, and relationship to existing resources;
* In formats that are sufficiently durable, and suitable for frequent use by their intended audience; and,
* Available in alternate formats to meet the requirements of students with special needs and comply with the Accessibility for Ontarians with Disabilities Act.
iii. Instructional Value, Scope, and Content
Resources selected as part of a grade, program, course, and/or to meet the specific needs and strengths of students as reflected in a learner profile should:
* reflect high and appropriate expectations for all students;
* lend themselves to contemporary pedagogy;
* purposely align with curriculum, the instructional context for which they are being used, and support learning goals;
* allow for a range of instructional strategies to be used to meet the needs of a broad range of learners;
* be written in a level of language that is appropriate for the student's age, reading level of the grade, program, or course;
* reflect and affirm the positive representation of communities, lived experiences, and interests of students; avoiding discriminatory stereotypes;
* be examined critically to identify whose voice(s) and/or identities are missing;
* acknowledge and serve to further augment the diversity within any social identity thereby avoiding the perpetuation of a single story;
* avoid misappropriation of material, and, where possible, deliberately select Canadian publishers emphasizing Canadian content from diverse sources;
* ensure that no aspect of a person's identity is ever the topic of a debate even in the context of using a resource to teach about bias to meet specific curriculum expectations (e.g., identifying point of view, recognizing propaganda and its purpose in a given context, or to balance an argument); and,
* align with the rights of a child as stated by the United Nations Convention on the Rights of the Child, protected by the Ontario Human Rights Code, and reflected in the Ontario Education Act.
Process of Cyclical and Intentional Replacement of Resources
Educators and library staff will regularly review existing resources used in all schools, classrooms, and libraries across the district and update/replace them to ensure that students and staff have access to current, engaging, and relevant collection of materials. As such:
* Classics" must be evaluated and reconsidered/replaced to avoid upholding and reinforcing colonialism, a system that is inherently racist, classist, heteronormative, and/or sexist thereby ensuring the body of selected resources serve to dismantle racism and discrimination of any form rather than support it;
* Inclusive Design informs our choice of classroom and school resources;
* Publication dates which identify the context of the information presented are used as a measure of relevance in relation to the current realities of the school community and the world;
* Resources with low to limited library circulation, and outdated concepts are replaced with more engaging and updated materials; and,
* School library staff adhere to an established curation schedule whereby all collections are reviewed every two years.
To enhance the resource selection work of school-based library staff, and to promote specific district-wide initiatives, selection committees are regularly established to seek out and evaluate currently published print and digital media resources. Selection committee members include educators and library staff representing different panels and perspectives from schools and Board departments. Resources chosen by selection committees are shared with schools and recommended for purchase for school library collections through bulk orders organized by Library Services.
Discriminatory and Harmful Language
The HDSB is committed to honouring the best interests of each child. This procedure aims to re-centre the lived experiences, culture, and social identities of learners who have been harmed by the use of resources that perpetuate negative stereotypes and promote deficit thinking. The Board aims to prioritize the purchasing, selecting, and utilizing of resources that affirm all students, particularly students who identify as Indigenous, Black, Racialized, 2SLGBTQ+, and others that continue to be sparsely represented in our current collections in libraries and classrooms.
It is important that staff employ critical consciousness when selecting learning materials, especially texts, images and digital media. Staff must reflect from an anti-oppression, anti-colonial perspective and question how our positionality may influence our perception of the resource.
The uttering, writing or use of racial epithets by staff (e.g., the n-word, pejorative terms used to describe peoples' racial, ethnic, religious, sex, gender, sexual orientation, and/or disability attributes, etc.), including when reading texts aloud, presenting multimedia (eg. podcasts, videos, movies, music), quoting, or teaching course content, is not permitted. All staff have an obligation to intervene and respond sensitively if they hear racial or other epithets uttered or used by others. For more information, refer to the HDSB Discriminatory and Harmful Language Protocol.
If a resource contains potentially harmful language (e.g., racial or other epithets) the following will be considered:
o If there is another resource that could be used to fulfil the curriculum requirement, the resource in question should not be chosen;
o The impact a resource has on students overrides the educator's intent. Staff have the obligation to acknowledge the impacts and damage on/as identified by students and their families. This may mean providing student choice and/or excluding books that may be relevant and responsive AND that may also cause further harm and trauma;
o It is expected that proactive lessons and conversations are used to contextualize and provide the groundwork to set the framework to protect and uphold the Indigenous rights and/or human rights of each learner and staff member (e.g., no aspect of a person's identity should ever be the topic of debate); and,
o Examine what voices are centred and how resources might reflect heteronormativity, patriarchy, whiteness, etc. Prioritize opportunities to centre diverse social identities. See Ontario Schools: Kindergarten to Grade 12 Policy and Program Requirements (p.17)
Note: The Professional Misconduct regulation (O. Reg. 437/97) made under the Ontario College of Teachers Act, states, "making remarks or engaging in behaviours that expose any person or class of persons to hatred on the basis of a prohibited ground of discrimination under Part I of the Human Rights Code." This applies to conduct and/or remarks made to anyone inside or outside the classroom, on duty or off, and via electronic means. | <urn:uuid:0215b948-9d41-4825-a9f8-3ff348d0202c> | CC-MAIN-2024-26 | https://www.hdsb.ca/our-board/Policy/SelectionInstructionalLibaryResources.pdf | 2024-06-16T09:25:11+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00779.warc.gz | 718,982,588 | 2,070 | eng_Latn | eng_Latn | 0.992875 | eng_Latn | 0.993255 | [
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TRANSITION SKILLS TIPS AND TOOLS:
Oral Health for Infants
Take Care of Your Child's Teeth
1. Taking good care of your child's teeth is important, especially during infancy.
2. Babies still need good mouth care, even if they don't have teeth:
Clean your baby's mouth every day. If no teeth are present, use your finger and a wet washcloth.
Teething usually starts around 6-8 months. Use a toothbrush to clean your child's teeth as they appear and make sure your child's teeth are brushed everyday. Children will need help until they are about 5 years old.
Going to bed with a bottle of milk or juice can cause tooth decay and should be avoided.
Sore gums, drooling and unease are common in babies who are teething.
Babies will want to put everything in their mouth when they are teething. Keep them safe by giving them things to bite on like teething rings or biscuits. If your child has a latex allergy or you are using latex precautions, be sure NOT to use latex teething toys.
3. Don't give your baby teething powder or syrup unless you talk with your health care provider first
4. Talk with your health care provider if your baby becomes very cranky and has a fever. There may be something else going on
5. Take your child to the dentist every 6 months starting around the age of 2 years old. Baby teeth decay quickly, so frequent check-ups are needed. Your DSCC Care Coordination Team may be able to help find a dentist in your area caring for children with special needs
6. You may find information on programs to assist children with special needs in obtaining dental care from the Illinois State Dental Society: http://www.isds.org.
7. Your child's baby teeth help your child to speak, make room for permanent teeth, promote jaw growth, and give your child a beautiful smile. Take good care of them.
.
8. You may find helpful resources at www.lookmom.com or www.ifloss.org
We're here to help. To learn more about UIC-Specialized Care for Children's programs and services, check out our website at:
dscc.uic.edu or like us on facebook.com/dscc.uic.edu
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DERRINALLUM P-12 COLLEGE
DIGITAL LEARNING POLICY
(INTERNET, SOCIAL MEDIA, AND DIGITAL DEVICES)
Help for non-English speakers
If you need help to understand the information in this policy, please contact the front office.
PURPOSE
To ensure that all students and members of our school community understand:
(a) our commitment to providing students with the opportunity to benefit from digital technologies to support and enhance learning and development at school including our 1-to-1 personal device program.
(b) expected student behaviour when using digital technologies including the internet, social media, and digital devices (including computers, laptops, tablets, cameras)
(c) the school's commitment to promoting safe, responsible and discerning use of digital technologies, and educating students on appropriate responses to any dangers or threats to wellbeing that they may encounter when using the internet and digital technologies
(d) our school's policies and procedures for responding to inappropriate student behaviour on digital technologies and the internet
(e) the various Department policies on digital learning, including social media, that our school follows and implements when using digital technology
(f) our school prioritises the safety of students whilst they are using digital technologies
SCOPE
This policy applies to all students and staff at Derrinallum P-12 College.
Staff use of technology is also governed by the following Department policies:
* Acceptable Use Policy for ICT Resources
* Cybersafety and Responsible Use of Digital Technologies
* Digital Learning in Schools and
* Social Media Use to Support Student Learning.
Staff, volunteers and school councillors also need to adhere to codes of conduct relevant to their respective roles. These codes include:
* Derrinallum P-12 College's Child Safety Code of Conduct
* The Victorian Teaching Profession Code of Conduct (teaching staff)
* Code of Conduct for Victorian Sector Employees (staff)
* Code of Conduct for Directors of Victorian Public Entities (school councillors)
DEFINITIONS
For the purpose of this policy, "digital technologies" are defined as digital devices, tools, applications and systems that students and teachers use for learning and teaching; this includes Departmentprovided software and locally sourced devices, tools and systems.
POLICY
Vision for digital learning at our school
The use of digital technologies is a mandated component of the Victorian Curriculum F-10.
Safe and appropriate use of digital technologies, including the internet, apps, computers and tablets, can provide students with rich opportunities to support learning and development in a range of ways.
Through increased access to digital technologies, students can benefit from learning that is interactive, collaborative, personalised, engaging and transformative. Digital technologies enable our students to interact with and create high quality content, resources and tools. It also enables personalised learning tailored to students' particular needs and interests and transforms assessment, reporting and feedback, driving new forms of collaboration and communication.
Derrinallum P-12 College believes that the use of digital technologies at school allows the development of valuable skills and knowledge and prepares students to thrive in our globalised and inter-connected world. Our school's vision is to empower students to use digital technologies safely and appropriately to reach their personal best and fully equip them to contribute positively to society as happy, healthy young adults.
Devices at Derrinallum P-12 College
Derrinallum P-12 College operate a 1-to-1 device program, in which each child is allocated a school owned laptop. These laptops whilst allocated to individuals do not leave the school and can only be used for learning purposes.
Safe and appropriate use of digital technologies
Digital technologies, if not used appropriately, may present risks to users' safety or wellbeing. At Derrinallum P-12 College, we are committed to educating all students to use digital technologies safely, equipping students with the skills and knowledge to navigate the digital world.
At Derrinallum P-12 College, we:
* use online sites and digital tools that support students' learning, and focus our use of digital technologies on being learning-centred
* use digital technologies in the classroom for specific purpose with targeted educational or developmental aims
* supervise and support students using digital technologies for their schoolwork
* effectively and responsively address any issues or incidents that have the potential to impact on the wellbeing of our students
* have programs in place to educate our students to be safe, responsible and discerning users of digital technologies, including the Respectful Relationships program.
* educate our students about digital issues such as privacy, intellectual property and copyright, and the importance of maintaining their own privacy and security online
* actively educate and remind students of our Student Engagement policy that outlines our School's values and expected student behaviour, including online behaviours
* have an Acceptable Use Agreement outlining the expectations of students when using digital technologies for their schoolwork
* use clear protocols and procedures to protect students working in online spaces, which includes reviewing the safety and appropriateness of online tools and communities and removing offensive content at the earliest opportunity
* educate our students on appropriate responses to any dangers or threats to wellbeing that they may encounter when using the internet and other digital technologies
* provide a filtered internet service at school to block access to inappropriate content
* support parents and carers to understand the safe and responsible use of digital technologies and the strategies that can be implemented at home through regular updates in our newsletter, information sheets, website/school portal and information sessions.
* refer suspected illegal online acts to the relevant law enforcement authority for investigation
Distribution of school owned devices to students will only be permitted where students and their parents/carers have completed a signed Acceptable Use Agreement.
It is the responsibility of all students to protect their own password and not divulge it to another person. If a student or staff member knows or suspects an account has been used by another person, the account holder must notify the administration immediately.
All messages created, sent or retrieved on the school's network are the property of the school. The school reserves the right to access and monitor all messages and files on the computer system, as necessary and appropriate. Communications including text and images may be required to be disclosed to law enforcement and other third parties without the consent of the sender.
Information on supervision arrangements for students engaging in digital learning activities is available in our Yard Duty and Supervision Policy.
Social media use
Our school follows the Department's policy on Social Media Use to Support Learning to ensure social media is used safely and appropriately in student learning and to ensure appropriate parent notification occurs or, where required, consent is sought. Where the student activity is visible to the public, it requires consent.
Our school uses Instagram as a platform to promote the learning and achievements of the students. Students will only be identified by their first name if permission for their photo to be published has been given. Posts are not 'tagged' nor are comments from external parties able to be added. The account is solely operated by the principal.
In accordance with the Department's policy on social media, staff will not 'friend' or 'follow' a student on a personal social media account or accept a 'friend' request from a student using a personal social media account unless it is objectively appropriate, for example where the student is also a family member of the staff.
If a staff member of our school becomes aware that a student at the school is 'following' them on a personal social media account, Department policy requires the staff member to ask the student to 'unfollow' them, and to notify the school and/or parent or carer if the student does not do so.
Student behavioural expectations
When using digital technologies, students are expected to behave in a way that is consistent with Derrinallum P-12 College's Statement of Values, Student Wellbeing and Engagement policy, and Bullying Prevention policy.
When a student acts in breach of the behaviour standards of our school community (including cyberbullying, using digital technologies to harass, threaten or intimidate, or viewing/posting/sharing of inappropriate or unlawful content), Derrinallum P-12 College will institute a staged response, consistent with our student engagement and behaviour policies.
Breaches of this policy by students can result in a number of consequences which will depend on the severity of the breach and the context of the situation. This includes but is not limited to:
* removal of network access privileges
* removal of email privileges
* removal of internet access privileges
* removal of printing privileges
* other consequences as outlined in the school's Student Wellbeing and Engagement and Bullying Prevention policies.
COMMUNICATION
This policy will be communicated to our school community in the following ways
* Available publicly on our school's website
* Included in staff induction and child safety training processes
* Discussed at staff briefings/meetings as required
* Included in our staff handbook/manual
* Discussed at parent information nights/sessions
* Included in transition and enrolment packs
* Included as annual reference in school newsletter
* Discussed at student forums/in Advocacy classes
* Made available in hard copy from the school administration.
POLICY REVIEW AND APPROVAL
ANNEXURE A: ACCEPTABLE USE AGREEMENT
Acceptable Use Agreement
DERRINALLUM P-12 COLLEGE
Appendix A - School support for the safe and responsible use of Information and Communication Technologies
Derrinallum P-12 College uses the Information and Communication Technologies as teaching and learning tools. We see the Internet and digital technologies as valuable resources but acknowledge they must be used responsibly.
At Derrinallum P-12 College we:
* have policies in place that outline the values of the school and expected behaviours when students use digital technology and the Internet
* provide a filtered internet service
* provide access and model appropriate use within the Department of Education and Early Childhood Development's state-wide, secure learning environment
* reinforce that cybersafe and responsible behaviours are expected in their school use of digital technology and associated equipment/resources we provide
* provide supervision and direction in online activities and when using digital technologies for learning
* support students in developing digital literacy skills
* use digital technologies for educational purposes
* provide support to parents/carers to understand this agreement
Your child has been asked to agree to use the Information and Communication Technologies resources responsibly at school. Parents/carers should be aware that the nature of the Internet is such that full protection from inappropriate content can never be guaranteed.
DIGITAL LEARNING 2020-2022 DERRINALLUM P-12 COLLEGE
Appendix B - Student Agreement for Use of Information and Communication Technologies at Derrinallum P-12 College.
(To be signed by all users)
When I use digital technology, I agree to:
* make every effort to care for equipment allocated for my use and take responsibility for any damage caused through carelessness or negligence
* be a safe, responsible, and ethical user whenever and wherever I use it
* support others by being respectful in how I communicate with them and never write or participate in online bullying (this includes forwarding messages and supporting others in harmful, inappropriate, or hurtful online behaviour)
* talk to a teacher if I feel uncomfortable or unsafe online or see others participating in unsafe, inappropriate, or hurtful online behaviour
* seek to understand the terms and conditions of websites and online communities and be aware that content I upload, or post is my digital footprint
* protect my privacy rights and those of other students by not giving out personal details including full names, telephone numbers, addresses and images. I will never post of forward anyone's personal information.
* use the internet for educational purposes and use the equipment appropriately.
* use on-line communication and networking sites for educational purposes and only as directed by teachers
* seek permission from individuals involved before taking photos, recording sound or videoing them
* only take photos and record sound or video when it is part of an approved lesson
* be respectful in the photos I take or video I capture and never use these for bullying
* seek appropriate (written) permission from individuals involved before publishing or sending photos, recorded sound or video to anyone else or to any online space
* abide by copyright procedures when using content on websites (ask permission to use images, text, audio, and video and cite references where necessary)
* think critically about other users' intellectual property and how I use internet content
* not interfere with network security, the data of another user or attempt to log into the network with a username or password of another student
* not reveal my password to anyone except the system administrator or the teacher
* not bring or download unauthorised programs, including games, to the school or run them on school computers, or use school computers to store personal data (including games and music) or programs
* not access Internet sites that are banned or that would be inappropriate for school.
This Acceptable Use Agreement also applies during school excursions, camps, and extracurricular activities. I acknowledge and agree to follow these rules. I understand that my access to the internet and digital technology at school will be renegotiated if I do not act responsibly. The use of mobile phones comes under the Mobile Phone Policy.
Please return the attached Acceptable Use Agreement to the school so computers can be allocated for classroom use.
DIGITAL LEARNING 2022-2024
*By signing and returning this agreement, students will be allocated an individual laptop computer for school use.
Student Name: ________________________________
Year Level: _______
When I use digital technology at Derrinallum College, I agree that:
* Using any device is subject to the agreement of the school technology administrator and school Principal and is dependent upon the student demonstrating appropriate use of ICT
* Users are responsible for paying for loss of or damage to any borrowed device, whether through misuse or accident, up to and including the replacement value of the lost or damaged item
* The device is to be used for educational purposes only, directly related to the student's school program
* No programs of any sort or any files (including music and games) or personal data unrelated to the student's educational program are to be added to the device
* If any of the above conditions are not met, permission to use school-owned devices will be reviewed and privileges may immediately be withdrawn.
* I am not able to take school devices home without written permission from the principal.
* Taking a device without permission may be viewed as stealing school property.
In certain circumstances students may be permitted to borrow school devices, such as laptops for a set time frame. This permission will be explicitly granted. A Laptop Borrowing Agreement must be completed in full and submitted and approval granted by the school before this is possible. Please contact the principal to discuss this.
I have read the Acceptable Use Agreement carefully, understand the significance of the conditions and agree to abide by these conditions. I understand that any breach of these conditions will result in internet and ICT technology access privileges being suspended or revoked and individual computer allocation being reviewed.
Student Signature: _________________________________________ Date: _______
Parent/Carer Signature: _____________________________________ Date: _______
School representative: ______________________________________ Date: ______ | <urn:uuid:1784587c-1a46-4f37-bb9b-c1a348e58b25> | CC-MAIN-2024-26 | http://www.derrinallump12.vic.edu.au/uploads/1/9/4/7/19475337/digital_learning_policy_2022-2024.pdf | 2024-06-16T09:17:45+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00779.warc.gz | 41,021,577 | 3,070 | eng_Latn | eng_Latn | 0.995973 | eng_Latn | 0.997879 | [
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Locals Found Ways Around Village's 1940 Fireworks Ban
by Robert Lowell Goller
Town and Village Historian Copyright 2021, Robert Lowell Goller
B efore World War II, New York State did not ban the sale of fireworks. In fact, East Aurorans could easily purchase them at stores along Main Street. However, that changed for the Fourth of July in 1940, after the East Aurora Village Board adopted a law— albeit a law that proved difficult to enforce—banning the sale and use of fireworks within the village limits.
"It is well known that many persons, both children and adults, are maimed, disfigured and seriously and painfully injured each year by the use of fireworks on and around the Fourth of July," the resolution approved by the Village Board in Au-
Local residents and businesses found a simple way around a village ban on the sale and use of fireworks in 1940. At least one local seller simply set up shop just outside the village limits. An advertisement published in the East Aurora Advertiser on June 27, 1940, indicated that fireworks for sale on Hamlin Avenue just beyond the village line. The advertisement also indicated that fireworks were available at the W.J. Fox Confectionary Store. Assuming that the store was not exempt from the village law, it's likely the owners developed an arrangement to comply with the ordinance simply by ensuring that fireworks sales were finalized outside the village limits.
(From the archives of the Aurora Town Historian's Office).
gust 1939 stated. "It is considered by many that the sale and use of fireworks should be totally prohibited in the interest of safe and sane Fourth of July celebrations."
Although it does not appear any specific incident spurred the Village Board's action, Village Trustee Herman L. Brandt proposed the fireworks ban "to halt danger to children from use of explosives," according to report of the Village Board proceedings in the East Aurora Advertiser.
"Mr. Brandt, in presenting the proposed ordinance to the board, stated that official steps should be taken to halt the danger of burning, maiming and killing of local people from fireworks," the Advertiser added.
At the time, 12 states banned private firework use, but New York did not, Brandt noted.
The village banned the sale and use of fireworks throughout the year, not just in the weeks leading up to Independence Day. Exceptions were made for explosives used in construction work, hunting, target practice and law enforcement, and for professional public displays "where competent fireworks experts will be in charge." That included the annual display in Hamlin Park sponsored at the time by the American Legion.
Expected opposition to the ban from local store owners never materialized at a public hearing held Aug. 21, 1939, according to a report in the Advertiser
.
"(The) only comment, made in an unofficial capacity, on the ordinance during the hearing was by Leonard J. Burns of South Grove Street, who queried the board as to who was going to see to the enforcement of the ordinance," the newspaper reported. "Mr. Burns was informed that this duty will be up to the police, and when a violation is observed by citizens, it should be reported to the local law enforcement agency as quickly as possible."
Because nearly a year had passed between the adoption of the ban and the next Fourth of July, village officials made a concerted effort to remind residents of the new ordinance in the weeks leading up to Independence Day 1940. In a warning published on the front page of the July 4, 1940, issue of the Advertiser, Lewis V. Fuchs, director of public safety for the village, said "police will rigidly enforce the ordinance, and persons arrested are subject to a fine ranging from a $5 minimum to a $50 maximum." (Adjusted for inflation, that's $96 to $960 in 2021 dollars).
Local residents were encouraged to donate money to the American Legion's fundraising campaign for the public display in Hamlin Park rather than purchase their own fireworks for backyard displays.
Despite the warnings and pleas, the village's ban could not stop the private sale and use of fireworks in East Aurora.
The ban only applied to the village, so it didn't take much creativity for local residents to legally buy fireworks. At least one local seller simply set up shop just outside the village limits.
An advertisement published in the Advertiser the week before Independence Day in 1940 indicated that fireworks were for sale on Hamlin Avenue just beyond the village line. The advertisement also indicated that fireworks were available at the W.J. Fox Confectionary Store, located at the time at 228 Main St. Assuming that the store was not exempt from the village law, it's likely the owners developed an arrangement to comply with the ordinance simply by ensuring that fireworks sales were finalized outside the village limits.
However, no problems with private fireworks were reported in the following week's issue of the Advertiser.
The village's fireworks ban—and the creative attempts to get around it—lasted only one year. The village law became moot just a few months later, when lawmakers in Albany prohibited fireworks statewide.
"Village as well as rural residents will be barred from selling or using fireworks," an article in the Advertiser noted in the weeks leading up to Independence Day 1941.
According to the newspaper, Mayor A.E. Frantz said that authorities would "enforce this new state-wide prohibition to the limit."
____________________________
Robert Lowell Goller is the eighth Aurora town and East Aurora village historian since the office was created in 1919. The Historian's Office is open for research Wednesdays and Thursdays from 1-4 p.m., and by appointment. Visit www.townofaurora.com/departments/historian for more information. The Office of the Historian can also be found on Facebook at "Aurora Town Historian" and on Instagram at "auroratownhistorian." | <urn:uuid:97429d40-ce25-4c11-837a-1cf4f7799ead> | CC-MAIN-2024-26 | http://townofaurora.com/files/4416/5428/3204/Historians_Corner-June_2021-Village_Fireworks_Ban.pdf | 2024-06-16T09:03:03+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00781.warc.gz | 33,467,043 | 1,220 | eng_Latn | eng_Latn | 0.999161 | eng_Latn | 0.999261 | [
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Teaching Law Practice Across the Curriculum
Plenary Session
Using Team Based Learning to Teach Collaborative Practice Skills
Barbara Glesner-Fines University of Missouri-Kansas City School of Law
Margaret Sova McCabe Franklin Pierce Law Center
Sophie Sparrow Franklin Pierce Law Center
Teaching Law Practice Across the Curriculum
Plenary Session
Thursday, June 17, 2010 – 3:00-4:15 p.m.
Using Team-Based Learning to Teach Collaborative Practice Skills
Barbara Glesner Fines, University of Missouri-Kansas City School of Law Margaret Sova McCabe, Franklin Pierce Law Center Sophie Sparrow, Franklin Pierce Law Center
Team-based learning is "group work on steroids" and is an exciting and effective teaching strategy for not only engaging students but also for teaching them an essential professional skill: collaboration. Through video clips and interactive exercises, this session focuses on how to design courses and classes that enable students to become self-regulated, powerful learning teams. Because it applies the best practices about teaching and learning, team-based learning can be used across the curriculum to help students achieve deep understanding and mastery of doctrine, skills, and values — in classes of nine to 199.
Materials
Team Assignment #1: Make a List
This first exercise is a brainstorming exercise. Brainstorming is a technique for generating ideas and solutions that Madison Avenue advertising executive, Alex Osborn, first promoted in the 1950s and used by attorneys in every type of practice. The technique has been researched extensively and there are many variations on how you can conduct effective brainstorming. Here are the instructions for brainstorming we will use in this class:
Generate ideas without criticism (either of your own or other's ideas). Don't be concerned if ideas are right or wrong. Accept all contributions.
Appoint one person to record the ideas that come from the session.
Make sure that everyone gets a fair opportunity to contribute ideas.
Feel free to build on other people's ideas.
Welcome creativity!
Don't get stuck on one idea.
Here is the topic of your brainstorming: Advantages of Group Learning
Team Assignment #3
Suppose you are teaching a first-year, first-semester course in civil procedure. The class meets for 50 minutes three times a week for 14 weeks (or about 2100 minutes of class time). What percentage of that time should you devote to group work?
Choose one of the options below. Work toward consensus for your selection and identify one person in your group who will report the reason for your group's choice.
A. less than 10 percent
B. 10-25 percent
C. 26-40 percent
D. 41-60 percent
E. More than 60 percent
Video Clips and Questions
Imagine the video scenario occurs in your classroom. Each team began the semester by setting collaboration guidelines specifying the type of behavior teammates would use while they were working in teams. In two weeks — about half-way through the course — teammates will provide each other with formative feedback (ungraded feedback to help students learn) about how well each one of them met their team guidelines. At the end of the semester, each member of the team will provide their teammates with a grade on how well they met their agreed-upon guidelines.
You know that this team's guidelines state that they will all participate equally, listen to each other's reasoning, and reach consensus before answering questions.
Question 1.
You have heard and observed the dominator (woman with long blond hair and glasses) for the first part of the quiz, but the team still has two questions to answer. What would be the most effective way to stop the domination while promoting effective teamwork?
A. Approach the team during the quiz. Remind students to participate equally and tell them that you expect professional behavior. Emphasize that what you have heard does not meet your expectations.
B. Do nothing during class, but meet with the dominator to discuss her behavior. When you meet, review the team guidelines with her. Remind her that it is important that she follows the guidelines or it will affect her grade.
C. After the quiz, remind the whole class that formative peer feedback is coming soon, and graded peer feedback will come at the end of the course. Ask students to review their guidelines for the next class.
D. Do nothing. The teams are aware of their collaboration guidelines, and their opportunities to give formative and summative feedback to their teammates. The dominator will receive the appropriate feedback from her peers.
Question 2.
Which aspect of peer evaluation is most likely to reduce the risk of "social loafing"?
A. Counting peer evaluations as a significant part of the course grade.
B. Giving students the option of writing qualitative comments in the peer evaluation form.
C. Requiring quantitative ratings of peers in the evaluation form distributed to teammates.
D. Doing an ungraded, formative peer evaluation before the graded evaluation.
Question 3.
Which of the following approaches, when put in a team's collaboration guidelines at the beginning of the semester, is likely the most effective strategy in enabling all teammates to have productive team discussions?
A. Having one student lead the discussion of each question and rotating the leader for each question.
B. Assigning one student to monitor whether any person on the team is dominating or social loafing, and, if so, call it to the team's attention.
C. Requiring teammates to use a time out signal when they feel excluded or marginalized, or when they think another student is social loafing.
D. Penalizing teammates who dominate or social loaf by deducting significant points from the end-of-semester summative peer feedback.
Question 4.
What is the most important reason for students to give peer feedback to their teammates?
A. Enables students to feel better about their team after honest sharing
B. Gives students practice in learning how to provide useful feedback
C. Prevents the development of conflicts within a team
D. Enables the team to become a more powerful learning unit
E. Rewards almost all students for their contributions to their team's success
Excerpts from: Sophie Sparrow, Team-Based Learning — An Overview, THE LAW TEACHER , SPRING 2010 | 1 <http://lawteaching.org/lawteacher/2010spring/lawteacher2010spring.pdf>
What is team-based learning (TBL)?
TBL is a learner-centered teaching strategy designed to promote active engagement and deep learning. Educators have used TBL for over 30 years, using it in 23 countries in a medicine, business, sciences, the humanities and others. They have used TBL effectively in classes of 9 to 199+. Teachers using TBL have found students' performance improves when compared to traditional teaching. Students also learn skills essential to succeeding in a job – working well with others. All this happens without sacrificing course coverage.
What are the core principles of TBL?
Larry Michaelsen, who first designed TBL in the 1970s, identifies 4 essential principles: ―1. Groups must be properly formed and managed; 2. students must be made accountable for their individual and group work; 3. group assignments must promote both learning and team development; 4. students must get frequent and timely performance feedback.‖
What is the teacher's role in TBL?
The TBL teacher's role is to plan the course and the individual classes, then coach students through the learning process. To the outside observer, the TBL teacher may appear not to be really ―teaching.‖ This is deliberate; the focus of the class is on what the students are doing, not what the teacher is saying. The teacher, however, has done significant work in advance to harness the power of student learning teams.
What is the role of the students?
In a TBL course, students spend the vast majority of class time engaging in team discussions and solving problems in their groups. Working in permanent diverse teams of five to seven students, they can collectively draw on their perspectives and understanding to solve more complex problems than they would individually. Think of this as ―five brains‖ are better than one, or as a group of lawyers working together to solve clients' problems. Having students work together is only effective when all students are prepared; one of the biggest complaints about group work concerns ―social loafers.‖ Social loafers are those students who poach on teammates' work without contributing any work of their own. In TBL, students assess their teammates' contributions to the team (usually 5-15% of the grade). When students are not prepared or contributing, their grades suffer. They are thus accountable for being prepared and participating in their teams for every class.
How do you plan a TBL course?
1) Identify core learning objectives — what students should be able to DO as a result of taking the course? 2) Break the course into four to seven units or modules; 3) Determine how to create diverse student groups; and 4) Design a series of formative and summative assessments to engage students at increasingly higher levels of thinking.
The TBL principles are straightforward; the challenge is applying them effectively, and this transformative teaching strategy, has a steep learning curve and requires a lot work at the beginning. The hardest and most timeconsuming aspect of using TBL is designing the series of quizzes — one per learning unit —and problems that are appropriately challenging for a group of students to solve. Though a challenge, the value of TBL is well worth it. Start small and learn from your mistakes.
TBL sounds great … how can I start? FAQs for Law Teachers
Q: I don't have time to revamp my whole class - can I use pieces of TBL?
A: Yes! There are ways to integrate pieces of TBL into your class, depending on your goals.
Q: I already do a fair amount of group discussion and think-pair-share already in my class. How is TBL different?
A. By putting students into stable teams and by providing those teams responsibility to make decisions and solve problems with consequence, TBL requires students to learn to work together in ways that can't be as easily achieved with simple group discussion. By requiring students to evaluate one another's contributions, students become aware of their own learning of collaborative skills.
Q. I've been teaching Civil Procedure for 8 years. What I really want to do is try TBL to see if I can manage it and my students like it. What should I do?
A: Consider teaching one TBL module in the class. For example, perhaps you do a ―unit‖ (module) on dispositive motions. Here are the steps to take to turn it into a TBL module:
Step 1 Decide what you want students to be able to do with dispositive motion knowledge at the end of the unit and how many classes you have to spend on the materials.
Step 2 Create one or two problems (applications) that teams will work on together. Make sure that the problems are significant, the same, require a specific response/choice, and simultaneous report of answers. A good source of application problems might be earlier exam questions on dispositive motions.
Step 3 Review past reading assignments and assess whether these assignments give students the foundational knowledge to solve the problems. If they do, assign them again and if possible, provide study guide questions.
Step 4 Using your study guide questions, design a short assessment you can give to students before they move into the application problems. This is assessment that students will take individually and then again as a team. Good foundational assessments typically test 30% at Bloom's knowledge and recall and 70% at application (though we have found quiz question can test at higher levels with success).
Step 5 Vet your problems and assessments with colleagues and TAs. Have the problems and assessments be sophisticated enough that students will benefit from working together.
Step 6 Prepare short materials for students on the TBL module, so that they understand the method and why you have adopted it.Step 7 The class before the module, spend 15-minutes putting teams in heterogeneous groups, explaining the TBL method and why you've adopted it, and having teams complete collaboration guidelines. Have fun!
Q: I just want students to engage with each other and problem solve together without thinking about having to divide the course into learning "modules." What can I do?
A: You could incorporate shorter group exercises (brainstorming, short discussion problems, etc.). You could incorporate quizzes at key points in the semester. (Step 4 above). If you decide to do this, we
recommend that you use the approach of individual quizzes followed by team quizzes and that you assign students to a team with whom they will work together during quiz classes.
Q: I do problem-based learning (PBL) and I already have many application exercises —how should I adopt TBL?
A: The key difference between PBL and TBL is the team formation and accountability. You could adopt TBL by introducing heterogeneous teams that remain together for the semester, having them adopt team collaboration guidelines, and having students provide formative and summative feedback. (Step 7 above).
Q: I've designed my course with power point presentations that include discussion questions. I typically assign problems for students to complete outside of class and then I post answers on my website later (which my TAs often review in their sessions). I don't want to reinvent the wheel— can I use these materials in TBL?
A: Consider narrating your slides and assigning them outside of class, as a supplement to reading. Then, take the problems you've been assigning and tailor them to a class. Allow students to work in teams, require them to come to consensus, and then simultaneously reveal their responses. Use class time to explore the differences in team approaches, reinforce the foundational materials in your slides and readings, and practice analysis and synthesis of the material.
Q: I am one year away from teaching a new course. How can I adopt TBL?
A: With this much time, we would recommend reading Michaelsen, and examining the TBL website, which includes videos and lots of advice. Once you have a good understanding of TBL course design, decide on your course modules, go from there, and contact any one of us!
TBL Resources
Websites, videos, books, forms, and listservs can be accessed at http:// teambasedlearning.apsc.ubc.ca/ www.TBLCollaborative.org.
Video clips of students simulating the "dominator" and "social loafer" are at http://www.piercelaw.edu/video/index.php
BOOKS:
TEAM-BASED LEARNING: A TRANSFORMATIVE USE OF SMALL GROUPS IN COLLEGE TEACHING, edited by Larry K. Michaelsen, Arletta B. Knight, and L. Dee Fink, eds. (Stylus Publishing, 2004)
TEAM-BASED LEARNING: SMALL-GROUP LEARNING'S NEXT BIG STEP, 116 New Directions for Teaching & Learning, Larry K. Michaelsen, Michael Sweet, and Dean X. Parmelee, eds. (JosseyBass 2008).
Team Names and Contribution Guidelines
Write down the names of all your teammates.
Identify three or more attributes that help you and your colleagues learn from each other and work effectively as a team (samples from previous years are below).
Be specific about these criteria; name ones that the members of your team would feel comfortable using for your peer evaluations for this course.
These are subject to change if the team so decides. After the team has worked together for a while, you will be asked to review and revise the guidelines. For example, you may have included ―Show respect for team members‖ but will have noticed after a few weeks, that different people define respect differently.
Team names__________________________________________________________________
______________________________________________________________________________
Team guidelines_______________________________________________________________
______________________________________________________________________________ ______________________________________________________________________________
_______________________________________________use other side if you need more space
What are the consequences if members of the team don't meet the guidelines?
______________________________________________________________________________ ______________________________________________________________________________
Previous teams' criteria included:
Listen to team members-be polite
Be receptive to and respectful of others' thoughts/input
Be patient with others' process and learning
Be prepared – put in a good faith effort
Be proactive in addressing problems
Contribute to discussions
Communicate with team about absences and other team-related tasks
Have a sense of humor
Be on time
Work for the team
Be willing to apologize
Don't monopolize or dominate
Take turns leading the team
Don't hide behind the laptop
Excerpts of material included in a TBL course syllabus
VI. TEAM-BASED LEARNING (TBL). This course uses team-based learning (TBL) because research shows it improves student learning.
TBL also prepares you for law practice where you will be working with others – lawyers, clients, consultants, and assistants — to serve your clients. Research has shown that, across all disciplines, the ability to work well with others is more important to success than intellectual expertise.
You will assigned to diverse team of 5-7 students; these teams will work together the entire semester. Teams will develop and refine team contribution guidelines, and assess how well each member of the team contributes to the team's performance. Each team member is responsible for the team working effectively.
TBL has two major components: individual out-of-class preparation and in-class teamwork applying the materials to solve complex problems. Below are answers to common student questions about TBL.
What do we do in class? You will work with your team in every class. During six classes, you will take readiness assessment quizzes (RAQ). In other classes, all teams will work towards finding a specific solution to a specific problem based on assigned material. Quizzes and in-class activities allow you to actively engage in the material rather than listening to a lecture about it.
What is a RAQ? A RAQ (readiness assessment quiz) evaluates whether you have command of the key concepts necessary to apply the concepts covered in out-of-class assignments. Each quiz is first completed individually, and then retaken as a team. The individual and team score will contribute toward your overall grade. Interestingly, the team usually outperforms the highest scoring individual team member.
Why does the team often outperform the individual? Diverse teams engage in a rich, and often robust, discussion of the ―best answer‖ before arriving at a conclusion - five heads are better than one.
Is it true the professor doesn't provide answers or guidance? No. TBL provides feedback in three essential ways. First, when you take a RAQ you will learn the correct answers in that class. Teams immediately learn the answers as they complete the team quiz. Teams will also apply their knowledge to a problem and report a specific answer at the same time as all teams (by holding up an answer card, for example). The whole class will receive guidance about the best answer.
What if I have a problem with my team? Try to work it out. The biggest reason that teams don't function effectively is because team members avoid conflict. To promote conflict resolution, design thoughtful contribution guidelines and then discuss the guidelines with your team periodically.
You may have addressed conflicts between teammates effectively in your previous work, service, academic, and extracurricular experiences. Address the issue with your team as you would in a professional office. Consider how you would want to hear the message if your behavior was a challenge for your teammates. What would be effective? If the problem is not resolved using the team contribution guidelines, talk to me, and I can suggest ways for you and your teammates to work through the problem. In the rare case of alleged student misconduct, I will likely intervene. | <urn:uuid:f591b6ff-49a9-4fa9-ab65-3edd32d9ec10> | CC-MAIN-2024-26 | http://lawteaching.org/wp-content/uploads/2016/07/plenary-UsingTeamBasedLearning.pdf | 2024-06-16T09:00:57+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00782.warc.gz | 17,427,609 | 4,065 | eng_Latn | eng_Latn | 0.955619 | eng_Latn | 0.999217 | [
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Teacher : Dr. Benlakdar
Email : firstname.lastname@example.org
Module : Translation and Interpreting
Level : 3rd year
General Translation
Lesson overview :
In this lesson, the field of general translation is explored, focusing on the strategies and techniques required to effectively convey meaning from the source language (SL) to the target language (TL). The difficulties, challenges, and cultural considerations will be examined. By the end of this lesson, students will gain valuable insights into general translation and have deeper understanding of its process. Moreover, they will be better prepared to handle translation difficulties, navigating cultural nuances, and ensuring accurate and appropriate translation outcome.
Lesson outline :
1. Introduction to general translation
1.1 Definition
1.2 Characteristics
1.3 Role of translators
2. Understanding the importance of reading
2.1 Definition
2.2 Types
2.3 Importance
3. Exploring source text analysis
3.1 Identifying key concepts and cultural nuances
3.2 Grasping the intended meaning
1
3.3 Considering the context
4. Translating idiomatic expression
4.1 Definition
4.2 Types
4.3 Translation strategies
5. Translating collocations
5.1 Definition
5.2 Types
5.3 Translation strategies
6. Navigating culture-specific items
6.1 Definition
6.2 Types
6.3 Translation strategies
7. Proofreading
7.1 Definition
7.2 Steps
8. Case studies and practical exercises
---------------------------------------------------------------------------------------
1. Introduction to general translation
General translation is the process of translating a message from the source language (SL) to the target language (TL). In this type of translation, translators should grasp the full meaning of texts, identify the intent of the author, and produce an accurate and appropriate translation.
1.1Definition
General translation is defined as « a reproduction of a source language (SL) message into a target language (TL) message. The procedure carried out in the process must result in equivalent message written in natural TL grammar » (Sinungharjo et al.,
2
2023, p. 40). General translation involves a deep understanding of both SL and TL, as well as the cultural and contextual nuances and connotations.
1.2Characteristics
General translation has several characteristics that distinguish it as a unique discipline. The process of translation is defined by the features of the text (Petrilli, 2003). These characteristics include :
[x] Broad scope : it encompasses a wide range of fields and subjects, as well as diverse content.
[x] Cultural sensitivity : it envolves considering cultural nuances, connotations, and wordplay as well as adapting the content to be culturally appropriate to the target reader.
[x] Contextual understanding : it requires context understanding to grasp the intended meaning and intent of the original author. Translators may need to decipher the underlying message and tone to appropriately convey the meaning.
[x] Linguistic considerations : a high level of proficiency is required to render the original meaning. Grammar, syntax and vocabulary are of paramount importance.
[x] Research : in some cases, translators need to do extensive research to understand the source text and find the most appropriate equivalents. They must be proficient in using dictionaries, glossaries, translation memories, and online resources.
[x] Writing skills : translators must have good writing skills to produce translations that are coherent, natural, and acceptable. They should maintain consistency, clarity, cohesion, and readability.
[x] Editing : translators must always revise their translations and correct grammar, spelling, and punctuation mistakes to avoid ambiguity and non-sense and produce a high-quality translation.
1.3Role of translators
The role of translators is crucial. Translators should undertake the following tasks : (Al Zidjlay, 2012)
Facilitate communication and bridge the linguistic gaps ;
Ensure accuracy and faithfulness and maintain the original intent of the author ;
Act as cultural mediators and adapt translations to suit the cultural norms and values of the target readers ;
Conduct research to ensure accurate and up-to-date translations and manage terminology ;
Edit and proofread their translations to ensure the correctness and high quality of the final work ;
Maintain confidentiality and adhere to ethics especially when handling sensitive information.
2. Understanding the importance of reading
Reading is a very important process that should be encouraged and enhanced.
2.1Definition
Reading is one of the most important language skills that should be developed; it is defined as "the ability to extract and construct linguistically-based meaning from written text" (Hoove & Tunmer, 2020, p. 24) that is, the reader should have a deep knowledge and a good command of language to be able to identify and decipher the meanings of words.
Further, Cain states that "reading is much more than a single skill: it involves the coordination of a range of abilities, strategies, and knowledge" (Cain, 2010, p. 2)
2.2Types
There are many types of reading that students may engage in such as: scanning or skimming reading, idea reading, exploratory reading, study reading, critical reading, and analytic reading (Koneru, 2008).
Brown (1994) suggests several reading types such as oral reading, silent reading which is divided into intensive and extensive readings. On the other hand, Rizvi (2006) considers "the techniques of prediction, skimming, and scanning as part of rapid reading which prepare for intensive reading if applied correctly and effectively" (243)
2.3Importance
Reading is essential for :
- Knowledge acquisition
- Exploration of diverse subjects
- Cognitive and emotional development
- Vocabulary enhancement
- Critical thinking and analysis skills development
- Creativity enhancement
- Writing skills development
3. Exploring source text analysis
According to Nord (2005), the analysis of source text plays a crucial role in the translation process and it encompasses the following aspects :
3.1Identifying key concepts and cultural nuances
Effective analysis of the source tex twill guide the translator in adapting the language, tone, and style of the translations that suit the target reader as well as overcoming cultural challenges.
3.2Grasping the intended meaning
The analysis of the source text will help the translator understand the surface and underlying meanings, concepts, ideas, and references embedded in the text.
3.3Considering the context
Context provides valuable information about the intended meaning of the source text. By considering the purpose, subject, audience, and references, translators can accurately convey the intended meaning and make the message understandable.
4. Translating idiomatic expression
Translating idiomatic expression can be a challenging task in the field of translation.
4.1Definition
According to Cambridge Dictionary, idiomatic expression is « a group of words whose meaning is different from the meanings of the individual words » ( n. d.)
Idiomatic expressions are phrases that have a figurative meaning which cannot be understood through literal interpretation of the individual words .
4.2Types
There are many types of idioms such as « lexical idioms and phrase idioms » (Strassler, 1982, p. 30). Both lexical and phrase idioms have figurative meaning, for instance the expressions ; kick the bucket, break a leg, piece of cake. As for phrase idioms.
In terms of structure, idioms can be categorised into : verb-object idioms (throw in the towel), prepositional idioms (in the heat of the moment), adjective-noun idioms (cold shoulder), noun phrase idioms (butterflies in the stomach), and fixed sentence idioms (all's well that ends well).
4.3Translation strategies
When translating idioms, several considerations come into play such as, cultural awareness considering the fact that idioms are closely tied to culture and language, contextual understanding to determine the appropriate equivalence, consistency and coherence, as well as target audience values.
In this regard, Mona Baker (1992) suggested four strategies to render idiomatic expressions : (a) literal translation, (b) reproducion of the same idioms (similar form and meaning), (c) reproduction of the idiom (similar meaning and dissimilar form), (d) translation by paraphrase, (e) translation by omission.
Peter Newmark (1988) suggested some techniques to translate idiomatic expressions among which, (a) literal translation, (b) substitution, (c) translation by a more general word, (d) translation by a similar image or metaphor, (e ) cultural equivalent, (f) paraphrase, (g) omission.
5. Translating collocations
Translating collocations poses a unique challenge for translators.
5.1 Definition
According to Oxford English Dictionary, collocation is the « habitual juxtaposition of a particular word with another word or words with a frequency greater than chance » (n. d.)
7
Collocation is a linguistic phenomenon where certain words tend to co-occur regularly and form natural combinations.
5.2 Types
There are several types of collocations.
- Verb+noun collocation : Make a decision.
- Adjective+noun collocation : Heavy rain.
- Adverb+adjective collocation :highly skilled.
- Noun+noun collocation : traffic jam.
- Verb+adverb collocation : Speak fluently.
- Adjective+Preposition collocation : Afraid of.
- Verb+preposition collocation : Listen to.
- Verb+Adjective collocation : Keep something clean.
- Noun+preposition collocation : Arrival at.
- Adjective+Verb collocation : Good to see.
5.3 Translation strategies
- Formal and dynamic equivalence (Nida, 1969)
- Literal translation, substitution, paraphrase (Newmark, 1988)
- Calque, modulation, equivalence, adaptation (Vinay & Darbelenet, 1958).
6. Navigating culture-specific items
Culture-specific items are deeply rooted in a specific culture and may not have direct equivalents in the target language.
6.1Definition
Culture-specific items, also known as cultural references, are cultural elements of a particular culture that may not have direct equivalents in another culture or language. (Ranzato, 2015)
6.2Types
Culture-specific items encompass a wide range of elements that are unique to a specific culture such as : food, traditional dishes, ingredients, cooking techniques, clothing and fashion, festivals and holidays, customs and traditions, arts, architecture, language, proverbs, idioms, institutions, organisations, folklore, mythology, geographical locations and natural features.
6.3Translation strategies
-Direct and indirect translation procedures (Vinay & Darbelnet, 1958)
-Semantic and communicative translation. (Newmark, 1988)
-Domestication and foreignization (Venuti, 1995)
7. Proofreading
Revision is an essential stage in the translation process, it aims to increase translation quality.
7.1Definition
Proofreading is defined as « the process of carefully going over a written report, story, or letter before the final copy is made » (Villalpando, 2007, p. 51)
Proofreading in translation is the process of reviewing and correcting a translated text to ensure its accuracy, clarity, consistency, appropriateness, and acceptability.
7.2Steps
o Reading the TT without looking at the ST.
o Reading TT and comparing it to ST.
o Resolving translation problems.
o Doing more research. (Mossop, 1982)
8. Case studies and practical exercises
Translation of general texts
References :
Al Zidjlay, N. (2012). Building bridges : integrating language, linguistics, literature, and translation in English studies. Cambridge Scholars.
Baker, M. (1992). In other words. Cambridge University Press.
Cain, K. (2010). Reading development and difficulties, John Wiley and Sons, Great Britain.
Cambridge Dictionary. (n. d.). Idiomatic Expression. Retrieved from https://dictionary.cambridge.org/dictionary/english/idiomatic-expression.
Hoove, W. & Tunmer, W. (2020). The cognitive foundations of reading and its acquisition: A framework with applications connecting teaching and learning, Springer, Switzerland.
Koneru, A. (2008). Professional communication, Tata McGraw Hill, New Delhi.
Mossop, B. (1982). A procedure for self-revision, Terminology, Update, Vol. 15,
pp. 1-6.
Newmark, P. (1988). Textbook on translation. Cengage.
Nida, E. (1969). Towards a science of translating. Brill.
Nord, C. (2005). Text analysis in translation : theory, methodology, and didactic application of a model for translation-oriented text analysis. New York : Rodopi
Oxford English Dictionary. (n. d.). Collocation. Retrieved from https://lexico.com/definition/collocation .
Petrilli, S. (2003). Translation, translation. New York : Rodopi.
Ranzato, I. (2015). Translating culture specific references on television : the case of dubbing. Taylor and Francis.
Rizvi, A. (2006). Effective tech communication, Tata McGraw-Hill, India.
Sinungharjo, F. et al. (2023). Sastra Dan Transformasi Digital. Universitas Sanata Dharma.
Strassler, J. (1982). Idioms in English : A pragmatic analysis.
Venuti, L. (1995). The translator's invisibility : a history of translation. Routledge.
Vinay, J. & Darbelenet, J. (1958). Stylistique comparée du français et de l'anglais. Sager.
Villalpando, E. (2007). Proofreading. USA : Remedia. | <urn:uuid:fac01753-0a9c-4284-863c-9d6e76f7dede> | CC-MAIN-2024-26 | https://cte.univ-setif2.dz/moodle/pluginfile.php/274478/mod_resource/content/1/General%20Translation%20%28Theory%29.pdf | 2024-06-16T09:18:50+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00782.warc.gz | 174,121,254 | 2,914 | eng_Latn | eng_Latn | 0.924633 | eng_Latn | 0.978374 | [
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MARANDA HIGH SCHOOL
Kenya Certificate of Secondary Education
PRE-MOCK – 2022 EXAMINATIONS 312/1 GEOGRAPHY Paper 1
June 2022 - TIME: 2½Hours
Name: …………………………………………………ADM No:……….…Stream: …………
Instructions to candidates
(a) Write your name, admission number and class in the spaces provided above.
(b) This paper has two sections: A and B
(c) Answer all the questions in section A
(d) Answer question 6 and any other two questions from section B
(e) All answers must be written in the spaces provided after Question 10.
(f) This paper consists of 12 printed pages.
(g) Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
For Examiner's Use Only
SECTION A
Answer ALL questions in this section.
1. (a) What is a weather station?
(2 marks)
(b) Give three factors that influence wind direction.
(3 marks)
2. (a) Name two types of tectonic plate boundaries.
(2 marks)
(b) Give three effects of the movement of tectonic plates.
(3 marks)
3. State four causes of the decline of the areas under forests in Kenya.
(4 marks)
4. The diagram below shows a section of a river. Use it to answer the questions that follow.
(a) Identify the stage of development of the section of the river.
(1 mark)
(b) A part from feature marked R, give two
other features formed at this stage. (2 marks)
(c) State three conditions necessary for the formation of the feature marked R. (3 marks)
5. (a) Differentiate between an aquifer and a water table.
(2 marks)
(b) Give three problems associated with artesian wells.
(3 marks)
SECTION B
Answer question 6 and any other two questions from this section
6. Study the map of Nyeri 1:50,000 (sheet 120/4) provided and answer the following questions.
(a) (i) Give the longitudinal extent of the area covered by the map. (2 marks)
(ii) Give the six figure grid reference of the trigonometric station at Nyeri Hill forest. (2 marks)
(iii) Calculate the area of Nyeri forest. Give your answer in square kilometres. (2 marks)
(b) (i) What is the bearing of The Ark Lodge from the trigonometric station 120 UT 16. (2 marks)
(ii) Identify three man-made features in grid square 7263.
(3 marks)
(iii) Give three drainage features found in the area covered by the map.
(3 marks)
(c) Describe the relief of the area covered by the map.
(5 marks)
(d) Citing evidence from the map, identify three social services offered in Nyeri Township.
(6 marks)
7. (a) (i) What is a mineral?
(2 marks)
(ii) Describe the following characteristics of minerals:
* Lustre
(2 marks)
* Colour
(2 marks)
* Cleavage
(2 marks)
(b) Describe three ways in which sedimentary rocks are formed.
(9 marks)
(c) Explain four significance of rocks to the economy of Kenya.
(8 marks)
8. (a) (i) State three causes of faulting.
(3 marks)
(ii) Differentiate between a normal fault and a reverse fault.
(4 marks)
(b) (i) A part from rift valley, give three other relief features formed due to faulting. (3 marks)
(ii) With the aid of diagrams, describe how compressional forces can lead to formation of a rift valley. (8 marks)
(c) Students from your class are planning to carry out a field study on an area affected by faulting.
(i) State four reasons why it is important to have a pre-visit to the area.
(4 marks)
(ii) Give three reasons why it would be inappropriate to use observation to collect data during the field study. (3 marks)
9. (a) (i) What are ocean tides?
(2 marks)
(ii) Name two ocean currents along the western coast of Africa.
(2 marks)
(b) State three factors that determine the rate of coastal erosion.
(3 marks)
(c) With the aid of labeled diagrams, describe the formation of the following coastal features:
(i) Fringing reef
(5 marks)
(ii) Spit
(5 marks)
(d) Explain the significance of oceans to human activities.
(8 marks)
10. (a) Name three components of soil.
(3 marks)
(b) Explain how the following factors influence the formation of soil:
(i) Climate
(4 marks)
(ii) Topography
(4 marks)
(c) Describe how laterization occurs.
(6 marks)
(d) Explain four ways in which human activities contribute to soil erosion. (8 marks) | <urn:uuid:98cc3afc-6c3e-4ed8-9b2c-8ffc9c4dc7b2> | CC-MAIN-2024-26 | https://teacher.co.ke/wp-content/uploads/2023/04/GEO-P1-QSTNS-F4.pdf | 2024-06-16T09:02:12+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00785.warc.gz | 504,541,376 | 1,033 | eng_Latn | eng_Latn | 0.953475 | eng_Latn | 0.964099 | [
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GGA- Music Knowledge Organiser for Year 4 Summer Term- Oceania
Music History
Skills that I am going to learn.
The didgeridoo is an Australian instrument 1,000 to 1,500 years old, often made from eucalyptus wood, hollowed out by termites
The songman is the keeper of the tribe's oral history, passed on through song
Singing
Learn a song in the Yolngu Matha language
Listening
Listen to Australian tribal music from the Northern Territory
Making
Make a DIY
didgeridoo
Vocabulary
Why are we learning this?
To begin to understand Aboriginal Australian culture and history
Why is this important?
To develop respect for diversity and learn how history can be passed on without writing.
GGA - Music Knowledge Organiser for Year 4-Theme and Variations
Skills that I am going to learn
Playing
Play and record digital instruments in GarageBand
Singing
Composing
Write a song based on "Theme and Variations" form and improvise over a simple chord sequence
Why are we learning this?
Why is this important?
To understand how musical ideas and performances are captured. and recorded.
Most of the music we hear today is recorded – YouTube, television, radio, videogames. The recording industry is a big and important part of modern culture
Record your voice singing your own lyrics | <urn:uuid:2fd26612-3934-4c8b-94b4-7ca49a669671> | CC-MAIN-2024-26 | https://www.goldingtongreenacademy.co.uk/_files/ugd/d58553_818ef7e5e102441684add9a6deb2be86.pdf | 2024-06-16T08:12:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00784.warc.gz | 709,747,985 | 289 | eng_Latn | eng_Latn | 0.995871 | eng_Latn | 0.996392 | [
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Formal and informal words for 'You'
In Indonesian, there are many ways to address another person. In this worksheet, we will look at a few of them.
Two commonly used words for 'you' (personal pronoun) are Anda and Kamu.
Anda is formal and the safest option when talking to people you have only just met or to whom you wish to show respect.
Kamu is informal and should only be used with friends and siblings of your own age or younger.
Never use kamu with an adult.
You can also respectfully address an older person by using the word Bapak which literally means 'father' or Ibu which literally means 'mother.
If you know their name, you can also respectfully address an older person by using the shortened forms – Pak or Bu plus their name: Pak Budi or Bu Yuli.
NOTE:
Do you remember it was mentioned in this module that many Indonesian people don't have a surname?
This means, that in these instances, Indonesian students can call their teachers by their first name with the shortened titles of Pak or Bu. An Indonesian student can address his teacher, for example, as Pak Budi or Bu Yuli.
Of course, this is very different from Australia, where teachers are addressed by their surname and the title Mr, Mrs or Ms.
!
Formal and informal words for 'You'
Exercises
1. Read the list of the different people below. Decide which pronoun for 'you' and which title you could or should use with them.
Write you answers in the appropriate column. Think about whether you need to put some of them in more than one column.
* your younger brother or sister
* your mother
* your classmate
* a male friend from your father's workplace whom you have not met before
* your cat
* a shopkeeper whose name you know
* the customs officer in the airport
* a best friend
* your teacher
* your next door neighbour who is the same age as your parents
Formal and informal words for 'You'
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GGA- Music Knowledge Organiser for Year Three Autumn Term- Environment
Musical Structure
Why are we learning this?
To understand how our environment can inspire us to create.
Why is this important?
It can be hard to find inspiration sometimes – looking around you is a great place to start.
Skills that I am going to learn.
Composing
Choosing
sounds
for a
"soundscape"
Singing
Using my diaphragm and
correct posture
Playing
Playing a simple ostinato on
tuned percussion
Vocabulary
GGA - Music Knowledge Organiser for Year Three Autumn- Building
Skills that I am going to learn.
Listening
Identify real world sounds and recreate them with instruments
Singing
Use my voice to create a soundscape
Composing
Use my voice and instruments to create a cumulative structure with lots of different "parts"
Why are we learning this?
Most music is made up of many different musical parts – singer, guitar, drums, etc. This is one of the things that makes music interesting to listen to.
Building up from one part to many is the easiest way to learn it.
Why is this important?
Holding a musical "part" while other people are playing or singing different part can be very tricky. Once you can do it, you can make much more interesting music!
GGA - Music Knowledge Organiser for Year Three Autumn- Christmas
History
Skills that I am going to learn.
Why are we learning this?
To understand where musical traditions come from and develop
To prepare for the Christmas performance
Why is this important?
To keeps traditions alive.
To improves confidence, coordination and team work.
Ukulele Chords and Chord Charts
Ukulele
Strings
Goats
Can
Eat
Anything
Singing
Traditional and modern seasonal
songs
New Vocabulary | <urn:uuid:3cea8a24-9af8-4b1e-9b4d-67a8f5120e36> | CC-MAIN-2024-26 | https://www.goldingtongreenacademy.co.uk/_files/ugd/d58553_313e3582e24641468e1e7e8f18141cdf.pdf | 2024-06-16T09:01:35+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00784.warc.gz | 709,480,221 | 378 | eng_Latn | eng_Latn | 0.99566 | eng_Latn | 0.996988 | [
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The Endangered Species Act 101
an endangered species act primer
Signed into law by President Nixon in 1973, the Endangered Species Act (ESA) aspires to prevent extinction, recover imperiled plants and animals, and protect the ecosystems on which they depend. The U.S. Fish and Wildlife Service (FWS) and the National Marine Fisheries Service (NMFS) are the two federal agencies responsible for the act's implementation.
Listing
For a species to gain protection under the ESA, it first must be listed by regulation as either "threatened" or "endangered," the most vulnerable category. A proposal to list a species can arise from a petition submitted by the public or state agencies. Sometimes FWS/ NMFS determines that listing a species is "warranted but precluded" by the need to list other higher priority species. The species then becomes a "candidate" for listing, a designation that offers limited protection under the ESA.
green sea turtle © Adam Victorino
Recovery Plan
Critical Habitat
When FWS/NMFS lists a species, it generally must also designate "critical habitat," specific areas with the physical and biological features essential for the species' conservation that need special management considerations or protection.
In addition to critical habitat designation, listing typically also requires the development of a plan that spells out the research and management actions necessary for recovery.
Consultation
Each federal agency is required to conserve listed species and to ensure that its actions are not likely to jeopardize the continued existence of these species or adversely modify or destroy their critical habitat. If a federal agency (the "action agency") proposes to authorize, fund or carry out an action that "may affect" a listed species or its critical habitat, it must consult with FWS/NMFS. (Activities on private land with no federal involvement do not require consultation.) After consultation, the Service issues a "biological opinion" stating whether or not, in its view, the proposed action is likely to result in jeopardy or adverse modification. If the Service finds either impact likely to occur, it may propose modifications to the action to avoid violating the ESA. While the action agency can disagree and reject the Service's conclusion or recommendations, it does so at its own peril since the courts tend to defer to the wildlife expertise of the Service.
www.defenders.org
Prohibited Actions
Congress imposed strict statutory prohibitions on the "take" of endangered species, but granted the secretaries of interior and commerce discretionary authority to apply these prohibitions to threatened species. "Take" includes activities such as harassing, harming and killing. "Harm" for a listed species is further defined by regulation to include significant habitat modification.While the ESA can shield listed species from significant harm, it does not directly mandate or compel private citizens to take positive conservation actions on behalf of these species. Private landowners can obtain a permit to "take" a listed species if that take is incidental to some other lawful activity, such as plowing a field or building a shopping mall. These incidental take permits are issued in conjunction with three different types of agreements:
1. Habitat Conservation Plans (HCPs).
These plans are designed to reconcile land use or development with listed species conservation. An HCP negotiated with a developer, land owner or state or local government describes the anticipated effects of proposed activities on certain listed species, includes a list of conservation measures to minimize and mitigate the impact of incidental takings as much as practical, and lists the funding available to implement the plan. When the HCP is approved, FWS issues an incidental take permit, which absolves the applicant from liability under the ESA for harm to the species.
2. Candidate Conservation Agreements with Assurances.
These agreements are intended to shield landowners who voluntarily manage their lands for the benefit of candidate species from additional land-use restrictions if the species is subsequently listed. Landowners receive assurances from FWS that if the species is listed, they will not be required to take any conservation measures beyond those to which they already agreed.
3. Safe Harbor Agreements.
Under these proactive agreements, landowners voluntarily agree to enhance the habitat of listed species on their properties and, in return, receive assurance they will not be required to take any additional conservation measures other than those to which they have already agreed. Participating landowners also receive assurances that they will not be burdened with additional restrictions on the use of their properties because of prohibitions on incidental take should the population of the listed species increases on their land.
Recovery
The goal of the ESA is to "recover" species to the point they no longer require the Act's protections and can be delisted. The ESA has been extremely successful in preventing extinctions and has been the ultimate stopgap measure for saving species in cases where the management policies of other federal agencies have contributed to the decline of the species. Success in fully recovering imperiled species to the point where they can be delisted has been more limited.
Bald Eagle © Derek Griggs
2/2013 | <urn:uuid:e29945f0-efe3-4ec8-a044-ef98edb2bf34> | CC-MAIN-2024-26 | https://defenders.org/sites/default/files/publications/esa-101.pdf | 2024-06-16T07:59:19+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00782.warc.gz | 185,040,523 | 1,020 | eng_Latn | eng_Latn | 0.995499 | eng_Latn | 0.996027 | [
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WELLNESS/NUTRITION POLICY
Rationale
Healthy eating and activity patterns are essential if students are to achieve their full academic potential and their full physical and mental growth. Schools have a responsibility to help students learn, establish, and maintain lifelong, healthy eating habits and physical activity patterns. Therefore, well-planned and effectively implemented school nutrition and physical fitness programs have been shown to enhance students' overall health as well as their behavior and academic achievement in school. Relatedly, since school staff can serve as daily role models for healthy behaviors, staff wellness is an integral part of a healthy school environment.
Public Law 111-296, Section 204 requires school districts to include the following areas of focus in the local wellness policy (LWP):
1. Goals for nutrition education, physical activity, and other school based activities.
3. Assurance that school meals meet USDA regulations.
2. Nutrition guidelines for all foods sold on campus.
4. A plan for monitoring the implementation of the wellness policy.
5. Involve parents, students, representatives of the school food authority, the school board, school administrators, and the public.
Policy:
The Indian River School District is committed to providing school environments that promote and protect children's health, well-being, and ability to learn by supporting healthy eating and physical activity. Therefore, it is the policy of the Indian River School District that:
Accountability:
* The Office of the Superintendent or designee is responsible and accountable for implementation, evaluation, and reporting progress on the wellness policy.
Wellness Committee:
* The school district will convene a representative district wellness committee that meets annually to establish goals for and oversee school health and safety policies and programs, including development, implementation and periodic review and update of this district-level wellness policy. The school district will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.
Implementation, Monitoring, and Community Engagement:
* The district will develop and maintain a plan for implementation and coordinate the execution of this wellness policy.
* The written wellness policy;
* The district will retain records to document compliance with the requirements of the wellness policy at the Indian River Educational Complex. Documentation maintained in this location will include but will not be limited to:
* Documentation demonstrating the policy has been made available to the public;
* Documentation to demonstrate compliance with the annual public notification requirements.
* Documentation of efforts to review and update the local school wellness policy;
* The most recent assessment on the implementation of the local school wellness policy;
* Documentation of the triennial assessment of the local school wellness policy.
* Documentation demonstrating compliance with community involvement requirements;
* The district must assess the local wellness policy at least every three years and report results to the public. The district will annually inform the public regarding the content of the wellness policy and the individual schools progress in implementing the policy.
Nutrition Promotion:
* The district will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in the school meal programs. This promotion will occur by:
* Ensuring 100% of the foods and beverages sold to students during the school day meet USDA Smart Snacks in School nutrition standards.
* Implementing evidence-based healthy food promotion techniques through the school meals programs using Smarter Lunchroom techniques; and,
* All schools within the district participate in the USDA child nutrition programs, including the National School Lunch Program (NSLP), the School Breakfast Program (SBP), and the Fresh Fruit and Vegetable Program (if eligible). All schools within the district are committed to offering school meals through the NSLP and SBP programs and other applicable Federal child nutrition programs, that:
* Are appealing and attractive to all children;
* Are accessible to all students;
* Are served in clean and pleasant settings;
* Meet or exceed current nutrition requirements established by local, state, and Federal statutes and regulations.
Nutrition Education:
* The district will teach, model, encourage, and support healthy eating by all students. Schools will provide nutrition education and engage in nutrition promotion that:
* Promotes fruits, vegetables, whole-grain products, low-fat and fatfree dairy products and healthy food preparation methods;
* Is designed to provide students with the knowledge and skills necessary to promote and protect their health;
* Emphasizes caloric balance between food intake and energy expenditure (promotes physical activity).
Physical Activity:
* The district recognizes physical activity plays an integral role in the health and wellbeing of children. Therefore, schools will ensure that various physical activity opportunities are in addition to, and not as a substitute for, physical education.
Other School Based Activities:
* The district will coordinate and integrate other initiatives related to physical activity, physical education, nutrition, and other wellness components so all efforts are complimentary, not duplicative, and work toward the same set of goals and objectives promoting student well-being, optimal development, and strong education outcomes.
* Drinking water is available at mealtime for all students.
* Nutrition Services Staff and school administration collaborate to provide sufficient space and time for meals.
* Lunch periods are scheduled as near the middle of the school day as possible.
* Qualified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
* Dining areas are attractive and have enough space for seating all students.
Celebrations and Rewards:
* The district encourages foods provided for celebrations and rewards to follow USDA Smart Snacks in School guidelines.
* All foods provided for celebrations and rewards are required to be commercially packaged and have food nutrition labels which include nutrient analysis and allergy information.
Food and Beverage Marketing:
* The district is committed to providing a school environment that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions.
* The school day is defined as 12:00 midnight through thirty minutes after the final bell.
* Any foods and beverages marketed or promoted to students on the school campus during the school day, will meet or exceed the USDA Smart Snacks in School nutrition standards.
* Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish linkages between health education and school meal programs, and with related community services.
Adopted 3/28/06 Revised 5/19/15, 5/24/17 | <urn:uuid:076f4402-d470-449b-ba63-46442d772f23> | CC-MAIN-2024-26 | http://www.healthydelaware.org/documents/programs/wellness-plans/districts/Indian-River-District-Wellness-Plan.pdf | 2024-06-16T10:17:32+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00782.warc.gz | 42,737,276 | 1,335 | eng_Latn | eng_Latn | 0.997493 | eng_Latn | 0.997554 | [
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CHAHTA ANUMPA I Chapter Four - Lesson 2
Chapter 4:
Nanta Katiohmi?
Lesson 2: Model 1 Sentences
Starter: Students will give the greeting, day of the week, month, date, and weather in Choctaw.
Objective: Students will learn Model 1 Sentences with new vocabulary words and basic articles ät, yät, and hät. These articles are also identified as "subject markers" when they identify the subject of the sentence.
Presentation: Model 1 Sentences
a) Issuba lusa yät bok ia. a) The black horse is going to the river.
b) Issuba mät kanchäk ia kiyo. b) That horse is not going to the barn.
Activity 1: Teacher will model correct pronunciation of Model 1 Sentences and students will repeat.
Activity 2: WORD MEANING
Students will refer to Model 1 Sentences and tell the meaning of each word and complete a vocabulary matching section.
Closure: Teacher will say English words to the students and the students will give the Choctaw meaning.
118 | <urn:uuid:051157d0-d06a-4bf8-bf86-5938c32aded4> | CC-MAIN-2024-26 | https://www.choctawnation.com/wp-content/uploads/2022/12/c1-ch4-l2-ow.pdf | 2024-06-16T09:32:06+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00787.warc.gz | 643,601,349 | 236 | eng_Latn | eng_Latn | 0.982138 | eng_Latn | 0.982138 | [
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Adding and Subtracting Money (B)
Calculate each sum or difference.
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LLC
Performance
Health
Ergonomically Correct
Remedies for Computer Workstation Pains™
What Causes Computer-Related Pains?
Computers can be a gateway to where you want to go or a gateway to human pain.
An ergonomically correct workstation is critical to your long-term performance. Workers performing at computers are typically: working in awkward and static postures, using forceful exertions, creating mechanical contact stressors, repeating motions, and not resting fatigued muscles. These physical stressors can lead to Musculo Skeletal Disorders.
Working in an awkward posture increases the amount of pressure needed to accomplish a muscle movement. Awkward postures create a condition where your muscles are being used inefficiently; therefore, your muscles must to work harder. For example, bending your wrists upward while keying.
Static postures occur when computer users are in a fixed posture (like a mannequin) over long periods of time. This posture requires a significant static holding force that causes fatigue creating muscle tension and tightening the muscles.
The average person uses 8 ounces of force to press a computer key. A person who types 60 words per minute can touch the keys 108,000 times in six hours. This keying adds up to 50,000 pounds pressed through the fingertips during one day of typing.
A hard or sharp surface pressing into soft tissues of the tendons, nerves or blood vessels can cause damage that over time can result in serious injury. An example of this is the resting of wrists on the desk edge while typing or using the mouse.
Performing repetitive motions can result in trauma to the joints and surrounding tissues. Without time for rest and recovery, these stressors can lead to injury. Computer users have a right to receive ergonomic training!
Dave Pfeil
Ergonomic Strategist
Dave @ErgoCorrect.com | <urn:uuid:96bbf968-e8a0-490f-beb2-b8f56fb5a1ff> | CC-MAIN-2024-26 | http://www.ergocorrect.com/site/wp-content/uploads/2015/09/What-Causes-Computer-related-Pain.pdf | 2024-06-16T09:09:29+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00789.warc.gz | 39,522,441 | 380 | eng_Latn | eng_Latn | 0.998735 | eng_Latn | 0.998735 | [
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Resolution Studies
exercises to help target primary chord tones
Jeff Ellwood
Scale motion descending
Scale motion ascending (with a leap to create proper resolution)
b
b
œ
œ
œ
Chords should always be practiced from root position, but look at the other chords that can be built starting from primary chord tones (1-3-5)
b
œ
œ
Sample Lines
b | <urn:uuid:ee3814d9-71fd-4264-b7e5-62ec3c4c2360> | CC-MAIN-2024-26 | https://www.jeffellwood.net/uploads/6/3/6/0/6360788/resolutions_c_instruments.pdf | 2024-06-16T08:19:26+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00787.warc.gz | 757,483,009 | 84 | eng_Latn | eng_Latn | 0.982464 | eng_Latn | 0.985087 | [
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BBC LEARNING ENGLISH
Authentic Real English Steal someone's thunder
抢人风头
* 关于台词的备注 :
这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做出的改变。
Feifei
Hello! 大家好，欢迎收听 BBC 英语教学的"地道英语"节目。我是菲菲。
Rob
… and me, Rob.
Feifei
Rob，我有一个激动人心的好消息要和大家分享！
Rob
Well, can I just tell everyone my news first?
Feifei
行，那你先分享你的好消息。
Rob
I passed my grade one guitar exam!
Feifei
Oh, well done, Rob! But you've stolen my thunder now!
Rob
Err… I'm not a thief, Feifei. I was just telling everyone my good news.
Feifei
我刚才说"you've stolen my thunder"，意思是"你抢了我的风头"。我们用 "steal someone's thunder"来指"抢先某人做了某事，抢了某人的风头，抢了功劳， 赢得称赞"。 Rob, well done, enjoy the attention.
地道英语
Rob
Thanks. Will these examples steal your thunder as well?
Examples
Joe stole my thunder by announcing his promotion before I got to tell everyone about mine!
She's always stealing my thunder by telling people our news before I do.
I was telling a joke and he just interrupted me to tell a different one. He always steals my thunder.
Feifei
你正在收听的是"地道英语"节目。上面，我们学习了"steal someone's thunder" 的意思和用法。So, Rob, you are now the focus of attention.
Rob
Why do you sound so angry?
Feifei
Well, I had some big news I wanted to share.
Rob
Oh! Go on then, tell everyone – share your important news.
Feifei
It's just that I've been studying for years. I've passed my final exams and I am now a fully qualified brain surgeon.
Rob
Oh, I knew that. I saw the certificate on your desk. Yeah, well done.
Feifei
Thanks. Looks like you've stolen my thunder... again.
Rob
Bye.
Feifei
Bye. | <urn:uuid:c9a1e574-9a5c-48c4-852d-3ee514f193db> | CC-MAIN-2024-26 | http://language.chinadaily.com.cn/bbc/re/features-authentic-real-english-ep-230117_attachments/bbc_are_steal_someones_thunder.pdf | 2024-06-16T10:03:47+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00789.warc.gz | 17,278,063 | 516 | eng_Latn | eng_Latn | 0.963017 | eng_Latn | 0.993736 | [
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Roosevelt PBIS Homepage
Social Skills- Expectation Review
We begin each year by reviewing schoolwide expectations in each part of the school. This helps both students and staff remember the rules of behavior, and use common language to talk about the expectations.
Classroom Matrix
While general expectations are schoolwide, students played a large role in creating behavior rules for their classrooms. Each class created a matrix of positive behaviors to agree to for students and staff in the room. Since they helped create the expectations, they are more likely to accept their importance and follow through with the positive actions.
Classroom Buddies
Each class has a buddy class. This is an opportunity for younger students to get to know some of the older students in our school and make new friends. They work on social skills lesson projects together once a month.
Bike Safety
Please talk to your student about safely riding their bikes while the weather is still nice. Biking tips include wearing a helmet and other gear, using the neighborhood sidewalks and bike lanes, and learning the hand signals. It is also important to walk your bike across streets, and be careful around cars parked on the streets because people do not always see bikes behind cars.
If your students ride their bikes to school, please remind them they need to walk their bikes, and scooters, on school grounds, including the sidewalk. There are lots of students and parents walking on the sidewalks and blacktop before and after school, so for safety, we ask students to walk their bikes when they are around the school.
Expectation Acknowledgement
Beep Bucks- Students earn beep bucks by following school expectations. Beep bucks are exchanged for money to purchase school store items such as raffle tickets, school supplies, and toys
Feathers- These are given when a whole class follows the Roosevelt Way by being respectful, responsible, and safe. The class with the most feathers for the week gets to have the Golden Roadrunner outside their door, along with a reward like an extra recess or a special event day. | <urn:uuid:b813121b-ad9e-4358-b6d5-003766ccc5b3> | CC-MAIN-2024-26 | https://resources.finalsite.net/images/v1695925857/oshkoshk12wius/frrrv6n8jgb94ykomt8i/October2023pbisnewsletterdocx2.pdf | 2024-06-16T10:12:39+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00787.warc.gz | 455,894,285 | 410 | eng_Latn | eng_Latn | 0.999139 | eng_Latn | 0.999436 | [
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Global Warming & Hydropower
* Global warming is the world's most important and pressing environmental issue of the twenty first century.
* Sustainable hydropower development can help reduce global warming.
* Canada is the world's biggest producer of hydropower.
* Structured guidelines and procedures are now available to the hydropower industry to ensure its sustainable development and operation.
More Hydropower Advantages
* Established and reliable technology.
* Great return on initial investment.
* Contributes to the on-going security of the electricity generating systems.
* Vital in restoring the electricity systems in case of blackouts.
* Highly efficient. Converts 90% of available energy into electricity.
* Enhances the local economy and quality of life.
* Long life cycle, from 50 to over 100 years.
* Very low maintenance costs.
* Significant public support.
What should be done NOW ?
* Reduce substantially CO emissions.
2 • Use less energy.
* Switch to renewable energy sources.
* Grow more forests.
* Apply widely sustainable development concepts.
*
Train the public.
* Provide people with incentives to contribute at the individual level.
* Invest in scientific research.
* Reach an international agreement on Global Warming
Improvements needed in Canada
* Political recognition that hydropower is a major tool in the fight to reduce greenhouse gas emissions.
* Streamline the environmental approval process for hydropower projects.
Advantages of Hydropower
* Renewable source of electricity.
* Helps fight climate change. Emits 60 times less GHG than coal fired plants.
* Supports intermittent renewables: wind, solar.
* It's clean, doesn't pollute the air.
* Hydro reservoirs are beneficial to water supply, irrigation, flood control and recreational uses.
* Provides electricity price stability since it's not subject to fuel price volatility and is inflationproof.
* Provides operating flexibility with quick starts and stops.
* Helps following the load via AGC.
Conclusions
* Canada has large undeveloped hydropower resources.
* Development of these resources can contribute greatly to reducing GHG and to the economic development of the country.
* Ensure consistent application of the environmental assessment process including impacts caused by global warming, acid rain, smog and public health factors for all electricity generation projects.
* Federal and provincial governments should consider introducing policies for a fast- track sustainable development of these clean and renewable resources. | <urn:uuid:9c313de6-bae6-45b8-88d4-521bdaecbb34> | CC-MAIN-2024-26 | http://corbuconsulting.com/pages/CCIPosterattheCWRAConfrence-2006FV2.pdf | 2024-06-16T09:57:33+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861657.69/warc/CC-MAIN-20240616074847-20240616104847-00790.warc.gz | 6,907,222 | 480 | eng_Latn | eng_Latn | 0.996072 | eng_Latn | 0.996072 | [
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MEP Practice Book ES5
5 Probability
5.3 Outcome of Two Events
1. A coin is tossed, and a die is thrown. List all the possible outcomes.
2. A die is thrown twice. Copy the diagram below which shows all the possible outcomes.
On your diagram, show outcomes which have
(a) the same number on both throws,
(b) a total score of 8.
3. When this spinner is used, the scores 1, 2, 3, 4 and 5 are equally likely.
(a) For one spin,
(i) what is the probability of scoring a 2,
(ii) what is the probability of not scoring a 2?
(b) When playing a game the spinner is spun twice and the scores are added to give a total.
Write down all the different ways of getting a total of 7.
(SEG)
4. The diagram shows a spinner, labelled A. The result shown is Blue.
Spinner A is a fair spinner.
(a) What is the probability of not getting Green with spinner A?
The diagram shows another spinner, labelled B. The result shown is 3.
Spinner B is weighted (biased).
The probability of getting a 3 is 0.2 and the probability of getting a 1 is 0.1.
(b) What is the probability of getting a 2 with spinner B?
A game is played with the two spinners. They are spun at the same time. The combined result shown in the diagram is Blue 3.
(c) Write down the total number of different possible combined results.
5. A coin is tossed 4 times. List all the possible outcomes.
5.4 Finding Probabilities Using Relative Frequency
1. Last year it rained on 150 days out of 365.
Estimate the probability of it raining on any one day next year.
How could your estimate be improved?
2. Throw a die 120 times. How many times would you expect to obtain the number 6?
In an experiment, the following frequencies were obtained.
Do you think that the die is fair? If not, give an explanation why not and estimate what you think are the probabilities of obtaining each number.
(LON)
3. There are 44 students in a group. Each student plays either hockey or tennis but not both.
(a) Complete the table.
(b) A student is chosen at random from the whole group.
Calculate the probability that this student is a girl.
(c) A girl is chosen at random. Calculate the probability that she plays hockey.
(SEG)
4. John recorded the results of his football team's last 24 matches.
(a) Organise and display this information in a table.
(b) Janet told John that, since there are three possible results of any match, the probability that the next match would be drawn was 1 3 .
(i) Explain why Janet's argument is wrong.
(ii) What might John suggest for the probability of a draw, based on the past performance of his team?
(c) Julia estimates that the probability that her hockey team will win their next match is 0.6 and that the probability they will lose is 0.3
What is the probability that her team will draw?
5. The number of serious accidents on a stretch of motorway in each month of one year are given below.
(a) Estimate the average number of accidents per month over the whole year.
(b) Estimate the probability of an accident happening on any particular day. Would your estimate change if you know that the particular day is in January?
6. Julie has a square-shaped spinner with the letters A, B, C and D on it. She spins the spinner and records the letter on which the spinner lands. She plots the relative frequence of the letter C after every 10 spins.
(a) How many times did the letter C occur in the first 40 spins?
(b) After 80 spins the letter C occurred 30 times. Plot the relative frequency for 80 spins on a copy of the diagram.
(c) Is the spinner biased? Give a reason for your answer.
(AQA)
5.5 Determining Probabilities
1. In a raffle 200 tickets are sold. Peter buys 40 tickets. What is the probability that he wins first prize? Give your answer as a fraction in its simplest form.
(SEG)
2. A box contains only blue pencils and red pencils.
6 of the pencils are blue and 5 are red.
A pencil is taken at random from the box.
Write down the probability that
(a) a blue pencil will be taken,
(b) a blue pencil will not be taken.
3. A bag contains 8 marbles of which 2 are green, 3 are red and the rest yellow. A marble is taken out at random.
Find the probability that the marble is
(a) green, (b) not yellow.
(LON)
4. In an assortment of 36 calculators, 7 have defective switches, 12 have scratched screens and no calculator has both defects. A calculator is chosen at random for inspection.
Find the probability that
(a) it has a defective switch,
(b) it has no defects.
5. In a raffle, a winning ticket is to be drawn from 200 tickets numbered 1 to 200. Yusof holds 1 ticket, Yanling holds 9 tickets and Sam holds 4 tickets. What is the probability of each of them winning the prize?
6. Each letter of the word 'PERSPECTIVE' is written on a separate card. The 11 cards are placed face downwards. A card is drawn at random.
What is the probability of picking a card with
(a) the letter C,
(b) the letter P,
(c) a vowel,
(d) a consonant?
7. One hundred raffle tickets, numbered from 1 to 100 are placed in a drum.
A ticket is taken from the drum at random.
(a) What is the probability that the number on the ticket is a multiple of 5?
(b) What is the probability that the number on the ticket is a square number?
(SEG)
8. Zaheda conducted a probability experiment using a packet of 20 sweets. She counted the number of sweets of each colour.
Her results are shown in the table.
Zaheda is going to take one sweet at random from the packet. Write down the probability
(a) that Zaheda will take a green sweet from the packet,
(b) that the sweet Zaheda takes will not be red.
9. The spinner shown is biased.
The probabilities of getting a particular colour are shown in the table below.
(a) Complete the table to show the probability of getting GREEN.
(b) The spinner is spun once.
What is the probability of getting either RED or BLUE?
(LON)
(c) The spinner is spun 50 times.
Approximately how many times would you expect to get RED?
10. A bag contains 50 discs numbered 1 to 50. A disc is selected at random.
Find the probability that the number on the disc
(a)
is an even number (b) is an odd number (c) has the digit 1.
11. A box contains a number of counters.
Each counter is coloured red (R) or white (W). Each counter is also numbered 1 or 2.
The table shows the probabilities of picking the different colours and numbers when a counter is picked at random from the box.
(a) Sam says that there are 50 counters in the box. Explain why Sam must be wrong;
(b)
Show that the probability of picking a red counter (R) at random from the
12. A fair spinner has 10 equal sections. Five sections are yellow, three are blue and two are red.
(a) The arrow is spun.
(i) What is the probability of the arrow landing on blue?
(ii) What is the probability of the arrow landing on green?
(b) The arrow is spun 100 times. How many times do you expect the arrow to land on yellow?
Yellow
Blue
Blue
Blue
Red
Red
Yellow
Yellow
Yellow
Yellow
(AQA)
13. A spinner has coloured sections. The sections are different sizes. When the spinner is spun, the pointer lands on a colour.
The table shows the probability for the pointer landing on yellow and blue. The probability of the pointer landing on red is equal to the probability of the pointer landing on green.
Pointer
Blue
Yellow
Green
Red
Diagram not accurately drawn
(a) Work out the value of x.
Sarah is going to spin the wheel 400 times.
(b) Work out an estimate for the number of times it will land on blue.
(Edexcel)
(NEAB)
5.6 Probability of Two Events
1. A fair dice is thrown twice.
(a) What is the probability of obtaining two sixes?
(b) What is the probability of obtaining exactly one six?
2. A coin is biased so that the probability that it lands showing heads is 2 3 . The coin is tossed three times. Find the probability that
(a) no heads are obtained,
(b) more heads than tails are obtained.
3. If a coin and a die are tossed together, calculate
(a) the probability of getting a tail with the coin and an even number with the die,
(b) the probability of a head with the coin and a number less than three on the die,
(c) the probability of a head with the coin and a multiple of 3 on the die.
4. A box contains 5 red, 3 yellow and 2 blue discs. Two discs are drawn at random from the box one after another.
(a) What is the probability that the first disc drawn will be red?
(b) If the first disc drawn is blue and it is not replaced, what is the probability of drawing a yellow disc on the second draw?
5. Consider the experiment of rolling two dice and noting the two values uppermost.
The score is the sum of these two numbers.
Complete the table of outcomes, as shown below.
From your table, deduce the probability that the score:
(a) equals 12
(b) is less than 12
(c) equals 7
(d)
is less than 7.
Remember that each of the 36 entries in the table is equally likely.
6. Two bags contain 9 marbles each. In each bag, there are 4 red marbles, 3 white marbles and 2 green marbles.
(a) One marble is drawn from the first bag. Find the probability that it is white.
(b) One marble is drawn from the second bag. Find the probability that it is either red or green.
These marbles are then returned to their original bags.
(c) One marble is drawn from each bag. Calculate the probability that the two marbles are
(i) red
(ii) of different colours.
7. When throwing a dice, the possible outcomes are 1, 2, 3, 4, 5 or 6.
A particular dice is biased so that the probability of throwing a 6 is 0.25.
(a) What is the probability of not
throwing a 6?
(b) The outcomes 1, 2, 3, 4 and 5 have the same probability as each other. What is the probability of throwing a 4?
(c) The dice is thrown twice.
(i) How many ways are there of reaching a total score of 10?
(ii) What is the probability that the total score is 12?
(MEG)
8. In the film Shipwreck, the captain and five passengers remain on board a sinking ship. There are three lifejackets remaining.
The Captain knows that three of the passengers cannot swim.
In his panic he hands out the lifejackets randomly to three of the five passengers.
Calculate the probability that he gives the lifejackets to just two of the three nonswimmers.
(OCR)
9. Two boxes contain coloured bricks.
Box A contains 2 red bricks, 3 blue bricks and 1 yellow brick.
Box B contains 3 red bricks, 2 yellow bricks and 1 green brick.
Janet selects one brick from box A and one brick from box B.
Calculate the probability that the two bricks will be of the same colour.
(Edexcel)
5.7 Use of Tree Diagrams
1. A fair coin is tossed three times. By drawing a tree diagram, determine the probability of obtaining
(a) exactly two heads,
(b) at least two heads.
2. George passes three sets of traffic lights on his way to work.
The lights work independently of each other.
The probability that he has to stop at any set of traffic lights is 0.35.
What is the probability that George stops at two or three sets of traffic lights?
(SEG)
3. The faces of a die are marked with the numbers 2, 2, 4, 4, 6, 6. If the die is rolled twice what is the probability of getting
(a) a 4 each time,
(b) either a 2 or a 6 each time, or a 2 and a 6?
If the die is rolled three times, what is the probability of getting
(c) a 2 each time,
(d) either a 4 or a 6 each time, or a combination of 4s and 6s?
4. There are two spinners, one marked into equal sections numbered 1, 2, 3, 4, 5 and the second spinner marked into equal sections A, B, C.
Calculate the probability of getting
(a) a 2 and a B,
(b) a 5 and an A,
(c) an even number and an A,
(d) an odd number and either B or C.
5. Rob has a bag containing 3 blue balls, 4 red balls and 1 green ball.
Sarah has a bag containing 2 blue balls and 3 red balls.
The balls are identical except for colour.
Rob chooses a ball at random from his bag and Sarah chooses a ball at random from her bag.
(a) Draw a tree diagram and write the probability of each of the events on each of the branches of the tree diagram.
(b) Calculate the probability that both Rob and Sarah will choose a blue ball.
(c) Calculate the probability that the ball chosen by Rob will be a different colour from the ball chosen by Sarah,
(MEG)
6. A letter has a first class stamp on it.
The probability that it will be delivered on the next working day is 0.86.
(a) What is the probability that the letter will not be delivered on the next working day?
Sam posts 2 letters with first class stamps.
(b) Copy and complete the tree diagram. Write all the missing probabilities on the appropriate branches.
(c) Calculate the probability that both letters will be delivered on the next working day.
(LON)
7. Amy is going to play one game of snooker and one game of billiards.
The probability that she will win the game of snooker is 3 4.
The probability that she will win the game of billiards is 1 .
3
(a) Copy and complete the probability tree diagram.
not win
(b) Work out the probability that Amy will win exactly one game.
Amy played one game of snooker and one game of billiards on a number of Fridays. She won at both snooker and billiards on 21 Fridays.
(c) Work out an estimate for the number of Fridays on which Amy did not win either game.
(Edexcel)
8. Emma has a box of counters. The counters are green, red or blue.
She picks a counter at random.
The table shows the probability that she picks a green counter and the probability that she picks a red counter.
(a) What is the probability that Emma picks a blue counter?
(b) There are 10 red counters in the box. How many green counters are in the box?
(c) Emma picks a counter at random. She replaces it in the box and then picks another counter at random.
(i) Copy and complete the tree diagram.
(ii) What is the probability that at least one of the counters is green?
(AQA)
5.8 Multiplication for Independent Events
1. A die is thrown and a coin is tossed. What is the probability of obtaining an even number on the die and a Head on the coin?
2. Three dice are thrown and their scores are added.
What is the probability of scoring in total
3. A day which is fine has probability 3 4 of being followed by another fine day.
A day which is wet has a probability 2 3 of being followed by another wet day.
Given that days are classified either fine or wet, and that June 6th is fine, set out a tree diagram for June 7th, 8th and 9th.
Calculate the probability that at least two of the three days are fine.
4. On a stretch of main road there are 4 independent sets of traffic lights, each phased for 120 seconds red, 60 seconds green.
What is the probability that a motorist arriving at random will have to stop at least once?
5. Four balls are drawn at random, one after the other and without replacement, from a bag containing
5 Red, 4 White , 8 Blue and 3 Purple balls.
Find the probability that you obtain one ball of each colour.
6. A fair dice is thrown three times.
(a) What is the probability of throwing 3 sixes?
(b) What is the probability of throwing a six on the first throw, a six on the second throw but not a six on the third throw?
(c) What is the probability of throwing exactly two sixes in the three throws?
(d) What is the probability of throwing at least two sixes in the three throws?
(SEG)
7. The diagrams show two fair spinners. Both spinners are spun and the scores are added together.
What is the probability that the sum of the scores is at least 5?
8. Mrs Collins drives to work. On her way to work she has to cross two sets of traffic lights marked A and B in the diagram.
The probability of having to stop at the traffic lights is shown in the table.
On Monday Mrs Collins drives to work.
(a) What is the probability that she will not have to stop at traffic lights A?
(b) What is the probability that she will not have to stop at either set of traffic lights?
(c) What is the probability that she will have to stop at only one set of traffic lights?
(SEG)
9. A car driver has 4 keys, only one of which will open the car door. Given that the keys are otherwise indistinguishable, find the probability (before he starts trying them) that the door will open on the first, second, third and fourth attempts.
(a) Consider two cases where
(i) he discards each key which fails to open the door,
(ii) he returns each key to the collection before choosing the next one at random.
(b) Consider the cumulative probabilities with each strategy. i.e. the probability that he will have succeeded by the first, second, third and fourth attempts.
10. A company secretary carries out a survey of incoming post to compare the delivery times of 1st and 2nd class letters. His results are shown below.
Use the information in the table to find the probability of
(a) a 2nd class letter taking more than two days to deliver,
(b) two 1st class letters taking two days to deliver,
(c) a 1st and a 2nd class letter taking the same number of days to deliver.
(SEG)
11. At the village fete, Susan helps on a stall where radios can be won. She makes the following poster explaining the rules.
(a) The first person to try their luck was told that they must throw a six with each dice to win. Calculate the probability of this person winning the radio.
(b) During the day 648 people tried to win a radio. How many radios would you expect to be won during the day of the fete?
(SEG)
12. Helen lives in Ilkley.
She cycles to work in Menston.
Peter lives in Menston.
He cycles to work in Ilkley.
Ilkley and Menston are connected by four roads, A, B, C and D.
(a) Make a list of all the possible combinations of roads which they can take to go to work.
Write them in pairs with the road Helen takes written down first.
For example, A, C means that Helen goes along road A, and Peter goes along road C.
(b) Each day, Helen chooses the road she takes to go to work at random. So too does Peter. All four roads are equally likely to be chosen.
Calculate the probability that on any given day both of them will go to work on the same road.
(NEAB)
13.
15.
START
'SWEET SIXTEEN' is a game for any number of players. To play the game, players take it in turns to throw a fair die and then move their counter the number of places shown uppermost on the die. If a player lands on one of the shaded squares the player must start again. The first player to land on square 16 is the winner. If a player would move past square 16 on a throw, the player is not allowed to move and misses that turn.
(a) What is the probability that a player lands on a shaded square on the first throw?
(b) A player moves to square 3 on the first throw. What is the probability that the player lands on a shaded square on the second throw?
(c) (i) A player is on square 12 after three turns. Write, in the order thrown, three scores the player could have had.
(ii) In how many different ways could a player have reached square 12 with three throws? Show working to support your answer.
(d) (i) What is the minimum number of turns necessary to complete the game?
(ii) What is the probability of this happening?
(SEG)
14. 100 tickets are sold in a raffle. There is one prize.
(a) Dave buys one ticket. What is the probability that he wins the prize?
(b) Joanna buys five tickets. What is the probability that she wins the prize? Give your answer as a fraction in its simplest form.
(AQA)
(a) What is the probability of throwing 5 sixes with one throw of the 5 ordinary dice?
(b) The number of dice is now changed so that n dice are thrown.
You win a holiday if all n dice show sixes.
Ian throws the n dice once.
Write down an expresssion for the probability that Ian does not win a holiday.
Give your answer in its simplest form.
(OCR)
5.9 Mutually Exclusive Events
1. A man throws a die and a coin. Find the probability that he will get
(a) the number 3 followed by a head,
(b) an even number followed by a tail.
2. In an experiment, a card is drawn from a pack of playing cards and a coin is tossed. Find the probability of obtaining
(a) a card which is a king and a head on the coin,
(b) the ace of diamonds and a tail on the coin.
3. In an experiment consisting of throwing a die followed by drawing a card from a pack of playing cards, find the probability of obtaining
(a) an odd number on the die and a card which is an ace,
(b) a six on the die and a picture card,
(c) a six on the die and a club.
4. In a certain class, 1 3 of the pupils read the local newspaper and 2 3 watch the local news on television. None of these pupils read the local newspaper and also watch the local news on television. What is the probability that a pupil chosen at random reads the local newspaper or watch television?
5. In an inter-school mathematics quiz, the probability of school A winning the competition is 1 2 , the probability of school B winning is 1 6 and the probability of school C winning is 1 10 .
Find the probability that
(a) B or C wins the competition,
(b) A, B or C wins the competition,
(c) none of these wins the competition.
6. A box contains buttons of various colours. The probability of drawing a red button at random is 1 5 and the probability of drawing a white button at random in 2 7 . What is the probability of drawing neither a red nor a white button?
7. A box contains eight marbles: 1 is red, 2 are blue and 5 are green, One marble is drawn at random from the box. A second marble is drawn at random from the remaining seven marbles in the box.
(a) Find the probability that both marbles are green.
(b) If the first marble is red, find the probability that the second marble is blue.
8. Nine slips of paper are numbered 1 to 9. A slip is drawn at random. This is replaced before a second slip is drawn.
Find the probability that one is an odd number and the other is an even number.
5.10 Tree Diagrams and Conditional Probability
1. A bag contains 7 red counters, 8 green counters and 5 blue counters.
Anna takes one counter at random from the bag and, without replacing it, takes a second counter at random.
What is the probability that Anna
(a) (i) has two red counters,
(ii) has exactly one red counter,
(b) has two counters of the same colour?
2. Three cards are drawn at random from a pack of playing cards. Find the probability of obtaining
(a) three picture cards (ace is not a picture card)
(b) two picture cards
if each card chosen is not replaced.
3. Bag A contains 3 white counters and 2 black counters whilst bag B contains 2 white and 3 black. One counter is removed from bag A and placed in bag B without its colour being seen.
What is the probability that a counter removed from bag B will be white?
4. A box of 24 eggs is known to contain 4 old and 20 new eggs. If 3 eggs are picked at random determine the probability that
(a) 2 are new and the other old,
(b) they are all new.
5. Calculate the probability of obtaining 3 picture cards of the same suit when dealt a hand of 3 cards.
6. Terry has a box of chocolates.
The box contains six milk chocolates and five plain chocolates.
Terry chooses two chocolates at random and eats them.
(a) Copy and complete the tree diagram showing all the probabilities.
(SEG)
(b) Calculate the probability that when Terry eats two chocolates, he eats either two milk chocolates or two plain chocolates.
(SEG)
7. Sanjay has four possible ways home from school.
From school he takes either a bus or a train.
The probability that he will go by train is 3 5 .
If he goes by train, he complete the journey by walking or by getting a lift.
The probability that he gets a lift is 1 5 .
If he catches a bus, the second part of his journey can be complete by catching another bus or he can walk.
The probability that he will walk is 7 8 .
What is the probability that Sanjay
(a) catches a bus from school and then walks,
(b) walks for part of his journey home?
(SEG)
8. Magic matches all look the same but when they are struck they burn red, white or blue. Each box contains 24 matches.
In every box 1 4 will burn red, 10 will burn blue and the rest will burn white.
(a) What is the probability that the first match taken from a box will burn blue?
(b) How many matches in a box will burn white?
(c) The first match taken from a box burns red. What is the probability that the second match taken from the box will also burn red?
(SEG)
9. During a word game the following 27 letter tiles remain to be taken at random from a bag. Some are vowels and some are consonants.
VOWELS
(a) Zoe wants to choose first. What is the probability that her tile would be,
(i) a vowel,
(b) a letter S?
(b) David actually chooses a tile first. The letter is a vowel. What is the probability that this vowel will be an E?
(c) John is another player. If he had started first and taken three tiles, what is the probability that he chose the letters SEG in that order?
(SEG)
10. There are 8 balls in a box. 7 of the balls are yellow and 1 ball is red.
Jean selects balls at random, without replacement, from the box until she obtains the red ball.
When she obtains the red ball, then she stops selecting.
By extending a copy of the tree diagram shown below, or otherwise, calculate the probability that Jean selects the red ball on one of her first three selections.
11. A bag contains 5 red, 4 orange and 3 yellow sweets. One after another, 3 children select and eat one sweet each. What are the probabilities that
(a) they all choose red sweets,
(b) at least one orange sweet is chosen,
(c) each chooses a different colour,
(d) all choose the same colour?
Answers may be left as fractions in their lowest terms.
12. A sailing competition between two boats, A and B, consists of a series of independent races.
Every race is won by either A or B, and their respective probabilities of winning are influenced by the weather. In rough weather the probability that A will win is 0.9; in fine weather the probability that A will win is 0.4. For each race the weather is either rough or fine, the probability of rough weather being 0.2. Show that the probability that A will win the first race is 0.5.
13. At the end of a training programme students have to pass an exam to gain a certificate. The probability of passing the exam at the first attempt is 0.75.
Those who fail are allowed to re-sit. The probability of passing the re-sit is 0.6. No further attempts are allowed.
The tree diagram below shows all the possible outcomes.
(a) (i) Copy and complete the tree diagram.
(ii) What is the probability that a student fails to gain a certificate?
(b) Three students take the exam. What is the probability that all of them gain a certificate?
(AQA)
5.11 Using Venn Diagrams to find Probabilities
1. 80 pupils in a certain school may choose one, two or three optional subjects: History (H), Geography (G) and Biology (B). The numbers in the Venn diagram represent the number of pupils in each subset.
(a) If a pupil is chosen at random from the group, find the probability that
(i) he studies Geography,
(ii) he studies one optional subject only.
H
(b) If two pupils are chosen at random from the group, find the probability that
(i) both study all three optional subjects,
(ii) neither study History.
2. A school offers 3 racket games: squash (S), badminton (B) and tennis (T). 70 pupils play one or more of these games.
The figures in the Venn diagram represent the number of players in each subset.
Two pupils are chosen at random.
Find the probability that
(a) both play only squash,
(b) both play 2 of the 3 racket games,
(c) neither plays tennis,
(d) one plays all 3 games and the other plays only one game.
3. A group of people apply for work in either one or two of the three firms, L, M and N.
In the Venn diagram the numbers represent the numbers of people who apply for jobs in the three firms.
(a) A person is chosen at random from the group. Calculate the probability that the person applies for L and M.
(b) A person is chosen at random from those who apply for N. Calculate the probability that this person also applies for L.
(c) Two people are chosen at random from the group. Calculate the probability that
(i) they both apply for only one firm
(ii) they both apply for M.
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PE
The children are going to be participating in a range of sports, this term that includes Lacrosse, floor ball, gym and Tag Ruby; with a view some of the children being chosen to participate in a rugby tournament! The other sessions of PE will be taught by Mrs Farries.
Children need to have their PE kit in school all week
Maths
Throughout the term, children will cover a range of areas, in line with the National Curriculum. This will include number and place value with negative numbers and Roman Numerals; the four operations improving mental strategies and more formal methods with larger numbers. This is taught using a range of teaching methods and games. Maths in Beech is designed to incorporate practical based learning as well as reasoning, where children learn to 'think about thinking' and explain their own mathematical reasoning.
English
In line with the National Curriculum, children will learn reading, writing, grammar and spelling skills. Children participate in Guided Reading, explicit grammar lessons and spelling lessons. During the first half term we will be using a beautiful picture book called North. This is based upon the migration of Animals to the Artic for summer. Children will create different forms of writing, particularly focusing on persuasive and information texts. In Autumn 2 we will be story writing based upon World War Two and the book Letters from the Lighthouse based in that time. We will be including the forms of informal letter writing, extended narrative and poetry.
Beech Class Autumn 2017
Welcome to the start of another year! If you have any queries, feel free to pop in and see me. Kind regards, Mrs Farries
Health and Citizenship
At Vernham Dean, our Health and citizenship curriculum is centred on three areas: relationships, healthy lifestyle and living in the wider world. This term we will be learning about:
Relationships Stand up Stand out:
During this unit we will be developing and valuing our own self-worth. Also we will be finding out how to recognise verbal and non-verbal peer-pressure, along with developing the skills needed to resist that pressure.
Living in the Wider World – PGL residential Money for Life
The children will be going off to the PGL residential in October. This will cover a part of this curriculum; an exciting time for all!
Money for Life allows the children to begin to understand receiving an income and paying tax. Looking at differences in standards of living & recognising the differences between spending on essential and non-essential items.
Science
This term we will be learning about 'Earth, Sun Moon and Space' and the 'Planets'. This will include the movement of the Earth and other planets relative to the Sun. The movement of the Moon around the Earth, helping to explain day and night; finally being able to describe the Sun, Earth and Moon as approximately spherical bodies.
Computing
The children regularly use computers and ipads throughout the curriculum to support their learning. Children are going to be given the opportunity to use 'Sploder' and design their own digital game using ipads. This explains the world of programming and algorithms.
Music
We have a music programme in school that the children (and adults) love! Units are Livin' on a prayer & A New Year Carol. Children learn music skills through listening, singing, practising and game based activities.
Creative Curriculum
During Autumn 1 we will be learning all about the Raging Rivers. We will learn about the key features of land relating to rivers and how they change over time. This will include physical features, the water cycle, land use and trade. Throughout Autumn 2 we will be discovering the life and time of the Mayan Civilisation. Children will compare and contrast a non-European society with British history. They will also develop their chronological skills; make connections and comparisons whilst answering Historical questions information. This will be helped by the use of visual sources and artefacts.
The Art will be based upon both of these topics.
RE
In Year 5 and 6 we explore religious concepts linked to Christianity or . Our R.E. focus weeks this term will be based on:
Concept: Submission – Muhammad and the Qur'an Concept: Interpretation – The Christmas Mystery: why two stories?
Example Timetable – this may be subject to change.
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Newborn Screening
What is newborn screening?
All babies born in the United States get a blood test soon after birth to check for certain illnesses. They may also be tested for other problems, like hearing loss or heart conditions.
About 24 to 48 hours after your baby is born, a nurse takes a few drops of blood from your baby's heel for testing.
What tests are done?
All babies should be tested for 34 main conditions. However, every state has different laws that decide which conditions to screen for. Ask your doctor which tests are done in your state.
What happens when the results are in?
The results are usually ready within 24 hours of the test, but you may have already gone home from the hospital. If any of the tests are positive, your doctor or someone from your state's newborn screening program will call you.
A positive test does not mean that your child is sick. Some babies need to be retested. It is important to get retested quickly.
Information
from Your Family Doctor
O
Why do we have newborn screening programs?
Babies with certain illnesses may look healthy at birth. Newborn screening finds the illnesses very early, and treatment can be started before there are serious problems. If not treated, some of these illnesses can cause lifelong health problems or early death.
It is important to talk to your doctor if you have any questions about the tests or illnesses.
Where can I get more information?
Your doctor
Boston Children's Hospital http://newenglandconsortium.org/for-families/ newborn-screening-guide/
Save Babies Through Screening Foundation http://www.savebabies.org/pregnant_faqs.html
Screening, Technology and Research in Genetics (STAR-G)
Project http://www.newbornscreening.info/Parents/facts.html
U.S. Department of Health and Human Services http://www.babysfirsttest.org
U.S. Department of Health and Human Services and American Academy of Pediatrics https://www.aap.org/en-us/advocacy-and-policy/ aap-health-initiatives/PEHDIC/Documents/Newborn Screeningtests.pdf
June 2017
This handout is provided to you by your family doctor and the American Academy of Family Physicians. Other health-related information is available from the AAFP online at http://familydoctor.org.
This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject. Copyright © 2017 American Academy of Family Physicians. Individuals may photocopy this material for their own personal reference, and physicians may photocopy for use with their own patients. Written permission is required for all other uses, including electronic uses. | <urn:uuid:d4094054-fb16-4030-badc-16a3af976e0c> | CC-MAIN-2018-43 | https://www.aafp.org/afp/2017/0601/p703-s1.pdf | 2018-10-23T01:32:35Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00028.warc.gz | 837,727,461 | 556 | eng_Latn | eng_Latn | 0.997844 | eng_Latn | 0.997844 | [
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Paraphrasing, Summarizing, and Quoting
Definitions
Paraphrase = to capture the precise meaning of a text in your own words Summarize = to put the main idea(s) of a text in your own words Quote = to copy the exact words from another text
Goals of each
To understand what you are reading so that you can respond to, build on, and challenge it To accurately represent the ideas of other sources
Characteristics of effective paraphrases, summaries, and quotes
Paraphrase
Summary
Approximately same length as the original Retains details from the original
Shorter than the original
Captures the main idea of the original; does not include details
Translates the meaning of the original into your own words Cites source of the original
Condenses the meaning of the original into your own words
Cites source of the original
When to paraphrase, summarize, and quote
Paraphrase
Summary
When you want to capture information in detail
When you want to record an idea completely but the language of the original does not need to be preserved
When you want to capture the main idea
When you do not need to attend to the details of the original but want to record the primary point(s)
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Quote
Same as the original Reproduces all ideas from the original
Uses the exact words from the original
Cites source of the original
Quote
When you want to use the precise words of another source
When the language of the original source is particularly eloquent or striking or uses specialized vocabulary
How to paraphrase, summarize, and quote
Paraphrase
- Rephrase the original passage, replacing all key words with synonyms.
- Change sentence structure as necessary.
- Check that you keep all important details.
- Paraphrase your paraphrase. Do this a total of 3 times (i.e., paraphrase x 3).
Summarize
- Determine which of the ideas from the text you are reading are most significant. For an entire article this might be the author's thesis and 2-3 points of support. For a paragraph this might be the main point and 1-2 pieces of evidence that support it.
- Condense these ideas into your own words.
- Explain how these ideas fit together. (Do not just list points; connect them.)
Quote
- Select the passage you wish to use. Smaller sections are preferable.
- Copy the source's words exactly.
- Use brackets to make necessary tense changes or to add explanatory additions.
- Use [sic] to indicate that a mistake in a quote is from the original source and not you.
- Indent two tabs quotes longer than four lines. Be careful not to rely on too many long quotes. | <urn:uuid:539c3abe-b5e4-4d44-9742-d1964474f630> | CC-MAIN-2018-43 | https://www.duq.edu/assets/Documents/writing-center/_pdf/Paraphrase%20Summarize%20Quote%20March_2017.pdf | 2018-10-23T02:24:07Z | crawl-data/CC-MAIN-2018-43/segments/1539583515564.94/warc/CC-MAIN-20181023002817-20181023024317-00031.warc.gz | 911,819,441 | 589 | eng_Latn | eng_Latn | 0.998547 | eng_Latn | 0.998621 | [
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