text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Active Wear
ID: 11620
Time Required 45 minutes
Activity Overview
Anyone adventuring under the hot sun is potentially at risk for suffering from heat stroke or other heat related illness. One safety precaution they should take is to wear loose fitting, light colored clothing. Why is light colored clothing best when under the sun?
In this adventure, students will test which solar collector — black, white, or silver — absorbs the most heat. They compare the difference between absorption and reflection. They create, interpret and analyze graphs of data. They also relate slope to rate of change.
Topic: Heat Transfer/Linear Equations
* Create, interpret and analyze graphs of data
* Relate slope to rate of change
* Understand which surfaces make the best solar collectors
* Understand the difference between absorption and reflection
Teacher Preparation and Notes
* The measurements shown are suggested measurements, and can be adjusted to meet size constraints of your classroom or hallway.
* You will need the following materials to complete this activity.
o Calculator-Based Laboratory (CBL 2)
o Data Mate Temperature sensor
o Three soda cans, spray painted black, white, and silver
o Putty, clay, or sticky tack
o Heat source (heat lamp or sun)
* To download the student worksheet, go to education.ti.com/exchange and enter "11620" in the quick search box.
Associated Materials
* SciAct06_ActiveWear_worksheet_TI73.doc
Suggested Related Activities
To download any activity listed, go to education.ti.com/exchange and enter the number in the quick search box.
* Coming to know F and C (TI-73 Explorer) — 8521
* Collecting Solar Rays (TI-83 Plus family) — 3918
* Specific Heat of Metals (TI-73 Explorer) — 3919
Activity Background Information
Those who have been caught outside in a blizzard have had to take heroic measures to survive. The difference between life and death is only a matter of a few degrees. Normal human body temperature is around 98.6°F. Hyperthermia begins to set in at 95°F, and becomes critical at 90°F.
An animal's skin surface is the site of a large amount of heat transfer between the animal's body and the environment. If the temperature of the environment is warmer than the animal's body, heat is transferred into the body through the skin surface.
If the temperature of the environment is cooler than the animal's body, heat is transferred out of the body through the animal's skin surface. This is especially the case with ectothermic (coldblooded) animals. Many endothermic (warm-blooded) animals have adaptations to conserve body temperature, such as fur, feathers, circulatory patterns, and perspiration.
However, the skin of endotherms still serves as a site of heat exchange. The shape and size of an animal's body is also a factor in heat exchange. Smaller animals have a larger skin surface area to body volume ratio while large animals have a smaller skin surface area to body volume ratio.
Setup
1. Collect the three soda cans and spray paint one black, one glossy white, and one metallic silver.
2. Heat lamps with clamps designed for labs are optimal; however, student desk lamps with flexible necks and 60/100-watt bulbs work fine. Keep the distance from the heat source constant for all trials by measuring the distance from the heat lamp to the can. If working outside, place the cans in the sun for the same amount of time.
3. Connect the CBL 2 to the calculator using the I/O unit-tounit cable.
4. Plug the TI temperature sensor into Channel 1 (CH 1) on the CBL 2.
5. To launch the DATAMATE program, press the A key, select DataMate and then press e to view the DataMate screen.
Note: DataMate may be listed under Programs (press p).
NOTES: For help with transferring DataMate to the CBL 2, see the Appendix at the end of the document.
DATAMATE moves slowly between screens. As you make selections, be patient as the program executes the command.
6. The DataMate screen changes to the Main Screen. Select 1:SETUP. Then, select CH1. Select 1:TEMPERATURE and 4:STAINLESS TEMP(C). If you are using a different temperature sensor, select the appropriate item from the menu.
NOTES: The calculator may identify the temperature probe for you.
The flexible TI temperature sensor is the same as the stainless steel.
7. Press ; to select MODE. Press e and then select 2:TIME GRAPH. Press 2:CHANGE TIME SETTINGS. For ENTER TIME BETWEEN SAMPLES IN SECONDS, enter 30. Press e. For ENTER NUMBER OF SAMPLES, enter 20. Press e. The TIME GRAPH SETTINGS screen reappears, showing the new settings. The value for EXPERIMENT LENGTH automatically changes to 600 for these trials. Select 1:OK twice to return to the Main Screen.
Data Collection
1. Place the temperature sensor into the black can and seal the opening with putty.
2. Place the can (on its side) under the heat source. If using a heat lamp, place the can as close as possible to the lamp. If outside, place the can in full sunlight.
3. When you are ready to begin, select 2:START. The CBL 2 beeps twice and displays a graph with the temperature in °C in the upper right corner. At the end of each 30 second interval, a data point is plotted.
4. Continue to hold the sensor in the can. After 20 data samples are collected from the sensor and plotted, the CBL 2 beeps twice and the line graph is displayed. It will take 10 minutes.
5. Use the arrow keys (< and >) to move the cursor to each data point and record the values on your worksheet. Then sketch the graph.
6. Repeat steps 1–5 for the other two cans. Sketch all three graphs onto the same set of axes on your worksheet.
7. To exit from the DATAMATE program, press e to return to the Main Screen. Select 6:QUIT and press e.
NOTE: If you have three temperature sensors, data can be collected in one trial using CH1, CH2, and CH3. Note which sensor is in which color of can.
Extension Activity
Predict which color emits heat best. Design a lab to collect temperature data with the CBL 2 for 10 minutes after turning off the heat lamp. If you do this on another day, you will need to warm up the cans again. Compare actual results to your predictions.
Discussion Notes
Heat is either absorbed or reflected into, or off of, an object. Objects that absorb a lot of heat do not reflect much heat. Objects that reflect a lot of heat do not absorb much heat. Objects made of lighter colors reflect more heat than they absorb, whereas darker objects absorb more heat than they reflect.
Show how these ideas can be seen in the scatter plot. Each point represents the temperature of the inside of the can at a certain time. The line for the black can increased the most; therefore the temperature inside the black can increased the most.
In active wear, color is just one factor to consider. If choosing between two cotton T-shirts, one white and one black, you will be cooler in the white one. However, much active wear these days is often made of "breathable" material that is cool and dry regardless of color.
Worksheet Answers
NOTE: The data in this table is simulated. Actual data will be slightly different.
1. Answers will vary. Sample data: Black 47.72, Silver 23.86, White 30.06
2. Black
3. Silver
4. Black, white, silver. Possible answer: Black isn't shiny so it doesn't reflect much heat, so it must absorb it. Silver is very shiny, so a lot of heat is reflected, rather than absorbed.
5. Black; silver or white
Extension Answer
Black is the best emitter of heat. Good absorbers are also good emitters.
TI-Navigator™ Extension Activity
Have groups compare results by using Quick Poll (with Open Response) and have one member from each group submit the following:
* the change in temperature in the black can, rounded to the nearest whole degree
* the change in temperature in the silver can, rounded to the nearest whole degree
* the difference between the changes in temperatures in the black and silver cans
* the order of the colors, from greatest to least temperature increase (have students write just the first letter of each color, without commas, to aggregate the data)
Appendix – Transferring DataMate™
The DataMate software comes already loaded on the CBL 2™. Before you use the CBL 2 for the first time, you must transfer the DataMate software to the TI-73 Explorer.
To transfer DataMate to a TI-73 Explorer, follow these steps:
1. Connect the TI-73 Explorer to the CBL 2 with the I/O init-to-unit link cable.
2. Put the calculator in RECEIVE mode.
a. Press A.
b. Press > to select RECEIVE
c. Press e.
3. On the CBL 2, press TRANSFER. The program or App is transferred and appears in the calculator's list or application list.
4. When the transfer is complete, press ` î on the calculator.
Need Help?
Contact Texas Instruments:
education.ti.com firstname.lastname@example.org
1-800-TI-CARES | <urn:uuid:7e61d605-f6bf-4340-a66e-e3385a4ae777> | CC-MAIN-2024-22 | https://education.ti.com/-/media/3FBB7F06B66249289C3C2ACEABE2F9BF | 2024-05-24T00:06:47+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00185.warc.gz | 183,056,312 | 2,008 | eng_Latn | eng_Latn | 0.992957 | eng_Latn | 0.996333 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1729,
3922,
5853,
7091,
8789
] | [
4.5625
] | 2 | 1 |
ROBERT HOOKE (1635-1703): THE HIDDEN SURVEYOR REVEALED
Michael Cooper
Key words: history of science; Great Fire of London; surveying; Robert Hooke.
1. INTRODUCTION: A SUMMARY OF HIS LIFE AND WORK
Robert Hooke was born on 18 th July 1635 at Freshwater in the Isle of Wight, the youngest of four children of the parish curate. He was a sickly child until he reached the age of seven and was not expected to live to adulthood. Without any private family income, he was taught at home by his father, but headaches and sickness frequently interrupted his studies. The only knowledge we have of his childhood from people who knew him comes from his friend John Aubrey (Powell, 1949) and Richard Waller (Waller, 1705). Aubrey tells us that the young Hooke had a talent for drawing, which Waller mentions too, but Waller also describes a remarkable ability to make mechanical toys and wooden clocks that would "go". In particular he describes a model ship with full rigging that Hooke made. It sailed across the harbour at Freshwater, with a contrivance for firing its guns as it went. It is not possible to say how far these descriptions of some characteristics of the young Hooke were influenced by what he later became.
Hooke's life changed abruptly when his father died in 1648. Aged thirteen, he left the little seaside town of Freshwater, crossed the Solent and went to London, taking his fortune of £50 which he had received in family legacies (Nakajima, 1994). He started life in London as an apprentice to Sir Peter Lely, the portrait painter, but after only a few weeks Hooke entered Westminster School. We do not know why he ceased his apprenticeship, or who helped him enter a school which, at more or less the same time, included Christopher Wren, Henry Purcell, John Dryden and John Locke amongst its pupils. Hooke had no scholarship, no private income and his legacies were only sufficient for a year's fees and lodgings, yet he remained at Westminster School for five years until he went to Oxford University in 1653. It is possible that Hooke's lively and gregarious nature and sharp intelligence so impressed Richard Waller, Westminster's Headmaster, that he enabled him to stay on and complete his studies there. If so, it was not the only time that the penniless Hooke received the patronage of powerful men, many of whom saw how useful he could be to them.
As a student at Oxford, Hooke had to earn money. He took work as a servitor to a Mr Goodman, despite having a choral scholarship at Christ Church. In 1655 he first came to the notice of a group of natural philosophers centred at Wadham College, including John Wilkins, Robert Boyle, Thomas Willis and others who later were to become formative members of the Royal Society. The aristocratic Robert Boyle was having difficulties making a vacuum pump for his experiments with air. Hooke soon made his opinion known that the materials Boyles assistant were using were not good enough, so Boyle sent Hooke to London to seek some that were better and then employed him to make his pump. Hooke continued working for Boyle in Oxford and
London until, in 1662, he was, with Boyle's permission, appointed Curator of Experiments to the Royal Society, for whom he worked with zeal, although he was paid little and frequently more than a year late.
As one of the Society's employees, Hooke was ordered by the clerics, aristocrats, courtiers and physicians to undertake sometimes as many as six demonstrations and experiments at each of their weekly meetings. These were usually haphazard, ranging from weighing partially evacuated glass bubbles, listening to the different noises made when they were broken and then weighing the debris, to curing sick dogs by skin transplants and blood transfusions. He desperately tried to prepare and test his methods and instruments beforehand, often failing through lack of time and suitable materials. Amidst the welter of capricious investigations put upon him by the Fellows he succeeded in making a microscope and publishing in Micrographia (Hooke, 1665) detailed drawings and written descriptions of what it revealed to him. Many of the details of animal, vegetable and mineral objects he showed had never been seen before; for example he was the first to show and name the cellular structure of plants. The beautifully produced book was a remarkable achievement, not only for the powerful images created through Hooke's painstaking and skilful draughtsmanship, but also for his verbal descriptions and suggestions about why things were as they were observed to be. The publication of Micrographia was seminal in the use of drawings as an integral component of scientific rhetoric. Micrographia astonished most of literate London and soon went into a second edition. It was the first popular book on science and should have secured his reputation as a major figure in the early development of systematic empirical methods of investigation. But that was not to be.
In 1665 Hooke was appointed Professor of Gresham College. Sir Thomas Gresham, a sixteenth century merchant and banker to Queen Elizabeth I established by his will a college in his name in London to provide salaries for seven of divinity, law, rhetoric, physic (medicine), astronomy, music and geometry to give lectures in Latin and English for the citizens of London. The college was established in 1597 at Gresham's former house in Bishopsgate Street where the Royal Society was allowed to hold its meetings. Gresham College was administered by the City of London and the Worshipful Company of Mercers - men quite different from the Fellows of the Royal Society. Hooke, now aged 30, for the first time in his adult life had accommodation and a regular salary (£50 per annum) for a lifetime. His position seemed to become even more secure when Sir John Cutler offered to pay him an annual salary of £50 to give lectures at the Royal Society meetings on the history of trades. However, the Royal Society quickly decided to reduce by £50 the salary of £80 it had agreed to pay Hooke (but often paid late) and despite giving his Cutlerian Lectures, Hooke was not paid by Cutler until he took a successful court action for payment 30 years later.
Hooke spent nearly all his working life in and around Gresham College. He is well known for his scientific investigations, but to date only one biography has been published ('Espinasse, 1957). He continued to give his Cutlerian and Gresham lectures and undertake experiments for the Royal Society. It was through his seemingly inexhaustible energy and inquiring mind that the Royal Society meetings did not become more entertainment for gentlemen than investigations into natural philosophy. Hooke's determination to design and make instruments for measuring natural phenomena derived from the Baconian viewpoint that observation, rather than accepted authority, leads to understanding and knowledge of the natural world and consequently to power over it. In Micrographia Hooke wrote that it was necessary to compensate for the defects in mankind's senses by making instruments for observation and measurement. In his lifetime he designed and made optical and mechanical contrivances for many purposes. He sometimes failed to achieve the accuracies that he knew were possible because of the limitations of methods for making the optical and mechanical components and the intractability of the materials then available. These failures frustrated many of his ambitions and probably were one reason for his long-lasting and often ill-tempered disputes with Newton (about gravity and light) Hevelius (about telescopes for astronomical measurements) and Huygens (about timekeepers).
His dispute with Newton in particular had a severe effect on Hooke's reputation that lasted for more than 200 years after his death. Newton delayed accepting the Presidency of the Royal Society until Hooke had died. By then, Newton's reputation was unassailable and men sought his favour by denigrating all that Hooke had done. The concluding years of Hooke's life in Gresham College passed with increasing infirmity and, ultimately in squalor. His estate, most of it in cash in a trunk under his bed, was valued at about £10,000 (Hunter & Schaffer eds., 1989) which at the time was of the same order as the estate of a merchant banker. This was an astonishingly large sum for an employee of the Royal Society receiving infrequent and late partial payments of his annual £30 salary to have accumulated. As will be shown, nearly all of Hooke's fortune came from his work as surveyor. As a Gresham Professor, Hooke had to remain celibate. He died intestate, but in the later years of his life he had intended to use his fortune to endow the Royal Society with its own premises. It seems as if internal wranglings amongst members and the increasing animosity towards him shown by supporters of Newton prevented Hooke from formalising these intentions.
2. THE GREAT FIRE OF LONDON
In five days and nights in September 1666 most of London was devastated by fire. It began in the early hours of Sunday morning 2 nd September 1666 in a bakehouse in Pudding Lane, just north of London Bridge. A strong wind from the east soon fanned the flames. The fire spread rapidly westwards from roof to roof above lanes and streets lined with overhanging houses, most with timber frames and lath and plaster walls. In the shops and workshops and in streets and enclosed courtyards close to the River Thames and its warehouses lay inflammable materials used by the citizens for their daily business. Straw and chaff for horses, tallow for candles, stores of tar, pitch, hemp and flax, kindling and coal for fires and furnaces, all added to the growing conflagration. At first the fire seemed no different from others that had occurred, but this time the weeks of hot, dry weather preceding the outbreak and the exceptionally strong wind soon made containment by the usual method of pulling down houses ahead of the advancing fire ineffective. The labour and time required to demolish the houses were inadequate for finishing the task before the fire was upon them. Fire-fighting with water pumps was almost impossible. The fire engines could not negotiate the narrow and crooked streets and lanes, many of which were cluttered with market stalls and detritus of all kinds, to reach the advancing fire front. By the end of Sunday it was clear that this was no ordinary London fire. Citizens fled westwards and across the river, taking as many belongings as they could manage. The Lord Mayor, Sir Thomas Bludworth, thought of using gunpowder to blow up houses to provide fire-breaks, but he knew that the City (here "City" is used to describe the men and organizations who governed London; "city" is used to describe the geographical London) could not afford the expense of destroying citizen's houses and he feared explosions would give rise to civil insurrection.
The King sent troops under the command of his brother the Duke of York into the city to quell minor disturbances and so prevent a major riot. In the confusion rumours of arson, or invasion by the French or Dutch, or a popish plot (following the failure of the "Gunpowder Plot" a quarter of a century earlier) fuelled anxiety and retaliation by the citizens. However, complete breakdown of law and order was avoided. By close cooperation between the King's militia and the City's aldermen and deputies working within their wards and parishes with their constables, local problems were discovered and dealt with before they could become more widespread. Although much petty crime took place, the overall social stability was maintained.
The fire continued burning day and night until, by sunrise on Thursday 6 th September, the flames had died. The city smouldered, ready to burst into flames again, but the wind had dropped and the destruction was over. About 85% of the area of the city had been destroyed (Porter, 1996). More than 70,000 citizens were homeless, many living in villages and open spaces outside the city with what few possessions they could salvage. More than 80 churches, including St Pauls, were destroyed, with 44 of the 51 livery halls (the centres for the city's crafts and trades) and important buildings such as Guildhall, the Customs House, the Royal Exchange, prisons, law courts and gateways (Bell, 1923). The social, commercial, legal and administrative fabrics of London life were ruined. ruins. Only a small area in the north-east corner remained unburnt. Amongst the stone buildings still standing in that part was Gresham College which the City soon took over for its business, the Guildhall having been burnt-out. Hooke however remained in his rooms, but many occupied by other Gresham Professors were requisitioned by the City. Already Hooke was known to the rulers of the City because they had appointed him Gresham Professor only a year earlier. He was living amidst the group of administrators and officials who were facing the daunting task of re-establishing normal civic life and business without delay. Hooke lost no time in presenting himself as someone who could be useful in that task. He was soon to play a major part in the rebuilding of London which has, until recently (Cooper, 1996, 1997, 1998a, 1998b) been largely neglected by scholars.
3. HOOKE, CITY SURVEYOR AND RE-BUILDER OF LONDON
Only two weeks after the end of the fire, Hooke presented to the City his plan for rebuilding London. It so impressed the Lord Mayor and Aldermen that they preferred it to the plan drawn up by the City's Surveyor Peter Mills. They asked the Royal Society for permission to present Hooke's plan to the King. The Royal Society President, Lord Brounker, eager to foster good relations with the City who had made Gresham College available to the Society, and with the King, the Society's patron, readily agreed. At least five other plans for rebuilding were made, including one by Christopher Wren who presented his directly to the King. None of the plans was carried out because the City could not afford the time or the cost of acquiring land and rebuilding the city on new foundations. Normal trade, commerce and business had to resume as quickly as possible so that both the citizens and the City could begin to receive income so it was decided that rebuilding should take place largely on the old foundations (Reddaway, 1940).
The City, having appointed Hooke as Gresham Professor of Geometry and having preferred his plan for rebuilding to that of their own Surveyor, now sought from him a vital contribution as one the City Surveyors responsible for rebuilding. Before the Great Fire, the City Surveyor was selected from the City's master craftsmen and was mainly concerned with overseeing the costs and workmanship of the City's own building works. After the Great Fire, three Surveyors were appointed: Peter Mills, master bricklayer and Surveyor before the Great Fire, Hooke and John Oliver, master glazier and citizen. Hooke's appointment was very unusual. He had no background in the building crafts and was not engaged in City life. The City rulers however had known about Hooke for some years and no doubt recognized that he was the intellectual equal and scientific colleague of Wren, one of the King's Commissioners for Building. Maintenance of good relations between the King and the City during the difficult time ahead when legal and technical issues had to be quickly settled and acted upon was more likely if Wren and Hooke were in partnership in the enterprise. Hooke, since his Oxford days, had demonstrated exceptional knowledge and practical skills in the crafts of instrument making so he could understand how building craftsmen worked and what they could achieve. The City would have noticed too Hooke's lack of a private income and the irregularity of salary payments to him by the Royal Society and have realised how important the City Surveyor's £150 annual salary, paid regularly every quarter would be to him. In appointing him, the City was not taking a risk, but identifying an unusually knowledgeable and competent man who had the right connections and who would serve their present needs with energy and efficiency in return for greater financial independence of the Royal Society.
The City's opinion of Hooke was fully justified. He supervised the team of surveyors who made a plan of the ruined streets. He was present when the King marked on it which streets he wanted to be widened, or new-built, where new markets were to be located and new quays built alongside the Thames and Fleet rivers. He worked with Wren in drafting the new building regulations which were to transform London from a jumble of decaying wood and plaster buildings to a safer and more orderly city of stone and brick, but the pattern of mediaeval streets was not much changed.
On 27 th March 1667 Hooke and Mills (Oliver was not appointed until January 1668) began staking out the new and widened streets. Nine weeks later that task had all but finished and the two City Surveyors began to stake out and certify the foundations for private building. The procedure was for an owner to pay to the City 6s-8d (approx. 33p) for each old foundation to be rebuilt on. The owner would then show the receipt to one of the City Surveyors and arrange a time to meet at the site and negotiate a fee to be paid to the Surveyor for issuing the certificate. The owner was responsible for clearing all rubbish from the site to reveal the old foundations. At the due time the Surveyor would arrive, identify the old foundations, mark them with stakes (taking account of any road widening), measure the dimensions of the site and issue a certificate to the owner in exchange for his fee. Only when the owner was in possession of the Surveyor's certificate could he start to rebuild. When an owner had land taken away for new or widened streets, or a new market or quay, the Surveyor measured and certified the area of land taken away. The owner then took the certificate to the City for payment of compensation, normally 5s0d per square foot (approx. £2.69 per square metre). Records at the Corporation of London
Records Office (CLRO) show that in the eight years 1667-74 about 8,000 foundations had been surveyed and certified, nearly 3,000 of them by Hooke, the remainder by Mills (who died in 1670 and was not replaced as City Surveyor) and Oliver.
Another of Hooke's major duties as Surveyor was to visit building sites to settle disputes between neighbours during rebuilding. In response to a citizen's complaint to the City, at least two of the Surveyors, sometimes accompanied by Aldermen or Deputies of the Ward where the dispute arose, went to look at the evidence (or make a "view") question the contending parties and recommend to the City how the dispute should be settled. Many views were related to intermixture of interests where new party walls, which had to be built vertically from the ground, replaced overlapping, overhanging and intermixed storeys in the old buildings. CLRO evidence of the number of views undertaken by Hooke in the years 1668-1674 has important gaps, but it may reasonably be deduced that more than 500 were completed by him in that time. Disputes were usually complicated and of great importance to the parties involved in the dispute. It is astonishing to see so much evidence of the way Hooke regularly understood the main issues, acted quickly and with a sense of fairness in his decisions. Although legally the decision was made by the City, Hooke's recommendations were almost always accepted by the City and, in turn, by the parties in dispute. It is remarkable how Hooke, so disputatious in his science, took such great care to remove it from civic life and to do so very effectively. It might be that in both cases his concern was with equity - which he dispensed as Surveyor, but felt he did not receive as Scientist.
Hooke's duties as Surveyor extended to detailed supervision over many years of the City's building works. By countless visits to building sites and careful scrutiny of the work and documents he ensured the workmanship was properly carried out and charged for at reasonable rates, the bills of quantities accurately estimated and costs of materials acceptable. With Wren he designed and supervised the building of retaining walls for the Fleet River which had to be repeatedly re-built and re-designed as the lateral pressure on them from groundwater on either side of the valley caused collapse. He spent a great deal of effort in trying to clear the north bank of the Thames to build a wide quay and new wall, but ultimately the project failed because neither the King nor the City could afford the cost of compensating owners of the wharves alongside the river for loss of their property and livelihoods. Hooke designed and built the Monument. He designed or supervised the building of new gateways in the city walls. In the area of public health he supervised mapping for, and setting out of, new sewers and conduits and decided on sites for latrines and laystalls (places where citizens could lay their rubbish for collection) and worked closely and regularly with Wren on the city churches, including St Pauls.
Hooke received not only his salaries from the City for his appointments at Gresham College and as City Surveyor amounting to £200 per annum, but received fees from citizens for his certificates and reports on views, for his work on rebuilding the London churches and for privately commissioned architectural work (Bedlam Hospital, College of Physicians, London churches and Ralph Montague's house amongst others) brought Hooke's annual income at this time to around £500, placing him amongst the wealthier middle classes. Only £30 of his income came from the Royal Society.
Hooke's surveying has been largely neglected by scholars. The standard account of the rebuilding of London (Reddaway, 1940) makes little mention of Hooke and historians of science have either ignored his surveying or misunderstood it. Despite his exceptional gifts in devising instruments for measurement he made no advances in instrumentation for surveying in his role of City Surveyor because none was necessary. Linear measurements with rod or line were fit for purpose. And yet for about eight years surveying in the widest sense as it is understood today took much of his time and brought him considerable financial reward. It has been estimated (Cooper, 1999) that he spent most mornings in the aftermath of the Great Fire on his City business, going about the rubble-strewn streets, standing amidst the ruins of houses, shops and workshops talking to citizens, observing, measuring, listening, reading documentary evidence and recording details in his survey books, which are now lost. The Hooke who worked in the streets of London showed personal characteristics quite different from those usually attributed to him by historians.
In just eight years after the destruction of London, rebuilding was for all practical purposes completed. The fears of insurrection in the days of the Great Fire and the following few months were allayed as citizens saw the slow return of normal life begin to quicken. The Fire Courts dealt with matters of title and with disputes between landlord and tenant (Jones (ed.) 1966). The City dealt with legal and technical matters relating to rebuilding. In each case hard work by a few men dedicated to serve the public interest enabled the citizens to re-establish their life and businesses without undue delay or exploitation. Hooke was one of those men.
4. HOOKE'S SCIENTIFIC SURVEYING
Amongst the many mechanical and optical devices Hooke conceived for scientific measurements and investigations were some that later came to be incorporated in surveying instruments throughout the centuries following his death. A few of these are now described.
4.1 Hydrography
Hooke visited many times various coffee houses in London where he met, smoked, ate, drank coffee, gossiped and debated freely with a wide cross-section of society. In Garraway's for example, the clientele was mainly engaged in maritime trade as merchants, underwriters or ships' captains. Hooke frequently gave to the seafarers lists of observations and experiments he wished them to make in far-off lands and objects to bring back for scientific study. In September 1663 he presented to the Royal Society his first mechanical devices for collecting samples of sea-water from any depth and for depth-sounding without using a line (Gunther, 1930). The samples were collected by lowering a container C (Figure 1, left) attached to a bracket B by a line attached at F. The vanes E (with arms D hinged at the bracket B) opened as shown when the device was lowered through the water. When the pre-determined depth had been reached according to the knots on the line, the line was jerked upwards, closing the vanes E on their arms D so that the container C became sealed as at G. The container with the sampled water inside could then be raised to the surface, the vanes E remaining closed. The depth-sounding device (Figure 1, right) was made of a weight D having a fixed ring E, connected to a buoyant ball A having a long staple B, by a spring clip C. The contraption is released from the water surface and falls to the sea bottom whereupon the inertia of the ball A depresses the spring C which frees the ball A to return to the surface. The "time of flight" is recorded and can be converted to depth if the speed of the falling weight D is equal to the speed of the rising ball A and is known by calibration. It is likely that Hooke had the simple devices made and then tested by mariners, because from time to time he reported on various significant and increasingly ingenious improvements, the last in December 1691 (Hooke, ed. Derham, 1726).
4.2 Stereoscopic mapping
Figure 2 illustrates the first of a series of thoughts Hooke had in 1694 which came very close to being a description of accurate stereoscopic mapping about 200 years before stereophotogrammetry became feasible. The first thought was about how inaccurate and incomplete sketches often made by mariners of newly discovered shorelines could be improved so that others visiting the places later could navigate more safely. In 1666, only a few months before his life was changed by the Great Fire, Hooke had described to the Royal Society some uses of a "picture box". By 1670 he had made and used a camera obscura which presented an upright and unreversed image to the user (Cooper, 1996). Then, in 1694 it came to his mind again when he was thinking of mapping coastlines by simultaneous horizontal and vertical angular measurements from the ends of a measured baseline aboard ship. He proposed two double motion two-foot (about 0.6m) sextants with telescopic sights mounted on pedestals using what would now be called constrained centring for measuring the angles to features on shore. He said the accuracy of measurement of the separation of the centres of the pedestals was paramount and that they should be at the vessel's stern and bowsprit head, or otherwise as far apart as possible. He said that the observers should agree beforehand on an observing programme and that when observing they could communicate with one another by pre-arranged signals on a line between them. The juxtaposition in his mind of perspective projection for accurate recording of directions and simultaneous intersection of observed directions for locating the positions of features is the concept of analytical photogrammetry, but without photographs.
4.3 Opto-mechanical instruments
Hooke's ability to conceive new opto-mechanical instruments of high accuracy was far in advance of the technology necessary to make them successfully. Except for his microscope, which revealed for the first time the astonishingly complex details of small objects, and his observational telescopes which revealed similar complexity in the very large, his attempts to combine optical and mechanical technologies in practice were generally unsuccessful. More than a century of slow progress in the understanding of properties of opto-mechanical materials and of manufacturing techniques was necessary before some of his designs could be made with sufficient accuracy and stability for regular usage as scientific measuring instruments.
In one of his published Cutlerian Lectures (Hooke, 1674) he argued that telescopic sights were necessary to improve the accuracy of observations for positional astronomy beyond what was obtainable with open sights, even when used by the most experienced and acute observer. He criticised the Danish astronomer Hevelius for using open sights for observations intended to improve on Tycho Brahe's astronomical tables, saying that telescopic sights would give measurements 40 times more accurate. Hooke made a claim, scorned by Flamsteed, the Astronomer Royal, that it was possible to make an instrument that could be held in the hand and which could measure angles to 1 second of arc; such instruments were eventually made more than 250 years later by Heinrich Wild. A design of an equatorial quadrant (Figure 3, from Hooke,1674) has many mechanical and optical components that were commonly used in surveying and photogrammetric instruments until only a decade or so ago such as a tangent screw, micrometer scale, double catoptric telescopes for coincidence imaging, universal joints, handwheels and gear-trains. Hooke gave detailed drawings and dimensions of the components with instructions for making and assembling them. A clock mechanism controlled by a conical pendulum rotated the polar axis so that a star appeared stationary to the observer. There is no evidence that an instrument was made. It is highly unlikely that it would have performed satisfactorily for long; the machinery, workmanship and materials were at that time quite inadequate.
4.2 Gravimetry.
The measurement of the earth's gravitational force and its variation with distance from the earth's surface was the theme of a series of experimental investigations with pendulums, balances and falling weights that Hooke performed in the years before the Great Fire and which he continued from time to time later. Through these experiments Hooke tried, but failed to discover what he thought must be true: that the earth's gravitational force followed an inverse square law. He lacked Newton's mathematical genius and capacity for abstraction that later would result in Principia, but as a mechanist he sought evidence by experimentation. On the roof of Westminster Abbey he used a balance to weigh a piece of lead with a thread attached. Then he attached the other end of the thread to the balance pan and lowered the lead to just above the surface immediately below and re-weighed it to see if it weighed more, or less, when closer to the surface of the earth. After several trials and independent checks he concluded that if there was a variation in gravitational attraction over the height difference used, it was too small to be measured. He continued similar experiments over greater height differences, making use of the steeple of (old) St Pauls and some mines at Banstead Downs in Surrey, but with the same conclusions. He experimented with pendulum clocks at the bases and summits of hills, and with timing falling bodies at different elevations, but could detect no changes. He recognised that it was necessary to design a mechanism that would change noticeably as a result of a very small change in gravity. He produced a sketch (Hooke, 1666) showing a weight counterpoised by a spring in such a way that a small change in gravity would produce a noticeable flexure in the spring, so introducing a principle of gravimetry which only much later could be made to work.
5. CONCLUSIONS - HOOKE REVEALED
This paper has dealt mainly with Hooke's work as City Surveyor. It shows him to have been extraordinarily well organised, fair-minded, efficient and astonishingly energetic. Although his phenomenal energy has been noted by writers on his science, they have generally described him as devious, irascible and of dubious morality. Yet in his engagement amidst the ruins of London with the daily clamour and disputes of London's citizens, desperate to rebuild their lives and their businesses after the Great Fire, he showed high civic virtue. He practising surveying in most of the areas covered today by the Commissions of FIG. In instrumentation he was far-sighted in defining the principles of, and making detailed designs for, optical and mechanical components that were used in surveying instruments for the following 250 years. Interest in Hooke's science and philosophy was reawakened at the tercentenary of his birth. As we get closer to the tercentenary of his death he is seen as an important but difficult and idiosyncratic figure in renaissance science. This paper shows that he can be seen not only as the first professional scientist, but as the first professional surveyor, practising in areas ranging from geodesy to property valuation and management. The rebuilding of London after the Great Fire was accomplished speedily and without civil unrest or dissatisfaction. In that achievement, Hooke's contribution through daily actions on behalf of the citizens and the City was greater than that of any other individual.
REFERENCES
BELL, W. G., 1923. The Great Fire of London. Bodley Head, London, 386pp.
COOPER, M. A. R., 1996. Robert Hooke (1635-1703): protophotogrammetrist. Photogrammetric Record 15(87):403-417.
COOPER, M. A. R., 1997. Robert Hooke's work for the City of London in the aftermath of the Great Fire. Part 1: Robert Hooke's first surveys for the City of London. Notes and Records of the Royal Society of London 51(2):161-174.
COOPER, M. A. R., 1998a. Robert Hooke's work for the City of London in the aftermath of the Great Fire. Part 2: Certification of areas of ground taken away for streets and other new works. Notes and Records of the Royal Society of London 52(1):25-38.
COOPER, M. A. R., 1998b. Robert Hooke's work for the City of London in the aftermath of the Great Fire. Part 3: settlement of disputes and complaints arising from rebuilding. Notes and Records of the Royal Society of London 52(2):205-220.
COOPER, M. A. R., 1999. Robert Hooke, City Surveyor. Unpublished PhD thesis, City University, London, 241pp.
'ESPINASSE, M., 1956. Robert Hooke. London, Heinemann, 192pp. + prelims.
HOOKE, R., 1665. Micrographia. London, 246pp. + prelims., captions for tables, errata.
HOOKE, R., 1666. Royal Society Register Book Copy 2, pp.223-227.
HOOKE, R., 1674. Animadversions on ... Machina Coelestis of ... Johannes Hevelius ... Royal Society, London, prelims. + 78pp.
.
HOOKE, R., ed. Derham, W., 1726. Philosophical Experiments and Investigations. Royal Society, London, 391pp. + index.
GUNTHER, R. T., 1930. Early Science in Oxford Vol. VI The Life and Work of Robert Hooke (Part I). Oxford. xxiv + 396pp.
HUNTER, M. & Schaffer, S., (eds.) 1989. Robert Hooke New Studies. Boydell Press, Woodbridge, pp.287-294.
JONES, P. E., (ed.) 1966. The Fire Court Vol. I Calendar to the Judgements and Decrees of the Court of Judicature appointed to determine differences between landlords and tenants as to rebuilding after the Great Fire. William Clowes, London, xx + 320pp.
NAKAJIMA, H., 1994. Robert Hooke's family and his youth: some new evidence from the will of the Rev. John Hooke. Notes and Records of the Royal Society of London 48(1):pp11-16. PORTER, S., 1996. The Great Fire of London. Sutton, Stroud, 213pp.
POWELL, A., 1949. Brief Lives and Other Selected Writings by John Aubrey. London, The Cresset Press, 410pp.
REDDAWAY, T. F., 1940. The Rebuilding of London After the Great Fire. Arnold, London,
333pp.
WALLER, R., 1705. The Posthumous Works of Robert Hooke. London, 572pp. + prelims., plates, index.
Contact:
Professor M.A.R. Cooper School of Engineering City University Northampton Square LONDON EC1V 0HB
Tel: +44 20 7477 8149
Fax: +44 20 7477 8570
Email: email@example.com
Hydrography
Left: device for collecting water samples from different depths Right: device for sounding depths without a line | <urn:uuid:35d6caac-b084-4799-a6db-d2c39be4faaf> | CC-MAIN-2024-22 | http://ei.fig.net/resources/proceedings/2000/prague-final-papers/Papers-acrobats/cooper-fin.pdf | 2024-05-24T00:54:43+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00186.warc.gz | 11,685,710 | 7,751 | eng_Latn | eng_Latn | 0.947842 | eng_Latn | 0.99898 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3104,
7694,
10941,
14409,
18188,
22977,
25889,
29970,
33433,
35863,
36283
] | [
3.09375,
1.3125
] | 2 | 0 |
an overview of the course
The purpose of the course is to empower girls to know their worth, build selfesteem and in turn make good decisions. The course is broken down as follows:
Intro to Know Your Worth
This week introduces the topic of self-esteem. We also write up a confidentiality contract amongst the group and the participants will decide on where they place themselves on the self-esteem continuum (from low self-esteem to high).
Emotions (Part 1)
This week deep dives into emotions. We will look specifically at how we can be more aware of our emotions, how to practise self-care and look after our emotional health and improve our self-esteem.
Emotions (Part 2)
This week is a continuation of emotions. We will focus on how our thoughts link to our emotions and so if we can change our thoughts, we can change our emotions.
Social Media
This week will follow on with the topic of 'obstacles' that can sometimes impede us living from living fully and truly as ourselves and knock up against our self-esteem. This will cover ideas around our own self-belief and what others think of us and explicitly reveal the power that social media can hold in this area.
Relationships
This week focuses on relationships. We will spend time considering what healthy and unhealthy relationships look like including consent and boundaries. The value that we give ourselves often pre-determines the value that others give us.
Hopes
This week is about our individual dreams and interests. The higher our self-esteem, the more likely we are to step out and into our interests and move closer to accomplishing the things we'd like to do.
Resilience
This week is all how we grow the skills to help us cope when life isn't easy and doesn't go our way. How do we deal with disappointment and pain? When our self-esteem grows, so too does our ability to handle challenges. We can do hard things.
Reflection and Celebration
An opportunity for the girls to spend time together, affirming each other and celebrate completing the course. They have the chance to re-evaluate where they now place themselves on the self-esteem continuum; our hope is much further along.
All participants will receive a certificate upon completion of the course.
Content written by Debs Peake. | <urn:uuid:61e02e8c-4765-4654-9252-53a077867b02> | CC-MAIN-2024-22 | https://www.know-your-worth.org.uk/_files/ugd/a3eec2_4dc0c71125524a9d9a5d2f5dc6d4235d.pdf | 2024-05-24T01:01:24+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00184.warc.gz | 742,853,813 | 459 | eng_Latn | eng_Latn | 0.997669 | eng_Latn | 0.997539 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1177,
2275
] | [
2.359375
] | 1 | 0 |
Study on the Coloring of Specific Elements and Regions in Geometer's Sketchpad
Zhaohui Ming, Bo Chen
School of Mathematics and Information Technology, Jiangsu Second Normal University, Nanjing, Jiangsu Province, China
ABSTRACT. The Geometer's Sketchpad is a software widely used in mathematics teaching in primary and secondary schools of China. This paper studies the methods of coloring graphics images through this software. Through examples, three methods of coloring basic graphs are analyzed, including the "internal" coloring through construction, the "indirect" coloring through construction and coloring with "functions".
KEYWORDS: The geometer's sketchpad, Line, Circle, Structure, Coloring
1. Introduction
The Geometer's Sketchpad software takes points, lines and circles as basic elements, and helps students explore mathematical problems through the animation, transformation, measurement, calculation, construction, track and other functions of these basic elements. The software is powerful and easy to operate, and can demonstrate objective mathematical conclusions. It can be used to solve problems, complete the "mathematical experiment" and get mathematical experience in that process. Therefore, it can make abstract knowledge more concrete and get mathematical conclusion. It is a teaching software suitable for teachers and students to carry out mathematical exploration and research.
2. Problems of Coloring in the Process of Mathematical Discovery and Creation in Geometer's Sketchpad
Mathematics educator George Polya pointed out that, "mathematics has two sides. On the one hand, it is a rigorous, Euclidean science subject. From this point of view, mathematics looks like a systematic deductive science. On the other hand, mathematics in the process of creation looks like an experimental inductive science." In order to improve students' mathematics quality, we must fully embody the two sides in mathematics teaching, focusing on the formalization and abstraction of contents, as well as the concretization of mathematics discovery and creation process. Under the current situation, to stimulate students' interest in mathematics learning, improve students' ability, and concretize the process of mathematics
discovery and creation are particularly important for the basic mathematics education.
In traditional mathematics teaching, teachers usually use auxiliary tools such as chalks, rulers, triangular rules and compasses to draw pictures. The pictures are fixed on the blackboard, which are static and cannot be changed in shape and size. In the process of teaching, if teachers ignore the creation of intuitive background and its development process of inquiry, students' interest in learning will not be stimulated effectively. It will lead to low learning interest, poor understanding ability and weak inquiry ability of students; there will be some difficulties for students to acquire abstract knowledge, which will bring some difficulties in learning. The use of Geometer's Sketchpad in teaching can realize the creation of intuitive background and reflect the process of exploration and development. The graphics and images are dynamic, and can keep the internal geometry unchanged in motion.
In order to clearly mark a geometric element, the Geometer's Sketchpad software often uses color to represent specific graphic and image elements, or mark different elements with different colors. The operation of coloring in Geometer's Sketchpad is to use color to express specific graphic and image elements, which is a skill that mathematics teachers must master when using. However, compared with some large-scale software, the coloring ability of Geometer's Sketchpad is relatively weak; it does not have the function of coloring at will. There are few literatures about the coloring operation of this software, for example, in literature [1], courseware such as "Pentagram" involves "color and parameter control"; in literature [2], courseware such as "six petal flower" involves the problem of graphic coloring; in literature [3], only the problem of "dynamic control of object color" is discussed; in papers [4] [8], the same situation exists.
In this paper, we adopt the V5.06 version of Geometer's Sketchpad to discuss some cases that need coloring, hoping to summarize and share experiences with other teachers.
3. "Internal" Coloring through Construction in Geometer's Sketchpad
3.1 Coloring the Edges of a Equilateral Triangle
First, create a new sketchpad, and directly draw a line segment AB by using the line formation tool;
Second, click the line AB; rotate point B 60 degrees with A as the center, and rotate point A 300 degrees with B as the center; the lines intersect at point C;
Third, construct the midpoint of CA, AB and BC respectively, intersect at D, E and F, and then construct the small equilateral triangle DEF;
Fourth, select DEF to construct the internal color;
Fifth, right click to change internal color and line color, and hidden points
according to personal preference
3.2 Coloring the Five Angles of a Pentagram
First, create a new sketchpad, and draw a circle c1 directly with the tool of making circle IN the Geometer's Sketchpad;
Second, find a point A on the circle; take the center of circle, O as the center of rotation, repeat the transformation and rotation of point A for 72 degrees for 5 times, and get A, A', A'', A''' and A'''';
Third, select AA'', A A''', A' A'''', A'' A'''' and A'A''' to construct line segments and get a pentagram star. Take their focuses as B, C, D, E, and F;
Fourth, select points FAB, BA'C, CA''D, DA'''E and EA''''F to construct the interior of the triangle;
Fifth, right click to change the color according to personal preference, and then hide redundant line segments and points to get the figure
3.3 Coloring a "Flower"
First, create a new sketchpad, and draw a line segment AB directly using the line formation tool;
Second, click line AB, rotate it 90 degrees with A as the center to get L1, and rotate the line 270 degrees with B as the center to get L2;
Third, click L1, measure its length, and then click to realize
the translation transformation of the lengths of AB and L1, which respectively intersect with L1 and L2 at C and D;
Fourth, select the edge of CA, AB, BD and DC to construct centers E, F, G and H respectively, and then select EA, FA, GD and HD to construct two points; draw a circle at a point O;
Fifth, select COA, AOB, BOD and DOC at a time to construct the arc of three points, and then construct the area of the inner sector of the arc;
Sixth, unify the color, and then hide the redundant line segments and points.
4. "Indirect" Coloring through Construction in Geometer's Sketchpad
4.1 Coloring a ring
First, create a new sketchpad. Draw two concentric circles C1 and C2 with O as the center through the sketchpad tool;
Second, select C1 and C2 respectively to construct the inner part of the circle;
Third, select C1, right-click other colors, and pull the "◄" label on the rightmost side of the prompt bar to the top, which is white;
Fourth, select C1, right-click the attribute, and adjust the transparency degree to 100% opaque;
Fifth, hide redundant points and modify internal colors as required.
4.2 Coloring Two Arcs
First, create a new sketchpad, and draw line segment AB directly using the line formation tool;
Second, click line AB; rotate it 90 degrees with A as the center to get L1, and rotate it 270 degrees with B as the center to get L2;
Third, click L1, measure the length, and then click to realize the translation transformation of AB with the length of L1; intersect the line with L1 and L2 at C and D;
Fourth, select CA and DB to construct midpoint E and F; construct line segment EF and construct midpoint G; connect CGA and DGB respectively to make a threepoint arc;
Fifth, connect ABCD in turn to color it, and then color two arcs respectively and select the white color;
Sixth, set the attribute transparency of the two arcs to 100% opaque;
Seventh, hide redundant line segments and points
4.3 Coloring "Tai Chi"
First, create a new sketchpad, and draw circle C1 with O as the center directly with the tool in the Geometer's Sketchpad;
Second, find any point A on the circle; take O as the center, transform and rotate point A 180 degrees to obtain A', and construct line segments AA', AO and A'O;
Third, select AO and A'O, construct midpoints B and C; construct circles C2 and C3 with BO and CO, and select any point D, E and F on C1, C2 and C3;
Fourth, connect ADA', AEO and OFA' respectively to construct the arc of three
points, and color them uniformly;
Fifth, right click to make the OFA' color white; set the attribute of transparency as 100% opaque; hide redundant lines and points
5. Coloring Function Graphics and Images in Geometer's Sketchpad
5.1 Composition between the Dye Function Image and Coordinate Axes
First, create a new sketchpad, and draw a new function f(x) = (x/2)^2-2, so that the function intersects X axis at A and B points;
Second, construct line AB; select any point P on the function below line AB, and make P perpendicular to AB and intersect at point Q;
Third, connect PQ to get a line segment; hide the vertical line, and select P and PQ to construct the track;
Fourth, select any point S on the function above line AB, and make S perpendicular to X axis and intersect at point T;
Fifth, construct segment ST, hide vertical line, select S and ST to construct the track.
5.2 Composition of Dye Function Image and Line Segment
First, create a new sketchpad; draw new functions f (x)=-4∕x, and f (x) = - x; Second, make the function f (x) = - 4 / x and f (x) = - x intersect at A and B; Third, draw point C (3,0) and point D (- 3,0) on the function; Fourth, connect points A, C, B and D successively to form a quadrilateral ACBD.
10
5.3 Composition of Dye Function Image and Intersection Point
First, create a new sketchpad and draw new functions f (x) = 4 / x and f (x) = - x + 5;
Second, make f(x)=4∕x and f(x)=-x+5 intersect at points A and B; f (x) = - x + 5 intersect X axis at point D, and intersect Y axis as point C;
Third, connect points A, B and O successively to form a triangle ABO
6. Conclusion
The Geometer's Sketchpad can make abstract mathematical knowledge more vivid, concrete, intuitive and easy to understand. Using the Geometer's Sketchpad as an auxiliary teaching tool in mathematics courses can not only change the mathematics class from a single class to a variety of classes, but also increase students' interests and exploration consciousness in autonomous learning. As an auxiliary tool of mathematics teaching, Geometer's Sketchpad can change mathematics classroom from static state to dynamic state, and shorten the distance between mathematics learning and real life.
This paper mainly discusses the coloring of special elements and regions in the Geometer's Sketchpad, and explores the three coloring problems of "internal coloring", "indirect coloring" and "functional coloring". It is hoped that the teaching through Geometer's Sketchpad can become more convenient and colorful, and that students can love mathematics, enjoy learning mathematics and become masters of learning.
Acknowledgement
This paper is the outcome of the research, Study on Management Simulation Based on Multiple Agent Collaborative Decision Making (CDM), which is supported by the Foundation for Projects of Jiangsu Second Normal University. The project number is JSNU2015YB01.
Academic Journal of Humanities & Social Sciences
ISSN 2616-5783 Vol.3, Issue 6: 93-101, DOI: 10.25236/AJHSS.2020.030610
References
[1] Liu, S.L.(2019). Courseware Making by using the Geometer's Sketchpad, Third Edition, Beijing: Science Press, pp.10-21.
[3] Miao, L., Pan, J.C.(2018). Practical Course the Geometer's Sketchpad, Fifth and X Courseware Making, 2nd Edition, Beijing: Tsinghua University Press, pp. 101-123.
[2] Fang, Q.G.(2019). Course for Making Multimedia CAI Courseware, 6th Edition, Beijing: Tsinghua University Press, pp. 37-44.
[4] Tao, W.L.(2013). Practical Course for the Geometer's Sketchpad, the Third Edition, Beijing: Tsinghua University Press, pp. 37-59.
[6] Zhao, J.Y., Shi, G.(2005). Mathematical Tool Software and Application Mathematica The Geometer's Sketchpad Derive, Beijing: Beijing Institute of Technology Press, pp. 33-39.
[5] Wang, C.Y.(2008). Guideline of the Geometer's Sketchpad, Wuhan: Central China Normal University Press, pp. 21-27.
[7] Jin, X.Q.(2016). Using The Geometer's Sketchpad to Color the Interior of Geometric Figures. Research of Mathematic Teaching-Learning, vol. 35, no. 11, pp. 16-18, 2016.
[8] Wang, A.D.(2011). Several Methods of Coloring Curved Polygons. Mathematics Learning and Research, no. 1, pp. 8-10. | <urn:uuid:36823dcb-76c0-4767-963f-9fd2a143197f> | CC-MAIN-2024-22 | https://francis-press.com/uploads/papers/1pgEMDEgwEipQyAELcdKQOdqMJ6iaDjRh9Goua83.pdf | 2024-05-24T01:16:19+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00184.warc.gz | 222,855,349 | 2,928 | eng_Latn | eng_Latn | 0.912694 | eng_Latn | 0.989235 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2245,
5023,
6160,
7279,
8640,
9528,
10256,
11552,
12825
] | [
3.59375
] | 2 | 0 |
BRCC BIOL 121 FINAL SPRING 2015
1. E coli is a shortened name for a bacterium that lives in our gut. According to the rules of binomial nomenclature it is properly written as _______________.
a. Escherichia COLI
b. Escherichia Coli
c. Escherichia coli
d. escherichia coli
e. escherichia coli
2. What does the term "biodiversity" refer to in the field of biology?
a. Total number of species on earth
b. Genetic variation that exists within populations all of the earth's species
c. Total number of Earth's ecosystems
d. All of the above are correct
3. Prokaryotic cells are classified in Domain(s) _______
a. Archaea
b. Bacteria
c. Eukarya
d. Archaea and Bacteria
e. Archaea, Bacteria and Eukarya
4.
4. The shape of this bacterium is __________ and the attachment filaments radiating out are called_________
a. bacillus…………. flagella
b. coccus……………cilia
c. spirilla…………..pili
d. bacillus………… pili
e. vibrio…………….cilia
5. A certain bacterium can withstand heating, drying and toxic chemicals that would kill most other
bacteria. This indicates that it is probably able to form a __________
a. Pseudopodia
b. Conjugation tube
c. Endospore
d. Flagellum
e. Endotoxins
6.
6.What ecological role is played by cyanobacteria ?
a. photosynthetic producers that make sugar and pump oxygen into the atmosphere
b. decomposers of dead leaves and dead animals
c. chemosynthetic producers
d pathogens of plants and animals
7. The term phytoplankton applies to photosynthetic, microscopic floating organisms such as________
a. Protozoan ciliates and flagellates
b. Aquatic plants
c. Dinoflagellates, diatoms and some unicellular or colonial green algae
d. Macroalgae and seaweeds
e. Fungus like protists such as slime molds
8. Which of the following statements is false?
a. Most protists are aquatic.
b. Protists are eukaryotes.
c. Most protists are unicellular.
d. Protists have more complex cells than prokaryotes.
e. Photosynthetic protists are called protozoa.
9.
9. Which of the following structures is used by amoebas to move and to eat?
a. microvilli
b. cilia
c. flagella
d. pseudopodia
e. tendrils
10. Into what kingdom do we place multicellular heterotrophic eukaryotes that acquire food by absorption from the environment and have cell walls made of chitin?
a. Plantae
b. Animalia
c. Protista
d. Fungi
e. Proteobacteria
11.
11. (See image to the left) A fungus surrounding a root absorbs food from the plant and in turn this fungus provides water and minerals to the plant. This is a _________ relationship?
a. parasitic
b. commensalistic
c. predatorial
d. mutualistic
e. competitive
12. (See image above). A fungus growing together with a plant root in a way that benefits both is a(n)_______
a. Lichen
b. Epiphyte
c. Mycorrhizae
d. Hemiparasite
e. Halophyte
13. Which group shares the most recent common ancestor with land plants?
a. Fungi
b. Cyanobacteria
c. Brown algae
d. Green algae - charophytes
e. Filamentous Bacteria
14. The part of the moss the arrow points to is the _____________ and it produces spores by ____________
a. male gametophyte……..mitosis
b. female gametophyte…..meiosis
c. sporophyte………………..mitosis
d. sporophyte……………….meiosis.
15. Which of the following plant features is an adaptation for survival and reproduction on land?
a. Cuticle
b. Seed
c. Vascular tissue
d. Pollen grain
e. All of the above
17. Which of the following identifies allvascular plants that produce seeds?
a. Mosses and ferns
b. Ferns and Gymnosperms
c. Gymnosperms and Angiosperms
d. Only mosses
e. Only Angiosperms
16. The arrow is pointing to a __________ in the life cycle of a fern?
a. sporophyte
b. female gametophyte
c. male gametophyte
d. zygote
18. (see image below)
18. The structure is called a(n) ______ and it
belongs to the _____ part of the flower.
a. stigma………………………female b. anther…………………….. male
c. anther……………………..female
d. stigma……………………..male
e. pollen tube…………….male
19. ( see diagram to right) Sperm nuclei are located in pollen produced at ________ and the egg is located within the _________
a. C ……………..B
b. A………………C
c. A……………..D
d. D……………..A
e. B……………..D
20. The wood of trees is actually layers of _______________
a. Vascular cambium
b. Cork cambium
c. Secondary phloem
d. Secondary xylem
e. Cork
21. Corn kernels, peppers, tomatoes and cucumbers all contain seeds and are derived from the ovary of a flowering plant; therefore in botanical terms, they are____________
a. Fruits
b. Modified Stems
c. Modified leaves
d. Sepals
e. None of the above
22. Which of the following statements do not apply to all animals?
a. Animals are multicellular
b. Animals are heterotrophic
c. Animals are multicellular
d. Animals have tissues and organs
e. Animals are eukaryotes
23. A marine biologist finds a small animal at the bottom of the ocean that is uniformly segmented with short stiff bristles and soft skin. It has a complete digestive system and a circulatory system but no exoskeleton. Based on this description, this animal sounds like it is a(n)___________
a. Flatworm
b. Nematode
c. Eel
d. Annelid
e. Squid
25. (See the arrow pointing to the outer layer of cells in the planarian) What is this germ layer called?
a. Endoderm
b. Mesoderm
c. Ectoderm
d. Placoderm
e. Pachyderm
26. Which reptilian adaptation enables reptiles to reproduce on land?
a. Lungs
b. Endothermic metabolism
c. An amniotic egg
d. Four legs
e. Three chambered heart
a. acoelomate
b. pseudocoelomate
27. (See image below)
27. This invertebrate lancelet belongs in Phylum ________ based on its key characteristics.
a. Vertebrata
b. Agnatha
c. Chondrichthyes
d. Chordata
e. Mollusca
28. (See evolutionary tree below)
a. Lemurs , lorises, and pottos
b. Old world monkeys
c. Apes
d. New world monkeys
e. tarsiers
29. Which unique feature distinguishes the members of the lineage that gave rise to humans from other hominids including gorillas, chimpanzees and orangutans?
a. Grasping hand
b. Large snout nose
c. Binocular vision
d. Bipedal locomotion
e. Knuckle walking
30. The "Out of Africa" hypothesis proposes that the first modern humans evolved
____________________
a. in multiple regions of the world outside of Africa
b. in Africa and migrated to Asia and Europe
c. outside of Africa and migrated into Africa
31. What group(s) of mammals has embryos that develop completely within the uterus while being nourished.by the mother?
a. Placental
b. Marsupial
c. Monotreme
d. Both marsupial and Placental
e. Both monotremes and marsupial
32. Which is an incorrect match of muscle tissue type with the organ?
a. Cardiac muscle…………………….. heart
b. Smooth muscle …………………… stomach
c. Cardiac muscle……………………. Arteries
d. Smooth muscle…………………….. small intestines
e. Skeletal muscles…………………… muscles attached to bones
33. What is an example of homeostasis?
a. Skin is composed of all four tissue types.
b. When sugar levels rise in the blood, the pancreas releases insulin to bring down the sugar levels.
c. DNA is found in the nucleus of all eukaryotic cells
d. When you exercise, your body temperature rises
e. Hair grows at a constant rate.
34. (See heart below)
34. What is the name of the chamber labeled Q?
a. right atrium
b. right ventricle
c. left atrium
d. left ventricle
35. Where does this chamber Q pump blood next?
a. pulmonary artery
b. left atrium
c. aorta
d. pulmonary veins
35. (See heart above)
36. Which of the following lists traces the correct path of blood from the Vena cava to the lungs?
a. Left atrium………. Left ventricle…………..aorta
b. Left atrium………..Left ventricle……..……..pulmonary veins
c. Right atrium……...Right ventricle…………….pulmonary arteries
d. Right atrium…….. Left ventricle…………… Aorta
e. Right atrium…….. Right ventricle……….…..pulmonary veins
37. The respiratory surface of most organisms, such as alveoli in humans, must __________
a. Be thin ( one cell layer thick)
b. Be moist
c. Have an extensive surface area
d. Allow diffusion of gasses
e. All of the above are true
38. Label the respiratory structures shown in Figure 4 by choosing the CORRECT set of labels.
39. (See image below)
40. A blood pressure reading of 150/100 is an indicator of _____________________ and the number 150 is the ___________________ blood pressure.
a. Normal blood pressure………………………… systolic b. Normal blood pressure……………………….. diastolic
c. High blood pressure……………………………. systolic
d. High blood pressure……………………………..diastolic
e. Low blood pressure……………………………… diastolic
38. Label the respiratory structures shown in this figure by choosing the correct set of labels
a. A= pharynx B =esophagus C =trachea
b. A= pharynx B =larynx C= bronchioles
c. A = pharynx B= trachea C = bronchus
d. A = larynx B= bronchus C = trachea
e. A = larynx B = bronchus C = bronchioles
39. This test tube has been spun with a centrifuge. The liquid portion on top labeled A is the ______________ and the dark red portion on the
bottom labeled C are ________________
a. Plasma……………….. erythrocytes b. Plasma………………….. leukocytes
c. Plasma……………………. Platelets d. Platelets…………………. Erythrocytes
e. Leukocytes……………. Erythrocytes
41. What is the human body's first line of defense against pathogens?
a. Macrophages and inflammation
b. Antibodies
c. Barriers of the skin with its oil and sweat, tears of eyes
d. T lymphocytes
e. B lymphocytes
42. Helper T cells _________________
a. Launch antibody-mediated immunity only
b. Launch cell-mediated immunity only
c. Launch both antibody-mediated and cell mediated immunity
d. Do not help launch either antibody-mediated nor cell-mediated immunity
43. Vaccinations are effective in producing immunity because they stimulate the production of
_________
a. Red blood cells
b. White blood cells
c. Memory cells
d. Helper T cells
e. Phagocytes
44. The disease of rheumatoid arthritis involves a person attacking their own joints resulting in inflammation and pain. Rheumatoid arthritis is a(n)_____________
a. Type of allergy
b. Infectious disease
c. Immune deficiency disease
d. Autoimmune disease
e. Pulmonary disease
45. The _______________ sends out digestive enzymes to complete digestion and is the location where most nutrients are absorbed into the bloodstream.
a. Small intestine
b. Large intestine
c. Stomach
d. Rectum
e. Esophagus
46. Which of the following is Nota function of the excretory (urinary) system?
a. Elimination of nitrogenous wastes ( ammonia, urea, uric acid)
b. Maintenance of salt balance
c. Help in maintaining acid-base balance
d. Elimination of undigested food
e. Maintenance of water balance
47. Use key below
47. What letter points to the organ where bile is made, ammonia is converted to urea, and glucose is converted to glycogen?
a. A
b. B
c. C
d. D
e. E.
48. What letter points to the organ where major water absorption occurs and formation of feces?
a. A
b. B
c. C
d. D
e. E
48. Use above key
49. Which of the following describes the route of urine out of the body after it leaves the kidney?
a. Renal vein…………….…urinary bladder………………...urethra……………..ureter
b. Renal vein……………… ureter……………………………....urinary bladder……………urethra
c. Urethra…………………..urinary bladder………………….ureter
d. Ureter…………………… urinary bladder……………………urethra
e.
Urethra…………………..urinary bladder…………………..ureters
50. What is the functional unit of the kidney in which urine is formed?
a. Nephron
b. Alveolus
c. Villi
d. Ganglia
e. Ventricle
51. Which is an incorrect match?
a. Fertilization ---------- union of egg and sperm to form a zygote
b. Ovulation --------------- release of an egg from a follicle
c. Cleavage ---------------- repeated division of cells without increase in size
d. Gastrulation ……………. formation of a solid ball of cells
e. Blastulation …………….. formation of a hollow ball of cells
52. (see image below)
53. (see image below)
54. Which of the following is an incorrect
match?
a. Testes……………………..testosterone
b. Ovaries…………………. Estrogen and progesterone
c. Adrenal glands………..Epinephrine
d. Pancreas………………… Insulin and glucagon
e. Thymus………………….. Thyroxine
55. The central nervous system consists of _______________
a. Cranial nerves
b. Peripheral nerves
c. Brain and spinal cord
d. Only the brain
e. Only the spinal cord
53. The path of sperm in a male from the seminiferous tubules is ____________________
a. epididymis……………urethra……………vas deferens
b. epididymis…………..vas deferens………. Urethra
c. urethra………………. Vas deferens…………epididymis
d. urethra………………. Epididymis…………..vas deferens
e. vas deferens……….urethra…………………..epididymis
56. The dramatic change in voltage across the cell membrane of a neuron that occurs only after a threshold value is reached is called the __________________.
a. Threshold potential
b. Resting potential
c. Passive potential
d. Action potential
e. Reaction potential
57. (see image below)
58. (see image below)
59. Which type of neuron is foundin the brain and spinal cord?
a. Sensory neuron
b. Interneuron
c. Motor neuron
60. Because only the ____________gland uses iodine to make its hormone thyroxine, radioactive iodine is often used as a treatment for tumors of this gland.
a. Thyroid
b. Pituitary
c. Adrenal
d. Testicular
e. Pancreatic
57. The part of the neuron that sends on the electrochemical signal to another neuron and may be covered by a myelin sheath is called_________________
a. dendrite
b. cell body
c. axon
d. nucleus
e. neurotransmitter
58. The arrow points to the region of the brain responsible for _________
a. breathing and digesting
b. coordinating muscle movement and balance
c. thinking, remembering, sensing, and control of skeletal muscles
d. functioning of kidneys and heart
61. The chemical signals released at the end of a pre-synaptic neuron that moves across the synaptic cleft and are received by the post-synaptic neuron are called________
a. Hormones
b. Neurotransmitters
c. Pheromones
d. Histamines
e. Cytokines
62. Where are the receptors located for a protein type hormone such as insulin?
a. Inside of every cell in the body
b. Inside of the hormone's target cells
c. Within the plasma membrane of every cell in the body
d. Within the plasma membrane of the hormone's target cells
63. Which of the following does not pair a hormone with what it regulates in the human body?
a. Insulin……………… decreases in blood glucose level
b. Glucagon…………increases in blood glucose level
c. ADH (antidiuretic hormone)…….. water conservation in kidney
d. Oxytocin……………uterine contractions during delivery of a baby
e. Parathyroid hormone………. Controls vitamin D levels
64. In the figure below, which number would designate the cold tundra biome with low average annual precipitation?
65. In the figure above, what is the range of average annual precipitation (cm) for biome #3?
a. 5-100
b 50-175
c. 150-450
d. 0-10 e. 50
66. What factors could prevent a populationfrom growing beyond its carrying capacity?
a. Disease
b. Limited food
c. Limited places to live
d. Competition
e. All of the above are factors
67. (see graph below)
68. Which of the following represents a biological community?
a. All the black bears living in a certain area
b. A species of shark in the Gulf of Mexico
c. The temperature, amount of rainfall, monkeys and plants in a rainforest
d. All of the living organisms inhabiting a New Mexico desert
e. The number of squirrels in Central Park New York
69. Which of the following lists only abiotic environmental factors?
a. Temperature, fire, wind, parasites
b. Soil minerals, oxygen levels, light, competitors
c. Wind, temperature, soil minerals, light
d. Light, rainfall, predators, temperature
e. Precipitation, cloud cover, wind, symbionts
70. The process of primary succession occurs ____________
a. Around a recently erupted volcano
b. On a newly plowed field
c. On a hillside that has suffered a mudslide
d. On a recently flooded riverbank
e. On a freshly cleared subdivision lot
67. Choos model of p
a. it fits a b. it takes
c. it is des d. growth
its carryin e. it repre
71.
70. What is not true about this population?
a. The population will increase at a rapid pace.
b. The pre-reproductive population is larger than the elderly population.
c. This pattern is typical of a developed country
d. There is a close balance in the population in terms of males and females
e. This population will require many more resources in the future.
72. Which of these is a density dependent factor in terms of its effect on populations?
a. Hurricane
b. Competition and parasitism
c. Earthquake
d. Volcano
e. Windstorm
73. Population density is the number of __________ in a given area.
a. Adults of a single species
b. Females of a single species
c. Prereproductive individuals of a single species
d. Individuals of a single species
74. In a food chain "plant to caterpillar to lizard to snake", which of these is the herbivore?
a. Plant
b. Caterpillar
c. Lizard
d. Snake
e. None of these
75. The term for a species that is found only in a particular place or region and nowhere else ( ie kangaroo in Australia) is called a(n)__________species
a. Threatened
b. Endangered
c. Endemic
d. Keystone
e. Invasive | <urn:uuid:f8817977-1f11-457c-9943-84f8bd6e54dc> | CC-MAIN-2024-22 | https://secure.expertsmind.com/attn_files/1488_Biology_Problems.pdf | 2024-05-24T01:05:43+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00192.warc.gz | 435,378,325 | 4,674 | eng_Latn | eng_Latn | 0.946851 | eng_Latn | 0.979141 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1425,
2948,
3683,
5426,
5646,
6785,
7753,
9252,
10697,
11890,
12657,
13790,
14939,
16138,
17266
] | [
3.125
] | 2 | 0 |
Lesson 1: The "History" of the Mexican Revolution
Estimated Timeframe: 1 Day (90-minute class session)
Introduction
15 minutes
Body
Make groups of 3-4 students and provide them with a copy of this photo of Diego Rivera's History of Mexico mural, large enough for them to be able to examine its detail. The photo should also be displayed on the whiteboard. A JPG of this image and an annotated version is in the "Primary Sources & Editable Plan" ZIP file.
Ask each group of students to try to identify some key concepts/ideas that come up in the mural for 2-3 minutes. Afterwards, bring the class together and call on groups to answer the following questions (record their responses on the whiteboard for reflection later):
* What are some themes you notice throughout the mural?
* Do we see any women in this mural?
* Do you see any aspects of class or culture in the mural?
* What else do you see/recognize in this mural?
1. Analyze the Mexican Revolution through a thematic slideshow.
45-55 minutes
Assessment 20-30 minutes
Conclusion
a) Explore the issues that led to the Mexican Revolution, specifically the policies of the Porfirian government.
b) Explore the course of the revolution from 1910-1920, analyzing two main aspects: the revolving door of presidents, from Porfirio Diaz to Alvero Obregon, and other key military/political figures, such as Francisco
"Pancho" Villa and Emiliano Zapata.
c) Analyze the outcomes of the revolution, including the Mexican Constitution of 1917.
2. Ask students to re-analyze the Rivera mural and the observations they made at the beginning of class
3. See which historical figures they may now be able to identify and how these images reflect their knowledge of historical and modern Mexican history.
Students, in groups of 3-4, will complete a "one-pager" on an important figure or date during the Mexican Revolution, expanding on knowledge presented in the slides using any assigned readings and through online research. The "one-pager" will consist of an 8.5 x 11 inch piece of paper, a slide, or poster broken into four quadrants (see example below), each containing the following:
1. Brief description of the person or event assigned.
2. A quote from the historical figure or a quote related to the historical event.
3. A picture, drawn, of the figure or event.
4. 3-4-sentence reflection on the actions and legacy of the event or figure, indicating what role they played in the revolution, Mexican history, and world history as a whole.
Students will then pick one person from their group to present their work. This not only positions the students as teachers/experts but allows the class as a whole to better understand the specific figure or event through the voice of their peers.
The Mexican Revolution (1910-1920) was the result of economic policies implemented throughout the 19th century that negatively impacted Mexico's working and peasant classes. The revolution resulted in increased economic and social freedoms in the form of the Constitution of 1917. However, the strife that defined much of the revolution period had lasting effects on Mexico's politics. Its participants are still remembered and mythologized to this day. | <urn:uuid:b796b9b7-4fd7-4e4a-96d0-f2c01d0b0868> | CC-MAIN-2024-22 | https://repositories.lib.utexas.edu/server/api/core/bitstreams/55382540-bce2-411b-b1b8-f581452d6ae4/content | 2024-05-24T01:28:19+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00192.warc.gz | 412,198,568 | 683 | eng_Latn | eng_Latn | 0.88222 | eng_Latn | 0.997419 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
103,
993,
3203
] | [
4.5625
] | 1 | 0 |
Athlete Spotlights
Freestyle
Simone Manuel
Simone has earned 4 Olympic Medals 2 Gold and 2 Silver
Watch her race:
https://www.youtube.com/watch?v=XFa_vr14DAs
Nathan has earned 8 Olympic Medals 5 Gold, 1 Silver and 2 Bronze
Watch him race:
https://www.youtube.com/watch?v=qsDTdEym3uE
Freestyle questions:
1. Are their feet moving fast or slow?
2. Do their feet stop kicking when they breathe?
3. When they breathe is it fast or slow? Do they lift their head?
4. Are Nathan's arms moving fast or slow? Is he making big circles or small ones?
5. Does Simone slow down into her flip turn?
6. After her turn how are her feet under water? | <urn:uuid:83be084a-5e1e-49ae-bcb0-6fa3f82d5a36> | CC-MAIN-2024-22 | https://www.longislandswimschool.com/uploads/4/6/8/0/46809953/althlete_spotlight-_freestyle.pdf | 2024-05-24T01:59:43+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00193.warc.gz | 745,672,577 | 177 | eng_Latn | eng_Latn | 0.994371 | eng_Latn | 0.994371 | [
"eng_Latn"
] | false | docling | [
643
] | [
2.03125
] | 2 | 0 |
Defining Topic
Project Development
Choosing Communica2on Tool
1. What do you enjoy doing and how is water a part of that activity?
1. Create a catchy title for your topic.
2. Where do you participate in this activity? Name the aquatic ecosystem of this area.
3. What are the top three water issues that may interfere with your activity and/or guide your solution?
4. Describe a current or possible solution to one of the water issues above.
5. Pull this together by clearly defining your defined issue and where it is located, why it is important, and a possible solution.
6. Explore data, either from field trips or from the literature, and three primary or secondary source to help define and clarify the problem, prove it's value and importance, and/or guide your solution.
7. List one expert in the community that you would like to contact to learn more.
2. What profession are you interested in pursuing? What are some communication skills that you may need for that profession?
Looks for project ideas below that both match your professional interests and will communicate your topic.
Science/Math
Art
Scientific Poster Scientific Presentation Other:______________
Communications
Science writing article Marketing portfolio for watershed system Website/Blog Other:______________
Community Development
Work with community partner to develop outreach materials Create community campaign Other:________________
Technology
Website, Blog,
Computer app
Mural/Diagram of watershed system
Photography exhibit with detailed captions
Other:
Film/Music
Write and record song Create commercial or minidocumentary Other:_______________
Engineering
Physical model of system Solution prototypes Investigation of engineered solutions Other:________________
Other: List other ideas here!
Other:__________
FIGURE 4: Condensed project development student worksheets to aid in defining a problem, researching solu:ons, and choosing a project communica:on tool. Ques:ons on the "Defining Topic" can be tailored to project-‐based curriculum theme or disciplinary core idea. | <urn:uuid:c9596c0b-7914-4e43-abd9-ec74e6a75b6b> | CC-MAIN-2024-22 | https://static.nsta.org/connections/highschool/201501ProjectBrainstormingWorksheet.pdf | 2024-05-24T01:51:36+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058675.22/warc/CC-MAIN-20240523235012-20240524025012-00193.warc.gz | 459,295,090 | 566 | eng_Latn | eng_Latn | 0.997061 | eng_Latn | 0.997061 | [
"eng_Latn"
] | false | docling | [
2080
] | [
4.0625
] | 1 | 0 |
Marlborough Primary Academy
Daily non-negotiables:
1) Reading – 30 minutes Group 1:
- Phonics sounds
- Spell the words
- Read to an adult Group 2:
- Phonics sounds
- Spell the words
- Read to an adult
- Reading skills - Summarise
2) Spelling – 20 minutes
3) P.E. – Joe Wicks (LIVE at 9am) or Cosmic Kids
Recognise equal groups
Video
Watch the video, complete the activities and check your answers.
Worksheet
Answers
Class 2M
Home Learning
Wednesday 10 th February
Wellbeing Journal- Day 3
Write in your Wellbeing Journal.
Think: What are your favourite songs? What makes you feel calm? Why?
Express yourself through…Music Watch the video and think how does the music make you feel?
Learn the song, 'Express Yourself'. You could dance, or do whatever feels good! We would love to see this on you Portfolio.
Reading skills: Summarise
Summarising is when you choose the most important parts of the text. Carefully read the text from Monday and draw what happens at the beginning, middle and end.
Challenge: Can you write in just ten words what is happening in the text? | <urn:uuid:d57d1efa-f61e-4e71-b27b-5952ad35262d> | CC-MAIN-2021-25 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2078359/user/hrTWH12kdT?response-content-disposition=attachment%3Bfilename=Day_3_10.2.21.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1624325883&Signature=M03MBdJR57tsPeUenjF%2F8d2g%2FDk%3D | 2021-06-21T13:38:04+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00282.warc.gz | 445,897,865 | 268 | eng_Latn | eng_Latn | 0.996911 | eng_Latn | 0.996635 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
820,
1084
] | [
3.390625
] | 1 | 0 |
Name __________________
The Hudson River & PCBs
Polychlorinated biphenyls (PCBs) are a family of man-made chemicals. They were manufactured as a fire preventive and insulator in electrical equipment (like transformers and capacitors) from the 1940s until the 1970s. "PCBs are oily liquids that are chemically very stable and not very soluble in water. Instead, when released into the environment, they accumulate in sediments and especially in animal and plant fats" (Strayer, 2012). PCBs were used very widely, and are now found in many rivers around the world. Unfortunately, PCBs can cause cancer, neurological and developmental problems in humans, and have been shown to cause reproductive problems in fish and animals along the Hudson River (Strayer, 2012). The Environmental Protection Agency (EPA) banned the production of PCBs in 1977, but they estimate that 1.3 million pounds of PCBs had been discharged into the Hudson River prior to the ban (EPA, 2011).
PCBs in the Hudson
The Hudson River starts as a small stream in the
Adirondack Mountains and flows south 315 miles to the ocean at New York City (see Figure 1, at left). PCBs entered the Hudson from several sources, but the largest sources are two (now decommissioned) capacitor manufacturing plants owned by General Electric in Fort Edward and Hudson Falls. These two plants are about 200 miles north of New York City and 50 miles north of Troy, where there is a large dam on the Hudson. Because of the movement of water and erosion, PCBs have moved downriver all the way to New York City.
The Superfund Act was passed by Congress in 1980 to fund the cleanup of abandoned or uncontrolled hazardous waste sites. The Environmental Protection Agency (EPA) either cleans up the sites or tries to get the responsible party to pay for the cleanup of these sites. The EPA classified nearly 200 miles of the Hudson River as a Superfund site because of PCB contamination, and it is one of the largest Superfund sites in the country. You can see from the graph in Figure 2 that Hudson River fish had very high levels of PCBs compared to other rivers in the Northeast.
There are 209 individual molecules that are considered PCBs, and they have a variety of physical and biological properties. "Polychlorinated" means the molecule has many chlorines, and chlorine plays a significant role in PCB toxicity. The specific location of the chlorine affects how toxic the molecule is, and PCBs with three or more chlorines are the most damaging to living organisms, so these are the PCBs that scientists focus on.
Figure 3. PCB concentrations in striped bass from Poughkeepsie to the George Washington Bridge near New York City. NYSDEC Division of Fish, Wildlife and Marine Resources.
Starting in the 1980's, the quantity of PCBs that entered the river declined as discharges from the plants decreased. Figure 3 shows levels of PCBs in striped bass from 1978 to 2003 near the city of
Poughkeepsie, which is in the lower Hudson Valley, about 130 miles south of the plants in Hudson Falls. We can see that the PCB levels in fish near Poughkeepsie by 2003 were a lot less than they were in 1978!
PCBs and Living Things
PCBs become part of the food chain. They do not break down easily, can last for decades, and bind to soil and sediment. Plankton (microscopic algae and animals) take up PCBs from the environment, but the molecules are not easily broken down or metabolized in them, so the PCBs just stay in their cells. When fish eat contaminated plankton, the same thing happens – the PCBs accumulate in their bodies, and especially in their fat cells.
Let's look at the simplified food chain for the Hudson River (Figure 4). The phytoplankton is eaten by the copepod, which is eaten by the herring, which is eaten by the striped bass. If the plankton has PCBs, and the copepod eats a lot of contaminated plankton, the copepod will, over time, bioaccumulate PCBs in its own tissue as it continues to eat. Primary consumers, who only eat plants, generally contain less PCBs than secondary consumers that eat other animals. PCBs biomagnify throughout the food chain, with the higher order organisms, like striped bass, containing the highest levels of PCBs. Hudson River fish can have PCB levels that are thousands of times the level in the water.
Many things can affect the concentration of PCBs that may be in individual fish. What it eats is important, as well as where it
lives and its age. PCBs build up in lipid or fat, so the amount of fatty tissue in a fish is related to its PCB level. Fat levels vary over time depending on whether there is a lot of food for the fish, so PCB levels might change in a fish from year to year. Age is important – a younger, smaller fish tends to have a lower concentration of PCBs than an older, larger fish of the same species. However, where the fish spends time and eats is also important. Due to water action and the shape of the river, the PCBs in the sediment are not spread evenly. A fish who lives and eats in
one area can have more PCBs than one who lives where the sediments have less PCBs. As you can see, there are a lot of factors that influence the PCB levels in Hudson River fish!
PCBs have a lot of effects throughout the ecosystem; on fish, reptiles and amphibians, birds, and other living things in contact with the Hudson. Another species of fish, the Atlantic
Gray catbird nest. Photo courtesy of GardenPhotos.com
tomcod, has evolved a tolerance to PCBs in their tissues, but their populations are declining in the Hudson River (Yuan et al., 2006). The concentrations of PCB measured in Hudson snapping turtles have been associated in some studies with juvenile mortality (Hudson River Trustees, 2002). The PCB concentrations found in mink near the Hudson River are high enough that they may cause problems with their reproduction
(Hudson River Trustees, 2006). Almost one quarter of catbird eggs in nests near the Hudson River were found to have toxic levels of PCBs (Hudson River Trustees, 2018). Scientist are investigating these effects, and you can learn more from the references at the end of the document.
PCBs and Your Health
In the early 1970s, people started to get worried about eating fish from the Hudson River. We now know that PCBs cause cancer in animals, and problems in people such as a reduced ability to fight infections, low birth weights, and learning problems (EPA, 2015). Contaminated fish consumption can be a large source of PCBs for people. The highest levels were found in fish near the plants, but elevated levels were found in the river south of Troy as well. In 1976, all commercial fishing in the Hudson River was suspended because of concerns about PCBs.
The Food and Drug Administration (FDA) has a federal supermarket standard of 2 ppm for PCBs. Fish with more than 2 ppm PCBs can't be sold for human consumption. Some states use stricter guidelines for locally-caught fish consumption than the FDA limit. Studies found that people who eat fish they catch often eat more fish than other people, and sometimes they eat a lot of the same species of fish from the same place. New York State Department of Health
(NYSDOH) provides "fish advisories", which give advice to the public about how much fish, if any, they should eat from water bodies that are contaminated, including the Hudson River. The advice is based upon data and analysis of fish that the New York State Department of Environmental Conservation (NYSDEC) collects. Because PCBs can have a greater effect on the development of young children, there is stricter advice for women who might have babies and for children. PCBs, like many chemicals such as lead and mercury, are particularly bad for children and infants.
To Learn More about PCBs and Health, visit: http://www.atsdr.cdc.gov/toxfaqs/tfacts17.pdf
Monitoring the Fish in the Hudson
Each year NYSDEC scientists collect approximately 2,000 fish from more than 50 New
Measuring and weighing Hudson River fish. Photo, courtesy of DEC Hudson River Fisheries Unit.
York water bodies for NYSDOH fish advisories. Fish are collected annually from the Hudson and are analyzed for PCB concentrations. To collect data about Hudson River fish for the fish advisory, NYSDEC scientists follow a sampling plan that specifies the number, location and type of fish to collect in the Hudson each year. NYSDEC staff try to collect the same species in the same locations in the river over time to see trends, and to collect fish that people are most likely to catch and eat from the river. The scientists track the size and weight of the fish, its age, sex, and where and when it was caught.
There is no obvious way to tell if a fish is contaminated with PCBs without sending it to a lab for analysis – it doesn't have a specific smell or a taste, and a contaminated fish doesn't look any different from a normal fish. Once the scientists catch a fish they want to test for PCBs, they send it to a lab which uses a written protocol on how to prepare the fish. They blend the skin (which contains a lot of fat, or lipid) and belly fat of the fish with the meat for the analysis. The NYSDOH develops the advisories by reviewing the data on PCBs in Hudson River fish and updating the fish advisory as needed.
The Future of the Hudson
To protect people who eat Hudson River fish, and all the creatures in the Hudson River
Scientists preparing fish for analysis in the lab. Photo courtesy of NYSDEC Hale Creek Station.
affected by PCBs, the EPA required that areas with the most highly contaminated sediment in the Hudson River be dredged (dredging means removing the sediment that is contaminated). The dredging of the upper Hudson River removed almost 2.65 million cubic yards from a 40-mile stretch of river, and began in 2009 and was completed in 2015. The dredging project removed about 65% of the PCBs in the area north of the Troy dam, but none downriver. The dredged sediment was taken to a processing facility where the contaminated water was treated and removed, and the sediment was then shipped out-of-state to a disposal facility. Clean sand and gravel were placed over the dredged areas, and plants were placed back in the river to recreate habitat.
Federal and state monitoring programs continue to review many aspects of the health of the environment in and around the dredging project, including PCB levels in the water, fish, and sediment. The EPA began a review of the effectiveness of the dredging work in 2016 and are considering whether dredging some sediment south of the Troy dam may be needed to meet the target levels for PCBs in fish. Scientists think the PCB levels in fish will
NYSDEC Fisheries Unit collecting striped bass from the Hudson River. Photo courtesy of NYSDEC.
slowly decline over time, but we will continue to have advisories against eating fish for many years to come.
The river is much cleaner than it was in the 1970's, and efforts to improve the river and all the creatures who depend upon it happen every day. Scientists and everyone in the public can help make the river better. Some options for how you can both enjoy and help out the Hudson River are listed below.
References:
Atlantic Sturgeon in the Hudson: https://www.dec.ny.gov/lands/5084.html
Baker, et al. 2006. PCBs in the Upper and Tidal Freshwater Hudson River Estuary: The Science behind the Dredging Controversy. In Levinton & Waldman, editors, The Hudson River Estuary, Cambridge University Press.
Chawla, Liou, Johnson Jr., and Tharakan, Biodegradation of PCBs in Aqueous and Soils Systems, Chapter 16, Remediation of Contaminated Soils, Donald L Wise, CRC Press, March 30 1994, Science
EPA 2011, 2015. EPA's dredging website:
https://www3.epa.gov/hudson/pdf/cleaninghudson-brochure_4-2011.pdf
http://www.epa.gov/hudson/pdf/Phase2%20Dredging%20Year%205_2015_Final.pdf
EPA, Hudson River PCBs Site, New York Record of Decision, 2002:
https://www3.epa.gov/hudson/d_rod.htm#record
Hudson River Trustees (2018). Hudson River NRDA: PCBs in Catbird Eggs [Fact Sheet]. Retrieved from: https://www.fws.gov/northeast/ecologicalservices/pdf/hudson/Catbird_Egg_Report_Fact_Sheet_ FINAL_020618.pdf
Hudson River Trustees (2006). Hudson River NRDA: Mink Investigations for the Hudson River NRDFact Sheet 2006 [Fact Sheet]. Retrieved from: https://www.dec.ny.gov/lands/51220.html
Hudson River Trustees (2002). Hudson River NRDA: Preliminary Investigation of Snapping Turtles [Fact Sheet]. Retrieved from: https://www.dec.ny.gov/docs/wildlife_pdf/Snappingturtles.pdf
Interstate Workgroup on Evaluating Atlantic Coastal Advisories for Recreationally Caught Striped Bass and Bluefish: https://www.maine.gov/dhhs/mecdc/environmental-health/eohp/fish/documents/908final.pdf
New York-New Jersey Harbor & Estuary Program. 2012. The State of the Estuary 2012: Environmental Health and Trends of the New York-New Jersey Harbor Estuary.
NYSDEC Division of Fish, Wildlife and Marine Resources. "Of Time, PCBs and the Fish of the Hudson River", July 2005 https://www.dec.ny.gov/docs/remediation_hudson_pdf/hrpcbtrendrpt.pdf
Strayer, 2012. The Hudson primer: the ecology of an iconic river. University of California Press.
Yuan, Z., Courtenay, S., Chambers, R. C., & Wirgin, I. (2006). Evidence of Spatially Extensive Resistance to PCBs in an Anadromous Fish of the Hudson River. Environmental Health Perspectives, 114(1), 77–84. http://doi.org/10.1289/ehp.8255
Getting involved and learning more about the Hudson River
To Learn More about PCBs - PCB toxicology http://www.atsdr.cdc.gov/toxfaqs/tfacts17.pdf
Community science volunteer opportunities in the Hudson River Estuary
https://www.dec.ny.gov/lands/72898.html
Amphibian Migrations and Road Crossings https://www.dec.ny.gov/lands/51925.html
American Eel Research https://www.dec.ny.gov/lands/49580.html
Hudson Estuary Trees for Tribs https://www.dec.ny.gov/lands/43668.html
The Great Hudson River Estuary Fish Count https://www.dec.ny.gov/lands/97891.html
Estuary educational programs https://www.dec.ny.gov/lands/5102.html | <urn:uuid:18c638bc-0034-460b-a211-bed4d2131f36> | CC-MAIN-2021-25 | https://www.caryinstitute.org/sites/default/files/public/downloads/curriculum-project/pcb_lesson_1_reading_with_images_ms.pdf | 2021-06-21T12:36:43+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00281.warc.gz | 612,680,486 | 3,241 | eng_Latn | eng_Latn | 0.932615 | eng_Latn | 0.994005 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1565,
2946,
5028,
7184,
9291,
10903,
13211,
14079
] | [
3.84375
] | 3 | 0 |
Year 6 Home Learning
To keep a nature journal
One of our favourite books is 'Skellig' by David Almond. In the book, the character of Mina is home-schooled by her mum. One of the things Mina enjoys doing is spending time observing the wildlife she finds in her garden, recording her observations in a notebook.
Having researched how an animal is adapted to survive in its habitat, Why not take this opportunity to learn more about the wildlife around us, which we may often take for granted.
Task
While you are home learning, why not keep a nature journal – it's a fantastic way to learn more about the natural world.
When you start a nature journal, you begin to look at the world with new eyes. Spend time simply observing, then 'zoom in' on one particular thing in your garden. This could be an animal, a leaf, a tree or a flower. What do you notice about the colours, patterns, behaviours?
If you don't have a garden, take a slow walk next time you go outside for your daily exercise. You could spend a few moments closely looking at an animal or tree; maybe even take a photo to stick in your journal
You could also draw what you see. What do you notice about it? Try to capture everything you' have observed by annotating your drawing or photograph. Make field notes about what you have observed. Be sure to include the date, time and make a note about the weather. Can you also annotate your sketch or photograph with key descriptive language? What did you notice about the colours, patterns, shapes, sounds? Where did you find it? If it's a creature, did you notice anything about its behaviour? What could you write down about how a particular plant looks, smells, feels to the touch?
Yu could also research more about what you've found. Can you include 5-10 additional facts alongside your illustration and field notes?
Record this information in your nature journal. Both the RSPB and the Woodland Trust have excellent resources that you can use to help you identify and label what you observe:
https://www.rspb.org.uk/fun-and-learning/for-kids/games-andactivities/activities/
https://www.woodlandtrust.org.uk/naturedetectives/
Try to set aside some time each week to focus on adding to your nature journal? Choose something new each time and add more drawings, observations, facts and artwork to it. | <urn:uuid:a1c7b2e4-e197-41d3-8088-09532e8406c4> | CC-MAIN-2021-25 | https://www.heatherside-jun.hants.sch.uk/wp-content/uploads/2020/04/20th-Apr-to-keep-a-nature-journal.pdf | 2021-06-21T12:12:53+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00291.warc.gz | 715,038,696 | 499 | eng_Latn | eng_Latn | 0.998038 | eng_Latn | 0.998038 | [
"eng_Latn"
] | false | docling | [
2323
] | [
4.09375
] | 1 | 0 |
Published on
www.bilvavi.net
Home > Understanding Your Middos - 08 Brazenness
Understanding Your Middos - 08 Brazenness
The Concept of Brazenness
In the previous chapter, we mentioned that that there are four traits which stem from the hard nature of the earth: stubbornness (kashyus oref), brazenness (azus), cruelty (achzariyus), and anger (kaas).
In this chapter, with Hashem's help, we will learn about the concept of brazenness\azus. We will see how it can be used either for good or evil.
The Sages state that one should be as "brazen as leopard" to do Hashem's will.[1] This is the positive kind of being brazen, in which a person boldly and bravely perseveres in serving the Creator. In the very same statement, the Sages end off with: "A brazen-faced person goes to Gehinnom." This is referring to a person who uses brazenness for evil.
We must understand the essence of brazenness – what makes it good, and when it becomes evil.
The simple and superficial understanding is that a person is brazen for evil, it's the same kind of brazenness as when he acts good, and he is just using it for evil purposes; according to this understanding, "Be brazen as a leopard" refers to using your brazenness for good, while using this very same brazenness for evil is what makes a person go to Gehinnom, for being brazen-faced.
But the deeper understanding is that they are two totally different kinds of brazenness. When a person acts brazen for good, it's a whole different concept than when someone acts brazen for evil – and the same is true vice-versa.
We will try to understand this a little, with the help of Hashem.
Four Manifestations of Brazenness
Where do we find brazenness manifest? We will start by showing how it is in our body, and then we will progress to see how it shows up in our soul.
We have already mentioned one place in which brazenness comes up in: the Sages called a brazen person by the title of az panim, "brazen-faced." Brazenness shows up on a person's face, when he acts brazen.
But if we get more specific, brazenness is located in the forehead. We confess to Hashem in Viduy for the sin of having azus metzach, "brazenness of our forehead." In addition, the Gemara says that the tzitz, the band of the turban of the Kohen Gadol – which is placed on the forehead - atoned for the sin of brazenness.[2] We also find that Tefillin, which are placed on top of the forehead, are called oz, "splendor,"[3] which is related to the word azus\brazenness, because Tefillin also atones for brazenness. So brazenness is associated with the forehead.
We also find brazenness associated with the left hand. The word oz, which means "might", is related to the word azus\brazenness, and the possuk states that Hashem His arm to act mightily with.[4] We know that the "right hand" of Hashem is used for kindness, while the "left hand" is used for might and justice.
Finally, there is a fourth place of the body which is associated with brazenness – the nose. It is written, "Who knows the might of Your wrath?" ; the Hebrew word for "wrath" is af, which can also mean "nose", and the word for "might" is oz, which is related to the word azus\brazenness. So brazenness bears a connection with the nose.
These are the four general parts of the body in which brazenness is connected with: the face, the forehead, the left arm, and the nose.
The Difference Between Brazenness of The 'Face' and 'Forehead'
The first two kinds of brazenness we mentioned are brazenness of the face and brazenness of the forehead. What is really the difference between them?
The Maharal[5] explains that brazenness is mainly manifest in the forehead (azus metzach), and this is when a person's brazenness lays dormant within him; he is not attacking anyone yet with his brazenness. But when a person turns his brazenness on others, it becomes azus panim, to be "brazen-faced." The word panim, "face", also can mean to be "poneh", to "turn"; when a person turns his brazenness on another person in the form of aggressiveness toward him, it becomes the trait of cruelty (achzariyus).[6]
Brazenness of The Face: A Form of Internal Hardness
What is brazenness of the face, azus panim? How does it develop?
We explained earlier that brazenness stems from the nature of hardness in the element of earth. Just like internal hardening can produce the trait of evil stubbornness, which is called kashyus oref – to be "stiff-necked" - so can it be a source for producing azus\brazenness. Brazenness of the face is called azus hapanim – it is when a person turns his face from another, indifferent to another person, and instead of showing face to another, the person shows him his neck instead – his oref. We will explain what this means.
When a person doesn't want to show interest in something, he turns his face away. He turns his neck on the person instead. This is kashyus oref, "stiff-necked" – when a person, instead of showing face to another, turns his neck on him instead and hides his face from the other.
But when a person has azus panim, he goes even further than this: he shows the other person his face, but he gives the person a hardened look on his face. Although he faces the person, it's like his face isn't there, because instead of showing him a soft expression, he basically gives him his "neck" instead. It's as if his neck is on his face.
So kashyus oref is when a person is indifferent to another and therefore turns his face away from another, showing him his neck instead. But azus panim is when a person gives his face to another, but he gives the person a hardened expression on his face, and it's as if he's showing the other his neck rather than his face [although he is facing him physically].
With kashyus oref, a person acts hardened towards another person, when he could have dealt with him softly. With azus panim, a person uses a deeper and more negative kind of indifference towards the other: he takes his face, which normally gives a soft expression, and he hardens it instead.
The Root of Brazenness: Lack of Feeling Inferior To Others
Now we can understand with sharper clarity what the definition of brazenness is.
When a person turns to another and faces him, either one of three things are going on here. Either he is turning to the other because he identifies the other as being equal to himself; or he looks at another person as being beneath him; or he is looking at the other person as being someone of greater authority than he.
If a person is looking at another person as if the other person is beneath him, he will most definitely harden himself towards that person, and he will exercise strength and authority towards the person whom he deems lower than himself.
This is actually a power that can be used for good, and it is used by a teacher, who must teach his student with a command of authority.[7]
Of course, a teacher must perfect his character and act softly with his students, and he must show a pleasant countenance to them, even though he is of higher authority then them. But the nature of a teacher is to see the students as lower to himself, and thus he will naturally be overly strict towards them, if he does not try to perfect his character.
There is also a person who looks up to others and sees them as above himself, and he feels nullified to them. If he looks at another person as being above him, he will act softly toward him. This is the root of the trait of bashfulness. When a person realizes that there are certain people who are authority over him, he realizes his low self-worth next to them, and he acquires the positive trait of bashfulness.
But when a person acts brazen towards someone higher than himself – either because he doesn't realize that he is lower than the other person, or even if he considers the other to be equal to him, when in reality the other person is on a higher level than him – such a person is the kind of person of whom the Sages say, "A brazen-faced person will go to Gehinnom."
When a person has the negative trait of brazenness, he is in essence being prevented from accepting upon himself the yoke of Heaven. The Sages equate the trait of bashfulness with fear of Heaven,[8] so if someone is missing bashfulness, he is missing fear of Heaven. Brazenness is thus when a person doesn't want to nullify himself to someone who is on a higher level than himself.
Chutzpah\Impudence and Azus\Brazenness
The Sages say that chutzpah (impudence) towards Heaven might get a person somewhere, but at the same time, chutzpah is like acknowledging the king without acknowledging that he wears a crown.[9] Chutzpah is the same concept as azus\brazenness.
What exactly does it mean that chutzpah towards Heaven can be effective for a person?
We are on this earth, while Heaven is above us. When a person realizes that Heaven is above him and thus he nullifies himself to that dimension that is beyond his grasp, he has what is called yirah\awe.
That is why yirah is known as Yiras Shomayim, "fear of Heaven", because he recognizes that Heaven is above him and thus he comes to nullify himself. If a person doesn't have this awe towards Heaven and he instead views himself as being equal with Heaven, he has azus panim. Of him, the Sages state that if he acts with chutzpah towards Heaven, he can still get somewhere.[10]
But, the Sages say that even though he might get results from his chutzpah, he is only acknowledging that Hashem is King, but he doesn't acknowledge the "crown" of the King. In other words, a brazen person doesn't know how to see others as higher than him; he doesn't acknowledge authority. Either he thinks he's the authority, or at best, he will acknowledge another as his equal, but never does he see anyone else as his authority that he must acknowledge.
The Sages said that if a Jew walks without a head covering, he is very brazen.[11] Why? The answer lies in a different statement of the Sages. The Sages state that wearing a head covering increases fear of Heaven.[12] The depth behind this is that in order for a person to have fear of Heaven, he must recognize what is above him – he must have authority in his life that he submits himself to. Of course, there are many levels to how much a person can fear Heaven, but in general, fear of Heaven is accessed as long as a person recognizes that is a Higher Authority over himself.
A brazen person therefore might recognize that there is a King, but he doesn't want to acknowledge that the King wears a crown as well. That is the depth behind why he won't wear a head covering – he doesn't want anything to be on top of him.
This is the depth behind brazenness.
A Woman's Natural Bashfulness Towards Her Husband
The Sages state that generally, a woman does not act brazen towards her husband [with regards to lying to him]. The depth of this is because ever since the sin of Adam, woman was cursed with, "And he [man] will rule over you." A husband is above his wife when it comes to authority, and this is the natural way of the world.[13] For this reason, a wife is naturally bashful with her husband, and she will generally not be so brazen as to lie outright to him.
The Gemara says that during marital relations, the husband should be on top of her body, and the wife should lie underneath him; if they switch around their roles, the Sages say that the union will result in impudent children.[14] The depth of this is that had they done the act properly, with him on top and her on bottom, her natural bashfulness would remain. But when the husband is on bottom and she's on top, this is brazenness for the woman's part, because he is supposed to be "above" her; thus their union will result in brazen children.
We can bring many more statements of our Sages about brazenness, but the point of all the examples we brought was to show what the definition of brazenness is: whenever there is a lack of recognizing authority.
Brazenness: Not Interested In Being Connecting With Others
We mentioned earlier that the element of earth is always on bottom of the other three elements; fire, water, and wind are always above earth. This aspect of earth, that it is always on bottom, alludes to the trait of humility, in which a person sees himself as being below others, allowing others to be above him, in the same way that people walk over the earth and trample it. As we ask Hashem in the end of Shemoneh Esrei - "Let my soul be like the dust to all."
However, this aspect of earth can always be used in a person for evil, and that is when a person does not want to accept that he is at a lower level than others. When a person doesn't want to accept that others are above his level, he hardens himself, and he uses the internal hardening in his element of earth [which was the concept described in the previous chapter].
When our Sages describe a person who acts with brazenness, it is usually with regards to a person who is acting disrespectful to another person, when that other person is someone of important status. When a person does not honor those who are to be more honored, this defines him as being brazen.
Chazal say that in the era preceding Moshiach, chutzpah\impudence will increase[15] – the trait of evil brazenness will be revealed to its full depth. What is the nature of this brazenness? Chazal say that children will disrespect and shame their elders; sons will disgust their fathers, daughters will revolt against their mothers, and daughters-in-law will also rebel against their mothers-in-law. This is the brazenness in the time before Moshiach's arrival – people cannot accept that there are others who are authority over them.
This shows us the depth of brazenness. Brazenness stems from the element of earth; how can it be that earth, which has a tendency towards lowliness, is the source of brazenness, in which a person does not feel lowly about himself towards others at all? If anything, an increase of earth in the soul should make a person feel lowlier about himself; how does it make him become more brazen?
It is due to the hard nature of the earth. Earth can make a person develop internal hardening in his soul, and then the person is hardened; this makes him unable to accept other's authority over him, and thus he acts brazen.
The Depth of Brazenness: Lowering Others
There is a more subtle understanding, though, as follows. Earth can be the source of humility in a person - when he feels lowly about himself, in a healthy way; such a person is using his element of earth for holiness. But if a person uses his element of earth towards others – he feels that others are lower than him, and thus he won't respect even one person. That's brazenness – when a person has no concept of respect for others, and even more so, he belittles others, because others are lowered in his eyes.
If a person uses his sense of lowliness towards himself, he uses earth for a holy purpose. "And let my soul should be like the dust to all." Avraham Avinu said on himself, "I am like dust and ash." He was humble; he did not feel himself as being more important than others. This is also known as the quality of bittul, that a person can "nullify" his sense of self-worth, feeling completely nullified, "like the dust of the earth," as we say when we nullify the chometz on Erev Pesach. This is not low self-esteem – which is a base emotion in the lowest level of our soul - but rather a true sense of humility which our soul can reach.
But if a person turns his "earth" on someone else – when he considers others to be lowly and worthless in his eyes – he uses earth for evil. To illustrate, if a person throws dirt on someone, this is the prime example of having no importance for another. Throwing dirt on someone is basically saying that the person is worthless. This is when a person uses earth for evil, and if a person has this negative trait, he won't be able to subjugate himself to even one person in the world.
A person only subjugates himself to something that is above him. If the person perceives something as being above him, he will honor it. When a person recognizes that the Shechinah is above him, that his teacher is above him, that his parents are above him, and that older people are above him, he will honor all of these, whom he recognizes as being above himself. He uses his element of earth for holiness, nullifying himself and feeling lower than those who are higher than him.
But when a person takes his lowliness of earth and combines it with internal hardening of earth, he becomes brazen, and he belittles the honor of others. This defines brazenness.
If a person would only harden himself inside, but he wouldn't belittle the honor of others, then he's not totally brazen toward others, because at least he is honoring others. On the other hand, if he only belittles others, why doesn't he belittle himself also while he's at it? Only when he hardens himself inside, in addition to belittling the honor of others, will he become totally brazen.
Fixing Brazenness: Showing A Smile To Others
The ultimate level of evil brazenness is when a person doesn't "show his face" to anyone – he doesn't want a connection with others, because instead he nullifies everyone in his eyes. His whole relationship towards others is that he sees others as dirt in his eyes. Instead of making himself be "like the dust to all", he feels that everyone else is like the dust. He has hardened himself inside, so he can't nullify himself to others; other people to him are lowly and undeserving of honor. With his attitude, he does not wish to connect with any person on the world.
When a person gives someone a pleasant look on his face and he smiles at him, he shows the other person that he is aware of his existence. By smiling at another person, you acknowledge his existence, that he's worth something. By contrast, if a person nullifies the existence of other people in his eyes, he doesn't show his face to them.
Smiling at another person with a pleasant countenance (which is called he'aras panim) is a trait which can either come from fire, wind or water. But earth can never be a source of he'aras panim. This is because the element of earth is the root of having low self-worth for others, and therefore earth cannot help a person produce a radiant countenance towards someone else.
This is the evil that is behind brazenness. When a person is brazen towards others, he does not show his face to others; he does not smile at others. A brazen person is called az panim, "brazen-faced", because he gives no face to others. He turns his face on other and instead other people see his neck. How do we rectify the trait of brazenness? A brazen person needs to show another person his face, a face of radiance and holiness.
Whenever we want to fix one of the elements, we need to make use of the other three elements. Since brazenness is stemming from a lack of showing face to another, and it is rooted in the element of earth, we need to make use of the other three elements – water, wind and fire – and use those three elements to reveal a "face" to another person.
Using Water To Fix Brazenness
How can we use the element of water to reveal a "face" to another? It is written, "Just as water reflects a face to another, so does a heart reflect one to another."[16] Water reflects back our face when we look into it; nothing reflects better than water, because water is clear. Even though water is still and unmoving, it can still reveal a face.
Of course, if we look into the water with an angry grimace on our face, it will reflect back to us our angry expression. If we smile into the water, it shows us back a smile. But the point is that water reflects back a face to us, so water can help us reveal a "face" to another. If water is dirty from any earth that it's in it, it can't cause a reflection, but naturally, water is clear, and it can cause a reflection when we look into it.
Hashem created Adam out of earth, and then mixed water into him to form him. Thus, water and earth can work together to create a form. This shows us that when water combines with earth, it can give form to the earth. (There were tzaddikim who knew this secret very well and they were able to create a golem from earth and water, and if he was extra meritorious, he was able to use wind and have a spirit of life breathed into the golem). The point we see from this is that water can give form to earth, thus revealing a "face" in earth.
On a deeper note, the reason why earth does not have a face is being face is called panim in Hebrew, which can also mean pnim, the "inside". Earth has no inside. When we turn over a piece of earth, we do not see its inside (unless we dig into the earth). With the other three elements, we can see into their inside. When water is clear, we can see all the way all the way until its bottom. We can see clearly into wind, which is air, as long as the air isn't dusty. Fire is naturally clear and we can see through it, as long as it's not burning something, where it then becomes a murky smoke.
But we cannot see into the inside of earth. The inside of the earth is always covered from the human eye.
However, we can see the inside of earth when we dig into it. When we dig into earth, we can fashion a container out of the earth, and then earth can get an 'inside' to it for us to see. This is unlike the other elements. When we see into the inside of water, we see the water itself, and the same goes for wind and fire. But when we dig up the inside of earth, we turn the earth into a container.
From this we can see how we earth can work together with other three elements. When we use earth as a container, earth gets an inside – it gets a pnim, which can also be read "panim", "face". In other words, when we use earth as a container for the other three elements, then our earth can help us gain a face to show others, which can rectify the trait of brazenness.
As we mentioned earlier, earth is the containing element of the other three elements. It is not an element unto itself, because it is useless by itself. It can only gain importance when it contains the other three elements, whereupon it helps the other three elements activate their potential. This is also because earth is the lowest of the four elements, and therefore, it really serves to lower itself to other three elements and let them go on top of it, where it acts as a container to hold them.
How do we fix the "lowly" nature of earth [which is the source of brazenness, since a person lowers other people in his eyes]? If we give an inside to the earth, we turn it into a container for the other three elements, and then it enables the other elements to be active. Really, the earth has no inside, but if we use it as a container for the other three elements, it gains an 'inside', because now it contains the other three elements. In this way, the earth's lack of pnim\panim is fixed, and we give an inside – a face - to earth. Now it can connect with the other elements of fire, wind and water.
Now that we have seen this point, we can return to discussing how we can use water to fix earth. It is precisely the aspect of lowliness in the nature of earth which aids in its rectification. Earth has no inside of its own – it only serves to contain the other elements. When we use it to contain the other elements, it becomes a container which will either hold the inside of water, fire or wind. With regards to water – our current point – we give earth an inside, a pnim, when we pour water into it. We can see this from our physical world clearly. When we pour water into earth, the water burrows into the earth and creates a formation out of the earth, enabling the earth to become a container and hold the water.
What we see from this is that earth receives it rectification when it makes itself into a container for something else other than itself. With regards to itself, it has no importance, but with regards to something else, it gains importance, because it is a container for other things.
[In other words – when a person nullifies his inflated sense of self-importance and instead makes others important, he rectifies the trait of brazenness].
This is how one rectifies brazenness through using the element of water.
Using Wind To Fix Brazenness
How do we fix brazenness using the element of wind? It is similar to how we use water to fix brazenness. The root of the problem behind brazenness is because the person removes his face from someone else and instead shows him his neck. The way we fix this is through revealing our face to the other. Thus, a person with brazenness fixes himself by somehow reconnecting to the other person. Wind can also be used to reconnect with others, as follows.
Earth is the source of disparity, for it is dry and cold. Wind, by contrast, is hot and moist. Heat and moisture are both properties that foster connection.
Man is called ruach memalelah, a "talking spirit."[17] Speech is thus identified with wind. When we speak with others, we can connect with others; thus, "wind" is what connects us with others.
In addition, the trait of bashfulness is the opposite trait of brazenness; "A brazen-faced person goes to Gehinnom, while a shameful-faced person goes to Gan Eden." Bashfulness is rooted in the element of wind; this is apparent from the fact that its opposite trait, brazenness, is rooted in earth. If brazenness is rooted in earth, then it follows that it opposite, bashfulness, is rooted in the opposite element of earth: wind.
When a person is bashful to others, he humbles himself to others. This is a trait that comes from our wind. We don't ever find fire or water getting "humbled". Someone who is humble is called shefal ruach, "humble of spirit", which hints to how he is using his wind to humble himself more to others.
This is not to be confused with shiflus\lowliness, which is a trait that is rooted in the element of earth. Lowering oneself to others is shiflus [which can be used for good or evil],[18] and this is rooted in the element of earth. Bashfulness does not that mean that one lowers himself to others, but rather it is a different way for one to humble himself. When a person is bashful, he rectifies his brazenness, through using the element of wind.
Using Fire To Fix Brazenness
It is obvious how we use fire to rectify brazenness. When a person is brazen, he has removed the pleasant expression from his face from others. Fire is bright and thus illuminates; when a person shows a shining countenance on his face toward others, this is called he'aras panim. The trait of he'aras panim is what rectifies one's azus panim.
When a person is brazen, he doesn't show a pleasant expression on his face toward others. In essence, he has removed the "light" of his face, his he'aras panim, and in its place he instead shows azus panim toward others, by turning his face away from others. A person rectifies this by going in the opposite direction: by showing he'aras panim toward others. This is how we use fire to rectify brazenness – by using the "light" of he'aras panim towards others; our "light" is rooted in our fire.
Until now we have explained how one can rectify azus panim, the trait of being brazen-faced, through using the elements of water, wind and fire.
Earlier, we discussed another kind of brazenness: azus metzach, "brazenness of the forehead." What is the depth of azus metzach? The Maharal explains that azus metzach is the essence of brazenness, while azus panim is the result of azus metzach; it is when the azus gets turned on others.
Before, when we discussed the concept "internal hardening", we explained the trait of kashyus oref, being "stiff-necked" [in other words, evil stubbornness]. We explained that this develops from two factors: dryness of earth, and from a hardening of one's daas. This is a hardening that takes place to one's daas, which is present in the area of the oref – the neck.
When the daas of one's neck becomes hardened (and he dries up inside), this develops the trait of kashyus oref, to be stiff-necked. But there is also daas present on one's face, and it is in the forehead; when this daas becomes hardened, it develops the trait of azus\brazenness. It is known as azus metzach.
To be a bit clearer, the trait of azus panim develops from kashyus oref, which is stemming from one's element of earth. The trait of azus metzach, however, is coming from a hardened daas [from the daas that is present in the forehead, and not from the daas that is in the neck].
The Sages say that the Jewish people received the Torah precisely because we are brazen.[19] This is being said in a good context of us; it is referring to the holy kind of azus\brazenness that we possess. What is the depth to our holy brazenness? It is connected to the fact that the generation of the desert was known as the "generation of knowledge" (dor de'ah). In addition, we received the Torah through Moshe Rabbeinu, who is the epitome of the concept of daas. This is the depth of our holy brazenness – we are brazen, in a holy way, because of our power of daas. That is what enabled us to receive the Torah.
By contrast, the Sages that the epitome of a brazen animal is a dog. "And the dogs are brazen of spirit." The main enemy of the Jewish people, Amalek, is also identified as a "dog." The brazenness of dogs, represented by Amalek, is the exact opposite of the holy brazenness of the Jewish people, which is daas. Thus, Amalek is the force in evil that opposes our holy power of daas.
The difference between holy brazenness and unholy brazenness is really contained in the Maharal's words which we quoted before. The Maharal says that unholy brazenness comes from the body, and this is the kind of brazenness which develops from our element of earth; while holy brazenness comes from our soul, our daas – this is called azus metzach.
So azus panim is when one's brazenness is coming from his neck, from his body – from his element of earth. When one reveals the holy essence of his brazenness, azus metzach – the "forehead", which is also where one's true ratzon (will) is contained in – he reveals the holy kind of brazenness. Of course, if one uses his ratzon for evil, this is the unholy use of azus metzach. But when one reveals his true will – how "It is our will to do Your will" – he utilizes brazenness for holiness. Of him, it applies the praise of the Jewish people, "The most brazen of the nations is Yisrael."
Azus\brazenness is used for evil, though, in the following scenario. The Gemara says that if a woman openly asks her husband for marital relations, the children of such a union will be "brazen children." But if she is modest in her request and she instead convinces him into marital relations, without verbalizing her request, then they will merit good children.
What is the difference between the two ways? It is because being verbal in a request is a sign of brazenness.
It is written, "A destitute one speaks in supplications, while a wealthy one speaks brazenly." When a person is brazen, he verbally expresses his brazenness. The Sages state, "Daas is hidden in the lips" –
what a person says with his mouth reveals what's going on in his daas. If a person is brazen with his mouth, it shows that he has an impaired daas.
But when one's brazenness is coming from a holy source, it is stemming from his inner ratzon to do Hashem's will. Such a person, when he needs to make a request (such as a wife who wants marital relations) does not it express it verbally, but rather, he is gentle about it. The "brazenness" here is holy, because it is not coming from an impaired daas, but rather from his inner, true ratzon [to do Hashem's will].
Thus, azus metzach might be used either for good for evil. When it used for evil, it becomes evil brazenness, and it is expressed in an aggressive manner, manifesting itself in impudent speech. But if it is being used gently yet firmly, then the brazenness is coming from one's true ratzon, and it is the holy way to use azus metzach.
The Depth of Evil Brazenness: When Connection Is Impossible
Now we will go deeper into the depth behind brazenness – when it is evil, and when it is good.
The Sages give two prime examples of a "brazen-faced person." One opinion in the Sages is that it is referring to a child born out of a forbidden union, in which the woman was a niddah (ritually impure) at the time of the union. The other opinion is that it is referring to a child who is a mamzer, a child born out of wedlock.[20]
A mamzer represents a more complete kind of brazen union than a child born from a niddah. A Jew is forbidden to have martial relations with his wife when she is a niddah, but it's only a temporary disconnection. She is not, in essence, someone who he may not connect with; it is just that she is temporarily forbidden to him, until she becomes ritually purified again. But a mamzer is someone who a Jew cannot marry at all. In other words, a mamzer is someone who we cannot connect with, and this is the depth behind brazenness – someone who cannot have connections with other people.
If one has marital relations with a niddah, he has been brazen in that he has connected with someone whom he was not allowed to have that connection with, for the time being. But when one has relations with a married woman, he has done something much worse – he has attempted to connect with someone whom he is in essence disconnected from. The child born from wedlock, a mamzer, is thus the result of brazenness on its most ultimate evil level.
We can see a hint to this from the words niddah and mamzer. The word niddah comes from the words Hebrew words "na" and "nad" together, which means "moving and wandering." This hints to the fact that when a woman becomes a niddah, she is distanced from her husband, but only temporarily. She has "wandered" away from him, but eventually, she comes back, when she is ritually pure again. But the word mamzer comes from the word zar, "stranger." This is because a mamzer was born from someone whom one was never allowed to connect with – a married woman is a complete stranger, in essence, to the man who had relations with her.
Thus, brazenness is when one is a "stranger" to another person, and that is why he acts brazen to the person.
When Brazenness Is Holy
Chazal say that one should be "brazen like a leopard." Why is the leopard the epitome of brazenness? The answer lies in the following. Elsewhere, Chazal say that a leopard comes from the union between a forest hog and a jaguar. This is reminiscent of a mamzer, because one kind of animal has connected with an animal that is a complete stranger to itself. A mamzer represents the evil kind of brazenness.
When this brazenness is used for good, however, of this Chazal say, "Be brazen like a leopard."
There is another way how we can see that a mamzer is worse than a child produced from niddah. A mamzer may not marry into the Jewish people; he is considered a complete stranger, because he has come from an evil, "strange" relationship. But the child born from a niddah may marry into the Jewish people; it is just that his lineage is somewhat damaged.
A mamzer thus represents an attempt to achieve a union when it is really impossible for the connection to ever happen. Since all evil has its equal use when it comes to good, we can find this concept when it comes to good as well. Chazal say that one should be "brazen as a leopard", meaning that when can strive to form a connection with something even when it seems impossible, if it is for something holy. When a person is brazen in a holy way, when he is "brazen like a leopard", he is unlimited in how much he can connect with something that doesn't seem to allow for a connection.
The Hebrew word for "leopard" is "namer", which has the same numerical value in Hebrew as the word "eretz". The word eretz comes from the words ratz (run) and aleph (chief), which alluded to how a person must "run" to the Aleph\Chief of the world: Hashem.
Every person has the ability to be brazen, but usually we are limited in how brazen we are when it comes to pursuing a holy goal. When we run into an obstacle is our path of spiritual progress, we often lose our ambitions, and we get lethargic. On this, Chazal say, "Be brazen as a leopard." That even when you have obstacles in your path and it seems impossible, you can transcend the obstacle. That is the depth of holy brazenness – you can brazenly persist to achieve your goals for spirituality and holiness, even though it seems impossible sometimes.
The power of holy brazenness, azus d'kedushah, comes from our power of holy daas. Through utilizing our holy daas, we can connect to anything and achieve the seemingly insurmountable.
Through using holy brazenness, we have the tool to receive the understanding of the holy Torah. The Torah is the source of everything, and it can connect all of Creation together. In order to be eligible for the Torah, which connects everything, we ourselves have to acquire the ability to persevere in our spiritual goals and be able to connect to anything. As Chazal say: "The most brazen of the nations is Yisrael"!
[1] Avos 5:20
[2] Zevachim 88b
[3] Berachos 6a
[4] Yeshayahu 62:8
[5] Nesivos Olam: Nesiv HaBushah
[6] See Rashi to Pirkei Avos 5:20.
[7] The Sages state, "Cast bitterness upon the students" – Kesubos 103b.
[8] Nedarim 20a
[9] Sanhedrin 105a
[10] The Sages say this regarding Moshe Rabbeinu, Eliyahu HaNavi and Channah HaNeviah, who all prayed to Hashem and spoke impudently to Hashem out of a great desire that their prayers be answered.
[11] Kallah Rabbasi: 2
[12] Shabbos 156a
[13] Nedarim 20b
[14] ibid
[15] Sotah 49a
[16] Mishlei 27:19
[17] Targum Onkelos to Beraishis 2:17
[18] This will be explained (b'ezras Hashem) in Chapter 19.
[19] Beitzah 25b
[20] A mamzer is a child born of the union from a Jewish woman who is already married to another Jewish man. His status is that he cannot marry into the Jewish people (except for a woman has the same status that he does).
Source: https://bilvavi.net/english/understanding-your-middos-08-brazenness | <urn:uuid:a9492b4b-e602-408d-81f9-0a733d47f0a2> | CC-MAIN-2021-25 | https://bilvavi.net/printpdf/7814 | 2021-06-21T12:45:38+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00289.warc.gz | 131,806,927 | 9,335 | eng_Latn | eng_Latn | 0.995894 | eng_Latn | 0.998108 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2573,
5714,
8939,
12433,
16414,
19913,
24028,
27268,
31134,
34725,
37317,
38152
] | [
2.375,
1.6796875
] | 1 | 0 |
Name _______________________________________________________
https://youtu.be/R0JKCYZ8hng
Neuroscientists get excited about watching the brain functions of musicians because?
Musicians use different parts of their brain to complete tasks
Musicians use more of their brain to complete tasks
Musicians use more parts of their brain simultaneously to complete tasks
Musicians use their brains surprisingly when completing tasks
Learning a musical instrument engages which different areas of the brain at the same time?
Visual, motor and cerebral cortices
Auditory, motor and visual cortices
Motor, cerebral and auditory cortices
Cerebral, motor and fine motor cortices
The bridge between the two brain hemispheres is called?
Corpum callum
Coopco coolism
Capum cullim
Corpus callosum
Learning a musical instrument teaches your brain how to create, ______ and retrieve memories more effectively?
Store
Find
Make
Erase
Executive function is a series of interlinked tasks that includes planning, strategizing, and attention to ________.
Habits
Facts
Features
Detail
Executive function is a complex combination of brain functions that requires analysis of both the cognitive and emotional aspects of a problem or situation. What type of complex problems of situations could you think of that would use your executive function capabilities?
Learning a musical instrument has been found to assist in our memory abilities. How does your capacity to remember facts, ideas, things you have seen and heard, impact on your ability to learn?
"Playing music is the brain's equivalent of a full-body workout." What could be some of the short and long term effects of keeping your brain in tip-top physical shape? | <urn:uuid:fcdaf6d0-1d18-4c1c-8a4f-ae76d0c3aaec> | CC-MAIN-2021-25 | https://msl.fflat-books.com/wp-content/uploads/2020/04/ted-talk-on-how-playing-instrument-benefits-brain.pdf | 2021-06-21T13:56:57+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00293.warc.gz | 371,205,528 | 343 | eng_Latn | eng_Latn | 0.997665 | eng_Latn | 0.998218 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1084,
1723
] | [
3.5
] | 1 | 0 |
The Old Fountain Emma Johnston, 1896. William Kirkpatrick. Music resources from www.traditionalmusic.co.uk
By Samaria's wayside well Once a blessed message fell On a woman's thirsty soul, Long ago; And to eyes that long were sealed Was the glorious light revealed, Thro' a fountain that was opened Long ago.
Refrain
There's a fountain that was opened Long ago, For the healing of the nations Is its flow; Along the line of ages The prophets and the sages Caught the singing of its waters, Long ago.
And a little captive maid, By a leper undismayed, Told to him a simple story, Long ago; That the stream where he might lave Had alone the power to save, Thro' his trust in that old fountain, Long ago.
Refrain
And a woman in a crowd, Without word or cry aloud, Just stooped down and touched His garment, Long ago; As her urgent soul appealed, So her sinful soul was healed, In that fountain that was opened, Long ago.
Refrain
As the eunuch tried to read Philip taught him of his need, And baptized him in the stream, Long ago; As the outward seal and sign Of an inward work divine, That was wrought through that old fountain, Long ago.
Refrain
O thou fountain, deep and wide, Flowing from the wounded side, That was pierced for our redemption, Long ago; In thy ever cleansing wave
For personal educational purposes only
Music resources from www.traditionalmusic.co.uk
There is found all power to save 'Tis the power that healed the nations, Long ago. Music resources from www.traditionalmusic.co.uk
Refrain
For personal educational purposes only
Music resources from www.traditionalmusic.co.uk | <urn:uuid:7d6ec7d9-e0f4-4743-b368-da4ca4a33466> | CC-MAIN-2021-25 | https://www.traditionalmusic.co.uk/hymnlyrics2/pdf/the_old_fountain-emma_johnston.pdf | 2021-06-21T13:35:15+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00287.warc.gz | 967,208,222 | 378 | eng_Latn | eng_Latn | 0.99711 | eng_Latn | 0.997932 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1378,
1609
] | [
2.484375
] | 1 | 0 |
Socratic Seminar
Grading the Electoral College
Making Votes Count: Abolish the Electoral College
New York Times August 29, 2004
Brad L. Blanke
12/17/2008
A lesson for:
High school History, Civics, or Political Science
Overview
For our next lesson we will be having a class discussion. This discussion lesson will be using the format of a Socratic Seminar. Every student will read the article provided and complete your ticket. Completion of the ticket admits students into the discussion on the article. Students who do not complete the ticket will not be allowed to participate in the discussion. We will be reading an article on the Electoral College from The New York Times. I want you to read the article and think about the reasons to abolish, change, or keep the Electoral College.
Rationale
Part of understanding government is understanding how elections work. The Electoral College plays a major role in the election of the President. Controversy surrounds the Electoral College and how it functions. I would like the students to better understand how the Electoral College works and also understand the reform proposals that have been made.
Objectives
Students will:
1. Seek deeper understanding of the text.
2. Have a good conversation about issues, values and ideas in the text.
3. Actively listen and build on or react to others ideas
Students will:
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion.
B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States.
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world.
C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens.
C.12.4 Explain the multiple purposes of democratic government; analyze historical and contemporary examples of the tensions between those purposes; and illustrate how governmental powers can be acquired, used, abused, or legitimized.
C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position.
Context
This Socratic Seminar is appropriate for a High School History, Civics, or Political Science class. This lesson is meant to be used during or after instruction on political structure or presidential elections. The Seminar outlined here relates to several topics and can be used for several different subjects. Furthermore the lesson should be used in conjunction with a unit on elections.
Time
The amount of time for this lesson will vary depending upon the students. The article and ticket should be handed out to students a day in advance of the discussion so they have time to read the article and complete their ticket. The Socratic Seminar will be explained to the students when the article and ticket are handed out. The discussion will take between 25‐35 minutes, but depending on student interest and participation I reserve the right to use additional time. After discussion, a debriefing will take place that will last approximately 20 minutes.
Materials Needed
All materials will be found in the folder marked:Socratic Seminar: Electoral College.
* Copies of the article for the class (have extras available for discussion day)
* Copies of the ticket for the students
* Card Stock for students to make name placards
* Thick Black marker (2‐3) for students to write names on placards
* The teachers discussion guide that includes refocusing questions
* Pen or Pencil
* Paper to write down notes from student responses
Procedures
1. Introduction
Prior to the Socratic Seminar the students should have covered material on presidential elections. If they have not covered this material please stop now, the students will not have the necessary background knowledge to complete this assignment. The day before the Socratic Seminar students will be given a copy of Making Votes Count: Abolish the Electoral College. I have included copies of the article in the lesson's folder should more copies be needed the original article can be found at: http://query.nytimes.com/gst/fullpage.html?res=9407E0D81E3EF93AA1575BC0A9629C8B63. Instruct the students to carefully read the article and think about questions that might be raised. Tell students to read the article multiple times searching for deeper meaning and to look "between the lines" for information that is implied by the article but not necessarily written. Instruct students to make notations in the text, highlighting and locating information they will want to discuss. Students will also need to complete a ticket for the Seminar. If they do not have a completed ticket on the day of discussion they will not be allowed to participate in the discussion. Please emphasize this point to the students, it is important they read the article and complete the ticket or they will not be able to participate. The ticket is a three column chart where students write down reasons to keep, reform, or abolish the Electoral College. Tell the students when handing out the assignment that they must have at least two reasons in each column; they can have more if they wish but two is the minimum. Finally hand out card stock and markers so students can make name tags for the Seminar and tell students to bring their name tags with them for the discussion.
2. Discussion
On the day of the Socratic Seminar all of the desks (or chairs) should be arranged in a circle in the classroom. This should be done prior to class if at all possible (this will reduce prep time and allow for discussion to proceed in a timely manner). This is done so that students can see everyone in the class easily and can have their eyes on whoever is speaking. Write the objectives, rules, and one focusing question to begin discussion on the board before students enter the classroom. As students enter the classroom instruct them to place their name cards on their desk and have their ticket out and a notebook to take notes in. When checking the tickets while it is important that they have been completed, do not take too much time reading everything they have written on their ticket. Simply make sure it is filled out and on point. Students who have not completed the ticket are not to sit in the circle and should be given an alternate role. (See Question sheet for list of possible roles.) The teacher joins the circle and has a name card like the students. Read the objectives to the students and explain their relevance and how the students will use them in the Seminar. Tell the students "The goal of this Socratic Seminar is to gain a deeper understanding of the values, issues, and ideas in the text, and to actively listen, evaluate, and build on each other's comments."(Course Reader p.409)
Explain the rules of the Socratic Seminar to the students prior to class. Briefly cover them again before beginning the seminar. The rules are as follows:
1. Don't raise your hand to speak.
2. Only one person speaks at a time.
3. Refer to the text using paragraph numbering.
4. Try to build on or challenge ideas of others.
5. Have your name placard visible to the other students.
Students should take turns speaking. If two start at the same time, they should work out who should go first. Do not call on students. If students are not engaging in the discussion use a new refocusing question to try and trigger discussion.
Allow students a few minutes (2‐4) to review their ticket and the text to refresh their memories on the topic and then ask the first discussion question.Why should we or shouldn't we abolish the Electoral College?Give students time to think about their response to the question and then ask the question aloud a second time to begin the discussion. Don't forget to remind the students of the rules and feel free to use refocusing questions found on the question sheet attached to this lesson. Only refocus the discussion if things are repeating themselves over and over or students are bogging down. Remember, there is no single correct answer to any of the questions asked. The goal of this exercise is to increase student understanding through class discussion. When there are only a few minuets left try to wrap up the current topic being discussed. After the topic is wrapped up ask if anyone has not spoken (you should already know who these people are). Ask if they would like to add anything to the discussion giving them a chance to think and talk. Finally ask if anyone has any final thoughts on the text they would like to share that was not previously discussed.
A few pointers:
* Watch the time to allow for a debrief at the end of the Seminar.
* Pause close to the end and ask if anyone who has not spoken would like to add to the discussion.
* Before ending the discussion ask if anyone has any final thoughts.
After the time for the discussion has expired, students will engage in a Debrief.
3. Debrief
Explain the debrief process to the students. The class will assess whether or not the objectives of the Seminar have been met. Students will also answer a few questions on a debrief worksheet. When all of the students have completed the worksheet ask the following questions of each student:
1. What is something you have learned or understood better from the seminar?
2. What was done well?
3. What was done poorly and how can we improve that?
Allow students to pass on the questions if they do not want to answer; give them some time to think and then move on. Once every student has been asked at least one of the questions above open the floor to comments not covered. This is a discussion of the Seminar and not the text.
4. Assessment
During the Socratic Seminar students will be assessed informally on their participation and enthusiasm for the Seminar. Students will not be graded on their participation, but the instructor should keep track of participation and remember comments made by students during the Seminar.
Students will also write a short paper (minimum 1 page maximum 2 pages) on whether or not we should abolish the Electoral College. Their paper can synthesize anything from the text to the discussion and should include evidence to back their position. Inform the students that notes taken during the discussion may prove very helpful to the students when writing their paper.
5. Socratic Seminar Evaluation
Teachers should strive to always improve and become more effective. That being the case I have included an evaluation for the facilitator. It should be completed as soon as possible after the Socratic Seminar to be most effective.
Discussion Questions
* Why should we or shouldn't we abolish the Electoral College?
* Do you think that every vote counts?
* Should someone who receives fewer votes win?
* Does the Electoral College disenfranchise voters?
* How does the author propose we elect the President?
* How would the author respond to the question, "Wouldn't a direct election favor the heavily urban areas over the rural areas?"
* Do the small states have too much weight in electing the President? Should small states have such a strong influence?
Refocusing Questions
* How does what X said relate to what Y said?
* Where did you find that in the text?
* How do you know that?
* What do you think about that?
Tasks for students who have not completed a ticket
* Record who speaks and how many times
* What major ideas/topics were discussed
* How often did the facilitator (teacher) interject
* How often people referred to the text
* How often do people refer to outside information
* How many times do students refer to each other by name
Socratic Seminar Analysis
Seminar Name______________________
Date______________________________
How often did you participate and were your comments on point?
If you did not participate in the discussion, why?
Did you gain a better understanding of the Electoral College from the seminar?
Did you follow the rules of the seminar and if not why?
How would you rate the seminar? (Please define your rating)
Additional comments.
Facilitator's Evaluation
Date__________________
How often did you have to interject and why?
How well did students understand the questions?
Did students refer to the text accurately and often?
How would you rate class participation?
What changes would you make for the next time you teach this lesson?
How did the students react to the lesson?
How did the students rate the lesson?
Grading the Electoral College
Paper Rubric
Name:_______________________________
To complete the Socratic Seminar you are required to write a paper answering the focusing question of the seminar.Why should we or shouldn't we abolish the Electoral College?Your paper should be 1‐2 pages and will be scored on the following rubric. Please refer to your notes, the discussion, and the text when writing your paper.
(Rubric borrowed from Malcolm X: "Ballots or Bullets" course reader p. 419)
Total Points:________/20
Grade:__________
Comments:
Lesson Plan Evaluation/Reflection
This Socratic Seminar is designed to be used in a History, Civics, or Political Science class. It's appropriate and relevant because the issue of the Electoral College and its flaws go back to the election of Rutherford B. Hayes. For a history lesson this could be used after any one of the elections where the system has come into question (the three most glaring examples are 1876 Hayes, 1888 Harrison, and 2000 Bush). In a civics class this lesson could be used to analyze the role of the people in relation to the Electoral College and how they are represented in an election. For a political science lesson this seminar can be used to help students gain a deeper understanding of the questions raised by our country's use of the Electoral College in electing the President. This lesson is designed for students of virtually any grade in high school. It is understood that students in the higher grades should have more relevant information due to additional class work they have completed, but I don't think that 9 th and 10 th graders should be excluded. Students of the lower grade level can still engage in this lesson and learn through effective discussion. This lesson also allows for different viewpoints from students of various backgrounds.
PASS Standards
Standard 1. Higher Order Thinking‐4
A Socratic Seminar's main purpose is to engage students in discussion where different points of view are expressed on a particular topic. This discussion should be based on the issues, values, and ideas that are raised in the text. This seminar requires students to search for deeper meaning and understand why some people feel we should abolish the Electoral College. The students are the focus of this lesson with the teacher acting as a facilitator to help students have a thoughtful constructive discussion. I believe this lesson scored a 4 on this standard because students are engaging in discussion where they will often need to read between the lines and draw inferences based on the provided text.
Standard 2. Deep Knowledge‐4
Students are required to have prior knowledge of the topic of the Socratic Seminar and will then draw upon the main point of the text to gain a deep understanding of the issues, values, and ideas of the text. Students will also focus on a single topic with the goal of understanding the problems associated with the Electoral College. I give this lesson a score of 4 because students are going to strive for a deeper understanding of the text and topic, but they will not necessarily solve any particular problem.
Standard 3. Substantive Conversation‐5
The purpose of Socratic Seminar is for students to interact through conversation. I feel this lesson does an excellent job of addressing this standard. Students will be challenged to read between the lines of the text and discuss more than just the facts that appear on the page. Students will also be required to share ideas and discussion with minimal direction from the facilitator. The overlying theme of what to do with the Electoral College will be discussed from as many angles and perspectives as possible allowing students to build on each others comments and come to a higher understanding. I score this lesson a 5 in this area. Students are given multiple opportunities to participate in the discussion and they are encouraged although not required to discuss right down to the end of the lesson.
Standard 4. Connections to the World Beyond the Classroom‐3
The issue of the Electoral College and what to do about it is not new. The issues raised by the use of the College go all the way back to 1800. Every few years the use of the College comes into question and now there is an organization dedicated to abolishing its use all together. This has happened numerous times throughout our countries history most recently in the year 2000. Students will realize that this issue is not new nor is it something that does not effect elections. Presidential candidates focus on "battleground states" to win an election rather than engaging in a national campaign. Students will work to understand how the President is elected to office and how on occasion a President has served even though he did not win a majority of the popular vote. Students should have an understanding of how their government works and how we elect people to office. Many of the seniors will have had an opportunity to vote so this lesson is even more directly related to them. I rate this lesson a 3 on the pass standards. Students will study an issue that is related to their lives in that the President is the leader of the country, but only the students 18 years old will have had the opportunity to vote and will relate this lesson to the ballot box.
Standard 5. Ethical Valuing‐3
The position that this lesson encourages students to take is: should we or shouldn't we abolish the Electoral College. Students will discuss the issue and form an opinion based on the materials in the text and the discussion in class. I score this lesson a 3 because only one issue is addressed and there are only three possible positions a student could take on the issue (abolish, reform, or keep unchanged).
Standard 6. Integration‐4
This lesson incorporates several disciplines most notably History and Political Science. History‐Students will work to understand that the Electoral College put into place upon the country's inception has come into question numerous times throughout the nation's history. Political Science‐Students will also gain a deeper understanding on how the President is elected through the use of the Electoral College. Students will become more informed about the workings of government and understand that no system is without its flaws. I rate this lesson a 4 on this standard because it addresses two types of integration and enhances their social and civic understanding.
Possible Changes
One of the changes I think I could use is the text could be updated regularly. The issue of the Electoral College is one that comes into play every four years essentially. I have found articles dating back to 1960 all of which say similar things. I think I could also include a second text to give the students more material with which to work. There is no shortage of editorials on either side of this issue and I think that using new text that is up to date or even flipping the text to an opposing point of view may have value. I would also like to always seek new questions to ask the students and look for new tasks for the students who have not completed their ticket.
Transcendent Teaching and Learning Issues
I have discovered just how much material has been written on the issue of the Electoral College. There is no shortage of articles, editorials, and papers written about the topic. It was a challenge to find one that I felt fit best into the goals for the class. I wanted the text to reflect a position while not attacking the opposition and also providing concrete reasons for the position. I underestimated the amount of detail I would need to go into to make this lesson something that a substitute teacher could teach. It was a lot more work involved than I had originally anticipated putting my thoughts into words so someone else could understand how to facilitate this lesson. I think that this will be a good lesson that will fit into my curriculum easily. I think that students will grab onto the material with even greater interest in a Presidential election year as the material will have a current events type of relevance. I think that this lesson will also allow students to contribute discussion who do not normally do so because of the format and style of the lesson.
MAKING VOTES COUNT; Abolish the Electoral College Published: August 29, 2004
When Republican delegates nominate their presidential candidate this week, they will be doing it in a city where residents who support George Bush have, for all practical purposes, already been disenfranchised. Barring a tsunami of a sweep, heavily Democratic New York will send its electoral votes to John Kerry and both parties have already written New York off as a surefire blue state. The Electoral College makes Republicans in New York, and Democrats in Utah, superfluous. It also makes members of the majority party in those states feel less than crucial. It's hard to tell New York City children that every vote is equally important -- it's winner take all here, and whether Senator Kerry beats the president by one New York vote or one million, he will still walk away with all 31 of the state's electoral votes.
The Electoral College got a brief spate of attention in 2000, when George Bush became president even though he lost the popular vote to Al Gore by more than 500,000 votes. Many people realized then for the first time that we have a system in which the president is chosen not by the voters themselves, but by 538 electors. It's a ridiculous setup, which thwarts the will of the majority, distorts presidential campaigning and has the potential to produce a true constitutional crisis. There should be a bipartisan movement for direct election of the president.
The main problem with the Electoral College is that it builds into every election the possibility, which has been a reality three times since the Civil War, that the president will be a candidate who lost the popular vote. This shocks people in other nations who have been taught to look upon the United States as the world's oldest democracy. The Electoral College also heavily favors small states. The fact that every one gets three automatic electors -- one for each senator and a House member -- means states that by population might be entitled to only one or two electoral votes wind up with three, four or five.
The majority does not rule and every vote is not equal -- those are reasons enough for scrapping the system. But there are other consequences as well. This election has been making clear how the Electoral College distorts presidential campaigns. A few swing states take on oversized importance, leading the candidates to focus their attention, money and promises on a small slice of the electorate. We are hearing far more this year about the issue of storing hazardous waste at Yucca Mountain, an important one for Nevada's 2.2 million residents, than about securing ports against terrorism, a vital concern for 19.2 million New Yorkers. The political concerns of CubanAmericans, who are concentrated in the swing state of Florida, are of enormous interest to the candidates. The interests of people from Puerto Rico scarcely come up at all, since they are mainly settled in areas already conceded as Kerry territory. The emphasis on swing states removes the incentive for a large part of the population to follow the campaign, or even to vote.
Those are the problems we have already experienced. The arcane rules governing the Electoral College have the potential to create havoc if things go wrong. Electors are not required to vote for the candidates they are pledged to, and if the vote is close in the Electoral College, a losing candidate might well be able to persuade a small number of electors to switch sides. Because there are an even number of electors -- one for every senator and House member of the states, and three for the District of Columbia -- the Electoral College vote can end in a tie. There are several plausible situations in which a 269-269 tie could occur this year. In the case of a tie, the election goes to the House of Representatives, where each state delegation gets one vote -- one for Wyoming's 500,000 residents and one for California's 35.5 million.
The Electoral College's supporters argue that it plays an important role in balancing relations among the states, and protecting the interests of small states. A few years ago, this page was moved by these concerns to support the Electoral College. But we were wrong. The small states are already significantly overrepresented in the Senate, which more than looks out for their interests. And there is no interest higher than making every vote count. | <urn:uuid:04f5e426-f19d-40bf-8fa6-5d5a2e3cbc57> | CC-MAIN-2021-25 | https://www.uww.edu/documents/colleges/coeps/cni/social%20studies/lesson%20plans/2008-2009/Electoral_SS.pdf | 2021-06-21T13:00:22+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00288.warc.gz | 962,213,578 | 8,586 | eng_Latn | eng_Latn | 0.983681 | eng_Latn | 0.999277 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
224,
2456,
5700,
8954,
10984,
12008,
12443,
12835,
13372,
16847,
20028,
21162,
24292,
25587
] | [
3.125,
1.3203125
] | 1 | 0 |
2. Examine every note approached by a leap (a 4th or more) and the note that follows.
Tally the number of times the directions of the leap and the next note are the same compared to the number of times the directions are different. Which is more common?
Review your analysis of times when consecutive pitches move in the same direction. Are any similar or identical? Categorize your findings. | <urn:uuid:4b70dd51-d607-4220-9f13-a23b6d7c8d14> | CC-MAIN-2021-25 | https://uploads.documents.cimpress.io/v1/uploads/89277180-2c72-4494-b9cf-a966eb727767~110/original?tenant=vbu-digital | 2021-06-21T12:27:38+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00296.warc.gz | 535,774,534 | 84 | eng_Latn | eng_Latn | 0.998803 | eng_Latn | 0.998803 | [
"eng_Latn"
] | false | docling | [
394
] | [
3.3125
] | 1 | 1 |
Aire Valley Nursery Schools Federation
Behaviour Policy
"…whenever the child behaves in a way that does not please us we are ready to act. We do so out of our own good or bad humour at the moment, out of a habit of doing so, out of our principles, but rarely out of a full knowledge of what in the child's mind has led him to do the thing we don't like. Yet without that knowledge we cannot be sure we are dealing with him in the way most likely to help him"
Susan Isaacs 1929
Rationale
We believe that our behaviour policy is a key strategy in supporting children's learning and development, raising achievement and working with families. It is an important part of our curriculum for Personal, Social and Emotional development which is a core area of learning in the Early Years Foundation Stage, and is closely linked to successful learning in all areas. It also forms a key part of citizenship and children learning about their role in society.
We know that children respond best where there is mutual, courtesy, kindness and respect.
We wish to promote strategies which encourage and support children's self-esteem, empathy for others and a respect for the world in which they live. We wish to avoid strategies which may lead to fear, humiliation, guilt or rejection.
Aims
1. To promote an environment where children and adults feel safe, accepted, valued and respected and that their individual rights are upheld.
2. To develop an inclusive ethos where children and adults are happy and grow in confidence, care for each other and contribute to a sense of community.
3. To use developmentally appropriate strategies for children's behaviour management, which encourage and support children's self- regulation.
Key Principles
We are positive whenever possible e.g. not "don't run" but "remember to walk".
We give praise for genuine reasons.
We will be specific in what we are praising e.g. "Thank you for telling me that X had fallen down – that was very thoughtful" helps children to understand what being thoughtful means.
C:\Users\s.riaz\AppData\Local\Microsoft\Windows\INetCache\Content.Outlook\Y754OA TU\Behaviour Policy Aire V.doc
We acknowledge spontaneous kindness.
We recognise that children need guidance on unacceptable behaviours i.e. the reasons for and support for following.
We encourage self-discipline e.g. "I like the way X is sitting" encourages children to please the teacher but "who can show me the right way to sit?" moves the responsibility to the child. In this way children know what is expected and can build up useful habits of behaviour.
We have high expectations of children.
We give children choice within limits.
We incorporate into the nursery curriculum activities to promote children's self-esteem e.g.
- co-operative and circle games
- children telling others about their work
- Records of achievement (both on their own and sharing with others)
- celebrating individual differences and identities
We need to remember that children respond positively to adults who relate to them with empathy and affection.
Guidelines
A non-judgemental and positive approach
There are many reasons why children's behaviour may be a cause for concern and where possible we need to understand the underlying reasons i.e. difficulty in managing feelings, inappropriate role models outside nursery.
"Growing up with adverse childhood experiences (ACEs) such as abuse, neglect, community violence, homelessness or growing up in a household where adults are experiencing mental health issues or harmful alcohol or drug use, can have a long-lasting effect on people's lives."
(https://www.gov.scot/publications/adverse-childhood-experiences-aces/ )
Understanding and acknowledging children's potential ACES or barriers to learning can ensure that practitioners provide an appropriate and supportive approach to children's behaviour.
When children enrol in our setting practitioners and parents support the child to settle through a series of visits. Once the child has settled through observation, practitioners take into account each child's Wellbeing and Involvement (Leuven Scale) and any additional barriers to learning that could impact children's personal development and behaviour.
Wherever possible we will employ the following strategies:
We criticise the behaviour not the person e.g. not "You've hit someone again you naughty boy" but "Hitting hurts our friends. They may not want to play with you."
We talk through conflicts with children and help them find solutions;
We help children to understand the consequences of their actions e.g. "If you do X, then Y will happen, or you can choose to do A, which will result in B";
We show them that we care about the feelings of the victim of any aggression;
We acknowledge children's intense feelings even when they are inappropriate e.g. "I know you are feeling angry, but you made X cry";
We look out for and discourage labelling or scapegoating of "naughty children".
Behaviour problems will be handled in a developmentally appropriate way which respects individual children's level of understanding and maturity.
Practitioners use a range of developmentally appropriate assessment tools and liaise with other professionals with regards to individual children's development and behaviours. These include the EYFS and the Early Support Developmental Journal. This information is used to gain a whole picture of a child's Personal, Social Development and behaviour.
Behaviour causing concern
In cases of serious misbehaviour such as racial, bullying, disablist, harm to other children or other abuse, the unacceptability of the behaviour and attitude will be made clear immediately, but by means of explanations rather than personal blame. Where a serious incident takes place it is reported to the head teacher on an incident form. Where behaviour causing concern is persistent an Individual Support Plan will be put in place.
Working as a Team
As a staff we talk through and agree ground rules – not too many – and stick to them. Staff need to have a consistent approach.
We can talk about children's behaviour in an informal, everyday way – pass on information, discuss problems, raise queries with colleagues.
We can work on challenging behaviour together – give each other praise and support – don't give up!
We will talk to parents about persistent worrying behaviour at an early stage – but also about children's good behaviour. We will allocate more time to meet with parents in these situations. We try to put difficult behaviour in context.
If a child has said 'You're hurting me' when we have guided them physically, explain to parents what you have done to keep them safe.
We need to be aware that some kinds of behaviour may arise from a child's special needs.
Every child on an Enhanced Specialist Provision placement will have a 'This is Me' which details a child's needs and how to help them and a risk assessment which details any behaviours that cause concern and how we mitigate them.
We use a consistent approach supported by Makaton signs and symbols where appropriate to ensure understanding.
We can use Assertive Behaviours which clearly show children what is expected of them e.g. 'I need everyone to be quiet now' 'Thank you'
Or 'When you have picked up the toy then we can have snack' 'thank you'
In some cases children may have additional needs which affect behaviour and therefore an Individual Education/Behaviour Plan should be considered.
Embedding the principles for self-regulation
* Self-regulation is the ability to manage your own emotions and behaviour in accordance with the demands of the situation.
Self-regulation skills are supported through warm and caring relationships with practitioners within
*
the setting.
* We take a non-judgmental, curious and empathic attitude towards behaviour. We encourage all adults in schools to respond in a way that focuses on the feelings and emotions that might drive certain behaviour, rather than the behaviour itself.
* Children with behavioural difficulties need to be regarded as vulnerable rather than troublesome, and we all have a duty to explore this vulnerability and provide appropriate support.
Key Strategies when dealing with behaviours causing concern
Matching strategies to individual children
Avoid raising voices across a distance to or at a child behaving unacceptable – walk over and speak quietly but firmly to them.
Use eye contact and non-verbal communication – they can be more effective than words. Try to bend down to their level so you can establish eye contact.
Always treat the child with respect – show that you are not happy about something she/he has done, but that you are not rejecting or 'rubbishing' her/him as a person.
If you can see a conflict likely to develop, try to divert one or more of the children involved before it happens. That way you are giving children attention but not for inappropriate behaviour.
Usually it is better for one member of staff to deal with an incident, although colleagues are always ready to back each other up. Sometimes two adults are needed, one to comfort the victim, the other to talk to the child behaving unacceptably.
In a large nursery, staff need to be aware of children playing one adult off against another e.g. going the rounds asking for something that has already been refused. It is good for children to hear staff checking this out with each other. That way children see that the staff work together on being fair and consistent.
C:\Users\s.riaz\AppData\Local\Microsoft\Windows\INetCache\Content.Outlook\Y754OA TU\Behaviour Policy Aire V.doc
Talk calmly and quietly to children – try not to get them over-excited. But also show that you enjoy their company and are interested in what they do and say.
When a child becomes very distressed (Crisis) additional adults and children should leave the area and the child's key person, where possible, should sit with the child until they have calmed and support their recovery through calm discussion and offer physical comfort if requested by the child. In extreme circumstances a child may need to be guided to safety by the arm or supported to prevent injury to themselves or others.
The following documents support the implementation of this policy and ensure we monitor impact
Health & Safety Policy
Curriculum Policies
Safeguarding Policy | <urn:uuid:a1da2e8a-dce2-40ac-ab89-82f0e66429dd> | CC-MAIN-2021-25 | http://www.midlandroadnursery.org.uk/wp-content/uploads/2021/03/Behaviour-Policy-AVNSF.pdf | 2021-06-21T13:42:55+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00300.warc.gz | 68,164,812 | 2,117 | eng_Latn | eng_Latn | 0.998106 | eng_Latn | 0.998437 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2161,
4467,
6816,
9674,
10427
] | [
3.578125
] | 1 | 0 |
Eight Levels of Tzedakah
Write the following on note cards.
Note: These are not in the order listed by Maimonides.
Giving without being asked to give
Giving to a poor person who you do NOT know, BUT who knows who you are
Giving a little, but with a smile on your face
Giving to a poor person who you do NOT know, AND who does NOT know who you are
Giving to a poor person who you DO know, but who does NOT know who you are
Giving a loan or a job to someone so she or he will never need to ask for charity again
Giving unhappily
Giving after a poor person asks you to give | <urn:uuid:ad4688b9-85c2-4387-bcf4-086bce0ba60c> | CC-MAIN-2021-25 | https://www.learningtogive.org/system/tdf/handouts/Eight_Levels_Tzedakah.pdf?file=1&type=node&id=12265&force=0 | 2021-06-21T12:18:28+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00302.warc.gz | 780,390,798 | 141 | eng_Latn | eng_Latn | 0.998249 | eng_Latn | 0.998249 | [
"eng_Latn"
] | false | docling | [
580
] | [
2.734375
] | 2 | 0 |
Hospital Obispo Polanco
BASIC INFORMATION ABOUT CELIAC DISEASE FOR PAEDIATRIC PATIENTS AND THEIR FAMILY
WHAT IS CELIAC DISEASE?
Celiac Disease (CD) is a chronic autoimmune disorder of the digestive system produced by gluten, a protein which is found in wheat and other cereals. CD develops in genetically predisposed people, and produces an inflammatory reaction in the small intestine which hinders the absorption of nutrients from food (iron, calcium, etc), producing different symptoms.
WHAT SYMPTOMS DOES CELIAC DISEASE PRODUCE?
The most common symptoms are: weight-loss, reduced appetite, fatigue, nausea, vomiting, diarrhoea, abdominal bloating, loss of muscle mass, delayed growth, behaviour alterations (irritability, apathy, introversion, sadness), abdominal pain, tympanites (abundant intestinal gasses), iron deficiency anaemia resistant to treatment.
However symptoms may be atypical or absent, both in children as well as adults, making diagnosis difficult.
HOW IS CELIAC DISEASE DIAGNOSED?
The suspicion of CD is made with an adequate clinical history, and carrying out a blood analysis where the CD serological markers are studied.
Clinical and analytical criterion exist which, when complied with, allow the diagnosis of CD to be made at paediatric age without the need for further tests.
In all other cases, in order to make an accurate diagnosis of celiac disease it is essential to have a biopsy of the small intestine through the means of an upper endoscopy.
It is important NOT to remove or reduce gluten in the diet until the CD diagnosis has been made.
WHAT IS THE TREATMENT FOR CELIAC DISEASE?
Current treatment consists of adhering to a strict, life-long, gluten-free diet. Usually, after a few months following this diet strictly a normalisation of the intestinal lesions is achieved, along with an improvement and even resolution of the symptoms.
Ingesting small quantities of gluten on an ongoing basis can cause major and undesirable disorders, therefore the diet should be strict.
Hospital Obispo Polanco
HOW IS THE FOLLOW-UP FOR CELIAC DISEASE CARRIED OUT?
The doctor will advise on regular tests to monitor the regulation of CD and to rule out the development of other possible associated diseases. If the tests results are positive they will gradually become more spread out.
Although celiacs most commonly present CD in an isolated way, it can sometimes be associated with other pathologies such as:
* Dermatitis Herpetiformis.
* Diabetes Mellitus Type 1
* Selective IgA Deficiency.
* Down syndrome.
* Liver disease.
* Thyroid diseases
* Lactose intolerance.
WHAT COMPLICATIONS ARE ASSOCIATED WITH CELIAC DISEASE?
These complications occur in patients with poor tests results due to inadequate follow-up of the diet, and normally consist of the development of deficiency problems such as anaemia, iron deficiency, osteopenia and osteoporosis; the most serious complication long-term being the development of an intestinal lymphoma, albeit very rare. However, a patient with CD who adheres to the diet properly presents the same risk of developing this complication at 5 years as do non-celiac patients.
THE GLUTEN-FREE DIET
WHAT DOES A GLUTEN-FREE DIET CONSIST OF?
1. A gluten-free diet should not be started until the CD diagnosis has been made by a doctor.
2. Once a CD diagnosis has been made, the life-long diet must be followed strictly.
3. Any product which contains the following ingredients will be eliminated from the diet: WHEAT, BARLEY, RYE and any of its hybrid varieties (KAMUT, SPELT, TRITICALE…) and UNCERTIFIED OATS.
4. It is advisable to base the diet on natural foods which should not contain gluten by themselves: legumes, meat, fish, eggs, fruit, vegetables and gluten-free cereals like rice and corn.
5. Special care must be taken when consuming processed and/or packaged foods given that it is more difficult to guarantee the absence of gluten. The consumption of manufactured or processed products involves taking potential risks. Product labels of products that are consumed must always be consulted.
6. The list of ingredients which usually appear on food product labels and which contain or may contain gluten are:
Gluten, cereal, flour, modified starch (E-1404, E-1410, E-1412, E-1413, E-1414, E-1420, E-1422, E1440, E-1442, E-1450), starches, fibre, thickeners, semolina, protein, vegetable protein, hydrolysed protein, malt, malt extract, yeast, yeast extract, spices and aromas.
7. Products sold in bulk should not be consumed when the origin and composition are unknown.
8. Caution should be exercised with cross-contamination, at home and especially in catering establishments. It is important to know how the food has been prepared to know if it could have been contaminated with gluten. (For example, frying in oil where wheat batter has previously been fried.)
9. It is usually advised to use some gluten-free products for the whole family, such as corn or potato flakes, in order to simplify cooking on a day-to-day basis.
Hospital Obispo Polanco
WHAT DOES CROSS CONTAMINATION CONSIST OF?
WHAT IS THE SYMBOLOGY FOR GLUTEN-FREE PRODUCTS?
Presently we are able to find a wide variety of special "gluten-free" products which substitute those made from wheat, barley, rye and oats.
These products can be identified with different symbols:
*Controlled by FACE (Controlado por FACE)
* Crossed Grain (Espiga barrada)
* Others
"CONTROLADO POR FACE" (The Federation of Celiac Associations of Spain)
The Guarantee Label "Controlado por FACE" (controlled by FACE) was created for those companies that produce food products suitable for celiacs (gluten-free diets) and wish to guarantee consumers of the compliance with good self-control practices and assure them of the quality of the products through the certification.
Certification with the Guarantee label "Controlado por FACE" is achieved though the verification of the manufacturer's quality system, which must guarantee a final product with gluten levels below the currently established limits.
This label can be received by both manufacturers of special products for celiac (bread, pastry, pasta) as well as those manufacturers who voluntarily assume a special commitment towards celiacs whilst making conventual products (sausage, dairy products…).
Hospital Obispo Polanco
Hospital Obispo Polanco
Crossed Grain (Espiga Barrada)
Crossed Grain is the international gluten-free symbol. It is regulated by the AOECS (Association of European Celiac Societies) who delegates to its member associations the concession of use and control. Currently, industries wishing to use this symbol must be certified in the "European License System (ESL).
For this system to be valid, it must be accompanied by the registration number granted by the association and one of the following expressions: "XX-YY-ZZ" / "OATS XX-YY-ZZ"
If the symbol is not accompanied by any expression, it means that the product contains less than 20 mg/kg (ppm) of gluten and doesn't contain oats.
Others
Products in which the manufacturer makes reference to the fact that it does not contain gluten
OBISPO POANCO HOSPITAL PAEDIATRICS DEPARTMENT | <urn:uuid:6a482421-fc2e-4977-b4e8-2193e14ca515> | CC-MAIN-2022-49 | https://www.celiacosaragon.org/wp-content/uploads/2022/09/Texto-celiaquia-ingles.pdf | 2022-11-30T10:46:36+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00171.warc.gz | 726,719,295 | 1,562 | eng_Latn | eng_Latn | 0.97645 | eng_Latn | 0.990625 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2025,
3158,
5044,
6328,
7169
] | [
2.3125
] | 1 | 0 |
Date:................................
Name
:...............................
Skip Counting by 9's
Hop and fill-in the missing numbers.
Date
:................................
Name
:...............................
Skip Counting by 9's
Hop and fill-in the missing numbers. | <urn:uuid:18f14b87-5462-4530-b226-5e8af44116e3> | CC-MAIN-2022-49 | https://www.kidzezone.com/download/5437/ | 2022-11-30T10:26:24+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00171.warc.gz | 886,484,954 | 55 | eng_Latn | eng_Latn | 0.617951 | eng_Latn | 0.607561 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
137,
278
] | [
2.328125
] | 9 | 0 |
01-Kottler (success)-45299.qxd 7/27/2007 12:32 PM Page 1
CHAPTERONE
Design Your Classroom to Create Communities of Learners
How exciting! You have been given your teaching assignment and handed the key to a classroom. Now it is time to use your knowledge, skills, and experience to create a community of learners. Your first task is to set the stage for effective teaching and learning every day in your own social studies classroom.
EXPLORE YOUR SCHOOL AND CLASSROOM
Take a tour and see your school in action. As you walk around the building, take note of the layout and activities. Consider these questions: Are classrooms grouped by department or grade level? Do students enter from the outside or from an inside hallway? What types of projects do you see students engaged in, especially in the social studies classes? How and where do teachers obtain books and supplies? Where is your room located in relation to the other school facilities?
2 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
Here are some items you want to see and discuss with your colleagues to be prepared for the first day of school:
* Location of the main office, health office, restrooms, and lunchroom
* Location of the media center and technology labs
* Copy of the school district teacher handbook and curriculum guide
* Copy of the student handbook
* List of your tentatively assigned grade levels and courses
* List of your assigned students noted with special needs (including learning, social, family, and health needs)
* Copies of the course textbooks and syllabi
* Location of your classroom (or rooms if you will be a traveling teacher)
* Types of student desks or tables and chairs assigned to your classroom
* Availability of bulletin boards and display spaces in your classroom
* Availability of technology and storage areas within your classroom
* Location of your team/department office or planning room and storage areas
* Copies of the school calendar and schedule with the first day of work and the first day of school for students
* Directions to preferred places to park your car and whether or not a permit is required
* Directions to the faculty lounge and restrooms
As you become acquainted with each of these items, you will generate more questions and begin to plan for your students. This "preview of coming attractions" will help you get centered and enhance your peace of mind about your career as a social studies teacher. We will discuss these items in much more detail throughout the upcoming chapters.
MEET YOUR DEPARTMENT AND TEAM
You are going to spend most of your school time outside of your classroom with your department or team members. Although you might have been hired to teach specific social studies courses, you
also were hired to fit into a particular group of people. Most teams want you to be an individual who successfully balances working on your own with working with others. You may be sharing students with other teachers; you may be team teaching with other teachers. You may work together to develop lesson plans and benchmark assessments. Every teacher will contribute to both your immediate effectiveness and long term success in some way. And every teacher will have more or different experiences than you bring to share with you. Our first secret for success is for you to learn from each person's strengths and expertise as you refine your skills and independence.
Many schools are organized into grade levels or academic departments with a group leader known as a department chair. Department chairs usually have been teaching at their schools a long time. They will likely be the ones to help you get your course textbooks, supplementary materials, and classroom supplies. Sometimes department chairs determine course assignments and periods taught. They can usually link you to professional organizations and professional development opportunities too.
INVESTIGATE YOUR SCHOOL HISTORY AND CUSTOMS
Schools are institutions frequently named for individuals who may be famous nationally or well known locally. Sometimes the namesake is still living, visits the school, and makes donations. It is exciting when you and your students meet the person for whom your school is named and learn what contributions this person made to the community to receive this special recognition.
Investigate your school's background. Frequently there are trophy cases, wall plaques, and group photographs displayed throughout the building. The annual yearbooks may be housed in the library. If you ask about your school in the faculty lounge or department planning room, it is likely someone will be happy to share stories of the school's history. It is both fun and informative to find out more about your school. Also, you can use these resources as ways of connecting your students to social studies with an immediate historical or sociological perspective. Discuss the significance of collecting and displaying local artifacts with your students. Take a field trip in your own school! Your school also functions around a set of customs and
4 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
traditions (Cattani, 2002). By watching and listening carefully, you will realize how to promote and replicate the accepted ways of doing things at your new school. You will learn who is responsible for various aspects of the school's operations, how teachers and administrators expect you and your students to behave, and so forth. These are excellent topics to discuss with your department chair, team members, and/or a mentor.
Another secret is to use school customs and traditions as topics in your classroom. Have students discuss active citizenship, analyze roles and norms, or investigate group behaviors. Help students become aware of their school culture.
ACCESS TEXTBOOKS AND EQUIPMENT
When you obtain copies of your course textbooks and sample syllabi, you can begin reading them to prepare for the coming school year. Also ask for the teacher's manuals and supplementary teaching materials that either accompany the books or that have been purchased for your courses. Yet, be aware that teaching assignments may change during the summer or even in the beginning of the school year as the student population and faculty commitments stabilize.
Take inventory of the various kinds of teaching equipment and resources that are available. See what types of realia, primary source documents, and teaching models your school possesses. Inquire if there is a catalogue of your school's video and software collections. The types of equipment you can easily access certainly will impact the ways that you plan and implement your teaching strategies and learning experiences. Then, begin a wish list of items you would like to obtain when there is money available in the school budget. Check to see if your district has equipment standards for social studies classrooms. (See Box 1.1)
PLAN FOR DESKS AND DISPLAYS
I like the teacher to be in the front with the students around the teacher in a semicircle. The teacher walks around class and talks to students.
Atul, age 15, Grade 10
01-Kottler (success)-45299.qxd 7/27/2007 12:32 PM Page 5
Box 1.1 Social Studies Materials and Equipment
* Atlases
* Cultural artifacts
* Globes
* Flags
* Historic costumes
* Maps: current and historical
* Display cases
* Chalkboards or whiteboards
* Smart Board
* Overhead and/or ELMO or other electric imaging projector
* Television
* DVD, CD, and/or videotape player(s)
* Computer(s)—desktop or laptop
* Printer
* Scanner
* Internet connections for one or more computers
* Large screen for projections
The classroom environment sets the tone for your students (Kottler, Kottler, & Kottler, 2004). You want your room to be both attractive and functional. It should be a place where students feel welcome, safe, and comfortable. Post your name and room number near the door. If possible, place a social studies poster on or beside the door that indicates the subjects taught in your room.
When a teacher puts up posters that he or she likes, the students that come into the classroom can get a basic idea of what kind of person their new teacher might be.
Trent, age 14, Grade 9
First, imagine what your students as well as other visitors will see as they enter. Display social studies materials and objects in this space. You can use maps, globes, models, time lines, posters, books, artifacts, and so forth. Over time, change your exhibits to reflect the
6 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
topics and issues that you are studying in your courses to stimulate new ideas. Display products created by your students. Your goal is to captivate your students' interests and to communicate that engaging, challenging, and rewarding social studies education will be happening in your classroom.
Second, arrange the desks and furniture to allow students to move around the room quickly and easily; they need to be able to see you and the boards without any obstructions. Position the desks or tables into groups, half circles or circles, or a horseshoe shape to offer the most effective learning environments for your activities. Seating arrangements reflect your teaching styles. You want students to interact with one another and to work in collaborative learning groups. Sitting at tables or desks grouped in fours can facilitate these activities readily.
From a new teacher: "My classroom is set up in a way that works for me. I have the students divided into two groups. Debates are a frequent occurrence in my classroom so this set-up works the best for me. It saves some time, which can be added to the instructional time for the students. It is also a nice set-up when playing review games prior to tests."
Third, determine where you will place three-dimensional items, such as artifacts and models. Some objects you will let students handle, while others may be fragile and personal and you will want students to only look at them. Strategically place bookshelves, side tables, and/or display cases within students' view. Then move other furniture, such as wardrobes and file cabinets, to the walls or corners where students can access them for books, materials, and supplies, so you can see all parts of the room. You may have to make accommodations if your classroom is small, the seating is fixed, or other furniture is immovable.
Fourth, consider where to place your desk. Some teachers want their desks placed near the door; some teachers want their desks placed near the front of the classroom, which is usually where the boards are located. Yet, some teachers want their desks placed near the back of the classroom. Each location has benefits and limitations, and each teacher is unique. We suggest that you walk through other teachers' classrooms to see how they have arranged their classrooms. You might want to match them since it will be the configuration that the students will expect. Or you might want to be different to capture your students' attention and signal what activities they will engage in while in social studies.
Fifth, dedicate distinct portions of your walls to highlight each course that you will be teaching. Save one space for general information. Use bulletin boards or cork strips to post reference information and related articles from newspapers, magazines, and journals. Set aside a special area to recognize student work. Here are two extremely important secrets: Find ways to display samples of every student's work from all your courses, and rotate the student work regularly throughout the school year. We also encourage you, from the first day of school, to display emergency procedures near the door and prepare everyone for all types of emergencies and evacuation. (See Box 1.2)
Box 1.2 Materials and Purposes for Social Studies Bulletin Board Displays
* Visual aids to build background knowledge
* Political spectrum to illustrate varying perspectives on an issue
* Prompts to stimulate discussions
* Quotes by historical and contemporary figures to inspire student actions and interactions
* Current event articles from journals, newspapers, and magazines to connect to students' daily lives
* Examples of professionals in social studies–related pursuits to identify social studies careers
* Maps to show political, historical, economic, physical, topographic, road, and climate information
* Time lines to relate the perspectives of time and events in the past or present
* Rubrics to show criteria for student work
* Displays to recognize students' accomplishments
COLLECT MATERIALS AND RESOURCES
It is time to brainstorm the kinds of materials and resources you would like to use to make your curriculum and instruction come alive. Consider what you want to use to illustrate concepts emphasized in
01-Kottler (success)-45299.qxd 7/27/2007 12:32 PM Page 8
8 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
your units and lessons such as maps, charts, photographs, artifacts (Obenchain & Morris, 2003), and realia (Maxim, 2006). What primary source documents will you want your students to examine? What online resources will you access, such as the Library of Congress or National Archives? Look through the textbooks to identify the topics and issues to start your thoughts. Can you find these materials in a local teacher supply store? Does the school have resources? Are these items available online? Is there an educational catalog you can borrow from your school's department chair or librarian? Additionally, do you want specific items, such as magnifying glasses to look at documents, or supplies, such as graph paper or construction paper, for the students to use in class?
It is also wise to begin collecting materials to help you get organized, such as plastic crates, stackable baskets, or colored file folders. You will keep some of these items in your classroom, some in the department or grade level office, and some at home. You will be amazed how quickly supplemental materials will accumulate, and in social studies, they take up a great amount of room.
ESTABLISH YOUR POLICIES AND PROCEDURES
There are three sources to consult as you establish your classroom policies and procedures. You will need to comply with regulations adopted by the school district (i.e., dress code and weapons), school building (i.e., hall passes and tardies), and your team or department (i.e., interactions and assignments). You want to be firm, fair, consistent, and, most of all, patient as you reflect all three layers of regulations and express your own style. Keep in mind that, for most of you, your students spend only one class session a day with you. They move through many different spaces and try to comply with everyone's expectations. You want to create an environment that communicates your plans and makes teaching and learning the focus of the school day.
The teacher takes a paper and asks students to tell a rule, and writes [it] down if that is [a] good [one] then passes the paper around and has students write their names.
Anusha, age 9, Grade 4
You have several choices in establishing classroom policies and procedures. Although you could simply tell your students how you expect them to act in your classroom, we encourage you to model effective social studies by brainstorming possibilities, examining rationale, and reaching consensus. Try accomplishing this during the first few days of class. Divide the class into small cooperative learning groups, and ask each group to construct a list of classroom expectations along with associated consequences (rewards and punishments). Prompt your students to write the list as positive rather than negative statements. You will have to decide if you want to call them rules or if that term conveys negativity.
You might be amazed at the detailed lists your students will generate. Through consensus, you and your students can determine which expectations to adopt and how they will be managed. You will discover that some items can be grouped together into one overarching expectation, some items have multiple implications, and some items you need to maintain control. These discoveries are all part of the negotiation and consensus building—excellent models of social studies processes used in the real world. If you have multiple classes, you will have to decide if you want one set of expectations for all your classes or if you want to customize the expectations for each of your classes. Keep in mind the need to revisit and revise both the expectations and the processes from time to time, just as citizens revisit and revise governmental and business regulations.
Teachers need to collaborate with students, but know basically what they want.
Ann, age 14, Grade 9
When you talk with your colleagues, you may find that most of them follow similar procedures. This approach makes it much easier for your students and for you. If you like the procedures, we suggest that you try something similar. Then you can discuss the outcome with your team to make changes as a group or individually.
CREATE A SHARED LEARNING ENVIRONMENT
Your goal is to make your classroom a shared learning environment. Therefore, you need to refer to it as "our classroom" rather than "my
classroom." The same advice applies to your classroom management. By setting expectations together, you and your students share a sense of ownership and responsibility relative to how everyone will participate in the shared learning community.
From one experienced teacher: "Since this is a social studies class, I use charts similar to the United States' branches of government and how a bill becomes a law to communicate my system of classroom management. The first chart shows three boxes: expectations of the school, expectations of the teacher, and expectations of the students. Each box has a few items listed; together we list a few more items. The second chart shows a flowchart of rewards and consequences. I complete most of the charts in advance, but together we finish the charts. I repeat this exercise with each class during the first day. Then I consolidate all of the charts into one final version. In this way, I start the first day by doing social studies."
Some student expectations from the school and/or district include:
1. Wear clothing in compliance with the dress code.
2. Respect all people and the school campus.
3. Avoid gum, tobacco products, cell phones, and music players on campus.
Some student expectations from the teachers include:
1. Arrive to class on time ready to participate.
2. Bring supplies and assignments to class everyday.
3. Do your best on every assignment.
Some student expectations from the students include:
1. Talk only at appropriate times and in consideration of other speakers.
2. Use polite language and speaking tones.
3. Take responsibility for your actions.
01-Kottler (success)-45299.qxd 7/27/2007 12:32 PM Page 11
HOLD CLASS MEETINGS REGULARLY
One way to build community is to hold class meetings (Marzano, Marzano, & Pickering, 2003). After all, an effective class meeting is social studies in action right there in your classroom. Let your students know when class meetings will be held, such as every other Monday, and how long they will last, such as fifteen minutes. You will not need to dedicate an entire class session to a class meeting unless you have a large agenda, such as an upcoming school event or a growing classroom dilemma. You can lead the meeting or, after time and modeling, your students can lead the meeting. The goal is to create a shared learning environment.
Construct an agenda and post the agenda, just as you expect your school administrators and public officials to do for and with you. Invite your students to submit agenda items by a stipulated deadline, such as one day before the meeting. Your students will be quite impressed that they have a genuine voice. As you guide your students through the first few meetings, explain each step to them and remind them that, although this is a shared experience, you are the teacher and will make the final decisions on which items you will discuss, the order, and the amount of time spent on each. You must maintain this responsibility. Some of your students may take advantage of a class meeting and suggest agenda items that are uncomfortable or inappropriate. They also may want to extend the length of the classroom meeting to avoid doing other work.
During the class meeting, follow the agenda and ask a student to serve as scribe to record the notes. You can select a scribe using name cards or sticks. Again, you will have to model your expectations explicitly. Using large chart paper, the overhead projector, or an ELMO (electric light machine operation) is effective and you have a copy of the notes to keep.
Preview the entire agenda and state the approximate length of time you plan to dedicate to each item. Doing this helps students manage their energies too. They know that you expect to discuss an issue and determine an outcome rather quickly, or that you plan to introduce an item that will take several class meetings to decide the most appropriate action. Give each student the opportunity to speak during the meeting, and hold the meetings when all students are present.
12 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
Once you have conducted the first few class meetings, your students will start contributing more agenda items and begin realizing that they have both voice and choice. For these outcomes to happen, you must conduct an authentic class meeting and follow through on the class decisions.
ENSURE EQUITY AND FAIRNESS
You want to be fair (Danielson, 1996), you want your students to understand fairness and act fairly, you want to ensure fairness among your students, and you want your students to appreciate fairness in the classroom and in the world. Fairness entails a significant concept of social studies that assures everyone is provided equity and justice. Think of this as providing everyone equal information, access, and opportunity (Gallavan, in press) for effective learning and living.
Equity and fairness do not mean you treat all students the very same. Some students will require more time and attention; some students will need less energy. You need to be aware of each of your student's individual needs and interests so you can provide for them appropriately. And not all students will need the same amount of time and attention at the same time. Equity and fairness should be considered in terms of what you think or believe is a student's past performance, a student's immediate progress, and what you predict is a student's long-term potential. These conditions are all important aspects of equity and fairness. The triad of performance, progress, and potential can guide you in working with your students throughout the school year. (See Box 1.3)
USE APPROPRIATE AND NEUTRAL LANGUAGE
Your students and their families look to you as a positive role model. For some of your students, you are one of the few educated individuals who can help prepare them for their future studies and career success. And for some of your students, English is a new language. They need to hear and see proper English in both formal and informal conversations and written communications.
Using gender-neutral language is important for both modeling and inclusion. Be aware of your word choices so your female
Box 1.3 Suggestions for Establishing Equity and Fairness
1. Establish and maintain high academic and social expectations for all of your students at all times.
2. Share expectations with students and parents in writing.
3. Model and reinforce respect and politeness with everyone at all times.
4. Apologize sincerely when you make a mistake.
5. Provide specific feedback and show genuine appreciation. If you applaud for one presentation, the goal is to applaud for all.
6. Allow students to finish speaking and redirect interruptions, although you may have to ask students to keep their comments to a limited amount of time.
7. Select students equitably using name cards, sticks, or tokens (for questions, comments, activities, errands, and so forth). All students need to know that they should be prepared at all times and that you have both the right and responsibility to call on them at any time.
8. Delve fairly; this means that you probe and follow up with all students using higher-order and critical thinking.
9. Use a stopwatch or clock to monitor ample wait time when asking students questions to answer or giving them instructions to demonstrate an action. Your students will appreciate the consistency.
10. Establish clear consequences for students who cannot show respect and fairness for others.
students feel valued and all your students experience the power of language. When addressing your students collectively, call them ladies and gentlemen rather than girls and boys or guys for everyone. When referencing professions use words such as firefighter and police officer rather than fireman and policeman. Use the term humankind, rather than mankind, when talking about all people. You might want to ask a colleague to listen to your word choices to be sure you are using appropriate and gender-neutral language.
The same guidelines apply to using culturally sensitive language. You want to be aware if you use any inappropriate cultural
14 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
references or imply bias. Sometimes teachers make comments that communicate prejudice such as referring to all houses of worship as churches that are attended on or only on Sundays, people without jobs as irresponsible or poor, and so forth. All educators must be cognizant of their word choices. And, particularly as social studies teachers, we should lead others in this effort.
KNOW YOUR LEARNERS
With the diversity of today's society, you will likely have students representing different heritages, different customs, different countries, and different languages. They bring a variety of past school experiences with them along with different learning abilities, some more successful than others. You will need to get to know your students on an individual basis.
Social studies teachers show they care about you by taking an interest in you. They will acknowledge you if you are doing well, and help you if you aren't doing well. They might also ask about things going on in your life.
Amy, age 13, Grade 8
The relationships you establish with your students will motivate them to achieve and to continue to achieve (Tomlinson & McTighe, 2006). When students perceive that teachers care about them and their levels of achievement, they will be more likely to engage in the classroom. Take time to get to know your students. Use surveys and interest inventories, talk to them individually and in small groups, use dialogue journals, solicit their opinions, have them share their perspectives. For example, many teachers have students mark a place on a laminated map indicating where they were born or where they have lived or traveled. They ask students to write autobiographies and share special talents or hobbies. Social studies classes provide great opportunities for social interactions.
Teachers can show they care for you by remembering the little things. Such as when your birthday is, or that you like dogs. Another way is by asking how your weekend was, and then actually listening to the answer.
Linda, age 15, Grade 10
Feedback from students is the most compelling evidence and provides clear guidelines for teachers. In prioritizing their comments about teachers, social studies students say they want teachers who like their students and care about them as individuals; control the class so that students have a chance to learn what they need and want to learn; demonstrate fairness in their classroom interactions, assignments and assessments; know how to teach and help students succeed; and know their content and make it interesting (Gallavan, in press).
Help students with everything you can. You should also never give up on them no matter how their grades are.
Trevor, age 15, Grade 10
REALIZE CHANGES IN TODAY'S STUDENTS
One of the most important points when reflecting on your teaching entails the changes in today's students. Keep in mind that you are no longer the student, you are no longer the age of your students, and that today's students are different from you (Wallis & Steptoe, 2006).
Today's students can think broadly and holistically, yet they prefer to concentrate on minutiae. They can operate in an interdisciplinary manner in both form and function while focused on a single event, but they are more concrete than abstract thinkers. They approach problem solving and decision making eagerly as a personal challenge utilizing resources and creating solutions. They like the responsibility and productivity of their own advancement; however, some of today's students exhibit limited attention span and perseverance.
Many of today's students are smarter and more comfortable with current technology than you are now. They embrace technology as a way of thinking, acting, and communicating. Some say today's students are technology natives since they grew up with much of the technology we take for granted today. Today's students can be a bit impatient if and when technology is unavailable or fails to operate as expected.
Today's students like to work cooperatively and in teams. They like the group spirit and a feeling of helping others succeed . . . as long they also succeed individually. They think of themselves as
16 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
rather special; they have been overly organized and extremely sheltered (Howe & Strauss, 2000). Many of them have been involved in all kinds of team sports and been given all kinds of awards. However, today's students tend to be extremely competitive, feel pressured to produce and achieve, and see winning as a way to be financially comfortable. Schools have gravitated away from cooperative learning and teamwork thereby placing today's students at a disadvantage. Social studies can help develop these skills.
Today's students may know more about the world than you knew when you were their age, or maybe more than you know now. (Some of them know that information is power and like having that power.) Many more of them seem to know isolated pieces of information and need help connecting the dots. They may not always see the world on a global scale and the interplay among nations, governments, and economies.
You must stay ahead of your students, and you must view the world from multiple perspectives. In general, today's students value diversity and avoid prejudice, bias, and stereotyping. Many of today's students are or have multiracial and multilingual family members, divide their lives with many different family members, and practice many different faiths and beliefs.
INVOLVE PARENTS AND FAMILIES
I liked that by doing our family tree we were learning about our ancestors and where they came from along with their names.
Vanessa, age 9, Grade 4
You have many different avenues for inviting your students' parents into your classroom. They are a wonderful resource and the more you include them, the more effective you will be as a teacher. Parents and family members will understand your purposes and situation more clearly when they visit; they are more likely to listen and support you if you encounter difficulties with their children; and they will contribute their expertise to your classroom.
From a new teacher: "Once a week I make a plan to contact at least three parents for what I like to call 'Community Connection.' These are always positive calls. I find out students' interests and family ties and give updates on student progress."
You can ask for parent volunteers to either work with you in the classroom and with individual students and/or to assist you with
clerical work and special events. Talk with your department chair and colleagues to investigate how other teachers involve parents. If you want parents in your classroom, think carefully about their roles and their interactions with students. This would be a great topic to discuss at a classroom meeting with your students too.
Another way to involve parents and family members in your classroom is to invite them to discuss their professions, travels, hobbies, special interests, personal life experiences, and so forth. Send home a survey at the beginning of the school year with specific topics and issues to solicit potential speakers. You may discover that your students' parents have much to share on topics relevant to your curriculum. We give you more guidelines about doing this in Chapter 9.
A veteran teacher tells us, "My most successful assignments were those that involved parents and students' own likes. I had parents come in and share their '60s' experiences by just telling the students what life was like growing up during that decade."
Your school will sponsor all kinds of special events related to social studies such as holiday festivals, unit culminations, geography bees, history day competitions, career days, and so forth. You will want to invite parents and family members to participate in many different capacities. You might need help with food, decorations, sales, judging, score keeping, prizes, and so forth. These are ideal opportunities to connect with parents, strengthen relationships with students, and extend your classroom. We provide you with more ideas in Chapter 11.
Also, we recommend that you look at Secrets to Success for Beginning Elementary Teachers (2007) or Secrets for Secondary School Teachers: How to Succeed in Your First Year (2004) by Corwin Press for specific suggestions on organizing your room and creating communities of learners.
BEGIN EACH DAY ANEW
Be ready for each class and greet students every day. This means having all of your teaching materials arranged in advance. Find a spot where you will stand and welcome students as they enter the classroom. This may be the same spot where you stand after you close the learning as you dismiss the students. Following these routines will let your students know you are approachable and help you stay organized.
18 SECRETS TO SUCCESS FOR SOCIAL STUDIES TEACHERS
Include a moment at the beginning of each class for everyone to get settled. This is the perfect time for you to share some current events and help your students take a breath to focus on social studies before you launch into your agenda. The more you can model and reinforce a positive and productive manner, the more your students will participate and achieve.
Establish a Sense of Place . . .
You've dreamed of this day, and now it is here. You want this classroom to be an inviting, exciting, and rewarding space where everyone engages in and contributes to the learning experience. The secret is creating a safe and welcoming sense of place. Help the students feel comfortable around you and with social studies. When students walk in the door, they will immediately experience that this is a social studies classroom. Now you are ready to think about your curriculum.
Suggested Activities
1. Design your ideal classroom. Consider the following:
* Placement and movement
* Information and displays
* Resources and references
* Materials and supplies
* Presentations and demonstrations
* Equipment and storage
2. Develop one display, preferably interactive, that will attract your students' attention and motivate their interests in a captivating social studies topic or issue.
3. Brainstorm and share ways to connect social studies concepts to the contemporary world of your students throughout the week. These may include pictures of students' activities and articles of interest to them.
4. On a bulletin board, feature a small group of students in each class each week. Construct a list of items that students can display including photographs, accomplishments, travels, interests, and so forth. | <urn:uuid:cb7400bb-fefd-45a4-a7bd-ec9fea03bcd3> | CC-MAIN-2022-49 | https://us.corwin.com/sites/default/files/upm-assets/16419_book_item_16419.pdf | 2022-11-30T10:05:27+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00171.warc.gz | 621,175,024 | 7,112 | eng_Latn | eng_Latn | 0.998622 | eng_Latn | 0.999106 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
953,
2746,
5080,
7121,
8488,
11093,
12806,
15080,
17259,
18884,
21305,
23467,
25428,
27521,
29658,
32012,
34343,
36103
] | [
1.9921875,
3.390625
] | 2 | 1 |
Brief report: Helping children to get along: Teachers' strategies for dealing with bullying in Primary schools
Emma Tucker a and Rachel Maunder b*
a Child and Adolescent Mental Health Services (CAMHs), Clarendon House, 8-12 Station Road, Kettering, NN15 7HH, England, firstname.lastname@example.org b Division of Psychology, School of Social Sciences, University of Northampton,
Boughton Green Road, Northampton, NN2 7AL, England,
email@example.com
*Corresponding author
Brief report:
Helping children to get along: Teachers' strategies for dealing with bullying in Primary schools
Abstract
This brief report describes a small scale qualitative interview study with primary school teachers in England, investigating their perceptions of bullying and strategies to prevent
and manage it. Findings showed that much intervention work was situationally dependent, with teachers making subtle judgements about when and how to intervene.
Prevention and intervention work centred on empathy development, and teaching children skills to help them nurture effective social relationships. We suggest that this
holistic approach to bullying enables teachers to address multiple agendas aligned towards promoting
children's social and emotional learning.
Keywords:
bullying; primary school; teachers; social and emotional learning
Introduction
The Department for Education (DfE)
in England define bullying as '
behaviour by an individual or group, repeated over time, that intentionally hurts another individual or
group either physically or emotionally
(2013, 6). Bullying is a major concern for pupils,
'
and there is a wealth of evidence linking bullying experiences to a range of negative effects (Areseneault, Bowes and Shakoor 2010).
Teachers are on the front line in schools' anti-bullying efforts and are likely to be the ones identifying and responding to incidents. However, the approaches teachers take to intervention are based on their perceptions of the situation (Marshall et al. 2009), and they have been shown to intervene with certain forms of bullying over others (Yoon and Kerber 2003). If and how teachers respond to bullying sends an important message to pupils in terms of acceptable behaviours, yet teacher experiences in this area are chronically under-researched (Marshall et al. 2009). It seems timely that we explore bullying management in schools from the perspective of teachers in order to understand how they handle bullying in their classrooms. As a result, this piece of research aimed to explore experiences of preventing and managing bullying in the primary school environment from teachers' perspectives.
Method
Six teachers, recruited via personal contacts and opportunity sampling, were interviewed from two primary schools in the East Midlands of England. A qualitative approach was adopted, using semi-structured interviews, enabling teachers to talk about their experiences in depth. Interviews were loosely structured around the following topics: 1) definitions of bullying, 2) preventative strategies and 3) identification and management of bullying. Interviews were conducted on the school premises in a quiet office and were audio recorded and subsequently transcribed. All study materials were approved in advance by a university ethics committee.
Analysis
Analysis was conducted following Braun and Clarke's (2006) guidance for thematic analysis, involving detailed reading and re-reading of transcripts, systematic coding of data, identifying patterns between codes and forming thematic maps of identified themes which were refined as the analysis progressed. Two themes are reported in this paper: Subjective judgements and Continuum of interpersonal relationships.
Subjective judgements
This theme shows how teachers were making subjective judgments when dealing with bullying. They talked about the policies that were in place at school, and the need for transparent processes which everyone could follow. However, when they talked about how they decided which incidents were bullying, and how to intervene appropriately, their decisions drew on subjective assessments and individual interpretations. Decisions and responses were situationally dependent, and context-specific.
I think they have clear roles for trying to prevent bullying and I think there is quite a clear understanding about the rules in school that are unacceptable...I think sometimes with any person it's difficult to define it when people have different definitions of it...managing bullying is probably a bit harder for a teachers role because how you would deal with a situation there are certain structures that if it was involving racism or if it was involving physical hurting then there would be things in place but it's the bullying that involves verbal bullying, I think it's difficult for teachers to know when it is the right time to act upon and when it's not the right time and I think there is a grey area there with teachers.
This teacher expressed difficulties in interpreting whether an incident is bullying or not. Certain forms of bullying were seen as more ambiguous and 'difficult to define', and there was uncertainty in knowing how and when to intervene. In particular, teachers grappled with the more 'invisible' forms of bullying when they may not have witnessed an incident or seen something happen.
the verbal bullying is quite hard because you know you actually see the physical but with the verbal you don't know the exact words that were said and some children.. are more sensitive than others and take things the wrong way and in the initial stages it's hard to know whether that is it the beginning of bullying.
This comment highlights the contextual nature of bullying incidents, and the need for flexibility in judgements. Teachers were making subjective assessments and decisions based on the nature of the incident and the children involved. There seemed to be a tension between the objective protocols of school policies and procedures and the more fluid 'messy' reality of handling the subjectivities of bullying on the ground.
Continuum of interpersonal relationships
Teachers positioned bullying on a spectrum of relationships, alongside conflict and prosocial behaviour. This was evident in the way they talked about the strategies used to tackle bullying, which largely centred on talking, building relationship skills and promoting positive social behaviours. They described having discussions with children involved in bullying, explaining to them about acceptable and unacceptable behaviour.
I would… have them on a one to one and discuss you know why that behaviour is not appropriate and that you cannot always go around having your own way and saying spiteful things.
Here, strategies of negotiation and conflict resolution are used when dealing with bullying, involving bringing children together and 'talking things through', helping individuals see different sides of the argument, and understand the impact of their behaviour. The teacher used bullying incidents as a tool to 'teach' students valuable relationship skills, and help them get along more effectively. These approaches were not specific to bullying – but were related more generally to developing and building effective relationships. In fact, another teacher acknowledged this when she reflected on the strategies used in the school to address bullying.
thinking about it, so it's not all directly about bullying... a lot of it's about the skills of communication and social skills, so it's not all geared up to bullying but it all impacts on it.
She noted how the communication and social skills that they seek to develop in children were not specific to bullying - but impact on it. As such, she highlighted the distinct nature of bullying, but also drew parallels between bullying and interpersonal skills more generally. They are on the same continuum, and mutually affect each other.
Teachers also held internal ideas about forms of bullying which were more or less severe, and where behaviour fell on this scale of seriousness impacted on intervention approaches that were chosen.
another thing that might effect things is that if this is a child that bully themselves if it's the first occasion or if they have been in trouble before that would effect….and as I say the type, how serious it is whether it's name calling or physical violence, if it's racist umm that's all treated differently but I mean generally the class teacher, parent would be involved if it was felt the need umm if it was very serious the head.
This teacher considered whether the incident has occurred before, and whether there was a pattern behind it – implying that this would be seen as more serious than a one-off incident. She also considered what type of behaviour it was. Here, physical violence, racism and name calling were described as 'treated differently'. Reference to the Head becoming involved if it's 'very serious' indicated that school referral and management procedures were based on the severity of the incident.
This illustrates the overlaps teachers reported between bullying and the ways in which human interpersonal relations operate more generally. Intersections between bullying and peer relationships were reported, and teachers drew on relationship skills to help deal with bullying between children. They also gradated different types of bullying and situational factors surrounding incidents in order to decide when and how to intervene.
Discussion
Our findings show that teachers viewed bullying as contextual and dependent on a variety of factors such as who is involved, and the nature of the incident. They described making complex decisions about what bullying is, how serious an incident was, and when and how to intervene. This resonates with existing literature showing a link between teachers' internal views about bullying, and their decisions about intervention (Yoon and Kerber 2004; Marshall et al. 2009). Given the impact of teacher intervention on the likelihood of further bullying occurring, it seems important to further explore how teachers' perceptions of bullying behaviour are developed, and used to make judgements.
Teachers drew frequent parallels and contrasts between bullying and the prosocial behaviour which characterises getting along with others - indicating that they saw them as related concepts on a continuum of relationships. When they dealt with bullying, teachers used strategies to facilitate positive interpersonal relationships. They talked about helping children to deal with fallouts and disagreements, reflect on the impact of their actions, and develop empathy for others. These are all aspects which develop children's social and emotional skills, and build social competence. Positive relationships and social competence are related to a range of well-being indicators and can provide valuable resources to 'buffer' individuals from difficult circumstances (Kendrick Jutengren and Stattin 2012). Therefore, through teachers tackling bullying by focussing on the skills children need to nurture effective interpersonal relationships, we suggest that they are also addressing an important aspect which can contribute to well-being in schools, and build children's resilience. This clearly has benefits for schools in terms of pupil welfare, but also for channelling resources and addressing multiple agendas in social and emotional learning at the same time.
We recognise that our study is small-scale, and only reflects practice in two schools. However, the fact that our findings resonate with existing literature indicate that teacher experiences are not particularly different or unique compared to what we might expect in other schools. Further qualitative studies of this kind would contribute to our understanding of teacher experiences in this area.
Notes on contributors
Emma Tucker works for Child and Adolescent Mental Health Services in Kettering, England. This research was undertaken as part of her postgraduate studies at The University of Northampton.
Rachel Maunder is Associate Professor in Psychology at The University of Northampton, England. Her research interests are in the field of school bullying and children's peer relationships.
References
Arseneault, L., Bowes, L. and Shakoor, S. 2010. "Bullying victimization in youths and mental health problems: 'Much ado about nothing'?" Psychological Medicine 40: 717729.
Braun, V. and Clarke, V. 2006. "Using thematic analysis in psychology." Qualitative Research in Psychology 3: 77–101.
Department for Education (DfE). 2013. "Preventing and tackling bullying". DFE-002922013. Crown Copyright.
Kendrick, K., Jutengren, G. and Stattin, H. 2012. "The protective role of supportive friends against bullying perpetration and victimization." Journal of Adolescence 35: 1069-1080.
Marshall, M. L., Varjas, K., Meyers, J., Graybill, E. C. and Skoczylas, R. B. 2009. "Teacher responses to bullying: self-reports from the front line." Journal of School Violence 8: 136-158.
Yoon, J. S., and Kerber, K. 2003. "Elementary teachers' attitudes and intervention strategies." Research in Education 69: 27–35. | <urn:uuid:38e6c700-0530-4c77-a323-fa55bddbac2f> | CC-MAIN-2022-49 | http://nectar.northampton.ac.uk/7475/15/Tucker_Emma_Maunder_Rachel_TFO_2015_Helping_children_to_get_along_teachers_strategies_for_dealing_with_bullying_in_primary_schools.pdf | 2022-11-30T11:30:56+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00176.warc.gz | 39,093,577 | 2,512 | eng_Latn | eng_Latn | 0.965853 | eng_Latn | 0.998012 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
478,
1619,
3312,
4986,
6114,
7422,
9087,
10226,
11915,
12705,
13208
] | [
2.265625
] | 1 | 0 |
Blessed Sacrament Catholic School 2022 Fall Semester Student Service Journal Pre-Kindergarten, Kindergarten and First Grade
Student's Name
Grade Level:
Due to Homeroom Teachers Before Friday, December 2, 2022
Bulldog for Christ Service Program Overview and Requirements
Service education has been a hallmark of Catholic education in the United States for generations. It is an opportunity for students to live their faith and proclaim the Good News of Jesus Christ and Catholic education.
All students at Blessed Sacrament Catholic School will be expected to complete an age-appropriate number of service education projects each semester. While service education projects will be a required and graded component of the school's curricular program, the greater purpose will be to help our students observe Christ's commandment to love our neighbors.
Each semester, students must complete one service education project for each of the Corporal Works of Mercy. In addition, students in Third Grade through Eighth Grade must serve as a greeter for two Masses at Blessed Sacrament Catholic Church. Please note that participating in the St. Vincent de Paul Food Drive (November) or 40 Cans for Lent cannot be used as service projects.
Parents are asked to encourage their children to complete their service education projects in a manner that is consistent with Christ's message of helping those less fortunate and most vulnerable in our society. At the same time, however, a student should perform their required service hours in a safe, structured environment under adult supervision.
The Corporal Works of Mercy
The Works of Mercy are charitable deeds by which we help our neighbor. The Works of Mercy are divided into two categories – Corporal (Physical) and Spiritual Works.
The Corporal Works of Mercy include: Feeding the Hungry, Giving Drink to the Thirsty, Clothing the Naked, Sheltering the Homeless, Visiting the Sick and Imprisoned and Burying the Dead.
Mass Greeter at Blessed Sacrament Catholic School
Students must serve, in Mass uniform, as a greeter at Blessed Sacrament Catholic Church. Students in Third Grade through Eighth Grade must serve at two (2) masses each semester. A maximum of four greeters may serve at one Mass. Parents or students may sign-up in the School Office.
Corporal Work of Mercy – Giving Food to the Hungry
Draw a picture of what you did to feed the hungry.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy
Corporal Work of Mercy – Giving Drink to the Thirsty
Draw a picture of what you did to give drink to the thirsty.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy
Corporal Work of Mercy – Clothing the Naked
Draw a picture of what you did to clothe the naked.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy
Corporal Work of Mercy – Comforting and Visiting the Sick or Imprisoned
Draw a picture of what you did to comfort or visit the sick or imprisoned.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy
Corporal Work of Mercy – Sheltering the Homeless
Draw a picture of what you did to shelter the homeless.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy
Corporal Work of Mercy – Burying the Dead
Draw a picture of what you did to bury the dead.
Write a sentence explaining what you did in the picture above.
Date You Completed the Work of Mercy | <urn:uuid:bc9adc88-7379-4f30-8fe6-03e855e3278c> | CC-MAIN-2022-49 | https://3de7u41avvmqbelm61iw8uao-wpengine.netdna-ssl.com/wp-content/uploads/2022/06/Final-Fall-Semester-Service-Journal-for-Pre-Kinder-through-First-Grade.pdf | 2022-11-30T09:56:51+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00176.warc.gz | 111,024,590 | 756 | eng_Latn | eng_Latn | 0.976762 | eng_Latn | 0.996443 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
211,
2313,
2519,
2737,
2937,
3188,
3397,
3592
] | [
3.59375
] | 2 | 0 |
MANAGEMENT OF WATER SUPPLIES AFTER A DISASTER
Yasumoto Magara
Professor of Engineering, Hokkaido University, Sapporo, Japan
Hiroshi Yano
Director, Kobe Municipal Water Works Bureau, Kobe, Japan
Keywords: Earthquake disaster, emergency water supply, Hanshin-Awaji earthquake, residual chlorine, short-term toxicity.
Contents
7.2. Review of local disaster prevention plan
UNESCO – EOLSS SAMPLE CHAPTERS 1. Introduction 2. Damage to water supply 2.1 Summary of damage 2.2. Summary of damage to water supply facilities 3. Responses of Hyogo Prefecture 3.1 Response on the Earthquake Day (17 th January) 3.2. Establishment of the emergency water supply system 3.3. Water for medical facilities 3.4. Domestic water supply for evacuation centers 3.5. Outlines of emergency water supply 3.6. Water quality management 4. Restoration 4.1 Establishment of restoration system 4.2. Activities of the second week 4.3. Insufficient quantity for water supply 4.4. Emergency water drawn from the Yodo River 4.5. Completion of restoration 5. Water quality management in emergency water supply 6. Lessons learnt from disaster 6.1. Preparation and provision 6.2. Emergency water supply 6.3. Restoration works 6.4. Enhanced disinfection 6.5. 'Boil water' notice 7. Improvement against disaster 7.1. Wide area mutual aid agreements
7.3. Monitoring systems
Glossary
Bibliography
Biographical Sketches
Summary
It is inevitable that various lifelines, such as water, gas, electrical power and telephones, are seriously damaged by major catastrophes. In the case of a strong earthquake, physical forces damage the water supply facilities, breaking the previously continuous supply of potable water. Accidental spills of hazardous chemicals from factories or vehicle tankers can also affect water supply system in terms of water quality. If the level of chemical contamination exceeds the manageable limit in the water supply system, it is necessary to suspend the water supply to the community.
In order to maintain a minimum supply of water to an affected community, it is necessary to know the acceptable level of short-term exposure to hazardous chemicals. The lessons learnt from the earthquake that occurred in the Hanshin area of Japan provide appropriate examples to explain the countermeasures necessary to ensure emergency water supply.
UNESCO – EOLSS SAMPLE CHAPTERS The Great Hanshin-Awaji Earthquake occurred at 5:46 a.m. on 17 January, 1995, in the southern part of Hyogo Prefecture. The number of fatalities caused by the earthquake was more than 6300 and the number of collapsed houses, both complete and partial, was more than 237 000. The earthquake had devastated infrastructure services, as well as residential and commercial buildings, railroads, and highways. Enhanced disinfection was absolutely needed in urban areas because the distribution and service pipes were damaged everywhere. There was, therefore, a high possibility of biological contamination through the damaged pipelines. The dosage of sodium hypochlorite was increased in order to maintain free residual chlorine level at least 1.5 ppm, which was twice as much as the ordinary value at the outlet of the water purification plant. As a result, free residual chlorine in service reservoirs and at city water taps was maintained in the range 0.5 to 1.3 ppm. Also no coliform groups were detected at any of the test points. Water shortage affected the activities of three-quarters of the emergency medical facilities. The affected citizens were annoyed by the shortage of lavatories since flush toilets could not be used. Information on the temporary water supply points was not well understood by many citizens. Just after the Earthquake, the emergency operation center discussed whether to issue a "boil water" notice as public information through the mass media. It was very difficult to publish this notice, however, in circumstances in which heat sources such as electricity and gas were completely disrupted throughout the city. Many fires had broken out and were further spreading owing to the shortage of water for fire fighting.
In order to respond smoothly after a disaster, it is necessary to implement a nationwide mutual aid agreement. In the often very confused situation just after a disaster, it is very difficult to find the necessary material. It is therefore necessary to establish a nationwide emergency resource database, to provide information on emergency equipment.
Command lines for emergency response and restoration teams were not recognized for most of the staff in the disaster site. The persons in the disaster site were so distressed (many of them were the Earthquake victims themselves) that external technical experts
working as advisers were more effective.
1. Introduction
It is inevitable that serious disasters damage various lifelines required to support suffering people. In the case of a strong earthquake, physical forces damage the water supply facilities which normally provide a continuous supply of potable water. The public distribution system can no longer supply sufficient quantity of water for daily activities such as domestic, social, and business purposes. Furthermore, the damage may severely affect the services that should be provided by hospitals and ambulances. Accidental spillage of hazardous chemicals from factories or road tankers can also affects water supply system in terms of water quality. If the contamination exceeds the manageable limit of the water supply system, the supply to the communities must be suspended.
UNESCO – EOLSS SAMPLE CHAPTERS Water is essential for human life as well as for various other activities, and normal consumption of water must not be allowed to pose a health risk. Water quality standards and the WHO drinking water quality guidelines are, however, established from the viewpoint of avoiding long-term chronic toxicity. Therefore, they are not intended to provide instructive guidance on short-term acceptable limits of impurities in water in an emergency situation. Ideally, no infectious microorganisms should be in drinking water, but some pollutants to a certain level can be accepted if they do not cause any health problems through short-term exposure. Considering short-term exposure to chemical substances, the Health Advisory of United States EPA provides useful information to assess the quality of water that can be supplied in an emergency. The Great Hanshin-Awaji Earthquake occurred at 5:46 a.m. on 17 January, 1995, in the southern part of Hyogo Prefecture. The epicenter was located in Akashi Strait. The magnitude was 7.2 and the earthquake registered an intensity of 7 on the Japanese scale in Kobe. The earthquake caused horrible damage for the citizens in southern part of Hyogo Prefecture. The number of fatalities caused was more than 6300 and the number of collapsed houses, both complete and partial, was more than 237 000. The earthquake had devastated services, as well as residential and commercial buildings, railroads, and highways. Water supply was interrupted in ten cities and seven towns. Immediately after the earthquake, the whole Prefecture wrestled with the disaster under the command of the provincial Governor. The actions taken to ensure water supply on that occasion provide an appropriate reference for emergency situations in general. 2. Damage to water supply
2.1 Summary of damage
The damage to water supply caused by the earthquake is shown in Table 1. Immediately after the earthquake, interruption of water supply affected 1 265 730 households spanning ten cities and seven towns in Hyogo Prefecture. This was approximately 90% of all the households in the area, the total population of which comprised 3 495 000 residents, all of whom were dependent on the water supply network. As the damage to the water supply of one city and two towns in the southern part of Awaji Island was
relatively slight, they were able to restore water services in a short period. The water supply of the rest of the area, i.e. nine cities and five towns, took much longer to restore. In Kobe, Nishinomiya, Ashiya, Amagasaki, Itami, Tsuna, Awaji, Hokutan, and Higashiura, the entire water supply network was interrupted. The cost of the damage to the water utilities in the Hyogo Prefecture amounted to more than 55 800 million yen.
Table 1. Outline of water supply in Hyogo prefecture
2.2. Summary of damage to water supply facilities
a. Reservoir. The Niteko Dam in Nishinomiya almost collapsed, and the surface of Kitayama Dam also partially collapsed.
b. Water intake facilities. The intake in Ashiya River was buried by a landslide.
c. Aqueduct. In the Hanshin Water Supply Authority, the first stage aqueduct from the Yodo River was damaged, and the restoration took about one month.
d. Water filtration plant. In the sedimentation tank of the Inagawa water filtering plant in the Hanshin Water Supply Authority, the expansion joints loosened and water leaked out. Since the damaged joints were restored swiftly, the plant was soon back in operation.
e. Distribution tanks. Damage was relatively small except for the Egeyama distribution tank in Kobe.
Yasumoto Magara is Professor of Engineering at Hokkaido University, where he has been on faculty since 1997. He was admitted to Hokkaido University in 1960 and received a degree of Bachelor of Engineering in Sanitary Engineering in 1964 and Master of Engineering in 1966. After working for the same university for four years, he moved to the National Institute of Public Health in 1970. He served as the Director of the Institute. From 1984 he worked for the Department of Sanitary Engineering, then the Department of Water Supply Engineering. He obtained a Ph.D. in Engineering from Hokkaido University in 1979 and was conferred an Honorary Doctoral Degree in Engineering from Chiangmai University in 1994. Since 1964, his research subjects have been in environmental engineering and have included advanced water purification for drinking water, control of hazardous chemicals in drinking water, planning and treatment of domestic waste including human excreta, management of ambient water quality, and mechanisms of biological wastewater treatment system performance. He has also been a
UNESCO – EOLSS SAMPLE CHAPTERS f. Water supply pipes. Because so many water supply pipes were damaged simultaneously, water in the pipe ran out rapidly, and the water pressure dropped sharply. Water leakage at so many damaged points made it difficult to detect the exact locations. The damage rates of the water supply pipes were 2.22 locations km -1 in Ashiya, 1.05 locations km -1 in Nishinomiya, and 0.44 location km -1 in Kobe. Extraction of mechanical joints was the main cause of the damage. g. Service pipe. Service pipes were damaged in 180 000 households—equivalent to 13% of total households. But in Ashiya and Akashi, where polyethylene pipes were used under the roads, little damage was reported. TO ACCESS ALL THE 17 PAGES OF THIS CHAPTER, Visit: http://www.eolss.net/Eolss-sampleAllChapter.aspx Bibliography US.EPA (2000). Drinking water standards and health advisory, Washington, DC: US Environmental Protection Agency, http://www.epa.gov/ost/drinking/standards/dwstandards.pdf, [This includes the tables which are revised periodically by EPA's Office of Water on an "as needed" basis. This Summer 2000 edition of the tables has undergone rather extensive revisions in format and content.] Biographical Sketches
member of governmental deliberation councils of several ministries and agencies including Ministry of Health and Welfare, Ministry of Education, Environmental Agency, and National Land Agency. He performs international activities with JICA (Japan International Cooperation Agency) and World Health Organization. As for academic fields, he plays a pivotal role in many associations and societies, and has been Chairman of Japan Society on Water Environment.
Professor Magara has written and edited books on analysis and assessment of drinking water. He has been the author or co-author of more than 100 research articles.
Hiroshi Yano is Director of the Water Quality Laboratory, Kobe Municipal Waterworks Bureau. He obtained his Master Degree in the field of biological science from Kobe University in 1969, and a Ph.D in the field of public health in 1979. His specialty is the monitoring and management of water quality in water supply systems. He has been a vice chairman of the hygiene committee of JWWA since 1996. From 1983 to 1985, he was dispatched to the Faculty of Engineering, Chiangmai University, Thailand as a JICA (Japan International Cooperation Agency) expert of environmental engineering. | <urn:uuid:d59984d0-be11-4c10-8d15-179d0f582e29> | CC-MAIN-2022-49 | http://www.eolss.net/Sample-Chapters/C07/E2-19-02-05.pdf | 2022-11-30T09:36:10+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00174.warc.gz | 74,659,160 | 2,628 | eng_Latn | eng_Latn | 0.981715 | eng_Latn | 0.996482 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1398,
4725,
7910,
8650,
11489,
12699
] | [
2.125
] | 2 | 3 |
QUESTION ONE: THE EVOLUTION OF CAMELIDS
Camelids are a group of living and extinct mammals that are currently represented by at least six species. Fossil and genetic evidence is shedding light on the evolutionary relationships between these species, and the role of adaptation and human influence on their evolution.
Camelids are divided into two main groups:
* Camelinae are Old World species native to Africa, Asia, and recently introduced into Australia and are represented by the dromedary or Arabian camel (Camelus dromedarius) and the Bactrian camel (C. bactrianus). These two species have been domesticated by humans for thousands of years.
* Laminae are New World species native to South America. These include the llama (Lama glama and alpaca (Vicugna pacos), which were domesticated around 6000 years ago, and their wild ancestors, the guanaco (L. guanicoe) and vicuña (V. vicugna).
)
The domestication of camelids was vital in allowing humans to survive in marginal environments. Camelids provide transportation, meat, wool, and milk, and their dried dung can be burnt for fuel.
Camelids originated in North America around 45 million years ago (mya). The ancestral camelid was a short (30-cm-tall) herbivore that browsed on low-growing vegetation. It quickly diverged into a number of species that occupied a wide range of niches, including a now extinct 3-metre-tall giraffe-like species that browsed leaves high up in the trees.
Around 6 mya, a temporary land bridge between North America and Asia formed, allowing for dispersal of camelids into Asia, Europe, and Africa. Similarly, the formation of a land bridge between North and South America around 3 mya allowed for their dispersal into South America.
Camelids in North America became extinct around 10 –12 000 years ago, corresponding to a changing climate, and the reappearance of land bridges from Asia that allowed for the migration of humans into North America.
Old World camelids often live in hot, sandy environments with limited water supplies and vegetation. In contrast to this, the New World camelids live in cooler, high altitude regions in the South American Andes mountains. Camelids have a range of adaptations and corresponding genetic changes to help them thrive in their environments. These traits have been further modified through selective breeding and hybridisation between the species.
Old World camelids possess large fat deposits in the form of one or two humps on their backs, which can be metabolised for energy and a source of water. They have long legs, a thick coat, and efficient kidneys. Their blood is hyperglycemic, they can tolerate a wide range of internal body temperature, and can survive up to 10 days without drinking. Studies into their genetics have shown rapid, recent changes in a large number of genes, including:
New World camelids are smaller and lack the humps of their Old World relatives. Studies of New World camelids compared the genomes of the domesticated species with those of their wild ancestors. Changes were found in genes responsible for coat fibre characteristics, coat colour, milk production, reproduction, social behaviours, and response to low oxygen levels.
Figure 1. Classification and distribution of camel species
Source: https://www frontiersin.org/articles/10.3389/fgene.2019.00588/full
Analyse the information provided in the resource material, and integrate it with your biological knowledge to:
* discuss the ecological and evolutionary processes and patterns that have led to the diversity of the camelidae family
* discuss the impact of genetic changes in the evolution of camelids
* evaluate the role humans have played in the evolution of camelids.
QUESTION THREE: BIOLOGICAL CONTROL
Honeydew is produced by small scale insects (Ultracoelostoma spp.) that live within the bark of beech trees (Nothofagus spp.). These insects are very simple in body structure, and are related to aphids. They are described as looking like a little flattened sac with no wings or legs. They are just mouthparts with a very long anal tube, which is the one part of the insect that you can see protruding as a thin waxy stem from the bark of the tree. The tube often has a small drop of sweet sugary honeydew on the end.
The large beech forests of New Zealand's national parks – Abel Tasman, Kahurangi, and Nelson Lakes – are swarmed every year by millions of wasps that were introduced. They are attracted to the honeydew – the filament with a sugary drop that hangs from the blackened bark of beech trees.
These droplets are a rich source of food for a number of organisms. For bats, tūī, kākā, and bellbirds, it is an easy and important energy source. Tūī have been observed working their way up and down beech trees, eating the small droplets of honeydew as they go. This food resource is available all year round, so in the winter months when nectar is scarce, the honeydew is an important food source for the birds.
Other native organisms also benefit from this sweet, sugary syrup. As the honeydew drops from the end of the anal tube, it covers the bark and ground surrounding the tree. This promotes the growth of black sooty mould fungi that eventually grow to cover the bark of the tree. These dense black fungi are an important food source for a range of animals, including several species of beetles and moths. These small insects also provide food for birds.
Prior to the introduction of wasps, the honeydew droplets that were not eaten by native birds and insects fell to the ground, contributing to the nutrient make-up of the soil.
The German wasp, Vespula germanica, and common wasp, V. vulgaris are wasps that live in multi generational family groups that can form very large colonies of several thousand individuals. Both species nest in holes in the ground and are also found in rotten logs or stumps, in forest litter, and in trees. Colonies of both Vespula species have a caste system, with queens, workers, and males (drones). The workers collect food, water, and nesting material, caring for the brood and for nest defence. German wasps have the capacity to maintain large overwintering nests, whereas the common wasp colonies die in winter. In spring, fertile queen wasps emerge from winter hibernation to find a suitable place to build a nest.
Figure 7. Two species of wasp.
Source: www.stuff.co nz/environment/wasp-wipeout/85981172/ ruthless-villains-dangerous-invaders-a-history-of-german-wasps-innew-zealand
Figure 8. Common wasp obtaining honeydew from the anal tube of Ultracoelostoma brittini.
Source: www.stuff.co nz/environment/wasp-wipeout/88128289/ the-hidden-impacts-of-invasive-wasps-on-our-native-forests--waspwipeout
The removal of honeydew by introduced wasps affects a wide range of species, including bellbirds, tūī, kākā, fungi, bacteria, beetles, mites, and other flora and fauna.
Recently, approval has been granted to release biological control agents of the wasp: the parasitoid hoverfly (Volucella inanis) and the wasp-nest beetle (Metoecus paradoxus). Both of these species have no known effect on the honey bee (Apis mellifera), bumble bee (Bombus spp.), or native bees (Leioproctus fulvescens and Lasioglossum sordidum).
Adults of the wasp-nest beetle, Metoecus paradoxus, are short-lived and do not feed. They lay eggs in wood and bark outside the wasp nest. Wasps forage for wood pulp to make their nest and the larvae of the wasp-nest beetle (who are living in the wood and bark) cling onto the wasp and get returned to the nest, where the beetles' larvae attack the wasp larvae. The beetle is a brood parasite of Vespula with one beetle larva requiring one wasp larva to complete its development.
Adult beetles smell like wasp queens and can enter and leave Vespula nests without being attacked. Volucella inanis, the hoverfly, is a brood parasite of Vespula wasps. One hoverfly larva requires at least two Vespula larvae to complete development. The adult hoverfly looks like a wasp and is complemented by chemical smell, so the hoverfly larvae are undetected by worker wasps in the nest.
Figure 9. Wasp-nest beetle (Metoecus paradoxus)
Figure 10. Parasitoid fly (Volucella inanis)
Source: https://resources.stuff.co nz/content/dam/images/4/y/r/1/7/2/ image related.StuffLandscapeSixteenByNine.1420x800.21zk4x. png/1613611350238.jpg
Source: https://live.staticflickr.com/65535/50183715902_0f5047c3 1a_n.jpg
Analyse the information provided in the resource material, and integrate it with your biological knowledge to discuss:
* the biological features that make M. paradoxus and V. inanis good biological control agents of V. vulgaris and V. germanica
* the possible positive and negative ecological impacts that scientists need to consider before releasing the biological control agents. | <urn:uuid:b38d2b3a-d507-4832-b806-36991bebaf66> | CC-MAIN-2022-49 | https://d3fukx320kx0in.cloudfront.net/assets/scholarship/2021/93101-qbk-2021.pdf | 2022-11-30T10:53:43+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00178.warc.gz | 236,613,024 | 2,037 | eng_Latn | eng_Latn | 0.990537 | eng_Latn | 0.995573 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3204,
3711,
7229,
8810
] | [
3.8125
] | 1 | 0 |
Name ________________________________________
Principles of Financial Accounting I
Chapter 6: FIFO, LIFO, Average Costing Methods
This exercise is similar to BE6-3, E6-5, and E6-6. Our Company reports the following for the month for Commodity A.
By taking a physical inventory, ending inventory was determined to be 55 units.
1. Find total costs of each unit. Determine total units and total costs. What name should be given for the totals?
2. From glancing at the unit costs, determine whether this is a period of rising prices or declining prices. Based on your conclusion, predict the impact of unit prices on EI, COGS, and NI under the various inventory costing techniques. Write in the actual answers as you determine them to see whether the predictions are true.
3. Determine the cost of the ending inventory under the FIFO assumption. Find and prove COGS.
Quantity
Price
Amount
4. Determine the cost of the ending inventory under the LIFO assumption. Find and prove COGS.
Quantity
Price
Amount
5. Determine the cost of the ending inventory under the average assumption. Find and prove COGS.
Quantity
Price
Amount
Quantity
Price
Amount
6. Compare your results with your predictions. Practice BE6-3, E6-5, and E6-6 for your benefit. | <urn:uuid:a29b5f4e-c5c9-48a1-b530-862fadd1945e> | CC-MAIN-2022-49 | https://oruaccounting.com/acct/prin1/10thedition/10Chap06FIFO-SampleProbHO.pdf | 2022-11-30T10:12:56+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00178.warc.gz | 489,556,818 | 290 | eng_Latn | eng_Latn | 0.967755 | eng_Latn | 0.993639 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
898,
1266
] | [
2.84375
] | 1 | 0 |
TAKE 5: Indigenous Youth Voices by Gabrielle Fayant.
In 2016, Indigenous youth leaders André Bear, Gabrielle Fayant, and Maatalii Okalik established the Voices of Indigenous Youth Council to provide implementation recommendations for the Truth and Reconciliation Commission of Canada (TRC) Call to Action #66. The council developed A Roadmap to the Truth and Reconciliation Commission Call to Action #66 to guide the process, based on surveys and consultations with youth across the country. Gabrielle shared an engaging keynote on Indigenous Youth Voices at YouthREX's 2018 Knowledge to Action Exchange. Here are 5 key messages from this talk:
01.Indigenous youth insights matter.
03.Complicate reconciliation.
"Our needs are always off to the side, they are not at the forefront. They are labeled as alternative."
Indigenous youth are the fastest growing demographic in Canada, yet their realities and lived experience are frequently under-valued. Indigenous-led youth organizations are under-funded and Indigenous young people experience tokenization in discussions about reconciliation.
It's also important to recognize that Indigenous youth are not a monolithic group. They are diverse, with varied experiences and concerns. To be meaningful, reconciliation efforts must pay attention to these differences. Onedimensional perspectives are harmful and diminish the work of reconciliation.
02. Reconciliation work is more than a report.
"Reconciliation was never really for Indigenous people. It was for Canadians, it was a chance to right a wrong."
Indigenous youth continue to express disappointment with instances where limited progress is made beyond developing reports – that sit on shelves, unused. Indigenous youth are expected to provide both data and insights in ways that non-Indigenous youth aren't, yet little seems to come of their efforts. To be meaningful and impactful, reconciliation efforts must move beyond this dynamic – they must require tangible action from non-Indigenous communities.
An Ontario where shared knowledge is transformed into positive impact for all youth!
"It's disrespectful to label all interactions between Indigenous and non-Indigenous people as reconciliation."
Young people identify problematic trends, in which the label "reconciliation" is indiscriminately applied to collaborations between Indigenous and non-Indigenous youth, yet neither the Truth and Reconciliation Commission's Calls to Action nor Indigenous frameworks are referenced. This undermines reconciliation efforts overall.
04. Document and archive the work!
"We know how important reporting is. If I just tell you, you might not believe me."
Over 500 Indigenous youth completed surveys and reflected on reconciliation. The Roadmap facilitated the collection and documenting of valuable evidence and insights across the country.
05. Trauma is past and present.
"We can't talk about how we feel today without talking about what happened in the past."
The weight of traumas past affects the present for Indigenous youth. Reconciliation that doesn't address the legacy of trauma due to colonization, residential schools, and inequity fails to meaningfully respond to important issues identified by Indigenous youth. | <urn:uuid:3145a191-b9f6-4ec3-8808-5bcba028f399> | CC-MAIN-2022-49 | http://www.a7g.ca/uploads/9/9/9/1/99918202/take_5-_iyv-_gabrielle_fayant.pdf | 2022-11-30T11:53:38+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00180.warc.gz | 53,979,014 | 595 | eng_Latn | eng_Latn | 0.996633 | eng_Latn | 0.996633 | [
"eng_Latn"
] | false | docling | [
3242
] | [
2.234375
] | 1 | 1 |
Observe a Bird
Watch outside for a bird. Birds can quickly move away, so watch for one that looks like it might be visible for a few minutes. You do not need to know what type of bird it is. Read the questions below first so you know what to observe.
Carefully observe the bird. Notice its colors, how it moves, what textures it has.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
List 5 things you observed about your bird.
1.
2.
3.
4.
5.
Choose a word that describes how your bird moves: ________________
What was your bird doing when you watched it?
__________________________________________________________ __________________________________________________________ __________________________________________________________
What would you name your bird, and why?
__________________________________________________________ __________________________________________________________
Write a short story about your bird:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ | <urn:uuid:bc5ae70c-3367-48da-8d5d-a0d67e6c467d> | CC-MAIN-2022-49 | https://www.ecologybus.org/uploads/1/4/0/8/140882264/observe-a-bird.pdf | 2022-11-30T09:31:20+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00178.warc.gz | 808,290,843 | 196 | eng_Latn | eng_Latn | 0.660052 | eng_Latn | 0.660052 | [
"eng_Latn"
] | false | docling | [
1532
] | [
3.609375
] | 1 | 0 |
Mathematics Essential General Course Year 12
Selected Unit 3 syllabus content for the
Externally set task 2021
This document is an extract from the Mathematics Essentials General Course Year 12 syllabus, featuring all of the content for Unit 3. The content that has been highlighted in the document is the content on which the Externally set task (EST) for 2021 will be based.
All students enrolled in the course are required to complete an EST. The EST is an assessment task which is set by the Authority and distributed to schools for administering to students. The EST will be administered in schools during Term 2, 2021 under standard test conditions. The EST will take 50 minutes.
The EST will be marked by teachers in each school using a marking key provided by the Authority. The EST is included in the assessment table in the syllabus as a separate assessment type with a weighting of 15% for the pair of units.
Unit 3
Unit description
This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection. Students use the mathematical thinking process and apply the statistical investigation process. Teachers are encouraged to apply the content of the four topics in this unit: Measurement; Scales, plans and models; Graphs in practical situations; and Data collection, in a context which is meaningful and of interest to the students. A variety of approaches could be used to achieve this purpose. Possible contexts for this unit are Construction and design, and Medicine.
It is assumed that an extensive range of technological applications and techniques will be used in teaching this unit. The ability to choose when, and when not, to use some form of technology, and the ability to work flexibly with technology, are important skills.
The number formats for the unit are positive and negative numbers, decimals, fractions, percentages, rates, ratios, square and cubic numbers written with powers and square roots.
Learning outcomes
By the end of this unit, students:
* understand the concepts and techniques used in measurement, scales, plans and models, graphs and data collection
* apply reasoning skills and solve practical problems in measurement, scales, plans and models, graphs and data collection
* communicate their arguments and strategies when solving mathematical and statistical problems using appropriate mathematical or statistical language
* interpret mathematical and statistical information and ascertain the reasonableness of their solutions to problems.
Unit content
An understanding of the Year 11 content is assumed knowledge for students in Year 12.
This unit includes the knowledge, understandings and skills described below.
For topics 3.1, 3.2 and 3.3 students apply the mathematical thinking process to real-world problems relating to the topic content.
Students:
* interpret the task and gather the key information
* identify the mathematics which could help to complete the task
* analyse information and data from a variety of sources
* apply existing mathematical knowledge and strategies to obtain a solution
* verify the reasonableness of the solution
* communicate findings in a systematic and concise manner.
Topic 3.1: Measurement (15 hours)
Linear measure
3.1.1 extend the calculation of perimeters to include polygons, circles and composites of familiar shapes
Area measure
3.1.2 calculate areas of parallelograms, trapeziums, circles and semi-circles
3.1.3 determine the area of composite figures by decomposition into familiar shapes
3.1.4 determine the surface area of familiar solids, including, cubes, rectangular and triangular prisms, spheres and cylinders
3.1.5 use addition of the area of the faces of solids to determine the surface area of composite solids Examples in context – Area measure:
* calculating surface area of various buildings to compare costs of external painting
Volume and capacity
3.1.6 recognise relations between volume and capacity, recognising that 1 cm 3 = 1 mL and 1 m 3 = 1 kL
3.1.7 calculate the volume and capacity of cylinders, pyramids and spheres
Examples in context – Volume and capacity:
* interpreting dosages for children and adults from dosage panels on medicines, given age or weight
* calculating and interpreting dosages for children from adults' medication using various formulas (Fried, Young, Clark) in millilitres
* comparing the capacity of rainwater tanks
Topic 3.2: Scales, plans and models (15 hours)
Geometry
3.2.1 recognise the properties of common two-dimensional geometric shapes and three-dimensional solids
3.2.2 interpret different forms of two-dimensional representations of three-dimensional objects, including nets and perspective diagrams
3.2.3 use terminology of geometric shapes; for example, point, line, angle, diagonal, edge, curve, face and vertex, parallel and perpendicular
Interpret scale drawings
3.2.4 interpret commonly used symbols and abbreviations in scale drawings
3.2.5 determine actual measurements of angle, perimeters and areas from scale drawings
3.2.6 estimate and compare quantities, materials and costs using actual measurements from scale drawings, for example using measurements for packaging, clothes, painting, bricklaying and landscaping
Creating scale drawings
3.2.7 understand and apply drawing conventions of scale drawings, such as scales in ratio, dimensions and labelling
3.2.8 construct scale drawings by hand and by using appropriate software/technology
Three dimensional objects
3.2.9 interpret plans and elevation views of models
3.2.10 sketch elevation views of different models
3.2.11 interpret diagrams of three-dimensional objects
Right-angled triangles (no bearings)
3.2.12 apply Pythagoras' theorem to solve problems in practical two-dimensional views
3.2.13 apply the tangent ratio to determine unknown angles and sides in right-angled triangles
3.2.14 work with the concepts of angle of elevation and angle of depression
3.2.15 apply the cosine and sine ratios to determine unknown angles and sides in right-angle triangles
3.2.16 solve problems involving trigonometric ratios in practical two-dimensional views
Examples in context – Scales, plans and models:
* drawing scale diagrams of everyday two-dimensional shapes
* interpreting common symbols and abbreviations used on house plans
* using the scale on a plan to calculate actual external or internal dimensions, the lengths of the house and the dimensions of particular rooms
* using technology to translate two-dimensional house plans into three-dimensional building
* creating landscape designs using technology
Topic 3.3: Graphs in practical situations (10 hours)
Cartesian plane
3.3.1 demonstrate familiarity with Cartesian co-ordinates in two dimensions by plotting points on the Cartesian plane
3.3.2 generate tables of values for linear functions drawn from practical contexts
3.3.3 graph linear functions drawn from practical contexts with pencil and paper and with graphing software
Using graphs
3.3.4 interpret and use graphs in practical situations, including travel graphs, time series and conversion graphs
3.3.5 draw graphs from given data to represent practical situations
3.3.6 describe trend as increasing or decreasing for time series data
3.3.7 identify the rate of change of the dependent variable, relating it to the difference pattern in a table and the slope of an associated line drawn from practical contexts
3.3.8 determine and describe the significance of the vertical intercept in practical situations
3.3.9 use the rate of change and the initial value to determine the linear relationship in practical situations
3.3.10 interpret the point of intersection and other important features of given graphs of two linear functions drawn from practical contexts; for example, the 'break-even' point
Examples in context – Graphs in practical situations:
* interpreting graphs showing growth ranges for children (height or weight or head circumference versus age)
* interpreting hourly hospital charts showing temperature and pulse
* interpreting graphs showing life expectancy with different variables
For topic 3.4 students apply the statistical investigation process to real-world tasks relating to the topic content.
Students:
* clarify the problem and pose one or more questions that can be answered with data
* design and implement a plan to collect or obtain appropriate data
* select and apply appropriate graphical or numerical techniques to analyse the data
* interpret the results of this analysis and relate the interpretation to the original question
* communicate findings in a systematic and concise manner.
Topic 3.4: Data collection (15 hours)
Census
3.4.1 investigate the procedure for conducting a census
3.4.2 investigate the advantages and disadvantages of conducting a census
Surveys
3.4.3 understand the purpose of sampling to provide an estimate of population values when a census is not used
3.4.4 investigate the different kinds of samples, for example, systematic samples, self-selected samples, simple random samples
3.4.5 recognise the advantages and disadvantages of these kinds of samples; for example, comparing simple random samples with self-selected samples
Simple survey procedure
3.4.6 identify the target population to be surveyed
4
3.4.7 investigate questionnaire design principles; for example, simple language, unambiguous questions, consideration of number of choices, issues of privacy and ethics, freedom from bias
Sources of bias
3.4.8 describe the faults in the collection of data process
3.4.9 describe sources of error in surveys; for example, sampling error and measurement error
3.4.10 describe possible misrepresentation of the results of a survey due to the unreliability of generalising the survey findings to the entire population, for example, because of limited sample size or chance variation between samples
3.4.11 describe errors and misrepresentation of the results of a survey, including examples of media misrepresentations of surveys and the manipulation of data to serve different purposes
Bivariate scatterplots
3.4.12 describe the patterns and features of bivariate data
3.4.13 describe the association between two numerical variables in terms of direction (positive/negative), form (linear/non-linear) and strength(strong/moderate/weak)
Trend lines
3.4.14 identify the dependent and independent variable
3.4.15 fit a trend line by eye
3.4.16 interpret relationships in terms of the variables, for example, describe trend as increasing or decreasing
3.4.17 use the trend line to make predictions, both by interpolation and extrapolation
3.4.18 recognise the dangers of extrapolation
3.4.19 distinguish between causality and association through examples
Examples in context:
* analysing data obtained from medical sources, including bivariate data
* analysing and interpreting tables and graphs that compare body ratios, such as hip height versus stride length, foot length versus height
5 | <urn:uuid:4edb2bda-9802-49c0-b42c-5a189de9e030> | CC-MAIN-2024-10 | https://senior-secondary.scsa.wa.edu.au/__data/assets/pdf_file/0006/631149/2021-MAEGT-EST-Unit-3-content.pdf | 2024-02-27T23:54:25+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00077.warc.gz | 502,931,910 | 2,241 | eng_Latn | eng_Latn | 0.98933 | eng_Latn | 0.992272 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
924,
3199,
5145,
7215,
9400,
11094
] | [
3.875
] | 8 | 1 |
MAKING BOKASHI COMPOST AT HOME WITH KITCHEN WASTE
Bokashi technology was invented in Japan more than 40 years ago by Dr. Developed by Tero Higa. Bokashi is made with beneficial microorganisms that enable waste or residues to be converted into compost in an airless environment.
Food residues can be used as well as vegetable and animal wastes to be converted into compost. Bokashi compost has just started to become widespread in our country and it is a method that is both convenient for a sustainable environment and can be made easily and economically at home.
Figure-2: Conversion of kitchen wastes into Bokashi compost
1. MAKING BOKASHI COMPOST
When making bokashi compost, as bokashi compost is produced as a result of microaerobic (oxygen-free) fermentation;
a) We need a bokashi bucket with an airtight tap,
b) We need beneficial microorganisms (solid bokashi bran or liquid bokashi serum).
Beneficial microorganisms must be fermented (pickled) by applying to the wastes in the form of bokashi bran or serum so that the residues accumulated in the bokashi bucket can turn into compost.
We can make these materials practically ourselves at home, or we can buy commercially produced buckets on the market. Home and commercial bokashi buckets are shown in the photos below.
1.1. BOKASHI BUCKET
We can make this bucket by adding tap, lid and strainer to plastic drums. The reason for installing the faucet; as the wastes are broken down by microorganisms, the liquids (bokashi leachate) contained in the food accumulate at the bottom of the bin and it must be evacuated at regular intervals. Because an excessively humid environment causes problems in making compost.
1.2. HOME PRODUCTION OF USEFUL MICROORGANISMSS
First of all, A- We need to create the main culture (yeast), then B- In terms of being economical, we should make bokashi serum or bran so that we can multiply a large number of beneficial microorganisms with this yeast we obtained.
1.2.1. HOME PRODUCTION OF BOKASHI MAIN CULTURE
1- Two glasses of chlorine-free water (purifier, ready water or soaked water) and one glass of rice (carbohydrate source) are shaken for 10 seconds in a glass jar. Let stand for 15 minutes and filter. After waiting for 1 week in a dark place at room temperature (about 21 ℃), it is filtered again (Figure-5).
2- The rice is taken to a separate place, 10 glasses of farm milk (source of microorganisms) are added (1:10 v/v), the mouth is loosely closed and kept in a glass jar for 1 week (Figure 5a)
3- At the end of this period, the solidified part is filtered and two tablespoons of sugar beet molasses [1:1 v/v] are added to the liquid portion (to feed the microorganisms) to form the bokashi main culture (Figures 6a and b). It can be stored in the refrigerator at +4℃ for 6 months. The mouth of the glass jar should be left slightly loose because gas may accumulate in the jar during fermentation.
1.2.2. PRODUCTION OF BOKASHI SERUM
Bokashi serum; It contains organic acids with antioxidant and antimicrobial properties such as malic, acetic, propionic and benzoic acids, mostly lactic acid. Due to its pH being <4, it prevents unwanted disease-causing organisms in the environment and thus creates a healthy environment (Footer, 2014).
Compost can be made directly using the main culture, but to save money, time and labor, microorganisms can be multiplied, for example, 5 liters of bokashi serum can be produced using 1 glass of main culture.
Bokashi serum is produced using master culture; 1 glass of mother culture is mixed with 5 liters of chlorine-free water, 1 glass of molasses, and the jar or can is closed with an air trap and kept in a dark place at room temperature for 15 days (Figure 7). When Bokashi serum is ready for use, the serum should have a pH of less than 4 and have a vinegar-like odour.
1.2.3. BOKASHI BRAN PRODUCTION AT HOME
In addition to liquid Bokashi serum, compost can also be made with powdered bokashi bran. It can be preferred because it will be easier and longer to store than liquid bokashi serum.
Bokashi bran is produced using the main culture; 1 tea glass of main culture, 2.5 liters of chlorine-free water, 1 tea glass of molasses, 5.5 kg of wheat bran, 4 tablespoons of clay and 2 tablespoons of rock salt are mixed and put in ziplock bags. It is kept in the dark at room temperature for 15 days (Figure 8). Because daylight can cause the death of microorganisms. It is then laid out in a thin layer and dried for 1 day. It should not be dried in an oxygenated environment for a long time.
2. MAKING BOKASHI COMPOST AT HOME
1- A thin layer of bokashi bran is sprinkled at the bottom of the bokashi bucket.
2- Kitchen waste divided into small pieces of 2.50 cm thickness is added on it.
3- A handful of bokashi bran is sprinkled on the kitchen waste.
4- With a plastic bag, the bokashi bran is pressed onto the kitchen waste you sprinkle. Then it is covered with a bag and the lid is covered in an airtight manner.
5- One layer of waste and one layer of bran are continued until the bucket is completely filled. After the bucket is filled, it is kept at room temperature in a place out of direct sunlight for at least two weeks without opening the lid.
6- Bokashi leachate is drained from the tap at the bottom of the bucket every other day. It can be applied to plants by diluting the leachate with 100 times of water, or it can be used directly as a drain opener without diluting.
7- After two weeks, the bokashi pre-compost in the bucket (sour, apple cider vinegar smell) is mixed into the soil and after waiting for 15 days, the plant can be planted on it. | <urn:uuid:915f3ef5-722a-4cf4-b868-e56e4c35ba7c> | CC-MAIN-2024-10 | https://composterasmus.org/wp-content/uploads/2023/07/Composter-Bokashi-English.pdf | 2024-02-28T00:28:20+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00076.warc.gz | 181,403,669 | 1,364 | eng_Latn | eng_Latn | 0.995852 | eng_Latn | 0.996948 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1100,
1681,
2914,
4555,
5633
] | [
2.90625
] | 1 | 0 |
Karva Chauth
Date
Hinduism
* Karva Chauth falls on the fourth day of the dark fortnight (waning phase of the moon) in the month of Kartik of the Hindu lunar calendar. This is usually between mid to late October.
kaar·vuh chaath
A festival celebrated annually by Hindu women of Northern and Western India. On Karva Chauth, married women, especially in North India, observe fast from sunrise to moonrise and pray for the safety and longevity of their husbands. The festival is also observed by unmarried women who pray in hope of securing a desired life partner.
The word Karva Chauth is made up of two words, "Karva," which means an earthen pot with a spout and "Chauth," which means fourth. The earthen pot is of great significance as it is used by the women to offer water to the moon as part of the festival rituals.
* Check the Calendar Index for Religious Holidays during the current academic year for the exact date.
Greetings
Wishing a celebrant a "Happy Karva Chauth" is welcome.
Common Practices and Celebrations
* Women apply mehandi henna art and other cosmetics to themselves and each other.
* Women keep a 'Nirjala' fast by neither eating nor drinking throughout the day.
* Celebrating the special bond of friendship between a mother-in-law, a sister and a bride.
Common Dietary Restrictions
* Some Hindu practitioners adhere to a lactovegetarian diet which excludes meat, fish, and eggs.
Impact to U-M Community
* Link to U-M Guidance Regarding Conflicts.
U-M Campus Resources
* Association of Religious Counselors, U-M
* Maize Pages - Hindu, U-M
Information Sources
* Wikipedia
* Indian Culture, Government of India
Photo credit:
Image by starline on Freepik | <urn:uuid:19544b8c-bae5-4b72-b167-299dd57a1faf> | CC-MAIN-2024-10 | https://provost.umich.edu/wp-content/uploads/2022/12/KarvaChauth.pdf | 2024-02-27T23:53:14+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00076.warc.gz | 470,697,675 | 384 | eng_Latn | eng_Latn | 0.995925 | eng_Latn | 0.995925 | [
"eng_Latn"
] | false | docling | [
1693
] | [
2.84375
] | 1 | 0 |
Kindergarten Writing Worksheet
Name:...........................
WordShapes
Write the word that matches with the picture in word shapes. | <urn:uuid:72542232-625e-45e4-99ec-8940b9fc418c> | CC-MAIN-2022-49 | https://www.kidzezone.com/download/2836/ | 2022-11-30T10:51:54+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00181.warc.gz | 882,258,779 | 25 | eng_Latn | eng_Latn | 0.968033 | eng_Latn | 0.968033 | [
"eng_Latn"
] | false | docling | [
138
] | [
2.453125
] | 1 | 0 |
-- Kindergarten News
December 2, 2013 – Needs and Wants
Our Weekly Studies
Reading: We are spending a lot of time learning words. Encourage your child to read "Environmental Print" which include: road signs, store signs and restaurant signs.
Math: We are practicing writing numbers to 40 (for some students to 100). Play learning games to help your child practice learning 2 digit numbers…point out speed limit signs as you're driving to see if your child can read the number, or point out the minutes on a digit clock. etc…
Writing: As we are reading more words, we are also trying to write more words. Encourage your child to label the pictures he/she draws or cut out magazine pictures and write a word (or sentence) to tell about the picture.
Holly Springs Elementary
Mrs. Esterline
919-557-2660
firstname.lastname@example.org www.kamiesterline.com
HOmework
Monday – Math page 51 Tuesday – Math page 53 Wednesday – Math page 55 Thursday – No math homework
Fronts only…you may choose to have your child complete both sides if extra practice is needed.
Remember to read your baggie book and November calendar page as part of your homework routine.
Science and Social Studies:
We will begin talking about "Needs and Wants" this week; which is our Kindergarten "Economics" unit. The students usually enjoy this unit.
This Week's Specials
Show and Tell theme: Needs and Wants
Snack Helpers
December 2 nd – Meadow December 3 rd - Zoe December 4 th - Ella December 5 th - Sanjana December 6 th - Luke
Wishing For…
Monday – Music Tuesday – Guidance Wednesday – Library Friday – PE and Computer
Solid color ornaments (no glitter)
Mini marshmallows
Hot cocoa packets
Be "Spotted" At Our Upcoming Events
December 5 th – O'Holly Night
December 18 th – Pajama Day – Wear your pajamas to school! We will be having Polar Express themed centers in the am and then watch the Polar Express during the afternoon.
December 20 th – Last Day of school before track out! Students come back on January 23 rd . | <urn:uuid:d24fcebf-97ce-44ff-b49e-8c101d465b0d> | CC-MAIN-2022-49 | http://www.kamiesterline.com/files/newsletters/2nd-quarter/13-14/12-2-2013.pdf | 2022-11-30T09:58:13+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00182.warc.gz | 69,890,013 | 475 | eng_Latn | eng_Latn | 0.996961 | eng_Latn | 0.996961 | [
"eng_Latn"
] | false | docling | [
2013
] | [
2.625
] | 1 | 0 |
Conscious Discipline Letter from Dr. Becky Bailey
Dear Family,
Your child will soon be joining a new family—their School Family. School Family is a term I use to describe the classroom environment in my program Conscious Discipline™. The School Family does not and cannot replace the home family, but it can, in partnership with you, help to create the best possible learning experience for your child. Each child enters school with three important questions: • Am I safe? • Am I loved? • What can I learn?
Conscious Discipline™, a comprehensive classroom management and social emotional program, creates learning environments where children will know, "Yes, I am safe," and "Yes, I am loved." From this foundation of safety and caring, children will begin learning how to solve conflicts, manage their emotions, and take responsibility for their actions.
Imagine your child, instead of throwing a fit because the world did not go his or her way, taking a deep breath and saying, "I can handle this." Imagine your child, when pushed by others, being able to say, "I don't like it when you push me, please walk around," instead of pushing back. These life skills are the focus of Conscious Discipline where conflict becomes an opportunity to teach social and emotional skills instead of a power struggle that ends in punishment.
Don't be surprised when, in the coming weeks, you hear your child say, "Be a S.T.A.R." if you are upset. S.T.A.R. means Smile, Take a deep breath, And, Relax. You may also find your child wishing people well when they are sick or going through tough times. S.T.A.R. and wishing well are foundational components for the kindness, helpfulness, and ability to manage upsets that are at the heart of Conscious Discipline.
I encourage you, as a parent, to learn more about Conscious Discipline. In our most stressed moments, we often find ourselves treating our children in ways we swore we never would. Conscious Discipline, being based on the latest in brain research, can show you why this happens and teach you how to prevent it. I hope you will explore Conscious Discipline further, and I am both excited and honored to welcome you as a part of our School Family.
From my heart to your heart, I wish you well, Becky Bailey, Ph.D. | <urn:uuid:33cc0c38-465c-4513-9556-fb105f2141f9> | CC-MAIN-2022-49 | https://thebabyfold.org/images/PDFs/hammitt/elementary/Dear-Family.pdf | 2022-11-30T12:06:53+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00183.warc.gz | 624,787,739 | 472 | eng_Latn | eng_Latn | 0.998346 | eng_Latn | 0.998346 | [
"eng_Latn"
] | false | docling | [
2264
] | [
2.21875
] | 2 | 2 |
TALKING POINTS CILIP Carnegie Medal Shortlist 2015
WHEN MR DOG BITES By Brian Conaghan
The narrative voice, and how the story is told
The author makes it sound like Dylan is really speaking to you as you read – how and why do you think he does this? Can you find specific examples of what he does?
The book uses some strong swear-words – why do you think the author has done this? How did it affect your reading?
He has his own very distinctive language – certain phrases he uses; what examples of this did you notice? (And why?)
Dylan is quite lively and jokey about things – do you think he's always telling us seriously how he really feels?
Setting and story
Drumkill is a special school, only for certain kinds of children. But when you read about it, is it also really just like any other school? (Maybe yours?) In some ways are the students there just like any other teenagers you know?
Do we sometimes know things Dylan doesn't, even though he's telling us the story? Are there clues to what's going on that we might see/understand even if he doesn't?
Did you predict the twist at the end, or did it take you by surprise?
The bucket list
What kind of things might go on a bucket list – should they be realistic, ambitious, inspiring? What would be on yours?
Do Dylan's priorities for his bucket list change over the course of the book?
Does Dylan change how he thinks about the things that are important in life when he learns he's going to die? And again when he learns he isn't?
Mr Dog
Why does Dylan do his "brain-gym" (remembering the names of football teams, etc.)? Why does he carry a green stone around with him?
Mr Growl, Mr Dog – why do you think Dylan uses these characters to describe what happens to him?
What kinds of situation tend to trigger an outburst?
Characters
We see Dylan mostly the way he presents himself to us – but how do you think he's seen by each of these other characters?
* Mum
* Amir
* Tony
* Michelle Malloy
"I'm not clever or funny," Dylan says. But is there a difference between the way he sees/describes himself and how he seems to us?
Dylan insists that he and Amir don't call each other the mean names other people use – why is this so important to him?
There are bullies at school – but does the book show how some grown-ups can be bullies, too?
What do you learn about Dad, from the letters exchanged – and how do your feelings about him change as you learn more?
And finally…
You may never have met someone with Tourette's before now – did this book make you curious to learn more about it?
Did getting to know Dylan and Amir change at all how you think about what it's like to have a disability, or to be different in some way? | <urn:uuid:f69b2fc1-03d7-4ff5-85cf-a5fb27450b94> | CC-MAIN-2024-10 | https://carnegiegreenaway.org.uk/wp-content/uploads/2020/10/When-Mr-Dog-Bites-Talking-Points.pdf | 2024-02-28T00:35:18+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00080.warc.gz | 152,311,045 | 617 | eng_Latn | eng_Latn | 0.999384 | eng_Latn | 0.999378 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1501,
2704
] | [
2.3125
] | 1 | 0 |
FIND BY TOPIC
Starting the Conversation
HIGH-QUALITY DISCUSSION PROTOCOLS TO PROMPT COLLABORATIVE, RESPONSIVE LEARNING
BY USABLE KNOWLEDGE (/TAXONOMY/TERM/44761), ON MAY 9, 2017 5:03 PM
One in a series of strategies and resources adapted (http://us12.campaignarchive2.com/?u=75224353c1410911b1db235b0&id=84adb77ae2) byUsable Knowledgefrom the Teaching and Learning Lab (https://tll.gse.harvard.edu/)at the Harvard Graduate School of Education (https://www.gse.harvard.edu/).
Discussion protocols can be an important tool for prompting and structuring class conversation. These protocols create an outline of procedures for students to follow, often including assigned roles, specific directions, and details on timing.
Instructors use protocols for a variety of purposes, including:
To enhance the structure and clarity of an open-ended task, such as brainstorming or generating ideas;
To distribute participation by encouraging students to take turns and to alternate between speaking and listening;
To assign clear roles and tasks so that students can maximize opportunities for collaborative work.
Some educators may worry that protocols can lead to an overly structured discussion that is less free flowing and organic. But structure can be useful when the discussion topic is controversial or when students feel reluctant to participate. Protocols can help educators highlight multiple perspectives about an issue or prevent one voice from dominating the conversation. Protocols can also encourage students to ask questions or give honest feedback.
** Here is a collection of high-quality discussion protocols (https://www.gse.harvard.edu/sites/default/files//Protocols_Handout.pdf) [PDF] to serve common needs. The PDF also has links to several rich repositories.
Sarah Leibel (https://www.gse.harvard.edu/faculty/sarah-leibel), a lecturer at the Harvard Graduate School of Education
(https://www.gse.harvard.edu), finds protocols to be an invaluable teaching tool that can promote equity, create structure, and infuse energy into the classroom. They can "really democratize a space, ensuring that everyone has a voice and has access to the conversation," she says. Protocols can scaffold conversations She finds that protocols scaffold conversations so they unfold in an efficient manner that allows students to interact with readings and with each other in deeper ways. Leibel also appreciates the way some protocols get students up and moving. "I want to build community quickly in the room, have many different people interact, and have many ideas surface," she says.
Leibel recommends developing a go-to set of protocols to use consistently throughout a course, so that students become familiar with them and can jump right into the activity.
Among her favorites is The Final Word (https://www.nsrfharmony.org/system/files/protocols/final_word_0.pdf) [PDF], also known as Save the Last Word — a text-based protocol that supports students in engaging deeply with key passages. One student selects a quotation from the text and reads it aloud. Other students take turns responding to the text, and the original student closes the discussion with a reflection.
Here are two other recommended protocols for digging into a text:
Four A's
(http://www.nsrfharmony.org/system/files/protocols/4_a_text_0.pdf): Students discuss assumptions, what they agree with, what they argue with, and what they aspire to, based on a specific text.
Socratic Seminar (https://www.facinghistory.org/resourcelibrary/teaching-strategies/socratic-seminar): Students discuss what the author was trying to convey by using evidence from a specific text. Students build on one another's ideas without intervention from the instructor.
See the full handout
(https://www.gse.harvard.edu/sites/default/files//Protocols_Handout.pdf) for a cross-disciplinary range of protocols that promote critical thinking, perspective-taking, data analysis, and more. | <urn:uuid:d586aea7-31e6-48b4-b342-c137b81dfa57> | CC-MAIN-2024-10 | https://www.theibsc.org/uploaded/IBSC/Conference_and_workshops/2020/WorkshopTipArticle_Starting_the_Conversation_Harvard_Graduate_School_of_Education.pdf | 2024-02-27T23:38:03+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00078.warc.gz | 1,036,104,588 | 833 | eng_Latn | eng_Latn | 0.862922 | eng_Latn | 0.994576 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
478,
2588,
3946
] | [
2.5
] | 1 | 0 |
February
Mrs. Jessica's Class
Pre- K 2024
It's Feb-BREW-ary; time to enjoy some hot cocoa. Last month, the class learned about all things ice and snow, hibernation and polar animals. This month they will focus on kindness, feelings, love and friendship. They will also learn independence by exploring how to keep teeth healthy with dental health and how to keep their bodies healthy with healthy foods.
What we will explore this month:
Quote of the month:
* Groundhogs
* Dental health science center
* Friendship and kindness
* Healthy foods
* Letters Qq-Ss
* Numbers 16-19
"No act of kindness, no matter how small, is ever wasted."
Reminders:
* Attention all parents: I will send out information later this month about guest readers in the classroom for Read Across America week.
* Feb. 5- Music with Peas and Carrots
* Feb. 6- Traveling Tumblers. Wear your favorite sports team.
* Feb. 9- Family Project due
* Feb. 14- Valentines Day party. 18 children
* Feb. 15- 100 day party
* Feb. 16-19- No school, Presidents' Day
*
Feb. 22- Dentist visit
-Aesop
©Cassie Smith TITG | <urn:uuid:a51038ea-5cdc-4f10-9d80-90b3be984048> | CC-MAIN-2024-10 | https://www.cfnurseryschool.org/files/newsletters/2024/PKFebruary.pdf | 2024-02-27T23:03:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00080.warc.gz | 680,937,802 | 284 | eng_Latn | eng_Latn | 0.993563 | eng_Latn | 0.993563 | [
"eng_Latn"
] | false | docling | [
1085
] | [
2.671875
] | 1 | 0 |
Air Care for Lung Health: A Buyer's Guide to Air Purifiers
Shopping for a quality air purifier can be an overwhelming experience. Questions that you will want to consider are: What type of filtration do I need? How large of an area do I need to purify? Do I have a 'sick' building that needs microbial purification? Hopefully this guide will help you choose the best air purification system for your specific needs.
1. Volatile Organic Compounds (VOCs)
There are a number of VOCs that can be detected in a normal household environment. Cleaning agents, varnish, adhesives, paint, disinfectants and items like new furniture, flooring or carpeting all emit odors that can be very irritating or even toxic. Smoke from fires, cooking or tobacco is also a common airborne contamination.
Optimal systems for this type of contaminant include activated carbon filters which have a very large surface area to adsorb VOCs, gases and smoke. Some activated carbon is treated to trap chemical fumes ("chemisorbing") very effectively. The larger the carbon filters, the more it will trap and the longer it will last. Carbon filters cannot be regenerated and so, when it is full of contaminants, must be replaced.
2. Microorganisms
Often in a 'sick' building or home, especially those affected by storms and flooding such as the recent devastation of the hurricane Sandy on the East Coast, various microorganisms invade the walls and interior of the building. These organisms include pathogens, bacteria, mold, fungus and viruses. Even in a normal home environment, especially those with children, sickness is a frequent visitor, leaving a home infected with all sorts of viruses.
Quality air purifiers will often have a component that helps to destroy microbes and very fine particles such as viruses. Germicidal filters and antimicrobial filters typically use UV irradiation to kill the organisms listed above. Sometimes HEPA filters are treated with certain antimicrobial agents. Titanium Oxide technology is the newest type of air purification and can purify microbes and particles from the air down to 0.01 microns. This means that Titanium Oxide can kill and filter viruses.
3. Particulate Matter
Allergies are usually caused by airborne particles such as pollen, dust mites, dust, pet dander, spores, mold, etc. Airborne particles are mostly measured in microns, which is approximately 1/25,400 th of an inch. The human eye can spot to around 40 microns and the dot at the end of this sentence is about 615 microns in diameter. Typical sizes of particles (in microns) you will find in the household are listed below:
*
Pollen: 10 – 1000
*
Hair: 5 – 200
* Dust Mites: 100 – 300
*
Cement dust: 3 – 100
* Mold spores: 10 – 30
* Saw Dust: 30 – 600
* Mold: 3 – 12
* Other spores: 3 – 40
* Textile dust: 6 – 20
* Wood-burning particles: up to 2.5
* Asbestos: 0.7 – 90
* Fly ash: 1 – 1000
* Paint pigments: 0.1 – 5
* Insecticide dusts: 0.5 – 10
* Face Powder: 0.1 – 30
* Yeast cells: 1 – 50
* Tobacco smoke: 0.01 – 4
* Bacteria 0.3 – 60
* Viruses: 0.005 – 0.3
The absolute best filtration units for these household particles are HEPA filters with pre-filtration units. HEPA filters are fine mesh fibrous units that catch particles with an efficiency of 99.97%. Some HEPA filters are medical grade and are rated 99.991% efficient. Medical grade HEPA filters will filter particles as small as 0.3 microns and are wonderful air purifiers for allergy sufferers and asthmatics in particular. Adding an additional UV unit as a germicide will take care of the 'living' particles that the HEPA filter cannot catch. Titanium Oxide technology will also catch the smallest of the small particles, including most viruses. | <urn:uuid:4f885503-cb84-473f-a579-aaf1f57e26ad> | CC-MAIN-2024-10 | https://pureaox.com/wp-content/uploads/2023/04/Air-Care-for-Lung-Health.pdf | 2024-02-27T23:50:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00078.warc.gz | 465,190,090 | 905 | eng_Latn | eng_Latn | 0.991867 | eng_Latn | 0.996967 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2700,
3728
] | [
2.015625
] | 1 | 0 |
Engineering Design Process Worksheet
Date: __________ Grade_____________________
Project: ___________________________________
1. Identify: (State the Problem or Need)
2. Research: (Use Internet, Books, Ask)
3. Identify Requirements & Constraints: (What do you need to do? What are you allowed to do?)
4.Brainstorm Ideas and Solutions: (Based on your requirements and constraints develop ideas) (There is no such thing as a bad Idea)
5. Draw Your Design: (People will understand it better if they can see it)
6. Build a Prototype: (First working model)
7. Test Prototype: (Make certain it works and meets requirements)
8 . Evaluate and Redesign: (identify what is wrong and develop solutions and repair as needed )
Name_____________________________________
Date: __________ Grade_____________________
Project: ___________________________________ | <urn:uuid:0bc660f3-7f58-47fe-a87a-e729620c65a2> | CC-MAIN-2024-10 | https://viterbik12.usc.edu/wp-content/uploads/2018/08/MESA-EDP-Form.pdf | 2024-02-27T22:53:29+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00080.warc.gz | 586,057,857 | 174 | eng_Latn | eng_Latn | 0.968873 | eng_Latn | 0.968873 | [
"eng_Latn"
] | false | docling | [
860
] | [
4.125
] | 1 | 0 |
Ecosystem Discovery
Overview
Students will develop an understanding of ecosystems by drawing pictures of different ecosystems in small groups. Then the class will work together to create a mural of the Sandia Mountain ecosystem. Students will compare the different components of these ecosystems.
Concepts
1. The Earth is composed of both living and nonliving parts. The living parts include animals (consumers), plants (producers), and fungi and microscopic organisms (decomposers); the nonliving (abiotic) parts include the sun, water, air (gases), and rocks.
2. An ecosystem is a community of living organisms that interact with each other and the non-living parts.
Time
1 hour and 30 minutes
* Introduction :10 minutes
* Ecosystem pictures: 30 minutes
* Finding the Connections: 10 minutes
* Mural: 30-plus minutes (can be done over several days)
* Closure: 10 minutes
Materials
For the whole class:
* Picture of an ecosystem
* A large sheet of butcher paper for the mural
For each team:
* large pieces of paper
* art materials (markers, crayons, scissors, glue, magazines, etc.)
For each student:
* Ecosystem Explorations Journal
Teacher Preparation
1. Locate a picture of a natural ecosystem to share with students.
2. Gather together art materials.
Background
Every environment is composed of living and nonliving parts, and in every environment, the living and nonliving parts interact with each other in a variety of ways. Ecology is the scientific study of these interactions. There are countless relationships that affect the overall success of each respective environmental community; nothing works independently. An ecosystem is all of the living and non-living parts within an environment and the interactions between those parts. Sometimes these interactions occur between living components (food chain), sometimes between nonliving components (erosion), and sometimes between living and nonliving components (photosynthesis). Like the digestive system or a stereo system, an ecosystem is a group of different parts that work together.
The living parts of an ecosystem include animals (consumers), plants (producers), and fungi and micro-organisms (decomposers). The nonliving, or abiotic components of an ecosystem include the sun's energy, water, air (atmospheric gases), and rock, which makes up the landforms. Soil is composed of living (producer, consumer, and decomposer) and nonliving (rock particles) components. The earth is comprised of many different examples of ecosystems, from tidal pools to tropical rain forests.
An ecosystem can be thought of as an imaginary web in which all the living and nonliving parts of an environment are connected. The connections in each environment are countless. For example, a coyote and a rabbit are connected as parts of a food chain. The rabbit and the coyote both rely on oxygen in the air for survival. The rabbit might use grass for shelter, while grasshoppers are using the same grass as a food source. Each blade of grass relies on the sun for energy, and obtains nutrients from the soil in which it grows. The shape of the land will cause water to be more plentiful in some areas rather than other areas, which means within an ecosystem, there may be different communities present. Each community consists of the plant and animal species best suited to the nonliving components of the area.
An ecosystem relies on the delicate state of balance between living and nonliving things in a particular environment. If a part of an ecosystem is removed or altered, the existing harmony will be offset and the entire system will go through a change, large or small. The understanding of ecosystems provides a strong foundation for studying the environment. Understanding the interconnectedness of things in an ecosystem provides a basis for respecting the significance of each of the different parts of the surrounding environment.
Procedure
Introduction
1. Hang a picture of an ecosystem where all students can see it. Any picture with a nature scene will work.
2. Write the word "ecosystem" in the middle of the chalkboard. Ask students to take notes in their Ecosystem Explorations Journal.
3. Write #1, #2, and #3 on the board and explain that there are three different components that make up an ecosystem.
4. Explain that the first component is a place, or environment. Write the word "place" next to the #1 on the board. Ask students to give examples of natural environments: desert, jungle, mountains, ocean, lake, river, bosque, etc.
5. Explain that the second ingredient for an ecosystem is the parts of that environment. Write the word "parts" next to the #2 on the board. Some of those parts are living; others are nonliving. Ask the students to give examples of the different parts of an environment: plants, animals, micro-organisms, fungi, bacteria,
rock, water, air, heat, light, land forms, etc. Give students the definitions for producers, consumers, decomposers, living, and non-living, and have the students determine which categories their examples fit in and why. (Tell them they may fit in more than one – Producers, consumers, and decomposers all being living things as well).
6. To conclude the definition of an ecosystem, write the word "connections" next to the #3, and explain that all the parts within a certain place are connected to each other in many different ways. Different parts of an ecosystem interact in a variety of ways. For example: plants rely on sunlight in order to produce energy and a bird weaves grasses into its nest. Ask the students to give other examples of the different ways parts of an ecosystem connect: coyotes eat rabbits; trees are connected to the soil because the soil provides nutrients and stability for trees; heat from the sun melts ice.
Com Components of Ecosyst ponents of Ecosyst ponents of Ecosystems ems ponents of Ecosyst ponents of Ecosystems ems
#1) Place Place Place: an environment (desert, ocean, rain forest, bosque, grassland)
#2) Par ar artstststs: both living and non-living things (soil, plants, water, animals)
#3) Connections Connections Connections: Connections Connections interactions; the way things work together
Com Component ponent ponentes de Ecosist es de Ecosist es de Ecosistemas emas
#1) Lugar ugar ugar: un medioambient ugar e (desierto, océano, bosque pluvial, bosque, prados)
#2) Par ar artes es es: seres vivos y no vivos (tierra, plantas, aqua, animales)
#3) Relación elación elación: interacciones; la forma que los seres vivos y los objetos trabajan unidos.
Ecosystem Pictures: Done in Teams
1. Divide the class into teams and distribute one large sheet of paper to each team.
2. Explain that there are different ecosystems all over the world, and each team will work together to create a drawing or model of a different ecosystem.
3. Assign each team to create one of the following ecosystems: desert, river, ocean, rain forest, northern forest, grassland, swamp.
4. Each team must include both living (producers, consumers, decomposers) and nonliving components in their reproduction.
Encourage students to use the library or other resources to learn more about the ecosystem that their team will be illustrating.
Finding the Connections: Done Individually
1. Once each team has constructed a drawing or model of an ecosystem, have each student open his or her journal to a blank page.
2. Ask each student to write "Place," "Parts," and "Connections" in a column along the left-hand side of a page in their journal.
3. Next to the word "Place" have each student name their ecosystem's environment.
4. Next to "Parts," have each student list the different living and nonliving parts present in their team's ecosystem. Using a color key or symbol, have the students mark which living parts are producers, which are consumers, and which are decomposers.
5 Next to "Connections," have each student write down or draw at least three connections present in the ecosystem.
Mural of a New Mexico Ecosystem: Done as a Class
The class will work together to create a mural of a Mew Mexico ecosystem (one which you will be going to on your field trip). If possible, have the entire class work on the same mural. This activity will help students conceptualize what they will see and learn about when they participate in the Ecology Field Program at the Sandia Mountain Natural History Center or other natural area. Although some students may have never been to the mountains, they can still participate because there is no one correct way to draw this ecosystem. Encourage students to hypothesize about what parts might be found in this ecosystem. It is important to include both living and nonliving parts in this picture.
1. Place a large piece of paper on the bulletin board or on a table. Provide paints, markers, scrap paper, and scissors for the students to use. Magazines are helpful too.
2. Beginning with the mountains, have students draw or cut out different parts of the ecosystem. When ready, the students can take turns gluing the parts to the paper.
3. Hang the completed mural on the wall. Students can refer to the mural during the entire Ecosystem Explorations unit.
4. When your class returns from their field trip, have students compare their mural to what they discovered on the field trip. Have them add pictures of things that may have been left out.
Picture of an Ecosystem
Closure
Have students compare the connections that occur between the different living and nonliving parts of their ecosystem to the connections in the class mural of the Sandia Mountain ecosystem. Questions to ask the class include:
What are some living parts of an ecosystem?
What will happen if you remove the sun (plants, water, people, coyotes) from an ecosystem? What else will be affected? How?
How are you connected to the ecosystem you visited? [eat Piñon nuts, plants give us oxygen, use water from snowmelt, etc.]
Adaptations for Students with Limited English Proficiency
Show pictures that represent the parts of an ecosystem to reinforce the definition. Show a finished drawing of an ecosystem to serve as a model when giving instructions. Have students preview in their first language the definition of ecosystem as this is the underlying concept for the unit.
Key words: ecology: el ecología; ecosystem: la ecosistema; living parts: los seres vivos; non-living parts: los seres que no son vivos
Journal Exercise
The journal is part of this lesson, as students record the place, parts, and connections in their team's ecosystem picture.
Assessment
Use the ecosystem drawings and individual journals to assess student understanding of ecosystems.
Extensions
Have the students make a drawing of their personal ecosystem in their journals. This picture should include: where they live, where their food and energy comes from, the other people and animals that share their personal ecosystem, etc. | <urn:uuid:d4a0a0b1-968a-4c15-9f0b-d0a63e0d2b02> | CC-MAIN-2024-10 | https://www.aps.edu/sandia-mountain-natural-history-center/outdoor-activities-documents/ecosystem-explorations/ecosystem-discovery | 2024-02-27T22:42:25+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00083.warc.gz | 649,848,112 | 2,306 | eng_Latn | eng_Latn | 0.994459 | eng_Latn | 0.997196 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1271,
4297,
7085,
9366,
10551,
10912
] | [
4.90625
] | 2 | 0 |
Aboriginal Art For Children Templates
If you ally obsession such a referred aboriginal art for children templates book that will have the funds for you worth, acquire the entirely best seller from us currently from several preferred authors. If you want to witty books, lots of novels, tale, jokes, and more fictions collections are moreover launched, from best seller to one of the most current released.
You may not be perplexed to enjoy all book collections aboriginal art for children templates that we will very offer. It is not almost the costs. It's about what you infatuation currently. This aboriginal art for children templates, as one of the most practicing sellers here will entirely be among the best options to review.
If you already know what you are looking for, search the database by author name, title, language, or subjects. You can also check out the top 100 list to see what other people have been downloading.
Aboriginal Art For Children Templates
The theme of the aboriginal pictures to print templates can differ greatly depending on what you want your kids to learn. If it is the animals, you can have different pictures of animals found within your area. It will help you know if your kids are able to understand the animals. The picture may also include animals relating in different ways.
Aboriginal Art, Aboriginal Pictures | Free & Premium Templates
Jul 11, 2020 - Explore Plutoniumwoman's board "aboriginal art for kids" on Pinterest. See more ideas about Aboriginal art for kids, Aboriginal art, Aboriginal.
Best Aboriginal art for kids ideas | 400+ articles and ...
May 18, 2017 - Aboriginal art projects, lessons and crafts for elementary school . See more ideas about Aboriginal art, Australian art, Art projects.
20+ Aboriginal Art: Projects for Kids images | aboriginal ...
Aug 3, 2016 - Aboriginal dot painting template for colouring.
Aboriginal Dot Painting Template 1 | Aboriginal dot ...
Aboriginal Art has survived for over thousands of years and continues to be one of the oldest art forms practiced today. Aboriginal Art consists of symbols. These symbols were used as a means of communication; communication of their lives on earth, their rituals, food, customs and also to show constellations and for ritual decorations.
Aboriginal Art and Patterning - Art for Kids!
aboriginal art for children templates Golden Education World Book Document ID c372d52b Golden Education World Book Aboriginal Art For Children Templates Description Of : Aboriginal Art For Children Templates Apr 19, 2020 - By Beatrix Potter ~ Free eBook Aboriginal Art For Children Templates ~ with the
Aboriginal Art For Children Templates
Aboriginal Colouring Pages We are thrilled to be able to offer some authentic indigenous colouring templates so that Brisbane Kids and kids everywhere can combine the enjoyment of colouring with the rich culture and history of Australia.
Aboriginal Colouring Pages | Brisbane Kids
DLTK's Crafts for Kids Australian Aboriginal Dot Art. Nicole wrote: "Another Great simple craft that I do with my kids is Aboriginal Dot Paintings. All you do is take a basic outline of an Aussie animal and using a cotton bud/cotton swab (Q-tip) you dot natural coloured paints into the shape until it is all filled.
Australian Aboriginal Dot Art - DLTK-Kids.com
Top five facts about Australian aboriginal art - 'Aboriginal Art' or 'Indigenous Australian Art' is a part of one of oldest art forms of the world. As the name suggests, Aboriginal Art was created by Australian Aborigines around 60,000/80,000 years ago.
Page 1/2
Copyright : bitofnews.com
PPT – Aboriginal Art PowerPoint presentation | free to ...
In this article you can learn about different forms of Aboriginal art. For many people Aboriginal art is synonymous with dot painting, but in reality Aboriginal art comes in many different forms. F…
Aboriginal Art – Teach Indigenous Knowledge
Explore more than 54 'Aboriginal Art' resources for teachers, parents and pupils as well as related resources on 'Australia' ... Supportive materials for children with individualised needs. ... aborigines australia powerpoint naidoc australia day aboriginal art template boomerang indigenous art aboriginal colouring aboriginal people australian ...
54 Top Aboriginal Art Teaching Resources - Twinkl
* Template of Aboriginal flag (supplied) • Crepe paper of red, black and yellow • Craft glue and scissors • Paint Brush for the glue Cut the red, black and yellow crepe paper into 3-5cm squares. Place the squares into flat containers. Place small amount of glue onto the template. This can be done using a brush to make it easier.
NAICD Children's Activity Kit
One prevalent Aboriginal Visual Art techniques among children are dot painting. We were very excited to try it. Doing visual art with children is fantastic for their fine motor, especially this one. A used cotton tips for dipping into the paint and making patterns with dots.
Australian Aboriginal Dot Painting for Children and Art ...
Aboriginal art for kids 1. Aboriginal Art From Australia 2. Aboriginal people are indigenous (the first) Australians. They tell stories in words and pictures about how the world began. They call this Dreamtime. Their stories are called 'Dreamings'. 3. Can you point Australia on the map? 4.
Australia's deserts 5.
Aboriginal art for kids - SlideShare
Aboriginal Animal Art Templates. I have attached some Aboriginal Art Animal templates based on art by aboriginal artists which you are welcome to use. Students should be encouraged to fill in areas with cross-hatching or parallel lines rather than solid blocks of color.
Animals in aboriginal art | Aboriginal art animals ...
To explore art techniques of Aboriginal artists of Australia. To introduce the many strange, fascinating animals such as the kangaroos, koalas, pygmy mice, flying possums, pouched wolf, the bandicoot, and the wombat that are images in Aboriginal art and stories. Spirit Country Contemporary Australian Aboriginal Art Jennifer Isaacs 2000
ABORIGINAL DREAMTIME
We will end by letting the kids create an Aboriginal Boomerang Craft. We also provided a free printable boomerang template below to assist in the process of making this craft for preschool kids. Quick Facts on Australian Aboriginal Art. Explain a bit of history to the kids: In the early days, Aborigines would paint on a wide variety of media which included leaves, rocks, bark, sand and wood.
Australian Aboriginal Boomerang Craft - Kidz Activities
This video teaches school-age children about Australian Aboriginal Art and gives instructions for a dot-painting project at the end.
Australian Aboriginal Art for Kids - YouTube
A fun activity for young students, this pack includes a brief historical background on Aboriginal art and clear step by step instructions and visuals so students can create their own artwork. Perfect for NAIDOC Week or any Australian Aboriginal study. This best selling pack includes:Slides: Aborigin...
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
Page 2/2 | <urn:uuid:fe7ddeb7-d2aa-40f9-99ca-ca184710829a> | CC-MAIN-2020-45 | http://bitofnews.com/aboriginal_art_for_children_templates.pdf | 2020-10-23T21:54:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00358.warc.gz | 14,471,701 | 1,458 | eng_Latn | eng_Latn | 0.994311 | eng_Latn | 0.994632 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3583,
7058
] | [
2.03125
] | 1 | 0 |
Bristol Archives
The Bristol Blitz: sources for research
Bristol Archives holds numerous sources related to the air raids on Bristol in the Second World War. Selected collections and papers are described here, although this is not a comprehensive list.
Further material is listed on our online catalogue, often in the records of public services, businesses, schools and churches as well as personal papers and diaries.
To search thoroughly, try various search terms, such as 'Second World War', 'World War Two', World War II', 'WW2', 'WWII', 'Blitz*', 'air raid', 'home guard', 'civil defence', 'bomb damage' and 'war damage'. Searching for material dated 1939 to 1945 is also useful.
Online catalogue
archives.bristol.gov.uk
Website
www.bristolmuseums.org.uk/bristol-archives
Email
email@example.com
Telephone
0117 922 4224
Key dates
Municipal records
During the Second World War, Bristol Corporation worked with the armed and emergency services to coordinate civil defence. The Corporation also set up committees to inform, help and rehouse civilians.
- Minutes of the Air Raid Precautions Committee, 1935-1945 (Ref. M/BCC/ARP).
- Records of the Emergency Committee (Ref. M/BCC/EME), later the Civil Defence Committee (Ref. 33779). These include minutes, planning documents, maps, casualty lists and records of bombs and bomb damage, 1939-1971.
- Minutes of the Lord Mayor's War Services Committee, 1939-1952 (Ref. M/BCC/WSC/1) and related papers, 1938-1954 (Ref. 35210).
- Lord Mayor's correspondence concerning war damage, fire-watching, fundraising and other matters, 1939-1945 (browse Ref. LM/C).
- Minutes of the Watch Committee and SubCommittee, 1936-1948 (Ref. M/BCC/WAT/2; see /35 to /37).
- Records of the Housing Department, 1937-1981 (Ref. 41596), covering emergency housing, civil defence, war damage and evacuation.
- Minutes of the Communal Kitchens Committee, 1940-1953 (Ref. M/BCC/CIC/1).
- Minutes of the Defence Committee, 1941-1942 (Ref. M/BCC/DEF).
Emergency services
- Records of Bristol Constabulary, especially civil defence records, 1914-1974 (Ref. Pol/CD).
- Records of Bristol Fire Brigade (Ref. FB), Bristol Fire Service (Ref. 38539) and Bristol Fire Brigade and National Fire Service (Ref. 41905).
Casualties and fatalities
Various different sources contain details of civilian casualties, including:
- Lists of people killed or injured in air raids, within the papers of the Civil Defence Committee, 1939-1940s (Ref. 33779; see /11 to /19).
- In memory of the living: the air raids on Bristol 1940-1943. A listing of the fatal casualties by John Hook, 1996 (Ref. Pamphlet/1672).
To find further records, search our online catalogue for 'war dead' or 'casualties'.
Maps and plans
- Maps of Bristol produced by the German army, showing sites of strategic interest, 1936 (Ref. 38005) and 1939-1943 (Ref. BristolPlans/arranged/194).
- Plan of bombs dropped from 1939 to 1945, ranging in size from 50kg to 1,000kg (Ref. 33779/8).
- Plans of bombs dropped in the Good Friday air-raid, 11-12 April 1941 (Ref. 33779/7).
- Plan of unexploded bombs (Ref. 33779/9).
- Planning maps, showing bomb damage and post-war reconstruction (Ref. 40267).
Personal papers
We hold many collections donated by individuals or families, often containing ration books, service papers, identity cards, photos and letters. Some key collections are:
- Letters by the schoolteacher Margaret Cane, c1939-1947, describing her experiences of the Blitz (Ref. 38528).
- Air raid diary of George England, senior air raid warden, Ashton area, 1940-1944, noting the duration of raids and some details of damage caused (Ref. 40123).
- Diary and photographs of Eric Painter of the Auxiliary Fire Service and National Fire Service, 1940-1945 (Ref. 41849).
- Diary of Reginald Goldby, 1942: he worked for the British Aeroplane Company and he was a fire-watcher and member of the Home Guard (Ref. 43190/1).
Photographs
Two key collections of images are available on our online catalogue:
- Photographs of bomb damage, deposited by the Bristol Fire Brigade, 1940-1944 (Ref. PicBox/3/Blitz).
- Photographs of bomb damage, taken by the press photographer Jim Facey, 1940-1944 (Ref. 41969).
Films
- Operational Control at Air Raid Incidents, c1942 (Ref. BROFA/0004).
- Control Room, 1942 (Ref. BROFA/0031).
- The Blitzed City of Bristol, 1942 (Ref. BROFA/0096) (colour footage).
- The Blitzed City of Bath, 1942 (Ref. BROFA/0143) (colour footage).
- The Citizens of Bristol at War, part 1, 1943 (Ref. BROFA/0097) (colour footage).
- The Citizens of Bristol at War, part 2, 1943 (Ref. BROFA/0098) (colour footage).
- The Citizens of Bristol at War, part 3, 1964 (Ref. BROFA/0099) (colour footage).
Audio material
- In Old tales of St Philip's by Vernon Gay, the narrator describes aspects of the war in Bristol, including the bombing of a sweet shop (Ref. 44094/2/10).
Published histories
- The forgotten front: Bristol at war by James Belsey, 1986 (Ref. Bk/173).
- Bristol under siege: surviving the wartime blitz by Helen Reid, 2005 (Ref. Bk/2338).
- Bristol at war by C M MacInnes, 1962 (Ref. Bk/174).
- The diary of a Bristol woman 1938-1945 by V A Maund, 1950 (Ref. Bk/619).
- Bristol at war by John Penny, 2002 (Ref. Bk/2268).
Other sources
Bristol Central Library
The local studies library holds relevant books, local newspapers, cuttings and several national wartime magazines. Other available material includes:
- Siren: Magazine for Bristol Air Wardens, published January to May 1940.
- Humorous cartoons about the 7th Battalion of the Somerset Home Guard.
- A set of Luftwaffe bombing documents: flying instructions (in German) and target areas superimposed on maps and aerial photographs, 1938-1942.
M Shed
- An Anderson air raid shelter and a Consul raid shelter are on display at M Shed, along with a scorched post removed from the Dutch House, which was demolished after bomb damage in 1940.
Images shown
- Bomb damage on West Street, Bedminster, Jan 1941 (Ref. PicBox/3/Blitz/32)
- Bomb safety leaflet produced by Bristol ARP Committee, c1940 (Ref. 12631/2)
- Plans of bombs dropped in the Good Friday raid, 11-12 Apr 1941 (Ref. 33779/7)
- Bomb damage on Park Street, 1940s (Ref. 41969/1/34) | <urn:uuid:f375a4d6-7ce7-4abe-b352-4d702ed10b27> | CC-MAIN-2024-10 | https://archives.bristol.gov.uk/guides/Bristol%20Archives%20-%20Bristol%20Blitz%20source%20guide.pdf | 2024-02-27T23:24:22+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00083.warc.gz | 94,675,636 | 1,686 | eng_Latn | eng_Latn | 0.9847 | eng_Latn | 0.985346 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
853,
2722,
4717,
6239
] | [
2.046875
] | 1 | 0 |
Jochebed And Miriam: Women In The Life Of Moses
INTRODUCTION
It was the worst of times; and yet, the best of times for the children of Israel. They were slaves in Egypt, a foreign land, far from their home; yet God was about to deliver them.
Sold into slavery by his brothers, Joseph, son of Jacob, became governor over Egypt. When a famine came over the land, Joseph, blessed by God's wisdom and in favour with Pharaoh, was able to move his family to Egypt where there was ample food (Genesis 45:37-47). After the death of Joseph, there arose a new king over Egypt who did not know Joseph. Under his rule, the Israelites increased mightily, and therefore, were cruelly treated. Despite their hardship, it was the best of times for the Hebrews. God was about to raise up a deliverer to stand against Pharaoh and lead the people to their home, The Promised Land, as spoken to Abraham in Genesis 15:13, 14 . . . Know of a surety that thy seed shall be a stranger in a land that is not theirs, and shall serve them; and they shall afflict them four hundred years; And also that nation, whom they shall serve, will I judge: and afterward shall they come out with great substance. The deliverer's name, given to him by a princess, was Moses.
It has been said that behind every successful man is a woman of great influence. There were several women throughout Moses' life who had tremendous influence on him and on his character. In this study, we will learn about the choices that these women made and how those choices affected the Hebrew people and every generation that succeeded them, including yours and mine. God used ordinary women to accomplish His purposes: those who chose to place their trust in the Lord were led and used mightily by Him.
SCRIPTURE MEMORY VERSE
The Lord is my strength and song, and He has become my salvation; He is my God, and I will praise Him; my father's God, and I will exalt Him (Exodus 15:2).
Names Given to the Women in this Story
SECTION 1 - The Bondage of the Israelites in Egypt
READ Exodus 1:1-22.
1. How many descendants of Jacob came to Egypt (vv. 1-5)?
Who was already in Egypt?
2. What happened to Joseph, all his brothers, and all that generation (v. 6)?
3. What does it say about the Israelites (v. 7)?
4. Who did the new King of Egypt not know (v. 8)?
5. Why did the king treat the Israelites wisely 1 (vv. 9, 10)?
6. How did the king seek to oppress the children of Israel (v. 11)?
2
7. In spite of their affliction, how did God bless them (v. 12)?
What effect did this have on the Egyptians?
8. How did the Egyptians make the lives of the children of Israel unbearable (v. 13, 14)?
3
PERSONAL
It surely was difficult for the Israelites to trust God in these circumstances. While under harsh situations of life, have you ever been given a promise by God to strengthen you as you waited on the Lord to bring it to pass? How do these verses encourage you?
Psalm 25:3-5
Psalm 27:14
Psalm 62:5-8
Psalm 130:5, 6
Proverbs 3:5, 6
1 wisely: shrewdly, clever and cunning.
2 afflict - Hebrew anah looking down: brow beating, abase, chasten, deal harshly with force, defile, hurt, ravish, weaken in any way.
3 rigour: strictness, severity, harshness; an act or instance of severity, oppression, or cruelty.
Isaiah 40:28-31
The hardships put upon the children of Israel were minor, compared to what the king devised next. His diabolical plan was to stop the Israelites from multiplying through the murder of the innocent baby boys born to them. This was the epitome of evil. He even tried to use the Hebrew midwives to accomplish his goal, but God had a greater plan!
10. What were the midwives names (Exodus 1:15)?
11. What did Pharaoh command them to do (v. 16)?
12. Whom did the midwives fear (v. 17)?
4
What did they do?
13. What was the midwives' answer to Pharaoh when he questioned them (v. 18, 19)?
14. How did God respond to Shiphrah, Puah, and to the Israelites (vv. 20, 21)?
15. As a result of the midwives action, what did the king command the people to do to all the baby boys (v. 22)?
PERSONAL
The midwives were in a difficult position, but chose to do right. By fearing God rather than man, God blessed them. Have you ever been in a position where you had to choose to obey God rather than man? What was the result?
4 feared God - Hebrew yare reverence: the fear of the LORD dreads God's displeasure, desires His favor, reveres His holiness, submits cheerfully to His will, is grateful for His benefits, sincerely worships Him, and conscientiously obeys His commands (Psalm 33:8, Proverbs 1:3, 7); to hate evil (Proverbs 8:13); the beginning of wisdom (Proverbs 1:7); to stand in awe of who God is. First mention of God in Exodus. God is presented as superior to the king whom Egyptians honored as God.
SECTION 2 - Jochebed, a Godly Mother
READ Exodus 2:1-10.
1. A marriage took place. What do you learn about Moses' parents (Exodus 2:1, 6:20)? What are their names?
2. And the woman [Jochebed] conceived, and bare a son . . . How is he described? What did his mother do (Exodus 2:2, Acts 7:20)?
3. What did Jochebed then do with the baby (Exodus 2:3)?
LOOK DEEPER
Jochebed laid her son in the reeds at the river's bank, trusting God would once again protect him. How do the following Scriptures describe the LORD?
Psalm 18:1-3
Nahum 1:7
4. Who watched from a distance (Exodus 2:4)?
Moses' sister, Miriam, according to most commentators, was about ten to twelve years of age at this time.
5. Briefly DESCRIBE what happened next (vv. 5, 6).
5
We know very little about Pharaoh's daughter; however, we do know God used her in Moses' life. She obviously knew about her father's decree. She also knew this child was a Hebrew, yet she had compassion 6 on him. However, no one was aware of how God was working through this situation to free His people.
6. What did Miriam suggest to Pharaoh's daughter (v. 7)?
7. Who did the maiden call (v. 8)?
8. What agreement was made between the Pharaoh's daughter and the baby's mother (v. 9)?
LOOK DEEPER
Jochebed held on to the child for about three to five years, the weaning age. READ Deuteronomy 6:4-9 and Proverbs 22:6 and WRITE what a parent is to teach his children.
9. What happened once the child grew (Exodus 2:10)?
What did Pharaoh's daughter call him? What does it mean?
10. What did Moses learn in Pharaoh's palace (Acts 7:21, 22)?
11. Why are Moses' parents honored in Hebrews 11:23?
5 Pharaoh - Hebrew the great house: the title of Egyptian kings.
6
compassion: deep sympathy for someone else's troubles.
LOOK DEEPER
READ the following Scriptures that declare God's protective Omnipresence 7.
Joshua 1:9
Psalm 139:7-10
Isaiah 43:1, 2
SECTION 3 - Zipporah, Moses' Midianite Wife
Moses was about the age of forty when he saw an Egyptian abusing a Hebrew. Moved to defend one of his own, he killed him. Pharaoh then sought to kill Moses, but he fled to the land of Midian 8 .
READ Exodus 2:11-22, 4:19-26.
1. Briefly DESCRIBE what happened to Moses in Exodus 2:11-15a.
2. To where did Moses flee (vv. 15b-17)?
What happened at the watering well?
7 omnipresence: present everywhere at all times.
8 Midian - Hebrew strife: region in the desert northwest of the Arabian Peninsula. Nomads from the fourth of the six sons of Abraham by his wife Keturah (see Genesis 25:2).
3. Jethro was concerned because his daughters came back so quickly. What reason did they give him (vv. 18, 19)?
4. How did Jethro bless Moses (vv. 20, 21)?
5. What were the names and meanings of Moses and Zipporah's sons (Exodus 2:22, 18:2-4)?
In Exodus 2:23-25, we read that the king of Egypt has died and the bondage of the people was great. . . . their cry came up unto God by reason of the bondage. And God heard their groaning, and God remembered His covenant with Abraham, with Isaac, and with Jacob. And God looked upon the children of Israel, and God had respect unto them. God was already at work, He was preparing Moses to lead and free His suffering people.
LOOK DEEPER
READ Exodus Chapter 3. How did God reveal Himself to Moses and the children of Israel? What did He call Himself?
9
God called Moses to return to Egypt to deliver the children of Israel out of bondage. God gave him signs to authenticate him as God's chosen deliverer.
6. In Exodus 4:18, Moses went to Jethro and asked permission to go back to Egypt to see if his family was still alive. What was Jethro's response?
7. How did he take his family back to Egypt (Exodus 4:19, 20)?
What was in his hand?
10
9 I AM THAT I AM - Hebrew YHWH: YAWEH or Jehovah from the verb "to be"; meaning simply but profoundly He is. His full name is found only in Exodus 3:14 and means I AM WHO I AM.
10 the rod of God - Hebrew matteh a branch: Moses and Aaron's rod was a shepherd staff used to perform miracles; also symbolic of authority.
Forty years after fleeing from Egypt, Moses took his family back to Egypt in obedience to God's command. Circumcision was commanded by God in Genesis 17:9-14. Zipporah, being a Midianite may not have agreed with this commandment nor shared the spiritual values of her notable husband who acted against the sacred tradition of circumcision of Israel. Moses did not obey God's command of circumcision for his son and God was angry with him.
8. What did the Lord seek to do to Moses (Exodus 4:24)?
9. What was Zipporah's reaction (vv. 25, 26)?
What did Zipporah call Moses?
11
How did God respond?
It is believed that this is when Moses sent Zipporah and their sons back to her father's house in Midian (Exodus 18:2).
10. When and where did Moses see his wife Zipporah and their two sons again (Exodus 18:1-6)?
We don't hear any more about Zipporah. She disappears without comment from the history of the Jewish people in which her husband figures prominently, a history that faithfully records women of God. We know that her father was a godly influence to her, her sons, and a great help to Moses.
SECTION 4 - A Worshipful Miriam
In Exodus Chapters 5-14 is the marvelous story of God bringing His people out of Egypt. Exodus 14:30, 31 finishes with these words: Thus the LORD saved Israel that day out of the hand of the Egyptians; and Israel saw the Egyptians dead upon the sea shore. And Israel saw that great work which the LORD did upon the Egyptians: and the people feared the LORD, and believed the LORD, and His servant Moses. Now Miriam, along with her brothers and the people, sang a song of victory to the Lord.
READ Exodus 15:1-21.
1.
What does Scripture reveal about Miriam (vv. 20, 21)?
11 bloody husband: a name given because of God's command of circumcision.
12 prophetess: a female prophet, a messenger inspired by God.
12
LOOK DEEPER
Moses knew the power of God to deliver His people. READ the song of Moses and DESCRIBE the greatness of God (Exodus 15:1-18).
SECTION 5 - A Critical Miriam
Miriam was now a very old woman, wandering in the wilderness with the children of Israel. God had continued to miraculously provide for His people by providing manna 13 for them to eat daily. Yet instead of praise and thanksgiving, the people murmured and complained against God. In Numbers Chapter 12, the complaining was against Moses, God's chosen leader.
READ Numbers 12:1-15.
1. Who spoke against Moses (v. 1)? Why?
14
2. What was their complaint (v. 2)?
3. The Lord heard their complaint against Moses. How is Moses' character described (v. 3)?
13 manna - Hebrew man-hu what is this?: the name given by the Israelites to food miraculously supplied to them by God during their wandering in the wilderness (Exodus 16:15-35); bread from heaven.
14 Ethiopian woman - Hebrew Cush south of Egypt: region in Africa inhabited by the descendants of Ham, one of Noah's sons.
Aaron was the High Priest and Miriam was a prophetess of God. They both had high positions in the camp; however, the Lord teaches strongly never to speak against chosen servants of the Lord (Numbers 12:8).
4. What did God command them to do (Numbers 12:4, 5)?
How did He appear to them?
5. God defended Moses before Miriam and Aaron. What did God make clear was the difference between Moses and them (vv. 6-8)?
LOOK DEEPER
Why should you honor, respect, and respond to the godly leadership that God has placed over you?
Psalm 75:5-7
Hebrews 13:17
6. How did God respond toward Aaron and Miriam (Numbers 12:9)?
7. What happened to Miriam when God disappeared in the cloud (v. 10)?
8. What was Aaron's reaction (vv. 11, 12)?
9. Miriam must have instigated the rebellion against Moses; therefore the Lord's judgment fell on her, so Moses interceded for Miriam. How did the Lord respond to Moses' cry for mercy (vv. 13, 14)?
10. What consequences did the multitude suffer because of Miriam's sin (v. 15)?
We can learn from Miriam that sin in our lives will hold up God's plans for ourselves as well as others. Miriam sadly isn't mentioned any more in this journey until her death and burial in the wilderness of Zin 16 in Numbers 20:1.
11. How did God honor Miriam in Micah 6:4?
MEMORY VERSE
(Exodus 15:2).
The women in the life of Moses teach us about the importance of making godly choices. Each of these women made choices that affected the lives of their families and those around them. From Jochebed, Puah and Shiphrah, we learn that when you choose to fear God and put your trust in Him, He will bless you and use you to be a blessing to others. Pharaoh's daughter teaches us that God will use non-believers to get His will accomplished. Though Zipporah leaves us wondering about her relationship with God, she did save Moses from the wrath of God when he disobeyed Him. We can learn from Miriam no matter how greatly gifted and used of God we are, we still need to continue throughout our entire life to make godly choices; otherwise sin in our lives will hold back God's plan for ourselves, as well as others. We need to finish well.
If you wish to receive any of the studies on WOMEN IN HIS IMAGE write to:
Somebody Loves You Publishing, 22324 Golden Springs Drive, Diamond Bar, CA 91765 (909) 396-1884 FAX: (909) 396-0553 Email: email@example.com
All Scripture found in this study is from the King James Bible unless noted otherwise. Due to the holy nature of God, the first letter of all references to Him, His holy name, and His Word have been capitalized. This study may be copied, reproduced, or duplicated with written permission. ©1997 Prepared by: Somebody Loves You Publishing © 2002 – Second Print © 2008 – Revised
15 spit in her face: a practice abhorred by people in the ancient Near East. A seven day exile was normal for purification and restoration.
16 Wilderness of Zin: flat, lowland, along the extreme southern limits of the Promised Land, between the Dead Sea and Agabah. | <urn:uuid:71757830-6ef3-422e-91ce-ffeb953fb130> | CC-MAIN-2020-45 | https://s3-us-west-1.amazonaws.com/ccgs/womens/homework/wise-and-foolish-women-of-old/Jochebed+and+Miriam.pdf | 2020-10-23T22:48:06+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00357.warc.gz | 503,342,620 | 3,864 | eng_Latn | eng_Latn | 0.991415 | eng_Latn | 0.995968 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1939,
2318,
3283,
4812,
5564,
6593,
7368,
8889,
10754,
11809,
12744,
14851
] | [
2.09375
] | 4 | 0 |
Chapter 1
Introduction
This chapter investigated about the basic consideration, research question, objectives of research, the scope and limitation, reason for choosing the topic, and significances of research.
Basic Consideration
English is the language which is most commonly used and understood by the people, it is a very essential and important language for communication. As it is well known, English is a worldwide language. The world of Business, cultural, social events and many international activities around the world are usually carried out by using English. Besides, Most of national and international schools in non-English-speaking countries include English as a basic subject in their programs.
Even though, most of non-native English students assume that English is difficult to learn, but in fact there are still a lot of students willing to learn and use it. Perhaps, for half of them, English is interesting and can be used in every formal situation even can be applied everywhere. Then, this appears to be one big challenge for the teacher to develop various teaching techniques in order to make students interested more in learning such this foreign language. In this case, students are attempted to learn a foreign language which definitely different from their own mother tongue, so that the variety of teaching techniques will help learners to get higher motivation to learn English. Wingkel (as cited in Uno, 2005, p.171) stated that "using variation technique in teaching is the teacher's way to reduce the students' boredom in class, so in learning process the students will show their perseverance, enthusiasm and active in the class".
Richard and Rodgers (as cited in Murdibjono, 2012) stated that "one of the technique that can be used is by using games". Game can give students feeling of freedom to express their selves to the other friends. The students need games to make the learning process attractive. According to Hadfield (as cited in Agustina, 2012), "a game is an activity that containing rules, a goal and sense of fun". Even though it is just a game, but the students should follow the rules to get a good result. The teacher should give clear explanation about the game and demonstrate it to avoid the students' misunderstanding. It supports by Deesri (2002) "demonstration is helpful because it can help students to understand the game and help them to follow the rules".
The students are easy to catch the material when the teacher use games in the class, because by using game, the students may express their feeling to the other friend easily. Games are also potentially useful to encourage students to interact with each other orally. The students are happy in the class when the teacher uses games; because by using games, they are develop more enthusiastic in class, it is reducing the students' shyness and boredom in teaching and learning process. The students are also enjoying their class and feeling that they can answer the question they get in games. It is supported by Zhu (2012, p.802) who stated that "using games in English class can get students relaxed and enjoyed using the language".
The researcher was interested to investigate a topic about game, because the researcher thinks that game can help students to increase the students' interest in learning English. Based on the researcher's experience during participated the teaching practice II (PPL II) at SMKN 1 Limboto, the researcher found that some students felt difficult in learning English, it is caused by the teachers were rarely using varieties of techniques in English teaching. The students also have less motivation in English learning because they feel that English is so hard to learn and understand whereas the teacher did not give more motivations to the students to get involved in
such a fun situation in learn English. However, some of the teachers used games in English teaching. They applied variety games to make the class in order to create an attractive class. The students in the class enjoy the subject and it makes the class remain in a good atmosphere.
Automatically it makes the students have motivation in learning English.
One of the games that teacher uses is "Who am I" game. This game is a part of Guessing game. According to Webster (as cited in Dwiyanti, 2009, p.12) "guessing game is a game that the participants compete individually or teams in the identification of something indicate obscurely (as riddles or charades)".The researcher assumes that "Who am I" game is one of the popular games that involve the students guess something like "who I am" in the game which the player demonstrate in front of class, so that they get an understanding about being demonstrated. Lee (as cited in Dwiyanti, 2009, p.13) stated that "everybody imagines his/ herself to be somebody else". This game is not only played and implemented in senior high school but also applied by the teacher who teach in vocational high school because they are having almost similar material which can be taught by using this game such as ; introduction, people or profession, and characteristic. The researcher chose vocational high school because the researcher was one of college students who participate the teaching practice II (PPL II) student at SMKN 1 Limboto and the researcher have done pre-observation in this school about games, including "Who am I" game.
In this case, the researcher was interested to conduct a research about guessing game and especially the game which is known well as "Who am I". The researcher wants to know how the teachers' perspective about the implementation of "Who am I" game in teaching English. The researcher chose to investigate the teachers' perspective because the researcher wants to know whether "Who am I" game is one of the ideal games that can be applied in the class. From the
teachers, the researcher wants to know how is the students' achievement in learning English by using "Who am I" game. The researcher believes that this is a good game to improve the students' English language especially in speaking skill and enrich their vocabulary, because in this game they have to speak to find out the answer on their back. So, the researcher conducted a research entitled "The Implementation of "Who am I" Game in English Teaching at SMKN 1 Limboto: Teachers' Perspective".
Research Question
Based on the explanation above, the research question of this research is "how is the teachers' perspective towards the implementation of "Who am I" game in English teaching?"
Objective of Research
The objective of this research is to know how is the implementation of "Who am I" game in English teaching based on teachers' perspective.
The Scope and Limitation
The researcher only focuses on the English teachers' perspective; the researcher chose the English teachers of SMKN 1 Limboto as the participant of the research.
Reason for Choosing Topic
The researcher chose this topic because of some reasons; first, "Who am I" game is one of the games that teachers used to teach and it may give motivation for the students in learning English. Second "Who am I" game is one of the technique that can make the students are able to speak freely through the game that they have learned. Third, this game gives opportunity to the students to share their idea to other friends. Fourth, this game can improve students' ability in
English language especially in English speaking and vocabulary. And fifth, the researcher wants to know whether 'Who am I' game is an ideal game for the Students in learning English based on teachers' perspective.
Significance of Research
In this case, there are three significances of this research; for the researcher, it may provides a method of teaching English especially in school, by using such "Who am I" game and in the future as the candidate of a teacher, it might be applied in teaching and learning process. Then for the other researcher it may gives information about "Who am I" game. "Who am I" game is a part of guessing game that will guess about something. The next, for the teachers, it can give information to use games in teaching, especially "Who am I" game to make the class more active. This game is good to train the skill when someone is teaching English for example, especially in speaking skill, also can enrich the students' vocabulary. | <urn:uuid:7c6d1fbc-f17f-49d6-bbd8-10f40d1bef1f> | CC-MAIN-2024-10 | https://siat.ung.ac.id/files/wisuda/2013-2-2-88203-321409120-bab1-21042014035202.pdf | 2024-02-28T00:44:04+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474688.78/warc/CC-MAIN-20240227220707-20240228010707-00082.warc.gz | 543,233,467 | 1,676 | eng_Latn | eng_Latn | 0.999472 | eng_Latn | 0.999491 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1670,
3826,
5867,
7413,
8383
] | [
2.015625
] | 1 | 0 |
DESERT INDOORS®
Environmental Education Activities for Students and Families at Home (This activity was created in accordance with shelter-in-place. Remember to practice social distancing and stay local.)
Module: The Desert Tortoise, the Environment, and You!
Topic: Desert conservation and protection advocacy
Objective/Learning Goal: Children will learn more about the desert tortoise and understand how they can make a difference in assisting tortoise populations by becoming land stewards and future community leaders and desert conservationists.
Glossary:
* Carrying Capacity - The number or quantity of living things that an environment can support without degradation of the habitat.
* Adaptation - A change or the process of change by which an organism or species becomes better suited to its environment.
* Citizen Science - The collection and analysis of data relating to the natural world by members of the public, typically as part of a collaborative project with professional scientists.
* Predation - The preying of one animal on others.
* Habitat - The natural home or environment of an animal, plant, or other organism.
* Reabsorb - To take-up something previously secreted or emitted.
Materials: iNaturalist application, paper or notebook, pencil, access to internet or Wi-Fi, videos https://www.youtube.com/watch?v=aIOh7GUXe3U and https://www.youtube.com/watch?v=kIZ3153RT7w .
Indoor and/or Outdoor Activity:
Build Background Knowledge - Ask your kids what they already know about Citizen Science: Who can become a Citizen Scientist? How do you go about participating in a project? What kind of projects can children participate?
Because of the relative lack of moisture in the Mojave Desert many plant and animal species grow slowly. Lack of access to water resources lowers the number of animals and plants that can be sustained within the habitat, this is called carrying capacity. Animals have adapted by being very water conscience. Species like the desert tortoise, the road runner, and many snakes can reabsorb water from their feces. Tortoises use their bladders to store most of their water, which is why you never want to pick one up! The desert tortoise (Gopherus agassizii) is an herbivorous forager or plant eater and gets the water they need by consuming plants. Thanks to their powerful front legs, the desert tortoise can excavate burrows that they spend around 95% of their life inside. These burrows also become a shared home to other animal species like, rodents, frogs, lizards, and insects.
Did you know that a tortoise:
* spends most of its time in burrows to regulate its body temperature and protect it from water loss.
* they are a federally protected species and are considered a threatened species.
* can live about 50 to 80 years and can't reproduce until they are between 12-20 years old!
* their diet primarily consists of grasses, but they eat herbs, annual wildflowers, and cacti fruit.
* uses their bladder to store water to survive in the desert heat (that's why we don't want to move them, they'll get scared, pee and then can die from dehydration).
* tortoise's gender is determined by their nest temperature; this means warmer temperatures will result in more males being born and cooler temperatures more females.
* young desert tortoises will occasionally come out to feed or drink water in the dead of winter, they can do this because their small bodies take less time to heat up than adults.
* Agassiz's Desert Tortoise (Gopherus agassizii) is classified as a threatened species, but many experts agree that they are in fact critically endangered and in need of reclassification.
* tortoises can have different eye colors! There is a dominant eye color much like how brown is the dominant color in people as well as less common eye colors.
* tortoises dig their own drinking bowls in the soil and remember exactly where they are so that when it rains, they rush to it for a drink.
* tortoises have multiple summer and winter burrows that they use.
* female tortoises can lay fertile eggs for several years after mating with a single male. This ensures that she can produce young each year without depending on male contact.
* if there is no water available, Desert tortoises will sometimes eat wet mud and extract the water that way.
* male desert tortoises have the highest testosterone levels of any living vertebrate, making them the most aggressive and territorial animals on the planet.
Hatchlings, baby tortoises, have shells that won't harden for about 5 years! That means when they are very young, they are susceptible to predation from other animals. This includes coyotes, the kit fox, snakes, and the raven.
The raven is an especially dangerous predator at this time, because their populations have grown so fast in the last couple of decades. Though they are native to the Mojave Desert, they are very smart birds and learn to adapt quickly to environmental changes. They have adapted to living with humans. When we don't throw away trash properly or leave our trash cans open, ravens can get into them and eat it (eww!). Unfortunately, ravens also love to eat baby tortoises. Because of their soft shells and slow-moving nature, tortoises have become prime targets for all those hungry birds.
Now that we know more about the Desert Tortoise and the raven, let's talk about each species. Why are tortoises important and why should you care about them? What can you do as a student to help protect the tortoise? What can we do about raven populations? Well, those are good questions. Let's answer them together.
Why is the desert tortoise important? With your learning partner, discuss why the desert tortoise is an important part of the ecosystem. Discuss what part they play in their habitat and what tortoises provide to other plant and animal species.
What can you do as a student to help protect the tortoise? It might seem like a daunting question, after all you're student and not an adult right?! But you must remember that you are the next generation of scientists, land stewards, and conservation advocates. You can start learning now and, come up with ideas that you can share and inspire other students and adults. Brainstorm some ideas together, tell your learning partner your ideas, maybe they came up with different solutions. You can write and/or draw them as well.
If your ideas included helping to reduce the raven population, what solution did you come up with? Maybe you thought about making sure your trashcan lid was closed or to pick-up garbage you find outside. Maybe even share what you know with others and suggest they use the same practices?
You can learn more about the tortoise by watching MDLT's Land Steward Luke B., talk about the Desert Tortoise https://www.youtube.com/watch?v=kIZ3153RT7w or by watching this video from biologist Kelly H., https://www.youtube.com/watch?v=aIOh7GUXe3U
Follow-up/ Discussion - What did you learn? How do you feel about being able to participate in projects or work that helps this threatened species? How do you feel about being a student that can help protect the desert?
Students can then take time to draw or illustrate their ideas, tortoise habitat, or they can depict themselves as the scientists and advocates they now are.
Additionally, children and adults can participate in a variety of Citizen Science projects that they are interested in by visiting https://www.citizenscience.gov/#
We would love to hear how your citizen science and tortoise saving projects went, share your work with Mary email@example.com?
Further Reading and Resources-
Bureau of Land Management- The Threatened Desert Tortoise https://www.blm.gov/sites/blm.gov/files/documents/Nevada_SNDO_Desert_Torto ise_Fact_Sheet_0.pdf
Desert Tortoise Council- https://deserttortoise.org/
Joshua Tree National Park- Desert Tortoise https://www.nps.gov/jotr/learn/nature/tortoise.htm
The Living Desert Zoo- Time to Talk Trash https://www.livingdesert.org/learn/inthe-community/healthy-desert-education-project/
Mojave National Preserve- Desert Tortoise https://www.nps.gov/moja/learn/nature/desert-tortoise.htm
San Diego Zoo- Animals and Plants: Desert Tortoisehttps://animals.sandiegozoo.org/animals/desert-tortoise
U.S. Fish & Wildlife Service- Mojave Desert Tortoise https://www.fws.gov/nevada/desert_tortoise/dt/dt_life.html | <urn:uuid:cce0eab6-2261-4029-9529-8bf48c88c4f3> | CC-MAIN-2020-45 | https://www.mdlt.org/wp-content/uploads/2020/10/The-Desert-Tortoise-and-You-1.pdf | 2020-10-23T21:33:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00360.warc.gz | 832,627,656 | 1,798 | eng_Latn | eng_Latn | 0.876906 | eng_Latn | 0.996825 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2539,
4462,
6908,
7576,
8361
] | [
4.65625
] | 1 | 1 |
Full Stops and Capital letters
Identify where the full stops and capital letters need to go in each piece of text. Then rewrite the sentences correctly. We've done the first one for you.
1. It was a hot summer's evening.
2. the magic clock showed the different seasons
3. all the flowers were wilting you saw bella falling asleep
4. the clock's hands pointed to summer
5. suddenly it felt very cold you spotted a strange little man
6. bella woke up and growled at jack frost he waved his magic wand at you | <urn:uuid:f3d3441b-2bdc-49da-bea1-78c28b8920e8> | CC-MAIN-2020-45 | http://nowpressplay.co.uk/wp-content/uploads/2020/03/Seasons-Full-Stops-and-Capital-Letters.pdf | 2020-10-23T22:13:49+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00358.warc.gz | 78,073,940 | 115 | eng_Latn | eng_Latn | 0.999718 | eng_Latn | 0.999718 | [
"eng_Latn"
] | false | docling | [
507
] | [
3.4375
] | 1 | 0 |
Lego
Curriculum Guide
Curriculum - Lego Lego Curriculum Guide Learn Coding and Robotics with LEGO Boost Creative Toolbox LEGO Education WeDo 20 . Computational Thinking Lego Robotics with EV3 | Shop 4-H Build Students' Confidence in STEAM Page 1/26
and ... - LEGO Education FLL FIRST Steps - Request Curriculum Curriculum - LEGO Introduction to Programming - LEGO® MINDSTORMS EV3 ... Digital Building Instructions - service LEGO.com www.cmu.edu LEGO Mindstorms EV3 Programming Basics WeDo 2.0 Teacher Guides – Support – LEGO Education WeDo Curriculum Content – Page 2/26
Support – LEGO Education Simple Machines | Primary School - LEGO Education K-12 Computer Science Curriculum Guide - EDC LEGO® Curriculum Carnegie Mellon Robotics Academy ... ROBOTC Intermediate Programming - LEGO® MINDSTORMS EV3 ... Home | Official LEGO® Shop US Lesson Plans – LEGO Education
Curriculum - Lego The Introduction to Programming the EV3 Curriculum is a curriculum module designed to teach core computer programming logic and reasoning skills using a robotics context. The curriculum consists of three chapters (Basic Movement, Sensors, and Program Flow) and each chapter is broken into units that teach key robotics and Page 4/26
programming concepts.
Lego Curriculum Guide Everything you need to start STEM learning using the Machines & Mechanisms solutions for both elementary and middle school. All curriculum packs offer full teacher support, including STEM materials, studentready resources, building instructions, Page 5/26
and assessment tools. For help with getting started visit the support section.
Learn Coding and Robotics with LEGO Boost Creative Toolbox I worked pretty hard to create a curriculum for the class, and I'm uploading it in case anyone would like use the lessons to teach a similar class. LEGO Mindstorms is a terrific, easily accessible, Page 6/26
introduction to robotics, and frankly just a whole lot of fun.
LEGO Education WeDo 20 . Computational Thinking www.cmu.edu
Lego Robotics with EV3 | Shop 4-H 3-11 12-24 25-37 WeDo 2.0 in Curriculum Assess with WeDo 2.0 Table of Contents Introduction to WeDo 2.0 Page 7/26
Read Free Lego
Curriculum Guide
Computational Thinking The LEGO® Education community is an online community for teachers, administrators, and other professionals in education. It is a place to connect and share ideas, engage in discussions, and share lesson plans and projects.
Build Students' Confidence in STEAM and ... - LEGO Page 8/26
Education
Massachusetts K-12 Computer Science Curriculum Guide | 1 INTRODUCTION Jim Stanton & Farzeen Harunani Education Development Center, Inc. (EDC), and the Massachusetts Computing Attainment Network (MassCAN) collaborated with the Massachusetts Executive Office of Education, the Massachusetts Page 9/26
Department of Elementary
FLL FIRST Steps -
Request Curriculum The ROBOTC Intermediate Programming for LEGO® MINDSTORMS EV3 Curriculum is a curriculum module designed to teach core computer programming logic and reasoning skills using a robotics context. The curriculum consists of Page 10/26
two basic chapters (Motion and Sensing) and three Challenge Chapters (Pipeline Explorer, Barcode Scanner, and Automated Car ...
Curriculum - LEGO Our guides and standards-aligned curriculum packs give you a head start, so you can jump right in to using LEGO Education Simple Machines sets in your Page 11/26
classroom. Each set comes with flexible cross-curriculum activities and NGSSand CSTA-aligned lesson plans, so you spend less time planning and more time catching those "aha!" moments.
Introduction to Programming - LEGO® MINDSTORMS EV3 ... WeDo Curriculum Content Support WeDo 8+ Projects Curriculum Page 12/26
Pack. After downloading, unpack the zip file and install the curriculum pack at the same location as your WeDo software. The curriculum including 6 projects and material for up to 30 lessons will be integrated and available in the WeDo software. ... LEGO, the LEGO logo, the Minifigure ...
Digital Building Page 13/26
Instructions - service LEGO.com Curriculum authored by The Ohio State University. Are you interested in learning more about the curriculum, straight from the author and a 4-H educator? Watch a webinar all about the curriculum, available here. Use the newest LEGO® technology to learn about what a robot is, how to build one, and how to Page 14/26
program it. ...
www.cmu.edu LEGO System A/S, DK-7190 Billund, Denmark. Must be 18 years or older to purchase online. LEGO, the LEGO logo, the Minifigure, DUPLO, LEGENDS OF CHIMA, NINJAGO, BIONICLE, MINDSTORMS and MIXELS are trademarks and copyrights of the LEGO Group. ©2019 The LEGO Group. Page 15/26
LEGO Mindstorms EV3 Programming Basics LEGO® Education provides a continuum of hands-on STEAM solutions with standards-aligned lessons that are adaptable to the needs of students across all ages and abilities.
WeDo 2.0 Teacher Guides – Support – LEGO Education Introduction to Page 16/26
Programming - LEGO® MINDSTORMS EV3. The Introduction to Programming EV3 Curriculum is a curriculum module designed to teach core computer programming logic and reasoning skills using a robotics engineering context.
WeDo Curriculum Content – Support – LEGO Education LEGO Education Core Page 17/26
Set to build the robot, and the EV3 Software installed on a computer. Or, be a library participating in the Gaining STEAM Lego Mindstorms Circulation Kits provided by the Washington State Library and the Institute of Museum and Library Services. If that be the case, everything you'll need is on hand.
Simple Machines | Primary School - LEGO Education Each engaging standards-based lesson plan helps to inspire curious and creative minds using LEGO Education solutions. Orders placed after Dec 18 won't ship till Dec 26. Exceptions contact orders@legoed ucation.us or 800-362-4308. Discover. Early Learning. ... Getting Page 19/26
Started Lesson Plans Download Software All Resources By Product.
K-12 Computer Science Curriculum Guide - EDC The curriculum guides new coaches through their initial season with FIRST LEGO League and provides standards mapping and assessments for teachers implementing FIRST LEGO League in the classroom. It is a step by step, meeting Page 20/26
by meeting framework that allows coaches or teachers with no previous FIRST experience to lead a robotics team through a successful first season.
LEGO® Curriculum Carnegie Mellon Robotics Academy ... WeDo 2.0 teacher guides and preparation materials for you to download and use. ... Teacher's Guide (Size Page 21/26
21MB, PDF) Chinese Introduction (Size 4MB, PDF) ... LEGO, the LEGO logo, the Minifigure, DUPLO, the SPIKE logo, MINDSTORMS and the MINDSTORMS logo are trademarks and/or copyrights of the LEGO Group. ©2019 The LEGO Group. ...
ROBOTC Intermediate Programming - LEGO® MINDSTORMS EV3 ... You'll find the set Page 22/26
number just below the LEGO® logo on the building instructions, on the box and on the product pages of our website. Find your set number. Enter a 4-7 digit set number or key word to see all building instructions. Some sets have extra building instructions for Bmodels, combination or alternative models so you can build ...
Home | Official LEGO® Page 23/26
Shop US
LEGO Boost is a new coding and robotics set that combines an interactive app with motors, sensors, and easy programming. ... I'd recommend that teachers standardize their curriculum on LEGO Boost for younger kids and then jump to Mindstorms for older students, skipping WeDo entirely. ... The app will guide them through Page 24/26
Read Free Lego Curriculum Guide quite easily.
Lesson Plans – LEGO Education In order to use the curriculum materials you need to have the LEGO MINDSTORMS Education EV3 software installed. These resources focus on students aged 10-16 with links to national curriculum standards. Includes student-ready resources, full teacher support, assessment Page 25/26
Copyright : backpacker.com.br
Read Free Lego Curriculum Guide
tools, sample programs, and building instructions.
Copyright code : e344d 5d43282c1ef6d3b8318 36b66252. | <urn:uuid:6d38cc5a-d7a0-4d44-acf4-12bd52519d08> | CC-MAIN-2020-45 | http://backpacker.com.br/lego_curriculum_guide.pdf | 2020-10-23T22:12:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00360.warc.gz | 10,553,803 | 1,751 | eng_Latn | eng_Latn | 0.924826 | eng_Latn | 0.988059 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
250,
573,
867,
1219,
1521,
1869,
2143,
2486,
2797,
3092,
3402,
3714,
4034,
4382,
4686,
4976,
5275,
5578,
5908,
6256,
6574,
6891,
7249,
7591,
7949,
8119
] | [
2.671875
] | 1 | 0 |
ALL DAY LONG Lyrics
Rise and Shine
Use this song to start your day in a positive way.
Rise and shine, (Bend down, then rise and put arms in air.)
And welcome to school today. (Clap to the beat.)
Rise and shine, (Bend down, then rise and put arms in air.)
And welcome to school today. (Clap.)
Rise and shine, (Bend down, then rise and put arms in air.)
And welcome to school today. (Clap.)
We're so glad you're here!
(Shake hands.)
A little louder… (Sing loud.)
A little softer…
(Sing soft.)
Whisper version… (Whisper words.)
Happy Days
Point to the words on your calendar as you sing this song.
When you're glad it's Sunday, clap your hands. (Clap hands.)
When you're glad it's Sunday, clap your hands.
Let's spell Sunday. It's a fun day.
S – U – N – D – A – Y.
Monday – Marvelous Monday - Stomp your feet. (Stomp feet.)
Tuesday – Terrific Tuesday - Nod your head. (Nod head.)
Wednesday – Wonderful Wednesday - Blink your eyes. (Blink.)
Thursday – Thrilling Thursday - Snap your fingers.
(Snap fingers.)
Friday – Fantastic Friday – Bounce around.
(Bounce to the beat.)
Saturday – Super Saturday - Shout, "Hooray!" (Put fist in air.)
Month Hop
Stand and put your hands on your hips. Stick out alternating heels to the beat of the music.
January, February, March, April, May.
June, July, August, September, October, November, December.
J-A-N-U-A-R-Y ~ January
F-E-B-R-U-A-R-Y ~ February
March…April…May…June…July…August…September…October…
November…December
Twelve months of the year;
Then you start again.
New Year's Day, hip, hip hooray!
Let the fun begin!
Weather Song
Choose one child to be the meteorologist each day and lead the class in this song.
What will the weather, weather, weather,
What will the weather be today?
Is it sunny, sunny, sunny?
(Children stick thumbs up if the weather is
sunny.
S-U-N-N-Y today.
Thumbs down if the weather is not sunny.)
Cloudy…
Rainy…
Foggy…
Snowy…
Surprise Sack
Hide a book, game, object or prop that relates to a skill or theme you are working on in a sack and sing this song to increase children's interest.
What's in the surprise sack?
Who can tell?
Maybe it's a book or maybe it's a shell.
What's in the surprise sack?
Who can see?
It's something special for you and me!
What's in the surprise sack?
Who can say?
Maybe it's a picture or maybe it's a game.
What's in the surprise sack
Look and see.
It's something special for you and me!
New Shoes
When children wear a new pair of shoes to school, let them stand in front of the room and dance as you sing this song to them.
Here's one foot.
(Child sticks out one foot.)
Here are two.
(Child sticks out other foot.)
Each is wearing a brand, new shoe,
So stand up, turn around, dance around the floor. (Child dances in a circle.)
That's what these two feet are for.
(Point to feet.)
Welcome Back
If a child has been absent, insert their name in this song when they return to school to let them know you missed them.
Welcome back child's name.
Welcome back child's name.
Welcome back child's name.
We're glad you're here today.
Loose Tooth
Celebrate when a child loses a tooth by using their name I this tune.
Oh, look in child's name mouth
And what do you see?
A great, big hole where a tooth used to be.
Well, they wiggled it and jiggled it until it wiggled free.
Now, there's a window when they smile at me.
Birthday Song
Make children's birthdays special with this activity.
Today is the birthday of somebody who
Is happy and smiling and right in our room.
Now look all around you and tell me just who…
Is happy and smiling, my goodness, it's you! (Point to the birthday child.)
Today is child's name birthday.
Let's make them a cake.
(Pretend to hold a bowl
Stir and mix and mix and stir,
and stir.)
Then into the oven to bake.
(Put cake in the oven.)
Here's our cake so nice and round.
(Make a circle with arms.)
We'll frost it with icing white.
(Pretend to put on frosting.)
We'll put _____ candles on it
(Hold up age with fingers.)
To make their birthday bright!
(Hint! Make a "human birthday cake" by having all the children in the room hold hands and make a circle. Let the birthday child get in the middle and choose friends to be the candles on the cake. The candle/friends stand around the birthday child and put their arms over their heads like a flame. When the birthday child "blows" them out, they melt to the ground.)
Line-Up Cadence
Clap thighs and stomp feet to the rhythm of this chant as children repeat each line.
Lining up is easy to do, When you take care of only you. Feet together, hands by sides. We've got spirit, we've got pride. Sound off 1, 2. Hit it again 3, 4 Ready now? 1, 2, 3, 4 ~ ~ out the door!
Dismissal Song
Here's a song to dismiss children to line up or go to a learning center. When they hear the letter their name begins with, they may be excused. Hint! Vary the song by using their last name or middle name.
If your name begins with A, stand up.
If your name begins with B, stand up.
If your name begins with C, D, E,
You may now stand up.
F, G, H, I, J…
K, L, M, N, O…
P, Q, R, S, T…
U, V, W, X, Y, Z…
Have a Seat
Use this rhyme to get children seated and prepare them for a new activity.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on the floor.
Not on the ceiling,
Not on the door.
Everybody have a seat on the floor.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on your chair.
Not on the window,
Not in the air.
Everybody have a seat on your chair.
Give Me a Clap
Focus children's attention with this chant.
Give me a clap. (Clap twice.)
Give me a clap. (Clap twice.)
Give me a clap, give me a clap, give me a clap. (Clap twice.)
Give me a snap. (Snap twice.)
Give me a snap. (Snap twice.)
Now fold your hands, and put them down into your lap.
Wiggle Them
Use this finger play to release wiggles and calm children.
Wiggle them, wiggle them, wiggle them so. (Wiggle fingers.)
Wiggle them high.
(Wiggle above your head.)
Wiggle them low.
(Wiggle down low.)
Wiggle to the left.
(Wiggle to your left.)
Wiggle to the right.
(Wiggle to your right.)
Wiggle them, wiggle them, out of sight. (Put your hands behind your back.)
Snap them…
(Snap fingers.)
Open and shut them…
(Open and shut hands.)
Shake them…
(Shake hands.)
Wave them…
(Wave hands.)
Tidy Up
Sing this song when it's time to clean up.
Tidy up, tidy up, put your things away.
Tidy up, tidy up, we're finished for today.
Oh, tidy up, tidy up, put your things away.
For we'll get them out again another school day.
We've had lots of fun as we've worked and played.
Now it's time to all join in and play the clean up game.
Hi Ho Helpers
Here's another song to make cleaning up a game.
Hi ho, hi ho, a cleaning up we'll go. Everyone join in the fun, Hi ho, hi ho. Hi ho, hi ho, a picking up we'll go. Put your things away for another day, Hi ho, hi ho. (Sing twice.)
Scrub a Dub
Washing hands will be more fun with this tune.
Scrub a dub, rub, rub, a scrub a dub. Germs go down the drain, And that's not a shame. Wash the dirt away, Get hands clean today. Soap them up real good, Rinse them like you should. And healthy you'll be!
Lunch Round-Up
This song is not intended for children to sing. It's a melody that will let them know when it's time for lunch.
Lunch time is here today. Lunch time is here – hooray! Hot dog, peanut butter sandwich, chicken soup, And maybe there's a cookie for you.
Take your lunch box with you. Take your lunch money, too. Now line up like good children at the door. Your tummy knows what lunchtime is for.
Let's go eat!
Hush, Little Baby
Use this song when you need a little R & R (rest and relaxation).
Hush, little baby, don't say a word. Mama's going to buy you a mocking bird. If that mocking bird won't sing, Mama's going to buy you a diamond ring. If that diamond ring turns brass, Mama's going to buy you a looking glass. If that looking glass gets broke, Mama's going to buy you a billy goat. If that billy goat won't pull, Mama's going to buy you a cart and bull. If that cart and bull turn over, Mama's going to buy you a dog named Rover. If that dog named Rover won't bark, Mama's going to buy you a horse and cart. If that horse and cart break down, You'll still be the sweetest little baby in town.
Magic Words
Encourage politeness by teaching children this song.
There are two little magic words That will open any door with ease. One little word is, "Thanks!" And the other little word is, "Please!"
When you'd like to ask for someone's help, And you're not sure where to begin. "Please" will start you off, and "thanks" comes at the end.
Name on Your Paper
This song will remind children to put their name on their paper in a positive way.
Name on your paper ~ first thing! Where does it go?
At the top.
Where does it go? At the top. Name on your paper~ first thing!
School Glue
Just a dot~not a lot!
School glue, school glue, Just a little dot will do. Put a dot and spread it around. It will hold your paper down.
School glue, school glue, Don't use more than a dab or two. When it dries up, it will disappear. Your work will look good never fear.
Pencil Grip
Help children recall the correct way to hold their pencil with this echo chant.
Where is Pointer? On the top. Ready to write. Start at the top.
Where is Thumbkin? On the side. Ready to help Your pencil glide.
Where is Tallman?
On the bottom.
Keeps the letters
Where you want 'em.
Scisssors Snip
Here's an idea to help children develop scissor skills.
Cut it out! Cut it out! With your scissors cut it out. Snip, snap, and cut it out.
Thumbs on top, Take small bites. Hold your page in the other hand tight.
Cut it out! Cut it out!
With your scissors cut it out.
Snip, snap, and cut it out.
A Coloring We'll Go
Encourage children to add details and color to their drawings with his song.
A coloring we'll go.
A coloring we'll go. Hi ho, it's fun you know, A coloring we'll go.
Use straight and curvy lines. With yellow, purple, green, and orange, We'll make our picture fine. (Chorus)
The details we will draw.
The details we will draw.
Imagine all the little things.
The details we will draw.
We'll fill in the page. Use as many colors As you are in age.
A coloring we'll go.
A coloring we'll go.
We'll put them in the box and close the top
When we're through, you know.
What Did You Learn Today?
This is a song to help children review and recall what they learned at school. The teacher points to different children during the first musical interlude so they can tell what they learned. During the second interlude, the children share what they learned with a friend.
Hey, hey, what do you say? (Clap and snap to the beat.)
What did you learn in school today?
When the teacher points your way
What will you say?
(Teacher points to children and they say what they learned.)
(Chorus)
Hey, hey, what do you say? We all had a special day! Now, turn to a friend and say What you learned today. (Children share what they learned with friends.)
Back Pack Boogie
Children have more fun when they do the "Back Pack Boogie" to get ready to go home.
Get your back pack and clean out your desk Throw all the trash away and take home your best. Put your books and pencils away. We're finished with school for today.
Look on the floor, and what do you see? Put all the scraps in the trash can, please. Push in your chair and take a second or two To see what else you should do.
Chorus:
Do the back pack boogie, it's the dance that's cool.
The back pack boogie when it's time to leave school.
The back pack boogie, you know what to do.
The back pack boogie!
Get your back packs and lunchboxes, too. Don't forget if you have homework to do. Clean up the room, make it tidy and bright. I'll see you tomorrow, alright?
Did you wear a coat or sweater today? Get everything you brought together, O.K.? It's time to go, say good-bye to your friends. The school day has come to an end.
Chorus
Skinnamarinkydinkydink
Use this ritual to end your day on a positive note!
Skinnamarinkydinkydink, (Right hand on left elbow, and then
Skinnamarinkydo.
left hand on right elbow.)
I love you .
(Point to self, cross arms on chest, and point to
children)
Skinnamarinkydinkydink,
Skinnamarinky do. I love you.
I love you in the morning, (Circle arms down low as if sun is rising.)
And in the afternoon.
(Circle arms in front of you.)
Now, it's time to go home, (Wave good-bye.)
But I'll see you soon.
Oh, skinnamarinkydinkydink,
Skinnamarinky do. I love you.
I love you, too, boop op e do! (Hands on hips as you wiggle to the beat.) | <urn:uuid:f7ad1db8-25d9-44a1-a9ba-dea7f0577276> | CC-MAIN-2020-45 | http://drjean.org/html/lyrics/lyricsAllDayLong.pdf | 2020-10-23T21:53:13+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00360.warc.gz | 35,423,949 | 3,294 | eng_Latn | eng_Latn | 0.995191 | eng_Latn | 0.998056 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1548,
2691,
4454,
5541,
6767,
7707,
8905,
9727,
11004,
12366,
12755
] | [
4.3125
] | 2 | 2 |
What is Data Science?
"Data science is an inter-disciplinary field that uses scientific methods, processes, algorithms and systems to extract knowledge and insights from many structural and unstructured data." (Wikipedia) In simple terms, data science is the science of collecting and analyzing data fast and efficiently.
That's why in STAT 107, we learn both Statistics and Programming (Python)!
What is (the study of) Statistics?
What is a statistic?
Types of Statistical Studies
* Descriptive Statistics
o Researchers aren't concerned with making generalizations to the greater population.
o Have data from all or much of the population. We feel confident making statements about the whole population using our data (think a census).
* Inferential Statistics
o When we want to understand something about a particular population, but we're unable to collect data from a significant portion of the population.
o We then collect data from a sample of this population that we believe is representative of the population and can use our sample data to make an inference.
o An inference is a conclusion we draw about the population based on information we have gathered from our sample.
1
Statistical Research Questions
A Research Question is a specific, directed question that we want to use data to help us answer. In our class, we are interested in answering research questions with data and statistics.
* Descriptive Questions:
o "What temperatures does Champaign typically see during the year?"
o "What percent of residents are in favor of Proposition 5?
* Associative Questions:
o "On average, is the mortality rate in Champaign higher on days with higher temperatures?"
o "Are homeowners more likely to support Proposition 5 than other residents?"
* Causal Questions:
o "Does taking this medication cause increased risk heat stroke?"
o "Does watching this ad affect the likelihood of a resident voting for Proposition 5?"
* Existence vs. Magnitude Questions:
Asking "Is there an effect/relationship/difference...?" is not the same as asking "How much effect/relationship/difference...?" One asks about the existence of an effect, while the other asks about the magnitude of that effect.
Basic Terminologies in Statistics
Dataset vs. Variable
* A dataset is often in the form of a table, where each row represents one person/unit/observation, and each column represents one question/characteristic/type of measurement taken.
* A variable is a characteristic of interest we gather from each participant/unit through a question or measurement (one specific column of your dataset).
Population vs. Sample
* A population is the entire group we have an interest in learning and making an inference about.
* A sample is a subset of a population. We often use n to denote the sample size.
Parameter vs. Statistic
* A parameter is a numerical value that describes some characteristic about the population.
* A statistic is a numerical value that describes some characteristic about a sample.
Practice: Gallup conducted a poll to gauge the opinions of Adult U.S. Residents about gun laws. Gallup contacted a representative sample of 1,526 people. Among several questions asked, one asked about whether or not you supported a complete ban on individual gun ownership. 29% said yes.
Our population is..._____________________________
Our sample is..._____________________________
n =________
Our variable of interest is..._____________________________________________________________
The sample statistic we gathered is..._________
Do we know what the population parameter is? __________________________________________
To-do:
* Install Python using the Mac OS X Guide or the Windows Guide.
* Set up git for discussion section on Tuesday/Thursday using the Setting Up git Guide.
2 | <urn:uuid:031767cc-9549-454d-a163-9f10b506359c> | CC-MAIN-2020-45 | https://stat107.hknguyen.org/files/pdf/lec1-2.pdf | 2020-10-23T21:51:42+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00363.warc.gz | 552,600,930 | 731 | eng_Latn | eng_Latn | 0.99098 | eng_Latn | 0.993676 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1192,
3799
] | [
3.484375
] | 2 | 0 |
Summer Term 2020
Dear Parents,
I hope that you are all well and managing to stay safe during these difficult times. This letter will give you an overview of the learning that your child should be focusing on throughout the Summer Term. To help you and your child access this learning, we will be providing you with a new home learning document each week. The activities in this document are designed to be accessible for you and the children at home. Please remember you are doing an amazing job and thank you!
Guided Reading & Individual Reading:
Once a week we will publish guided reading materials online for your children. These texts are fully interactive and are accompanied by questions and activities that help to develop your child's comprehension skills. We will also allocate new individual reading books to your child. They should aim to access these reading books every day. We also encourage your child to partake in active discussions about what they have been reading with an adult or other family member. This will help to develop their communication and language skills.
English:
This term, we will start work on a non - fiction text. We will explore the different types of punctuation that are used at KS1 and will learn about the features of non fiction texts. We will also be using speech bubbles to add extra information and creating a glossary of words.
After this, we will be writing a fantasy text. This will be based on Dragons and will give the children the opportunity to create their own dragons and use adjectives and other powerful vocabulary to create a descriptive text.
Maths:
In maths this term, we will be learning how to measure, creating simple graphs and charts, learning about giving directions, learning to tell the time and taking part in simple mathematic investigations. We will continue to learn about place value and use this to secure our understanding of number.
Science: Seasons
We will be learning about the four seasons. We will be thinking about common changes that happen through the four seasons and which months are associated with each.
P.S.H.E:
In PSHE this term we will be studying the topic 'Living in the Wider World'.
We will begin by thinking about house and school rules and why they are in place. We will then consider the groups we belong to and how we could get help in an emergency. Our next topic will focus on looking after our local environment. Finally, we will learn about where money comes from, making choices about spending money and how to keep track of money spent and saved.
Geography – Animals and their Habitats:
In this unit, we will consider where some animals can be found in the world. We will be learning about the different continents and seas and how climates vary.
History- Great Inventions
We will be learning about different great inventions and will consider how and why they changed the world we live in.
PE: Keeping active
Given that children will not have access to all the equipment and facilities that we have at school to do the sports we would have been focusing on, I would just like to stress the importance of keeping active. We will be looking at different activities that can be done in the home or during your daily exercise that will continue to build on the children's agility, balance and co-ordination.
RE
We will begin by continuing to learn about Jewish people. We will then consider the key question: How should we care for the world and for others, and why does it matter? Looking at these questions in the context of Judaism, Islam and Christianity.
Music:
The children will continue to learn about rhythm, pitch, tempo, timbre and dynamics through different activities.
Computing
Story tellers – We will be producing a talking book . This will involve making recordings and understanding how a talking book differs from a paper copy.
Celebrations- we will learn how to create a digital card. During this unit, we will be developing basic keyboard skills, adding pictures and editing, retrieving and storing our work.
Art and Design Technology
In art we will be exploring light and dark tones to create a piece of Chinese art in the style of the 'Willow Pattern Story' plates.
In DT we will be learning about wheels and axels to make a simple moving toy.
Thank you all for your continued support during this period of home learning. Please do not forget that you are not alone during these challenging times. If you have any questions or need any support please do not hesitate to contact us. I look forward to seeing you all again when we return to school. We are all missing the children!
Stay safe,
Miss Nicholls | <urn:uuid:4e94dc87-dab1-41e7-a74c-1076cbc9fbc3> | CC-MAIN-2020-45 | https://www.loddiswellprimaryschool.co.uk/wp-content/uploads/2020/04/Summer-letter-Class-2-.pdf | 2020-10-23T22:17:18+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00363.warc.gz | 809,460,932 | 918 | eng_Latn | eng_Latn | 0.99866 | eng_Latn | 0.998681 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2566,
4662
] | [
3.203125
] | 1 | 0 |
Evidence-based resources for home-supported learning
Features of an effective self-regulated learner
During the home-supported learning period, a student's ability to selfregulate may be one contributing factor for success.
Approach Summary
Successful self-regulated learners use a number of strategies to help them learn independently:
* Setting specific short-term goals;
* Adopting powerful strategies for attaining the goals;
* Monitoring performance for signs of progress;
* Restructuring one's physical and social context to make it compatible with one's goals;
* Managing time-use efficiently;
* Self-evaluating one's methods;
* Attributing causation to results and adapting future methods.
Teachers can encourage their students to use these strategies to help them succeed in home-supported learning.
The extent to which the skills related to these strategies are acquired is in part dependant on the opportunities students receive to develop them outside of school and in the home. Providing tasks that require these strategies may provide additional benefit for the period of homesupported learning.
Tips
* Teach strategies explicitly and with particular reference to home-supported learning.
* Put scaffolds in place for goal setting so that students can become more independent in determining their own goals.
* Share practical tools that will help students apply the strategies (such as a timetable template).
* Provide students with opportunities to reflect and self-evaluate the strategies they have used.
* Share strategies with parents so that good use of strategies can be reinforced (such as a rewards for time management).
What should I consider?
* Have I considered how learners of different ages can best be supported to develop self-regulatory behaviours?
* Have I provided simple guidance and resources to help students develop strategies that will help them self-regulate during home-supported learning activities?
* Am I, and my colleagues, confident with adapting learning to develop these strategies in a home-supported learning environment?
Related resource
E4L has also produced an Independent Learner Profile as an example of how an effective self-regulated learner may be approaching home-supported learning.
This resource has been developed from our Guidance Report Metacognition and selfregulated learning.
email@example.com | evidenceforlearning.org.au | @E4Ltweets | <urn:uuid:f9eae476-3ee7-4e72-a0d0-1c82aad1d253> | CC-MAIN-2020-45 | https://evidenceforlearning.org.au/assets/COVID-19-Home-supported-learning/E4L-Effective-self-regulated-learner-FINAL.pdf | 2020-10-23T21:19:02+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00363.warc.gz | 325,680,036 | 442 | eng_Latn | eng_Latn | 0.997307 | eng_Latn | 0.997307 | [
"eng_Latn"
] | false | docling | [
2434
] | [
3.421875
] | 1 | 0 |
Financial Literacy Tips
BUDGETING & SAVING
Most people have a general idea of how they're spending their money each day, but they don't know exactly where they are spending or by how much. To make a personal spending plan that is useful to you, you'll need to know exactly what you spend:
$ Keep a money journal for a month. Record every purchase or payment you make.
$ Keep all of your receipts. Add them up so you know what you're spending and where.
$ Read your bank statements if you have a bank account. Check the withdrawals.
Doing this will help you understand your spending habits and create a budget that suits you.
To help you make a budget, it is helpful to determine your Needs vs. Wants. A need is a basic expense, something you cannot do without such as rent/mortgage, basic groceries and transportation.
A want is an extra expense. You can do without the item, although it would be nice to have (VIP cable package / cell phone with internet access).
To help you stay within your budget, you can:
$ Check your Wants (Extra Expenses) to find places where you might save money or trim spending.
$ Check your Needs (Basic Expenses) to see if items can be moved to the Wants column, in total or in part.
$ For example, do you have a cell phone plan? Are you paying for services you don't need?
Tips to help you stay within budget:
$ Put aside the money you need from each pay check to cover your basic expenses. Do that first thing.
$ Set up a "money jar" to cover your extras, maybe the cost of that coffee per day, or a new pair of jeans.
$ Put into the money jar the amount you've budgeted to spend, and then stick to your spending plan. Pay cash. | <urn:uuid:59aa78e7-27a9-45c9-8c3d-19350895eb7f> | CC-MAIN-2020-45 | http://en.copian.ca/library/learning/abc_llc/financial_literacy/budgeting_saving_tip/budgeting_saving_tip.pdf | 2020-10-23T22:01:21+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00362.warc.gz | 36,271,640 | 375 | eng_Latn | eng_Latn | 0.9994 | eng_Latn | 0.9994 | [
"eng_Latn"
] | false | docling | [
1671
] | [
3.03125
] | 2 | 0 |
Two-Way Dual Language Model: K - 6 th
The following are the key elements of Mansfield ISD's Two Way DL program for K-6 following a Biliteracy Model. Effective Biliteracy embraces a holistic, multilingual perspective on teaching, learning, and assessment; that sees the two (or more) languages that each student speaks as complementary parts of that student's developing linguistic repertoire. The goal of the program is to achieve grade-level bilingualism & biliteracy by the end of 6 th grade.
I. Key Components of the Two Way DL Model for Language Development, Literacy and Content Learning:
II. Time Content following a Balanced Literacy Model (5 th & 6 th will follow the district model for content times & DL):
III. Two Way DL student assessment: | <urn:uuid:0f3b4766-a122-47cf-9bd1-f247459066e8> | CC-MAIN-2020-45 | https://www.mansfieldisd.org/uploaded/main/departments/CIA/ELL/DualLanguageClassroomGuide-TwoWay.pdf | 2020-10-23T21:41:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00363.warc.gz | 816,562,404 | 166 | eng_Latn | eng_Latn | 0.973555 | eng_Latn | 0.973555 | [
"eng_Latn"
] | false | docling | [
754
] | [
2.140625
] | 1 | 0 |
NAME tribute to Rev. C. T. Vivian & Congressman John Lewis
The National Association for Multicultural Education (NAME) mourns the loss of two civil rights giants — the Rev. Cordy Tindell "C.T." Vivian, 95, and U.S. Rep. John Robert Lewis, 80. Vivian died of natural causes; Lewis died after a battle with pancreatic cancer. Each worked and marched with the Rev. Martin Luther King Jr. during the Civil Rights Movement in the 1960s prior to King's assassination on April 4, 1968, in Memphis. They strived with diverse groups to change the nation through nonviolent protests so that people of color would finally be included in the constitutional guarantees of the United States. Lewis, who served as the U.S. Representative for Georgia's 5 th Congressional District from 1987 until his death, characterized these struggles as "good trouble." He has been called the conscience of Congress. For their life-long labor for social justice, each received the nation's highest civilian honor, the Presidential Medal of Freedom, from President Barack Obama, the nation's only Black president.
In addition to marching with King during the Civil Rights Movement, Lewis and Vivian represented the hope for equal rights growing out of the 1954 Brown v. Topeka Board of Education decision, ending legal segregation. But they also symbolized Black people's impatience to the foot-dragging and outright resistance of the U.S. to become a fully integrated and inclusive nation.
In his lifetime, Lewis was arrested dozens of times in protests against racial and social injustice. He participated in sit-ins to integrate lunch counters in the South and was among "Freedom Riders" whose trips on Greyhound buses into the South were an organized push to integrate buses nationwide. At age 23, Lewis was thought to be the youngest speaker during the Aug. 28, 1963, March on Washington for Jobs and Freedom. The March led to the Civil Rights Act of 1964. On March 7, 1965, Lewis was among marchers attempting to cross the Edmund Pettus Bridge and walk 54 miles from Selma, Ala., to Montgomery in a national protest for voting rights. In spite of Alabama Gov. George Wallace's promise to prevent the march, about 600 people gathered for the nonviolent protest. They were led by Lewis, a Student Nonviolent Coordinating Committee leader, and Southern Christian Leadership Conference leader Hosea Williams. The marchers encountered heavily armed state and local police who attacked the peaceful gathering with clubs. Lewis, who was among the injured, suffered a skull fracture. Like the police killings of Eric Garner on July 17, 2014, in New York City and George Floyd on May 25, 2020, in Minneapolis — both pleading, "I can't breathe" — law enforcement's "Bloody Sunday" assault 55 years ago on marchers stunned the nation and gave President Lyndon B. Johnson the political support he needed for the passage of the Civil Rights Act of 1965. King attempted to lead a second march on March 9, 1965, but he ended the civil disobedience action when law enforcement officers again blocked the road. On March 21, 1965, with the protection of U.S. Army troops and federalized Alabama National Guardsmen, the march proceeded. Initially about 300 people were in the march, but thousands joined them on the journey with King addressing the crowd in front of the Alabama State Capitol in Montgomery.
Vivian was also a powerful advocate in the struggle for racial justice, working with King in the Southern Christian Leadership Conference. Like Lewis, he also was among the "Freedom Riders," seeking to integrate buses and terminals in the South. With other ministers, Vivian also helped found the Nashville Christian Leadership Conference, an affiliate of the SCLC. The group organized marches and sit-ins. In addition to the Civil Rights Movement, Vivian helped create a college readiness program for children kicked out of school for protesting racism. It was so successful, it became the model for the U.S. Department of Education's Upward Bound program, whose purpose was to improve high school and college graduation rates for underserved students. In the late 1970s, Vivian also founded the National Anti-Klan Network, dedicated to monitoring the Ku Klux Klan.
NAME and our members know that Lewis' and Vivian's passing needs to be answered with more people becoming equity and social justice activists to continue the work that these civil rights giants started. Lewis and Vivian cannot be replaced and certainly will be missed. However, the stories of their work will live on forever in the historical teachings of multicultural education, inspiring more people to work for a better America. Indeed, today's protests against anti-Black violence continue in the footsteps Lewis and Vivian took. To truly honor these great men, we must act, as they did. We must, engage. Engage in your community, engage with NAME and other social justice organizations. We must vote and help get out the vote. And we must lead with love, even when hate is easier. | <urn:uuid:2c8385c3-1d91-4788-a35a-f8bb3e2b189b> | CC-MAIN-2020-45 | https://www.nameorg.org/docs/NAMEJohnLewisCTVivian2020.pdf | 2020-10-23T21:33:05+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00361.warc.gz | 823,397,365 | 1,054 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.998646 | [
"eng_Latn"
] | false | docling | [
5024
] | [
2.390625
] | 1 | 0 |
Drug use in the family.
A support guide for family and friends
Having a family member who uses drugs can cause stress, conflict, worry and despair. It is normal to feel helpless, frustrated, worried and upset by someone's drug use.
Assess the risk
Gather knowledge about drugs and their effects so you can better understand the situation your family may be in. By understanding the effects, you can weigh up the risk to both the person using drugs and those around them.
People who use drugs can behave very erratically, and it can be difficult to know how to act around them. Their drug use may contribute to them acting in distressing ways. They may become aggressive, angry and violent, or withdrawn and detached. All members of the family can be affected, and while there are no simple answers, the following may help.
Find the effects of over forty different drugs at adf.org.au/drug-facts
What you can do
It helps to just listen. If the person wants to talk to you about their drug use, listen without interrupting, judging or becoming upset. When they have finished talking, repeat what they've said back to them in a calm voice – this helps to check in and see that you have understood what they are telling you.
How can I tell if someone is using drugs?
It is difficult to tell that someone is using drugs. The effects of drugs vary greatly. Changes in behaviour or moods may indicate drug use; however, these changes may be a sign of an issue in the person's life that is not drug-related.
Signs that appear to be uncharacteristic of the person may require your attention, regardless of whether drugs are involved. These signs include:
* Mood swings
* Tiredness
* Explosive outbursts
* Minimal interaction with family
* Trouble with the police
* Changes in eating patterns
* Frequent absences from school/work
* Sudden changes of friends
* Unexplained need for money
* Declining school/work performance
* Impaired memory
* Decrease in activities that were important to the person previously
* Poor concentration
* Withdrawing socially
* Disappearing money and valuables.
1
Doing this creates a 'safe space' for them to be honest about their problem. If they want help, they know that they can come to you and not be judged.
Sometimes a person isn't ready to seek help, but you can still support them. Encourage them to change. You can help them think about change by being there and supportive.
Choose a time to talk when you are both relaxed, and the person is not using drugs. Ask calm, respectful questions, for example:
* What do you like about using drugs?
* What don't you like?
If they don't want to talk, don't force the conversation.
Family members are often well placed to help people make safer choices about drugs and to contact support services for further help.
Set limits
Be clear to the person what is and isn't ok behaviour and also what will happen if they break the rules.
It is important to stay safe and get support for yourself and your family.
Help them be responsible
It is difficult to see someone you love getting to debt or breaking the law but think about how giving them money may help them to continue to use drugs.
If you do give them money, make sure you give them no more than you can afford to not get back.
Real long-term change is a decision that means making a lot of changes for the person who is using drugs. They may need your help or the help of others.
Look into treatment options
Treatment options
Talk to your GP, a local drug and alcohol worker or health service. A range of treatment options are available to assist someone who might be dependent on drugs.
They include:
* Withdrawal management/detoxification (detox)
* Counselling
* Residential Rehabilitation (rehab)
* Drugs in pregnancy services
* Complementary therapies such as massage
* Support groups.
You aren't alone, and help is available
We know this isn't easy for you – you're probably feeling anxious, helpless and desperate for a solution. And to make things harder, not much can change until the person using drugs is ready to admit there's a problem and is willing to make a decision to change their use.
But there are things you can do to stay on top of how you feel. You could think about:
* Talking with a trusted friend or family member
* Talking to you local doctor
* Joining a support group
* Doing activities that you enjoy.
Making sure you 'have a life', continue to do the things that make you happy and stay connected to your family and friends.
You do not have to deal with drug issues alone. For information and advice call DrugInfo on 1300 85 85 84
If the person is talking about giving up drugs, make sure you have information on treatment options.
For tips and support on dealing with a friend or family member who is using drugs contact Family Drug Help on 1300 660 068
© Alcohol and Drug Foundation 2019
ABN 66 057 731
Disclaimer: The Australian Drug Foundation has used its best endeavours to ensure that material contained in this publication was correct at the time of printing.
The Australian Drug Foundation gives no warranty and accepts no responsibility for the accuracy or completeness of information and reserves the right to make changes without notice at any time in its absolute discretion. | <urn:uuid:fe8ac12f-db07-47d8-924c-956336932348> | CC-MAIN-2020-45 | https://www.maribyrnong.vic.gov.au/files/assets/public/community-services-documents/leisure-health-and-wellbeing/adf_druguse-family-factsheet.pdf | 2020-10-23T21:41:43+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00367.warc.gz | 829,859,267 | 1,131 | eng_Latn | eng_Latn | 0.998685 | eng_Latn | 0.998783 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2095,
5285
] | [
2.3125
] | 1 | 0 |
START SEARCHING IMMEDIATELY
- Think about places that might attract your dog: the routes you take for your walks, nearby friends, homes with other pets, parks, buildings with dumpsters, food establishments, etc.
- If you have another pet that your lost dog is close to or your dog likes the company of other dogs, it's a good idea to take them along.
- Ask neighbors, family, and friends to help search on foot and in the car. Everyone should carry a collar, leash, and treats. (Human food is more tempting than dry biscuits and the smellier the better. Try cheeseburgers, KFC, liverwurst, etc.)
- If your dog is attracted to squeaky toys or clickers, take them with you.
- Use flashlights or night-vision binoculars to check under raised buildings and vehicles and in other dark areas.
- Search during the day and at night. Often small dogs move under the cover of darkness. There is also less noise and commotion at night, so your dog may hear your voice more readily.
- Look under and behind everything. Small dogs can hide anywhere; even if you think a space is too small, look anyway.
- Make sure everyone understands not to chase the dog but to remain calm. It is probably best to recline or sit on the ground with treats to try to entice the dog to come.
- Searchers should call your dog's name in an upbeat manner, squeeze squeaky toys, and maybe try a loud whistle to get your dog's attention.
WHILE YOU ARE SEARCHING
- Hang Lost Dog posters and distribute fliers.
- Place your dog's bed on your front porch along with food and water in case he comes back while you are away or at night.
- Ask everyone you see and give him or her a flier or a number where you can be reached. Be cautious approaching children because "have you seen my lost dog" is often used by predators. Stress to everyone: Please do not chase!
- Change the greeting on your voicemail to request information about sightings of your lost pet and the best number at which to contact the caller.
WALK THE SHELTERS!
- It's very important that you not only speak with every person possible at the shelter, but physically go look every day for your dog.
- Do not rely on the people who answer the phone. They may not be aware of recent intakes, and they may not know what a Brussels Griffon looks like.
- Also, owners frequently bypass their own dogs in shelters because the dogs look so different -- dirty, matted, frightened, defeated. So please look closely.
CONTACT THESE OPERATIONS
- Local animal control officers, shelters, veterinarians, and 24-hour animal clinics. Leave a message and a request for a call back if no one is there to take your call. You can obtain information regarding animal control/humane officers and shelters by calling the non-emergency number for the police department.
- Pet recovery service. If your dog is micro-chipped, call your service so it can put out a blast email to the area. Make sure the service has your current contact information.
- Keep track of everyone you notify about your lost dog. Start a dated contact list of police stations, animal control officers, shelters, vets, humane societies, rescue groups, and others of significance. Your list should include names, addresses, phone numbers, email addresses, and other pertinent details.
- Homeless Shelters and Camps – If your community has a Homeless Shelter or a place where the homeless camp, find a way to contact them. Try the Shelter and give your contact information to the individuals in charge. Ask them to get the word out to the camp people that you are looking for your dog and a reward is offered. Have the individuals contact the Shelter Manager and have the Manager contact you. Unfortunately, many of the homeless people want something to love and if your dog is lost and scared they will want to love it. Others want to use "the cute little dog" to attract donations to help "feed my dog".
FOR THE MOST EFFECTIVE POSTERS
- Use stiff, bright poster boards and big-tip markers so that people driving by can see and read your message.
- Also place a poster in your front yard in case someone has found your dog and is looking for you.
- Put them at major intersections near where you lost your pet and in areas of sightings. Contact local authorities regarding ordinances that regulate posting of fliers or signs on utility poles.
- Keep the message brief and to the point; e.g., REWARD - LOST DOG, and attach a flier in a protective cove
MAKING FLIERS
- Print more than you think you will need.
- Here is a good template: http://www.petbond.com/flyerentry.php
DISTRIBUTE FLIERS TO / AT
* Neighbors (not in mailboxes)
* Animal control officers, shelters, veterinarians, humane societies, and rescue groups
* Kennels, breeders, groomers, feed & grain stores, pet sitting/walking services, and pet supply stores
* Police and fire departments
* Local schools
* Local, state, and federal agencies that maintain roads and state highways
* Local, state, and national parks
* Utility companies - gas, electric, water, phone, and cable
* Bus stations, salvage yards, gas stations, churches, airports, libraries, car dealers, and laundromats
* U.S. Postal Service carriers and drivers for couriers such as FedEx, UPS, and DHL
* Newspaper courier, yard crews, restaurants that deliver
* Garbage collectors, recycling stations, and landfills or dumps
* Every place with a kitchen facility that cooks or serves food
* Homeless shelters and local daycare centers
USE YOUR VEHICLES TO GET THE WORD OUT
USE MODERN MEDIA
- Craig's List in both the Lost & Found section and the Pets section. Renew these posts daily so they don't get buried. Inasmuch as most people do not know the Brussels Griffon breed, say "terrier-like" or "Benji-looking" if your Griff is a rough coat. For a smooth coat, say "Pug-looking".
- Facebook and Instagram
- If your neighborhood association has email alerts, send the information to be blasted.
- And, of course, your local newspaper
LINKS TO POST
- FidoFinder.com
- LostDogSearch.com
- LostAndPound.com
- LostPetUSA.net
- MissingPetPartnership.org
- MissingPet.net
- OliverAlert.com
- PetWatchClub.com
- Petfinder.com
LOST PET SERVICES, FEE-BASED (LISTED ALPHABETICALLY)
- LostPetCards.com
- FindToto.com
- PetAmberAlert.com
Most of the information above was gathered from the links below. You can review them for more information.
- http://www.missingpetpartnership.org/index.php
- http://www.petfinder.com/dogs/lost-and-found-dogs/find-lost-dog/
- http://petkey.org/
- http://www.fidofinder.com/find-your-lost-dog.php
- http://dogs.about.com/od/caringfordogsandpuppies/ht/Search-For-Lost-OrMissing-Dogs.htm
- http://www.petplace.com/dogs/what-to-do-if-your-dog-is-lost/page1.aspx
Beware of Pet Scam Artists
Published in: PetPlace.com
Most people are especially sensitive to those who have lost pets. Unfortunately, some are not, and a variety of scams have sprung up to exploit unsuspecting pet owners. Here are a few guidelines:
- Be careful when placing lost-and-found notices: Give enough of a description so your pet can be recognized, but, again, hold back information about an identifying characteristic that will allow you to verify whether or not a person actually has your animal. Once a person has a description of your pet, they may use that information for their own gains.
- When someone calls saying they've found your pet, take some precautions. Do not provide any information – ask the caller for a description of the animal. Do not answer their questions about your pet's description. Ask them to describe your pet in every detail. If a person has your pet and is sincere, they will be eager to describe him and give him back to you without asking for anything in return.
- If your pet was wearing a collar and I.D. tag, ask about it without disclosing any details. If the caller asks for information, wants to meet you at an obscure location or immediately asks for money for the animal's return, be cautious. It may be time for you to call the police.
One ploy that is fairly common is called the "trucker scam." Someone will call and say they have found your pet. "He must have hopped in my truck at the rest stop. I did not even realize he had fallen asleep in the back. I am 200 miles from you now. Please send me some money so that I can drive him back to you. You send them a check and never hear from them again. What happened? The scammer picked up your lost-and-found ad and has called your number and described your pet from your write-up.
Remember: People who have actually found lost pets usually do not want anything but to help you get him back. If the finder is not willing to return your pet without a reward, be suspicious. Ask the finder to deliver your animal to you for the reward. If he refuses, he probably does not have your pet. If the person talks ransom, ask for a phone number so you can get back to him. Then call the police, who will tell you how to proceed. If the caller will not give you a phone number, he probably does not have your pet. | <urn:uuid:eb48767a-b1f3-43fd-95b0-6c0de9d682df> | CC-MAIN-2020-45 | https://akitaclub.org/wp-content/uploads/2017/01/lost-pet-action-plan0614-1.pdf | 2020-10-23T22:07:11+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00365.warc.gz | 207,375,193 | 2,048 | eng_Latn | eng_Latn | 0.994003 | eng_Latn | 0.999226 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2439,
4563,
5493,
6711,
9027
] | [
2.171875
] | 2 | 0 |
Adding/Subtracting Quaternary Numbers (J)
Calculate each sum or difference.
Math-Drills.com
Adding/Subtracting Quaternary Numbers (J) Answers
Calculate each sum or difference.
Math-Drills.com | <urn:uuid:4d3efe9d-45cb-4e42-bb5f-6d8c872791fa> | CC-MAIN-2020-45 | https://www.math-drills.com/multiop/mixed_adding_subtracting_base_system_04_quaternary_4digit_010.pdf?v=1455811023 | 2020-10-23T20:55:33+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00365.warc.gz | 815,312,612 | 55 | eng_Latn | eng_Latn | 0.736109 | eng_Latn | 0.668489 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
92,
194
] | [
3.421875
] | 1 | 1 |
REACH Partnership Referral Criteria
The REACH Key Worker focuses on children and young people that are experiencing mild to moderate emotional or mental health difficulties. Offering early intervention support at both tier one and tier two.
The children and young people that would benefit from the support from the Key Worker are those who are experiencing early signs of emotional distress such as:
- Low self-esteem
- Low levels of anxiety
- Struggling to form and maintain relationships with their peers / teachers (which may indicate possible attachment difficulties)
- Withdrawn from their environment (i.e. not participating in classroom based activities or in the playground)
- Behavioural difficulties
- Struggling to manage emotions or impulsive behaviours (i.e. anger outbursts, physical aggression)
- Difficulties with mood
- Sudden changes in behaviour
Children can also be supported if they are facing difficulties in their life outside of school such as:
- Facing adverse life experiences such as loss and / or parental separation
- Unstable home life, chaotic or where parents are experiencing their own mental health difficulties / substance misuse / domestic violence
- Recent changes in family situation
- Refusing to attend school
Children that are not suitable for the REACH Key Worker, tier three criteria:
- Already engaging with CAMHS, Targeted or PMHLW (unless they are being stepped down)
- Self-harm (single or repeated behaviour)
- Suicidal ideation
- Complex and persistent mental health conditions, such as obsessive compulsive disorder (OCD), bipolar disorder, and schizophrenia
- Eating disorders
- Mood/emotional disorders
- Significant abnormal adjustment/loss which impacts on daily functioning
- Anxiety and phobias that severely impact on the child's life
- Reactions to traumatic events, including Post Traumatic Stress Disorder (PTSD)
- Attachment problems/disorders
- Severe behavioural and conduct problems
- Severe family relationship difficulties impacting on the mental health of a child or young person. | <urn:uuid:9a742977-2886-4692-900f-399174a94210> | CC-MAIN-2020-45 | https://thorntreeschool.co.uk/wp-content/uploads/2017/04/reach-referral-criteria.pdf | 2020-10-23T21:00:44+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00366.warc.gz | 569,030,869 | 400 | eng_Latn | eng_Latn | 0.993244 | eng_Latn | 0.993244 | [
"eng_Latn"
] | false | docling | [
2055
] | [
2.0625
] | 1 | 2 |
(Scene: Charlie is leading a dance group practice. They are going over one certain part of a song over and over; Charlie is walking back and forth between the iPhone and the dance group each time, alternating between seeking for music and leading the group. The most time consuming part is him having to seek through the music. Narrator narrates the scene.)
Narrator:
Charlie is an EECS student who is also the captain of his college dance group, DanceX. As the captain, his job is to create dance routines and teach the choreography. He also has to manage the music during practice.
Charlie seems to be wasting a lot of time seeking through the iPhone for the right spot in the music. (dance group looks irritated as Charlie fumbles with the iPhone)
But tonight, Charlie is using a fellow dance group captain's iPhone, which has an application called iCutDanceMusic. Frustrated with seeking through music, Charlie calls a break and starts the application.
Cut to stop-motion animation for Task 1. Narrator narrates over the task.
Task 1: Cut a new clip and save it.
Narration: The segment of music Charlie's group has been working on is from "Tik Tok" by Ke$ha. He finds it in the Song Library ... attempts to cut a small clip out of it... and adjusts the scrubbers to the segment of music he wants. He then saves the clip, and now he can play it repeatedly without wasting time seeking to the correct starting point.
(Scene: The dance practice is going much more smoothly. Charlie simply has to tap the iPhone and it plays the correct segment.)
Narrator: The dance practice seems to be going much more smoothly. Charlie simply has to tap the iPhone and it plays the correct segment! Satisfied with their work, Charlie calls a break and prepares the next segment of music.
Cut to stop-motion animation for Task 2. Narrator narrates over the task.
Task 2: Edit an existing clip and save it.
Narration: Charlie's dance group will now be practicing a segment from "Replay" by Iyaz. Charlie's friend already seems to have some clips cut from that song! Charlie wants to work off the Intro as well, so he selects the already existing clip. He adjusts the scrubbers slightly to fix the clip, and saves.
(Scene: Back to practice)
Narrator: Practice is coming to a close. The group is looking much improved, and Charlie wants to see the two segments they've worked on tonight done in succession. Is there a way he can merge the two clips he's created together?
Cut to stop-motion animation for Task 3. Narrator narrates over the task.
Task 3: Create a new routine with pre-existing clips.
Narrator: Charlie now attempts to create a "routine" in the application, a collection of song clips. He navigates to the Routines tab... and creates a new routine. Given an empty Routine slate, he pushes the green Add button to add a new clip... and selects a clip from the song library. Once the clip is successfully added, he adds the second segment, saves, and presses "Done" to indicate his completion of the routine. Now he can play it back!
Shots
1. Intro: Charlie leading dance group practicing one segment over and over. When Charlie goes to iPhone, spends lots of time seeking around.
2. Charlie fumbling through seek on iPhone, dance group looking annoyed (looking at watches). Charlie calls a break (makes timeout sign) and sits down to try application.
3. Smooth practice; Charlie leads group going over one segment over and over and Charlie just has to run back to iPhone and click. Easy! Dance group looks pleased. After about a minute, Charlie gives the thumbs-up, and the group takes a break. Charlie goes back to work on iPhone.
4. Generic dance segment. 1 minute of just dancing with Charlie leading.
Solo Shots
1. Over the shoulder on Charlie, seeking through music on iPhone.
2. Over the shoulder on Charlie, starting up music app. | <urn:uuid:d5799929-39a6-4ad9-8725-d7687107be47> | CC-MAIN-2020-45 | http://vis.berkeley.edu/courses/cs160-sp10/wiki/images/b/b7/IGroup-lofi-video-script.pdf | 2020-10-23T22:18:38+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00365.warc.gz | 112,616,940 | 835 | eng_Latn | eng_Latn | 0.99955 | eng_Latn | 0.999614 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2467,
3854
] | [
2.15625
] | 1 | 0 |
1. Serve up fire safety in the kitchen.
2. Cooking is the #1 cause of home fires and home fire injuries.
3. Unattended cooking is the leading cause of fires in the kitchen.
4. Most cooking fires in the home involve the kitchen stove.
5. Cook with caution. Be on alert while cooking.
6. If you are sleepy or have consumed alcohol, do not use the stove or stovetop.
7. Never leave the kitchen when you are frying, broiling, or grilling food.
8. If you are simmering, baking, or roasting food, check it regularly.
9. Use a timer to remind you that you are cooking.
10. Make sure that you can hear the timer wherever you will be in the house.
11. Remain in the home while food is cooking.
12. If you do have to leave, even for a short time, turn off the stove.
13. Prepare your kitchen and your home to cook safely.
14. Keep anything that can catch fire away from your stovetop.
15. Make sure you have a working smoke and heat alarm in the kitchen to alert your family.
16. Use interconnected smoke alarms throughout the house so that everyone knows to leave.
17. Have a home evacuation plan ready and practice it twice a year.
18. If you decide to get a kitchen fire extinguisher, purchase the right kind and size.
19. A Class ABC dry chemical extinguisher can be used on most small kitchen fires.
20. Buy an extinguisher that is large enough to put out a small fire, but not too big to handle.
21. Read the instructions that come with the fire extinguisher, before you need it.
22. Keep the extinguisher where you can reach it if the stove catches fire.
23. Check the extinguisher every time you replace the smoke alarm batteries.
24. For dry-chemical extinguishers, turn them upside down and hit the bottom smartly to keep the chemical from clumping.
25. Know how to fight a small fire and know when it's too big to fight.
26. Never throw water on a grease or oil fire. It just spreads the fire.
27. For stovetop fires, smother the flames by sliding a lid over the pan.
28. After you have covered a burning pan, turn off the burner
29. Leave the burning pan covered until it is completely cooled.
30. For an oven fire, turn off the heat and keep the door closed.
31. If you decide to use your kitchen fire extinguisher, aim at the bottom of the fire and sweep from side to side.
32. If you doubt you can put it out, do not delay and just get out!
33. If the fire has spread beyond the stove, get out and call for help when you are safe.
34. When you leave, close the door behind you to help contain the fire.
35. Call 911 or your local emergency number from your designated meeting place outside your house.
36. For more helpful information, visit the Fire Prevention Week website at www.fpw.org. | <urn:uuid:56e91e19-5e48-47ce-b48b-180a22404a42> | CC-MAIN-2020-45 | http://hamfire.com/attachments/FPW_Fire_Safety_Tips_2020.pdf | 2020-10-23T22:19:22+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107865665.7/warc/CC-MAIN-20201023204939-20201023234939-00367.warc.gz | 52,355,850 | 633 | eng_Latn | eng_Latn | 0.999042 | eng_Latn | 0.999042 | [
"eng_Latn"
] | false | docling | [
2701
] | [
3.15625
] | 1 | 0 |
Misusing the internet
You have important rules to follow when using the internet. If you don't follow these, there can be serious consequences. If you do something illegal, it might even involve the police.
Our school has an Acceptable Use Agreement which tells you what is expected of you. Make sure you read this and understand what you have to do before you use the internet or any device.
'Think before you click'
Sometimes, you can put yourself at risk of harm without even realising it -- always think before you click on any website.
Some websites might look trustworthy, but can have harmful links or attachments which can give your device a virus. These can also access your personal details and pass them on to other people.
Websites might also have harmful and nasty content on them which can be offensive. Make sure you only use websites which you know are safe.
Staying safe: top tips
Use the tips below to help you stay safe online and make sure you're using the internet correctly:
- Treat others how you would like to be treated. If you wouldn't say something to someone in person, don't say it online either.
- Make sure you're aware of how your messages might come across to others.
- Don't spread rumours or gossip about people.
- Respect other people's privacy.
- Don't post things that will upset someone. Make sure you think before you post anything.
- Use websites you know are safe.
- Keep an eye out for unusual pop-ups, adverts or downloads. Don't open them if you think they aren't trustworthy.
- Don't talk to anyone you don't know, or arrange to meet them.
- Don't give out personal information about you, your friends or your family to anyone you don't know.
- Speak to an adult if something worries you or makes you feel uncomfortable.
- Only use social networking sites that you are old enough to use – age limits are there for a reason.
If you want to talk about anything in this leaflet, see your teacher, who will be happy to go through things with you. Please make sure you keep this leaflet safe!
March 2023
William Gilbert C of E Primary School and Nursery
Online Safety – Leaflet for Pupils: are you staying safe online?
Why is it important?
We all like to use the internet and talk to others online, but do you know the rules you need to follow to keep safe?
There are many risks from using the internet. Some of these include cyber bullying, grooming, breaching privacy and losing personal information, but there are many more.
Staying safe online isn't just important for you – when using sites, you need to think about what you're saying about, or to, other people.
Ask yourself:
- Do you know how to protect yourself and others online?
- Do you know what the risks are?
- Do you know what to look out for?
- Do you know who to report concerns to?
The risks explained
- Cyber bullying – bullying others online; this can be posting or sending unkind messages, photos and videos, for example.
- Grooming – someone trying to gain trust from a person so they can sexually abuse or exploit them.
- Sexting – sending a sexual or inappropriate text, image or video.
- Exploitation – a type of sexual abuse where someone might trick another person by making them believe they are in a loving relationship. This can also involve giving gifts, money or affection in return for sexual activities.
- Radicalisation – pressurising others into supporting extreme religious beliefs or hate crime.
Posting personal information, such as your full name, address and phone number, is also risky as this can be lost and someone else can have access to it. This also includes pictures and videos, and not just of yourself, but of others, too.
Remember: these are only some of the most important risks.
There are plenty more and you need to use your judgement to decide what is safe and what's not.
What do I need to look out for?
Some of the most common indicators that your safety is at risk include if someone:
- Asks you for your address, phone number, or common places you visit.
- Asks to keep their chats with you private.
- Shares information, pictures or videos with you and tells you not to tell anyone else.
- Asks you to send pictures or videos of yourself, particularly those which make you feel uncomfortable.
- Sends you pictures or videos which make you feel uncomfortable, scared, or worried about showing them to anyone else.
- Asks you to use video chat or a webcam in a way which makes you feel uncomfortable or worried.
- Pays you lots of compliments and offers or gives you gifts.
- Tells you that you will get into trouble if you tell an adult about them or your conversations.
What about other people?
You can also spot the signs of risky behaviour in your friends or people close to you. Keep an eye out for the following signs and report it to someone if you are worried:
- Using technology devices, a lot, e.g. mobile phones
- Being secretive about what they are doing
- Going online during the night
- Acting differently in their behaviour, clothes and friends
- Getting gifts or money from unknown people
I have a concern, what do I do?
It's really important that if you feel threatened you speak to someone. This could be your parents, your teachers or your friends – mostly importantly, someone you trust.
You might want to ask a staff member to sit with you in a quiet area of the school so you can tell them in private. Staff members will not ask you questions, but will listen to what you want to say. It's important not to be scared to speak to someone.
If you tell someone, you can get the right help and support, and we can make sure that you feel safe again. This doesn't have to be a concern about your safety, it could be that someone has told you something that's made you worried, or you've noticed the signs talked about before.
Remember: If you tell a staff member, they can't promise not to tell anyone else.
This is because your safety, or the safety of someone else, always comes first. If you or another person is likely to be at serious risk of harm, staff members must tell someone so we can make sure you, or your friend, get the help needed. | <urn:uuid:2498ee2a-61c0-4204-ac7f-02c312b3fcb9> | CC-MAIN-2025-08 | https://www.williamgilbertend.derbyshire.sch.uk/wp-content/uploads/sites/45/2023/04/Online-Safety-Leaflet-for-pupils-March-23.pdf | 2025-02-10T00:53:07+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00785.warc.gz | 985,152,644 | 1,306 | eng_Latn | eng_Latn | 0.998982 | eng_Latn | 0.99902 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2809,
6150
] | [
4.09375
] | 27 | 0 |
ACROSS
5. Colonists who rebelled against England and fought for independence for the United State were called...
6. Patriots fought for _____________ from England.
7. The ________ Tea Party was an event led by Penelope Barker where 51 North Carolina women vowed to stop buying British goods, including tea.
DOWN
1. Many colonists decided to ____________ goods that came from England after the Stamp Act.
2. The _____________ Revolution was a war fought between America and England that resulted in America's independence
3. Colonists who did not rebel against England or want independence were called...
4. The Continental ___________ had representatives from each of the 13 colonies. | <urn:uuid:66ff88c5-cb65-44bc-af92-cd431070d4fd> | CC-MAIN-2025-08 | https://museumofthecapefear.ncdcr.gov/american-revolution-crossword-puzzle/download?attachment | 2025-02-10T01:22:59+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00787.warc.gz | 377,038,318 | 143 | eng_Latn | eng_Latn | 0.999599 | eng_Latn | 0.999599 | [
"eng_Latn"
] | false | docling | [
692
] | [
2.828125
] | 1 | 1 |
Why Stories are Important
Many people look back with pleasure on their favourite stories from childhood. Story time with your children can be a special time they remember all their lives. Whether you tell stories or read from books, stories are one of the ways children learn to enjoy reading. The books and people they read about can become like friends.
Reading aloud to babies and children is important in their early years and has an impact on their development and future learning. Stories can help children cope with many feelings and problems and they learn things about the world just by enjoying the story.
Why read with children?
Reading and story time can be a special time for parents and children to spend together. If it's relaxed and happy it builds your relationship and children's sense of security and self-esteem.
- Language helps us understand ourselves and make sense of the world. Books and stories help children develop language and thinking.
- Children who enjoy reading are likely to become more confident learners and communicators. It can become a favourite hobby they go on to enjoy all their lives.
- Stories can help children deal with the problems and fears they face in everyday life.
If you don't enjoy reading books or find it a struggle, it is still important to show you value reading. You could:
- read things like recipes, signs, maps, catalogues, newspapers or magazines with your child
- have books in the house and show you value them
- make up stories and act them out
- look at family photos and talk about where they were taken.
How books and stories help children
- Young children can learn about the world from books. Showing simple pictures and naming what they are helps young children learn what things are called and develops literacy.
- Children can learn about people and their lives and things such as size, colour, shape and what things look like. From 'The Three Bears' children learn about numbers and space – that there were three bears, one father, one mother and one baby bear. They learn about big and little and inside and outside.
- Stories help children develop their imagination.
A love of reading is one of the best and most lasting gifts you can give your children.
Stories help children cope with feelings
- When you read or tell a story which contains feelings it helps your child accept their feelings and understand how others feel. They learn they are not alone and others may feel the same as they do. This helps them know their feelings are OK.
- You can also learn how your child feels when you see them respond to feelings in the story. If they really like a book it may be because it has special meaning for them and is helping them with their feelings.
- When you read a story to your child it can show you understand how they feel. If you are reading about another child (or animal) who is frightened of the dark, it helps your child know you understand it is easy to be frightened of the dark when you are young.
- Hearing or reading the story many times can help children manage their feelings or fears.
Stories help develop confidence
- Part of building self-esteem and confidence is knowing where you fit in the world. Stories told by parents and grandparents about family history, for example 'when Mummy was a little girl', help your child develop this sense of belonging. This is even more important if you have come from another place or your family has split up.
- Special stories at bedtime can help your child look forward to going to bed, to enjoy being close to you and relax, ready for sleep.
- Books can help your child escape for a while from the stresses and pressures of their world. The story takes their imagination to other wonderful places.
- Reading and telling stories can become a special sharing time. It helps children learn to love books and develop a sense of being a lovable person.
Many children remember their story times for the rest of their lives. Most importantly they will thrive on spending time with you.
Tips for storytellers
Whether you read or tell stories to your children you will be helping them in many ways. It's best if you can do some of both. Do what works best for you and your child. It is enjoying the reading and stories that counts.
- Be guided by what your child likes but try a range of books or stories so they have a choice.
- Follow your child's lead when you are reading or telling stories so they can be a partner in the reading.
- Read the bits they really like over and over again. Stop when they want to stop, skip the bits they want to skip.
- When using picture books that don't have any words, make up the story about the pictures for your child.
- Visit your school or local council library. Ask the librarian to help you find things your child might enjoy.
- Borrow a number of books each time you go. If your child really likes one and wants it over and over again, this is the one to buy and own.
- Browse through second-hand bookshops or garage sales. Often really good books can be bought cheaply. This is a good way to help children have some books of their own.
- Take children to see plays where stories are acted out – go just for the fun.
Books make great presents – give them for birthdays, Christmas or just a special treat.
Babies
- Babies can start to learn to enjoy books from birth. Show them pictures that are large and bright or have high-contrast such as black and white. These are interesting and easy for babies to see. Name the objects or sing a rhyme about the picture.
- They will enjoy the warmth of your company and the sound and rhythm of your voice long before they can understand the words. They learn that books mean happy times with you.
- Sharing books brings together the things babies need most to grow and develop – closeness, safety, touch, seeing, hearing, and learning about sounds and gradually learning what they mean.
Toddlers
- Make story time part of your child's bedtime routine.
- Stories need to be simple and short because toddlers have a short attention span.
- Toddlers enjoy books with colourful pictures, simple rhymes and stories about things they know.
- Very young children often want their favourite stories over and over again. This can be important to them as they grow and learn.
- Two year olds will often enjoy saying some of the words as they get to know their loved stories. They may even remember what is missing if you leave out some words.
Pre-schoolers
- Let your child choose books or stories.
- Stories should not be too long – find books you can start and finish in one go.
- Stories can be acted out by you and your child.
- Children can make pictures or models of stories.
- Ask your child to tell you a story – and listen to them. Show you are interested.
- Take your child to the library and let them choose books from the section for their age. They may not like them all, but they will probably like some. They are learning to use a library and that books are something they can choose for themselves. Ask the librarian about borrowing recordings of spoken stories.
School beginners
- Don't make story time a reading lesson – it is a time for sharing, relaxing and fun. You could take turns at reading, for example 'You read some then I'll read some.'
- Beginners need books with simple words for success and enjoyment. Books that are too hard can put them off.
- Don't expect too much too soon when your child is learning to read. It takes a long time before they read well enough to really enjoy stories. They will need you to read to them long after they can read for themselves. There is something special about having stories read to you at any age.
- Allow your child to choose books they like to read, even if they are not your choice.
- Help them find books about their interests, for example if they love dogs, cars or dinosaurs, look for books on these topics.
- All children are different. One child might not enjoy the same books or be at the same reading level as another child, or as an older brother or sister at the same age.
- Don't worry if your child likes comics as they get older – it is all part of reading. Once they are confident readers they are likely to want to move on to reading different things.
- Many children and adults like to return to old favourites from time to time, even when they can read much more difficult stories. This can also happen if children are unwell or unhappy because familiar loved stories can help them to regain a sense of security and wellbeing.
Story time builds good relationships and should not be withdrawn as a 'punishment'.
What should you look for?
Look for:
- books which vary the important roles – some where the prince saves the princess and some where the princess saves the prince
- books which don't assume that people will act in a certain way, eg the man does not always have to be washing the car. The woman does not have to be in the kitchen. People in authority do not have to be the 'bad guys'
- books where what happens in the story fits with the ending. Children often enjoy the ending they have been looking forward to more than surprise endings
- a bit of trickery, humour, jumbled words, people getting into trouble – children enjoy a sense of fear and mischief
- interesting words and rhymes – as they get to preschool age children enjoy words and will like stories with some interesting or 'big' words to have fun with
- books with details to notice, eg the time on the clock, toothpaste on the toothbrush
- stories about children's own hopes and wishes or things they know about, eg about a child starting school or having a birthday
- books that explore the unhappy and angry feelings as well as good feelings, eg books about moving house should talk about the child being a bit unsure and worried as well as being excited about the new adventure
- books for young children with happy endings
- books from different cultures or with words from other languages
- fairy stories and folk tales – they have been around for so long because they are important for children. They are usually not too scary because they are about 'long ago and far away'. They deal with some important life problems, eg moving away from home and family, people dying, feeling unsure of yourself. After a scary bit in a story, stop and let your child talk about it. Don't read stories that your child doesn't like. Follow your child's lead about the stories they want.
Children who can read by themselves will want to read more if you let them choose what they enjoy reading, even if it is not 'good literature'. They can always have some good literature through the stories you read them. Children who learn to love stories and reading usually want to read different kinds of books as they grow older.
What parents can do
- Make time to read to your baby or child every day even for a few minutes.
- If you have more than one child read or tell stories they all like, eg family favourites or stories about your own childhood.
- Encourage grandparents to tell stories about when they were young.
- Make a life story book for each child to show where they have been, what they have achieved and important milestones. Have things like photographs of special events, a lock from the first haircut, the first word, the first day at school.
- Let children see you reading lots of different things such as books, magazines, letters, cards, recipes and newsletters. Have lots of books around the house. Talk to children about what you read so they can see reading is important for you.
- Take children to your local library for story-telling sessions.
- Find toys or puppets that are like the people in your child's favourite story to encourage them to remember and play out the story.
- Let your children know you are proud they are reading.
Read aloud! Turn off the TV or other screens while you read.
You can get further advice and support from:
- School
- https://literacytrust.org.uk/blog/reading-children-so-powerful-so-simple-and-yet-somisunderstood/#:~:text=It%20has%20astonishing%20benefits%20for,even%20improves%20their%20sleeping%2 0patterns.
- https://www.highspeedtraining.co.uk/hub/why-is-reading-important-for-children/
- https://home.oxfordowl.co.uk/reading/free-ebooks/
- https://www.phonicsplay.co.uk/resources
- https://sooperbooks.com/ | <urn:uuid:12eb654b-ebd4-4996-8c46-1575dd3faadf> | CC-MAIN-2025-08 | https://www.wcevcps.education/wp-content/uploads/2023/02/Why-Stories-are-Important.pdf | 2025-02-09T23:34:36+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00785.warc.gz | 981,397,255 | 2,574 | eng_Latn | eng_Latn | 0.997164 | eng_Latn | 0.997952 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1794,
4038,
6477,
8277,
10484,
12371
] | [
4.40625
] | 3 | 0 |
SDG2 MM7 Media Communication 1 Introduction to Pre- and Post-Video Production
Media Communication 1: Introduction to Pre and Post Video Production
Lesson 3: Developing A Project Plan
Subjects: Climate Action and Sustainable Development, Design, English, Enterprise, Science
Lesson Title and Summary: Developing a Project Plan
In this lesson, learners will be introduced to the five stages of film production and begin to explore ideas for their film / video project, which will help them prepare for making their videos. They will begin the development stage of planning their video / film project in advance of moving their ideas from concept into reality.
Vocabulary: Development, Distribution, Mood / Vision Board, Production, Pre- and Post-Production, StoryMap
In this lesson, the learner will
collaborate and share ideas, both written and orally
develop an understanding of the different stages of film-making
begin to develop their film / video project ideas
give and take constructive peer feedback
Materials
Access to Class One Drive and Team Folder
Worksheet: Project Planning 1
Worksheet: Creating Vision / Mood Board
Access to Canva Education account for creating digital Vision / Mood board
Paper, Pens, pencils or markers
Media Communication 1: Video Lesson 3 Developing a Project Plan
ACTIVITY INSTRUCTIONS
Activity 1 Planning your Project (30 mins)
1. Learners should work in small teams whether developing a film idea from scratch or linking into a project they have developed through the Future of Ocean Health Programme, as film making is a collaborative process.
2. Have learners set up a shared folder in One Drive where they can keep all their project work in one place. If not working digitally, learners can upload images of their work.
3. Using the Project Plan worksheet part 1, learners will begin to work through their ideas for a short 3-5 minute video. In this lesson, learners will begin this process by developing their ideas and a mood board. The full project plan will be developed over a number of lessons to cover the Development and Pre-Production stages which include:
Initial ideas - Inspiration and mood boards - Lesson 3
Storyboards - Lesson 4
The script
Shot lists Lesson 5
Pre Production - Lesson 6
Time and location of the shoot
Casting / Costumes / Props list
Equipment checklist
Call Sheet
Production - Lesson 7 / 8
Editing - Lesson 9
Activity 2 Sharing Initial Project Summary (20 mins)
1. Depending on number of teams, ask one representative from each group to share a summary of their project's key concept / idea including any ideas about style and message for 2 mins and be prepared to answer one question about their project.
REFLECTIVE EXERCISE: 3-2-1
Three things they feel they have learnt from the exercise
Two things they found most interesting and would like to explore more
One – their opinion they have about the site / exercises
Media Communication 1: Video Lesson 3 Developing a Project Plan
EXTENSION / REDUCTION ACTIVITIES:
Reduction: For a shorter class, complete activity 1 only and Learners can prepare to present their project summary in a 2nd session.
Extension: For a longer class, learners could begin a mood board for a presentation to the group about their film showing their project ideas, ideas about location, costumes, etc. This could be presented in an additional lesson or within another lesson if team teaching / the project is cross curricular.
Flipped Classroom: Learners create a vision board and then present this in an additional lesson or within another lesson, e.g. English or Geography, depending on their film.
Option B: Ask each team to photograph their original worksheets to upload to the drive. Then swap with another team and allow them to feedback / provide written responses to their ideas. This will encourage them to develop constructive feedback and support each other as well as highlight areas to consider or that might not be clear to others outside of the team.
MEDIA BOX: (materials, online video links, extra resources, case studies etc)
How to make a film Mood Board https://www.studiobinder.com/blog/how-to-make-a-film-moodboard/
Students can use the Mood Board / Vision Board worksheets in the resources to support the development of a Vision Board either on paper or use a digital platform to create a digital board e.g.
Miro - https://miro.com A visual platform for teamwork
Pinterest - https://www.pinterest.com/ Can use it to create your own Pinterest board as well as accessing lots of examples for inspiration.
Canva - www.canva.com Graphic Design Tool - Sources, Templates, Layout and examples all in one place
Milanote - https://milanote.com/
Mural - https://mural.co/ Digital whiteboard team work
Local Trip / Expertise / Additional Work and Assessments
Linked Learning: Use Media Modules as assignment options for Civic, Social & Political Education – Sustainability, Visual Art, Media & Communication or consolidating GAISCE community project
Media Communication 2: Poster Creation
Media Communication 3: Creating a Pecha Kucha presentation
Media Communication 4: Podcasts
MC1 LESSON 3 WORKSHEET PROJECT PLANNING 1
THE 5 STAGES OF FILM PRODUCTION:
This worksheet will introduce you to the 5 stages of film production, which you will return to throughout the lessons. In your own words, write a definition for the different stages of film production. You can use google, but make sure you get the definition relevant to film! If you use AI / Chat GPT, we want to see your definition and Chat GPTs version, also.
1. DEVELOPMENT:
4. POST-PRODUCTION
2. PRE- PRODUCTION
3. PRODUCTION
5. DISTRIBUTION
MC1 LESSON 3 WORKSHEET PROJECT PLANNING 1
In this lesson you will focus on the Development stage and begin to develop ideas for your own film. You will return to the worksheet in other lessons when your reach the other stages.
1. DEVELOPMENT:
Your ideas
Inspiration and mood boards
Using a piece of paper or digital board, draw, or place an image in the centre that begins to describe or represent your film's main idea. This is just the starting point, so it can be very broad and just a rough idea. 1.
2. Add a note, write 1 - 2 sentences that describes the film just to get you started.
With your team, start adding any ideas that relate to your initial idea - the Project Concept. Think about any characters and their relationships, the locations you could use, visual styles, and keep adding ideas until you fill the board!
EXAMPLE OF VISUAL IDEATION
Early life / Biography
Scuba and untethered diving record
Marine Biologist / Oceanographer Explorer
Hope spots / Marine Consertvation.
MC1 LESSON 3 WORKSHEET PROJECT PLANNING 1
You can continue to build out your board with images for your characters, locations, costumes, or whatever you want so you can creatively explore your ideas.
You can build different mood boards for different aspect, e.g. characters or the look and feel of your film using colours.
CHARACTER MOODBOARD
Pinterest Mood boards for Sherlock Holmes
Creating character mood boards helps to develop unique and memorable characters and is a big part of your storytelling. You can highlight any specifics you want them to have. The acronym STEAL helps you remember the different aspects of developing a character.
S.T.E.A.L.
Speech: What a character says and how they say it; vernacular, accent, etc.
Thoughts: What a character thinks and believes.
Effects on Others: How a character interacts with and influences others.
A
ctions: Everything a character does.
Looks: How a character looks and appears; clothing, hair, etc.
Use this to help you. develop your own character mood boards and unique characters.
2. PRE- PRODUCTION
The Script
There are very specific formats for writing a script and after the outline and treatment (the full summary of your film) many people use scriptwriting software. For your purposes you are going to use a story map to
MC1 LESSON 3 WORKSHEET PROJECT PLANNING 1
create an outline and a summary, and use that to develop your storyboard. You will also create simple dialogue, if needed.
This is the opening of the story - Who, What Where and When?
Who are the characters and settings, what they will say, and where and how they will say it.
This is the problem or purpose of the film and defines your main plot line.
There maybe one or two events with different characters that make up the film.
The resolution of the problem or realisation of the purpose - the closing scenes
CREATE A VISION / MOOD BOARD
STEP 1: THE 'WHAT' OF YOUR FILM
Find an image and place it at the centre of your board that represents your main film's theme. Use pictures, texts or quotes that help you tell what your film is about.
STEP 2: THE 'WHY 'OF YOUR FILM
Develop an image that will show why your film is important - its main story idea. Use pictures, texts and quotes that help you show Ocean Health/ SDG 14.
Develop the central message. This is an image that will represent your film idea.
Keep it colourful and visual. Our brains love images.
Use can use Pinterest, Google images, cut out images, and texts from magazines and drawings
Vision board examples on Pinterest.
https://www.pinterest.ie/scrap pinmichele/vision-boardsamples/?lp=true
STEP 3: THE 'WHO 'OF YOUR FILM
Develop an image of the people who will see your film. Use pictures, texts, quotes, and/or statistics that help to you define your audience.
STEP 4: THE 'HOW' OF YOUR FILM DISTRIBUTION
How will you reach your audience? Use pictures, texts, or quotes that help you think about your audience.
CREATE A VISION / MOOD BOARD
STEP 1: MATERIALS
You can choose to do your vision board online, but if you make it you will need to gather cardboard, card / paper, glue, scissors, images.
STEP 4: GATHERING IMAGES
Begin to gather images that tell the story of your project - you can use drawings, cut outs, images printed from Google or Pinterest, or if digital, you can scan your images online.
STEP 2: DECIDE ON WHO WILL DO WHAT
STEP 3: PLANNING YOUR BOARD
Each person in the group should be responsible for developing the vision board - you can take different sections.
As a group, you can start to plan the size, shape, and format of your vision board - see examples, but don't be limited. It should reflect your project.
STEP 5: ORGANISE YOUR INFO
You can organise the sections in different ways - think about your audience - who are you trying to reach? Look at examples of posters, communication for that audience.
REMEMBER MESSAGE AND AUDIENCE
Will they read left to right? 1.
Will you direct them how to read using arrows or numbers? 2.
3.
Will your central idea be the biggest image?
CREATE A VISION / MOOD BOARD
CREATIING A DIGITAL VISION BOARD USING CANVA
Step 1: Gather and share your digital Images
When you have decided who is working on what section – gather your digital images and save them all together in a folder. You can create and use a shared drive folder to work in a group.
Step 2: Open an account in Canva
https://www.canva.com/
Step 3: Open a new design in Canva
Once you're signed in, you'll want to click "Create a Design," and choose the template you like, perhaps poster or photo collage.
If you plan on printing your vision board, you can choose USE CUSTOM DIMENSIONS. You can see this in the top right of the screen.
Step 4: Import your images into Canva
HTTPS://WWW.PINTEREST.IE/SUNFLOWERWAYS /CREATING-A-VISION-BOARD/ | <urn:uuid:d2d8d20e-19cb-4f43-9ea6-98141d67eb91> | CC-MAIN-2025-08 | https://www.muinincatalyst.com/_files/ugd/92a067_8a6b9da67e544e8ea9791c85a03c67c2.pdf | 2025-02-10T00:07:13+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00784.warc.gz | 836,956,068 | 2,545 | eng_Latn | eng_Latn | 0.992276 | eng_Latn | 0.995279 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1244,
2907,
5123,
5653,
6655,
7952,
8514,
9604,
10713,
11485
] | [
4.71875
] | 1 | 0 |
Maths - Year 4
Measurement 4: Understanding and using units of mass
Mathematical Skills
- Recall the number of grams in a kilogram.
- Use understanding of place value to partition masses.
- Round a list of masses and estimate their total.
- Use estimation to check calculations.
- Convert between grams and kilograms.
- Use appropriate strategies for calculating with masses.
Mathematical Methods
- Calculating with mass e.g. calculating the mass of two pairs of trainers, both weighing 600g.
- Problem solving and calculating with mass e.g. has Max exceeded his baggage limit of 10kg.
- Measuring mass in kilograms using decimal notation e.g. 6.3kg = 6000g + 300g.
- Solving everyday problems involving mass.
Can you..?
- Find the total mass of the headphones and electronic tablet.
- Lisa's backpack weighs 4kg 600g and Sam's weighs 6kg 300g. How much heavier is Sam's backpack?
- Which is bigger 3.4kg or 3.25kg? Explain how you know.
- Claire has two containers full of strawberries with a total mass of 0. 73kg. An empty container weighs 0.007kg. What was the mass of the strawberries? | <urn:uuid:66692c81-1825-4129-bbb7-db8d6206b64e> | CC-MAIN-2025-08 | https://www.hall-orchard.leics.sch.uk/_site/data/files/pdfs/maths-need-to-knows/year-4/measurement/20539B371CDD26D90225575076D722F0.pdf | 2025-02-10T00:10:25+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00793.warc.gz | 740,755,105 | 272 | eng_Latn | eng_Latn | 0.990415 | eng_Latn | 0.995653 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
498,
1103
] | [
4.1875
] | 1 | 0 |
Chronicling America Topic Guides
Slavery in Arkansas
This research topic guide is best used with the Chronicling America website (chroniclingamerica.loc.gov), a Library of Congress website co-sponsored with the Na tional Endowment for the Humanities. Chronicling America is a repository of digitized historic American newspapers from 1777-1963 and is an excellent resource for primary and secondary materials. This guide is focused on Arkansas topics but can be relevant to other states. To search in Arkansas papers, select the state in the drop-down menu. Choose the desired date range to search, then enter one or more words in the search bar and click GO.
COMMON SEARCH TERMS
* slaves
* slavery
* negro
* free black
* mulatto
* free negro(s)
* expulsion act
*
The first report of enslaved Black people in Arkansas Territory came from French colonists in the early 1700s. Slavery was a major part of the early economic development in Arkansas, with significant slave labor occurring on large plantations throughout the state. The use of forced labor allowed for the rapid expansion of cotton farming, which added close to $16 million to the Arkansas economy each year. By 1860 the state was the sixth largest producer of cotton, and 25% of Arkansas's population was enslaved.
* free negros
* Emancipation Proclamation
Jim Crow law
*
abolish slavery
* Mason and Dixon line
* anti-slavery
* manumission
* Underground Railroad
* runaway slave
* Ku Klux Klan
* segregation
* Act to Remove Free Negroes and Mulattos
* negro question
* cotton slave
* plantation slave
* Curtis slave
* slave sale
* slave auction
* negro sale
* slave state
* abolitionist
As the practice of slavery grew in the southern United States, objections to enslavement grew in the northern states. This led to the 1820 Missouri Compromise, which split the country along the Mason-Dixon line. Slavery was abolished north of the line, but states south of the line were permitted to continue the practice of slavery. As a result, Arkansas remained a slave-holding state, and the right to slavery was written into the state constitution when Arkansas achieved statehood in 1836.
Though Arkansas had a significant population of enslaved people, unlike in other states, there were no largescale slave rebellions. Instead, resistance occurred on a smaller scale. Enslaved people often ran away from enslavers, which was reported in local newspapers. Newspapers played a significant role in perpetuating slavery. In addition to reporting runaways, the newspapers of the time would print jail notices, listing runaways captured and the process to "reclaim" them. Newspapers also printed advertisements, or notices of enslaved people for sale, either by an individual, estate, or county at public auction.
In an effort to keep all Black Arkansans enslaved, the Arkansas General Assembly passed a bill in 1859 banning anyone with Black ancestry from living as a free person in Arkansas. At the time the bill was passed there were 700 free Black people residing in Arkansas. The bill stated that if they did not leave the state by 1860, they would be enslaved once more. Arkansas was the only state to pass such a law, though similar bills were considered in other slave-holding states. There are no reports of this law being enforced. However, the law did work to divide people by race rather than by free or enslaved status and forced over 500 people to flee their homes in Arkansas.
Since slavery was a major component of the Arkansas economy, many state politicians demanded the protection of slavery in the 1850s when anti-slavery sentiments were gaining popularity across the country. After the federal government failed to protect slavery sufficiently and other states began seceding from the Union, Arkansas politicians pushed to leave the Union as well. Though many Arkansans wanted to remain part of the Union, the Civil War spurred Arkansas to finally secede.
The beginning of the end for slavery in Arkansas came in 1862 when the Union army moved into the state. Union General Samuel R. Curtis issued certificates of freedom to any enslaved people who had worked against the Union army. He used his military power more than most Union generals to help fugitive slaves, which resulted in a gathering of formerly enslaved people following behind his army. As the Civil War waged, the eastern part of the state under Union control became the destination for freedom. In 1863 President Lincoln abolished slavery in the Confederacy with the Emancipation Proclamation, though the Confederates continued fighting to keep slaves. Some of the formerly enslaved men chose to join the Union army and help bring an end to slavery, which finally happened in 1865 with the Union victory (See Black Arkansans in the Military Topic Guide). After the war the 13th Amendment was enacted, abolishing slavery nationwide. Though slavery was abolished, its traces remained in the continued marginalization and segregation of Black people, codified as Jim Crow laws, and in the ideology of white supremacy, organized by the Ku Klux Klan, in Arkansas.
SOME SIGNIFICANT DATES
1723 First record of enslaved Black people in Arkansas Territory.
1803 Louisiana Purchase of land by the United States, including what eventually becomes Arkansas.
1793 Fugitive Slave Act passed by Congress, allowing local governments and citizens to capture and return escaped slaves and penalize any who helped people escape.
1820 Missouri Compromise allows slavery to continue below the 36°30′ parallel, the Mason-Dixon Line,
1836 Arkansas becomes a state and uses its constitution to support slavery.
which includes Arkansas.
1850 Fugitive Slave Act, part of the Compromise of 1850, passed by Congress stating that slaves be them escape. Also stating that the federal government was responsible for the process of finding,
returned to their enslavers, even if the slave was in a free state, and punishing anyone who helped returning, and trying escaped slaves.
Arkansas.
1859 Act 151 to Remove Free Negroes and Mulattos from the State/Negro Expulsion Act is passed in
1861 Civil War begins.
army. Many formerly enslaved people fled to the Union side for freedom and protection.
1862 Union General Samuel R. Curtis issues freedom to slaves who had been used against the Union
1863 Emancipation Proclamation by President Lincoln that all enslaved people under the Confederacy were freed.
1865 Civil War ends and the 13th Amendment is adopted, abolishing slavery in the United States.
SELECT ARTICLES FROM CHRONICLING AMERICA
* "Fugitive Slave Bill" Southern Shield June 29, 1850, Image 2, Column 1
* "An Act to Remove the Free Negroes and Mulattoes from this State" Arkansas True Democrat February 23, 1859, Image 2, Column 5-6
* "Sheriff and Jailor's Notice" Southern Shield February 26, 1853, Image 4, Column 4
* "Black Republicanism" and "Mr. Bell's Anti-Slavery Record" Arkansas True Democrat September 15, 1860, Image 1, Column 1, 2-4
* "Lincoln's Proclamation" True Democrat October 8, 1862, Image 1, Column 2
* "'By order of Gen. Curtis, twenty-eight slaves…'" Arkansas True Democrat July 17, 1862, Image 1, Column 5
* "One Hundred Years: The Production and Price of Cotton During That Period" Pine Bluff Daily Graphic September 5, 1895, Image 3, Column 1
* "Dr. Brough on Negro Question" The Nevada County Picayune March 16, 1916, Image 7, Column 3-5
* "Historic Line Marked" Pine Bluff Daily Graphic February 1, 1901, Image 5, Column 3
RELEVANT EDUCATION AND LESSON PLANS
Arkansas State Archives: Slave Narratives Oral History Lesson Plan: https://digitalheritage.arkansas.gov/lesson-plans/12/
Arkansas State Archives: Reconstruction Lesson Plan: https://digitalheritage.arkansas.gov/lesson-plans/4/
Arkansas State Archives: Desegregation in Arkansas Lesson Plan:
https://digitalheritage.arkansas.gov/lesson-plans/1/
Arkansas State Archives: African American Resource Guide: https://digitalheritage.arkansas.gov/resource-guides/1/
Central Arkansas Library System: Life in Territorial Arkansas Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/106
Central Arkansas Library System: Slavery in Arkansas Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/29
Central Arkansas Library System: Race Relations in Arkansas: Secession & the Civil War Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/124/rec/3
Central Arkansas Library System: Emancipation Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/101/rec/14
Central Arkansas Library System: Race Relations in Arkansas: Reconstruction Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/21/rec/4
Central Arkansas Library System: Arkansas and Reconstruction Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/24/rec/6
Central Arkansas Library System: Jim Crow is Here Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/129/rec/1
Central Arkansas Library System: Jim Crow and the Poll Tax Lesson Plan: https://arstudies.contentdm.oclc.org/digital/collection/lessonplans/id/105/rec/15
Chronicling America: Fugitive Slave Ads Research Guide:
https://guides.loc.gov/chronicling-america-fugitive-slave-ads
Chronicling America: Slavery and Abolition Research Guide:
https://guides.loc.gov/chronicling-america-slavery-abolition
Chronicling America: Harriet Tubman Research Guide: https://guides.loc.gov/chronicling-america-harriet-tubman
Chronicling America: Emancipation Proclamation Research Guide: https://guides.loc.gov/chronicling-america-emancipation-proclamation
Library of Congress: Slavery in America Resource Guide: https://guides.loc.gov/slavery-in-america
Library of Congress: Finding Ancestors in the Anti-Slavery Movement and Underground Railroad Research Guide: https://guides.loc.gov/finding-antislavery-ancestors
RELEVANT EDUCATION AND LESSON PLANS CONTINUED
Library of Congress: African American Women Authors of the Civil War Era Resource Guide: https://guides.loc.gov/african-american-women-civil-war/introduction
Library of Congress: Emancipation Proclamation Research Guide: https://guides.loc.gov/emancipation-proclamation
Library of Congress: 13th Amendment to the U.S. Constitution Research Guide: https://guides.loc.gov/13th-amendment
Chronicling America: Plessy v. Ferguson (Jim Crow Laws) Research Guide:
https://guides.loc.gov/chronicling-america-plessy-ferguson
Library of Congress: Plessy v. Ferguson Research Guide: https://guides.loc.gov/plessy-ferguson
Find more of our topic guides at https://digitalheritage.arkansas.gov/adnp/
.
Further information about this topic can be found in the Encyclopedia of Arkansas, courtesy of the Central Arkansas Library System at https://encyclopediaofarkansas.net/.
Content Disclaimer:
Historic newspapers sometimes contain offensive content including attitudes, language and biases that are outdated and harmful. This topic guide is meant to be a useful resource to navigate historic papers and may contain outdated terms used only for the purpose of historic research. These opinions do not reflect the views of the Arkansas State Archives. | <urn:uuid:197233e5-5048-43ba-93f3-be9567535e9c> | CC-MAIN-2025-08 | https://www.arkansascollegehistoryteachers.com/_files/ugd/01aafa_af4c16e851b1499c9647ddbcfe175482.pdf | 2025-02-10T00:09:21+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00789.warc.gz | 624,654,717 | 2,547 | eng_Latn | eng_Latn | 0.812656 | eng_Latn | 0.980505 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3945,
7503,
9993,
11288
] | [
3.421875
] | 2 | 0 |
Language and Libraries: Encouraging English Learning through Book Reading
Kosovo
Lake Forest College Valdrin Halitjaha, Kosovo, UWC Maastricht '18
While English is taught in all public and private schools in Kosovo, there are not many opportunities to further interact with the English language outside of the classroom if one cannot afford it. The goals of my project were to promote English learning through book reading and to create more equitable access to educational resources in English for all students in Suhareka.
To accomplish these goals, I organized a four-week immersive language course in the public library 'Hajdin Berisha' in Suhareka. The course was focused on the four basic language learning skills: reading, writing, listening and speaking. The course held meetings five times a week, four hours a day from the 22nd of June to the 22nd of August. The age of participants in this course ranged from 5 to 25 years old from all ethnic groups of Suhareka.
Prior to the start of the project, the City Library had a small number of books in English. Most of them were donations from community members. Lack of books in the English Language was a problem that students of different ages are facing. As an alternative, they turn to piracy websites that often violate copyright laws. I used a part of my project funding to donate over 250 books in English to the library. The books were of three categories: for beginners, classics of world literature, and books for preparatory tests like SAT, GEC, and Toefl.
Throughout the project, we had over 120 readers with over 160 books checked out. We organized the book reading similar to a book club. After reading the book, the participants would return it back with a short-written commentary on it. Then, my project partner from Kosovo Fjolla Kukaj, and I would further discuss the book with the students so they could practice speaking and listening in English. To further encourage book reading, I organized a competition where top readers would get a chance to pursue an English course for a whole year after the project finishes and continue organizing the book reading classes that we started. As a result, we had four winners with a total of forty-five books read throughout the project and a significant improvement in their English reading, writing, listening, and speaking skills. Initially, we planned to hold a closing ceremony but were unable to do so due to the rising number of COVID-19 cases and the subsequent tightening of lockdown measures by the government.
In addition, the project partnered with an associate from the NGO 'Voice of Roma, Ashkali and Egyptians' whose mission is to support the RAE communities in areas of education, employment, advocacy, and representation. This NGO supports the RAE community by providing extra classes for pupils of grades 1 through 9. The library registration from this community was very low due to their financial constraints. I used part of the project funding to pay the annual library registration fee for these pupils.
Lastly, the project donated 543 books to the elementary school 'Edit Durham" in Mushtisht. Mushtisht is the most populated village in Suhareka but unfortunately, due to county legislation, has an inactive library because it doesn't have enough books to have a librarian. Our donation initiated a process that will qualify the library to get a librarian, a process that will be monitored by myself in the future. The librarian will be able to serve students who are currently unable to check out books due to the inactivity of the library.
The project has found great support from the local community. The municipality of Suhareka has promised to always welcome and support projects like Language and Libraries: Encouraging English Learning through Book Reading in the future. I'm thankful to the city library 'Hajdin Berisha' for giving us a space to implement our project. I was also very happy to meet the principal of my former elementary school 'Edit Durham' who gave me a warm welcome and promised to make a commitment to founding the first reading club in the school. While we found great support from the community in making this project a reality, no other fund-raising efforts contributed to the project.
For me, English has been an important tool for success throughout my childhood growing up in Kosovo. I was among a few other students who pursued English private lessons, and since then I was able to come across different opportunities that helped me fulfill my goals. This project gave me the opportunity to share my UWC and college experience and provide guidance to many youngsters whose dreams are to study abroad.
My project is a modest contribution to Kosovo's development efforts to consolidate stable economic prosperity for all its citizens. Kosovo's long-lasting conflict with its neighboring state Serbia has created economic instability, which is affecting most of the population, especially the youth. The continuous efforts for a final peace agreement between Kosovo and Serbia should be based on building long-term healthy communication between different ethnic groups. Learning English is the first step to facilitating communication and economic development.
I chose Kosovo specifically because it is a place where English serves as a bridge between communities that do not speak each other's languages. Promoting the English language is paramount to the reconciliation process between these communities that have been part of an ethnic conflict for decades. For Kosovo's young population, knowledge of English improves the potential for socio-economic development. The demand for English speakers is on the rise as foreign companies look into new outsourcing opportunities in Kosovo. English learning can be used as a tool to fight Kosovo's high unemployment rate.
Peace for me is when the communities share similar problems and solving these problems together makes it easier than trying to solve them separately.
This project changed me in many ways. Since I left home to start my UWC journey, I felt that I lost the connection with my local community. Throughout the project, I got the chance to meet amazing people from different ethnic, cultural, and political backgrounds. It also helped me identify the gaps between what services currently exist and what is needed in my community. Identifying different needs in the community has inspired me to start making plans for future projects that I could implement once I return to my home country.
My project was impacted by the Covid-19 pandemic. In order to minimize the risk of covid infections, I had to scale down the parts of the project that involved interacting with the local communities. Initially, I planned to hold reading sessions with 20 pupils at a time at the elementary school 'Edit Durham'. Because the school was closed during summer, the only other place where we could implement the project was the city library 'Hajdin Berisha' which had strict COVID-19 protocols in place. Another impact of Covid-19 was lower participation than expected due to the fear of contracting the virus.
"This project reassured me that it doesn't take a whole lot to make a positive change" | <urn:uuid:a6530f99-4a9d-4483-b20a-d2de5691452a> | CC-MAIN-2025-08 | https://www.lakeforest.edu/Public/GEO/Documents/2020_LanguageandLibraries_Kosovo.pdf | 2025-02-10T00:50:28+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00790.warc.gz | 820,219,886 | 1,399 | eng_Latn | eng_Latn | 0.999302 | eng_Latn | 0.999314 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4685,
7232
] | [
2.640625
] | 1 | 0 |
Mirroring
Stepping Stones
: Teambuilding & Empowerment; Body, Movement and Senses
Materials: no materials
Type of exercise: written
Duration exercise : 15 min.
Objectives
The learner can say what and how s/he feels.
Instructions
* Divide the group into pairs.
* Agree beforehand who is looking in the mirror (learner A) and who is mirroring (learner B).
* Let the pairs move around. Learner A makes movements, learner B mimics them.
* Change roles.
Variant
Accompany the exercise with music.
Read more in our manual at www.alternativeways.eu
Language skills / Linguistic performance
* Reading
Linguistic competence/knowledge
* Vocabulary
Social-emotional skills and competences
* Communication skills
* Cultural awareness, expression and identity formation
* Empowerment
* Fun | <urn:uuid:86747a38-f5e3-4a88-bf4c-f5d589c18fb3> | CC-MAIN-2025-08 | https://alternativeways.eu/wp-content/uploads/2020/06/73-Mirroring.pdf | 2025-02-09T23:17:34+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00789.warc.gz | 74,609,596 | 182 | eng_Latn | eng_Latn | 0.978678 | eng_Latn | 0.978678 | [
"eng_Latn"
] | false | docling | [
794
] | [
3.53125
] | 1 | 0 |
Maths - Year 3
Number and the Number System 5: Ordering and structuring numbers to 1000.
Mathematical Methods
- Explore patterns in a 100 square using language such as
'before', 'after', 'next', 'between', 'nearly',
'ten more than', 'ten fewer than' etc.
- Compare measurements using more/greater than (>) And less/fewer than (<).
- Explore measuring using metres and centimetres, with the use of number rods.
- Explore how to measure over 100cm/1m and relate this to place value frames.
- Marking numbers on a labelled number line
Can you..?
- Complete this section of a hundred square.
- Can you write 2 metres and 30cm in centimetres?
- Compare 136 and 265 using < and >.
- Tom found that pages 434 - 441 were missing from his book. How many pages were missing?
- Look at the table: a) Which day did Rebecca walk
the furthest? b) How many more steps did she
walk on Friday compared to Wednesday? | <urn:uuid:027190ab-a2cf-492c-aec2-fd3927017908> | CC-MAIN-2025-08 | https://www.hall-orchard.leics.sch.uk/attachments/download.asp?file=311&type=pdf | 2025-02-09T23:47:39+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00792.warc.gz | 755,963,297 | 235 | eng_Latn | eng_Latn | 0.998404 | eng_Latn | 0.998404 | [
"eng_Latn"
] | false | docling | [
911
] | [
3.984375
] | 1 | 0 |
DIGITAL LEARNING POLICY
HELP FOR NON-ENGLISH SPEAKERS
If you need help to understand the information in this policy, please contact Lloyd Street Primary School on 03 9573 4600 or firstname.lastname@example.org.
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 for students in years 4 to 6.
(b) expected student behaviour when using digital technologies including the internet, social media, and digital devices (including computers, laptops, tablets)
(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 Lloyd Street Primary School. 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
* 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:
* Lloyd Street Primary School's Child Safety Code of Conduct
* The Victorian Teaching Profession Code of Conduct (teaching staff)
* Code of Conduct for Victorian Sector Employees (staff)
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 Department-provided 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 and computers, provide students with rich opportunities to support learning and development in a range of innovative, creative and effective 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.
Lloyd Street Primary School 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.
Personal Devices
Classes at our school are delivered with the use of desktop and laptop computers. Parents/carers are invited to purchase a device for their child in year 4 to 6 to use at school at home. Lloyd Street School has made special arrangements so students can use a school device, on loan from the school, but these must remain at school.
Safe and appropriate use of digital technologies
Digital technologies, if not used appropriately, may present risks to users' safety or wellbeing. At Lloyd Street Primary School, 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 our school, we:
* use digital sites and technology that support students' learning, and focus on being learning-centred
* use digital technologies for specific purpose with targeted educational or developmental aims
* supervise and support students using digital technologies for their schoolwork
* effectively address issues or incidents that have the potential to impact on student wellbeing
* have programs to educate our students to be safe, responsible and discerning users of digital technologies
* increase student knowledge on digital issues such as privacy, intellectual property and copyright
* highlight the importance of maintaining their own privacy and security online
* actively educate and remind students of our School's values and expected behaviour, including online
* use clear protocols and procedures to protect students working in online spaces, including reviewing the safety and appropriateness of online tools and removing inappropriate 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
* refer suspected illegal online acts to the relevant law enforcement authority for investigation
* support our community to understand the safe and responsible use of digital technologies and strategies that can be implemented at home through updates in our newsletter, website/Compass and information sessions.
Distribution and access to school owned devices and personal student use of digital technologies at school 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 classroom teacher as appropriate, 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 to ensure appropriate parent notification occurs or, where required, consent is sought. Where the student activity is visible to the public, it requires consent.
Social media platforms do not permit primary aged students to have social media accounts (most have a 13+ age) but we know some families allow their children to have access to a social media platform.
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 Lloyd Street Primary School'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), Lloyd Street Primary School 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:
* removal of internet and/ or email privileges
* removal of printing privileges
* other consequences as outlined in the school's Student Wellbeing 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
* Discussed with all students in term 1 and as needed
* Made available in hard copy from school administration upon request
FURTHER INFORMATION AND RESOURCES
This policy should be read in conjunction with the following policies on the Department's Policy and Advisory Library (PAL):
* Personal Devices - Access
* Digital Learning in Schools
* Social Media Use to Support Student Learning
POLICY REVIEW AND APPROVAL | <urn:uuid:63b6e85a-6bbe-40cc-ba83-d9eb64b83202> | CC-MAIN-2025-08 | http://lloydstps.vic.edu.au/static/uploads/files/digital-learning-policy-2025-wfghmszltekw.pdf | 2025-02-09T23:42:55+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00798.warc.gz | 13,144,025 | 1,792 | eng_Latn | eng_Latn | 0.996727 | eng_Latn | 0.997437 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3139,
7400,
9780
] | [
2.5
] | 1 | 0 |
Maths - Year 2
Measurement 4: Introducing metres
Mathematical Methods
- Comparing length, width and height.
- Estimating, comparing and measuring lengths in centimetres.
- Introducing metres.
Mathematical Skills
- Choose an appropriate instrument for measuring length.
- Choose appropriately whether to measure length in centimetres or metres.
- Recognise the main factors affecting accuracy of measurements
of lengths, e.g. whether measurement is in a straight line.
Check accuracy by, e.g. repeating measurements.
- Construct a table and use it to
- Read, interpret and compare data
record data independently. presented in a table.
- Measuring in metres and centimetres.
Can you..?
- I want to find out how big the room is. Can you tell me which dimensions I should measure?
- What measuring equipment would you use to measure the thickness of the door? What measuring equipment would you use to measure the width of the door? Can you explain your choices and then try measuring it?
- What measuring equipment would you use to measure the distance a toy car can travel with one push? Can you explain your choice and then try measuring it? | <urn:uuid:fd614c4e-d06f-4423-9c63-675d5e332c63> | CC-MAIN-2025-08 | https://www.hall-orchard.leics.sch.uk/_site/data/files/pdfs/maths-need-to-knows/year-2/measurement/F805B6FA73646B92C5AFA8B7347A51F6.pdf | 2025-02-09T23:30:49+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00800.warc.gz | 759,005,483 | 246 | eng_Latn | eng_Latn | 0.993678 | eng_Latn | 0.99786 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
644,
1155
] | [
4.03125
] | 1 | 0 |
Family Violence
Many families argue at times but domestic violence, or family violence is more than just arguing. It is actions or words that hurt, scare, control, degrade or bully others.
Everyone in the family is harmed by violence. Children are harmed even if they don't see or hear the violence. The stress of violence can lead to problems with children's emotions, behaviour, brain development and learning. The impact can last a lifetime.
What is family violence?
Many people think family violence is about hitting. This is only part of it. Abuse or violence is when someone tries to control, scare, hurt or bully others. It might be:
- physical: hurting you, your children or pets. They may hit, kick, push, choke, burn, shake you or throw things at you
- verbal: using put downs, insults, yelling, calling you names
- emotional: doing things to scare, worry or upset you, such as threaten to harm or kill children, other people or pets, constantly criticise, damage property, drive badly to scare you or exclude you from making decisions
- stalking: following you, constantly calling or sending unwanted messages
- sexual: rape or any unwanted sexual behaviour forced on you against your will
- social: stopping you having contact with friends and family or other people outside the home
- financial: controlling the money, not letting you work or have money of your own, not providing enough for family needs
- technological: using mobile phones, email or social media to harass or stalk you
- cultural or spiritual: putting you down because of your beliefs, preventing you carrying out cultural or spiritual practices or forcing particular practices on you.
Family violence can happen between couples of all ages whether dating, living together, married, separated or divorced. It happens between men and women as well as same sex couples. It can be across generations and between extended family members. It happens regardless of income, culture or religion. Although most family violence is from men, women can use violence too. At times, young people can use violence towards parents and siblings.
There is never any excuse for family violence. It is not OK in any community or culture.
When abuse happens
- Victims tend to blame themselves or 'play down' the effect on them.
- Abusers tend to 'play down' what they do, or pretend it isn't happening. Drugs and alcohol can play a part but they are never an excuse for violence.
Abuse and violence is often shown on TV, in movies and computer games. Some people wrongly think violence is a normal part of relationships.
Arguing is not family violence. Disagreeing with someone and feeling angry is normal. It can be one of the ways people work out problems, and can be done without anyone being scared or hurt.
Children learn about relationships and how to handle disagreements by watching how others do it, especially their parents.
Why does it happen?
It might be hard to believe that people could harm those they love. Family violence is about someone using power and control to get what they want, even when it hurts others.
We might think that someone who uses violence in the family can't control their anger. However, they are not usually violent or controlling to others outside the home. They restrain themselves with others but use violence to control family members.
How violence happens
How violence happens in families can vary. It might happen constantly, or in 'cycles of violence' with regular 'explosions'. Whatever the pattern, violence usually gets worse over time and happens more often. In most cases it doesn't stop without help. A 'cycle' can include:
Build up
In the build up phase, the person gets upset or angry at small things, no matter how much you try to keep the peace.
Build-up can take weeks, days or only minutes before the person explodes.
Explosion
An explosion can be yelling, cruel language, threats or physical violence. In this phase, the victim may get injured or leave because they fear for their life.
Feeling sorry
After the violence the person may say 'sorry' and feel very guilty. They may promise to change, and if you have left, beg you to come home.
Some make excuses because they don't see that the violence is their fault. They may blame you, stress, alcohol or drugs or deny that anything happened.
'False honeymoon' or 'false calm'
During this stage, things often seem better than they have for a long time. However, you can still be 'on edge', fearing they will become violent again. Unless the person accepts they are responsible for the violence and makes some real changes, the build-up will start again.
Effects on family life
Violence can result in family members:
- not feeling safe
- having low self-esteem
- being harmed
- being split up through separation or divorce.
All family members have the right to feel safe. You are not to blame for someone else's violence or abuse.
Effects on parents
A parent who is abused may feel:
- confused by the abuser's mood swings and behaviour changes
- scared, stressed and unable to relax as they try to keep things calm
- numb and alone
- ashamed or to blame for the violence
- helpless and depressed
- afraid others will blame them for the violence
- less able to cope with parenting and with life.
Their physical health can also be affected.
Effects on children
Babies and children are affected by family violence, whether or not they see or hear the violence or it is directed at them. Even before a baby is born, it can be affected by the mother's stress. It affects children's growing brain and can delay normal childhood milestones.
Family violence makes home life unpredictable for children. It can make them anxious and affect how they think and learn, and how they relate to others. It can increase their aggression and make it harder for them to learn how to control their own feelings and actions. They are also harmed by the stress and worry of people they love being hurt or upset.
When parents are stressed and worried they can have less energy for warm, loving relationships with children. Some can become distant and withdrawn, and this can impact on children's development.
The effects on children can include:
- feelings of self-blame, fear, sadness, mistrust, shame, anger and low self-esteem
- signs of stress such as headaches, stomach aches, sleeping problems, nightmares or wetting the bed
- believing that violence in families is normal
- learning that force and violence are the way to get what you want
- missing school to stay near a parent or other family member who is hurt or at risk
- not doing well at school
- running away from home
- using drugs and alcohol
- being aggressive
- not having friends and becoming withdrawn
- becoming a bully at school or at home.
Note: There may be other reasons that children behave in these ways.
Child abuse and neglect
In homes where there is family violence there is often more child abuse and neglect. This can be by both men and women.
Children may see or hear violence, or they may be hurt during a violent outburst. They may be harmed as a way of 'getting at' the other adult. A child's needs may be neglected because family life is so disrupted.
Some families hit children to 'discipline' them. Hitting children doesn't teach them how to behave. It is best to show children what you expect and to calmly repeat lessons until they learn.
Hitting children may cross the line and become child abuse when a parent is angry. In South Australia, harsh punishment of children is regarded as child abuse and against the law.
What parents can do
If violence is happening in your home then you need to get help.
If you think you are hurting your family
- If you bully or abuse others in the family, or find it hard to control your anger, you can learn other ways to deal with your feelings. Family violence is about power and control, not about anger.
- There is never an excuse. You are the only one who can stop it.
- Talk to someone who knows about family violence, or contact a service that can help.
If you think you could be a danger to your family, leave the situation until you are calm. Make sure children are safe first.
If you are being abused
- Don't accept excuses for family violence, or blame others or yourself.
- Talk to a service that specialises in family violence. They can help you sort out what's best for you and your children, and the possible options.
- Plan what you will do if there is violence — what you will need and where you and your children will go.
- Give children phone numbers (for example, the Police) and help them practise what to say.
If you or your children are in immediate danger phone the Police on 999.
How to help your children
Children need:
- to feel safe in their own home at all times
- protection from family violence of any type
- to know that bullying, abuse and violence are not OK
- to learn what healthy, respectful relationships look like
- to know they are loved and that the violence is not their fault
- a chance to talk about their feelings and worries
- extra support from a trusted adult
- support with schooling
- help if they are having problems with their feelings or behaviour
- to know where they can get help in an emergency, for example call the Police, or have a safe place or person they can go to.
Family violence rarely goes away without help. It often gets worse unless the person using violence changes their thinking and how they behave. Many abusive behaviours are against the law.
You can get further advice and information from:
- School
- Your GP
- Waveney Domestic Violence Forum - http://www.waveneydvforum.org.uk/ 01502 572143, 07906245979, firstname.lastname@example.org
- Waveney Freedom Programme - http://www.waveneydvforum.org.uk/freedom/
- Women's Refuge - https://www.nationaldahelpline.org.uk/
- Lighthouse Men's Refuge - http://lighthousewa.org.uk/understanding-abuse/advice-for-men/
- https://www.justonenorfolk.nhs.uk/emotional-health
- https://infolink.suffolk.gov.uk/kb5/suffolk/infolink/service.page?id=KkH2rWVNRFQ
- https://www.homestartinsuffolk.org/domestic-abuse-services
- http://www.waveneydvforum.org.uk/useful-resources/useful-links/
- https://www.childline.org.uk/
- https://www.nationaldahelpline.org.uk/ National Domestic Abuse Helpline 0808 2000 247
- https://www.citizensadvice.org.uk/family/gender-violence/domestic-violence-and-abuse-getting-help/ | <urn:uuid:96aed031-7472-4760-a0a8-d02e42ca0ed5> | CC-MAIN-2025-08 | https://www.wcevcps.education/wp-content/uploads/2023/02/Family-Violence.pdf | 2025-02-10T01:38:58+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00799.warc.gz | 1,014,984,209 | 2,244 | eng_Latn | eng_Latn | 0.983968 | eng_Latn | 0.998503 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1672,
3653,
5297,
7016,
9359,
10448
] | [
4.125
] | 2 | 0 |
Temperatures
School administrators, teachers, coaches, and intramural supervisors must be familiar with and implement their school division's temperature policy for cold and hot weather. When conducting outdoor physical activities reference your school division's:
Temperatures that are safe for students to be physically active outdoors.
Temperatures that are unsafe for students to be physically active outdoors.
Temperatures that require accommodations for student safety when physically active outdoors.
Note: Specific temperatures (hot or cold) are not provided in the Manitoba Physical Activity Safety in Schools because there isn't a consistent safe/unsafe temperature for outdoor physical activity across Manitoba school divisions. Teachers should follow their school division's temperature policies for outside activities.
Information on Cold Weather-Related Conditions and a Sample Cold Weather Preparedness Guide
Information on Hot Weather-Related Conditions and a Sample Hot Weather Preparedness Guide | <urn:uuid:ebecc4c8-ebd6-42eb-a465-4b20d7f52b2c> | CC-MAIN-2025-08 | https://mpass.school/print/pdf/node/149 | 2025-02-10T00:29:30+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00799.warc.gz | 379,317,009 | 171 | eng_Latn | eng_Latn | 0.995242 | eng_Latn | 0.995242 | [
"eng_Latn"
] | false | docling | [
1018
] | [
2.5625
] | 1 | 0 |
Equity Considerations for Hurricane Disaster Relief
The Dudley Flood Center for Educational Equity & Opportunity would like to thank Dr. Tiece Ruffin and all the Western North Carolina Community members who helped develop this resource. The Flood Center will continue collaborating with community members to highlight important equity considerations and the needs of historically marginalized communities for impactful long-term recovery efforts.
Historical Connections:
On the evening of September 26 th , 2024, Hurricane Helene made landfall as a Category 4 storm. The storm's strong wind gusts and severe flooding caused unprecedented damage to communities across Western North Carolina (WNC). This is not the first time WNC communities have been affected by severe storms. In 1916, "The Flood by Which All Other Floods are Measured" hit, causing devastating flooding that cut off contact with the rest of the world. After the Flood in 1916, a detailed emergency preparedness plan was created to address the potential impacts of severe storms. Despite these efforts, in 2004, tropical storms Ivan and Frances caused $7 million in damage across seven counties.
Much like after these natural disasters, North Carolina has begun the recovery process to rebuild communities and implement supports that will hopefully prevent such devastation. While disaster relief efforts have already started, the long-term impacts of Helene on children and families will continue to be assessed. Below, we have outlined prominent equity considerations for North Carolina as we move forward.
Prominent Equity Considerations:
After every natural disaster, communities experience devastating losses, face years of recovery efforts, and suffer millions of dollars in damage. As communities move forward in recovering from the catastrophic impacts of Hurricane Helene, we as a state have to use an equity lens when considering how to support Western North Carolinians.
Impacts on Communities of Color:
Western North Carolina is becoming increasingly diverse, with African Americans making up 20% and Latinos making up 10% of the population. While the history of the African American community in WNC can be traced back hundreds of years, the Latin(x) community has grown since 2010. Despite WNC becoming increasingly diverse, communities of color in the region are small and often overlooked and underserved. Although there is recognition that effective disaster planning and relief must engage and address the diverse needs of every community, historically marginalized communities are frequently disregarded or, at times, exploited. It must also be acknowledged that while these communities may know about available support(s), structural exist, such as a lack of understanding of how to connect to emergency networks and systems.
The tendency for these communities to garner less attention and face barriers accessing necessary resources. highlights the need to provide intentional support that ultimately results in equitable resource allocation.
Recommendations:
Increased Poverty and Homelessness:
Residents across WNC are facing a housing crisis due to the damage caused by Hurricane Helene and the already challenging housing shortage in the region. Severe winds and flooding from the storm caused structural damage to roofs, the demolition of homes, and interior damage to buildings generally. Many who did not completely lose their homes or encounter severe structural damage now cannot access clean drinking water, running water, or electricity and are encountering mold and washed-out roads. As of October 23 rd , 2024, more than 120,000 homes have been damaged, resulting in more than $12 billion in overall damage.
This becomes even more chilling when one considers that in places such as Asheville, where renters occupy 31% of the housing, many people are still obligated to pay to stay in homes that do not meet residents' basic needs. Unfortunately, the number of evictions is expected to rise over the coming months, with an understanding that these residents will most likely be displaced. Although FEMA has provided temporary shelter assistance, those who qualify are placed in South Carolina or Tennessee. While temporary shelter assistance is a great resource, those who qualify for this assistance will lose access to their source of income, and students will have their education disrupted. Those who cannot access such assistance programs will face barriers to adequate housing, clean water, appropriate health care, economic mobility, and educational opportunities.
These immediate impacts beg the question: How can we provide support that addresses the immediate and long-term impacts on students and families?
Policy, Research, and Advocacy
Local universities and those within the UNC System should extend college application waivers for students in hurricane-affected counties and expand the additional financial aid to eligible students to address the economic barriers to accessing postsecondary attainment.
Many are reporting that recovery efforts will most likely extend well into 2025. State entities such as NC DHHS should extend waivers such as the Timely Reporting waiver and hot foods waiver, as well as assistance such as SNAP to account for the needs that will extend past the end of 2024.
Schools across WNC are either closed indefinitely or working to restore building power, displacing students and staff. Legislators should work with State Board members to provide funding and policies to support schools and students throughout recovery.
Capacity Building and Convening of Stakeholders
Philanthropic entities should join their peers, such as Dogwood Health Trust and CoThinkk, which have already begun to invest in relief efforts that support communities' most immediate needs and strategies that will result in long-term recovery across WNC.
Partnerships
Create coalitions of organizations, such as FEMA and the Western NC Housing Partnership, that address housing and economic barriers. These coalitions should focus on addressing gaps in services and developing long-term strategies, especially for communities of color.
As communities face barriers in accessing essential goods such as food and personal hygiene products, nonprofits should work to highlight the needs of diverse communities, such as multicultural hair care products, feminine hygiene products, and foods that support dietary diversity.
Outreach, Communications, and Dissemination
Local news outlets should partner with community leaders and housing agencies to communicate resources and assistance opportunities via alternative methods such as radio as communities work to restore power and connectivity.
All communication efforts should be available in languages commonly used in the area, especially for Spanish-speaking and Indigenous families and communities.
Language Barriers and Support for English Language Learners:
As North Carolina continues to work to support WNC communities with effective disaster planning and relief, we must ensure that we are engaging our immigrant and English-language learners in ways that address their concerns and foster trust. In the aftermath of many natural disasters, immigrant families and communities often encounter the loss of documented proof of immigration status needed to gain access to government assistance and employment. This results in the loss of stable housing, increased isolation, lack of access to appropriate health care, education, and the threat of deportation. Even with the proper documentation, these communities often cannot access assistance programs designed to provide relief after natural disasters.
The lack of access to health care, increased fear of deportation, and separation from family members prompt the development of strategies to engage and support linguistically diverse communities effectively.
Safety, Mental Health, and Wellbeing Supports:
Research shows that natural disasters negatively impact both mental and physical health. Often, the emotional toll caused by these events can be even more devastating than the physical aspects. Children, specifically, can suffer from trauma much longer than we realize and often have physical representations of their emotions. The trauma can frequently affect relationships, academic performance, and, if not addressed, later life outcomes.
Due to the structural damage in WNC, many communities and families lack access to the necessary immediate and long-term support to address their safety concerns and healthcare needs. As with any disaster, we must support families and youth with equitable, trauma-informed support and strategies.
care and mental health support immediately after the disaster and in the long term.
Advocate for policies that remove unnecessary barriers and support more subsidized programs that allow families to access healthcare.
Capacity Building and Convening of Stakeholders
State funding can be directed toward providing more school social workers, counselors, nurses, and psychologists to address students' and families' physical and mental health concerns.
Local agencies should work with schools to provide educators and staff with trauma-informed training to address the trauma experienced by staff and students. Special emphasis should also be placed on securing diverse educators who are trained to support diverse communities.
Access Educational Resources and Opportunities:
The devastation caused by Hurricane Helene severely impacted schools and districts, hindering their ability to provide safe learning environments and access to educational resources. Many schools were closed due to the lack of power, water, internet, cell service, and safe roads. In response, numerous educators and school personnel stepped up as volunteer first responders, offering transportation, food, and other essential supplies.
As schools continue to address the long-term effects of COVID-19, educators are returning to their classrooms with the pressing responsibility of creating safe, inclusive, and trauma-informed environments that support learning. Research indicates that teachers are the most influential factor in student learning, yet students must now contend with the trauma from the hurricane and reduced access to educational opportunities and materials.
Students and educators in Western North Carolina (WNC) will require ongoing support to ensure that students have access to safe, culturally relevant environments. These environments are crucial for helping students develop the critical skills necessary for their success and well-being.
Policy, Research, and Advocacy
Partnerships
LLocal agencies should collaborate with communities to identify representatives who can advocate for equitable funding for public schools. This will be an urgent need as more funding is directed toward vouchers for private schools.
As many educators will face many of the same concerns as their students, legislators should
Collaborate with PTAs, universities, and community organizations to develop practices and strategies for engaging with families in authentic and affirming ways that promote trust and support.
such as Medicaid, child care assistance, and mental health services.
Schools can partner with local agencies and faith-based organizations to create a community care system that offers assistance in accessing child care, health care, and counseling.
Outreach, Communications, and Dissemination
Work with local agencies and leaders to disseminate communication around preventative measures to avoid potential health factors, such as exposure to mold and infected water supplies.
Resources:
1. Perspective | Our young children and their child care programs need Helene relief funding
2. Many schools are still closed weeks after Hurricane Helene. Teachers worry about long-term impact | The Associated Press.
3. Natural Disaster State Policy Recommendations
4. Hurricane Helene - Dogwood Health Trust
5. North Carolina -- and WNC -- became more diverse, census data shows
6. Hurricane Helene Food and Nutrition Services (FNS) Flexibilities | NCDHHS
7. Students impacted by hurricane will receive extra scholarship support – UNC System
8. Application fees waived for students in hurricane-affected counties – UNC System
9. NC school systems in storm's wake struggle to adapt
10. Addressing the Needs of Immigrants and Limited English Communities in Disaster Planning and Relief
11. Flood Resources | The National Child Traumatic Stress Network
12. Natural Disasters
13. The serious and long-lasting impact of disaster on schoolchildren - The Washington Post
14. For Educators: Supporting Undocumented Students & Their Families
15. Together we rise: From the mountains to the coast, school districts join together to support our return to school | <urn:uuid:549841bb-5622-4b06-92d2-b8c24a94decf> | CC-MAIN-2025-08 | https://floodcenter.org/wp-content/uploads/2024/12/Equity-Considerations-for-Hurricane-Disaster-Relief.pdf | 2025-02-10T00:35:39+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00795.warc.gz | 220,051,260 | 2,266 | eng_Latn | eng_Latn | 0.996846 | eng_Latn | 0.997912 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2820,
4731,
7695,
8692,
11688,
12854
] | [
2.390625
] | 1 | 0 |
Headaches
What are they?
Headaches are a sharp, throbbing pain or ache in the head, scalp, or neck. The pain originates from the tissues and structures that surround the brain because the brain has no pain receptors. The periosteum that surrounds bones; muscles that cover the skull, sinuses, eyes, and ears; and meninges that cover the surface of the brain and spinal cord, arteries, veins, and nerves, all can become inflamed or irritated to cause which can cause a headache. These headaches can last several minutes to several days.
Primary Headaches:
Tension headaches are the most common headaches. Tension headaches are the most frequent health complaints with 76% of women and 57% of men having them at least once a month. These headaches cost the U.S. economy approximately $17 billion a year in lost work, disability payments, and health care expenses. These headaches are caused by the tightening or tensing of muscles in the shoulders, neck, scalp, and jaw. The pain tends to be on both sides of your head and often start at the back of your head and continue forward.
Common Factors and Triggers:
- Stress
- Depression
- Anxiety
- Head injury
- Holding your head and neck in an abnormal position
- Bad posture
- Staying in one position for a long time
- Clenching one's jaw
- Caffeine
- Food allergies or skipping meals
- Smoking
- Alcohol
- Lack of exercise
- Before, during, or after menstrual periods
- Change in certain brain chemicals
It is important to consult with your doctor or physician if you are experiencing any of the above factors and symptoms. The cause of a headache can be determined with a patient's complete health history and a physical exam. It is important to keep a headache diary where you can record when they occur, how often and how long, where they occur, what you ate and drank for the past 24 hours, how you slept and how long, what you were doing and thinking about before the headache started, and what you did to make it stop.
There are a few things that people like to do on their own that help stop headaches without the need of medication. Some people like to take hot or cold showers, this will help relax the body. They also like drinking water to avoid dehydration, resting in a dark and quiet room, putting a cool cloth on their head, changing their lifestyle such as exercise and diet, and trying yoga.
You can contact us at Appleton Chiropractic if you have any questions or are seeking a consultation! Call us today at (920) 731-0715. We are located at 2425 W. Wisconsin Ave Appleton, WI 54914 right across from Copps Grocery Store!
References:
http://www.nlm.nih.gov/medlineplus/ency/article/003024.htm http://www.medicinenet.com/headache/article.htm
http://www.medicalnewstoday.com/articles/73936.php http://www.healthline.com/health/headache | <urn:uuid:b9827768-dead-417f-8032-6a25baee00bd> | CC-MAIN-2021-39 | http://www.thewayyouottofeel.com/uploads/1/7/8/3/17833219/headaches.pdf | 2021-09-28T22:44:54+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00004.warc.gz | 110,835,252 | 626 | eng_Latn | eng_Latn | 0.998803 | eng_Latn | 0.998803 | [
"eng_Latn"
] | false | docling | [
2813
] | [
2.75
] | 1 | 0 |
Three Ways to Handle Stress through Nutrition
Think of good nutrition as good medicine when you are dealing with stress.
We all experience some form of stress every day; and how we handle it depends on our state of health. I like to think of my health as my bank account; health reserves that I can draw upon in times of stress.
There are 3 main methods to deal with stress. They are nutrition, exercise and rest. For this article, I'll focus on diet and nutrition.
What you eat gives you energy and the more energy you have the better you will be able to deal with everyday stress. Our brains have to be fed to work properly. And when the brain doesn't get proper nutrients it becomes unbalanced or stressed which we perceive as being anxious or depressed or unfocused.
There are 3 elements of nutrition the brain and body needs to function well.
1. The first element of good nutrition is protein. Our bodies are made of protein. Our muscles and bones are made from protein. All the metabolic mechanisms use protein to function. If we don't eat enough protein then our bodies start to break down our muscles and bones to get this important nutrient. So we need protein as it helps us deal with stress.
o There is a big difference between good and bad protein. How can you tell the difference? A good protein has been sustainably raised like a cow, pig, chicken, or sheep that has been raised on a small ranch or farm or caught in the wild as in the case of fish. Sustainably raised animals tend to be healthier and not stressed which makes for a better protein. Good protein is easier for the body to process so you have more energy.
o Bad protein comes from an animal that has been factory raised in crowded conditions, fed foods to fatten it up fast, and given antibiotics to keep it from getting sick. Bad protein is harder for the body to break down. You use more energy to digest it and it can leave a toxic residue that your body has to work hard to eliminate.
2. The 2nd element is sugar or carbohydrates. Now this topic has been in the news for years and it is confusing because you hear about simple carbs and complex carbs and high glycemic this and carb loading that. Well here's a simple tip to help you choose good carbs: If you can look at a food
and know here it came from it is a good carb. For example when you choose an apple or a carrot you know it is a plant that was recently harvested. Now if you look at a packet of sugar you cannot tell if it came from a sugar beet or a sugar cane. This is not a good carb because it's been processed.
3. The 3 rd key element of nutrition is fats. You cannot live without fat in your diet. Like carbs a good fat is something you can look at and know where it derived from. For example olive oil is easy to understand its origin. Even bacon can be considered a good fat in moderation if the pig is sustainably raised.
A bad fat is usually a substance like partially hydrogenated oil which has been used in food because it increases product shelf life and decreases the need for refrigeration. I have no idea where it came from outside a lab. The bad fats in a factory raised animal aren't healthy because the animals are filled with fattening feed, antibiotics and hormones which can be toxic to our system, and make it harder for our body digest this type of food. This leads to your body using more energy than necessary which makes you feel more tired and less able to cope with stress.
We need all 3 of these key elements for a healthy body. Think of them like building a fire:
o Carbs are the kindling to get the fire going
o Fats cause the fire to burn hotter which burns more calories.
o Proteins are the bigger logs that burn a long time
Last, I want to give you some recommendations for dealing with stress through nutrition and dietary supplements.
1. First, eat healthier foods. Buy locally grown or organic vegetables and fruit, sustainably raised meat, and wild caught fish when possible.
2. Next I recommend everyone take a good multi-vitamin. Stress can increase our need for certain vitamins. Often it's very hard to get enough vitamins and minerals from foods that are not sustainably produced. Minerals can only come from the soil and unless the farmer is adding compost and organic materials in every year the plants will not produce the minerals that we need if the soil is mineral deficient.
3. One very important vitamin to take is vitamin D. Vitamin D is also known as the sunshine vitamin since we used to be able to absorb enough of it through our skin. Nowadays it's hard to get sufficient Vitamin D on a daily basis because most of us work indoors, and use sunscreen when outside
blocking its absorption. Vitamin D helps maintain a healthy immune system; it can prevent colds and flu. And helps you deal with stress and anxiety.
You can check my website for recommended nutrients and supplements. These come from vendors that I have been personally using for years. And I know they use good science and ethics in their formulations and manufacturing process. For more in-depth reading you can consult the books listed below.
Recommended Reading
o "Nourishing Traditions" by Sally Fallon
o "Strong Woman Stay Young" by Miriam Nelson
o "The End To Over Eating" by David Kessler | <urn:uuid:0b57ca14-6b93-4313-8b7c-bec4323ccb06> | CC-MAIN-2021-39 | https://www.susanwallaceacupuncture.com/news/stressnov2010.pdf | 2021-09-28T22:04:19+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00003.warc.gz | 1,016,260,477 | 1,126 | eng_Latn | eng_Latn | 0.998434 | eng_Latn | 0.998982 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2281,
4703,
5304
] | [
3.015625
] | 1 | 1 |
Title
The Gingerbread Man
Aim
This workshop aims to help parents and/or children to play with and around the story of 'The Gingerbread Man'. It suggests activities, which can be done with children alongside a story thus motivating the children to engage in the activity and give breadth and depth to their experience of the story. Ultimately the children will be more motivated to retell the story and to discover more stories.
Method
Tell the Gingerbread Man story and make dough or gingerbread biscuits.
The choice of this would depend on access to an oven or hob (the biscuits need an oven but making dough just needs the use of a hob ring briefly.) Tables of the appropriate height are also required, as are little rolling pins and Gingerbread Man cutters.
The advantage of dough is that it can be played around with more and then taken home, but obviously biscuits smell great and can be eaten!
In the retelling the story is told with puppets, masks, hats and some dramatic movement is encouraged.
The room
Before beginning a workshop of any kind I believe strongly that the environment, or room, which you use needs careful consideration. When storytelling, acoustics need to be considered, so although that big hall on offer would seem to provide lots of space, your voice may rapidly disappear up into the rafters.
When working with younger children I like to use a room that is in proportion to them so that the space can be made homely and secure thus increasing the chance of them feeling safe enough to join in with the activities and of course the storytelling. If the workshop is to be one of a series this whole issue is aided by using the same room for each session.
If the room is rather bleak and drab, or equally if it is full of stuff and rather 'busy on the eye' it is worth spending time thinking about the atmosphere which you'd like to create in the room. Nancy Mellon talks about the concept of 'story space' when encouraging people to consider the environment for telling stories. Plain, colourful cloths or nets can be draped or hung around the room in no time. Claire and I never set foot out of the door now without a selection of our 'Nanette Newmans'.
Children as Storytellers Sample Workshop for Under 5s
Throwing a cloth over a chair can make 'the storytellers chair', and lighting a candle instead of blazing strip lighting can make for a more condusive surroundings. A rug on the floor can make it more comfortable and give the room a cosier feel.
Workshop programme
Beginning
I like to begin with a song that will settle the children and draw everyone together such as Ally Bally Bee. If the group meet regularly this would be a great way to mark the beginning of the group each week.
Introductions
The first step would be to find out everyone's name. The size of the group would dictate how complicated an exercise you might do, but ideally it should involve everyone, adults too. The following is a sample of an exercise, which I often use working on a 'circle time' basis.
I would ask the children and parents to sit in a circle on the floor together and would introduce a toy, perhaps a small teddy to the group. I would ask the children to take turns holding the bear and tell it their name before passing it to the next person in the circle. If the group wasn't too big I might also ask them to also tell the bear their favourite food since there is a theme of eating in the story.
This exercise immediately sets the expectation that each child has something valuable to contribute and I would encourage each child to do so by giving them 'soft' eye contact, and a welcoming smile. After their contribution I would thank them by name. It also creates a group culture of taking-turns and of one person talking whilst the others listen.
I would wish to make it clear that the child is telling the bear their name since children can often connect more easily with a third object rather than a strange adult. If a child is reluctant to tell their name I would encourage them by saying that the bear had told them its name in the hope that it could find out each child's name. If the child is still reluctant I would suggest that they whisper their name to the bear. If they still refuse then I would ask that the parent with them tell the bear their name.
The story
Before we can expect children to tell stories I think we must lead by example and tell to the children. This sets up a ceilidh culture where you give out your gift of a story and then the others feel they want to reciprocate and give back.
I would begin with the first part of 'The Gingerbread Man' story, up to the part where the family decide to do some baking. Then I ask the children if they would also like to make a Gingerbread Man and begin making either dough or baking the biscuits.
Whilst the children are doing this with the help of their parents, I talk to them about the ingredients and encourage their participation as much as possible in the mixing, sieving, measuring etc. Sometimes I find that the adults have to be encouraged to let the children join in and not have it all done for them.
Items such as currants (for eyes and buttons), cherries (for mouth) or other additions to dough, e.g. sequins can be provided for decoration. At this point it can be fun to sing some baking songs and rhymes which the children may already know, e.g. Do you know the Muffin Man?, Pat-a cake Pat-a-cake, Sing a Song of Sixpence, Five Currant Buns in a Baker's Shop, Simple Simon…
I also ask the children for their suggestions to recite.
It may seem obvious and tired to churn out these old rhymes that the children already know but the children don't seem to tire of them and again it is reassuring to hear the familiar pulse and words within these rhymes.
While the biscuits are baking, or while the children continue to play with the dough, the story can continue to be told.
Next you may want to ask the group to move away from the table and have them sit in a semi circular group on the floor with the storyteller's chair at the front. Then you can retell the story.
If the children have made dough men they find it fun if you use their dough men or biscuits, in turns, as a prop Gingerbread Man in the story. You can use different props to involve the children, e.g. a hat for the little girl/boy and ask, "Who would like to wear this hat and be the little girl/boy from the family". That child might also enjoy coming to sit or stand beside the storyteller at the front.
Similarly I use a cow glove puppet, a dog mask, a mouse finger puppet and a fox hat, and invite all these children to my side. However if they don't wish to move from their place, I make it clear that to stay put is also fine. I use a variety of props hoping that different items will appeal to different children.
The second telling of the story can be more participative. When 'in role' the child may wish to repeat after me some lines in the story, or a more confident child may be encouraged to 'ad lib' by saying, "And what do you think the fox said next?"
Guidance
Whilst telling the story I would use some points in the story for the children to add in suggestions. Such a point in this story comes when the family is discussing how the biscuit will taste. The children enjoy coming up with words and then hearing them used in the story. This gives them an opportunity for language development as well as experiencing a feeling of being special by your word being used in the story.
Once a word has been suggested I would ask the whole group to repeat this word by saying "Oh the little boy said 'I think the biscuit will be tasty'. Can you say tasty?"
The next character would say 'tasty' and the next adjective, e.g 'yummy'. Thus the whole group participates in the story. Other opportunities like this can be found in stories but some caution needs to be considered so that the overall flow of the story is not lost.
This is a great story for the children to all join in together with some movement as they can make running motions with their arms or running on the spot during the rhyme – "Run, run as fast as you can, You can't catch me I'm the Gingerbread Man."
If this workshop can be done as one of a series then of course the development in children's self confidence is greater but can be remarkable. Each workshop could look at a different medium alongside stories e.g. visual art, percussion, dance.
The Gingerbread Man
Once there was a family who lived on a farm. The Mum, Dad, daughter and son all worked very hard during the week and then at the weekend they looked forward to doing something together. One Saturday the daughter asked if they could do some baking. "Yes," said the Dad, "that's a great idea, why don't we make a Gingerbread Man?"
They found a big bowl and mixed together flour, sugar, egg, butter and a pinch of ginger, then they rolled it out on a board and shaped the mixture into a Gingerbread Man shape.
Then they decorated the man with currants for his eyes and the buttons on his coat and a piece of cherry for his mouth. When it was ready the mum put the Gingerbread Man onto a baking tray and placed him in a hot oven. The family soon began to smell a wonderful scent and began to discuss what the Gingerbread Man would taste like.
"Oh," said the little girl, "I think he will taste delicious."
Next the boy said, "I think he will taste delicious and yummy!"
"I think he will taste delicious and yummy and crunchy," said the Dad.
"Well I'm sure he will taste delicious and yummy and crunchy and sweet," said the Mum.
Meantime the Gingerbread Man was listening to all this hungry talk from the oven and he did not like it one little bit! So when the buzzer finally rang to say that the cooking was done, and the Gingerbread Man was placed on top of the oven to cool he suddenly realized, "Hey I have arms and legs and I don't plan to be eaten."
So he slid down from the stove top and ran out of the house chanting:
"Run, run as fast as you can,
You can't catch me I'm the Gingerbread Man."
The little girl chased after him but as he crossed the farmyard he met the farm dog. "Hello," said the collie dog, "you look good enough to eat."
"Oh no you don't," said the Gingerbread Man, "I've run away from that family and I'll run away from you too!"
So he ran shouting:
"Run, run as fast as you can,
You can't catch me I'm the Gingerbread Man!"
And on he ran with the little girl and the dog following him.
He ran into a field and there he met a cow. "Hello," said the cow, "you look good enough to eat."
"Oh no you don't," said the Gingerbread Man, "I've run away from the family and the dog and now I'll run away from you too!"
So he ran shouting:
```
"Run, run as fast as you can, You can't catch me I'm the Gingerbread Man!"
```
Next he found himself in a beautiful meadow, full of flowers, and there in the long grass he met a little field mouse. The mouse said "Hello, Gingerbread Man! You look good enough to eat!"
"Oh no you don't!" said the Gingerbread Man, "I've run away from the family and the dog and the cow and I'll run away from you too!"
So he ran shouting:
```
"Run, run as fast as you can, You can't catch me I'm the Gingerbread Man!"
```
He was followed by the girl, the dog, the cow and the mouse.
On and on he ran until he reached a broad, deep river. "Oh dear," said the Gingerbread Man, "I am a biscuit and I'm afraid that if I go into the water I will melt into a pile of crumbs!"
He looked behind him and could see a pointy nose, beady dark eyes, and a bushy tail!! What do you think it was?
Yes! A fox! But the fox said "Hello Gingerbread Man, can I help you? You look all out of breath!"
"Oh at last," said the Gingerbread Man, "someone who is friendly and wants to help me! I am being chased and I need to cross this river."
"Well I could carry you across the river if you like," said the helpful fox. "Jump up onto my back."
"Oh thank you," said the Gingerbread Man. He jumped up on the fox's back and the fox began to swim through the river. The water splashed and splished onto the Gingerbread Man. "Aaah! I'm getting wet," he cried.
"Jump up onto my neck," said the fox, "you will surely be dry there."
So the Gingerbread Man leapt up onto the fox's neck. But he still got wet and complained to the fox.
"Jump up onto my head," said the fox, "you will surely be dry there."
So the Gingerbread Man jumped up onto the fox's head, but he still got wet.
"Jump onto my nose," said the fox, "you will surely be dry there."
So the Gingerbread Man leapt onto the fox's nose, and as soon as he landed the fox flicked the Gingerbread Man high into the air. As he came back down the fox opened his jaws wide revealing his sharp teeth. The Gingerbread Man dropped into the fox's mouth and was eaten in one gulp.
The poor Gingerbread Man should have remembered that he was a biscuit and biscuits are for eating!
Some Food Rhymes
Pat-a-cake, Pat-a-cake, Baker's man, Make me a cake as fast as you can. Pat it and prick it and mark it with 'B' And put it in the oven for baby and me!
Sing a song of sixpence, a pocketful of rye, Four and twenty blackbirds baked in a pie. When the pie was opened the birds began to sing, Wasn't that a dainty dish to set before the King.
The King was in the counting house counting out his money,
The Queen was in the parlour eating bread and honey.
When along came a blackbird and pecked off her nose.
The maid was in the garden hanging out her clothes,
What a commotion, Jenny Wren Came and put it back again.
Five currant buns in the Baker's shop. Round and fat with sugar on the top. Along came (….. child's name) with a penny one day, Bought a currant bun and took it away.
Four currant buns in baker's shop, etc
Do you know the muffin man, the muffin man, the muffin man? Do you know the muffin man who comes from down your way?
Yes I know the muffin man, the muffin man, the muffin man, Yes I know the muffin man who comes from down your way.
All traditional
Ruth Kirkpatrick and Claire McNicol | <urn:uuid:95f6760b-23ee-46ad-b2f8-fba14115c39d> | CC-MAIN-2021-39 | https://tracscotland.org/wp-content/uploads/2014/09/16-childrenstorytellers.pdf | 2021-09-28T21:47:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00005.warc.gz | 605,207,849 | 3,187 | eng_Latn | eng_Latn | 0.954748 | eng_Latn | 0.999048 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2249,
5136,
7681,
10071,
11850,
13518,
14072
] | [
3.828125
] | 1 | 0 |
Mascot Mysteries
There are over 3500 colleges in the U.S. ~ below, are 14 of them. Do you know which college each belongs to? Draw a line from the mascot to the name of the college you think it belongs to. This is tricky, but try your best!
Artie, The Artichoke
Bucky, The Badger
Champ, The Bulldog
Cowboy Joe
Goldy, The Gopher
Handsome Dan, The Bulldog
Herky, The Hawk
The Leprechaun (Fighting Irish)
Otto, The Orange
Sparky, The Sun Devil
Zippy, The Kangaroo
University of Notre Dame
University of Wyoming
University of Iowa
University of Wisconsin – Madison
University of Minnesota – Twin Cities
Scottsdale Community College
University of Minnesota – Duluth
Syracuse University
University of Akron
Arizona State University
Yale University | <urn:uuid:1e8c5ae0-3273-4b12-b9c2-2d5e8ea0877b> | CC-MAIN-2021-39 | https://www.sparksinslp.com/uploads/1/3/6/0/13604797/mascot_mysteries_worksheet.pdf | 2021-09-28T21:48:01+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00006.warc.gz | 1,017,034,285 | 199 | eng_Latn | eng_Latn | 0.96586 | eng_Latn | 0.96586 | [
"eng_Latn"
] | false | docling | [
766
] | [
2.171875
] | 1 | 1 |
This Sunday!
5 th July 2020
Story: Luke 10 v 25 - 37
Theme: The Good Samaritan
Activity 1: Bible Story
* Read the story to the children. If you have a puppet, toy figures or your own children's bible use that to create visual aids for them.
The Parable of the Good Samaritan
25 On one occasion an expert in the law stood up to test Jesus. "Teacher," he asked, "what must I do to inherit eternal life?"
26 "What is written in the Law?" he replied. "How do you read it?"
27 He answered, "'Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind' [ a ] ; and, 'Love your neighbor as yourself.' [ b ] "
28 "You have answered correctly," Jesus replied. "Do this and you will live."
29 But he wanted to justify himself, so he asked Jesus, "And who is my neighbor?"
30 In reply Jesus said: "A man was going down from Jerusalem to Jericho, when he was attacked by robbers. They stripped him of his clothes, beat him and went away, leaving him half dead. 31 A priest happened to be going down the same road, and when he saw the man, he passed by on the other side. 32 So too, a Levite, when he came to the place and saw him, passed by on the other side. 33 But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. 34 He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, brought him to an inn and took care of him. 35 The next day he took out two denarii [ c ] and gave them to the innkeeper. 'Look after him,' he said, 'and when I return, I will reimburse you for any extra expense you may have.'
36 "Which of these three do you think was a neighbor to the man who fell into the hands of robbers?"
37 The expert in the law replied, "The one who had mercy on him."
Jesus told him, "Go and do likewise."
Activity 2: Bible Video Story
Watch either or both of the videos (younger kids may prefer the saddleback kids video)
God story; crossroad kids video https://www.youtube.com/watch?v=MLzdQtetedc
Questions
- How many people walked by that didn't help?
- Who DID help him?
- Why was it important to note who that man was?
- Who does god ask us to love?
- Who is YOUR Neighbour?
Saddleback kids video https://www.youtube.com/watch?v=osfQg4yKtq8
Activity 3: Bible Memory Verse
Activity 4: Worship
Use the following link to select some worship to sing along with, dance, copy actions to.
Or maybe you would like some more chilled quieter reflecting worship? Grab yourself a comfy spot, pen and paper and let those songs wash over while you soak in Gods presence, listening to his voice, write down what you hear him say https://globalgeneration.co.uk/kids_cat/worship/
You can use instruments if you have at home too! Or why not make some!?
Have you got a cup, some pasta or rice, tin foil, tape or elastic band? You could make a shaker!? Pour in to the cup some dried noisy food. Cover with tin foil. Wrap the elastic band round the top. Or if you are using paper cup you can use glue! Viola!
Activity 5: Craft 1
You Will Need
* A4 piece of paper
* Red piece of paper
(or second white piece and colour it in red!)
* Pen/Pencil
* Glue
1) Fold your A4 Piece of paper, long ways, and cut in half-now you have 2 pieces
2) Using one of those 2, fold it in half again, and cut in half
3) On your red piece of paper, draw a heart shape (if you don't have red paper, why not use a white piece of paper, colour it in red!)
4) Cut out your heart – then cut down the middle
5) Stick the edges of your 2 short pieces to edges of the long piece
6) Stick your heart pieces to the middle of the short pieces (so when closed it remakes the heart shape complete again)
7) Draw in some dots on the outside – to make it look like a plaster
8) Inside your plaster write your memory verse, LUKE 10: 27 With reminder LOVE YOUR NEIGHBOUR
Craft 2
Get 2x A4 Sheet of Paper (two different colours if poss, if not doesn't matter)
Place your hands, face down on the sheet and draw around your own hands
Cut them out (if it was a white sheet, colour them in!)
Stick your hands on to the second sheet of path, face down
Underneath write 'I HAVE HELPING HANDS!'
Why not decorate the sheet around the hands?
Stick up as a reminder – we all have helping hands!
Activity 6: Prayer
Use this opportunity to pray together. Think about thanking Jesus that he loves us whatever we do. Is there anyone you can pray for who needs to know Jesus' love? Ask God to help you love your neighbors (anyone around you!) | <urn:uuid:9fa40eec-ac13-4aa3-a4e6-33d43f8f0424> | CC-MAIN-2021-39 | https://globalgeneration.co.uk/wp-content/uploads/2020/07/5th-July-2020-Explorers.pdf | 2021-09-28T23:45:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00006.warc.gz | 327,135,056 | 1,154 | eng_Latn | eng_Latn | 0.978659 | eng_Latn | 0.9975 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1860,
2338,
3885,
4551
] | [
3.84375
] | 1 | 0 |
Theatre Arts 150, Introduction to Acting, Section 001, M/W/F 1 – 1:50
Performance Lab, New Theater
The following is a representative and tentative syllabus. Currently only one instructor teaches this class, but others in the Department are qualified to do so. If additional instructors were to teach the course, the same material would be covered, and the same books used, but the approach and order would be determined by the individual instructor and the composition of the class.
Contact Information
Julie Dixon, Instructor
Office: New Theater Building
Office Hours: Tuesday 1:00 – 1:50 p.m., Thursday 11:00 – 11:50 a.m. and 1:00 – 1:50 p.m. or by appointment
Office Phone: (812) 237-3339
E-Mail:
email@example.com
; AIM screen name: juldix8
The best way to reach me outside of class is by e-mail. I am not always in my office to answer the phone, but I am often on my computer. If you send an e-mail Sunday – Thursday, you can expect a response in 24 hours. If you send an e-mail Friday – Saturday, you can expect a response in 48 hours.
Required Texts
Audition by Michael Shurtleff Summer Cyclone by Amy Fox Our Lady of 121 st Street by Stephen Adly Giurgis Take Ten: New 10-Minute Plays edited by Eric Lane and Nina Shengold All texts are available at the University Bookstore.
Catalog Description
An introduction to theatre through an emphasis on its central performer, the actor. This is not a professional acting class, nor a beginning acting class. The goal of this class is not to make you an actor, but to introduce you to theatre from the perspective of a performer. You will explore and experience how the actor expresses meaning through the art form of theater.
Learning Objectives
This course serves as a Fine and Performing Arts Foundational Studies 2010 course (and remains a GE2000 LAPS:E course) and as such must meet certain objectives.
By the conclusion of the Foundational Studies Program at ISU, students will be able to:
1. Locate, critically read, and evaluate information to solve problems;
2. Critically evaluate the ideas of others;
3. Apply knowledge and skills within and across the fundamental ways of knowing (natural sciences, social and behavioral sciences, arts and humanities, mathematics and history);
4. Demonstrate an appreciation of human expression through literature and fine and performing arts;
5. Demonstrate the skills for effective citizenship and stewardship;
6. Demonstrate an understanding of diverse cultures within and across societies;
7. Demonstrate the skills to place their current and local experience in a global, cultural, and historical context;
8. Demonstrate an understanding of the ethical implications of decisions and actions
9. Apply principles of physical and emotional health to wellness;
10. Express (yourself) effectively, professionally, and persuasively both orally and in writing.
Formatted: Left: 54 pt, Right: 54 pt, Top:
72 pt, Bottom: 72 pt
Theater 150 contributes to student learning in the Foundational Studies Program by addressing all program objectives. The following are representative examples of course topics and assignments that pertain to the Foundational Studies Program Learning Objectives (FSLO):
FSLO 1: Careful reading of the plays is required not only for the student to do well on quizzes, but also knowledge of the plays is continually applied to the scenes on which the student is working. Students develop skill in thinking spontaneously and creatively in order to solve problems and achieve success in performance.
FSLO 2: In each of the plays studied, students are asked not only to discuss and evaluate the playwright's perception of the human condition as revealed in each play, but also to embody those ideas in graded scene work.
FSLO 3: Students are introduced to the arts and creative thinking as a way of knowing. Students will learn the necessity of utilizing both the imaginative (creative) investigation of character as well as detailed and critical investigation of a written text in order to establish character. Thematic and contextual elements within plays engage additional knowledge sets from a broad spectrum of ways of knowing.
FSLO 4: Broadly speaking, theater is central to reflecting and critiquing the human condition. Acting is a vital and core component of this discipline. This course enhances an appreciation of acting as an art form, and develops fundamental knowledge and abilities necessary both to the craft of acting and other professions where proficiency in self-expression and clear communication are deemed valuable. Appreciation of acting will also be fostered by witnessing other students (their peers) performing in departmental productions.
FSLO5: All of the plays studied raise issues of effective citizenship and stewardship, particularly the conflict of responsibility with personal desires. Additionally, this class will contribute to lifelong citizenship skills in that students will be asked to work as a responsible member of multiple shifting groups through the semester – the student will be responsible for the experience of the scene partner and for the success of the scene.
FSLO 6: Students are asked to analyze and embody the behavior of diverse characters in plays by authors of different genders, nationalities, races, and sexual orientations. Students explore a variety of characters and represent these varied viewpoints via graded acting scenes. Students evaluate their own and their classmates' performances in class discussion.
FSLO 7: Through the staging of scenes drawn from diverse plays, students will be forced to consider and then learn to identify with the goals and beliefs of characters with vastly different global, cultural, and historical contexts than their own.
FSLO 8: The plots of the plays studied are constructed around crises where characters make difficult ethical choices, or act in ways that raise ethical dilemmas for other characters. Discussion in class and the embodiment of character will allow students to truly grapple with these ethical decisions.
FSLO 9: As a result of specific craft based training in releasing tension, developing concentration, and exercises designed to augment a student's confidence and presence through the effective use of body and voice, students apply principles of physical health to wellness.
FSLO 10: Students will engage in acting exercises that will enhance the student's effectiveness in daily interaction through effective role-playing, and augment the student's confidence and presence through effective use of body and mind, processes of relaxation and controlling performance anxiety, and develop creativity and self-expression. Students will also be required to submit written assignments for which they will receive rigorous feedback.
Fine and Performing Arts Course Learning Objectives:
Theater 150 satisfies the Fine and Performing Arts (FPALO) requirement of the Foundational Studies Program. In doing so, Theater 150 meets the Fine and Performing Arts course objectives listed below:
1. Demonstrate aesthetic responsiveness and interpretive ability;
2. Connect works of art to their literary, cultural, and historical contexts;
3. Employ knowledge of the arts to analyze issues and answer questions relating to human experience, systems, and the physical environment; and
4. Reflect on themselves as products of and participants in traditions of the fine and performing arts.
The following are selected examples of course topics and assignments that address these objectives (FPALO):
FPALO 1: Aesthetic understanding of theatre will be made concrete through written critical review and thorough in class discussions of the performance experience. Through rehearsal and performance of scenes, students will communicate creative choices to others using aesthetic judgment, based on creative analysis and thorough interpretation of the plays studied.
FPALO 2: Students will be introduced to the historical and/or cultural context within which each play was created. Through embodying characters in these plays, students will actually "step into the shoes" of people living in these contexts.
FPALO 3: Students will be employing, assessing, and reassessing values and belief through the staging of scenes from plays, as students will be forced to consider and then learn to identify with the goals and beliefs of the characters that they play.
FPALO 4: Good theatre tries to tease apart the conflicting noises of living, and make some kind of pattern and order. Students will learn that the actor's role in that attempt is to authentically represent humankind. In staging their own scenes they will come to understand and formulate an appreciation of theater and the actor and its relevance to their world, as well as understand how they have been influenced by the arts of the past.
Skill and Applied Learning Objectives:
As a Foundational Studies course, Theater 150 satisfies the following skill and applied learning objectives:
1. Critical thinking skills;
2. Information literary skills; and
3. Writing skills (by including a graded writing component).
Skill and Applied Learning Requirements (SALR) will be addressed as follows:
SALR 1: In this course students will develop critical thinking skills through in-class and written analysis of the plays read and seen, as well as through discussion of acting exercises.
SALR 2: Each play studied has a specific cultural and historical background, a topic introduced with each play. The Internet can be a valuable tool for actors, helping them to understand a background different from their own, so students are guided to websites and asked to differentiate fact from misinformation from fiction.
SALR 3: Students refine their ability to evaluate the legitimacy of acting choices and the authenticity of its performance. Students will apply these skills both through participating in acting exercises and in critically informed written responses to the productions they see. They will write three response papers to the productions they see. The writing will be developmental in that each paper will be worth an increasing number of points and will be required to be longer in length as the semester continues.
Class Policies
*Attendance. I cannot grade you if you are not here. Discipline is required in all the arts – acting is no different. Everyone is expected to attend all classes. Understanding that there are sometimes unavoidable circumstances that prevent perfect attendance, each student is allowed three absences. This allowance is for illness, personal business, and personal emergency. Each absence after three will decrease your overall final grade as follows: four absences – one grade step down (for example, from A to A-), five absences – two grade steps down (for example, from A to B+), six absences – three grade steps down (for example, from A to B), seven absences – five grade steps down (for example, from A to C+); eight absences – seven grade steps down (for example, from A to C-); and in accordance with Department policy, if you miss nine classes you will receive a grade of F no matter what your grade has been to that point. If you know that you will have to be absent, please let me know in advance and bring verification. Extended illnesses are handled on an individual basis and require a doctor's excuse.
*Be on time for class. Lateness is an inconvenience to the other class members and the instructor, and they prevent the late student from obtaining maximum value from the class. Therefore, lateness is calculated in the attendance provision for this class. If you are not in class when roll is called, you will be marked absent. If you arrive after roll is called you may see me after class and be marked late. It is your responsibility to remember to do this. Two "lates" equal one absence and are included in the absences when determining the course grade. More than 15 minutes late is considered an absence. If any student wishes to leave class early, the same policy will be followed. If the student leaves class more than 15 minutes early it will be considered an absence. If the student leaves class with less than 15 minutes left, it will be considered a "late."
*Required attendance at productions: You must see one performance of each Theater Department production and one performance of ISU's Performing Arts Series. You will write a response paper to performances, so you are welcome to bring a pen and paper to take notes during the show (please don't sit in the first two rows). Tickets for students are free with an ISU Sycamore ID card.
Note: When I distribute this syllabus, I list the names of the productions they are required to see and the dates, place and time they are being performed here. That changes each semester, so it isn't listed here.
*Assignments. Please note that if you are absent on an assigned performance day or when a quiz is given, you will not be able to make up the assignment without a doctor's note (in the case of significant illness), a note from the family (in the case of a family death/emergency), or a University-wide excused absence (in which case you are responsible for making alternative arrangements before an absence). All notes will be verified. Written work must be turned in on the announced date. Late papers will be accepted, but will be penalized one grade step for every class period passed before the paper is turned in. You are responsible for finding out what you missed during any of your absences and arranging to make-up missed assignments, if allowed.
*Courtesy. As an art, theatre is a living expression of the human condition. It is a sharing of experience, beliefs, ideas, and dreams expressed through voice, body, and mind. Courtesy, a good attitude, and consideration for others is imperative.
*Conversations with other students are prohibited while class is in session.
*Please silence cell phones and pagers before class.
*Because the art of acting is dependent upon carefully explored choices, students must devote time outside of class to the rehearsal of their material. You are responsible not only to yourself but to your scene partner(s). Inspire a good working environment.
*Because of the nature of this class, there will be physical contact between you and your fellow students. If this is of concern to you, you MUST see me immediately. Stage fighting and/or physically volatile scene work will not be permitted without my consent. If, during the course of rehearsals, your scene partner makes you uneasy and you feel that you cannot address him/her directly, see me immediately. There may be times in class when I will ask you if I may touch you in order to bring awareness to tension, alignment, or movement issues. I will always ask before I touch you and I will always respect a negative answer; no questions asked. If this is of concern to you, see me immediately. Theatre can also involve the use of expletives. If this is of concern to you, see me immediately.
*Commit totally to what is taught in this class without excuse or complaint. Be teachable and willing to risk.
*All judgmental attitudes, towards others as well as yourself, fear of failure and ridicule must be left at the
door. Success in this class will come out respect for each other's work and time, a whole-hearted willingness to work and contribute.
*Participation, to the best of your physical and mental ability, in the work done in class. You must wear comfortable clothing that allows easy movement and work on the floor. No chewing gum, hats, extreme footwear or jewelry in class.
*Courtesy when attending any production is imperative, whether departmental or other. We will discuss what it means to be a "good" audience member and I will expect you to adhere to those guidelines.
*Academic Honesty. I cannot give you credit for work that is not your own. Plagiarism and other forms of cheating will not be tolerated. Depending of the nature of the assignment and the seriousness of the offense, penalties range from no credit given for the assignment, to a failing grade in the course, to suspension or expulsion as determined by Student Judicial Programs. Consult your copy of The Code of Student Conduct for more information about the University's policy on academic integrity.
*Laptop Not Required for Course: Usage Permitted: While there will be no assignments or examinations for which the laptop will be used, your use of a laptop is generally permitted as long as such usage remains within the bounds of the Code of Student Conduct and it conforms to the provisions of its use as laid out in this syllabus. There may be occasions where laptop usage is forbidden and if that occurs, failure to comply with this direction will be viewed as a violation of the Code of Student Conduct.
*University Policies. The University has policies regarding academic freedom, students with disabilities and other matters. These apply to this class and may be found on the Gen Ed web page at: UniversityStandards www.indstate.edu/gened/docs/Foundational%20Studies/Info%20on%20Sycamore%20Standard%20and%20ADA %20and%20Laptops%20and%20Academic%20Freedom.pdf.
Note: I don't currently use Blackboard in my classes, but I intend to begin using it in fall 2010. With Blackboard I will be able to post the syllabus online so that students can access this link.
Grading
Everything you do in class will be reflected in your final grade. This includes acting skills and progress on all scenes/exercises; participation in class exercises and improvisation; attendance; work habits, discipline, and general attitude; and written and reading assignments. You will not pass this class if you do not attend regularly and are not prepared. Throughout the semester you will be graded on your performance and other assigned work. You may request a conference at any time in order to assess your progress, however, students must take 24 hours to digest feedback on any graded assignment before discussing that assignment with the instructor.
Grades will be weighted by the following percentages:
Class Participation
12% 125 pts.
Class participation includes desire/willingness to perform, active and prepared class participation, individual and ensemble cooperation, discipline, a good attitude, and timely attendance; a maximum of three points can be earned per class. There are a total of 42 classes during the semester (this doesn't include the first class session). Disruptive and apathetic behavior will be penalized. Examples of disruptive and apathetic behavior include private conversations during class time, complaining or making disparaging remarks about any aspect of class, non participation in exercises and discussions (including, but not limited to, sleeping, texting, studying, etc. during class time), impeding progress of exercises, not attending or being late to class, lack of preparation, incivility in the classroom. Anyone disruptive or apathetic will have his/her class participation grade affected and may be excused from class for a period of time to be determined by the Instructor. In this course, the grading percentage assigned to the participation grade is significant. This reflects the experiential nature of learning involved in and acting class and the value placed on daily participation in the explorative exercises.
Performance Work
33%
330 pts.
Improvisational Exercises Contentless Scene Our Lady Scene, round 1
45 points
45 points
60 points
```
Our Lady Scene, round 2 90 points Summer Cyclone Scene 90 points Written Work/Assignments/Quizzes 39% 390 pts. Script scoring (2) 40 points each Audition Quizzes (4) 10 points each Script Quizzes (2) 50 points each Memorization Quiz (1) 20 points First Response Paper 25 points Second Response Paper 50 points Third Response Paper 75 points
```
Final Exam
15%
155 pts.
Your final exam will consist of the performance of a scene (worth 115 points) and a score (worth 40 points).
Final Grade Scale
The number of points you receive for each assignment will be added up at the end of the semester to give you your final grade in the class. The grading scale is as follows:
```
965 – 1000 points = A+ 935 – 964 points = A 730 – 764 points = C 900 – 934 points = A- 700 – 729 points = C865 – 899 points = B+ 665 – 699 points = D+ 830 – 864 points = B 630 – 664 points = D 800 – 829 points = B- 600 – 629 points = D765 – 799 points = C+ Any number of points below 600 will result in a letter grade of F.
```
University policy states that you cannot drop a course after the tenth week. If you drop the course before that time you will receive a DP (Drop Pass) or a DF (Drop Fail) depending on your grade when you officially drop the course.
Tentative Class Schedule and Assignments (Annotated)
Class 1:
Class Introduction; Syllabus Review
Class 2:
Warm-up Exercises 1
Class 3:
Forging a Relationship; Objectives
DUE: Read Guideposts 1 & 2 (Relationship & What are you Fighting For?) in Audition. There will be a quiz. 2
Class 4:
Contentless Scenes Class 1; Review Contentless Scene Assignment
DUE: At the start of class today, be prepared to tell me who you will be working with on the contentless scene assignment. If you don't have a partner, I will assign you one.
Class 5
Improvisation Class 1
Class 6
Class 7 `
Class 8
Class 9
Contentless Scenes Class 2
Improvisation Class 2
Theater Department Production (1) Discussion 3
Contentless Scenes Class 3
Class 10
Improvisation Class 3
DUE: At the start of class today, be prepared to tell me who you will be working with for the Hooters scene. If you don't have a partner, I will assign you one.
Class 11 Contentless Scenes Class 4
Class 12 Introduce Our Lady; Review Scene Assignments 4
DUE: Read Our Lady of 121 st Street. There will be a quiz on this reading. As you read the play, please think about the following questions. These may be asked on the quiz and will be brought up during the in-class
1 Warm-up exercises are done at the beginning of each class. The exercises taught vary (some exercises remain constant, while other exercises progress in difficulty), but are designed to increase the student's physical and vocal expression skills by fostering relaxation and reducing performance anxiety. They also aid in mastering focus, concentration, and increasing creativity and self-expression. These exercises address the following learning objectives: FSLO 4, 9, 10; FPALO 2, 4 2 Reading quizzes are given to help the student keep up with the reading and to let the student and instructor know if the student comprehends the important points. FSLO 1 – 4; 10; FPALO 1, 4; SALR 1
4 Introduction to the first play from which scenes are drawn that students will rehearse and perform. Discussion topics for the play include: growing up in an urban setting and the trauma that can be engendered by that upbringing; homosexuality; medical conditions such as alcoholism and Down syndrome; friendship; love, faith, and guilt; and the ethical conflict between responsibility and personal desires. Students are asked to consider both what the work has to say about these themes, and how what is said relates to their own experiences. The introduction incorporates websites for pictures and firstperson accounts from people whose past experiences have been similar to those characters in the play. Some attention is given to distinguishing sound information and credible websites from less reliable ones. This discussion addresses the following learning objectives: FSLO 1 – 6, 8; FPALO 1, 2, 4; SALR 1, 2
3 Students will have seen the first Theater Department production. We will discuss the play, paying particular attention to the role of the actor. Students will refine their ability to evaluate the legitimacy of acting choices and the authenticity of performance. Students will apply these skills through participating in their scene work. Discussion of the production seen will also serve as an introduction to the written review due for the next three productions seen. This discussion addresses the following learning objectives: FSLO 1, 2, 3, 4, 10; FPALO 1 – 4; SALR 1
discussion. Remember, class participation is part of your overall grade. Why think about these questions? An actor needs to have a thorough knowledge of the play in order to create a character of substance and depth.
1. Place yourself in the position of the playwright. Why do you think the playwright took the time and effort to write this particular play? What is the central message that the playwright is trying to communicate to the audience?
2. What is the basic problem in the play? How is that resolved?
3. Who are the characters in the play? What are their relationships to each other?
4. Where and when does the play take place?
5. What is the main objective for each character in the play?
Class 13 Improvisation Class 4
Class 14
Contentless Scenes Performance & Discussion
5
DUE: Contentless scenes offer the student great opportunities to make choices, be creative, and start thinking in specifics. Using the text of the contentless scene provided ("I'm going away"), decide who is A and who is B. Prepare a scene that includes a relationship, an objective for each character, an obstacle for each character, a tactic each character is using to win the objective (you can use more than one) and that justifies the scene as specifically as possible. Keep the characters you are creating in your age range – no more than 5 years younger or 10 years older than you are now. Feel free to use furniture in the performance lab and to bring costume pieces and props; for while substitutions are fine (i.e., a banana can substitute for a cell phone), there's no miming allowed. Remember, don't rush! No actor wins prizes for finishing first. You will perform the scene twice (the same person is A, and the same B in each scene), with a different relationship, objective, obstacle, tactic, and justification each time. Make the second "take" of your scene as different from your first as possible. A copy of the grading rubric is included in the syllabus packet.
Class 15
Reading Discussion; Scene Rehearsal Plan
PLEASE
bring your
Our Lady scripts to class with you from now until this unit ends.
DUE:
Read Guidepost 7 (Communication & Competition) in
Class 16:
Audition
. There will be a quiz.
Improvisation Review
Class 17
Reading Discussion; Scene Rehearsal Plan
DUE: Read Guideposts 8 & 10 (Importance & Place) in Audition. There will be a quiz.
Class 18
Scene Rehearsal Plan
DUE: Line Memorization Quiz. 6
Class 19
Performance of Improvisational Games & Discussion
7
DUE: The purpose of this assignment is to develop the actor's imagination, creativity, and spontaneity. In improvisation, the actor must be aware of everything around him/her and be able to listen, watch, and work with
5 The contentless scene unit asks the student to apply the fundamental principles of acting (covered in the reading, class discussion, and class exercises) to text while working with a partner. Creative thinking and problem solving are also engaged in the presentation of these exercises. The unit culminates in a graded scene. This unit meets the following learning objectives: FSLO 1, 3 – 5, 10; FPALO 1, 3, 4; SALR 1
7 Improvisational exercises increase the student's physical, vocal, and mental skills, force the student to communicate creative choices to others using leadership skills, use collaborative problem solving in an ensemble, perform in front of an audience, and apply sensory awareness and observation skills of the artist to everyday circumstances and relationships. The improvisational exercises culminate in a graded performance. These exercises address the following learning objectives: FSLO 3, 4, 5, 9, 10; FPALO 2, 4
6 Line memorization quizzes are given to ensure the student is keeping up with the tasks assigned for outside scene rehearsals and acting as a responsible scene partner. FSLO 2 – 8; 10; FPALO 1 – 4; SALR 1
the partner. During today's class students will perform selected improvisational games. During performance, students will be graded on their ability to incorporate the rules of improvisation as discussed in class while remaining imaginative, creative, and responsive. A copy of the grading rubric is included in the syllabus packet.
Class 20 Scene Rehearsal Plan: Scoring (Students may bring laptop computers to class today)
Class 21
Theater Department Production (2) Discussion
8
PAPER ASSIGNMENT DUE: You must write a 300 word response paper to the acting in this production. Be as rigorous as possible with your evaluation, discussing specific moments in the play with clarity and thoughtfulness. Consider the actors in light of the tasks listed in your evaluation rubrics and in terms of Shurtleff's Guideposts. Consider which actors were believable, given the requirements of the play. How did they accomplish this? Which actors weren't believable, and what occurred to impair or destroy believability? Identify the performers you considered most successful. What did they do well: particular movement, lines, moments, scenes? If there were performers you did not like, identify them. Why didn't you like them? Were they showing off, self-indulgent, boring, or mechanical? Think specifically.
Formatting Guidelines: Please use a simple, compact, and easily readable font, like Times New Roman, 12 point.
The margins should be no larger than 1" top and bottom and 1.25" left and right.
The text should be double spaced.
Use proper grammar and correct spelling. Mistakes will affect your grade.
Keep your program. Use the program to ensure that you are spelling the title of the show, actor and character names correctly.
Play titles can be italicized or underlined. They should not appear in quotation marks. When referring to the name of an actor and/or character for the first time, cite the actor and/or character's full name in the paper. After that citation, refer to actor and/or character by last name only throughout the rest of the paper.
Actor is now the correct term for male and female actors. Do not use actress. Remember that there is a difference between the actor and the character. The actor portrays the character. The character doesn't portray the actor.
Reading Discussion; Scene Rehearsal Plan – Work Scenes
Class 22
DUE:
Read Guidepost 6 (Discoveries) in
Class 23
Audition
. There will be a quiz.
Scene Rehearsal Plan – Work Scenes
Class 24
Scene Rehearsal Plan – Work Scenes
Class 25
Perform
Our Lady
Scenes, Round 1 & Discussion
9
Please see evaluation rubric included in syllabus packet for grading criteria. ALSO DUE: Score your Our Lady scene for your scene objective, obstacle(s), beats, and the tactics with which you try to achieve your objective during each beat. A score example is included in the syllabus packet so that you can reference it for format purposes. ALSO DUE: Choose a scene partner BEFORE class for Summer Cyclone.
8 Students will have seen the second Theater Department production. In this class we will discuss the play, paying particular attention to the role of the actor. Students will refine their ability to evaluate the legitimacy of acting choices and the authenticity of performance. Students will apply these skills through participating in their scene work and in the written response. The response paper allows for developmental writing as each successive paper is longer and worth more points than the previous paper – my expectation is that analytical skills will be growing throughout the course. This discussion addresses the following learning objectives: FSLO 1, 2, 3, 4, 10; FPALO 1 – 4; SALR 1, 3
9 The Our Lady scene unit asks the student to apply the fundamental principles of acting (covered in the reading, class discussion, and class exercises) to text while working with a partner. The unit culminates in a graded scene and graded written character analysis. The unit is developmental, for students perform the scene again for a larger point value. This unit meets the following learning objectives: FSLO 1 – 10; FPALO 1 – 4; SALR 1, 3
I will assign your scene, but you choose your scene partner. For this scene, it is best if you choose a partner of different gender with whom to work, i.e., men should partner women and vice versa. If you don't have a partner, I will assign you one.
Class 26
Work Our Lady Scenes in class
Class 27
Work Our Lady Scenes in class
Class 28
Performing Arts Series Production Discussion 10
PAPER ASSIGNMENT DUE: You must write a 500 word response paper to the acting in this production. Be as rigorous as possible with your evaluation, discussing specific moments in the play with clarity and thoughtfulness. Consider the actors in light of the tasks listed in your evaluation rubrics and in terms of Shurtleff's Guideposts. Consider which actors were believable, given the requirements of the play. How did they accomplish this? Which actors weren't believable, and what occurred to impair or destroy believability? Identify the performers you considered most successful. What did they do well: particular movement, lines, moments, scenes? If there were performers you did not like, identify them. Why didn't you like them? Were they showing off, self-indulgent, boring, or mechanical? Think specifically.
Formatting Guidelines: Please use a simple, compact, and easily readable font, like Times New Roman, 12 point.
The margins should be no larger than 1" top and bottom and 1.25" left and right.
The text should be double spaced.
Use proper grammar and correct spelling. Mistakes will affect your grade.
Keep your program. Use the program to ensure that you are spelling the title of the show, actor and character names correctly.
Play titles can be italicized or underlined. They should not appear in quotation marks. When referring to the name of an actor and/or character for the first time, cite the actor and/or character's full name in the paper. After that citation, refer to actor and/or character by last name only throughout the rest of the paper.
Actor is now the correct term for male and female actors. Do not use actress. Remember that there is a difference between the actor and the character. The actor portrays the character. The character doesn't portray the actor.
Class 29
Work Our Lady Scenes in class
Class 30
Work Our Lady Scenes in class
Class 31
Work Our Lady Scenes in class
10 Students will have seen a Performing Arts Series production. In this class we will discuss the play, paying particular attention to the role of the actor. Students will refine their ability to evaluate the legitimacy of acting choices and the authenticity of performance. Students will apply these skills through participating in their scene work and in the written response. The response paper allows for developmental writing. The second response paper is required to be longer in length and is worth more points than the first paper – my expectation is that analytical skills are growing throughout the course. This discussion addresses the following learning objectives: FSLO 1, 2, 3, 4, 10; FPALO 1 – 4; SALR 1, 3
Class 32
Introduce
Summer Cyclone;
Review Scene Assignments
11
DUE: Read Summer Cyclone. There will be a quiz. As you read the play, please think about the following questions. These may be asked on the quiz and will be brought up during the in-class discussion.
1. Place yourself in the position of the playwright. Why do you think the playwright took the time and effort to write this particular play? What is the central message that the playwright is trying to communicate to the audience?
2. What is the basic problem in the play? How is that resolved?
3. Who are the characters in the play? What are their relationships to each other?
4. Where and when does the play take place?
5. What is the main objective/obstacle for each character in the play?
Class 33
Perform
Our Lady
Scenes, Round 2 & Discussion
12
Please see evaluation rubric included in syllabus packet for grading criteria.
Class 34
The Moment Before & Opposites
DUE: Read Guideposts 3 & 5 (The Moment Before & Opposites) in Audition. There will be a quiz. ALSO: Please bring your Summer Cyclone scripts to class with you from now until the scene performance.
Class 35
Summer Cyclone Character Improvisations
Class 36
Theater Department Production (3) Discussion
13
PAPER ASSIGNMENT DUE: You must write a 700 word response paper to the acting in this production. Be as rigorous as possible with your evaluation, discussing specific moments in the play with clarity and thoughtfulness. Consider the actors in light of the tasks listed in your evaluation rubrics and in terms of Shurtleff's Guideposts. Consider which actors were believable, given the requirements of the play. How did they accomplish this? Which actors weren't believable, and what occurred to impair or destroy believability? Identify the performers you considered most successful. What did they do well: particular movement, lines, moments, scenes? If there were performers you did not like, identify them. Why didn't you like them? Were they showing off, self-indulgent, boring, or mechanical? Think specifically.
Formatting Guidelines: Please use a simple, compact, and easily readable font, like Times New Roman, 12 point.
The margins should be no larger than 1" top and bottom and 1.25" left and right.
The text should be double spaced.
Use proper grammar and correct spelling. Mistakes will affect your grade.
11 Introduction to the second play from which scenes are drawn that students will rehearse and perform. Discussion topics for the play include: the experience of illness, specifically cancer, and especially an illness to which medicine doesn't have all the answers, ethics and professionalism in medicine; the experience of life; family, love, spirituality, and art. Students are asked to consider both what the work has to say about these themes, and how what is said relates to their own experiences. The introduction incorporates websites for pictures and first-person accounts from people whose past experiences have been similar to those characters in the play. Some attention is given to distinguishing sound information and credible websites from less reliable ones. This discussion addresses the following learning objectives: FSLO 1 – 6, 8; FPALO 1, 2, 4; SALR 1, 2
13 Students will have seen the third Theater Department production. In this class we will discuss the play, paying particular attention to the role of the actor. Students will refine their ability to evaluate the legitimacy of acting choices and the authenticity of performance. Students will apply these skills through participating in their scene work and in the written response. This paper is the last one and it is longer in length and worth more points than the previous two papers – my expectation is that analytical skills will be growing throughout the course. This discussion addresses the following learning objectives: FSLO 1, 2, 3, 4, 10; FPALO 1 – 4; SALR 1, 3
12 The Our Lady scene unit asks the student to apply the fundamental principles of acting (covered in the reading, class discussion, and class exercises) to text while working with a partner. The unit culminates in a graded scene. The unit is developmental, for students perform the scene again for a larger point value. This unit meets the following learning objectives: FSLO 1 – 10; FPALO 1 – 4; SALR 1
Keep your program. Use the program to ensure that you are spelling the title of the show, actor and character names correctly.
Play titles can be italicized or underlined. They should not appear in quotation marks. When referring to the name of an actor and/or character for the first time, cite the actor and/or character's full name in the paper. After that citation, refer to actor and/or character by last name only throughout the rest of the paper. Actor is now the correct term for male and female actors. Do not use actress. Remember that there is a difference between the actor and the character. The actor portrays the character. The character doesn't portray the actor.
Class 37
WorkSummer Cyclonescenes in class
Class 38
Work Summer Cyclone scenes in class
Class 39
WorkSummer Cyclonescenes in class
Class 40
Perform
Summer Cyclone
Scene
14
Please see evaluation rubric included in syllabus packet for grading criteria.
ALSO DUE: Score your Summer Cyclone scene. A score example is included in the syllabus packet.
Class 41
Final Examination Review:
Phone Sex & Dumb Show and
The Philadelphia
15
DUE: Read Phone Sex & Dumb Show and The Philadelphia.
For your final exam, you will perform a scene (a list of scenes from which you can choose is included in the syllabus packet) with the partner of your choice from one of the plays in Take Ten: New 10-Minute Plays. Please come to class today with that text and having decided, with your chosen scene partner, on the scene you would like to perform for the final exam. The final evaluation rubric is included in the syllabus packet.
Class 42
Final Examination Review: Anything for You and Brother
DUE: Read Anything for You and Brother.
Class 43
Final Examination Review: The Man Who Couldn't Dance and Ferris Wheel
DUE:
Read The Man Who Couldn't Dance and
Ferris Wheel.
FINAL EXAM:
You and your partner will perform a scene from one of the plays in Take Ten. The grading rubric is included in the syllabus packet.
ALSO DUE: Score your scene for your scene objective, obstacle(s), beats, and the tactics with which you try to achieve your objective during each beat. A score example is included in the syllabus packet so that you can reference it for format purposes.
14 The Summer Cyclone scene unit asks the student to apply the fundamental principles of acting (covered in the reading, class discussion and exercises, and productions seen) to text while working with a partner. The unit culminates in a graded scene and written character analysis. This unit meets the following learning objectives: FSLO 1 – 10; FPALO 1 – 4; SALR 1, 3.
15 Introduction to the final plays from which scenes are drawn that students will rehearse and perform. Discussion topics for these plays include: homosexuality; family, friendship, and love; gender roles; style; and the ethical conflict between responsibility and personal desire. Students are asked to consider both what the work has to say about these themes, and how what is said relates to their own experiences. The introduction incorporates websites for pictures and first-person accounts from people whose past experiences have been similar to those characters in the play. Some attention is given to distinguishing sound information and credible websites from less reliable ones. This discussion addresses the following learning objectives: FSLO 1 – 6, 8; FPALO 1, 2, 4; SALR 1, 2 | <urn:uuid:f14828e8-fbe0-445a-84d9-a624de02de10> | CC-MAIN-2021-39 | https://cms.indstate.edu/sites/default/files/media/Documents/PDF/fs-thtr150.pdf | 2021-09-28T23:21:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00006.warc.gz | 226,395,813 | 9,342 | eng_Latn | eng_Latn | 0.996328 | eng_Latn | 0.99835 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2958,
6835,
10292,
15337,
19612,
20860,
24301,
28198,
32377,
35448,
39820,
43262
] | [
1.6953125,
2.328125
] | 2 | 0 |
Grade 5 6 Math Mad Minute Multiplication
Yeah, reviewing a book grade 5 6 math mad minute multiplication could go to your close connections listings. This is just one of the solutions for you to be successful. As understood, execution does not suggest that you have wonderful points.
Comprehending as competently as covenant even more than supplementary will find the money for each success. next-door to, the message as with ease as keenness of this grade 5 6 math mad minute multiplication can be taken as capably as picked to act.
Mean Absolute Deviation ( MAD ) Mean absolute deviation | Data and statistics | 6th grade | Khan Academy Math Antics - Mean, Median and Mode Order of Operations Song | PEMDAS Rap for 5th Grade and Up Algebra Basics: What Is Algebra? - Math Antics Illustrative Mathematics Grade 6 - Unit 2- Lesson 5 Can You Pass 5th Grade Math? - 90% fail Fun Math Videos! Sequences \u0026 Patterns, Math Lesson for Grades 5 - 6, Interesting \u0026 Educational Videos for Children Average | Maths for Kids | Grade 5 | Periwinkle Illustrative Mathematics Grade 6 - Unit 1- Lesson 5 10 MATH TRICKS THAT WILL EMBARRASS YOUR TEACHER 9 Math Riddles That'll Stump Even Your Smartest Friends 7 Riddles That Will Test Your Brain Power 01 - Learn Order Of Operations (5th Grade Math) Algebra Basics: Solving 2-Step Equations - Math Antics Circle And Its Construction | Maths For Grade 5 | Periwinkle
Math Antics - The Pythagorean Theorem
Mean Absolute DeviationAlgebra Basics: Graphing On The Coordinate Plane - Math Antics Math Antics - Long Division with 2-Digit Divisors Learn Fractions In 7 min ( Fast Review on How To Deal With Fractions) A Cool Grammar Test That 95% of People Fail Math Antics - Simplifying Fractions Math Antics - Multiplying Fractions Area | Maths Concept For Kids | Maths Grade 5 | Periwinkle Grade 6 Math #1.5, Problem Solving - Work Backwards
Lesson 1 - Multiply Whole Numbers By Fractions (5th Grade Math)Divisibility | Maths for Kids | Grade 5 | Periwinkle Hardest Sixth Grade Math Lesson - Finding the MAD Grade 5 6 Math Mad
Mean absolute deviation (MAD) of a data set is the average distance between each data value and the mean. Mean absolute deviation is a way to describe variation in a data set. Mean absolute deviation helps us get a sense of how "spread out" the values in a data set are.
Mean absolute deviation (MAD) (video) | Khan Academy
Grade 5 & 6 Math Worksheets and Printable PDF Handouts. Science Activities for Kids, 1st to 5th Grades: Games | Quizzes | Worksheets. This page offers free printable math worksheets for fifth 5th and sixth 6th grade and higher levels. These worksheets are of the finest quality. For Grades 4, 5 and 6 worksheets,answers are provided.
Grade 5 & 6 Math Worksheets and Printable PDF Handouts
These brilliant 5th/6th maths class primary resources are designed around the Irish Curriculum. Explore our fantastic range, including activities, question worksheets and more, to better your student's knowledge in topics such as Adding Four-Digit Numbers with Renaming, Time, Equivalent Fractions, and much more!
5th/6th Class Maths Resources | Worksheets | Activities
‧ Mad Minute Math is available in Addition, Subtraction and Mix or Addition and Subtraction, Multiplication and Division are also available on TpT. Watch for more exciting Mad Minute Math coming soon including: Shapes, Patterns, Symmetry and Letters and Words! ‧ Kids race against themselves and their past performance.
Grade 3, 4, 5, 6 Math - MAD MINUTE MATH - Addition and ...
CANADA'S WONDERLAND – Math Grades 5 & 6 6 During the school year, you and your students engage in a variety of learning experiences. As the year progresses, you watch your students grow mathematically. Now that the school year is coming to an end, it's time to enjoy an outing at Canada's Wonderland.
GRADE 5 & 6 MATH - Canada's Wonderland
Grade 5 math printable worksheets, online practice and online tests. Edugain. Login/Register. UK; School Math. Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Competitive Exams. SAT Subject Test: Math Level 1; Kangaroo; UKMT; IMO; Olympiad; Challenge; Q&A. Math Knowledge Base (Q&A) Ask a new question; All Questions; My Questions ; Articles; My Edugain ...
Grade 5 math worksheets, practice and tests | Edugain UK
Grade 5 math printable worksheets, online practice and online tests. Edugain. Login/Register. South Africa; School Math. Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Competitive Exams. SAT Subject Test: Math Level 1; IMO; Olympiad; Challenge; Q&A. Math Knowledge Base (Q&A) Ask a new question; All Questions; My Questions ; Articles; My Edugain ...
Grade 5 math worksheets, practice and tests | Edugain ...
Actually, regardless of whether data values are zero, positive, or negative, the MAD can never be negative. This is because the MAD is calculated by finding absolute values of the deviations (or differences) from the mean, and then taking the average (or mean) of these absolute values. Note that the absolute value of a quantity is never negative.
Mean absolute deviation example (video) | Khan Academy
Mad Math Minute Multiplication Tables (6,7,8,9) 7 x 7 = 49 6 x 4 = 24 9 x 1 = 9 8 x 8 = 64 7 x 9 = 63 8 x 5 = 40 9 x 2 = 18 7 x 1 = 7 6 x 3 = 18 8 x 4 = 32 9 x 5 = 45 6 x 6 = 36 6 x 9 = 54 8 x 3 = 24 7 x 2 = 14 7 x 4 = 28 8 x 6 = 48 6 x 8 = 48 9 x 3 = 27 9 x 9 = 81 8 x 7 = 56 9 x 7 = 63 6 x 1 = 6 7 x 5 = 35 ...
Mad Math Minute - Mike's Math Club
Worksheets > Math > Grade 6 > Percents. Math worksheets: Percents. These worksheets provide practice in common calculations involving percents, including changing decimals to and from percents, finding percentages of numbers and fining how many percent a number is of another number. Percents and fractions : Fractions to percents : 7 / 10 = ___% Percents to fractions : 15% = 15/100 = 3/20 ...
Percents Worksheets - free & printable | K5 Learning Showing top 8 worksheets in the category - Grade 5. Some of the worksheets displayed are Wh questions work for grade 5, Grade 5 fractions work, 5 th grade, Grade 5 module 1, Spell master grade 5, Grade 5 math word problems with percentages, Grade 5 percents math word problems, Learning about
Page 1/2
Copyright : brightonpittsfordpost.com
grade 5 and up plant lesson parts of plants.
Grade 5 Worksheets - Printable Worksheets
5th Grade Mad Minute - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Mad minutes, Mad 5th grade week 1 name 2s and 3s date, Math minutes 3rd grade pdf, Mad minutes, Second grade math minutes, Math minutes 4th grade pdf, Five minute timed drill with 100, Mad math minute.
5th Grade Mad Minute Worksheets - Kiddy Math
Andre's mean number of baskets was 5.25, and his MAD was 2.6. Noah's mean number of baskets was also 5.25, but his MAD was 1. Noah's mean number of baskets was also 5.25, but his MAD was 1. Here are two dot plots that represent the two data sets.
Grade 6 Mathematics, Unit 8.12 - Open Up Resources
Browse through the list of common core standards for Grade-5 Math. Click on the common core topic title to view all available worksheets. [5-g-1] Geometry: Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide ...
Common Core Math Grade 5 - Kiddy Math
Mad Minute Math - Multiplication for 1st grade. Fun Math Games Math Games Multiplication Games. To link to this page, copy the following code to your site:
Mad Minute Math - Multiplication
In the second set of cookies, the distances are all between 0 and 13. The MAD is 5.6 grams, which tells us that the cookie weights are typically within 5.6 grams of 21 grams. We could say a typical cookie weighs between 15.4 and 26.6 grams. The MAD is also called a measure of the variability of the distribution. In these examples, it is easy to ...
Grade 6 Mathematics, Unit 8.11 - Open Up Resources
Aligned with the CCSS, the practice worksheets cover all the key math topics like number sense, measurement, statistics, geometry, pre-algebra and algebra. Packed here are workbooks for grades k-8, online quizzes, teaching resources and high school worksheets with accurate answer keys and free sample printables.
Math Worksheets | Free and Printable
Math games and fun games for grades 5 & 6, 5th grade, 6th graders math practice, algebra games, fractions games, decimals games, multiplications games
Math Games & Fun Exercises for Grades 5 & 6
4th grade Math Worksheets. Complete instructions for these free 4th grade math worksheets are included in the download, but here is the gist. You give your 4th grader a Mad Minutes Worksheet face down. Set your timer for 3-5 minutes and when you say "GO" they flip over the Mad Minutes Worksheet and begin solving the math problems.
FREE 4th Grade Math Worksheets - 123 Homeschool 4 Me
Singapore Math, for students in grades 2 to 5, provides math practice while developing analytical and problem-solving skills. Learning objectives are provided to identify what students should know after completing each unit, and assessments are included to ensure that learners obtain a thorough understanding of mathematical concepts. Perfect as a supplement to classroom work, these workbooks ...
Copyright code : 1c6299cc2d12179e6e396802b3d136cc
Page 2/2 | <urn:uuid:7dda071c-6c1c-4c3c-83ea-c329fed290ba> | CC-MAIN-2021-39 | http://brightonpittsfordpost.com/cgi-bin/content/view.php?data=grade_5_6_math_mad_minute_multiplication_pdf&filetype=pdf&id=1c6299cc2d12179e6e396802b3d136cc | 2021-09-28T21:54:45+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00007.warc.gz | 12,342,311 | 2,420 | eng_Latn | eng_Latn | 0.981838 | eng_Latn | 0.985105 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
6305,
9534
] | [
2.609375
] | 9 | 0 |
Think about the Text
I. Discuss in pairs and answer each question below in a short paragraph (30 − 40 words).
1. "The sound was familiar one." What sound did the doctor hear? What did he think it was? How many times did he hear it? (Find the places in the text.) When and why did the sounds stop?
Answer: The doctor lived in a room which was full of rats. He heard the sounds of the rats. There was a regular traffic of rats to and from the beam. He heard the sound thrice. The sound stopped suddenly as rats had seen a snake.
2. What two "important" and "earth-shaking" decisions did the doctor take while he was looking into the mirror?
Answer: The doctor took two "important" and "earth-shaking" while he was looking into the mirror First, he decided to shave daily and grow a thin moustache. Second, always to keep an attractive smile on his face.
3. "I looked into the mirror and smiled," says the doctor. A little later he says, "I forgot my danger and smiled feebly at myself." What is the doctor's opinion about himself when:
(i) he first smiles, and
(ii) he smiles again? In what way do his thoughts change in between, and why? Answer: (i) When the doctor first smiles, he has an inflated opinion of himself, admiring his looks and profession.
(ii) In the second instance, the doctor smiles at his foolishness and helplessness. His thoughts change after his encounter with the snake—from being a proud doctor he moves on to accept his stupidity.
II. This story about a frightening incident is narrated in a humorous way. What makes it humorous? (Think of the contrasts it presents between dreams and reality. Some of them are listed below.)
1. (i) The kind of person the doctor is (money, possessions)
(ii) The kind of person he wants to be (appearance, ambition)
2.(i) The person he wants to marry
(ii) The person he actually marries
3.(i) His thoughts when he looks into the mirror
(ii) His thoughts when the snake is coiled around his arm
Write short paragraphs on each of these to get your answer.
Answer: 1. (i) The doctor is a poor person. He has hardly any money. he lives in an unelectrified house. It is small rented room with plenty of rats living in it. He has just started his medical practice. So he is not a man of possessions or money.
(ii) The Person wants to be rich. he also would like to have good appearance. That's why he decides to grow a thin moustache.
2. (i) The doctor wants to marry a woman doctor with good medical practice and a lot of money. She would be fat as not to run after him and catch him.
(ii) He marries a thin reedy woman who has a gift of sprinter.
3. (i) His thoughts are full of joy and satisfaction. He decides to grow thin moustache and keep smiling always. He finds his smile attractive.
(ii) He turned to stone. He sat like stone image in the flesh. However, his mind was very
active. He felt the great presence of creator. He decides to write the words 'O God' outside his little heart.
Thinking about Language
I. 1. Here are some sentences from the text. Say which of them tell you, that the author:
(a) was afraid of the snake, (b) was proud of his appearance, (c) had a sense of humour,
(d) was no longer afraid of the snake.
1. I was turned to stone.
2. I was no mere image cut in granite.
3. The arm was beginning to be drained of strength.
4. I tried in my imagination to write in bright letters outside my little heart the words, 'O God'.
5. I didn't tremble. I didn't cry out.
6. I looked into the mirror and smiled. It was an attractive smile.
7. I was suddenly a man of flesh and blood.
8. I was after all a bachelor, and a doctor too on top of it!
9. The fellow had such a sense of cleanliness…! The rascal could have taken it and used it after washing it with soap and water.
10. Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead? Answer:
English
II. Expressions used to show fear
Can you find the expressions in the story that tell you that the author was frightened? Read the story and complete the following sentences.
1. I was turned ______.
2. I sat there holding ______.
3. In the light of the lamp I sat there like ______.
Answer: 1. I was turned to stone.
2. I sat there holding my breath.
3. In the light of the lamp I sat there like a stone image in the flesh.
III. Match the meanings with the words/expressions in italics, and write the appropriate meaning next to the sentence. The first one has been done for you.
1. I knew a man was following me, I was scared out of my wits. (very frightened)
2. I got a fright when I realised how close I was to the cliff edge.
3. He nearly jumped out of his skin when he saw the bull coming towards him.
4. You really gave me a fright when you crept up behind me like that.
5. Wait until I tell his story — it will make your hair stand on end.
6. Paralysed with fear, the boy faced his abductors.
7. The boy hid behind the door, not moving a muscle.
Answer: 1. I knew a man was following me, I was scared out of my wits. (very frightened)
2. I got a fright when I realised how close I was to the cliff edge. (frightened by something that happens suddenly)
3. He nearly jumped out of his skin when he saw the bull coming towards him. (very frightened)
4. You really gave me a fright when you crept up behind me like that. (frightened by something that happens suddenly)
5. Wait until I tell his story — it will make your hair stand on end. (makes another feel frightened)
6. Paralysed with fear, the boy faced his abductors. (too scared to move)
7. The boy hid behind the door, not moving a muscle. (too scared to move)
IV. Report these questions using if/whether or why/when/where/how/which/what Remember the italicised verbs change into the past tense.
1. Meena asked her friend, "Do you think your teacher will come today?"
2. David asked his colleague, "Where will you go this summer?"
3. He asked the little boy, "Why are you studying English?"
4. She asked me, "When are we going to leave?"
5. Pran asked me, "Have you finished reading the newspaper?"
6. Seema asked her, "How long have you lived here?"
7. Sheila asked the children "Are you ready to do the work?"
Answer: 1. Meena asked her friend if she thought her teacher would come that day.
2. David asked his colleague where he would go that summer.
3. He asked the little boy why he was studying English.
4. She asked me when we were going to leave.
5. Pran asked me if I had finished reading the newspaper.
6. Seema asked her how long she had lived there.
7. Sheila asked the children if they were ready to do the work.
. | <urn:uuid:2f2b1773-625c-419c-a154-177394b8a6e9> | CC-MAIN-2021-39 | https://www.hindivarta.com/wp-content/uploads/2020/03/Chapter-5-The-Snake-and-The-Minor.pdf | 2021-09-28T22:00:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00009.warc.gz | 817,926,476 | 1,618 | eng_Latn | eng_Latn | 0.999724 | eng_Latn | 0.999747 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2841,
3915,
5195,
6631
] | [
4.5625
] | 1 | 1 |
Which superheroes do you already know?
Can you design your own superhero outfit?
Do you know of any real heroes or heroines, past and present?
Superheroes
Great words to know
superhero villain
mask reliable
heroic special power
invisibility fearless
A fictional character with superhuman powers
An evil character who does nasty things.
Something that covers your face, worn as a disguise
To be able to be trusted by other people
To be very brave and determined
The power to do something special.
The power not to be seen by others
Not be scared by anyone or anything.
Do you have a favourite superhero? Why?
Books we will be looking at are… Traction Man, Toys in Space
Everyday materials
Overview
Types of materials
Materials are the substances that things are made from.
We use lots of different materials every day,e.g. Metal, plastic, wood.
Different materials have different physical properties which make them useful for lots of things.
Soft materials
wool fabric
cotton
Metal
Metals are made from rocks. Metal is strong
Wood
Plastic
Plastic can be made from lots of different materials Plastic can be tough, bendy and hard
Wood is made from trees Wood is a hard and strong material.
Glass
Glass is made from fine sand Glass is clear ( transparent)
plastic glass
Paper
Paper is made from trees
Water
Water is a natural material found all over the world.
Hard materials
concrete metal
paper rubber
wood | <urn:uuid:ad9571d1-36a9-49f4-bc4e-825de14c930d> | CC-MAIN-2021-39 | https://8927d5bd-a-21ccd58f-s-sites.googlegroups.com/a/barnhambroomprimaryschool.co.uk/public/class-2/Superheros%20Knowledge%20Organiser%202020%20spring%20ii.pdf?attachauth=ANoY7cqSn1DRyq4PiNqoHbW32MLDMxXBgkmroV2azBWh02bp2Tznnw7ZxOSBGWbNCUV6Q5OOlOdSBsBM2VlddaQzsdqJBfgTBIyTUkazxphd1RHAZfGlC6OOpmzqCVSm6xwwO2izbsbstv6FIunPoQYqyKc4n4N-HvbU6hruP50xByL8gOA-LPuYlnLC3IvAysB0CFjWfch2Vx14EoYxhF2QyJQXHGTELRpw-v8KnS9zJQtAa8jdrolmjKCMac3oO57g5ZosWHC3HxrcZ9i2WkUg-iEEdwrrDtw7fk1r7SVD9wpJUe7PdQs%3D&attredirects=0&d=1 | 2021-09-28T23:54:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00013.warc.gz | 123,737,261 | 318 | eng_Latn | eng_Latn | 0.996556 | eng_Latn | 0.997637 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
684,
1447
] | [
2.421875
] | 1 | 0 |
Monday Motivation
Date: 13 July 2020
Theme of the month: National Picnic Month
With the impact of Covid-19 we have all been limited to where we can go to socialise recently. However, this should not stop us from having fun in the sun. It is national picnic month and whether this be in your garden or a local green, let us make the most of this.
Action:
Exercise 1: Plan your ideal picnic
Things to consider:
* Make a checklist What food and drink are you going include? Maybe you can delegate each member of your household with a task!
* A picnic basket is nice but don't forget a cooler, or two to keep things chilled.
* The Perfect Spot: Try to find an ideal spot. One that you will be able to stay socially distanced in while having the space to enjoy outdoor activities
* Bring a tablecloth or picnic blanket. Even if picnic tables are around, it is a good idea to have a tablecloth in case the table is too worn or dirty or lay the cloth out and have a picnic on the ground.
* Keep it simple.
* Dinnerware: For a smaller group, consider reusables, which are more earth friendly (In keeping with our plastic free theme)
* Pack a trash bag for an easy clean up.
Exercise 2: Plan your own 'Sports Day' activities for your picnic
With a lot of sports days being cancelled this year lets plan our own activities to enjoy at our picnic. Some suggestions:
* Egg and spoon race
* Obstacle course
* Hula hoop challenge etc…
Exercise 3: Design a programme for the day's activities
Whether this picnic takes place now or at another time that is more convenient for you and your family, it will be good to have a detailed programme to get excited about. Be creative…
- Draw a floor plan
- Design a beautiful menu along with pictures of the food and drink you will be serving
- Design a score card to keep track of the games
Outcome / Mission Moments:
- It is so nice to spend time with our loved ones, what else could you plan?
- How has this made you feel? | <urn:uuid:9a015f73-b7d3-4287-872a-36f532b077a8> | CC-MAIN-2021-39 | https://www.ymcaessex.org.uk/wp-content/uploads/2020/07/Motivation-Monday-13-July-2020.pdf | 2021-09-28T23:39:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00012.warc.gz | 1,093,991,181 | 446 | eng_Latn | eng_Latn | 0.998997 | eng_Latn | 0.999214 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1430,
1966
] | [
2.03125
] | 1 | 0 |
Creative approaches to inclusion: Reaching and engaging people aged 85+
In November & December 2018, staff and volunteers from BAB-funded projects came together to learn how to use creative approaches to better reach and engage people aged 85 and older. Research tells us that those aged 85+ are at particular risk of loneliness and isolation, and as such this age group is a particular focus within the BAB programme.
The two workshops were run by Dr Helen Manchester (University of Bristol) and Stand + Stare from the Tangible Memories Project. This document shares the key learning from these workshops, with a particular focus on the use of storytelling and co-design.
Storytelling as an approach
Using a storytelling approach can be a valuable way to get to know an individual and to encourage them to open up and engage. Those aged 85+, in particular, may believe that their story is not very interesting and assume that nobody will want to know more about them. Feelings of loneliness and isolation may add to this perceived sense of inadequacy.
Individuals may also be used to talking about ailments and focusing on difficulties; using a storytelling approach enables them to connect with other people on a deeper level around topics they might not otherwise talk about such as personal memories and life experiences.
Storytelling using…
Objects: If you are meeting in someone's home, try talking to them about why they have certain objects in their home, but not other objects. If your project is outside the home, ask them to bring along some objects that are important and meaningful to them as a starting point for engagement. Why did they bring that object? What does it mean for them?
Music: Asking them to list their 8 favourite tracks and then playing these and listening together, discussing the story behind why they chose that song. What did they listen to as a teenager? What memories does this song bring back? If you are working in a group then each person could choose one song to share and have a discussion around it. Does the same song bring back different memories for other people?
Sensory: Smell, touch and taste can be great ways to bring back memories and encourage someone to share their story, particularly if they are living with later stage dementia. Examples might include foods they used to eat in their childhood, or the smell of a distinctive soap that may spark a memory and lead to a story about their life experience.
Place: Using place as a starting point of discussion. Where did they grow up? Where did they work? Where do their family live? Use maps to pinpoint locations and establish common links between people. You can also look up the location on Google and discuss the ways it looks similar or different now.
Remember that storytelling does not have to focus on memories. Life is still happening for people and stories are playing out every day – the objects, music or smells might be things that are still encountered by that individual on a daily basis.
Documenting stories through a 'Tangible Memories' book
Documenting stories allows these stories to be shared with others, for example family or friends, who may not know this aspect of the individual. They also provide a record to remind people what they have taken part in and to feel that their life experiences have value.
The Tangible Memories app was created by an interdisciplinary team of University of Bristol academics, artists, Alive Activities and older people. The app is another method of drawing out stories and documenting these. It aims to improve people's wellbeing and sense of community through the sharing of life histories and other stories.
These might be individual stories that have come to light through a storytelling approach, or it could be the journey of a project or community group over a set period of time. It has been designed particularly with older people and their carers and families in mind, but can be used by anyone for a whole variety of purposes.
It is a free app (currently only available on Apple) which allows you to tell stories using recorded sounds, images and text, and produce physical printed books based on this material.
More information:
www.tangible-memories.com
@tangiblememory
The app can be downloaded from:
https://itunes.apple.com/gb/app/tangible-memories-story-
Creating a 'Parlour of Wonder'
A Parlour of Wonder is an idea developed by Stand + Stare, the University of Bristol and Alive Activities. It is a specially co-designed space, for example a room within a care home or a corner within a community centre or library, where individuals can creatively engage with their community. The space is co-designed by community members, who decide where they want the Parlour to be, what they want it to look like, what objects to put in it and how it will be used.
More information: https://aliveactivities.org/resources/create-your-parlour-of-wonder/
https://tangible-memories.com/parlours-of-wonder/
firstname.lastname@example.org email@example.com www.standandstare.com
firstname.lastname@example.org | <urn:uuid:3f12c6fb-6d66-4224-b348-d1edbcd88f15> | CC-MAIN-2021-39 | https://bristolageingbetter.org.uk/userfiles/files/Reaching%20and%20engaging%20people%20aged%20over%2085.pdf | 2021-09-28T23:42:38+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00011.warc.gz | 203,923,906 | 1,039 | eng_Latn | eng_Latn | 0.997591 | eng_Latn | 0.997925 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2771,
5098
] | [
2
] | 1 | 0 |
Sample Intergenerational Worship Service
Creation - God's Seven Gifts!
Introduction
Here is a collection of ideas to create an intergenerational worship service on the topic of creation. You can pick and choose from the ideas to suit your church context, the ages of your children, and how interactive you are able to be in your church.
Involve the children as much as possible. if you have older, able and confident children in your group, you could divide some of the presentations of the Creation Gifts amongst them.
You could also make the Sabbath really special by planning a special afternoon programme for the children and their families so that the whole day is a delight for them. Some ideas for afternoon activities have also been included in this package.
The order of this service has been adjusted to make logical sense of the story of creation and our response to it. But if you feel uncomfortable about the sequence then you can just use your normal order of service.
Programme Outline
* Brief opening prayer
* Welcome and introduction
* Hymn/Song (your choice – see list below for a few suggestions)
* Pastoral Prayer (Older prepared child or adult – keep the prayer simple, in child-friendly language, and short)
* Scripture reading with PowerPoint pictures (ask a teen or young person to make a PowerPoint and find suitable pictures to illustrate the verses)
* Children's Story – A recipe for making a world (Adult to present – children to add 'ingredients')
* Hymn/Song/Special musical item
* Offering (everyone to participate)
* Sermon – 'God's Seven Gifts' (1 adult to present, 1 adult to manage PowerPoint, children to participate)
* Thank You Prayer (prepared children)
* Closing Song 'The Seven Days of Creation' (provided) or other Hymn/Song about God's Creation or the Sabbath
Suggested Hymns and Songs
* Morning has broken
* This is My Father's World
* All things Bright and Beautiful
* All Creatures of our God and King
* For the Beauty of the Earth
* My God is so Big
* Who made the birds that sing?
Interactive Story – A Recipe for Making a World
(You can do this, or ask a young person or a good cook or actor in your
church to present the story)
You will need:
* A suitable apron for cooking up a world
* A large clear tank or large, transparent, plastic storage box
* A wooden spoon
* A floating waterproof light source or a floating candle
* A series of cups – numbered and filled as described
* Several small buckets of water (enough to give several inches of water in the bottom of your large container)
o 1 – A cup of stones,
o 2 – A cup of sand
o 3 – A cup of soil
o At least one large rock that will stick up out of the water and create some dry land
o 4 – A cup of glass gems or beads and bits of gold and silver paper (precious stones and metals)
o 5 – A bottle of green food colouring – only add a few drops – the children need to see through the water to see all the other things being put into it
o 6 – A cup of fresh grass clippings
o 7 – A cup filled with pieces of chopped vegetables
o 8 – A cup filled with pieces of chopped fruit
o 9 – A cup with some real or fake flower petals or flowers
o 10 – A cup of silver metal 'confetti' stars (from craft or card shops)
o 11 – A cup of plastic fish (these can be found cheaply in toy stores)
o 12 – A cup of plastic birds
o 13 – A cup of small plastic animals
o 14 – A couple of plastic bendy smiley people in a cup or two small plastic toy people
* Place everything on a table so that everyone will be able to see what you are doing, and lay out the plastic cups in order, as if you are going to do a cookery demonstration.
* Tell the children that the Bible tells us how the world was created and that today you will follow the instructions in the Bible to make one, right here in the room.
* Then make a world using the materials in the buckets and cups in the style of a cookery demonstration.
* Invite different children to come and add the ingredients. Use the spoon to stir everything together after each addition. Add some humorous touches of your own.
* After adding each ingredient, look at what you have done and nod in a satisfied way, as if you are making something wonderful, even though it looks terrible!
* At the end you will have a horrible mess. Ask the children what they think of your world! Invite their honest feedback. Would they like to live there? Whatever went wrong? I added all the right things in the right order! Why does it look so bed? Would it help if we baked it a bit, or put it under the grill?
* We made a mess because only God can create a world. We cannot make anything like a world, we can't even make a blade of grass! Without God helping us, we will continue to make a mess of our world. But God made our world truly beautiful, and full of amazing gifts for us to discover.
* Eventually a child will probably say it is a mess because you are not God!
Special item or song by one of the children's classes
Interactive Creation Story
* The following presentation has been designed with a PowerPoint on the screen, depicting different pictures as described in the text, and a table where a new gift-bag is added for each day of creation.
* If the script provided is too interactive for your group – adapt it to suit your needs, or just unpack each gift bag and explore each day of creation with the children. The idea is that each day of creation was packed with special gifts from God to make our world a lovely place for us to live.
* The gift-bags can be chosen and purchased to depict different days of creation, but if you cannot find suitable gift bags, buy some plain ones and print pictures from your computer or Internet to stick on them to illustrate the contents of the bags.
* The gift-bags contain different items to illustrate the gifts God gave us on the different days of creation.
* At the beginning of each 'day' described in the script, the relevant bag, clearly numbered with a large tag, is placed on the table. The contents are taken out of the bag and displayed as follows:
Day 1 – a black gift-bag with a series of flashing white lights, activated by pressing a button – one was purchased like this, but a similar one could be made from a black gift-bag and a string of battery-operated lights, or just use a plain black bag and some small battery-operated fairy lights.
Contents: a sturdy candle and matches or a battery-operated candle
Day 2 – a gift-bag with a watery design
Contents: a glass and a bottle of water, to be poured into the glass when placed on display, pot of bubbles to blow
Day 3 – a gift-bag with a design of grass and flowers Contents: fresh flowers in a pot and some items of fresh fruit
Contents: a packet of silver confetti stars which can be sprinkled over
Day 4 – a gift-bag with a starry design the children if you wish
Day 5 – a gift-bag with fish or birds in the design
Contents: toy fish and birds
Day 6 – a gift-bag with a photo of children Contents: toy animals and dolls of different ethnicities
Day 7 – a gift-bag with a picture of an animal or human resting Contents: table and chairs for resting and visiting together with other people (rather than in bed!), a Bible
PowerPoint – title 'God's Seven Gifts!'
Begin by helping the children practice a response that they will say with you when you prompt them, at different times in the story. Practice this 3-4 times so that it is familiar and smooth.
Response
Say, very loudly 'Wow, that's real-ly good!' – clapping three times in rhythm when we say and emphasise 'Wow', 'Real' and 'Good'. Explain that sometimes you will say 'really' more than once and you will show them how many times with your fingers, but they will always clap on the 'Real' part of the word.
You can also ask the children to say, 'That looks really good!' if you don't want to use the word 'Wow!'
Script (feel free to adapt this to your own style and taste)
Once upon a time, a very long time ago, at the very beginning of Earth's history, God created our earth and all the skies around it.
On the first day, when God went down to look at earth, and when He first began to create our world, everything was very, very, very, very dark. Shut your eyes as tightly as you possibly can. It was even darker than that. Put your hands over your eyes too. It was even darker than that! On the very first day it was as dark as dark can be. So dark you couldn't see anything at all.
Let's see how dark we can make it! Gather up all the darkness over your closed eyes. Gather it up in your hands, as much as you can, like a snowball, but black, a dark ball. I'm going to count to three, and when I get to three, I want you to throw all your dark balls, gently, at the screen, so we can see just how dark it all was. 1...2...3...Throw! Wow! That's it! So much darkness! Just blackness and nothing else!
PowerPoint – black
On the first day it was very dark, but it's hard to see what you're doing when it's dark. So, God had a very good idea. He knew just what He needed. What do you need when it's so dark you can't even see your fingers when they're right in front of your face? Light! That's right! God needed some light on His brand-new world. So that was the first thing He made.
PowerPoint - light
He made light. Beautiful light, and He poured it all over the world so He could see what He was doing. Light is amazing. Do you know what colour light is? White, yes, but not just white. What light colours can you think of? (Invite their ideas and affirm them.) Red traffic lights, orange and green traffic lights, yellow street-lights, blue lights on ambulances, purple lights and ultra violet lights. Light looks white but it's really made up of many different colours.
What colour light do you like the best? Red, orange, yellow, green, blue, purple, violet? Choose your favourite colour light and gather it up in your hands. When I count to three, throw it at the screen! Get your colourful lightballs ready! Ok let's count to three! 1...2...3... throw! That's right! Throw them hard so they stick! But be careful to keep each other safe!
PowerPoint - colours
Wow! Just look at that! Bright colourful light! Beautiful! Amazing! God thought it was wonderful and amazing too, and, at the end of the first day, God looked at all the colourful light He had made, and He said:
Wow! That's really good!
On the second day God went back to work on earth. Now the light was on He could see that everything was very wet – water all over the face of the earth. There was water everywhere. Too much water. Every step He took soaked the bottom of His robe, His sandals were all soggy and His feet went squelch, squelch, squelch.
PowerPoint – sea and sky
On the second day He took some of the water and made a big bubble around the earth to make the sky, to stop the earth getting too hot, or too dry. (Blow a few bubbles if it is appropriate). Then there was blue water on the earth and blue water in the sky. It looked very sparkly. Especially with the brand-new light shining all over it. And on the second day God looked at all the water sparkling on the earth and in the sky and He said:
Wow! That's really good!
On the third day God went to look at the world. It was still all covered in water, but He wanted somewhere to grow a garden. So, He separated the water from the dry, land and He covered the land with dark brown earth and rocks and glittering precious stones.
PowerPoint - soil
Then He spoke to the earth and hills, and cliffs, and mountains and islands pushed their way up to make new shapes on the land. They pushed and they heaved, and they slowly rose together to make a breath-taking landscape. I
wonder if you can help shape the world. Use your finger to draw the outlines of mountains and cliffs, islands and hills in the air. Like this (demonstrate drawing a mountain in the air with your index finger). That's right! Great! Now pick up your mountains, and, when I count to three, throw them at the screen! Ready, steady, careful cause they're heavy! Try not to hit anyone with your hill! 1...2...3...Throw!
PowerPoint - mountains
(Pretend a mountain hit you on the head!) Ouch! I should have ducked a bit sooner! But look, they're amazing! I love the shapes you've drawn! And God went to work, covering the dull brown earth with soft green grass, colourful scented flowers, healthy vegetables, delicious cereals, and tasty herbs.
PowerPoint – flowers etc
Then He planted tall trees with juicy fruits, and bushes covered in berries, Mmmm. He thought of all the delicious things He liked to eat in heaven and planted them everywhere he could find a space. Mangoes, bananas, apples, peaches, oranges, strawberries...
What's your favourite fruit? Pick it off the tree, very carefully, and then pretend to eat it. Careful, the juice will go everywhere, especially if you picked a mango! Mmm, imagine the flavour of the best fruit you've ever tasted and then imagine it ten times tastier, and maybe ten times bigger, and ten times juicier!
And maybe God sat down on the soft green grass, and the fragrant flowers, and picked a juicy nectarine and let the juice run down His long white beard. And on the third day He looked around at everything He'd made, and He said;
Wow, that's really good!
On the fourth day God decided to play with the sky. He wanted to make a special light to shine in the day and keep things warm…
PowerPoint - sun
…and some friendly lights to shine at night, when everything was dark. This was a really fun thing to do. Can you imagine making a universe full of stars and planets and the sun and everything?
PowerPoint - planets
Let's help God make some stars. He needs thousands of them to fill the whole sky! Draw a star in the air and hold onto it tightly. When I count to three, be ready to throw it onto the screen. I...2...3...Throw! Wow! Look at them go! Shooting stars! Beautiful!
PowerPoint – stars
Wow, look at all the stars you've made!
And on the fourth day God had a look around at the never-ending universe full of stars and planets and black holes and He said
Wow, that's really good!
On the fifth day God looked at the sky and all the water. It looked empty and everything was very quiet. So He filled the water with all kinds of fish.
PowerPoint - fish
There were salmon, and octopi, and eels, and starfish, seahorses and jelly fish and catfish and dogfish and they were all swimming around in the brandnew water having lots of fun.
PowerPoint - birds
And then he filled the air with all kinds of birds. Eagles and robins and sparrows and peacocks and sea gulls and owls and they all flew around in the brand-new air, singing and squawking, clucking and quacking. All of them were singing and praising God as loudly as they could! If you were a bird, which one would you like to be? What sound would you like to make? I'm not a very good singer, so I think I'd probably be a duck, going 'Quack, Quack!'
Get ready, and, when we count to three, start singing your special song, as if you're a brand-new bird, praising God as loudly as can be. 1...2...3...Sing! (Allow space for the children to sing like birds for a few moments!) Pretty noisy world, hey! And on the fifth day God looked in the water and listened to the birds, and He said:
Wow, that's really good!
And maybe He thought 'Oh, that's a bit noisier than I expected! I hope they'll all go to sleep when I put the light out!' And, because it was a perfect world, they did.
On the sixth day God decided to fill the world with animals of all kinds: Big ones and little ones, fat ones and skinny ones, stripy ones and spotty ones, fast ones and slow ones and lots of very funny ones. I wonder, what kind of animal you would like to be?
PowerPoint – bunnies
Think of your favourite animal and then pretend you are that animal, in a nice peaceful way, just as it would have been when God first created the world. Like these lovely kittens.
PowerPoint – tigers
(Let the children act out being different animals for a few moments.) Amazing! I think we have enough animals here to open a zoo! But just let the animals rest for a while because God is about to make the best thing ever!
After making the animals, God did the most amazing thing of all. He made people, like you! First of all, he shaped a man out of clay. (Use some play dough or modelling material as you do this – try to make a man, but show the children that your man isn't very good, and comment that it's a good job you didn't shape the first man or we'd all look very funny today!) And God breathed into him. Then he came alive and the clay turned into blood and bones and muscles and hair and eyes and nose and lungs and everything he needed to live and move and be alive.
PowerPoint - children
Of all the things God had made, man was the best. And then God put the man to sleep, took a bone from his ribs, and made a beautiful lady so they would each have someone to love, and someone to love them.
In fact, all week, every day, God had been making the earth just for the man and the lady, with everything they would need to keep them happy, safe, and well-fed. He wanted them to explore the world together and learn about how things worked and how to take care of the air, the water, the things that grow, the birds and fish, and all the animals. And He also wanted them to learn how to take care of each other and their children. And on the sixth day God looked at the people He had made, and he was extra specially pleased, and He said
Wow, that's really, really good!
On the seventh day God came back to visit earth and have a good rest. He wanted to spend time with the people He'd made. He wanted to get to know them and He especially wanted them to get to know him. So, He rested on that day and called it the Sabbath and made it very, very special.
PowerPoint – child resting in parent's arms
And He gave it to the man and the woman as a present for them and all the people who would ever live on the earth. He gave it to them so they could rest from all their work, be together, worship him together, and take care of each other. He gave it to them so they could get to know each other better and especially get to know him better.
PowerPoint – sleeping baby
And God said: Wow, that's really, really, really, really good!
This is the best part of the whole week. This is time to enjoy everything I've made. This is time to celebrate life and creation and everything beautiful!
PowerPoint - family
At the end of the Sabbath, He said good-bye to the man and the lady. It had been fun making the whole world, but it was even more wonderful to share it with His new friends, the man and the lady. He had shown them the light He'd made and the water and the sky, and the flowers and the vegetables and the trees. They ate picnics of the most delicious fruit. And they saw the sun and the moon and the stars, the fish and the birds and the animals. God blessed them and kissed them, and He said good night to them, and then He left them to go to sleep. As He tiptoed away, He whispered to Himself:
Wow, that's really good!
(This is your conclusion – read it carefully and learn it so that you can say it with real significance.
And as He made His way slowly home to heaven He looked back at the earth, where everything was perfectly still, and perfectly new and perfectly beautiful and He thought to Himself: That's more than really good, it's really perfect! I do hope they don't go and mess it all up!
Talking together
Ask the children the following questions and let them wonder creatively about the story of creation. This discussion can be done as one big group, or in separate family groups.
* Which day of creation do you think is the most important?
* Which day of creation do you like best?
* Are there any days of creation that God could have left out and still had a lovely world?
* What can we do to show God how much we love the things He has made?
Reflection time
* Give each family/person a sheet of paper with a picture of the world in the middle.
* Ask them to think of four things they can do as a family to protect God's creation.
* Let them write their ideas on the sheet of paper to take home as a reminder.
Offering
* Invite the congregation to come forward and place their offerings in the gift-bag of the day when God made one of their favourite creations, as a thankful response to Him.
* Invite a child to ask God to bless the offering.
Closing Song/Hymn
* Sing a song of praise for God's creation.
Closing blessing
If possible – place the creation symbol gift bags in the centre of the group, and have each family hold their sheet of ideas as they stand in a circle around the symbol bags.
* Pray, thanking God for creating the families present, as a very special part of his creation and ask God to help the families take care of His creation in their everyday lives.
THE SEVEN DAYS OF CREATION (tune: 'The Twelve Days of Christmas')
This song works like the popular song about the 12 days of Christmas.
It needs someone to become familiar with it to guide the congregation.
Practice it with the children ahead of time too and involve them in creating some actions to go with it.
On the first day of creation God said 'Let there be
Light that all may see'.
On the second day of creation God said 'Let there be Sky above, sea below And light that all may see'.
On the third day of creation God said 'Let there be Flowers and trees, Sky above, sea below And light that all may see'.
On the fourth day of creation God said 'Let there be Sun, moon and stars, (sung like 'Five go-ld rings) Flowers and trees, Sky above, sea below And light that all may see'.
On the fifth day of creation God said 'Let there be Many birds a-flying Many fish a-swimming Sun, moon and stars, Flowers and trees, Sky above, sea below And light that all may see'.
On the sixth day of creation God said 'Let there be Man whom I delight in, Many birds a-flying Many fish a-swimming Sun, moon and stars, Flowers and trees, Sky above, sea below And light that all may see'.
On the seventh day of creation God said 'Let there be A joyful day to rest in, Man whom I delight in, Many birds a-flying Many fish a-swimming Sun, moon and stars, Flowers and trees, Sky above, sea below And light that all may see'.
Afternoon programme ideas
Follow up the service with a shared meal and a nature walk, or creative activities based on recycling and caring for God's world.
Creation picture walk
* If you go on a walk, give each family a different day of creation and a plastic bag to carry things in. Plastic disposable gloves and antiseptic hand gel may also be useful.
* Ask them to find things to make a scene or object to illustrate their day of creation, in any way they like. Tell them not to destroy any plants or flowers, and to pick things from the ground where possible. Twigs and stones and leaves can make the shape of a bird or animal, stones can be arranged in the shape of a star constellation, etc.
* At the end of the walk give everyone 10-15 minutes to make their natural collage on the grass or on a picnic table. Then let everyone try to guess what each family or group has made.
Creation activities
Day 1 – Light
* Make a collection of 'feely bags' – simple cloth bags each containing a different interesting nature item. The children need to feel inside them, without looking. Can they recognise God's creation in the dark?
* Or decorate a glass jar to make a tea-light holder for a Sabbath Candle. Paper shapes can be wrapped around the outside, or tissue paper shapes can be stuck onto the jar and coated with a layer of thinned white glue – which acts like a protective varnish.
* Invite the families do a timed Bible Search to see how many verses about light and lamps they can find in 5 minutes.
Day 2 – Water above and below
* Take the children outside to blow bubbles.
* Write the alphabet down the side of a sheet of paper and ask families to think of all the different ways we find water beginning with the different letters, Eg. L – lakes, S – snow, R – Rivers, Rain, etc.
* Give each child a glass of water to drink.
Day 3 – Green and growing things
* Help the children to plant something simple like cress or a sunflower seed. Make a plant label or stick and let the children decorate a card for the stick thanking God for things that grow.
* If you're outside see how many different kinds of tree leaves the children can find. Take some books about trees with you so that you can help the children identify the trees from which the leaves came.
* Cut up a paint chart of green colours. Give each child a different shade of green. Send them on a 'green hunt' to find something in nature that is
exactly the colour on their paint card. This helps them to discover that God has created all kinds of green things in many different shades of green.
Day 4 – Stars, moon and sun
* Give each child a sheet of black card. Show them some books of constellations. Let each child choose a constellation and make it by either sticking gold stars onto their black card or punching holes in their card so that when they hold it up to the light the 'stars' shine through.
* Make pretty stars using a star pattern from the Internet. There are lots of ways to make stars, so be creative and find some simple, but attractive star patterns.
Day 5 – Fish and Birds
* Let the children help you make an underwater collage. Use a blue paper background and invite them to make all kinds of fish. Or cut out different fish shapes and provide lots of small circles of paper or tissue. Show the children how to overlap the circles and stick them to the fish to make scales – start at the tail end.
* Make birds, using a pattern from the Internet. You can try looking at: www.activityvillage.co.uk/origami_dove.htm or www.activityvillage.co.uk/dove_of_peace_craft.htm
* Or you could watch a video clip about birds or fish.
Day 6 – People and animals
* Play Animal Pictionary – make a list of animals in the Bible (you can easily find this on Wikipedia). Divide the large group into groups of 4-5 people. Give each group a stack of paper and some pencils. Ask one person from each group to come to you and whisper the name of an animal in their ear. Without telling their group the animal they've been given, the person then draws it as fast as they can, until someone guesses correctly. The person who guesses then runs to the leader and asks for the name of the next animal to draw.
* Or download a Bible quiz about animals from: www.biblequizzes.com/quest26.htm
* Play Musical Friends – Play some lively praise music. When the music stops ask each person to find a partner. Ask them to tell each other three unusual things about themselves. Then start the music again. No one goes out, but they must try to find a different partner each time. This helps everyone to get to know each other better.
Day 7 – God rested
* Rest together, sing a worship song and praise God for His amazing creation.
* Serve an agape type meal, if it is tea-time, with lots of inviting fresh and dried fruits, nuts (checking for allergies), simple breads, popcorn, spreads, honey and juice.
Karen Holford – TED Family Ministries Director | <urn:uuid:62b755cc-74c3-4c41-8b97-c9d1c8d3993c> | CC-MAIN-2021-39 | https://ted.adventist.org/images/Intergenerational_Worship_Service_-_Creation.pdf | 2021-09-28T23:47:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00013.warc.gz | 596,537,781 | 6,228 | eng_Latn | eng_Latn | 0.997123 | eng_Latn | 0.997931 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2038,
4900,
6881,
9223,
11664,
13911,
15949,
18476,
20511,
20885,
22305,
24729,
27233
] | [
3.5625,
3.359375
] | 1 | 0 |
ASSESSMENT POLICY
Policy No.: TIADPolicy_Academics_2021/17
Policy created in October 2019
Policy Reviewed in April 2020
Policy Reviewed again in April 2021
Important Note: The school has adopted Distance Learning Programme (DLP) and Blended Learning Programme (BLP) for the Academic Year 2021-22. This policy is designed for a regular school set-up and will also be integrated during the DLP/BLP.
POLICY ON HOMELEARNING
Homelearning
Homelearning is an instructional technique that provides students with opportunities to deepen and practice their understanding and skills, relative to content that has been presented to them.
Homelearning is a purposeful learning that occurs outside of the classroom which is set by the classroom teacher. Homelearning benefits students by complementing classroom learning and providing opportunities for students to be responsible for their own learning.
Homelearning provides an extension to our differentiated curriculum by offering students tailored tasks that either enrich or support their learning.
Aims and objectives of Homelearning
a. To develop an effective partnership between the school and parents in pursuing the teaching aims of the school.
b. To consolidate and reinforce skills and understanding, particularly in English and Math
c. To serve as a vehicle to assess student understanding of classroom learning.
d. To explore resources for learning, of all kinds, at home.
e. To extend school learning and encourage pupils as they get older to develop the confidence, responsibility and self-discipline needed to study on their own.
f. To offer opportunities to develop key skills for independent learning, such as information retrieval, planning, analysis and time management.
g. To provide opportunities for parents and pupils to work together and enjoy the learning experience.
Types of Homelearning set:
1. Practice a skill or material
2. Reinforce / consolidate: to remember facts and understand concepts
3. Prepare for a new lesson/ activity by collecting info or reviewing basic concepts needed for the lesson
4. Extension/ research: to know more about the topic through independent research using different sources (beyond the text)
-----------------------------------------------------------Page
1
-----------------------------------------------------------------------
ASSESSMENT POLICY
*All students benefit from type 2, 3 when given at appropriate times
*Type 1 is specially needed to support low ability group
*Type 4 to challenge high ability group.
Time allocation for Home Learning:
Homelearning should not encroach too much into the student's leisure and take away play time. The following time frames are given for reference, and may be judiciously modified to some extent, to suit individual needs.
KG: 5-15 minutes, 3-4 times a week: 20-25 min on week ends
I&II: 15 -25 min, 3-4 times a week, 30-45 min on week ends
III-V: 20-45 –min, 3-4 times a week, and 45--120 min on week ends
VI-VIII: 45-60 –min, each day of the week, 2-3 hrs on week ends
IX&X: 1-2 hrs a day, each day, 4-6 hrs on weekends
Tips to make Homelearning effective:
* Integrate HW with classroom instruction
* Give clear, specific and written directions on what you expect
* Discuss how the students should approach the task, what references to use, presentation criteria and weightage in marking
* Correct and give feedback to individual students, encourage a rewriting of HW if below standards by giving support, specific guidance on how to improve.
Completion of Homelearning tasks
Absentee students are responsible for getting their homework from the school or their parents can call the school to request the homework for that day.
TIAD is analytical and diagnostic about incomplete homelearning tasks. Should teachers find some children consistently not completing homework, the teachers will first analyze why a student has not completed his/ her work. They will orally advise methods they should be adopting along with a written note to the parent. If the work continues to be tardy, the teacher will call the parent to a conference. Should work still not be complete, parents and student will have to meet higher authorities. There will be further consequences according to the discretion of management.
Teacher Feedback
* Teachers will provide feedback on set homework, to the student, either in the form of a comment or against set criteria. Peers may on occasion provide feedback on set homework
* Students may use digital tools such as laptops, video cameras, iPads etc. for completing homework
-----------------------------------------------------------Page
-----------------------------------------------------------------------
ASSESSMENT POLICY
* Teachers setting tasks that include the use of digital tools, are expected to set time constrain
Good Practices to be kept in mind:
Parents are expected to ensure that the homework is being completed on a timely basis and in a nonthreatening environment and to assist the child, if needed, to reinforce the learning goals. Parents are encouraged to check the Homework Diary and School Communicator EDMODO for current information regarding homework. We do not encourage private tuitions for our students.
Children are expected to work independently on homework, including projects. We seek cooperation from parents of Kindergarten to be supportive with their little children in ensuring that homework assignments are completed in a fun and enjoyable way.
Reading is one of the most fundamental and powerful at home practices for learning. Please read to your child and also assist them in reading at home, especially if you are a parent of a child in Kindergarten
Signed by:
Date: 01.04.2021
_________________________
Ms. Susan Rubin Varghese Principal
-----------------------------------------------------------Page
----------------------------------------------------------------------- | <urn:uuid:a9d41496-02ac-43dd-831c-564804659779> | CC-MAIN-2021-39 | https://indianacademydubai.com/wp-content/uploads/2021/05/TIADPolicy_Academics_2021-17_Homelearning-Policy.pdf | 2021-09-28T23:45:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00012.warc.gz | 377,572,797 | 1,167 | eng_Latn | eng_Latn | 0.996936 | eng_Latn | 0.997393 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2346,
4729,
5949
] | [
2.421875
] | 2 | 0 |
Swallowing Problems (Dysphagia) In Children
About Dysphagia
Possible Problems of Dysphagia
* Poor nutrition and weight loss
Your child may have problems because of swallowing issues. This could include food or liquid getting into the lungs. This is called aspiration. Other problems could include:
* Dehydration
* Frequent respiratory (lung) illnesses/ infections like pneumonia
Dysphagia means your child has problems with feeding or swallowing. This could mean problems with using the mouth, lips and tongue to control food or liquid. It could also mean problems in the throat during swallowing. It may be caused by differences in strength, coordination, sensation or timing of the muscles and nerves used to swallow. Dysphagia causes concern because it can affect your child's health and nutrition.
Signs and Symptoms of Dysphagia
* Coughing
* Problems sucking, swallowing and breathing while bottle-feeding, breastfeeding or drinking from a cup or straw
* Choking
* Color change during or after feeding
* Gagging
* Longer feeding times (more than 30 minutes)
* Congestion during or after feeding
* Trouble chewing
* Change of breathing rate with feeding
* Feeling of food stuck in the throat
* History of pneumonia
* Smaller intake of food or liquids
* Failure to gain weight
* Refusing food or liquids that were eaten before
* Food or liquid in a tracheotomy tube during or after eating
* No interest in new foods, food textures or no interest in trying new foods
* More risk for choking or illness
* Not able to manage food or liquids
* Not able to eat/drink what would be expected for a child of the same age
* Not able to chew or control food or liquids in the mouth
* Anxiety about eating/drinking or feeding
* Longer hospital stay
* Possible need for feeding tube
How Dysphagia Is Diagnosed
If your child's doctors or nurses think your child has a swallowing problem, they will ask a speech-language pathologist (SLP) to evaluate your child's swallowing.
Clinical Swallow Test
A licensed speech-language pathologist (SLP) will come to your room to test your child's feeding and swallowing. The SLP will look at most common types of liquids and solids your child eats and drinks. While your child swallows, the SLP will watch and listen for signs of swallowing problems. If the SLP notices these signs, they may do one of the tests below.
Videofluoroscopic Swallow Study (VFSS)
This is a special x-ray test. While your child swallows, a video x-ray will be taken of the mouth and throat. There are no needle pokes or IVs. Based on your child's age, your child may swallow barium liquids, semi-solid and solid foods, and possibly pills. The SLP will feed your child as naturally as possible. Parents will be included if possible. You may be asked to feed your child with support from the SLP as needed.
Fiberoptic Endoscopic Evaluation of Swallow (FEES)
This test is done at the bedside. For small infants and children, a parent or caregiver can hold the child during the feeding. A small camera called an endoscope will slide through the nose. This will allow the SLP to look at the throat and watch where the food and liquid goes before and after the swallow.
These tests will show if and where there is a problem. If your child has dysphagia, the SLP will tell you the type of diet and liquid textures needed. The SLP will also suggest certain bottles for babies, cups/utensils for older children and/or other strategies that can help with eating and swallowing.
Sometimes, a child may not be able to eat or manage food and/or liquids because of the high risk of foods/liquids going into the lungs (aspiration). Dehydration and malnutrition may occur if the swallowing problem is not treated. If the dysphagia is severe, another source of nutrition and hydration, such as a feeding tube, may be needed.
Prescribed Diet
Diet changes can make it easier and safer for your child to swallow. This could mean different food textures and/or thicker liquids. Your child may be prescribed a different solid diet type and/or different liquid texture from the lists below.
Different Solid Diets
* No solids
* Minced and moist:1/8-inch (4 mm) cubes, minimal chewing needed
* Pureed: smooth pudding-like texture with no lumps, no chewing ability needed, can be eaten by spoon
* Soft/Bite-sized: bite-sized ¼ inch (0.8 cm) pieces, tender and moist throughout, with no thin liquid leaking or dripping from the food. (Must be able to chew)
* Regular: normal diet
* Easy to chew: soft/tender everyday food textures that require biting and chewing
Different Liquid Textures
* Moderately thick liquids (comparable to honey)
* No liquids
* Mildly thick liquids (comparable to nectar)
* Thin liquids: regular liquids (thin and easy to pour)
* Slightly thick liquids (comparable to half-nectar)
Supervised Eating and Drinking
* 1:1 supervision: constant watching
If your child needs changes to foods and/or liquids, you will likely need to check on them while eating and drinking to watch for any problems. This could mean:
* Intermittent: checking in frequently
* Independent: checking on your child as you would have before swallowing problems were identified.
Giving Medicine
Medicine may need to be given in a special way. This could mean using only liquid medicine. It could mean that medicine needs to be crushed in puree, or given whole in puree, or given with a different liquid texture. With infants, medicine may be mixed with some milk in a bottle, given with a pacifier, in a bottle nipple or with a medicine pacifier.
Ways to Make Swallowing Safer
Your child may also need to use special ways to help the food and liquids go into the stomach. There may be positions or ways of feeding that help foods or liquids to move safely past the windpipe.
Your child's doctor and speech pathologist should help you to decide if further changes are needed. Another swallow study may be needed before any changes are made.
When to Call
* More trouble swallowing
Reasons to call many include:
* More coughing
* Weight loss
* Choking
* More congestion with eating/drinking or shortly after a meal
* Fevers (100.5 ◦ F or higher)
Who to Call
Based on test results, the SLP will know what feeding methods will increase safety. This could include position changes. There may also be exercises to strengthen the muscles used to swallow. The SLP and care team will give you a plan before you leave the hospital. Also, the SLP may make a plan for ongoing SLP services after leaving the hospital.
Call your child's primary care doctor for urgent medical questions. Ask your doctor to help you contact an outpatient Speech Language Pathologist.
Your health care team may have given you this information as part of your care. If so, please use it and call if you have any questions. If this information was not given to you as part of your care, please check with your doctor. This is not medical advice. This is not to be used for diagnosis or treatment of any medical condition. Because each person's health needs are different, you should talk with your doctor or others on your health care team when using this information. If you have an emergency, please call 911. Copyright ©8/2019 University of Wisconsin Hospitals and Clinics Authority. All rights reserved. Produced by the Department of Nursing. HF#8106. | <urn:uuid:c441f485-d187-452c-9724-a70628f29526> | CC-MAIN-2021-39 | https://assets.ctfassets.net/4yx69hifndy8/8106.pdf/18aad11f5f445db2c17927c756c9448b/8106.pdf | 2021-09-28T23:09:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780060908.47/warc/CC-MAIN-20210928214438-20210929004438-00011.warc.gz | 168,382,948 | 1,617 | eng_Latn | eng_Latn | 0.998722 | eng_Latn | 0.998833 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2359,
5180,
7334
] | [
3.21875
] | 2 | 0 |
Task 3 – My Green Down Data
1) Upload your data to globe.gov website
To share the data with other schools and see a graph of your leaf changing color over time, upload the data to the GLOBE website. It is not complicated, just give it a try.
- Follow the guide we prepared for you.
- You need the data that you collected at Task 1 and 2.
2) See the graph of your tree color change at the GLOBE Visualization tool
- Once your data are uploaded, you can see a graph of leaf color change and print it out
3) Compare your data to the data of another school at the GLOBE Visualization tool
- Filter out the Green Down data from schools in your country or any other location
- Compare the same species and see if the date of last leaf lost was the same
- Ask students to come with a hypothesis why the last leaf lost date differs. Let them find out more about the specific conditions of the site where the tree grows (latitude, longitude, elevation, air temperature, precipitation)
It is easy. If you are not familiar with the Visualization tool, please see the video guide. https://www.globe.gov/get-trained/using-the-globe-website/retrieve-and-visualize-your-data
4) Share your graph in the Discussion forum. Comment on how your data differ from data of other schools.
We are here to help you.
If you have any technical issue when uploading the data and working with Visualization tool, please contact us at email@example.com . Most of the problems can be solved by one or two more clicks! We will tell you how to do it
And do not forget to continue measuring the length of the leaf and taking pictures with GrowApp! | <urn:uuid:72865f42-5298-4c15-a9b1-acca07336b7a> | CC-MAIN-2019-26 | https://www.globe.gov/documents/18702582/47430627/Task+3+-+My+Green+Down+Data.pdf/11eb0fe1-bd66-46c4-b9a2-2eca391992ed | 2019-06-20T09:28:30Z | crawl-data/CC-MAIN-2019-26/segments/1560627999200.89/warc/CC-MAIN-20190620085246-20190620111246-00034.warc.gz | 748,212,114 | 364 | eng_Latn | eng_Latn | 0.996455 | eng_Latn | 0.996455 | [
"eng_Latn"
] | false | docling | [
1624
] | [
2.984375
] | 6 | 1 |
: Please Wai
Also in this newsletter:
* Connect Your Kids to God • Family Fun • Easy Bonus Activity
Questions to Go at bedtime, mealtime or car time
* Why do people not like to wait their turn?
??
* Why do you think it's important to wait your turn?
* When are some times you have to wait your turn? When is it easiest to wait? Hardest? Why?
Character Builder: Patient
Waiting your turn can be hard. Often, kids aren't aware that others need to go first. All they see is their own needs or wants. Here are some things you can do in daily life to help your kids develop patience.
* Be patient yourself. Are you impatient as you drive or wait in lines? How do you think your kids will react in similar situations? Ask God to help you develop patience.
* Teach your kids to stand next to you when they need something but you're talking to someone or on the phone. Put your hand on their shoulder so they know you notice them. After a bit, turn to them and say, "Thank you for being patient." See what they need.
* Think of alternatives when your kids have not been patient. Ask, "What could you have done differently in this situation?" If they can't think of something, give them some ideas.
* Do activities together that take time, for example, plant seeds and watch them sprout.
Check out www.raisingupspiritualchampions.com
for more infor- mation and resources to make an eternal difference in your kids’ lives.
TIP: Display this newsletter at home, and use the activities as desired throughout the week.
Verse to Chew On
"Love is patient, love is kind" (1 Corinthians 13:4, NIV).
* Read this verse with your kids. Every time you see someone in the family being patient or kind, say the verse.
* Talk about how loving someone is more than just words. What kinds of actions show patience? Read 1 Corinthians 13:4–8 for ideas.
Practice All Day
Patience is needed in situations throughout the day. You will find plenty of opportunities to practice it. Keep busy and have fun while you wait in lines. Play word games with your kids, or practice skip counting by 2s, 3s, 5s, 7s, or 10s.
Preschool Focus
Watch for signs of impatience in your kids, and head it off with distraction or humor. For example, when waiting for family members to get ready to go somewhere, give your preschooler a toy or activity to do, or count together to see how long it takes.
35
Connect Your Kids to God
How can I worship and praise God by myself?
Sing songs you know or make up a song with your own words.
You Can Do It!
Teach your kids how to praise and worship in your own home.
Thank Him for all the good things He's done and will do. Tell God how amazed you are at who He is and what He's like. He has no beginning and He will never stop existing. He is trustworthy, and He keeps His promises. His ways and thoughts are higher than yours. He is perfect. He's everywhere at the same time. He knows the past, present, and future, and everything we're thinking. He loves you with all of His heart. Shout His praise like you're cheering for your favorite sports team!
* At bedtime, occasionally listen to a praise CD or sing a song of praise together. Sing one you learned at church or pick a phrase from a Bible verse and make up a tune for it.
* Sometimes before a meal, say a shared prayer: Go around the table and let each person finish this sentence: "Thank You God for . . ." or "God, I love You because . . ."
Family Fun
Did You Know?
Plan to make breakfast together as a family occasionally.
* Plan the menu and decide who will do what. Talk about what kinds of foods are good for getting your body started in the mornings.
* Teach your kids how to make a simple recipe, like pancakes, that they will eventually be able to accomplish by themselves.
* Enjoy the meal together and talk about how each person contributed to its success. If you had some spills, talk about how that happens sometimes. Share a kitchen disaster you've had.
* Brag to others, in front of your kids, about what great cooks your kids are.
Visit www.raisingupspiritualchampions.com for more Family Fun.
©
2007 Gospel Light. Permission to photocopy granted to original purchaser only.
Raising Up Spiritual Champions Newsletters
"Your challenge is to help your children fall in love with Jesus and experience His abundantly full life. . . . It will happen because you've decided to begin the process in your own home."
—John Trent, Rick Osborne, Kurt Bruner, Gen. Editors, Teaching Kids about God (Wheaton, IL.: Tyndale House Publishers, 2000), p. ix.
Easy Bonus Activity
Play a board game together, adding an extra feature. Give every player five small candies. Each round, players who patiently waited their turn get a candy. Players who tried to go when it wasn't their turn or were impatient lose a candy. Who will have the most candy at the end?
Preschool Focus
Start teaching kids to be patient at a very young age. Hold yourself back and let them try to solve their own problems before you step in and help them. If they can't figure it out, give them an idea or two. If necessary, work at it together so they can learn new ways of doing something.
36 | <urn:uuid:c99cdf84-ad40-4a3b-a582-7e84e149233b> | CC-MAIN-2017-13 | http://upwithmks.com/pdf/en_rusc13o.pdf | 2017-03-28T08:03:37Z | crawl-data/CC-MAIN-2017-13/segments/1490218189686.31/warc/CC-MAIN-20170322212949-00381-ip-10-233-31-227.ec2.internal.warc.gz | 366,318,987 | 1,174 | eng_Latn | eng_Latn | 0.998433 | eng_Latn | 0.998559 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2374,
5156
] | [
2.84375
] | 1 | 0 |
The Cowboy Astronomer
Explore the stars from a cowboy's point of view!
Narrated by cowboy humorist Baxter Black
The Cowboy Astronomer is a skillfully woven tapestry of star tales and Native American legends, combined with constellation identification, star-hopping, and astronomy tidbits — all told from the unique viewpoint of a cowboy astronomer who has traveled the world plying his trade and learning the sky along the way.
The show begins with the cowboy's reminiscences of boyhood experiences on a cattle ranch. There he learned about Polaris, the North Star from a wily old ranch hand. He also learns the story of how the seven Indian maidens became the Pleiades — running from the grizzliest bear they'd ever seen — and how Devil's Tower got created in the process.
We hear the voice of a Native American storyteller recounting the legend of how Fisher — also known as the Big Dipper — got into the sky. The cowboy regales the audience with a wide range of other star tales, explaining along the way the processes of star birth and star death, and how stars' temperatures and colors are related. Throughout the show, he uses examples from many different cultures to identify familiar celestial objects and constellations, and demonstrate how humans have studied the sky throughout time.
The show closes with a touching tribute to a husband and wife team of astronomers who both studied the night sky and hoped to find their place among the stars. In the last scene, the cowboy astronomer invites everyone to enjoy the sublime beauty of the night sky and find their own place in the universe.
There's never been a program like The Cowboy Astronomer. It's a fresh new perspective in the planetarium
medium; a unique, different, and thoroughly entertaining show unlike anything you've seen or heard before. It'll make your audiences laugh, it'll tug at their heart strings — all the while teaching about the universe and humanity's relationship with the stars.
Running time: 37:00 Year of production: 2005, classic 1993 Audience: General public
Educational content: Astronomy — stars, constellations, Orion nebula, Andromeda galaxy, Supernova 1987a, Cygnus X-1
| MOVIE SIZE | For systems projecting circles that are: | PRODUCT CODE |
|---|---|---|
| SMALL | smaller than 1300 pixels | TCA-FS |
| MEDIUM | 1300 to 2000 pixels (or prewarped) | TCA-FM |
| LARGE | 2000 to 3000 pixels | TCA-FL |
| X-LARGE | larger than 3000 pixels (or sliced for multiple projectors) | TCA-FX |
PRICES INCLUDE encoding/formatting and slicing for most fulldome systems.
Public performance of this show requires the signing of a License Agreement.
Watch TRAILERS and FULL-LENGTH PREVIEWS on our Web site!
Phone: +1 978 448 Phone: +1 303 642 7250
3666 Fax: +1 978 448 3799 Toll-free: 1-888-4-NESSIE
Fax: +1 303 642 7249 Toll-free: 1-888-4-NESSIE
Email: firstname.lastname@example.org Website: www.lochnessproductions.com
Revised 28 February 2017
Email: email@example.com Web site: www.lochnessproductions.com | <urn:uuid:c35f0312-de55-4f37-8608-8795e852dbb0> | CC-MAIN-2017-13 | http://lochnessproductions.com/shows/tca/tca_flyer.pdf | 2017-03-28T08:14:08Z | crawl-data/CC-MAIN-2017-13/segments/1490218189686.31/warc/CC-MAIN-20170322212949-00376-ip-10-233-31-227.ec2.internal.warc.gz | 210,873,796 | 741 | eng_Latn | eng_Latn | 0.996983 | eng_Latn | 0.996983 | [
"eng_Latn"
] | false | docling | [
3028
] | [
2.28125
] | 2 | 0 |
Name:_________________
Animals of Europe
Word Unscramble
Unscramble the words by writing the letters in the correct order in the space provided.
1) veipr
2) ocishma
3) egcko
4) lowf
5) conlfa
6) ergadb
7) wevroneli
8) aber
9) bearoaplr
10) nmki
Page 1 of 1
Date:_________________ | <urn:uuid:dc0a2667-7427-47ae-8989-53e801e65a56> | CC-MAIN-2015-27 | http://www.spellingcity.com/print-unscramble-letters-to-form-words.html?listId=3286063 | 2015-07-01T01:54:11Z | crawl-data/CC-MAIN-2015-27/segments/1435375094634.87/warc/CC-MAIN-20150627031814-00246-ip-10-179-60-89.ec2.internal.warc.gz | 759,564,364 | 99 | eng_Latn | eng_Latn | 0.802296 | eng_Latn | 0.802296 | [
"eng_Latn"
] | false | docling | [
294
] | [
2.15625
] | 1 | 0 |
Use this strategy to:
Build group accountability
Manage groups
Provide positive reinforcement for effective group work
Stamps
This strategy will help students address the following New Mexico process standards:
Reasoning and Proof
Problem solving
Communication
Representation
Encourage inactive kids to participate in group conversations
Connections
Grade Level: Appropriate for all grades
Materials: Self inking stamp (for teacher), half sheets of blank paper for each group
Background
How to use this strategy:
How to set up stamps: At the beginning of each class period each group of students has a stamp sheet easily accessible to the teacher. Students are responsible for listing the members of the group or the group name on the sheet. The teacher will establish a pattern for walking around the room and this stamp sheet should be located where the teacher can easily stamp the sheet.
Why give stamps: Stamps are given for a variety of reasons including working together, using vocabulary, homework completion, on task behavior, volunteering an answer, lack of tardies, having materials, sharing materials, explaining their thinking, sharing a strategy, asking good questions or for whatever you feel you need to be reinforced or encouraged at the time. For example, you might be having difficulty with students working together, so when you catch them working together, you give the group a stamp.
How to reinforce positive behavior: When stamping a paper, reinforce verbally why the group is getting the stamp to help students understand your expectations. When other students can benefit from the reinforcement, speak loudly so other groups hear and understand your expectations. Stamping is intended as a positive strategy. The teacher is responsible for guaranteeing that all groups get stamps and positive reinforcement.
Raising the expectation: As targeted behaviors become habit, stop stamping for them and begin to stamp for other behaviors you want to develop.
Example: Initially you might give stamps to encourage participation in the group. Once all students are working together in a group, start giving stamps for the quality of their mathematical conversations.
Giving a grade: At the end of each day one member of that group turns in the stamp sheet with the number of stamps totaled and circled. The group with the most stamps for that day gets a 100, the next group gets 95, and so forth. If there is a tie then both groups get that grade. This can be recorded as a daily participation grade. Lowest grade for stamps should be a "B" – the teacher should never give an F for a stamp participation grade. The purpose of stamps is to provide positive reinforcement and to give a boost to the student(s) who feels unsuccessful and needs a boost or motivation to keep trying.
Page 1 of 2
Stamps
The number of stamps they need to get the 100 always changes depending on how many you give out, some days it takes 24, sometimes 6, sometimes 40. Remember you always control the number of stamps you give out and some days you just go stamp happy.
* Grades: Students may keep track of daily grades on their assignment sheets or in their binders to remind them of the type of contributions they are making in class daily.
Other things to consider:
Assessment:
Assess students' degree of mastery of material and reward the groups whose members reach the pre-set criterion or give bonus points on individual scores if criterion is met. Students may selfevaluate group performance (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction.
Reference:
Trevino, E., & Whitman, C. (2007, December). Stamps. Activity presented at the MC 2 CMP Conference, Ruidoso, NM.
Things to remember about Stamps
Celebrate successes!
Make it public what the stamps are for – let students know what behaviors you are reinforcing.
Bring the class together at the end of day and talk about why they got stamps. Recording stamp participation grades can help kids think about why they are getting stamps and reflect on what positive behaviors really stood out in the class. This is something to be done often in the beginning and then occasionally later. This helps students understand the reason why stamps are given and teacher's expectations for the class.
Page 2 of 2 | <urn:uuid:c050e595-7ff2-48dc-8485-0f53f2eca9f8> | CC-MAIN-2017-13 | http://mc2.nmsu.edu/standards/stamps.pdf | 2017-03-28T08:13:41Z | crawl-data/CC-MAIN-2017-13/segments/1490218189686.31/warc/CC-MAIN-20170322212949-00372-ip-10-233-31-227.ec2.internal.warc.gz | 234,738,857 | 901 | eng_Latn | eng_Latn | 0.997635 | eng_Latn | 0.997688 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2837,
4379
] | [
4.3125
] | 1 | 2 |
W9847 Wrist Links™
(Set of 6)
Activity Ideas
Relay Races – Connect 2 or more players from the same team and make them run together. If they break the link while running, they have to stop and reconnect before they can move again. When they reach their destination, they move the links onto the next two players on their team. You can let the players pick their own partner to be linked with or assign partners. Connecting the faster runners with the slower runners, will require the most teamwork!
Search and Find Partner's Race – Separate your group into two groups of equal size (they must match exactly, if you have an odd number of players then one player will have to be the judge for that round). The two groups must be positioned so that they cannot see one another at the start. Each player is given one half of a wrist link and must place it on their left or right wrist. At a "Start" signal players must find the player from the other group with the matching colored wrist link connect to their partner. Once connected, they can move to the starting line and run (or walk, or skip, etc.) to the finish line. Note that players cannot change hands when connecting to their partner. So if both players happen to have the wrist links on the same hand, this will probably cause some teams to have to have one player run backwards!
Team Bowling – Connect two players wrist together and require them to bowl as a single player. One hand from each player would be placed under or on the side of the ball and they would roll the ball together. If they break the link during any shot, they loose 2 points from their total score at the end of the string. A running total would be kept of the number of times the link breaks and that total (times 2) subtracted from their total score.
Team Sports – Link players together in groups of 2 and try playing your favorite team sport! Works well for basketball, soccer, and volleyball. In basketball or soccer, if the link is broken those players must stop playing until they get reconnected, while the rest of the players continue! For volleyball, if the link breaks during play then the team with a broken link loses the volley and the volley ends. If both team break a link simultaneously (at about the same time), then the point is replayed.
Dodgeball! – Link players from the same team together in groups of 2 together. The game is played by your regular dodgeball rules, except that if the link between any two players is broken at any time for any reason, then both players on that team are out for that game. If either player on a team is hit with the ball without catching it, then the two players linked together are out. Because players are linked together, it should be more difficult for even the better players to throw the ball as hard as usual.
Chain Link Dodgeball – Link all players on both teams together in one long link. Play like regular dodgeball with these additions. If a player is hit or their ball is caught by the opposite team, then they must break a link that they have with one of their teammates. Players are eliminated completely from play when they have no more links to break.
Teamwork Circles – Connect up to 6 (or more players, if you purchased more than one set of Wrist Links) together to form a circle. Both hands on all the players should be connected to 2 different players. Hand one player a ball and see if they can pass the ball all the way around the circle with breaking any links or dropping the ball. Each player must hold the ball by themselves at least momentarily while the ball is being passed around. For an added challenge, see how fast the ball can be passed all the way around and have teams compete against themselves for a "world" record or against another team.
Teamwork Line Links – Connect up to 7 (or more players, if you purchased more than one set of Wrist Links) players together in a single long chain. Position a container of balls (any size balls and container) at one end of the chain and an empty container at the other end of the chain. Players must move all the balls from one container to the other without breaking any links! Alternatively the last player could be required to complete a task, like shoot a ball through a basketball hoop. They would earn one point for each basket attempted and an additional point for each basket made during a specific time period. | <urn:uuid:52c2b8a2-6324-4c17-ad77-dd6e9e340add> | CC-MAIN-2015-27 | http://www.ssww.com/downloadDoc.php?id=9139 | 2015-07-01T02:21:22Z | crawl-data/CC-MAIN-2015-27/segments/1435375094634.87/warc/CC-MAIN-20150627031814-00271-ip-10-179-60-89.ec2.internal.warc.gz | 762,316,462 | 949 | eng_Latn | eng_Latn | 0.999255 | eng_Latn | 0.999255 | [
"eng_Latn"
] | false | docling | [
4452
] | [
2.90625
] | 1 | 0 |
Weather Summary for Steventon - 2018
| Month | Max °C | Min °C | Monthly Aver- age °C | 30 Year Aver- age | >30 Year Average | Rain mm | 25 Year Average |
|---|---|---|---|---|---|---|---|
| January | 13.4 -0.8 5.65 4.57 1.08 11.2 -6.8 3.17 4.69 -1.53 14.2 -5.4 5.93 6.86 -0.94 25.9 2.3 10.93 9.17 1.76 26.7 2.0 14.65 12.64 2.02 28.6 8.4 17.81 15.82 1.99 31.9 12.9 21.33 17.91 3.42 29.1 8.0 18.27 17.43 0.84 24.4 3.0 15.28 14.50 0.78 22.7 -1.1 11.31 10.76 0.55 15.1 -2.6 8.27 6.94 1.33 13.4 -3.5 7.09 4.76 2.32 | | | | | | |
| February | | | | | | | |
| March | | | | | | | |
| April | | | | | | | |
| May | | | | | | | |
| June | | | | | | | |
| July | | | | | | | |
| August | | | | | | | |
| Septem- ber | | | | | | | |
| October | | | | | | | |
| November | | | | | | | |
| December | | | | | | | |
| Year | | | | | | | |
25 Year Rainfall averages are from 1992-2016
30 Year Temperature averages from 1981 2010 | <urn:uuid:4c1a2b05-383d-4c00-b915-f4a95741def0> | CC-MAIN-2020-40 | http://www.abnats.org.uk/tl_files/ANS/pdf/WeatherSummary_2018.pdf | 2020-09-22T05:45:36+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00749.warc.gz | 146,046,971 | 566 | eng_Latn | eng_Latn | 0.94422 | eng_Latn | 0.94422 | [
"eng_Latn"
] | false | docling | [
1007
] | [
2.1875
] | 1 | 1 |
1 of 2
FOR IMMEDIATE RELEASE
August 18, 2014
CONTACT: Melaney Arnold (217) 558-0500
www.idph.state.il.us
First Human West Nile Virus Positive Case in Illinois For 2014
SPRINGFIELD – The Illinois Department of Public Health (IDPH) has confirmed the first human West Nile virus case reported in Illinois for 2014. The Chicago Department of Public Health reported a woman in her 70's became ill in July.
"This first human case is a good reminder that we all need to take precautions," said Illinois Department of Public Health Director Dr. LaMar Hasbrouck. "The mosquitoes that typically carry West Nile virus, commonly called the house mosquito, are not as noticeable as the swarms of floodwater mosquitoes we see with the heavy rains. Even if it does not look like there are a lot of mosquitoes outdoors, house mosquitoes are stealthy biters so make sure to use insect repellent when you're outside."
A bird collected in Henry County on May 29, 2014 and a mosquito sample collected in Madison County on May 30, 2014 were the first West Nile virus positive results this year. To date, West Nile virus has been reported in birds, mosquitoes and/or human case in 32 counties. At this time last, year, West Nile virus was reported in 49 counties.
In 2013, a total of 76 counties in Illinois reported West Nile virus. Last year there were 117 human cases, including 11 deaths.
West Nile virus is transmitted through the bite of a mosquito that has picked up the virus by feeding on an infected bird. Common West Nile virus symptoms include fever, nausea, headache and muscle aches. Symptoms may last from a few days to a few weeks. However, four out of five people infected with West Nile virus will not show any symptoms. In rare cases, severe illness including meningitis or encephalitis, or even death, can occur. People older than 50 are at higher risk for severe illness from West Nile virus.
The best way to prevent West Nile disease or any other mosquito-borne illness is to
8/18/2014 4:56 PM
2 of 2
reduce the number of mosquitoes around your home and to take personal precautions to avoid mosquito bites. Precautions include practicing the three "R's" – reduce, repel and report.
REDUCE exposure - avoid being outdoors when mosquitoes are most active, especially between dusk and dawn.
Make sure doors and windows have tight-fitting screens. Repair or replace screens that have tears or other openings. Try to keep doors and windows shut, especially at night.
Eliminate all sources of standing water where mosquitoes can breed, including water in bird baths, ponds, flowerpots, wading pools, old tires and any other receptacles.
REPEL - when outdoors, wear shoes and socks, long pants and a long-sleeved shirt, and apply insect repellent that contains DEET, picaridin, oil of lemon eucalyptus or IR 3535, according to label instructions. Consult a physician before using repellents on infants.
REPORT - In communities where there are organized mosquito control programs, contact your municipal government to report dead birds and areas of stagnant water in roadside ditches, flooded yards and similar locations that may produce mosquitoes.
Additional information about West Nile virus can be found on the Illinois Department of Public Health's website at www.idph.state.il.us/envhealth/wnv.htm. Surveillance numbers are updated every Wednesday afternoon http://www.idph.state.il.us /envhealth/wnvsurveillance14.htm.
IDPH continues to implement its Five Year Strategy 2014-2018 to maximize IDPH's effectiveness, influence and value for promoting wellness, health equity, safety and improved health outcomes. Strategic plan priorities include developing and expanding partnerships; improving data utilization; reducing health disparities; improving regulatory compliance; and branding, marketing and communicating IDPH's value.
http://www.idph.state.il.us/about/StrategicPlan_Final_2014-2018.pdf
Illinois Department of Public Health 535 West Jefferson Street Springfield, Illinois 62761 Phone 217-782-4977 Fax 217-782-3987 TTY 800-547-0466
Questions or Comments
8/18/2014 4:56 PM | <urn:uuid:76b90897-e2f6-4531-ae19-b3b10019c6af> | CC-MAIN-2020-40 | https://www.kanehealth.com/Latest-News/PR-IDPH-FirstHumanWestNileVirusCaseIL-8-18-14.pdf | 2020-09-22T04:02:28+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00746.warc.gz | 919,632,195 | 901 | eng_Latn | eng_Latn | 0.996746 | eng_Latn | 0.997991 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2005,
4101
] | [
2.109375
] | 1 | 0 |
Family Resources for Health and Wellness
Compiled by
Eileen O'Neill, M.Ed., LPC, NCC, BCC, TOH, Behavior Analyst, Educational Consultant Director of Special Education Services and Government Programs Archdiocese of Newark
* NYU Langone Children's Hospital: SCHOOL'S OUT - A PARENTS' GUIDE FOR MEETING THE CHALLENGE: https://mailchi.mp/nyumc/csc-parental-guide-covid-19-1049030?e=7744c1cb26%C2%A0%C2%A0
* DR. ROBERT BROOKS: RESILIENCY FOR FAMILIES: https://www.drrobertbrooks.com/resilience-in-the-face-ofcovid-19/
* Talking to Children About COVID-19 (Coronavirus): A Parent Resource: https://www.nasponline.org/resourcesand-publications/resources-and-podcasts/school-climate-safety-and-crisis/health-crisis-resources/talking-tochildren-about-covid-19-(coronavirus)-a-parent-resource
* How to Talk to Your Anxious Child or Teen About Coronavirus: https://adaa.org/learn-from-us/from-theexperts/blog-posts/consumer/how-talk-your-anxious-child-or-teen-about
* CDC MANAGING STRESS AND ANXIETY: https://www.cdc.gov/coronavirus/2019-ncov/prepare/managingstress-anxiety.html
* PROMOTING SOCIAL EMOTIONAL LEARNING IN CHILDREN: https://www.edutopia.org/SEL-parents-resources
* Basics for appropriate conversations with children regarding the Coronavirus: https://kidshealth.org/en/parents/coronavirus-how-talk-child.html
o Calm.com has created a page of free resources for families to use to further connect and strengthen our mental health during this time. Within the link above you have access to audio and video on the following topics:
o Soothing Meditations
o Sleep Meditations
o Sleep Stories
o Calming Music
o Movement/Yoga (Calm Body)
o Creative Activities (Calm Masterclass)
o Calming Activities for Kids (Calm Kids)
* GoNoodle: Good Energy at Home: Teachers trust GoNoodle to help their students stay active, focused, and calm while infusing good energy into their classrooms. Now, with so many kids home from school they are offering a free online resource. Go to: https://www.gonoodle.com/good-energy-at-home-kids-games-andvideos/
FAMILY FAITH RESOURCES:
* https://thatresourcesite.com/thatresourcesite/
* http://www.catholicfamilyfaith.org/having-difficult-conversations.html
* https://www.loyolapress.com/our-catholic-faith/family/family-faith-and-fun
FAMILY EXERCISE FUN:
https://www.speedstacks.com/home/
https://www.shapeamerica.org/uploads/pdfs/2020/resources/activity-ideas-calendar_english.pdf https://kchealthykids.z2systems.com/np/clients/kchealthykids/giftstore.jsp
LUNCH DOODLES WITH MO WILLEMS: https://www.kennedy-center.org/education/mo-willems/
READ ALOUDS FOR YOUNG CHILDREN: https://nj.pbslearningmedia.org/resource/btl10.ela.early.readabooktoday/reada-book-today/ | <urn:uuid:b4d3527c-f828-4d30-9f6f-3e16bbd5b0e6> | CC-MAIN-2020-40 | http://www.stalselem.org/uploads/1/1/8/1/11817463/health_and_wellness-_family_resources.pdf | 2020-09-22T04:31:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00749.warc.gz | 231,339,271 | 711 | eng_Latn | eng_Latn | 0.585875 | eng_Latn | 0.842589 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2264,
2698
] | [
2.328125
] | 1 | 0 |
Sleep Enough
Sleeping strengthens your immune system, helps you solve problems, helps you reason better and increases your memory. Getting the right amount of sleep can make you happier and less irritable throughout the day. Proper sleep even makes it easier for you to control your weight.
Small Habits
Keep a bedtime routine
Do the same series of activities leading up to bedtime (put on your pajamas, brush your teeth, read a book, go to sleep). Keep a consistent bedtime.
Prepare your bedroom
Make sure your bed is comfortable, and the room is dark and quiet. Reducing the temperature in your bedroom can help too.
Prevent interruptions
Stop drinking fluids at least 90 minutes before bedtime. Silence your cell phone.
Avoid caffeine, alcohol, and tobacco
Do not consume any caffeine in the afternoon or evening. Avoid alcohol and tobacco late in the evening.
Shut down the media
Do not use any media (TV, computer, cell phone) for an hour before going to bed because the blue light emitted from these devices mimics daylight, telling your brain it is time to be awake.
Clear your mind
If your mind starts to wander, use your breath as an anchor to the present, restful moment.
Don't eat late at night
Eating before bedtime can reduce the quality of your sleep.
Directions:
Put a check mark in the box for every day you sleep the recommended amount of sleep a night. 1.
Celebrate milestones. Plan to use positive rewards as you reach predetermined goals. 2.
AGE:
0 to 3 months
4 months to 5 years
6 to 17 years
18 years and older
SLEEP REQUIREMENT
14 to 17 hours
11 to 15 hours
9 to 11 hours
7 to 9 hours
Source: National Sleep Foundation | <urn:uuid:19c10d09-6a22-4aeb-9e1e-099f58c89e43> | CC-MAIN-2020-40 | https://puhsdwellness.org/wp-content/uploads/2020/03/Sleep-Self-Challenge.pdf | 2020-09-22T04:06:51+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00748.warc.gz | 589,095,606 | 372 | eng_Latn | eng_Latn | 0.998677 | eng_Latn | 0.998677 | [
"eng_Latn"
] | false | docling | [
1658
] | [
2.84375
] | 1 | 0 |
Moonbeams
Summer 2020
Stretch Out
A few precautions can prevent future pain
Kelli Crosby
You brush your teeth daily because you don't want cavities or gum disease, right? Well, what do you do on a daily basis to prevent tension in your neck? Brushing your teeth offers you preventive dental care, but what if you could learn to be preventive with the rest of your body?
Sit Up Straight.
Sit in a chair with your hands on your hips. Slouch. Feel how your hips roll back (if you're wearing jeans, you'll be sitting on your pockets). Now sit up straight by moving your pelvis forward and centering your weight over your pelvis and off your buttocks.
We all have bad daily habits we don't even notice until something starts to hurt. These bad habits are the root cause of many painful conditions. To help prevent pain, however, we can turn these bad habits into good habits that can be worked into our daily routine. Here is some general advice that can apply to almost every part of daily living.
Sleep on Your Back or Side.
Sleeping on your stomach makes you twist your neck and body in order to breathe. This twisted position is terrible for your spine, especially for prolonged periods during sleep. Check your pillow and make sure it has a thickness that will support your neck in a position neutral to the rest of your spine. Try a
Don't Slouch.
memory-foam contour pillow, especially if you are a side sleeper.
Bend with a Straight Spine.
Bending over with a curved back puts pressure on your disc material and strains the spine. The pressure created during incorrect bending can cause the
Continued on page 2
Slouching puts strain on your neck and can give you a headache. Your head weighs roughly 10 pounds-about as much as a bowling ball. Your spine is designed to balance that bowling ball when you're in an upright posture. If you slouch, your muscles have to do more work to hold your head up, which makes your muscles tight and angry.
Live for each second without hesitation.
-Elton John
Office Hours and Contact
Joan Schult, LMT, 248-343-6182 Ann Schornak, LMT, 248.909.9039 Shelley Larke, LMT, 248.933.6192 Tiffany Geskey, LMT, 248.990.6208 Kristie Vargo, LMT, 586.335.7323 BY APPOINTMENT ONLY
In this Issue
Stretch Out Stay Hydrated Don't Get Sick!
Continued from page 1
discs to bulge and put pressure on spinal nerves. Your back was not made to lower and raise your body-that's what your buttocks, hips, and knees are for.
Stand with your knees shoulder-width apart and pretend you are going to lift a 50-pound box off the floor. If you are bending your knees and hips and using your legs to lower and raise your body weight, you are lifting correctly. Now, use the same technique to pick your shoes up off the floor. Think about a squatting movement when you need to lean forward, too-such as while washing your face in the sink. Let your hips and knees do the work.
Take Regular Stretch Breaks.
The muscles in your arms and hands get tight when you grip or pull. The muscles in your neck and shoulders get tight when you reach forward or away from your body. Give these muscles a break with a simple stretch.
It only takes 10 seconds to lengthen the tight tissue, which will take pressure off your joints and prevent chronic conditions like tendinitis and bursitis. Watch for opportunities to work in a brief stretch.
Undo Yourself.
Evaluate the position of your body during your daily activities and make sure you "undo" that position during the day. There is no way to teach a stretch for every single activity you do, but if you take the time to reverse the position of the joint and stretch in the opposite direction, you will lengthen tight tissue and reduce repetitive strain on joints.
Tips to Save Your Body
Replacing bad habits with good ones takes time and thought, but the effort is well worth it. Here are some helpful tips to keep you on track.
-- If you keep waking up on your stomach, wear a pair of gym shorts to bed and put a golf ball in each pocket. When you roll onto your stomach, the golf balls will wake you up and you can return to your back or side.
-- When unloading the dishwasher and getting laundry out of the machine, pose
like a tennis player waiting for a serve. The knees are over your toes (but not beyond the toes), buttocks are backward, and shoulders are forward.
-- Don't try to carve out 30 minutes daily for a stretching routine. If you stretch regularly throughout the day, you will be more effective at keeping tissue loose. Remember, it only takes 10 seconds to stretch a muscle-so find those seconds during your day and make the most of them.
-- Think about stretching the same way you think about hydration. Don't wait until you're thirsty to drink water; by then you're already dehydrated. If you wait until something hurts before you stretch, you could develop chronic tension that can lead to everything from a headache to tendinitis.
A daily stretching routine will help
prevent future issues and address current ones. Don't wait until it's a problem. Start stretching today and, little by little, your body will thank you.
Kelli Crosby is the author of in Your Everyday Life.
How to Think Like a Physical Therapist
She graduated in 1999 from the University of North Florida and completed her specialty certification in orthopedic manipulative therapy in 2006.
Stay Hydrated
Jennie Hastings Stancu
Has your therapist told you about the importance of drinking water?
After all, our bodies are composed of approximately 60 percent water, and all of our bodily functions are sustained by water. Dehydration is one of the most common detriments to our health, and one of the easiest problems to fix. Make staying hydrated simple and seamlessly interwoven throughout your day.
START EACH DAY OFF RIGHT
Start your morning with a tall, room-temperature glass of water with lemon squeezed into it, before you start taking any tea, coffee, or food. Front-loading hydration is helpful to the body. And be luxurious with your water--for a special treat, add mint, cucumber, or lemon.
So if you weigh 150 pounds, this would equal 75 ounces of water. For many of us, however, this might not be enough. If you are working hard, or you live in a particularly dry climate, you might need to drink even more than this.
WHAT ABOUT BPA?
According to Mayoclinic.org, some research has shown BPA can seep from a container into foods and beverages, and this is concerning because of possible health effects BPA has on the brain and behavior. Look for non-plastic bottles, or look for the "BPA free" logo.
You've probably seen the phrase "BPA free" on water bottles, and you may want to gravitate toward these. BPA stands for bisphenol A, which is a chemical found in polycarbonate plastics and epoxy resins.
HALF YOUR WEIGHT
It is difficult to know how much water is enough. One rule of thumb is to take half your body weight in pounds, and drink that many ounces of water per day.
OTHER DRINKS
Drinking herbal tea is a good way to stay hydrated. You can also augment your hydration with electrolyte-fortified water or sports drinks. However, be
Don't Get Sick!
Prevention is Key
Leslie Roste
Regardless of whether the threat is a simple cold or the flu, there are several things you can do to protect yourself from unnecessary downtime.
Proper Hand Washing
This gets top billing because of its true effectiveness in preventing illness. The most important aspects of hand washing are the length of time (at least 30 seconds) and the amount of friction you use, not the water temperature. In fact, warm water is better than hot, as hot water dries the skin, leaving more microscopic openings on its surface. In cases where hand washing is not practical, keep hand sanitizer available. Alcohol-based hand sanitizers can also contribute to drying of the skin, so be diligent about moisturizing.
Immunizations
Have you had all your shots? The most underimmunized group in America is women aged 30-55. Check with your physician to make sure you are up-to-date on everything from influenza to tetanus.
Fluids and More Fluids
Staying well hydrated clearly benefits our skin, the largest organ of our immune system. The advice to stay adequately hydrated is even more important in the cold, dry months of winter.
Eat Your Vitamins
A balanced diet, which includes all food groups, gives your immune system the resources it needs when it faces a challenge like the flu.
Eight Hours of Sleep Research continues to prove how vital aware that a lot of these drinks have incredibly high levels of sugar in them. Hydration isn't a healthy habit if you drink a day's worth of sugar in every glass. So check the label before you buy.
Jennie Hastings Stancu is a licensed massage therapist and author.
Stay hydrated to keep your body functioning optimally
this is to every part of our well-being. It affects everything from our ability to resist illness to managing weight.
Hands and Face
It is important to keep your hands away from your face--particularly the eyes, mouth, and nose, which are favorite points of entry for viruses. Start paying attention to how frequently you touch your face. Break the habit, and you could reduce your risk of colds and flu this season by more than 50 percent.
Leslie Roste has degrees in nursing and microbiology and is employed by King Research in Milwaukee, Wisconsin.
Turn your wounds into wisdom.
-Oprah
Moonbeam Massage, LLC 6401 Citation Dr, Suite D Clarkston, MI 48346 Enter BACK of building.
www.moonbeam-massage.com PURCHASE INSTANT GIFT CERTIFICATES FROM OUR WEBSITE!
We also keep a massage schedule at Capuchin Retreat Center in Washington, MI. For more information on their retreats visit www.capretreat.org
Moonbeam Massage LLC
6401 Citation Dr, Suite D Clarkston, MI 48346 | <urn:uuid:924802b8-3f0c-4698-aa92-46b7ebf9433f> | CC-MAIN-2020-40 | http://www.moonbeam-massage.com/moonbeams2020summer.pdf | 2020-09-22T05:54:17+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00748.warc.gz | 215,137,430 | 2,162 | eng_Latn | eng_Latn | 0.941773 | eng_Latn | 0.998511 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2284,
5368,
9408,
9831
] | [
2.140625
] | 1 | 0 |
The Problem of World Hunger
Both a quantitative and qualitative problem
Introduction
With the movement of capital and the globalization of international commerce, the new world economic order has created and continues to create a significantly emarginated Third World. Despite privatisation and globalization, a considerable number of countries are emarginated from the mainstream global economy and are left at the sidelines of most negotiations and accords. Due to their limited geographic size, smaller countries are paid less attention paid in the world news (80% of the news comes from the U.S., Britain and France) and receive less aid grants from international bodies, compared to other countries.
Finally, the quality of the food supplied to countries in the developing world is an issue that continues to assume greater importance. In fact, medical data suggests that a diet rich in fibre and low in refined carbohydrates and fats is especially beneficial to populations that have survived famine, and more attention should be given in order to carefully assess the kind of foods that is made available to these populations in need.
The problem of World Hunger
Every day we hear stories of human sufferance, murders and hunger-related deaths. The tragic data and images surrounding such stories pervade our every day lives and are a depressing reflection of the world of consumerism, food surplus and, at times, indifference.
The statistics are alarming. About 24,000 people die every day from hunger or hungerrelated causes (2). The data have improved compared to the 35,000 people who died of hunger a decade ago. Also, three-quarters of these deaths are related to children less than five years of age. Today, 10% of children living in developing countries die before their fifth birthday. Famine and wars cause only 10% of deaths due to hunger, though these are the most commonly discussed causes. The Food and Agriculture Organization (FAO) estimates that more than 30 million people a year die of hunger (5). Those who suffer from severe or permanent malnutrition are about 900 million. These include men, women and children who have suffered irreversible damage due to food scarcity and face death in the short- or long-term or risk a state of severe disability (blindness, rickets, poor brain development).
Despite this, the right to food is one of the principles set down in the 1948 "Universal Declaration of Human Rights" (10). The right to food is clearly enshrined in Article 11 of the International Covenant on Economic, Social and Cultural Rights, in which governments "recognize the right of everyone to an adequate standard of living for himself and his family, including adequate food, clothing and housing, and to the continuous improvement of living conditions." A considerable number of countries have remained marginalized from the mainstream world economy and left on the sidelines of political negotiations. Due to their limited geographic size, smaller countries are paid less attention paid in the world news (80% of the news comes from the U.S., Britain and France) and receive less aid grants from international bodies, compared to other countries (14).
The increased mobility and freedom of capitalboth legal and illegaldoes not promote investments in Third World countries but tends to be concentrated in industrialized countries. International trade, research and finance are concentrated in the United States, Japan and Western Europe. These three geographic areas exert strong control, exerting their influence across most of the world. Such political and economic imbalances become discernible when the contradiction that binds them spirals: the increase in the number of malnourished people is a problem that affects the entire planet. All geographic areas in the world have suffered food insecurity (23).
The Asian continent has the highest number of malnourished people (642 million). The Sub-Saharan region in Africa has the highest proportion of malnourished people in relation to population. Even in developed countries, malnutrition is becoming a growing problem.
World Hunger, seen by diverse intellectuals
Siddharta, the main protagonist of the novel by Herman Hesse (25), explains his philosophy of life: Fasting for him was not a form of punishment but rather "the most beautiful thing" because if he learned to resist hunger, he would not need to find a job in order to satisfy his hunger. As a result, he would have more time to meditate in absolute serenity. This fictional character has greatly influenced Western culture, prompting many to learn more about the "real" Siddhartha, who was the founder of Buddhism in the sixth century B.C.
For Marcelo Sánchez Sorondo, Chancellor of the Pontifical Academy of Sciences, as well as bishop and philosopher, there are no other solutions to world hunger, which has dramatically exploded again in the Horn of Africa: "We must act now and help free these populations from a state of emergency, but we also need a long-term plan" (26). Continuing, Sánchez Sorondo goes to the heart of the problem, remembering that already in his day Paul VI had a clear vision of the relationship between faith and science when he encouraged scientists to "respect and build natural laws, have the confidence to find the hidden opportunities that providence has put in Nature for the good of Men."
Without restrictions because "the grain of wheat is a product created by God, according to the workings of Nature, which Man today is able to mimic, in part," stresses Sánchez Sorondo, adding "We must, therefore, respect both the laws of Nature and develop it taking into account its positive aspects, otherwise Nature will reject human intervention." An example? Consider how "global warming is threatening the water cycle, which is the basis of life on our planet."
Hunger, mortality and the role of modern medicine
Between the late 1930s and the 1960s there was a common theory on the causes related to the decline in the mortality rate. It was believed that this trend was, in fact, due to four factors: public healthcare reforms, advances in medicine, improvements in hygiene, and a rise in income.
Among the most evident trends of the last century, which were brought to light in epidemiological studies, is the significant fall in the mortality rate due to infectious diseases. Also worth mention are the riseand subsequent recent declinein the mortality rate due to stroke and cardiovascular disease; the increase in the mortality rate due to lung cancer; and the fall in mortality due to stomach cancer and cancer of the uterus. Finally, on a social level, it is important to remember the sharp rise in diabetes and metabolic diseases, which are accompanied by an increase in weight, also in countries in the developing world.
Changes in diet have today given rise to new forms of pathologies (particularly intestinal cancer) (31), due to a decrease in the use of simple and natural foods. The relationship between the consumption of raw fibres and colon cancer is an example of this. In recent years, a large prospective "cohort" study was carried out in Europe in which 500,000 people were recruited as volunteers: the study allowed researchers to collect detailed information on their dietary habits and to take blood samples. Subsequently, those who took part in the study have been followed-up to determine the possible occurrence of malignant tumours, thus placing them in relation to their dietary habits, lifestyles and the laboratory analysis of their blood samples.
Among the first results of the study, entitled EPIC (European prospective investigation into cancer and nutrition), is a clear effect from the consumption of raw fibres (32). Compared to those belonging to the lowest quintile, the volunteers who displayed a high consumption of raw fibres had a 60% risk of colon cancer, which decreased by 40% (33). The survival instinct is the basis of life for all humans and animals that inhabit the planet. The availability of food is the first resource. Once available, this leads to an increase in average life expectancy, which in turn generates a new set of suppositions, especially regarding the quality of life. In fact, the impact of globalization through TV and today the Internet has meant that all civilizations have the opportunity to witness the glaring differences in the quality of life across the world, such as areas where poverty and food insecurity are still a real human drama, while other parts of the world enjoy wealth and food surplus.
If on the one hand developed countries offer to help poorer countries through important economic initiatives, wealthy countries also continue to enjoy the economic benefits of exploiting their poorer counterparts. This is now the subject of heated debate, with sectors of the population in rich countries who avoid purchasing products from poorer countries where local populations are continually exploited, particularly the young. An example of this is in Bolivia, where 39% of the population is under 15 years and the majority of the population starts working at a young age. There, the majority of children work to pay for electricity or water for their families and/or to pay for books and pens needed at school (37). Although it seems illogical, the reality is that if these children stopped working, they could no longer attend school.
A qualitative approach to the problem of world hunger
"Feeding the Planet" is the slogan of the upcoming EXPO, which will take place in Milan in 2015. The theme encompasses all food-related issues, from the problem of the lack of food in some areas of the world to nutrition education and the debate surrounding GMOs. In fact, if the lack of food and how to solve the problem of its availability is the central theme of the upcoming edition of EXPO, it is worth stressing the importance of the quality of the food supply. Thus, the new slogan could be "Feeding the planet well." If this were the case, the adjective "well" would have double meaning: on the one hand, it would put forth the concept of quality compared to quantity; and on the other hand, it would introduce the theme of sustainability in food production, which inevitably leads to cost savings.
In the Horn of Africa, there is a new food emergency and images of emaciated children have reappeared in daily news reports. Millions of people in East Africa are facing a food crisis caused by severe drought and a combination of negative factors, among them food price hikes, the ongoing conflict in Somalia, and the general vulnerability of people and communities throughout the region. Even this humanitarian tragedy needs to be better represented across world in order to encourage action.
To address the problem of world hunger, we must know where and why people are suffering from it. This information cannot fill the stomachs of the hungry, but it is crucial to determine which measures are needed to ensure access to adequate amounts of food. In conjunction with Washington, Berlin, Paris, London and Brussels, CESVI, the Italian edition of the Global Hunger Index (38), presented its latest report in Milan, with the patronage of EXPO and in cooperation with local authorities and other non-governmental organizations. The report is the fifth in the Italian series and the seventh in Europe: The theme of food security is one of the necessary indicators in measuring reductions in world hunger.
Nutrition and sustainability are two important topics that are taking a leading role in the political agenda of major global institutions. The FAO recently declared an urgent need to use alternative protein sources and it is promoting the return to entomophagy in
countries where the consumption of insects was traditionally practiced (41) (FAO, 2010). The main challenge that affects food systems is that of meeting a growing demand for nutrient foodstuffs (especially given that the world population will reach 9.2 billion people by 2050), compared to a decline in available natural resources, an increase in environmental degradation and greater competition for resources due to the demand for energy from renewable sources (42).
One of the most pressing issues affecting global food systems is the increasing global demographic and the resulting increase in food demand. It is estimated that the world population will reach 9.2 billion by 2050.
Economic development processes, urbanization and globalization will also lead to a change in eating habits in developing countries, where there will be a greater variety of foods and an increase in the consumption of animal proteins. Higher incomes will lead to a rise in the consumption of fruits, vegetables, milk, dairy products, meat and related meat products.
The demand for meat is on the rise and this will require a rise in the cultivation of cereals and fodder needed to feed animals (42).
Among other social factors contributing to changes in eating habits in developing countries are the emancipation of women; the growth of international trade; the influence of the food industry and marketing; and the growing preference for western food models. The changes in food demand will have a major impact on health. Although the diversification of diet among the poor will improve their health, this diversification is also expected to cause an increase in diet-related diseases, such as obesity and diabetes, due to the greater availability of low cost and low quality foods.
Over the past ten years, the prevalence of obesityboth in adults and in childrenhas skyrocketed, not only in developed countries but also in developing countries. In describing this alarming phenomenon, in 1998 the World Health Organization coined the term "global epidemic of obesity" (45). In Italy, data taken from the ISTAT multipurpose surveys has shown an increase in the prevalence of obesity, from 7.3% in 1994 to 9.8% in 2005 (46). It has been calculated that there are 4 million and 700 thousand obese adults in Italy. The data released by ISTAT in 2002 indicates that Italy, compared to other countries in Europe, has a high prevalence of overweight among children and adolescents, reaching 26.9% among males and 21.2% among females.
One of the most reputable theories posits that a genetic predisposition to diabetes and obesity is linked to evolutionary processes. Neel was likely the first researcher to tackle this hypothesis, suggesting that obesity and diabetes originated from a process of natural selection, in which the development of a "thrifty" genotype was needed for survival during periods of famine (48).
The theory of the "thrifty" genotype is, therefore, based on three main findings: (1) famines were a common occurrence in human history; (2) food shortages have led to food deprivation and a significant increase in mortality in the general population, mainly caused by infection; (3) the obese are more likely to survive during periods of prolonged food deprivation.
In the light of this theory, which has been accredited today by experts in the field, efficacious interventions tackling the problem of world hunger will have to consider not only food procurement but also food quality, with a preference for foods such as lettuce, cabbage, celery, potatoes, carrots, turnips, sweet potatoes, nuts, peas, beans, lentils, wheat, rice, corn, barley, millet and cereals.
Conclusion
"Feeding the planet" is the slogan of the upcoming EXPO, which will be held in Milan in 2015 (54). The objective is to solve food scarcity by fighting the problem of hunger. Personally, I think it is necessary to give greater importance to the quality rather than quantity of available food. It is also important to address the issue of sustainability in food production, which can also be economical. According to the theory of the "thrifty" genotype in developing countries, those who have survived famine over the centuries did so thanks to certain genetic characteristics. A surprising finding reveals that when migrant populations in developing countries are exposed to the typical diet of industrialized countries, these populations rapidly increase in weight and rapid weight gain is associated with the "thrifty" genotype when it is activated by excessive food intake (51). Thus, when supplying food to people in developing countries, the "thrifty" genotype should be taken into account, especially in the choice of foods supplied. Foods high in saturated fats and fast absorption carbohydrates should be avoided so these populations do not, over time, suffer from the same diseases that are common in industrialized countries.
In conclusion, in order to solve the problem of world hunger we must act not only on the amount of food supplied but also on its quality, giving preference to foods such as lettuce, cabbage, celery, potatoes, carrots, turnips, potatoes, dried fruit, peas, beans, lentils, wheat, rice, corn, barley, millet and cereals. | <urn:uuid:814634d6-98af-4b99-b45b-d19bb2660dcf> | CC-MAIN-2020-40 | http://tesi.luiss.it/11807/2/pozzilli-francesca-sintesi-2014.pdf | 2020-09-22T04:33:25+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00747.warc.gz | 121,111,609 | 3,343 | eng_Latn | eng_Latn | 0.996675 | eng_Latn | 0.998575 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2330,
4708,
6833,
9424,
11758,
14279,
16686,
17006
] | [
2.125
] | 1 | 2 |