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Our topic this term is Plants and people.
English
We begin the new year looking at how to adapt a traditional tale to the stage by writing playscripts. We then go and write a traditional tales before we "twist" them. That means that we can change a key part of the tale to make a new and different version. We will be developing our use of story language, using dialogue effectively and organising the beginning, middle and end of our compositions into paragraphs.
To tie in with our science and PSHE learning, we will learn how to structure a persuasive argument and use persuasive language techniques to highlight the importance of healthy eating and exercise.
Roald Dahl's Revolting Rhymes will be the inspiration for our poetry learning this term.
Mathematics
We start the term learning the grid method for multiplication. We will be using this method to multiply 2digit numbers by 1-digit numbers. We will then begin dividing 2-digit numbers by 1-digit numbers, using the chunking method. The children will use base 10 manipulatives alongside these written methods, as an aid to visualise the maths that is taking place.
We will be practising telling the time to the nearest minute on 12 and 24-hour analogue and digital clocks. We will apply this learning to various contexts as we attempt to solve problems involving time durations. Finally, we will explore the properties of fractions. We will compare and order non-unit fractions and find fractions of objects, shapes and numbers.
Computing
In computing this term, the children will research and create their own opinion poll on a school-based topic of their choice. They will seek responses from their peers, analyse and then present their results using a variety of applications including the internet, Microsoft Word and Excel. In the second half term, they will record and edit their own video advertisements for healthy foods.
Science
We will explore the what is living through the seven life processes, the skeleton and jobs of organs in our bodies. After half term we focus on healthy eating. To tie in with our persuasive writing in English, we will learn more about the human body and the importance of eating a healthy diet.
RE
This term the children will focus on belonging, the importance of community. Then looking at comparisons between the communities and religions of Christianity and Islam.
French
We will continue to learn new vocabulary through interactive games and activities. Our focus will be on pets, weather, food and family.
PSHE
The focus will be on setting and achieving realistic goals as well as thinking about the way we behave and how we can manage our emotions. We will be learning to recognise and value ourselves as individuals, develop techniques to resist peer pressure and to value working as part of a team.
Art and Design Technology
We will be looking at prints inspired by nature and will use these as a starting point to create a motif pattern and printing block of our own. In D & T, we will be thinking about food hygiene and preparation.
PE
We will continue swimming lessons this term. In our other PE sessions, we have been playing football . We have been focusing on dribbling and passing.
Music
The children will continue to learn the violin with Mrs Wilmshurst this term.
Geography
We will use our map skills to locate continents and countries. We will be considering where our food comes from and the environmental implications of "food miles".We will also be looking at the formation hillforts and settlements of the UK.
Happy new year to you all and welcome back to what promises to be a very busy and exciting spring term.
Home learning will continue to be handed out every Friday and should be returned to school the following Wednesday. This is a great opportunity to support your child with their learning and, where possible, will be related to the current English and maths learning.
Informal spelling tests will continue to take place on a weekly basis (Wednesday whenever possible). This half term's words have been sent home already and should be kept and practised until the end of the year, as we will revisit previous words in addition to each new weekly set. It is important that your child is able to apply the spelling pattern, rather than just recall the given words, as this will ultimately enable him or her to spell a greater number of words in the long term.
Your child should continue to read daily and with an adult on a regular basis (a few minutes every day is ideal). This is an important habit, even when a child can read independently, as the comprehension and enjoyment of what they are reading is an essential part of creating lifelong readers.
Our PE days this term are Monday and Tuesday (swimming). Children should have either their swimming or PE kits in school on these days. Our library day will remain as Friday, so library books will need to be returned on that day if your child would like to borrow another one.
Please do not hesitate to pop in if you have any other questions or queries during the course of the term.
Kind regards
Mr Brittin
MANLAND PRIMARY SCHOOL
Information About This Term's Work
Teachers:
Mr Brittin
Teaching Assistant:
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Imagine you are 13 years old. Getting ready for school in the morning, and you go to grab the milk from the fridge for your cereal, but you can't find it. After minutes scrambling to find it, you find in inside the oven, empty. This is just one of the many things young Amanda had to deal with growing up. Her mother, Ann, was diagnosed with dementia at the age of 52, and left young Amanda to deal with the repercussions.
Finding her mother confused, lost, or sleeping on the kitchen floor was the normal for Amanda. It's something that not really a lot of people talk about. Having to grow up quick and take care of their mother, sacrificing her youth to aid a sick mother.
Going to school, work, and finishing homework was a difficult task on its own, but also having to watch over mom made it dreadful at times. When asked the question, what did you do to help, she nodded her head and said, I had to do a lot. From helping her get dressed, cook, bathing, and changing her diapers.
She explains how dementia is the smoothing of the brain, and how it can commonly effect memory, language, thinking skills, and the ability to complete everyday tasks. When Amanda was still taking care of her mother, I asked how else she would help her mom with daily tasks. She replied that she would try to leave sticky notes around the house with simple instructions to try and trigger any memory response.
Living with someone who has dementia can only be described as difficult. Amanda's father, Bob, didn't have the same emotional response to Ann's sudden illness. He chose to direct his emotion/frustration toward Amanda and become distant. This is what caused a strain on the relationship between Bob and Amanda.
It's been a tough 3 years since dementia has taken its full effect on Ann. Amanda has since placed her in a nursing home, where she can receive the proper care and support, she needs and well deserves. When asked if this was an appropriate decision, Amanda was hesitant to answer. She responded that yes it was a necessary advancement to better her care. Nobody wants to put their own mother in a home, but when it gets to the point you can't go to work or school without an incident happening, it was a critical move. One that everyone has gained a piece of mind from.
After a full year of Ann residing in a home, it's an agreeable medium. Ann is safe, happy, content, and surrounded by people in similar situations and that want the best for her. As for Amanda, she is now able to attend school full-time, maintain a job, and still visits her mother Ann at least twice a week. | <urn:uuid:807e9488-87c2-44bc-bfb6-e6568431d1ce> | CC-MAIN-2020-40 | https://schoolofcreativeindustries.com/wp-content/uploads/Harrison_A_Written.pdf | 2020-09-22T03:30:06+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00753.warc.gz | 612,311,878 | 552 | eng_Latn | eng_Latn | 0.999148 | eng_Latn | 0.999148 | [
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What is Literature-based learning?
Sonlight Curriculum is unique compared to most other homeschooling companies because we include so much high-quality literature in our homeschool curriculum. Where others choose to rely on textbooks and other educational media, we opt for great books and delightful stories that will capture children's imaginations and instruct them at the same time.
But why would we choose to rely on literature instead of other "tried-and-true" materials? Is literature really all that much better?
Three Reasons to Use a Literature-Rich Approach to Home Education
We believe a literature-rich homeschool curriculum is ideal for a homeschooling environment because:
1. Literature conveys information in an enjoyable format.
One of the most famous lines from the classic movie Mary Poppins was, "A spoonful of sugar helps the medicine go down."
That's how we feel about literature. It takes valuable information and knowledge — that may be rather bland on its own — and wraps it up in an "easy-to-swallow" story.
Think back to your childhood for a moment. Do you remember the books your mother and father read to you? The Cat in the Hat, Mike Mulligan and His Steam Shovel, The Berenstain Bears, The Poky Little Puppy... ?
Do you remember the books you read by yourself, after you "graduated" from readaloud time? Nonfiction books about dinosaurs, airplanes, and horses... Fiction books like Frog and Toad, Make Way for Ducklings, Homer Price, Old Yeller... Can you picture them... remember the stories... recall the characters?
If you answered yes, I'm not surprised. Most of us remember in vivid detail many of our favorite childhood books. In fact, it's not at all uncommon for us to want our kids to read the same books we read as children.
In those books you read as a child, you gained valuable insights, practical information, exposure to various cultures, and a desire to acquire — or avoid — certain character qualities. There was literally a world of knowledge and experience right at your fingertips. And you wanted to enter that world... and enjoyed it when you visited.
2. Literature conveys information in a form that is easy to remember.
Facts and figures devoid of context are difficult to remember. That's why a lot of memory systems rely on mnemonics and other memory tricks to memorize raw data.
But put those same facts and figures into a story — give them context — and all of a sudden, it's easy to remember the information! Stories serve as anchors for facts and figures that would otherwise be lost in the great sea of information in your mind.
3. Literature encourages you to interact with your kids.
Many parents struggle to get their kids to talk to them. But when you use literature as the foundation of your homeschool curriculum, you'll find it's much easier to spark
conversations.
Good conversations.
Significant conversations.
When you use a literature-rich homeschool program
like Sonlight Curriculum, you'll read aloud to your children. As you do, your children will ask questions about the story, about
the characters, about words they may not have encountered before.
You'll have a chance to reply to your children's questions. And from time to time you may find that your children's questions lead to entire conversations — the kind of conversations that will shape their thoughts and values.
When your children read on their own, you'll find it quite common for them to initiate conversation with you without being prompted... because it's enjoyable for children to talk about the stories they're reading. Especially good stories.
But even if your children don't initiate a conversation with you, the Sonlight Study Guides provide plenty of great discussion questions to help you along.
Elaine B from Massachusetts told us:
Sonlight gives us a platform in which to explore and discuss the world in light of our beliefs. My kids are learning how to think critically and logically by reading all kinds of books and discussing all kinds of issues with us. Sonlight has become more than a curriculum. It is part of our lifestyle.
Interaction with your children is vital to their education. And literature, more than any other educational medium, encourages this interaction.
What About the Alternatives?
I started this article with a comment about how most homeschoolers seem to rely on "textbooks and other educational media." You may think, "Those are obviously tried and true resources. Why would I ever think I could do better by using historical novels, biographies and discovery books?"
So let's consider the alternatives.
1. Textbook Curricula
Lots of Information in a Small Space
While textbooks cram lots of information in a relatively small space, 1 they're not nearly as effective as great literature in their ability to interest children in the subjects they discuss and to get them excited about learning.
Take this excerpt from a "popular" 2 seventh grade American history textbook, for example:
The shot heard 'round the world. On the morning of April 19, 1775, the first shots of the War for Independence (sometimes called the Revolutionary War) were fired at Lexington, Massachusetts. It is not known for sure who fired the first shot, but it was a shot heard 'round the world, for it was to change the course of human history.
After killing eight Americans and wounding ten others at Lexington, the British marched on to Concord, destroying the military supplies stored there. The Battle of Lexington and Concord was not quite over, however. As the British troops headed back to Boston, patriots fired on them from behind trees, shrubs, and barns. Although 93 Americans died that day, the British lost 273 men. For a brief moment in history, little Massachusetts stood alone against one of the great empires of the world.
The Second Continental Congress. Less than a month after the Battle of Lexington and Concord, on May 10, 1775, the Second Continental Congress convened in Philadelphia. John Hancock was elected president. The assembled representatives of the American people decided emphatically that they would fight. The Continental Army was established, a call was issued to the colonies to raise troops and funds, and George Washington (17321799), who had distinguished himself as a lieutenant colonel in the French and Indian War, was appointed commander-in-chief. 3
A bit boring, wouldn't you agree? A bit overwhelming? Amongst this fire hose spray of information, which names, which dates, which statistics is the reader supposed to carry away?
Boring, Overwhelming, Useless
Surprisingly, little else is said about the Revolutionary War in this particular textbook. We are given four more dense paragraphs in which we read a climactic statement that falls flat, despite its effort to excite the reader:
In 1781, five years after the Declaration of Independence, the last major battle of the War for Independence was over — an American victory, a British surrender! 4
I don't know about you, but despite its dense presentation of facts, I'd expect a little more depth in a 7th grade textbook. I'd expect more than seven paragraphs of names and dates to cover the Revolutionary War.
I'd expect a little more context, too, in which to anchor all that information. So "John Hancock was elected president": Who cares? The text doesn't tell us a thing about John Hancock, how he came to be president, or why it even matters.
Even more important, why did the Revolutionary War happen? What were its consequences? How does it affect us today? Alas, this "popular" Christian textbook addresses none of these questions.
The Source Hardly Matters: They're All the Same
A seventh grade world history textbook published by another major homeschool provider devotes all of seven paragraphs to World War II. The literary style is more vigorous than the last text from which we quoted. (It includes more active verbs, more exciting descriptions.) But truly: is this the kind of material that will help you remember what you ought to about World War II?
After five paragraphs that set the stage and "explain" the Nazis' rise to power, this equally "popular" textbook says:
Slowly the Russians began to turn back the Nazi forces in the east. In the west, the United States and Britain began to chip away at the Axis empire. They landed in North Africa in 1942, then in Sicily in 1943, and then on the mainland of Italy two months later. Finally, on June 6, 1944, known as D-day, a huge Allied force landed in France and shattered Germany's defenses. Like a vise, the Allied forces crushed the Axis nations between them. Italian rebels shot Mussolini and hung his body up in a gas station. Hitler shot himself in his bunker under the ruins of Berlin rather than surrender. On May 8, 1945, the war in Europe ended. 5
Again, the textbook lists many names and dates, but provides almost no context. There's no story in which to anchor the information... no drama to make the information memorable.
Literature Brings History Alive
Here's just a short segment from Sonlight's Third Year Read-Aloud, Johnny Tremain. (Remember, you have just read typical excerpts from a couple of 7th grade textbooks.
This is part of Sonlight's "3rd grade" program.) It describes Boston citizens watching British soldiers return from their defeat at the Battle of Lexington:
Although no townsmen, except only the doctors, were permitted on the wharf, Johnny knew that hundreds of them stood well back and in the darkness, gloating. They were not saying much, only watching. Then one man began to whistle and the next took it up and the next and the next. The whistling was shrill as a fife. They had not forgotten the prophecy of that morning, 'They go out by "Yankee Doodle," but they'll dance to it before nightfall!'
'Yankee Doodle' filled the darkness....
Four more boats were coming in. Johnny dared move out onto the wharf, but he still kept well in shadow. More wounded. Could these be the very men who had started out so confidently? Bedraggled, dirty, torn uniforms, torn flesh, lost equipment. Faces ghastly with fatigue and pain. Some were twisting and crying out.
The first boats were filled with privates. They had been packed in, and now were being tossed ashore, like so much cordwood. Most of them were pathetically good and patient, but he saw an officer strike a man who was screaming.
Johnny's hands clenched. 'It is just as James Otis said,' he thought. 'We are fighting, partly, for just that. Because a man is a private is no reason he should be treated like cordwood.' 6
The literature-rich approach to home education provides the context; it communicates information in the midst of a story. You can't miss the drama because "you are there." You feel the pain. You grieve the losses.... You are there, in the thick of things. And you understand and remember. Maybe not the exact dates. But you remember the years, or the general places and times in history. Because you understand the broader context.
As Shary in Virginia wrote recently,
I think remembering dates is relatively unimportant, but yesterday I decided — just for fun — to ask my 10-year-old son, "What year did Franklin Roosevelt take office?" The book from which I got the question provided three choices for answers: 1933, 1903, 1973. My son's response: "Well, let's see. The 1920s were when the US was doing really well and people were making lots of money. Then the stock market crashed and we went into the Depression. So it had to have been 1933 when he took office."
Do I care that he remembered the exact date? No. Do I care that he knew enough of what was going on that he could figure it out? You bet.
My response: Thank you, Sonlight!
Literature v. Textbooks: No Contest
Again: Wouldn't you rather read five hundred paragraphs like those from Johnny Tremain, than just one or two like the textbook paragraphs above?
Yes, literature-rich homeschooling may take more time. (Maybe.) The difference is, your kids (and you!) will quit counting it as "school" and begin to think of it as something you do because you want to.
While textbooks will likely bore your children and cause them to tune out, literature-rich homeschooling will excite them and encourage them to learn. That's why we're unafraid to give you our One-Year Guarantee: "Your kids will love to learn or your money back." Can you imagine a textbook publisher making a similar promise?
2. Computer-Based Education
Computer-based learning is very popular these days, and it's not confined to public schools and pre-graduate programs. Homeschoolers have been embracing computerbased learning too.
What Do Your Kids Get: A Feeling Human Being or a Soulless Machine?
The computer, obviously, can be a great tool for education. We use ours all the time... to look things up on the internet and to help us write papers. But if a computer becomes the dominant force in your curriculum, then your children will probably miss out on the one thing that makes homeschooling uniquely beneficial for your kids. What's that, you ask? How about you? You are the one resource that can make homeschooling become more precious to your kids — indeed, to your entire family — than all the books in the world.
I wish I knew how to explain this. It's the difference between sitting on the couch, snuggled together (or, when the kids are older, sitting on the couch and rubbing shoulders, literally — as I've had the privilege to do with our teenage kids) and your kids sitting in one room glued to a computer screen while you're off doing something completely unrelated.
It's the difference between you and your kids crying together and talking through the significance of a particularly poignant scene in a gripping novel, and your kids rather listlessly clicking on "correct" answers to standardized tests. It's the difference between having your kids learn, through years of experience, that you are a perfect source for wise counsel and thoughtful discourse as opposed to them figuring mom and dad would rather not be bothered — so they get their "best" counsel from friends.
Convenient, Yes. But at What Cost?
A computer-based education is "convenient," in a way, because it requires less involvement from you. But it short-circuits meaningful interaction... interaction that will have far more educational — and personal — value to your kids than a computer program can possibly provide.
While the computer will readily displace time you might otherwise spend with your children in face-to-face conversation, there is little evidence that computers improve academic achievement. Indeed, as Marie Winn notes:
Evidence of a negative impact [from computer use in the classroom], especially in early childhood and elementary education, is beginning to trickle in. [...] In the latest NAEP math assessment, students who spent more time on computers in school didn't score any higher than their peers; in fact their performance was slightly worse. 7
In sum, then: while we are convinced computers can contribute to a rich learning environment, we are also convinced their use should be strictly limited to those tasks for which they are particularly well-suited. They certainly should not be the primary medium through which your children learn.
Great literature and quality interaction with you — mom and dad — should form the core of your curriculum.
More Advantages of Literature-Rich Homeschooling
Literature is portable
Paperback books are much easier to carry around than textbooks or computers. That means you can take your homeschool on the road with minimal effort.
It's economical
Literature can be saved and used again to teach younger children. We estimate that about 90% of what's available from Sonlight can be reused. Textbook and workbook curricula, which rely heavily on materials that are "used up" each year, will require you to repurchase about 50% of what you buy to teach another student at a future time. And computer-based curricula must be upgraded periodically to keep pace with technology.
It's emotional
With textbooks and computer-based curricula, you're reading someone else's report about what happened. With literature — and, in particular, historical fiction — you're actually there to see, feel, and hear what's happening. You experience history rather than merely reading about it.
But Can a Literature-Rich Program Work for Me?
A literature-rich homeschool curriculum requires a significant time commitment on your part. Why? Because:
- If you don't read aloud to your kids, your kids won't get the maximum value out of the curriculum.
With Sonlight, your children will (at least through 7th Year) both read books on their own and listen as you read stories aloud.
Believe it or not, in the younger years, your willingness to read aloud to your kids is more important than their willingness and ability to read independently. 8
And the reasons this is true aren't too hard to understand. Most fundamentally:
- Kids understand far more words than they are able to read (or speak).
But also, when you read aloud to your children:
- You are able to explain concepts and provide background information they would otherwise miss.
- You are able to correct faulty assumptions and incorrect impressions they would otherwise embrace.
For the same reason you will often hold young children on the sled or in the rollercoaster when they make their first ride, or you will hold their hands on a guided tour of a cave:
- By "accompanying them" on a literary adventure, you can help guide their emotional response to materials that might otherwise — and unnecessarily — affect them negatively.
Point: By reading aloud to your kids, you can introduce them to ideas, concepts, people and cultures far beyond where they would go on their own or where you would want them to go without adult supervision.
It follows, conversely, that if you choose not to read aloud to your children, they'll learn far less than they might otherwise. And it's likely their future academic success will be diminished.
Literature-Rich Homeschooling Is Not "Too Hard"
Some people wrongly assume that using a literature-rich homeschool curriculum is "too hard." They feel overwhelmed by the number of books we include in our curriculum. They feel hesitant to teach their children real history using fiction. And they feel illequipped to deal with the broad range of situations and issues they'll encounter during the year.
You might be experiencing some of these same feelings yourself right now. If you are, please let me address your concerns.
1. "It will take way too much time to teach using a literature-rich curriculum. It will take far less time to leave them in their classroom school, hand them a textbook, or put them in front of the computer."
Despite our emphasis on reading aloud to your children in the younger years, Sonlight takes a relatively small amount of time when compared to classroom school.
Whereas students who attend classroom schools are in class for six hours a day, your children will be "in class" for only one-and-a-half to two hours at the kindergarten level and four to six hours in "grade" six.
And your involvement, on average, will be one-and-a-half hours at the kindergarten level and just two to possibly three-and-a-half hours in "grade" six.
Is that really a lot of time?
I've spoken with a lot of moms who have their kids in classroom schools. I can't tell you how often I hear them lamenting the untold hours they spend shuttling their kids back and forth to school activities, "volunteering" to serve as classroom monitors and teacher's helpers, participating in fund-raising activities, and helping with homework.
When you add it all up, a classroom school will demand as much of your time as homeschooling will.
And what about textbooks and computer programs? How wonderful it sounds: just "plug them in" to their textbooks and workbooks or computer programs and — Hey! You're done! What could be simpler?
But is it simpler? Is that savings in time worth the costs you'll pay?
Remember:
o You'll miss all that intimate snuggle time with your little ones.
o You'll miss the life-shaping conversations you could be enjoying with your children — conversations that happen because you consistently spend significant time together.
o You'll miss, when they become teenagers, the relationships you could have enjoyed with your children: relationships that include mutual respect, honor, and trust as they turn to you, rather than their peer group, for insightful counsel about their lives.
2. "I couldn't possibly teach my kids — and, most especially, teach them history — using literature! Textbooks, workbooks and computer programs may offer only a relatively mediocre education, but at least I can be sure I won't be risking my kids' entire futures on some untested method of 'education' that someone I don't know claims could be better!"
Of course you have to make your own decision. There are costs involved in choosing to spend time with your kids. There are also tremendous costs you'll pay if you choose not to spend that time.
Let me first note that Sonlight Curriculum has been around for 20+ years. And, as you will see toward the back of our catalog, many of our students are graduating and moving on toward college. And not just run-of-the-mill colleges, but some of the top universities in the nation.
So the claim that literature-rich education offers something more than textbooks, workbooks, and computer programs is not just sales-talk. It's real.
But let us talk about the matter of teaching history with literature.
On the surface, of course, the idea that you can use fiction to teach real history sounds ridiculous. But when you think about it, there is a lot of common sense to the notion.
First, good historical fiction is based on solid research. That means the fiction your children read will contain many historical facts and be based on real historical events.
The dialogue, of course, is made up. But even the dialogue is based on what the author has been able to learn from historical records about all the individuals' personalities and habits.
Second, keep in mind that neither textbooks nor great literature are entirely free from error. In fact, when it comes to history, you'll find many nonfiction sources that contradict each other. One textbook says one thing, another says something else.
History is never as simple and straightforward as we would like it to be. It's big and it's complicated. The important thing is that you teach your children how to think so they can examine multiple sources — both fiction and nonfiction — and form their own opinions about "what really happened."
But beyond this, the Sonlight Instructor's Guides contain schedules that lay out your children's assignments day by day; study guides that help you keep up with your children's reading; comprehension questions that help you gauge your children's understanding; and much more.
Even if you have no prior experience, the Instructor's Guides will help you quickly ease into a teaching role. And within a few weeks you'll be teaching like a natural.
Yes, the number of books Sonlight includes in its programs might look overwhelming, but the indispensable support of the Instructor's Guides will help you persevere through all the challenges and joys of homeschooling your children. (See page 144 for the full article about Sonlight Instructor's Guides.)
3. "Frankly, I'd be scared to teach my kids. I don't know enough! How would I know if what a book says is true or 'made up'? And how can I be sure I'm covering everything my kids need to know?"
One of the biggest fears parents who have never homeschooled express has to do with the possibility that their children will ask them questions they can't answer. Or that they — the parents — will fail to teach their kids something (or a whole lot of somethings) that their kids really need to know.
And so, they fear, they will fail their children. The kids won't qualify for the college education Mom and Dad so ardently desire for them. Or the kids will become social or intellectual outcasts.
Sarita likes to point out that she has never met a homeschooling mom whose teenage child is unable to read. And the classroom schools meanwhile? You've heard the statistics: 20% to 30% or more of all kids taught by the "professionals" don't know how to read! (And you worry that you may not be able to teach your kids?)
A mom is simply unwilling to let her child fail. If one method won't work, then she'll find another that will.
So it is in every area of study.
You have resources you can turn to and experiences you can draw from to answer almost any question your children can ask.
So what if your children ask questions that stump you?
Our advice: confess you don't know the answer and tell them you would love their help to find it. Then teach your children how to find the answer. All of you will grow together in the process and you will almost assuredly discover some fascinating things you never knew before!
But beyond that, you'll find that our History / Bible / Literature Instructor's Guides — the guides that cover History, Read-Alouds, Readers, and Bible — include incisive questions and large quantities of vital information that will help you give your children a more balanced perspective on almost everything you read — and they will help you answer questions your children may ask.
So, for instance, in the D guide you'll find an article that discusses who really "discovered" America. (Hint: it wasn't Christopher Columbus.) And in the level G guide you'll find a note that explains some of the shortcomings of Susan Wise Bauer's Story of the World.
Despite these valuable aids, the truth is your kids will "miss" some piece of information that their friends know. It's bound to happen. But, truly, it doesn't
matter. Public and private school kids will miss certain facts and figures, too. However, your kids will have the know-how and desire to find the information they need.
What Our Customers Say
Our customers echo much of what I've told you. But I think you need to hear it from them... so you know we're not just "blowing smoke." Here is a brief collection of just a few things they've told us recently about their experiences with Sonlight's unique curriculum.
Sonlight is not your traditional "sit-at-your-desks-and-let's-pretend-this-is-a-classroom" curriculum... it is not rote memorization for the sake of memorization. It is real learning, from real books. It's "let's whet your whistle and keep you coming back for more" kind of learning. It's what kids want and it's what moms need. It's just plain good.
One of the goals my husband and I decided on was that we want our children to learn how to think and not what to think. We could see that workbooks and textbooks would not help with that goal. The other goal we had was that we wanted our children to fall in love with learning. What better way to do that than to read together and enjoy what we are reading... to learn from great books?
— Lisa M
— Linda in Idaho
We have encountered many textbook students who are overwhelmed and confused when they read several sources with conflicting opinions. But Sonlight has taught my son how to evaluate opinions and think logically. He can recognize an author's worldview, compare it with a Biblical worldview, discuss the issue rationally, and form his own opinions. I can think of no greater goal of education.
— Sandy C
What these Sonlight customers are saying is not isolated. We literally receive hundreds of notes like these every year.
We would love it if you'd allow us to show you how exciting and enjoyable Sonlight's literature-based homeschool curriculum can be. We would love it even more if we could provide you with such a positive homeschooling experience that you feel compelled to tell us your success story next year.
Try Sonlight with a One-Year Guarantee
If you think you'd like to give Sonlight Curriculum a try... if you want your children to love to learn and to think critically about the many viewpoints they'll be exposed to in life... then I encourage you to take advantage of our "Love to Learn" Guarantee: "Your kids will love to learn or your money back." You'll have one year to use half of your curriculum (18 weeks worth of material) to see if Sonlight is right for you and your family with absolutely no risk on your part. (See www.sonlight.com/guarantee for details.)
No matter what you decide to use, we pray God's blessing on you as you seek to educate your children at home.
Have questions about just how a literature-rich homeschool experience can work in your family and with your schedule? Talk with a Sonlight Advisor or call us at 1-800-903-1675. We look forward to serving you!
1. Note that word relatively! The average textbook weighs a couple of pounds, is too large to sit comfortably on a child's lap, and is several hundred pages long. Back to Article
2. I put the word popular in quotes because, on the one hand — for reasons that will become obvious in a moment — I can't imagine any child loves to read it (i.e., therefore, it has to be unpopular among its readers), yet, on the other, Christian homeschoolers have been purchasing this book by the truckload. Back to Article
3. Jerry H. Combee, Ph.D., Kurt Grussendorf, Beka Horton, Brian Ashbaugh, Susan Etheridge, History of the World in Christian Perspective, Third Edition (Pensacola, FL: A Beka Book, 1995), 310. Back to Article
4. Ibid. Back to Article
5. Terri Koontz, B.S., Mark Sidwell, Ph.D., S.M. Bunkder, M.A., World Studies for Christian Schools, Second Edition (Greenville, SC: Bob Jones University Press, 1998), 432-433. Back to Article
6. Esther Forbes, Johnny Tremain (New York: Dell Publishing 1943), 240-241. Sonlight item #DA04. Back to Article 7. Marie Winn, The Plug-In Drug (New York: Penguin Books, 2002), 165-167. Back to Article
8. Barbara Radisavljevic is just one of many who has noted that research shows that "reading out loud to children is the single most important thing a parent can do to prepare a child for future academic success." — Barbara Radisavljevic, "The Benefits of Reading Aloud as a Family." Back to Article
How do I use Sonlight with multiple students?
Teaching multiple children at different ages can sometimes feel difficult to manage. Sonlight makes it easier by dividing our curriculum into two types of subjects: Couch and Table Subjects.
Unlike a traditional textbook approach, you don't have to order a separate Sonlight program for each child. You can combine multiple children for Couch Subjects (think History / Bible / Literature and Science), then do skill based Table Subjects (Language Arts, Math, Spelling, and Handwriting) separately with each child, according to ability.
Sonlight helps you navigate teaching multiple children while saving you time, money and frustrations. This time together will help to build rich, life-long family bonds.
Couch Subjects™
Couch Subjects are those you can do sitting on the couch, subjects like Bible, History, Read-Alouds, and Science.
These subjects are all about learning new information. And children in a large range of ages can all learn the same information. Sonlight programs teach using biographies, historical fiction, and other books designed to appeal to both children and adults.
If you've ever read C.S. Lewis's Chronicles of Narnia, you know that they are not only good for readers who are eleven years old. They are good for children younger than eleven, and older than eleven--even adults.
So if you are homeschooling more than one child, you can use one Sonlight program for multiple children for all Couch Subjects.
In general, one program will work well if your children are within about three years of one another. If you have very young children, or if your children cover a wider range of ages, or if you want further reassurance, please don't hesitate to contact one of our Curriculum Advisors.
Table Subjects™
Table Subjects are those that you probably do at a table or desk, including Language Arts, Spelling, and Math. These subjects are all about building skills.
With Table Subjects, you will want to choose one for each child, according to each child's skill level.
And one exception
There is one more item you need to consider, especially if your children are younger than third grade. If you are using a Sonlight program up to Sonlight D, choose the Readers appropriate for each child's reading ability. (From third grade on, the Readers are integral to the program--no need to choose.)
How to put this together?
1. Choose a History / Bible / Literature and a Science program, one for all students within about three years of age.
3. Pick a Language Arts program that fits each student's skill level. Besides the graded programs, you might also need:
2. Choose a math program for each student, based on each student's ability. Find placement tests here.
o Handwriting
o Spelling (built-in K-2, add for students in Grade 3-5)
o Readers (for students in Grades K-2)
We've made this process simple for you with SmoothCourse™. We'll walk you through each step of the process and help you add the materials you need when you need them.
Get started now | <urn:uuid:65f17512-c1ae-4a4e-b64e-7d337dba1486> | CC-MAIN-2020-40 | http://thehomeschoolhub.co.za/documents/FAQs---Sonlight.pdf | 2020-09-22T04:47:05+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00751.warc.gz | 128,212,463 | 7,008 | eng_Latn | eng_Latn | 0.998371 | eng_Latn | 0.999186 | [
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Building Language Guide
Preschool Speech and Language Program
Get your child's attention!
Be face to face (eye level) Call child's name or touch arm Reduce distractions (noise, T.V. phones)
Wait
Let your child take the first turn Wait for them to respond Signal them for a turn Take even turns
Model
Take your child's message and give an example of what it should sound like.
- Include correct sounds and grammar
- Go slowly; Pause
- Use gestures
- Repeat
Use Simple Language
- Think of your child's language level: gestures, words, two words, phrases, sentences conversation
- Use language at or one step above
Helper's Rule
Give an instruction Repeat instruction with gestures Help your child follow through
Provide Feedback
1) To motivate and/or acknowledge a response
2) To give them the opportunity to self-correct
a. Choice
b. Repetition as a question
c. Sentence completion
Interpret
Put your child's message into word(s) Gestures words
Vocalizationsreal words
Word attemptsreal words
Single wordslittle sentences
Expand
Take what your child said and add to it
- Ask good questions and make comments
- Connect to real life events or stories
- Use new vocabulary
- Use new grammar
- Sequence it
Ask Good Questions
- Genuine
- Info you need to know
- Encourage language
- Expand thinking
Build Literacy
Read regularly
Retell events you just completed
Retell stories using pictures
Build book skills – front to back, turn the pages
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Discussion Problems Step 3: Time to the Hour
National Curriculum Objectives:
Mathematics Year 1: (1M4a) Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
About this resource:
As this resource is aimed at Year 1, we recommend that an adult reads the problem to children who cannot yet access it for themselves.
. It
This resource has been designed for pupils who understand the concepts within this step provides pupils with more opportunities to enhance their reasoning and problem solving skills through more challenging problems. Pupils can work in pairs or small groups to discuss with each other about how best to tackle the problem, as there is often more than one answer or more than one way to work through the problem.
There may be various answers for each problem. Where this is the case, we have provided one example answer to guide discussion.
We recommend self or peer marking using the answer page provided to promote discussion and self-correction.
More Year 1 Time resources.
Did you like this resource? Don't forget to review it on our website.
© Classroom Secrets Limited 2019
classroomsecrets.co.uk Discussion Problems – Time to the Hour – Teaching Information
Time to the Hour
1. Choose 5 of the images below and sort them into a timetable for the day. Add the hour hand to the clocks to show what time it is happening.
2. Add the missing numbers to the clock face and investigate what time this clock could show by experimenting with the hour hand.
Write these times in words.
© Classroom Secrets Limited 2019
DP
DP
Time to the Hour
1. Choose 5 of the images below and sort them into a timetable for the day. Add the hour hand to the clocks to show what time it is happening.
2. Add the missing numbers to the clock face and investigate what time this clock could show by experimenting with the hour hand.
Various answers, for example: as shown on the clock above – Three o'clock.
Write these times in words.
classroomsecrets.co.uk
© Classroom Secrets Limited 2019
Discussion Problems – Time to the HourANSWERS
DP
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THE SAVVY CYBER KIDS AT HOME BOOK 3 TEACHER'S KIT
ADVENTURES BEYOND THE SCREEN: LESSON PLAN
Note: This lesson plan works best when the other Savvy Cyber Kids at Home books are read first: The Family Gets A Computer and The Defeat Of The Cyber Bully.
GOAL
To raise awareness of cyber safety and cyber ethics issues (screen time and technology balance) for young children through traditional early childhood education methods including family and classroom reading opportunities, hands on experiences, and interactive learning.
OBJECTIVES
1. The student will understand that there are more activities that are fun besides just using technology.
2. The student will think about and identify their favorite activities to do indoors and outside that do not involve technology.
3. The student will create a list, in a two-column format, of non-technology indoor and outdoor activities to show separation of ideas and then number the list of activities to rank their list by order of preferred activity.
MATERIALS
PROCEDURES
1. Paper
2. Pencil
VOCABULARY WORDS
1. Activity
2. Inside (Indoor)
3. Outside (Outdoor)
4. Screen Time
5. Bored
1. Read Aloud/Think Aloud - While the facilitator is reading aloud, the facilitator poses questions to the kids for them to think about. Sample questions:
* What is a screen time?
* Do any of you have a 30-minute technology limit? Other time limits?
* What is your favorite book to read?
* What is your favorite activity to do indoors?
* What is your favorite activity to do outdoors?
* What is your favorite movie?
2. Model for the students making a list with two columns. One column labeled INSIDE and the other column labeled OUTSIDE. Then list an activity in each column as an example.
3. Activity
* Have the students create their own two-column list and list at least three activities in each column that they could do if they were not using technology.
* Once each column has at least three activities in it, have the students order each list separately in order of preference, favorite activity = 1 and least favorite = the highest number of items listed (many students may list more than 3 activities).
4. Have each student stand up and tell their favorite activity from each column to the class.
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Year Group: Reception Term: Autumn 1
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT objectives: - Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. - Aware of the boundaries set and behavioural expectations in the setting. - Can describe self in positive terms and talk about abilities.
PERSONAL, SOCIAL AND EMTOINAL DEVELOPMENT activities:
- Circle Times – settling in and getting to know each other
- Expectations - rules and routines
- Behaviour system
- Talents and skills –
talking about what we are good at
PHYSICAL DEVELOPMENT objectives:
- Can copy some letters, e.g. letters from their names.
- Moves freely with pleasure and confidence.
PHYSICAL DEVELOPMENT activities: - Fine motor skill development – writing names - Sticky Kids – listening and following instructions - Ring games
Title: Bears!
Topic Description:
This half-term the children will be settling into Reception and learning about the rules and routines that need to be followed. We will encourage the children to share information about themselves in different ways through our Circle Times. Through this topic the children will share information about their families, pets, interests, hobbies and likes/dislikes with staff and other children.
COMMUNICATION AND LANGUAGE objectives:
- Maintains attention, concentrates and sits
quietly during appropriate activity.
- Listens and responds to ideas expressed by
others in conversation or discussion.
LITERACY objectives: - Enjoys an increasing range of books. - Listens to stories with increasing attention and recall. - Recognises familiar words and signs. - Hears and says the initial sound in words. - Writes own name.
COMMUNICATION AND LANGUAGE
activities:
- Circle times - Talking Tub
- Share thoughts and feelings
- Talk about likes and dislikes
LITERACY activities: - Stories – The Everywhere Bear, Peace at Last, This is the Bear, Goldilocks and the Three Bears - Start of RWI – learning first letter sounds - Name writing - 15 favourite stories
MATHEMATICS objectives:
- Recites numbers in order to 10.
- Shows an interest in numerals in the
environment.
- Records using marks that they can interpret and explain.
- Begins to identify own mathematical problems based on own interests and fascinations.
- Uses everyday language related to time.
- Orders and sequences familiar events.
MATHEMATICS activities - Daily counting - Calendar – days of the week, month - Dinner tally chart Introducing Numicon - Number stories - Number formation songs
Opportunities for visitors/trips/parental involvement:
Tapestry workshop for parents – to introduce how to add observations from home that can be shared at school.
RWI Inspire – to introduce parents to how we teach letter sounds in Reception
Trip to the Build a Bear workshop.
UNDERSTANDING THE WORLD objectives: - Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends and family. - Looks closely and similarities, differences, patterns and change. - Uses ICT hardware to interact with ageappropriate computer software.
EEXPRESSIVE ARTS AND DESIGN objectives
- Constructs with a purpose in mind, using a variety of
resources.
- Uses simple tools and techniques competently and appropriately.
EXPRESSIVE ARTS AND DESIGN activities:
- Making cakes
- Portraits – using different media e.g. crayons,
charcoal, pastels, paint, collage
- Fine motor skill development – using scissors, glue spreaders, tools for playdough - Singing 'Fabby Dabby' songs
Key Vocabulary: Bear Rules 'Good to be green' 'Proud cloud' Red card Amber card Green card Routines
UNDERSTANDING THE WORLD activities:
- Circle times – talking about our families and friends, Eid and celebrations
- Autumn Walk - looking at changes
- Take home bears –
family activities
- Introducing iPads and
Tapestry
Year Group: Reception Term: Autumn 2
PSED objectives: - Initiates conversations, attends to and takes account of what others say (40-60 months) - Aware of the boundaries set, and behavioural expectations in the setting (40-60 months)
PSED activities: - Consolidating 'Froggetts' and talking about how to be behave in school, embedding 'Good to be Green' and class rewards - Circle Times – rules and expectations on how to look after and respect toys and each other
PD objectives:
- Children manage their own basic hygiene, including dressing (ELG) - Experiments with different ways of moving (40-60 months) - Uses a pencil and holds it effectively to form recognisable letters (4060 months)
PD activities:
- Dance cards and songs – moving in different ways e.g. giants, fairies, animals etc.
- Changing into PE kits weekly
- Handwriting every
Friday during writing time
Title: Let's Celebrate!
Topic Description:
It's party time! Let's celebrate!
Children at Westgate Hill take part in lots of different celebrations and festivals. We will be exploring exciting times for families – weddings, new babies and birthdays. We will also read lots of stories about festivals from different cultures!
CL objectives: - Listens to stories with increasing attention and recall (40-60 months) - Maintains attention, concentrates and sits quietly during appropriate activity (40-60 months) - Listens and responds to ideas expressed by others in conversation or discussion (40-60 months) - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words (40-60 months)
L objectives:
-Can segment the sounds in simple words
and blend them together and knows
which letters represent some of them. (40-60
months)
M objectives: - Beginning to use everyday language related to money - Beginning to use the vocabulary involved in adding (40-60 months) - Recognises numbers 1-20 and arranges them in order (ELG)
-Links sounds to letters, naming and sounding
the letters of the alphabet. (40-60
months)
L activities:
- Focus books – 'A Party for Dads', 'The Scarecrow's Wedding', ' - Daily RWI lessons and action words, weekly Rainbow writing sessions
- Focus on handwriting and letter formation
M activities - Introducing 'Maths floorbooks' to record thoughts and ideas - Money – talking about how we use money every day - Number: recognising numbers and Numicon/counting to 20 through flashcards, splat the number, calendar, register/daily routines - Number: more and fewer activities and simple adding games
CL activities: - Circle Times - Story times
Opportunities for visitors/trips/parental involvement:
* Numicon/Early Years maths strategies for parents
* Big Bangs for topic – 'Celebration of Cultures' day
* Christmas 'sing a long' for parents
UW objectives: - Enjoys joining in with family customs and routines (40-60 months) - Knows similarities and differences between themselves and others, and among families, communities and traditions (ELG)
EAD objectives - Manipulates materials to achieve a planned effect (40-60 months) - Constructs with a purpose in mind, using a variety of resources (40-60 months) - Engages in imaginative role-play based on own first-hand experiences (3050 months)
UW activities: - Circle Times in key groups – talking about celebrations in different cultures and families - Talking Tub – sharing artefacts from different cultural celebrations - Recording ideas in Floorbook - Tapestry link to home sharing photos
EAD activities:
- Singing Christmas songs for our 'sing a long' - Learning how to make 'celebration' themed resources – making cards, banners/bunting/ wrapping paper through a range of techniques e.g. printing, cutting, sticking etc.
Key Vocabulary:
Celebrations
Culture
Eid, Christmas, Ramadan, birthday, wedding, Hanukkah, Diwali, fireworks, Remembrance Day, gifts, prayer, family, friends, Nativity,
Year Group: Reception Term: Spring 1
PSED objectives: -- Explains own knowledge and understanding, and asks others. (40-60 months
PD objectives: - Children manage their own basic hygiene, including dressing (ELG) - Experiments with different ways of moving (40-60 months) -Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. (40-60 months)
PD activities:
- ball skills games - Changing into PE kits weekly
appropriate questions of ) -Aware of the boundaries set, and behavioural expectations in the setting (40-60 months) -Confident to speak to others about own needs, wants, interests and opinions. (40-60 months)
PSED activities: To continue to embed 'Good to be Green' and class rewards using Frogetts. - Circle Times – rules and expectations on how to look after and respect toys and each other
- Handwriting every Friday during writing time
Title: Creatures great and small
Topic Description:
Who am I? Come with us as we discover different animals from around the world. We will get lost in different adventures through Julia Donaldson stories and we will use our senses to explore when we go on a special visit!
CL objectives: - Listens to stories with increasing attention and recall (40-60 months) - Maintains attention, concentrates and sits quietly during appropriate activity (40-60 months) - Listens and responds to ideas expressed by others in conversation or discussion (40-60 months) - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words (40-60 months)
M objectives: - Beginning to use the vocabulary involved in adding and subtraction (40-60 months) -Finds one more or one less from a group of up to five objects, then ten objects. (40-60 months) - Recognises numbers 1-20 and arranges them in order (ELG)
CL activities:
- Circle Times - Story times
- Discussion based
L objectives: -Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months) -Links sounds to letters, naming and sounding the letters of the alphabet. (40-60 months) L activities: Books – The Gruffalo, Monkey Puzzle, Room on the Broom, Night monkey, day monkey, Tiddler, What the ladybird heard. –- Daily RWI lessons and action words, weekly Rainbow writing sessions - Focus on spelling using Fred fingers around ‘The cube’ (zoo,
farm)
- Concept mapping based around the topic
M activities Continue 'Maths floorbooks' to record thoughts and ideas -- Lengh/height, measuring using everyday objects - Number: recognising numbers and Numicon/counting to 20 through flashcards, splat the number, calendar, register/daily routines - Number: more and fewer activities and simple adding and subtraction games
Opportunities for visitors/trips/parental involvement:
* Trip to Great North Museum
* Wildlife Trust
* Chinese New Year assembly
* Dogs Trust
UW objectives: - Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. (40-60 months) - Can talk about some of the things they have observed such as plants, animals, natural and found objects.(40-60 months) - Shows care and concern for living things and the environment. (40-60 months)
UW activities: - Discussions about animals in stories e.g appearance, where they live linked to museum visit.
- Concept mapping around topic
- Tapestry link to home - sharing photos
EAD objectives - Manipulates materials to achieve a planned effect (40-60 months) - Constructs with a purpose in mind, using a variety of resources (40-60 months) - Experiments to create different textures. •Understands that different media can be combined to create new effects. (40-60 months) - Create simple representations of events, people and objects.
EAD activities: - Making potions, papier mache, building homes for animals,
- Role play – zoo - Modelling simple representation through models, pictures, painting.
Key Vocabulary:
Animal names Similarities Differences Zoo Farm Sea, Jungle, Pet Size- small, tiny, huge, gigantic, Scaly, Furry, Bumpy, Rough, Smooth, Hairy, Feathers, Fur, Scales, Fins, Life cycle,
Year Group: Reception Term: Spring 2
PSED objectives: -- Explains own knowledge and understanding, and asks appropriate questions of others. (40-60 months) - Beginning to be able to negotiate and solve problems without aggression (40-60 months)
- Can describe self in positive terms and
talk about abilities
(40-60 months)
PSED activities: To continue to embed 'Good to be Green' and class rewards using Frogetts. - Circle Times – rules and expectations on how to look after and respect toys and each other
PD objectives: - Children manage their own basic hygiene, including dressing (ELG) - Handles tools etc. safely and with increasing control (4060 months) -Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. (40-60 months)
PD activities: Apparatus – RA and RW Ball skills – RP and RC Changing into PE kits weekly
Title: What changes can I see?
Topic Description:
Our topic is all about changes that we can see and feel, inside and outside! Through exciting Eric Carle stories we will learn how plants, animals and even people can grow, change and develop.
Opportunities for visitors/trips/parental involvement: Nunsmoor Park/Leazes Park
Inspire activity – reading books – House for a Hermit Crab
CL objectives: - Able to follow a story without pictures or props - Listens and responds to ideas expressed by others in conversation or discussion (40-60 months) - Uses talk to organise, sequence and clarify thinking, ideas, feelings and events (40-60 months) - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words
L activities:
Books - The Mixed-
Up Chameleon
The Tiny Seed
A House for Hermit
Crab
Daily RWI lessons and action words,
weekly Rainbow writing sessions
- Focus on spelling using Fred fingers
L objectives: -Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months) -Links sounds to letters, naming and sounding the letters of the alphabet. (4060 months)
M objectives:
- Beginning to use the vocabulary involved in adding and subtraction (40-60 months) - Using everyday language related to time, ordering and sequencing familiar events (40-60 months) - Recognises numbers 1-20 and arranges them in order (ELG)
M activities: Continue 'Maths floorbooks' to record thoughts and ideas Squishy Subtraction Ordering everyday events Looking at months in the year, days of the week
UW objectives: - Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. (40-60 months)
Key Vocabulary:
- Children know about similarities and differences between themselves and others (ELG)
UW activities:
Planting
Observing changes over time
EAD objectives - Manipulates materials to achieve a planned effect (40-60 months) - Constructs with a purpose in mind, using a variety of resources (4060 months) - Experiments to create different textures. •Understands that different media can be combined to create new effects. (40-60 months) - Create simple representations of events, people and objects. (40-60 months)
Animals – similarities and differences
Changes, similarities and differences Grow Plants, seeds, soil, spade, root, stem, flower, leaves Order, sequence Life cycle Colours Animals
CL activities: - Circle Times - Story times
EAD activities:
Decorating – patterns and colours Fine motor activities – scissor control
Year Group: Reception Term: Summer 1
PSED objectives:
- They take account of one another's ideas about how to organise their activity (ELG) - Children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences, and know that some behaviour is unacceptable (ELG) PSED activities:
- Discussing how to solve problems and negotiate with each other - Listening to Talk Partners during Plan, Do, Review and discussing play
PD objectives:
- Children manage their own basic
hygiene, including dressing (ELG)
- Handles tools etc.
safely and with increasing control (40-
60 months)
-Shows increasing control over an object
in pushing, patting, throwing, catching or
kicking it. (40-60
months)
PD activities:
Apparatus – RC and
RP
Ball skills – RW and RA Changing into PE kits weekly
Title: Once upon a time…
Topic Description:
This half term, Reception are going to become authors, actors and bakers! We are going to listen to traditional tales and become the characters in the stories. Everybody will create their own story maps and even write the stories themselves! One of our stories is The Little Red Hen – who will help us to bake our bread? Another one is The Gingerbread Man – can we read and write as quickly as the Gingerbread Man runs? We will also learn about Little Red Riding Hood – Reception, what big ideas you will have!
Opportunities for visitors/trips/parental involvement:
Inspire – The Little Red Hen
CL objectives: -Children listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions (ELG) - Children develop their own narratives and explanations by connecting ideas or events (ELG) CL activities: - Circle times - Story times - Plan, Do, Review - Talk for Writing - Talk Partners
L objectives:
M objectives:
UW objectives:
- Children read and understand simple sentences. They demonstrate understanding when talking with others about what they have read. (ELG) - Children write simple sentences which can be read by themselves and others. (ELG) L activities: - Drawing story maps Talk for Writing - Sequencing pictures from stories - Hot-seating - Writing stories - Daily RWI lessons - Action words
- Children say which number is one more or one less than a given number, add and subtract two single-digit numbers and count on or back to find the answer (ELG) - Children use everyday language to talk about weight and capacity - Children talk about 2D and 3D shapes and describe them (ELG) M activities: - 2D and 3D shapes – in real life - Solving problems about weight and capacity - Solving number less, adding and taking away and counting
EAD objectives
- Children know about similarities and
differences between themselves and others
(ELG)
- Children know about similarities and
differences in relation to places, objects,
materials and living things.(ELG)
UW activities: - Cooking activities – making gingerbread men, bread and cakes - Circle times – families and similarities and differences
Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function (ELG) -Children use what they have learnt about media and materials in original ways, thinking about uses and purposes (ELG) EAD activities: - Junk modelling - Construction – joining Lego in different ways to build models for different purposes - Making props to support Talk for Writing stories
Key Vocabulary:
Beginning, middle, end
Actions
Retell
Sequencing
Character
Setting
Make, create, join, build Review, change, improve
Weight – heavy, light, heavier, lighter, heaviest, lightest, order Capacity – full, empty, half full, half empty, nearly full, nearly empty Cook – mix, bake, measure, change, heat, cool problems – one more/one backwards
Year Group: Reception Term: Summer 2
PSED objectives: - Children play cooperatively. They show sensitivity to others' needs and feelings (ELG) - Children are confident to speak in a familiar group and will talk about their ideas (ELG) - Children talk about how they and others show feelings, work as part of a group or class, and understand and follow the rules (ELG) PSED activities: - Discussing how to solve problems and negotiate with each other - Circle Times - Talking about talents, skills
PD objectives: - Children show good control and coordination in large and small movements (ELG) - Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe (ELG) PD activities: - Changing into PE kits weekly - Athletics skills –
practise for Sports Day
Title: Super Me!
Topic Description:
As we near the end of our learning journey in Reception we are reflecting on how incredibly talented we all are. We will be reading stories about superheroes and talking about what we will be when we grow up. Do we have fantastic firefighters, awesome authors, green fingered gardeners, terrific teachers, nurturing nurses, amazing athletes and super singers and other occupations where we can show our talents off? What does our future hold and what will we become?
CL objectives:
-Children answer 'how' and 'why'
questions about their experiences
and in response to stories or events
(ELG)
- Children use past, present and future
forms accurately
M objectives: Children use quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing (ELG)
when talking about events that have
happened or are to happen in the future
(ELG)
They develop their own narratives and
explanations by connecting ideas or
events (ELG)
CL activities:
- Circle times - Story times
- Plan, Do, Review - Talk for Writing - Talk Partners
Children use everyday language to talk about
size, weight, capacity, position, distance, time
and money to compare quantities and objects
and to solve problems
(ELG)
M activities: - Solving problems about weight, time, money - Tally charts - Solving number problems – one more/one less, adding and taking away and counting backwards
L objectives: Children read and understand simple sentences. They demonstrate understanding when talking with others about what they have read (ELG) Children use their phonic knowledge to write words. They write simple sentences which can be read by themselves and others (ELG) L activities: Stories – Supertato series, Super Me, Superkid, Super Dad, When I grow up Drawing story maps Talk for Writing - Sequencing pictures from stories - Hot-seating - Writing stories - Daily RWI lessons - Action words
Opportunities for visitors/trips/parental involvement:
Trip to Jesmond Dene/Paddy Freemans Sports Day
UW objectives: - Children know about similarities and differences between themselves and others, and among families, communities and traditions (ELG) - Children know about similarities and differences in relation to places, objects, materials and living things (ELG) - Children select and use technology for particular purposes (ELG) UW activities: - Cooking activities - Circle time activities – how have we changed since starting reception? - What will I be when I am older?
EAD objectives - Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function (ELG) - Children represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories (ELG) EAD activities:
Junk modelling Making capes/masks for role-play
Key Vocabulary: Superhero, powers, occupations, job, future, change, adult, talents.
Beginning, middle, end, actions, retell, sequencing ,character, setting
Make, create, join, build, review, change, improve
Cook – mix, bake, measure, change, heat, cool Tally, most popular, least popular, altogether, more than
Money - coin, pence, penny, pound, cost, value, amount
Weight – heavy, light, heavier, lighter, heaviest, lightest, order
Capacity – full, empty, half full, half empty, nearly full, nearly empty | <urn:uuid:1002b9b2-3ecb-4e50-a918-d3b92af31b7d> | CC-MAIN-2020-40 | https://westgatehill.laidlawschoolstrust.co.uk/wp-content/uploads/sites/16/2019/12/Reception.pdf | 2020-09-22T03:58:54+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00753.warc.gz | 700,344,653 | 5,101 | eng_Latn | eng_Latn | 0.993016 | eng_Latn | 0.993696 | [
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Counting Money
Cut out the coins and glue them to equal the amount shown.
Copyright
Education.com
Created by :
2008-2009
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Teacher
Emily Maupin
Weimar Junior High 2020-2021
Grade/Subject
Google Code
Remind
5th Math qi53dqe
@wisdmath5
| 6th Math | lnlwy46 |
|---|---|
| 7th Math | tqkvzw7 |
| 8th Math | jaqc3mf |
| 5th Grade reading | k7vfhhs |
| 6th grade reading | bmoc67h |
| 7th Reading | 7th Reading-1st period: oj7vjls 7th Reading-2nd period: ksjtcqt 7th Reading-3rd period: ttaluim Chrome 7B-6th period:b6xfzh4 Chrome 8C-7th period:b2elqi7 Chrome 6WW-8th per.:rjvi5aq |
| 8th ELA | lwnyo3c |
| 5th Writing | nfwqpnb |
| 6th Writing | 6nrk2qf |
| 7 Writing | d2ya6qb |
| 5th Grade Science | 7xa5bxh |
| 6th Grade Science | ko7ywdw |
| 7th Science (online only) 7th Science (in school) | h4mdeye ihouf56 |
| 8th Science | 4g6foew |
| 5th Social Studies | zhacosb |
| 6th Social Studies | nrn43rc |
| 7th Grade Social Studies | bey6qjw |
| 8th Grade Social Studies | hsjebcr |
| 5 HB & LB Chrome | bb2byxh |
| 7th History | bey6qjw |
| 5th WW Chrome | 4htjnlb |
| 6th LB--HB Chrome | ebmwkjv |
| 7th Star Reading Chrome 8B Chrome 8A Chrome 7a | 1st: mflfnjh 2nd: hn6co7n 3rd: vuwaaym 7th: lxdnfxf |
Brenda Miller
Amanda Spacek
Career Explorations
4th Period-gdrvgxt
5th Period-cyv5ndk
7th Period-2avqt6u
@spaccareer
Amanda Machicek
FAST
hut7vms
@weimarfast
Steven Marshall
6th History
lagcqtp
@9geb
Henry Dreitner
Band
5th High Brass: @5thbrah 5th Low Brass : @5thbral 5th Woodwinds/Percussion: @5thwwap 6th High Brass: @6thbra 6th Low Brass: @6thbral 6th Woodwinds/Percussion : @6thwwap High School Band: @weimarhi | <urn:uuid:eca35bb0-172d-42b3-b85b-4a630edb58ca> | CC-MAIN-2020-40 | http://weimarisd.org/upload/page/0168/2020-2021/WJH%20Google%20Classroom%20_%20Remind%20Codes%202020_21.pdf | 2020-09-22T05:18:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00755.warc.gz | 148,660,437 | 645 | eng_Latn | eng_Latn | 0.547911 | eng_Latn | 0.451732 | [
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Presentation to the Dublin City Schools Board of
Education April 28 th , 2009
Early Childhood Graded Course of Study Adoption
Dublin Schools Vision Statement:
We believe that all students can and must learn at high levels of achievement. It is our job to create an environment in our classrooms that results in this high level of performance. We are confident that, with our support and help, students can master challenging academic material and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.
Early Childhood Philosophy:
Early childhood spans the years of development from birth to kindergarten. We know that children in this age group acquire knowledge in ways that are significantly different from the ways in which older children learn. Young children learn best when they interact with people and manipulate objects. They are motivated by their desire to make sense of the world around them. How young children learn dictates how they should be taught. For young children to fully understand and remember, information must be presented to them in the context of their own experiences and environment. If their learning experiences are relevant, they are more likely to persist and be motivated to continue learning. | <urn:uuid:5ed066b1-dca6-4d57-8d95-f30c429a6f4e> | CC-MAIN-2020-40 | https://www.dublinschools.net/site/handlers/filedownload.ashx?moduleinstanceid=3975&dataid=8285&FileName=Cover%20Page%20Early%20Childhood%20GCOS.pdf | 2020-09-22T05:46:05+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00754.warc.gz | 827,252,835 | 246 | eng_Latn | eng_Latn | 0.99749 | eng_Latn | 0.99749 | [
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Physical Geography CGF 3MI (University/College)
"Barenaked Ladies The Big Bang Theory Theme Song lyrics"
Our whole universe was in a hot dense state, Then nearly fourteen billion years ago expansion started. Wait... The Earth began to cool, The autotrophs began to drool, Neanderthals developed tools, We built a wall (we built the pyramids), Math, science, history, unraveling the mysteries, That all started with the big bang!
"Since the dawn of man" is really not that long, As every galaxy was formed in less time than it takes to sing this song. A fraction of a second and the elements were made. The bipeds stood up straight, The dinosaurs all met their fate, They tried to leap but they were late And they all died (they froze their asses off) The oceans and Pangea See ya wouldn't wanna be ya Set in motion by the same big bang!
It all started with the big BANG!
It's expanding ever outward but one day It will pause and start to go the other way, Collapsing ever inward, we won't be here, it won't be heard Our best and brightest figure that it'll make an even bigger bang!
Australopithecus would really have been sick of us Debating how we're here, they're catching deer (we're catching viruses) Religion or astronomy (Descartes or Deuteronomy) It all started with the big bang!
Music and mythology, Einstein and astrology It all started with the big bang! It all started with the big BANG!
Physical Geography CGF 3MI (University/College)
'Eric Idle'(Monty Python) 'Galaxy Song'
WHENEVER LIFE GETS YOU DOWN, MRS. BROWN, AND THINGS SEEM HARD OR TOUGH, AND PEOPLE ARE STUPID, OBNOXIOUS OR DAFT AND YOU FEEL THAT YOU'VE HAD QUITE ENOUGH...
Just remember that you're standing on a planet that's evolving, And revolving at 900 miles an hour, That's orbiting at 19 miles a second, so it's reckoned A sun that is the source of all our power.
The sun and you and me and all the stars that we can see, Are moving at a million miles a day In an outer spiral arm, at 40,000 miles an hour Of the Galaxy we call the Milky Way.
Our Galaxy itself contains 100 billion stars It's 100,000 light years side to side It bulges in the middle, 16,000 light years thick But out by us it's just 3,000 light years wide
We're 30,000 light years from galactic central point, We go round every 200 million years And our Galaxy is only one of millions and billions In this amazing and expanding Universe As fast as it can go, at the speed of light you know, 12 million miles a minute, and that's the fastest speed there is.
So remember when you're feeling very small and insecure How amazingly unlikely it is your birth And pray that there's intelligent life somewhere up in space, Because there's bugger all down here on Earth.
source: http://www.lyricsondemand.com/e/ericidlelyrics/galaxysonglyrics.html | <urn:uuid:f489838e-54d9-4d95-a527-7d33407b115b> | CC-MAIN-2019-18 | http://schools.wrdsb.ca/hrh/files/2015/01/CGF3M_bigbang_songs.pdf | 2019-04-26T10:34:43Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00499.warc.gz | 155,586,473 | 681 | eng_Latn | eng_Latn | 0.986533 | eng_Latn | 0.988394 | [
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6 th Grade Syllabus
Art Class with Ms. Koranda
6 th graders have art for one quarter. In these nine weeks we will be working on two dimensional art works. Drawing and painting will be the focus of this class.
In drawing lessons we will explore the use of different materials such as pencil, colored pencil, oil pastel, markers and crayons. Painting projects will be in either tempera or watercolor.
Students at this age enjoy learning how to draw realistically so many of the lessons will help them learn how artists create works that look naturalistic. Contour drawing and various shading techniques will be covered.
The students will learn to draw from reference materials provided for them such as books or photocopies with pictures of animals, landscapes, faces etc. Students will also be given opportunities to draw from small objects such shells and man made objects.
Besides creating drawings that look like real life things we will also be doing projects that are design and pattern oriented. So there will be a balance between naturalistic works and more imaginative works.
Through the project assignments the students will learn how to create using the elements that are in the language of art. Using the principles of art and the elements of design students will learn the ways artists convey ideas and emotions.
Each period begins with a short warm up of a sketch in their sketchbook. Then students will work on longer projects for the remainder of the period.
Units of study will cover: creating symmetrical and asymmetrical designs; positive and negative space; line quality; color theory; organic and geometric forms
The students will be able to see slide shows of past students' works for inspiration and to help teach the concepts of the project. I will also be showing short videos covering various art techniques and historical periods in art.
You can contact me with any concerns you may have: firstname.lastname@example.org
I look forward to teaching your student this coming year!!
Detailed Unit Descriptions
Design and Composition Unit
Introductory designs exploring the quality of line: Organic and Straight lines
Mehndi inspired patterns: Colored pencil drawing with layering of colors
Bilateral symmetry design: Bold design created by drawing ½ of the composition and then flipping it over to create a mirror image design. Completed in twistable crayons using a warm/cool color scheme
Contour Drawing Unit
Still life: students will draw on at least 3 separate occasions from objects place at their table. Objects include small desk supplies, seashells and feathers
Animal drawings: students will do small studies from reference photos in their daily sketchbook
Animal drawings: students will have a longer term project doing a larger drawing in pencil
Faces Unit
Students will practice drawing faces in a cartoon style
Self Portrait: the final project in this unit will be a self -portrait done with a mirror
Color Unit
Many projects will fall under both this unit and other units. Students will learn the vocabulary of art's color terms and how to mix secondary colors, tints, and shades
Tempera Painting: students will do several small paintings
Oil Pastel: students will do a design in oil pastel exploring positive and negative shapes | <urn:uuid:63b6d0f0-9b60-4ff6-a110-ba6dd0cf2c36> | CC-MAIN-2019-18 | http://umshw.usd116.org/sandbox/users/ckoranda/weblog/4c0d4/attachments/ac0a3/6th%20Grade%20Syllabus.pdf | 2019-04-26T10:25:11Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00498.warc.gz | 170,804,611 | 643 | eng_Latn | eng_Latn | 0.998749 | eng_Latn | 0.999034 | [
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Help the Porifera Discover His True Nature!
[Words might be hidden horizontally, vertically and perhaps even back to front…!]
Read the sentences below. Visit our Easy Science for Kids page The Porifera Fun Facts for Kids to find the missing words. Write them in the empty spaces and find these hidden words in the puzzle!
1. Porifera are also called ____________.
3. Porifea can move along the ocean floor at around 1-3 _____________ a day.
2. They are ___________ metazoan animals which means they don't move.
4. These animals have no tissues or _____________ in their bodies
6. ____________ is another type of Porifera that are larger and has thicker tubes.
5. ____________ is a type of Porifera that has a simple tube shape.
7. ____________ are the largest Porifera shaped as lumpy masses riddled with canals.
9. They can stay put on a ____________, sandy ocean floor, or even another animal.
8. Porifera _____________ are made of protein, collagen and spicules.
10. They are found in _____________ ranging in depth from tidal pools to 5.5 miles.
| S | E | S | S | I | L | E | E | N | S | D | E | E | S | M | O |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Y | P | M | I | L | L | I | M | E | T | E | R | S | K | I | R |
| C | G | O | U | J | W | N | G | L | E | S | K | I | E | L | G |
| O | I | C | N | S | A | A | T | S | A | T | I | V | L | L | A |
| N | S | N | O | G | T | R | L | D | T | A | L | E | E | K | N |
| O | P | O | U | L | E | U | C | O | N | O | I | D | T | C | S |
| I | I | G | S | O | R | S | B | L | A | K | E | S | O | O | I |
| D | A | S | C | O | N | O | I | D | G | N | I | F | N | R | T | | <urn:uuid:c3e9af88-5483-420f-b696-e89234970fa5> | CC-MAIN-2019-18 | https://easyscienceforkids.com/wp-content/uploads/2014/03/Porifera-Worksheet.pdf | 2019-04-26T10:48:42Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00502.warc.gz | 414,160,710 | 565 | eng_Latn | eng_Latn | 0.998439 | eng_Latn | 0.998439 | [
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Translate into mathematical language
1.- 9 minus g
__________
2.- 4 times q
__________
3.- n minus 5
__________
4.- Sum of r and 3
__________
5.- Product of 6 and d
__________
6.- c is added to 3
__________
7.- 3 is subtracted from b
__________
8.- 9 is added to h
__________
9.- 2 less than s
__________
10.- Sum of 6 and r
__________
11.- 6 times the sum of 7 and h
__________
12.- 9 times the sum of r and 7
__________
13.- Take away 7 from 8 times h
__________
14.- Product of 9 and c
__________
15.- Take away 6 from c
__________
16.- Add three-fifths to 4 times h
__________
17.- 7 divided by n
__________
18.- Add 4 to 8 times m
__________
19.- Sum of k and 7
__________
20.- Five-sixths of n is subtracted from 6
__________
21.- 2 is subtracted from one-half of m
__________
22.- The sum of three-fifths of f, three-fourths of h, and 9
__________
23.- Sum of 5 and q
__________
24.- One-fourth of h is subtracted from 9
__________
25.- 7 times the sum of 4 and z
__________
26.- Sum of s and 9
__________
27.- Take away 5 from 6 times k
__________
28.- 7 less than c
__________
29.- 8 less than 2 times h
__________
30.- The sum of one-fourth of k and three-fourths of x, minus 5 __________ | <urn:uuid:9cb43edc-03e8-4fa3-98fd-e079b077e310> | CC-MAIN-2019-18 | http://secundaria.cavanilles.com/pluginfile.php/13330/mod_resource/content/1/Translate%20into%20mathematical%20language.pdf | 2019-04-26T10:32:40Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00506.warc.gz | 153,116,754 | 391 | eng_Latn | eng_Latn | 0.962761 | eng_Latn | 0.962761 | [
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Cognitive Change Strategies
Control: control of decisions, control of self, and control of the future. A variety of cognitive-behavioral techniques have been devised to help children and young people develop control over their internal reactions and overt behavior.
Listed are three points in cognitive-behavioral theory:
A) cognitive events mediate behaviors, therefore, a focus on cognition can be an effective approach to changing behavior.
B) young people are active participants in their own learning and can exercise control over it.
C) cognition, behavior, and the environment are related. Each affects and is affected by the others.
A model was developed called, DECIDE. This model is specifically for improving the skills in general problem solving for at-risk children and adolescents.
DECIDE stands for the steps to be taken:
1) Define the problem - define clearly and will the goal address the problem?
2) Examine variables - identify feelings and thoughts of young person. Are there questions and suggestions from other students;.
3) Consider alternatives - strengths and weaknesses of problem solving is evaluated. Allow brainstorming from other students.
4) Isolate a plan - narrow down to best solution.
5) Do action steps - encourage students to perform the behaviors that make up the solution plan.
6) Evaluate effects - children and adolescents analyze and evaluate outcomes.
Teaching at-risk children and adolescents these steps will contribute to a more internal locus of control which can improve self-esteem, increase a sense of self-efficacy and strengthen resistance to problem behaviors.
Cognitive Restructuring
When a belief is maladaptive, it can be unlearned to produce a new and better belief. As more adaptive beliefs replace incomplete or faulty ones, behavior changes too. The best known approaches to changing maladaptive cognitive patterns are rationalemotive behavior therapy (REBT) (Ellis, 1962, 1996) and cognitive therapy (CT) (Beck, 1976, 1991). These approaches are based on the assumption that faulty cognition cause detrimental self-evaluations and emotional distress and that these experiences lead to behavioral problems. The goal is to help people substitute positive selfstatements for faulty ones and recognize them.
Students who learn these skills in cognitive strategies will improve their interactions with others, perform better in school and realize their potential for a more positive future.
This summary taken from: At Risk Youth: A comprehensive Response For Counselors, Teachers, Psychologists, and Human Service Professionals. 3 rd ed. McWhirter, J. et al. Chapter 13 pp. 257-263. | <urn:uuid:8a270756-5574-448d-b860-d6d0fb3b62f2> | CC-MAIN-2019-18 | https://www.fau.edu/education/faculty/gbrigman/documents/adolescents/mcwhirter-strategies/cognitivechangestrategies.pdf | 2019-04-26T10:10:17Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00506.warc.gz | 672,522,441 | 532 | eng_Latn | eng_Latn | 0.996856 | eng_Latn | 0.996856 | [
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Projectile Lab Simulation Answers
projectile motion name: ans. key virtual lab - projectile motion virtual lab name: ___ans. key_____ ... directions: work in groups of two but one paper per person must be handed it. put your answers in the blanks/spaces provided for them. projectile motion lab phet. shoot the target. ... choose the simulation that says projectile motion. projectile motion phet simulation lab answer sheet - bing - projectile motion phet simulation lab answer sheet.pdf free pdf download now!!! source #2: projectile motion phet simulation lab answer sheet.pdf physics classroom projectile motion worksheet answers - physics classroom projectile motion worksheet answers projectile motion simulation: problem-based learning investigation. 3. motion. the worksheet students input answers and receive immediate feedback. 4. projectile motion refers to the free fall motion of an object after it has been projected. (launched). pause the video and try to answer teacher toolkit topic: objectives - physicsclassroom - ideal for a digital lab on projectile motion. the worksheet ... the physics classroom, the laboratory, projectile simulation ... students use an online application to master three types of horizontally-launched projectile problems. students input answers and receive immediate feedback. 4. the physics classroom, the laboratory, launcher speed part i. projectile motion a) initial velocity - - select the projectile motion simulation from the left-side menu - set the initial velocity to 10 m/s - play the simulation and answer the questions. position-time graphs 1. sketch the position-time graphs for the horizontal and vertical components of motion. 2. explain why the graphs are different. 3. lab 5 projectile motion - peoplerginia - lab 5 projectile motion l5-3 in real life, air resistance modifies the shape of a projectile trajectory. exact mathematical treatment of air resistance on projectile motion lies beyond the scope of this course. however, since we will see the effect of the air resistance in our experiment, it is important to give some general science laboratory 1110l lab experiment 3 ... - general science laboratory 1110l lab . experiment 3: projectile motion . objective: to understand the motion of a projectile in the earth's gravitational field and measure the muzzle velocity of the projectile as it leaves the end of the spring gun. apparatus: pasco spring gun, projectile (yellow plastic ball), plumb bob, meter stick, show your work. 1. 2. 3. 4. - teachengineering - projectile motion activity — projectile motion problem worksheet answer key 4 5.) drop a ball from a height of 2 meters and, using a stopwatch, record the time it takes to reach the ground. repeat this two more times and record all the times in the table below, then find the average time. projectile motion - boston university - projectile motion the purpose of this lab is to study the properties of projectile motion. from the motion of a steel ball projected horizontally, the initial velocity of the ball can be determined from the measured range. for a given initial velocity, the projectile range will be measured for various initial angles, general physics 1 lab - phy 2048l lab 2: projectile motion ... - projectile. realize that while gravity (acceleration) acts on the projectile in the _____ direction, it does not affect the velocity of the projectile in the _____ direction. procedure: (we will be ignoring air resistance during this lab) run the phet simulations play motion projectile motion projectile simulation laboratory - hamilton local schools home - projectile simulation lab activity a projectile is defined as any object that is launched into the air without a means of self-propulsion. like any other object the motion of a projectile is determined by newton's laws; the forces acting on the object determine the magnitude and direction of the object's acceleration. the laboratory - physicsclassroom - lab notebook. tape the graphic(s) below into the data section of your lab. scoring rubric: vp7. projectile simulation included, labeled and organized all parts of the lab report. data section includes provided graphic. the velocity components are drawn and labeled; answer key to projectile simulation lab activity - bing - answer key to projectile simulation lab activity.pdf free pdf download now!!! source #2: answer key to projectile simulation lab activity.pdf free pdf download answer key to projectile simulation lab activity - answer key to projectile simulation lab activity this lab activity is an example of the excellent material that is available at the university of colorado website we will use the projectile ... study guide answers,komatsu 330m dump truck service shop repair manual sn projectile motion - webassign projectile motion is a kind of two-dimensional motion that occurs when the moving object (the projectile) experiences only the acceleration due to gravity, which acts in the vertical direction. the acceleration of the projectile has no horizontal component if the e ects of air resistance are ignored. projectile motion name: virtual lab - san marcos cisd - don't download the simulation, just run it from the location. if you can't get to it directly, try phetlorado or just do a search for phetlorado. then go to the sims page physics motion and scroll down the page. choose the simulation that says projectile motion. projectile simulation lab answers - bing - pdfsdirnn - projectile simulation lab answers.pdf free pdf download now!!! source #2: projectile simulation lab answers.pdf free pdf download. ... you can start or stop and continue the simulation ... projectile simulator the physics classroom physicsclassroom › read watch interact projectile motion: the catapult lab physics super brain! - projectile motion: the catapult lab objective: this lab is designed to allow you to apply the laws of physics and equations for projectile motion to your own catapult designs. you will test your catapults to determine if you can ... all answers are presented in complete sentences excluding the list of materials which projectile motion worksheet (case 1) key - projectile motion worksheet (case 1) methacton high school physics department 5. an airplane is making an emergency drop of medical supplies to solders on the ground. if the plane is traveling at 358.0 km/hr directly parallel to the ground from a height of page 1 / 4
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230.0m, how far ahead of the landing site should the plane drop the supplies? 6.
230.0m, how far ahead of the landing site should the plane drop the supplies? 6.
answer key to projectile answer key to projectile
simulation lab activity - the answer key to projectile simulation lab activity that you can take. and when you really need a book to read, pick this book as good reference. well..low is related ebooks that you can read : service manual jeep grand cherokee 2005,2008 saab 9 3 repair manual,goldenhand old kingdom garth nix,download 2011 arctic cat 450 550 answer key to projectile motion sim - pdfsdocuments2 - open the projectile motion simulation. ... (only look at the projectile path to answer this, ... draw a picture of a projectile path and label all the key terms, ... projectile motion (intro) phet simulations lab introduction projectile motion (intro) phet simulations lab introduction: projectiles travel with two components of motion, x any y. the acceleration and velocity in the y direction is independent of the acceleration (if any) and velocity in the x direction. in this module, you will investigate the motion of a simple projectile. go to the projectile motion simulator at http://phet - projectile motion pre-lab investigation what do you think? one day after school you are enjoying a can of soda. after it's empty you decide to toss it in the trashcan. what variables determine whether or not you make the shot? _____ key projectile motion measurements write out a definition for each term below. range – height – time – visual physics 218 – projectile motion [lab 2] - visual physics 218 – projectile motion [lab 2] 4 h = y o. since this is vertical motion, you know that a y = g, or g = 2e, where e is the constant coefficient of the equation displayed on the chart and g is the acceleration due to gravity . you have also determined v oy as well. (instructor's version with answers) an application of ... reached by the projectile is shown as . h, and the . launch angle . is marked as . θ. the initial velocity of the projectile is represented as v. o. for all of the following questions, we will assume that the initial height is 0, that is the object is being thrown from the ground level. use a rocket launcher or a simulation website such as the ... lab 2 projectile motion lp3 - newton.uor - page 5 physics 220 lab #2: projectile motion pre-lab: sketch the horizontal position vs. time you'd expect for projectile motion. 7. under the graph menu, select "add/edit fit". make a "linear" fit to the data. write the equation for x(t) below. projectile motion maplesoft - projectile motion projectile motion is a special case of two-dimensional motion. a particle moving in a vertical plane with an initial velocity and experiencing a free-fall (downward) acceleration, displays projectile motion. some examples of projectile motion are the motion of a ball after being projectile motion name: lab station: 003 - projectile motion prelab - 1 projectile motion pes 1150 prelab questions ** disclaimer: this pre-lab is not to be copied, in whole or in part, unless a proper reference is made as to the source. projection motion simulator worksheet - projectile drag coefficient how close to target? football bowling ball adult human piano buick . conclusion: the drag coefficient is a way of measuring how big an effect air resistance has on an object that is moving through the air. ... projectile motion lab? why do you think the results are different? projectile motion 1 introduction - stony brook university - lab section: 01 date: 01/01/01 projectile motion 1 introduction the purpose here is to convince the ta that you understood how the lab worked. needlessly philosoph-ical or lengthy remarks will cost you points. the purpose of this lab was to measure the properties of projectile motion. a schematic 2d kinematics lab - bari-science-lab - 4. investigate this simulation until you have answers to the questions listed above. as is always the case in a scientific investigation, change only one variable at a time to see how it affects the projectile. record what you learned. reset the simulation to the or i gi nal par amete r s be for e you answe r e ac h of the fol l owi ng projectile motion - physics.unlv - projectile motion. lab procedure – provide written answers to the questions in red. this lab makes use of the simulation "projectile-motion_en.jar". run the simulation and take a few minutes to familiarize yourself with the simulation and shoot stuff with the cannon. near the lower right of the of the window, there is a "measuring tape ... project 2: projectile motion - physics.weber - lab partner project 2: projectile motion you now know enough about vpython to write your rst simulation program. the idea of a simulation is to program the laws of physics into the computer, and then let the computer calculate what happens as a function of time, step by step into the future. in this course those laws will usually be newton's ... lab: projectile motion and air resistance - triton science - lab: projectile motion and air resistance c o n c e p t u a l p h y s i c s : u n i t 2 ... verify your prediction using the simulation. again use a pumpkin. keep the initial speed at 15 m/s. ... 7. change to a different projectile like a car and repeat the same experiment. what does this tell you? experiment 4: projectile motion - university of mississippi - 22 experiment 4: projectile motion advance reading text: motion in two dimensions (2-d), projectile mo-tion, kinematic equations. lab manual: appendix a, appendix d. objective to measure the initial velocity of a projectile when fired from a spring gun and to predict the landing point when the projectile is fired at a non-zero angle of ele ... phet projectile hypothesis - cowboy science - last revised 3/9/07 hypothesis practice: you will write a total of 9 hypothesis if i increase the angle from one to 90 degrees then a) range will 5. projectile motion hunter college - projectile the ground r the range h g = -9.8 what you would like to calculate: 1. the range r of the projectile which is the maximum distance traveled in the horizontal direction or x direction and 2. the maximum height in the y direction is labeled h. | 14 5. projectile motion.nb lab accelerated physics version 3 - escience labs - be neglected in this lab). we can thus analyze each component of the projectile's velocity separately. the combination of a (constantly) changing vertical velocity and a constant horizontal velocity gives a projectile's trajectory the shape of a parabola. as shown in figure 4, the projectile with horizontal and vertical mo r experiment 2: projectile motion - iit college of science - experiment 2: projectile motion in page 2 / 4
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this lab we will study two dimensional projectile motion of an object in free fall - that is, an object that is launched into the air and then moves under the in uence of gravity alone. examples of projectiles include rockets, baseballs, reworks, and the steel balls that will be used in this lab. to describe ...
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page 4 / 4 | <urn:uuid:2ee21301-f976-4d07-8291-ad03a38f1a9f> | CC-MAIN-2019-18 | https://ww2.u1na.org/projectile-lab-simulation-answers.pdf | 2019-04-26T10:46:03Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00505.warc.gz | 581,746,754 | 4,215 | eng_Latn | eng_Latn | 0.85726 | eng_Latn | 0.992225 | [
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Fascism in Portugal:
Key words: Antonio Salazar, Estado Novo, colonies, Fatima,
António de Oliveira Salazar: (†1970):
- The ……………………….. of Portugal from 1932 to 1968. He also served as acting President of the Republic briefly in 1951.
- He founded and led the ……………………………. the authoritarian, right- wing government that presided over and controlled Portugal from 1932 to 1974.
- Dies in 1970
Estado Novo (New State): 1933 – 1974
Estado Novo" New State" (1933-1974)
Antonio …………………………….
1932-1968
Marcelo …………………………..
1968 - ………..
- Estado Novo was inspired by ………………………………………………………….. + developed by António Salazar
- Basic signs of the regime:
- Under the constitution of Estado Novo, free trade unions and strikes were prohibited. The workers were kept under strict control.
- In 1974 the putsch organized by left-wing Portuguese military officers overthrew the Estado Novo regime.
The oppression:
- Salazar's regime was rigidly authoritarian.
- The regime and its secret police repressed ………………………………………………….. in order to remain in power, avoid communist influence and the dissolution of its empire.
- In 1930 Salazar formed the National Union, the only ……………………………………………..
- Opposition to Salazar was dealt harshly. The Secret Police ……………………….. several of his opponents, and regularly ……………………… suspects. Salazar even brought in instructors from Nazi Germany and Fascist Italy to teach the secret police new skills. When one opponent complained as he was arrested, the head of the secret police told him: “ Your rights. What rubbish. Here I arrest whoever I like and can keep him in prison for as long as I want to. There are only two people I cannot touch, the ……………………………………………………..……….. ”
- Salazar: “ Newspaper … must be controlled. Communism is the great evil of the age. Like a great family the nation … requires a head to control it. We make Portuguese nationalism the indestructible base of the New State .”
-
Give main characteristics of Estada Nuevo: ………………………………………………………………
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
The Foreign Policy:
- Salazar did not seek closer relations with other countries. He was more concerned with Portugal´s colonies, which he believed were vital to the country´s success. He was determined to keep the colonies, at all costs. Most of Portugal´s colonies were in …………………….. Salazar regarded the Africans as racially ………………………………….., and the Portuguese ruled them harshly and often cruelly.
Colonies:
Picture: Portuguese overseas territories in Africa during the Estado Novo regime (1933 - 1974): …………………… and …………………………….. were by far the two largest of those territories.
- In 1945, Portugal had an extensive colonial Empire, including Cape Verde Islands, São Tomé e Principe, Angola (including Cabinda), Portuguese Guinea, and Mozambique in Africa; Goa, Damão (including Dadra and Nagar Haveli), and Diu in India (the Portuguese India); Macau in China; and Portuguese Timor in Southeast Asia.
- …………………………: was a colony of Portugal from 1500 until 1815. The independence from Portugal was achieved in 1822.
Economic policies:
- The Salazar´s era was marked by an economic program based on the policies of ……………………. and …………………………………., which were popular in the 1930s as a response to the Great Depression.
- Industry was organized in corporations, as in Italy.
- Salazar based his political philosophy around a close interpretation of Catholic social doctrine. The economic system, known as corporatism, was based on a similar interpretation of the papal encyclicals Rerum Novarum (Leo XIII, 1891), which was supposed to prevent …………………………...........................................
- Rerum Novarum (Latin for Of New Things) is an encyclical issued by Pope Leo XIII in 1891. It supported the rights of labor to form unions, rejected communism and …………………………. capitalism, whilst affirming the right to private property. Among the remedies it prescribed were the formation of trade unions and the introduction of collective bargaining, particularly as an alternative to state intervention.
Religion, Church:
- The Catholic religion was taught in all schools, the ………………… education of the youth was greatly favored.
- Legislation on marriage which read "The Portuguese state recognizes the civil effects of marriages celebrated according to canonical laws."
- Salazar then initiated into this legislation articles that did not approve of divorce. Article 24 reads, "In harmony with the essential properties of Catholic marriages, it is understood that by the very fact of the celebration of a canonical marriage, the spouses renounce the legal right to ask for a divorce." Divorce was only allowed if it has been purely a civil marriage. The effect of this law was that the number of Catholic marriages went up. So that by 1960, nearly 91 percent of all marriages in the country were canonical marriages.
Off topic:
Fatima, Portugal, 1917: The visions of the Virgin Mary appearing to three shepherd children at Our Lady of Fátima in Portugal in 1917 were declared worthy of belief by the Catholic Church in 1930. Five
3
popes - among them Pope John Paul II and Pope Benedict XVI - have supported the Fátima messages as supernatural.
On the picture: Lúcia Santos (left) with her cousins Jacinta and Francisco Marto, at Fátima, Portugal | <urn:uuid:dad52dea-2d03-445f-9ba9-8a0447d881c1> | CC-MAIN-2019-18 | https://www.ssag.sk/studovna/files/Fascism-in-Portugal.pdf | 2019-04-26T10:46:59Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426115516-00510.warc.gz | 806,561,205 | 1,183 | eng_Latn | eng_Latn | 0.984868 | eng_Latn | 0.992355 | [
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revised: 01/18/99, 01/16/00, 01/09/06, 08/22/08
CHAPTER 3 — Computer Memory
Recall from chapter one that the major hardware components of a computer system are:
G Processor
G Main memory
G Secondary memory devices
G Input/output devices
This chapter looks at main and secondary memory.
Chapter Topics:
G Bits and Bytes
G Kilobytes, megabytes, gigabytes
G Main memory and addresses
G Secondary memory
G Files
QUESTION 1:
(Educated Guess: ) If you bought a new computer, about how much main memory would you expect it to have: 256 bytes, 256 kilobytes, or 256 megabytes?
A new PC should have at least 256 megabytes, and more if possible. Topend PCs have several gigabytes of main memory.
Characteristics of Computer Memory
Main memory is as vital as the processor chip to a computer system. Fast computer systems have both a fast processor and a large, fast memory. Here is a list of some characteristics of computer memory. Some characteristics are true for both kinds of memory; others are true for just one.
| Characteristic | True for Main Memory | True for Secondary Memory |
|---|---|---|
| Very closely connected to the processor. | ? | ? |
| Holds programs and data that the processor is actively working with. | ? | ? |
| Used for long term storage. | ? | ? |
| The processor interacts with it millions of times per second. | ? | ? |
| The contents is easily changed. | ? | ? |
| Relatively low capacity. | ? | ? |
| Relatively huge capacity. | ? | ? |
| Fast access. | ? | ? |
|---|---|---|
| Slow access. | ? | ? |
| Connected to main memory. | - | ? |
| Holds programs and data. | ? | ? |
| Usually its contents are organized into files. | ? | ? |
QUESTION 2:
What do you remember about computer memory? In the table, decide what is true for main memory and for secondary memory. (Click on the buttons to see if you are correct.)
Bit
In both main and secondary memory, information is stored as patterns of bits. Recall from chapter two what a bit is:
A bit is a single on/off value. Only these two values are possible.
The two values may go by different names, such as true/false, or 1/0. There are many ways in which a bit can be implemented. For example a bit could be implemented as:
G A mechanical electrical switch (like a light switch.)
G Voltage on a wire.
G A single transistor (used in main memory).
G A tiny part of the surface of a magnetic disk.
G A tiny part of the surface of a magnetic tape.
G A hole punched in a card.
G A tiny part of the light-reflecting surface of a CD.
G Part of a radio signal.
G Many, many more ways
So the particular implementation of bits is different in main memory and secondary memory, but logically, both types of memory store bits.
QUESTION 3:
No. The different ways of storing a bit do not change the information that is being stored.
Copied Information
Information stored in binary form does not change when it is copied from one medium (storage method) to another. And an unlimited number of such copies can be made (remember the advantages of binary.) This is a very powerful combination. You may be so accustomed to this that it seems commonplace. But when you (say) download an image from the Internet, the data has been copied many dozens of times, using a variety of storage and transmission methods.
It is likely, for example, that the data starts out on magnetic disk and is then copied to main storage of the web site's computer (involving a voltage signal in between.) From main storage it is copied (again with a voltage signal in between) to a network interface card, which temporarily holds it in many transistors. From there it is sent as an electrical signal down a cable. Along the route to your computer, there may be dozens of computers that transform data from an electical signal, into main memory transistor form, then back to an electrical signal on another cable. Your data may even be transformed into a radio signal, sent to a satellite (with its own computers), and sent back to earth as another radio signal. Eventually the data ends up as data in your video card (transistors), which transforms it into a TV signal for your monitor.
The point of all of this is that the actual information (in this example the picture) does not change from one medium to the next.
QUESTION 4:
Usually we don't want it to (and for audio data use "high fidelity" electronics to minimize the change.) But always some information is lost.
Byte
One bit of information is so little that usually computer memory is organized into groups of eight bits. Each eight bit group is called a byte. When more than eight bits are required for some data, a whole number of bytes are used. One byte is about enough memory to hold a single character.
Often very much more than eight bits are required for data, and thousands, millions, or even billions of bytes are needed. These amounts have names, as seen in the table.
| Name | Number of Bytes | power of 2 |
|---|---|---|
| byte | 1 | 20 |
| kilobyte | 1024 | 210 |
| megabyte | 1,048,576 | 220 |
| gigabyte | 1,073,741,824 | 230 |
| terabyte | 1,099,511,627,776 | 240 |
If you expect computers to be your career, it would be a good idea to become familiar with this table. The only number you should remember from the middle column is that a kilobyte is 1024 bytes. Often a kilobyte is called a "K", a megabyte is called a "Meg", and a gigabyte is called a "Gig".
QUESTION 5:
How many 10 Meg files would it take to fill a 500 Gig hard drive?
(500 x 2 30 ) / (10 x 2 20 ) == 50 x 2 10 == 50K files
Bytes, not Bits
The previous table listed the number of bytes, not bits. So one K of memory is 1024 bytes, or 1024*8 == 8,192 bits. Usually one is not particuarly interested in the exact number of bits.
It will be very useful in your future career to be sure you know how to multiply powers of two.
In the above, * means multiplication. For example:
QUESTION 6:
Locations in a digital image are specified by a row number and a column number (both of these are integers). Say that a particular digital image is 1024 rows by 1024 columns, and that each location holds one byte. How many megabytes are in that image?
Locations in a digital image are specified by a row number and a column number (both of them integers). A particular digital image is 1024 rows by 1024 columns, and each location holds one byte. How many megabytes are in that image?
Answer:
```
1024 * 1024 = 2 10 * 2 10 = 2 (10+10) = 2 20 = one megabyte
```
Picture of Main Memory
Main memory consists of a very long list of bytes. In most modern computers, each byte has an address that is used to locate it. The picture shows a small part of main memory:
Each box in this picture represents a single byte. Each byte has an address. In this picture the addresses are the integers to the left of the boxes: 0, 1,
2, 3, 4, ... and so on. The addresses for most computer memory start at 0 and go up in sequence until each byte has an address.
Each byte contains a pattern of eight bits. When the computer's power is on, every byte contains some pattern or other, even those bytes not being used for anything. (Remember the nature of binary: when a binary device is working it is either "on" or "off", never inbetween.)
The address of a byte is not explicitly contained in memory. When the processor needs to access the byte at a particular address, the electronics of the computer "knows how" to find that byte in memory.
QUESTION 7:
G Each byte of main memory has a unique address. True
G If main memory is 4 megabytes large, there will be 4 * 2 20 addresses. True
Contents of Main Memory
Main memory (as all computer memory) stores bit patterns. That is, each memory location consists of eight bits, and each bit is either "0" or "1". For example, the picture shows the first few bytes of memory.
The only thing that can be stored at one memory location is eight bits, each with a value of "0" or "1".
memory location are called the contents of that location.
The bits at a
Sometimes people will say that each memory location holds an eight bit binary number. This is OK, as long as you remember that the "number" might be used to represent a character, or anything else.
Remember that what a particular pattern represents depends on its context (ie., how a program is using it.) You cannot look at an arbitrary bit pattern (such as those in the picture) and say what it represents.
QUESTION 8:
In the picture, what is the contents of:
G Memory location 0?
G Memory location 4?
In the picture, what is the contents of:
G Memory location 0? 0100 1111
G Memory location 4? 0000 0000
(It is customary to show bit patterns with a space every 4 bits. The space is not actually part of the pattern.)
Reading and Writing Memory
The processor can do two fundamental things with in main memory:
1. It can write to a byte at a given
memory location.
H The previous bit pattern in that location will be destroyed.
H The new bit pattern is now saved for future use.
2. It can read a byte from a given location.
H The processor gets the bit pattern stored at that location.
H The contents of that location are NOT changed.
For example, if the processor needs to get the byte stored at location 5, it can read it. It gets the byte "0110 1110" as the data it needs (but location 5 in memory does not change.)
Most processors can write (and read) more than a single byte at a time. This speeds things up. But the two operations above are fundamental. You may have heard talk about the new 64-bit processors and 128-bit processors. A 64bit processor can read and write 64/8 = 8 bytes at a time.
The answer is in the picture below.
Programs and Memory
The processor has written a byte of data at location 7. The old contents of that location are lost. Main memory now looks like the picture.
When a
is running, it has a section of memory for the data it is using. Locations in that section can be changed as many times as the program needs. For example, if a program is adding up a list of numbers, the sum will be kept in main memory (probably using several bytes.) As new numbers are added to the sum, it will change and main memory will have to be changed, too.
program
Other sections of main memory might not change at all while a program is running. For example, the instructions that make up a program do not (usually) change as a program is running. The instructions of a running program are located in main memory, so those locations will not change.
When you write a program in Java (or most other languages) you do not need to keep track of memory locations and their contents. Part of the purpose of a programming language is to do these things automatically.
QUESTION 10:
(Review Question:) Where are programs and data kept for long-term storage?
In secondary storage (usually the computer system's hard disk.)
Hard Disks
The hard disk of a computer system records bytes on a magnetic surface much like the surface of audio tape. The recording (writing) and reading of the data is done with a read/write head similar to that used with audio tape.
The picture shows one disk and one read/write head at the end of a movable arm. The arm moves in and out along a radius of the disk. Since the disk is rotating it will record data in a circular track on the disk. Later on, to read the data, it must be moved to the right position, then it must wait until the rotating disk brings the data into position. Just as with audio tape, data can be read without changing it. When new data it recorded, it replaces any data that was previously recorded at that location. Unlike audio tape, the read/write head does not actually touch the disk but skims just a little bit above it.
Usually the component called the "hard disk" of a computer system contains many individual disks and read/write heads like the above. The disks are coated with magnetic material on both sides (so each disk gets two read/write heads) and the disks are all attached to one spindel. All the disks and heads are sealed into a dust-free metal can. Since the operation of a hard disk involves mechanical motion (which is much slower than electronic processes), reading and writing data is much slower than with main memory.
QUESTION 11:
(Thought Question:) Why does not the read/write head of a hard disk touch its surface?
Since the disk is constantly rotating when the computer is on it would soon wear out if the read/write head were in contact with it.
Files
Hard disks (and other secondary memory devices) are used for long-term storage of large blocks of information, such as programs and data sets. Usually disk memory is organized into files.
A file is a collection of information that has been given a name and is stored in secondary memory. The information can be a program or can be data.
The form of the information in a file is the same as with any digital information--it consists of bits, usually grouped into eight bit bytes. Files are frequently quite large; their size is measured in kilobytes or megabytes.
If you have never worked with files on a computer before you should study the documentation that came with your operating system, or look at a book such as Windows for Dummies (or whatever is appropriate for your computer.)
One of the jobs of a computer's operating system is to keep track of file names and where they are on its hard disk. For example, in DOS the user can ask to run the program DOOM like this:
C:\> DOOM.EXE
The "C:\>" is a prompt; the user typed in "DOOM.EXE". The operating system now has to find the file called DOOM.EXE somewhere on its hard disk. The program will be copied into main storage and will start running. As the program runs it asks for information stored as additional files on the hard disk, which the operating system has to find and copy into main memory.
Usually in a file in secondary storage. If the file does not already exist, the program will ask the operating system to create it.
Files and the Operating System
Most collections of data outside of main storage are organized into files. Keeping track of all this information is one of the jobs of the operating system. If the computer is part of a network, keeping track of all the files on all the computers is a big job, and involves all the operating systems on the network.
Application programs (including programs that you might write) do not directly read, write, create, or delete files. Since the operating system has to keep track of everything, all other programs ask it to do file manipulation tasks. For example, say that a program has just calculated a set of numbers and needs to save them. The following might be how it does this:
1. Program: asks the operating system to create a file with a name RESULTS.DAT
2. Operating System: gets the request; finds an unused section of the disk and creates an empty file. The program is told when this has been completed.
3. Program: asks the operating system to save the numbers in the file.
4. Operating System: gets the numbers from the program's main memory, writes them to the file. The program is told when this has been completed.
5. Program: continues on with whatever it is doing.
So when an application program is running, it is constantly asking the operating system to perform file manipulation tasks (and other tasks) and waiting for them to be completed. If a program asks the operating system to do something that will damage the file system, the operating system will refuse to do it. Modern programs are written so that they have alternatives when a requests is refused. Older programs were not written this way, and do not run well on modern computers.
QUESTION 13:
In modern computer systems, only the operating system can directly do anything with disk files. How does this:
1. affect the security of the system?
3. affect the ease in creating programs?
2. affect computer games?
(You might not be certain about your answers, but please think about the questions.)
In modern computer systems, only the operating system can directly do anything with disk files. How does this:
1. affect the security of the system?
2. affect computer games?
H The security is increased because programs that try to do dangerous or stupid things to files can't. They have to ask the operating system, which will only do safe and sensible things.
H Older computer games did their file manipulation themselves without asking the operating system (old DOS was stupid and slow and many application programs ignored it.) Those games won't run on modern computers.
H Program creation is easier because the work of dealing with files is done by the operating system.
3. affect the ease in creating programs?
Types of Files
As far as the hard disk is concerned, all files are the same. At the electronic level, there is no difference between a file containing a program and a file containing data. All files are named collections of bytes. Of course, what the files are used for is different. The operating system can take a program file, copy it into main memory, and start it running. The operating system can take a data file, and supply its information to a running program when it asks.
Often then last part of a file's name (the extension) shows what the file is expected to be used for. For example, in mydata.txt the .txt means that the file is expected to be used as a collection of text, that is, characters. With doom.exe the .exe means that the file is an "executable," that is, a program that is ready to run. With program1.java the .java means that the file is a source program in the language Java (there will be more about source programs later on in these notes.) To the hard disk, each of these files is the same sort of thing: a collection of bytes.
Something will likely go wrong. The information contained in the file is not appropriate for a word processor.
End of the Chapter
You have reached the end of the chapter. If you have trouble with your own memory, and need to review a topic, click on it in the list below to go to where it was discussed.
G Types of computer memory and their characteristics.
G Bit.
G Byte, kilobyte, megabyte, gigabyte, terabyte.
G Multiplication rule for exponents.
G Picture of main memory.
G Contents of main memory,
G Two things that the processor can do with main memory.
G Picture of a hard disk.
G Files.
G Operating system and file I/O.
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Transformations Of The State
transformations worksheet name: date - 21. three transformations will be performed on triangle abc. which set of transformations will always produce a congruent triangle? a. dilation, rotation, translation b. re ection, dilation, translation c. rotation, re ection, dilation d. rotation, translation, re ection page 10 transformations worksheet transformations - phi theta kappa - that acknowledged and assessed social transformations. he was part of the changes about which he wrote as a young man, even performing with joan baez at the march on washington two months before recording the song. the 1950s and 1960s were times of significant change worldwide, and bob dylan's poetry documented the transformations. transformations cheat-sheet! - about - transformations cheat-sheet! reflections: reflections are a flip. the flip is performed over the "line of reflection." lines of symmetry are examples of lines of reflection. transformations - stony brook - transformations dear students, since we have covered the mgf technique extensively already, here we only review the cdf and the pdf techniques, first for univariate (one-to-one and more-to-one) and then for bivariate (one-to-one and more-to-one) transformations. 1. the cumulative distribution function (cdf) technique graph transformations - home - math - graph transformations there are many times when you'll know very well what the graph of a particular function looks like, and you'll want to know what the graph of a very similar function looks like. in this chapter, we'll discuss some ways to draw graphs in these circumstances. transformations "after" the original function graph the image of the figure using the transformation given. - all transformations date_____ period____ graph the image of the figure using the transformation given. 1) rotation 90° counterclockwise about the origin x y j z l 2) translation: 4 units right and 1 unit down x y y f g 3) translation: 1 unit right and 1 unit up x y e j t m 4) reflection across the x-axis x y m c j k transformations of graphs date period - kuta software llc - describe the transformations necessary to transform the graph of f(x) (solid line) into that of g(x) (dashed line). 1) x y reflect across the x-axis translate left units 2) x y compress vertically by a factor of translate up units describe the transformations necessary to transform the graph of f(x) into that of g(x). 3) f (x) x 2. graphical transformations of functions - jim michelena - 2. graphical transformations of functions in this section we will discuss how the graph of a function may be transformed either by shifting, stretching or compressing, or reflection. in this section let c be a positive real number. vertical translations a shift may be referred to as a translation. if c is added to the function, where the transformations test - new vision academy - transformations test multiple choice (1 point each) directions: circle the correct response for each question. make sure your answer is clearly marked. 1. which of these describes the transformation of the triangle? a. reflection over the x-axis b. reflection over the y-axis c. rotation of 90º clockwise about the origin d. 2.1 transformations of quadratic functions - wtps - describe transformations of quadratic functions. write transformations of quadratic functions. describing transformations of quadratic functions a quadratic function is a function that can be written in the form f(x) = a(x − h)2 + k, where a ≠ 0. the u-shaped graph of a quadratic function is called a parabola. transformations 14.1 geometry - agmath - geometry a transformation is a change in coordinates plotted on the plane. we will learn about four types of transformations on the plane: translations, reflections, rotations, and dilations.
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Reception topic letter January 2017
Dear Parents
Happy New Year; we hope you have had a restful holiday. This term, we begin with the topic of animals. Each week we will be exploring a different story and using it as a basis for much of the learning within the 7 areas.
Week 1 – Pets and Puppy Love.
Week 2 – Farm animals and Little Red Hen
Week 3 – Chinese New Year
Week 4 – Animals from different countries and Handa's Surprise
Week 5 – Nocturnal animals and Owl Babies
The Early Years curriculum is delivered through play-based activities and active, hands on learning. Opportunities and activities are planned in the different areas of the classroom for the children to choose and guided, adult activities are run to match each child's stage of learning.
This is what we are focusing on in the 7 areas of learning over the next half term;
Communication and Language
We will be looking at lots of new and exciting stories throughout the topic and reading both fiction and non-fiction books, we will be encouraged to speak in full sentences and think about what we want to say about the topic. To do this we will:
- Make relevant comments to what we hear
- Listen and respond to others ideas through comments and questions
- Answer 'how' and 'why' questions
- Use past, present and future tenses when talking about events
- Make connections between events and ideas when talking
- Add a story line to our play
Personal, social and emotional development
This term we will focus on sharing and playing together in areas of the continuous provision. We will continue to develop independent skills, encouraging children to do things for themselves. We will be
- Sharing and turn taking
- Sharing own ideas in groups
- Listening to others ideas
- Selecting resources for an activity
- Understanding how others are feeling
- Identifying consequences for actions
Reception topic letter January 2017
Physical development
PE sessions will begin this week with Class 1 on a Friday morning and Class 2 on a Wednesday afternoon. Named PE kits of a PE t-shirt and shorts will be needed as we begin our indoor PE sessions (children will be barefoot). These will take the theme of Noah's Ark and we will look at the movement of the animals from the story. We will
- Experiment with different ways of moving
- Negotiate space successfully when playing racing & chasing games with other children
- Travel with confidence and skill around, under, over and through balancing and climbing equipment
Literacy
Literacy carpet sessions will introduce the children to different stories surrounding different animals. We will be writing lists, labelling animals, writing invitations and missing pet posters as well as non-fiction recipes and instructions. We will
- Explore story language
- Look at the structure of a narrative
- Retell the stories and create some of their own.
- Write simple captions and sentences using familiar sounds
- Introduce finger spaces to separate each word
- Read common high frequency words by sight
- Talk about what we have read
Mathematics
We will be focussing on counting to 20, ordering numbers, finding one more and one less and addition using objects and counting on, on a number line. Money will be introduced as well as 3D shape.
- Use the language of 'more' & 'fewer' to compare two sets of objects
- Find the total number of items in two groups by counting all of them
- Say the number that is one more than a given number
- Begin to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes
- Select a particular named shape
- Can describe their relative position such as 'behind' or 'next to'
- Orders two or three items by length or height
- Begin to use everyday language related to money
Understanding the world
This term we will be looking at the Christian faith and in particular the story of Noah's Ark and the values. Chinese New Year will be celebrated on January 28 th this year and will be the year of the rooster. We will explore different customs and celebrations during this time. We will
- Talk about significant past, present and future events in our own lives
- Join in with different routines and customs
- Talk about nature and patterns of change
- Use ICT hardware to interact with age‐appropriate computer software
Reception topic letter January 2017
Expressive arts and design
We have some very creative children this year and during this term we will be encouraging and developing all the children's creative talents by:
- Experimenting with changing familiar songs and dances
- Developing skills in playing different percussion instruments
- Evaluating and adapt their creations
- Choosing colours for a particular purpose
- Introducing a storyline in to our play
Reading books
We are having a push on children's reading this term and books can be brought in to be changed on any day of the week. The children are doing really well and the comments that you write each time you read with your child are very useful. Please encourage your child to put their books and diary in the reading box when they would like them to be changed. Sometimes things crop up in the day that may prevent us from changing the books, but we will do our very best and have them changed by the following day if this occurs.
Things you can do at home to help
The children are making excellent progress and we would like to thank you for all your hard work. Each week your child will take home a list of the graphemes that they have learnt in their phonics lessons. In order to retain the sounds it would be great if you could help your child with the reading and writing of any CVC (consonant-vowel-consonant) words that feature these. We are focussing on formation of these sounds in order to build the children's confidence. Please use the cursive style used on the list of graphemes as a reference. You could also assist your child in number writing and counting objects around the house.
PE
Both classes will begin their PE lesson this term. For class 1 this is on a Friday and class 2, a Wednesday. Please ensure that your child has their named PE kit in school. For this half term, we will be doing dance with a focus on animal movement and also gym, introducing movement on and around equipment. With this in mind, children will be barefoot.
Bits and bobs!!
- Please continue with your donations for junk modelling. The children make some fabulous things with your recycled cereal boxes, egg cartons and plastic bottles.
- We hope to continue to provide experiences to enhance the topic and learning (play dough, baking, food tasting etc.) Thank you for your support in the past. We would again like to ask for your help to fund these activities by contributing £2.50 for this half term.
- It is important that children have access to water during the school day, particularly now we are starting PE. Please ensure that your child has their refilled water bottle in school each day to be put in the water bottle box.
Thank you for your continued help and support.
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KS1 - Unit 3, Lesson 3 - Jonah - make good choices
Context: Having introduced the Bible, we go on to look at some Jewish stories from the Tenakah (Old Testament).
Essential core:
Overview: The story of Jonah shows how God loves everyone and wants them to make good choices.
Salvation - Know that the Christian Holy book is called the Bible, and that it is divided into two parts – Old Testament (which Christians share with Judaism – Jesus was a Jew) and New Testament.
God - Christians find out about what God is like and how he wants people to live from the Bible.
Resources:
The Bible in Animation - Jonah - ww.youtube.com/watch?v=v2jJexGl5Cc
Black felt and pictures to tell the story of Jonah using Godly Play.
INTRODUCTION:
How do people in your family feel if you make bad choices? How do they help you to think about what you have done? How do you put things right?
BUILD UP:
Tell the story of Jonah using Godly Play. The script is attached. Alternately, you may wish to use the Bible in pictures animation video here. www.youtube.com/watch?v=v2jJexGl5Cc
I wonder … how do you think Jonah felt now? … What does this story say about how God feels when people do bad things? Does God stop loving them?
TASK:
Is there only one idea about God, or lots? Are there some idea about God that you like best? Pupils might wish to make a collage with pictures or words about what these stories say about what God is like.
Reflect on what pupils have learned about what the Tenakah (Old Testament) says about what God is like. Creator, almighty, good, fair, kind, just, loving, forgiving …. What do pupils think about these ideas? What might these stories be saying about the ways that we treat each other?
FORMATIVE ASSESSMENT:
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Is it a Good Vitamin?
While everyone loves a bargain, there are some problems with shopping for supplements using only price as a guideline. The difference in quality between different brands of supplements is often considerable. Also, treating yourself or relying on untrained individuals for health advice is not a good idea.
Herbs, vitamins and minerals are meant to be utilized by the body, to help with physiology and biochemistry. Think of wine or ice cream. The only physiologic concern with these products is taste, but what a difference between the quality of a cheap product and a good one. Compare the taste of a premium ice cream to the cheap store brand; the difference is considerable. Compare inexpensive wine to Lafite Rothschild. It should be obvious that the difference between the quality of vitamins and herbs should be at least as great.
Quality and bioavailability are important. Bioavailability is a difficult concept for some patients to grasp. It has to do with how well the supplement is utilized by the body. There is gasoline in coal, you just can't run your car on it. Similarly, there are ingredients listed on a supplement's label that are as useless to your body as coal is to your automobile.
We have looked into the issues that affect supplement quality for you:
- Does the company actually make the vitamin? Many companies do not do their own manufacturing. They merely label and market the products. The problem here is that it is very difficult to do any kind of quality control.
- Quality of components: Take calcium, for example. Oyster shell has calcium, but the body can't use it (just like your car can't use the gasoline in coal). Calcium carbonate is cheap, but is not well absorbed. Calcium citrate is much more expensive than the oyster shell or the carbonate. A high quality supplement will use the citrate, a poor one will use oyster shell. There are similar quality issues for just about every vitamin and herb.
- Label claims: Are the ingredients listed on label actually contained in the product? You would be shocked at how often they are not. Part of the problem is how a lot of vitamin companies do business. They usually use a document called a Certificate of Assay. This document states that the batch of material actually contains the material. Most companies don't actually test batches of material— they rely on this document. The government doesn't even require them to have this certificate; face it, there isn't a lot of legislation governing the practices of supplement companies. The problem is that as the product changes hands, there is danger of contamination, tampering and outright fraud. Many companies don't actually produce their own vitamins, and they don't test what they buy. Without testing, you can be lied to about the content of the product. Second, by the time the product changes hands several times, anywhere along the line someone can substitute cheaper or even phony ingredients and not be held accountable. The product can be contaminated when it changes hands. Sometimes the label claims are fraudulent. What happens if the government finds out? It's usually not a problem for a company committing fraud—the government doesn't check unless there is a specific complaint. Even when the government does check, there is simply a product recall; no one is charged with fraud or any other crime. None of the players are required to keep records of the handling of the material. No one is accountable. Health care offices that deal with nutrition usually take the time to find reputable manufacturers.
- Are the products tested for quality or for contaminants? There is not a lot of government regulation in this industry. The best way to protect yourself is to find a company that you trust, that makes its own products and tests the quality and purity of its products.
- Where did the materials come from? Most of the botanicals purchased in the US come from the Far East. There are manufacturing practices in some Third World countries that would surprise many Americans. An equipment supplier to the vitamin industry described a situation in one Third World plant where material that had fallen on the floor was gathered and sold. In a sterile environment this would not be a problem, but the environment is seldom sterile in this part of the world.
- How is the tablet or capsule made? Something as simple as how a tablet is produced can affect bioavailability. Many manufacturers use inert ingredients that interfere with the absorption of the nutrients. Capsules generally have less inert material than tablets. There is one company that makes tablets, but the tablets are extremely bioavailable. Biotics Research Corporation actually makes tablet with a vegetable based culture. In other words, they put the vitamin in a food base, so the body treats it like a food. It also has more antioxidant activity and enhances absorption of the nutrient. There are, of course, other good companies. This is just an example of some of the innovation that is available when a company puts quality first. In general, supplements in capsules are better absorbed than supplements in tablets (with the exception, of course, of the vegetable-based tableting mentioned in the last paragraph). But even capsules can contain inert ingredients that interfere with absorption. Sometimes it is necessary to use a little cellulose in capsules that contain very little active ingredient or with nutrients or herbal extracts that will not flow properly in the capsuling machine. When high volume is a concern of the manufacturer, inert ingredients are added to enable the machines to work faster. It speeds up production, but makes the vitamin less absorbable.
- How long will the product keep its potency on the shelf? This is another "label claims" issue. Vitamins break down over time. Will the label be accurate after six months? A year? Is there a clear expiration date on the vitamins? If the vitamins (minerals, herbs whatever) are produced in exactly the amounts that are listed on the label, in a short period of time the label will be inaccurate
because the nutrients will break down. A good company will put more of each ingredient into a capsule or tablet so that the label claims will be true in one or even two years.
- Are the formulations good: Is there research and clinical evidence to support the use of a given supplement? Is it a reasonable formulation for the desired outcome? Is there support information that is reasonable and credible? Has the company designed a product that will get results? Many times companies jump on bandwagons and aggressively market substances that really don't work the way consumers think they will. We can help you know the difference between marketing and science.
There's a lot to know when buying supplements and herbs. Health care is much more complex than you may realize Quality is so important. We are talking about your health here. We are talking about the quality of your life. Come in for a consultation and discuss the issue of supplement quality and any other health issues with which you are concerned. Treating yourself with bargain basement supplements is not a good idea.
Here is the ad you can use:
Stop Flushing Your Money Down the Toilet!
If you take a daily multi-vitamin, chances are, you're flushing most of the nutrients down the toilet. Free health report reveals the hidden truth about daily multi-vitamins. Get your free report at: www.yoursite.com or call (555) 555-5555 | <urn:uuid:dedde269-71c3-4976-b886-d664cb5a504e> | CC-MAIN-2017-51 | http://dockaren.com/wp-content/uploads/special-report/is_it_a_good_vitamin_report.pdf | 2017-12-14T18:42:29Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00364.warc.gz | 76,663,553 | 1,467 | eng_Latn | eng_Latn | 0.999138 | eng_Latn | 0.999196 | [
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3 INTS AND DOUBLES
Terry Marris 8 April 2001
3.1 OBJECTIVES
By the end of this lesson the student should be able to
* explain what the int data type means
* picture and declare variables in Java
* explain what the double data type means
* understand and use arithmetic operator precedence
* understand and use arithmetic operator associativity
3.2 PRE-REQUISITES
The student should be comfortable with ordinary arithmetic operations and simple algebra.
3.3 PREVIEW
We introduce the int and double Java data types. We see how to perform simple arithmetic calculations. We examine the concepts of precedence and associativity. We see how to declare and initialise variables in Java.
3.4 INTEGERS
Whole numbers such as ..., -3, -2, -1, 0, 1, 2, 3, 4, ... are known as integers. Integers do not have a decimal point or a fractional part.
The Java int data type represents integers between (approximately) ± 2 billion.
The usual arithmetic operations may be performed on int values.
```
+ addition - subtraction * multiplication / div (integer division) % mod (remainder after integer division)
```
Figure 3.1 Integer Arithmetic Operators
div and mod require some explanation.
Do you remember in the junior school doing something like
7÷3 = 2 remainder 1
(7 apples divided equally between 3 children means that each child gets 2 apples with one apple left over.)
Well, the÷
corresponds to the div operator, /, and the remainder to the mod operator, %. So, in Java,
7 / 3 gives a result of 2 (the fractional part is cut off or truncated)
And 7 % 3 gives a result of 1 (the remainder after dividing 7 by 3).
Equally, 3 / 4 is 0.
And 3 % 4 is 3.
3.5 REALS
Numbers that contain a decimal point such as 3.1416, -2.7183 and 23.0 are known as real numbers.
The Java double data type represents real numbers between (approximately) ±1.8 × 10 308 (to 15 significant figures).
The usual arithmetic operations can be performed on double values.
```
+ addition - subtraction * multiplication / division
```
Figure 3.2 Double Arithmetic Operators
Division is what you would normally expect. For example
7.0 / 4.0 = 1.75
3.6 PRECEDENCE
What is the result of
2 + 3 × 4
Most students will (correctly) say 14 because they performed the multiplication before the addition. We say that × has a higher precedence than +. Precedence is the order in which operations are performed regardless of the order in which they are written.
The rules of arithmetic operator precedence are shown in the following table:
Figure 3.3 Arithmetic Operator Precedence
So, in this expression
5.0 / 9.0 * (f - 32.0)
the brackets (f - 32.0) are evaluated (i.e. worked out) first, then the whole expression is evaluated from left to right.
And in this expression
the assignment operator, =, is done last of all. This means that c is assigned or given the value of 5.0 / 9.0 * (f - 32.0) after it has been worked out.
The operators ++ and -- are discussed in § 3.11. (§ means Section.)
3.7 ASSOCIATIVITY
Look at
The operators / and * have equal precedence. So, which one is evaluated first? The convention is that they are evaluated from left to right, in the order as written.
So, in 5.0 / 9.0 * 180.0 the division is done before the multiplication.
But in 5.0 * 18.0 / 9.0 the multiplication is done before the division.
As a general rule, arithmetic expressions should be written so that multiplications are evaluated before divisions; this minimises rounding errors and maximises accuracy.
Associativity is the direction in which expressions are evaluated after taking precedence into account. Associativity rules are shown in the following table.
Figure 3.4 Arithmetic Operator Associativity
This is why in expressions which involve the assignment operator, =, as in
the assignment is always done from right to left. In other words, you work out the answer to 5.0 / 9.0 * (f - 32.0) first, then give c that answer.
You can think of the assignment operator, =, as a copy operator; it copies whatever is on its right hand side into whatever is on its left-hand side.
3.8 MEMORY
A computer's memory is known as main memory. It is volatile in the sense that the data stored in it is lost when its electrical power supply is turned off.
Each item of data is stored as a sequence of binary digits. Binary digits, 0 and 1, are known as bits.
A computer's memory is made up of consecutive storage locations. A number identifies each storage location. This number is known as the storage location's address.
Figure 3.5 Data values are stored in memory locations
When data is stored in a memory location, the data that was previously held in that location is overwritten.
When data is read (or retrieved) from a memory location, the data stored there remains unchanged.
3.9 VARIABLES
A variable is a location in a computer's memory. It has
* an address (i.e. a number which uniquely identifies it)
* a type (e.g. int, double) and
* a name (chosen by the programmer)
* a value
address = 65506
In Java we create a variable named salary, of type double, with value 1956.0, like this
A variable can hold just one value at a time. So the Java statement salary = 2003.50;
would replace (i.e. overwrite) the original value stored in salary with 2003.50.
address = 65506
type = double name = salary
2003.50
We say that a variable contains a value, stores a value or, sometimes, is the value.
The convention for naming variables is
* they are descriptive e.g. temperature rather than x
* they are singular e.g. day not days.
* they always start with a lower case letter e.g. month not Month
3.10 INT OR DOUBLE
Use ints when only integer values are involved and loss of accuracy in division is not a problem or when simplicity is required.
Use double when floating-point values are involved and maximum accuracy is required e.g. financial accounts or when very large numbers are involved.
For integers outside the range ±2 billion you could use the Java long int data type. But we shall not go into that here.
3.11 INCREMENT AND DECREMENT OPERATORS
Adding one to an integer or subtracting one from an integer is a common operation. Java has a special notation for doing just this.
```
int n = 12; n++;
```
leaves n containing 13. And
leaves n containing 11.
++ adds one to an integer value stored in a variable.
-- subtracts one from an integer value stored in a variable.
++ is known as the increment operator.
-- is known as the decrement operator.
You cannot use the increment and decrement operators on double values.
3.12 FURTHER READING
HORSTMANN & CORNELL Core Java 2 Volume 1 - Fundamentals pp 48
3.13 REVIEW
Integers whole numbers
represented by int int operations
-, +, *, /, %, ++, --
/ div truncates
++ increment, adds 1
% mod - remainder
-- decrement, subtracts 1
contain a decimal point represented by double
Precedence
Associativity
( ), *, /, % from left to right ++, --, = from right to left
Memory a sequence of consecutively numbered storage locations
Variables a location in memory
in Java int n = 12;
double d = 3.1416;
Increment & decrement operators n++ adds 1 to integer n
n-- subtracts one from integer n
Reals
3.14 EXERCISES
1 Explain what is meant by each of the terms
(a) int
(c) precedence
(b) double
(d) associativity
(e) variable
2 Write Java statements to
(a) Declare an int variable named day, with initial value 19
(c) Replace the original value in day with day mod 7
(b) Declare an int value named week, with initial value day div 7
3 Write Java statements to convert pence into pounds and pence. Choose your own initial value for pence.
4 For each of the fragments of Java shown below, state the value of each variable alongside each operation.
5 Explain what is wrong with the Java fragment shown below
```
(a) int n = 10; n++; n = n * 2; (b) int m = 4; int n = 6; m--; n--; int d = m * m + n * n; (c) int x = 3; x = x + 2; (d) int y = 5; y = y - 2; (e) int a = 2; int b = 3; int c = (a + b++) % 2;
```
```
double g; 42.0 / 21.0 * 27.0 = g;
``` | <urn:uuid:1902c5e1-23ee-4c01-9ab9-14463b80f3f1> | CC-MAIN-2017-51 | http://tmarris.com/jfund/j3intsanddoubles.pdf | 2017-12-14T19:08:54Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00375.warc.gz | 279,698,230 | 2,080 | eng_Latn | eng_Latn | 0.939324 | eng_Latn | 0.995067 | [
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KS2 Unit 1, Lesson 1: Who am I?
Context: In this lesson, we are asking pupils to reflect on the things that make them who they are unique, precious, special. They will go on to think about what is important to them and the beliefs that shape us.
Overview:
* Who am I? What is important to me?
* How are these things shaped by my beliefs and those shared beliefs of my family and those around me?
Essential core: -
Resources: Your special place - object, picture, reflective music or sounds.
Vocabulary:
INTRODUCTION: Who am I?
Everyone is different - special - precious. What makes you the person you are?
I like …
In small groups talk together about these things. You could go on to discuss these things as a class and then each pupil can then either write the answers down or make them onto a poster.
I like to eat …
I enjoy …
I do not like to eat …
I do not enjoy …
My family is ….
I am ….
My friends are ….
I believe ….
I do not like it when …
My special/favourite place:
Now ask the pupils to think about their own special place. Close their eyes and imagine themselves there. What sounds would they hear? Smells? What object "speaks" about that special place? Why is it special to you?
Give each pupil an object to hold and reflect on - perhaps a stick from a woodland, pebble or shell from a beach or flower from a garden. Use it to talk about your own special/favourite place. You project a photograph and play sounds (eg: waves on a beach or birdsong) Ask pupils to close their eyes and imagine themselves there as they feel the object and imagine themselves there as you describe it to them. Why is it special to you?
Now ask them to write about these things.
Plenary:
What things make us who we are? What things are most important to us? | <urn:uuid:8935c117-6070-4103-b208-a9411c490714> | CC-MAIN-2017-51 | http://amvsomerset.org.uk/wp-content/uploads/2017/11/KS2-Unit-1-Lesson-1-Who-Am-I.pdf | 2017-12-14T19:07:08Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00375.warc.gz | 14,917,612 | 401 | eng_Latn | eng_Latn | 0.998915 | eng_Latn | 0.998915 | [
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Helicopter Competition STEM Engineering Strand
Goal: design, construct, and fly a helicopter that remains aloft for a maximum time
Team size: 1-2
Construction Parameters:
1. Helicopters may be made from a student's own design or published plans.
2. No pre-glued joints or pre-covered surfaces are allowed.
3. No Boron filaments
4. A flat disc, large enough to cover a dime, must be the uppermost part of the helicopter – the part that would touch a flat ceiling first during flight.
5. You must make your own rotors. No pre-made rotors or rotor parts.
6. Sole power source = rubber bands. No mass restrictions on rubber bands.
7. Helicopters must be labeled with team identification or easily identified.
Competition and Scoring
1. Competition will take place in the gym (probably).
2. Score is based on longest single flight.
3. On competition day, each team will be allowed _____ attempts.
Some Available Equipment/Materials
- 3D Printers (library and D104)
- Laser Cutter (D104)
- Carvey mill (library)
- Scroll Saw
- Wood (various)
- Shrink wrap film and L-bar sealer
- CAD Software
o Open Office
o Rhino
o Solidworks (CTE computers)
- Hot glue
- Cardboard
- Rubber bands
- Need something else? Just ask. | <urn:uuid:bbacb116-68cf-4c8a-8ff6-72f3eedf4142> | CC-MAIN-2017-51 | http://www.mrstapleton.com/STEM%20Advisory/STEM%20Helicopter%20Competition%20Parameters.pdf | 2017-12-14T18:57:28Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00383.warc.gz | 415,445,534 | 302 | eng_Latn | eng_Latn | 0.989602 | eng_Latn | 0.989602 | [
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CHAPTER 2: ATTITUDES TOWARDS DISABILITY AND PEOPLE WITH DISABILITIES
2.1. This chapter explores evidence on attitudes to disability in India, and their implications for public policy. Attitudes of society, families and PWD themselves contribute to converting impairments into disabilities. Research in India has consistently found substantial social marginalization of people with disabilities. The attitudes of specific societies are critical in assessing both the intensity of disability (i.e. how disabling a given type or level of impairment becomes for the individual disabled person) and in assessing areas where collective action is likely to fail the disabled community, and hence public action be desirable. In addition to the attitudes of the general society, the attitudes of persons with disabilities and their families are important, in some ways even more important. At the same time, the different sets of attitudes clearly interact, so that negative views about disabled people in the broader community are likely to be internalized in many cases by people with disabilities and their household members.
2.2. Much of the literature on disability in India has pointed to the importance of the concept of karma in attitudes to disability, with disability perceived either as punishment for misdeeds in the past lives of the PWD, or the wrongdoings of their parents. As two Indian authors have put it, "At a profoundly serious and spiritual level, disability represents divine justice". 1 At a more mundane level, people with disabilities are traditionally perceived as somehow inauspicious. Much qualitative research has found considerable social marginalization of people with disabilities in India, though most also acknowledge that the social status of the PWD's family has an impact on their potential acceptance in society. Box 2.1 discusses images of PWD in Hindu mythology and Bollywood cinema by way of illustrating popular culture perceptions of people with disabilities.
2.3. Research from urban and rural Andhra Pradesh in the early 2000s asked people about whether disability was a punishment or curse of God. 2 The researchers found around 40 percent of respondents agreeing that it was, with the share of people holding such views increasing with age, being higher among women, higher for lower socio-economic groups, and higher for those who were illiterate. Interestingly, there was not a major difference in such views between urban and rural respondents, though urban people were slightly less likely to hold such views. This is in contrast to earlier qualitative research in Karnataka, which had found higher belief in medical causes of disability in urban populations. 3
2.4. The present study asked a similar question for a much larger sample of households in rural UP and TN, and the results are presented in Figure 2.1. For both households with and without a disabled member, around half the respondents believed that disability was always or almost always a curse of God. The variations in this belief between the two states were not dramatic. An additional interesting result was that in UP respondents in households with a PWD had a 15 percent higher share with this belief than households without a PWD member.
1 Bacquer and Sharma (1997); Coleridge (1993), Miles (1995), and Erb and Harriss-White (2002).
2 Rao et al (2003). Such insights are supported by qualitative work in rural AP by ActionAid (200*). 3 Lang (2000).
Box 2.1: Disability in Indian mythology and Bollywood movies
An interesting perspective on Indian attitudes to disability is two forms of mythology: the traditional Hindu myths which still play an important role in shaping social norms and values, and the "modern myth machine" of Bollywood, which has impacts on popular culture and society.
In Hindu mythology, the portrayal of people with disabilities is overwhelmingly negative, but also exhibits a strong gender bias in terms of the perceived capacities of disabled men and women. Disabled men in the Hindu myths are in some cases powerful and capable people. However, the visually impaired king Dritarashtra and the orthopedically impaired Shakuni side with the forces of evil in the Mahabharata war. Such images of powerful but evil and cruel disabled men have been reinforced by historical figures such as Taimur Lang. In contrast, women with disabilities in Hindu mythology are simply irrelevant. A prime example comes in a story from the Karthik Poornima, where Lord Vishnu refuses to marry the disfigured elder sister of Lakshmi, saying that there is no place for disabled people in heaven. The sister is instead married to a peepul tree.
In Bollywood films in which PWD feature, several common images of disabled men and women emerge. Firstly, the disabilities of hero(ine)s are typically acquired after birth rather than congenital, "normalizing" the actor somewhat. Equally, the disability is quite often cured during the course of the film. In addition, the stars are often from better-off socio-economic strata, with resources to promote their integration, though they remain often dependent on others. Apart from these similarities, there are also gender differences in perceptions of disabled people in Bollywood movies. First, men with disabilities feature far more often than women with disabilities. Second, men with disabilities are often loved by a devoted woman without disabilities (as in Saajan), whereas women with disabilities are rarely loved by men without disabilities (and in cases where they are such as Mann, the men loved them before the onset of disability). Third, women with disabilities almost never attain economic self-sufficiency. While male stars with disabilities may not be very wealthy, they can attain such independence. Finally, the disabilities that women are portrayed with are very rarely ones that impact their physical appearance, so that they largely remain beautiful. Overall, women with disabilities in India cinema are doubly weak – women and women with disabilities. This contrasts to more frequent portrayals in Hollywood cinema of women with disabilities who have strength and discover independence.
However, it is important also to note films that have sought to enhance the sensitivity of society towards the needs, rights, sensibilities and potential of people with disabilities - Sparsh, Black, Koshish (both old and new), Jagriti, Dosti, Main Aisa hi hun and Koi Mil Gaya to name a few. Lagaan is an excellent example of a mainstream film that has highlighted the process of inclusion of a dalit disabled person. In the absence of opportunities for interaction between people with disabilities and society at large, such films have played an important role in highlighting aspects of the lives of people with disabilities that are not clearly understood and in dispelling myths and biases that society holds about them. Films such as those noted have also demonstrated the attempt of non-disabled people to understand people with disabilities.
At a different level, there are initial but interesting initiatives in the NGO sector on the issues of media and people with disabilities. There have been already two national film festivals on disability issues, and a third focusing on mentally challenged people was held in November 2006. Related to this, NGOs have also tried more directly to stimulate film and media material by PWD themselves, and to engage the Indian film and television industry on disability issues. For example, Brotherhood, a Delhi-based NGO, has organized training workshops for people with disabilities on film making, and conducted sensitization sessions with Indian scriptwriters and film-makers. As a result, short films by disabled people have been made. Brotherhood is currently seeking financial support to establish a national disability film and communication centre which would conduct research on portrayal of disabled people in film and media, develop an archive of films on disability issues, sensitize film makers, journalists and other media people, and directly support film makers, in particular disabled film-makers, through availability of basic equipment and studio facilities.
Sources: Bhambani (2003) and (2005). Sharma (2006); Materials from Brotherhood.
2.5. The results in Figure 2.1 are aggregated across different disability types. The survey also asked the same question by major disability categories, and results are presented in Figure 2.2. which show significant differences in the perception of disability as a curse according to type of disability, with both visual and mental disabilities viewed as more likely to be due to a curse of God, and non-polio locomotor disability (in most cases from injuries/accidents) significantly lower than average (though still substantial).
Source: UP and TN survey, 2005. % of respondents replying that disability was always/almost always a curse of God
2.6. The UP and TN study surveyed just over 1400 households with and without disabled members about their attitudes to participation of PWD in some key social and economic activities. The three major activities assessed as critical to "normal" social participation of PWD were education, employment and marriage/family life. The survey also asked about participation in local community and political life.
Source: UP and TN survey, 2005. % of respondents replying that disability was always/almost always a curse of God
2.7. With respect to education, people were asked under what circumstances children with specified disabilities could participate in regular school, and/or in special schools. Table 2.1 presents the findings on regular and special schooling. The table reports the share of respondents reporting that children with the indicated disabilities should always or almost always attend each type of school. Several interesting findings emerge:
* overall, there is low acceptance of children with disabilities attending regular schools. 4 At the same time, there are major differences by disability type in the acceptability of CWD attending regular schools. Acceptance that children with locomotor disabilities can always attend regular school is high (though acceptance that they could attend a special school is even higher). For those with vision and speech/hearing disabilities, only between a fifth and a quarter of respondents thought that they could always/almost always attend regular schools. However, for children with mental illness or retardation, there was very high agreement that they should never attend regular schools.
Table 2.1: Acceptance that children with disabilities should always attend special (top) and regular (bottom) schools, by disability type, UP and TN, 2005
| Locomotor | 96.7 | 95.3 |
|---|---|---|
| Vision | 91.1 | 87.2 |
| Speech/hearing | 86.5 | 82.5 |
| Mental Ill | 61.4 | 50.1 |
| MR | 60.8 | 51.9 |
| Regular School | Non-PWD | PWD | Severe PWD |
|---|---|---|---|
| Locomotor | 81.8 | 80.6 | 80.4 |
| Vision | 25.7 | 27.8 | 25 |
| Speech/hearing | 21.3 | 19.9 | 19.9 |
| Mental ill | 2 | 1.9 | 2 |
| MR | 1.1 | 1.3 | 1.3 |
Source: UP and TN survey, 2005. Bank staff estimates.
* for children with mental illness and mental retardation, almost half of respondents (including in PWD households) did not think that they could always attend either regular or special school. This confirms the much more serious attitudinal issues with respect to children with these disabilities.
* perhaps the most interesting overarching result is that households with disabled or severely disabled members exhibit very similar attitudes to those of households without disabled members. The small differences indicate slightly less willingness of households with disabled members to accept attendance of disabled children in regular schools.
2.8. Previous research has pointed to significant challenges for persons with disability in getting married and having families. 5 Even where marriage can be arranged, disabled women in particular are frequently married to much older men, and rates of divorce and abandonment have been found to be high, as the NSS data on widowhood among disability would seem to support. Attitudes to marriage and family life were also asked in the current study and the findings are presented in Figures 2.3 and 2.4. A few observations emerge:
4 The results receive some support from the AP survey, where 42 percent of respondents disagreed that children with disabilities could be educated in regular schools. It is also worth noting that there is a school of thought particularly for hearing and visually impaired children that supports separate education in primary school, with integration later. In India, the fact is that only around 5 percent of children with disabilities who attend school at all are in general schools, so that for the majority such options are not a practical reality
5 See for example, Unnati and Handicap International (2004); ActionAid (200*) for AP; and Bhambani (2005) for a general discussion of attitudes to marriage of women with disabilities.
* overall, unconditional acceptance of a PWD marrying a non-PWD was found in only around half of households. This did not show much state variation. Qualitative work undertaken in parallel with the survey revealed that there was wider acceptance of PWD men marrying non-PWD women than the reverse, particularly if the men were well-off. 6 The insight is supported by survey findings from Gujarat of women with disabilities having more than double the rate of spouses with disabilities. 7 In addition, communities indicated that it would generally be easier for people with the same disabilities to marry.
* at the same time, more than a quarter of households in TN felt that a PWD should never marry a non-PWD. On this issue, the difference with UP were very pronounced.
* despite the majority acceptance of the possibility of PWD/non-PWD marriage, around half respondents felt that dowry would always need to be adjusted in such cases.
Figure 2.3: Acceptance of PWD marrying nonPWD
Source: UP and , 2005. DK = don’t know/c TN village survey an’t say.
.9. An important associated question was the perceived capacity of women with different 2 disabilities to have children and care for them. Much sociological literature from India notes the fundamental importance of these roles in defining womanhood. 8 Exclusion from marriage and child rearing results in "social obscurity and annulment of femininity". 9 The results from the UP and TN survey are presented in Table 2.2 below by disability type on the proportion of households agreeing with the statement that women with specific disabilities can always/almost always have and care for children. The main points to note are:
overall, positive perceptions on the ability of disabled women to have and care for children • are minority views.
there is strong variation by disability type in positive perceptions, with again mental illness • and mental retardation attracting the strongest negative attitudes.
there are sharp variations by state in the perceptions with respect to different disabilities. • 10
6 ORG-MARG (2006). This is consistent with research on disability and marriage by Bhambani (2005), and from Erb and Harriss-White, op.cit.
8 See Desai and Krishnaraj (199*); Coleridge (1992); Ghai (2003).
7 Unnati and Handicap International, op.cit.
9 Ghai. Op.cit.
10 Research from AP found that around two thirds of respondents agreed that PWD could have happy family lives, further suggesting the possibility of inter-state variations in attitudes. Rao et al, op.cit.
Table 2.2: Positive perceptions of capacity of women with disabilities to have and care for children, UP and TN, 2005 (%)
| Disability | All | UP |
|---|---|---|
| Locomotor | 53.7 | 65.8 |
| Vision | 34.8 | 58.6 |
| Hearing/speech | 65 | 57.7 |
| Mental illness | 6.9 | 13.4 |
| MR | 3.6 | 7.2 |
Source: UP and TN village survey, 2005. % of respondents answering "always/almost always" to statement "Women with [specified] disabilities are capable of having and caring for children".
2.10. A final important element of intra-household attitudes and community views relates to violence against women with disabilities. This is a subject on which little quantitative research has been done to date in India. However, a recent study from Orissa indicates that women with disabilities were subject to significant domestic abuse and sexual abuse, and that the situation was sharply worse for women with mental impairments relative to women with other types of disabilities. 11 Results are presented in Figure 2.5 below. The results for rape are the most shocking, with fully one quarter of women with mental disabilities reporting having been raped (with the large majority carried out by family members), and almost 13 percent of women with locomotor, visual and hearing disabilities. In only a small share of cases did the women report the abuse to her family, and in the vast majority of those cases the reaction of the family was either not to listen or to pretend nothing had happened.
Women with disabilities in Orissa report high rates of physical and sexual abuse, particularly for women with mental disabilities
Source: Swabhiman (2005). Physical abuse = "being beaten at home". Unwanted touching = "touching, pinching etc".
2.11. In the UP and TN survey, households were also asked about participation of PWD in community activities like festival and religious celebrations, and on participation in local political and group activities such as gram sabhas and farmers' associations. The results, presented in Figure 2.6, are far more positive than several of the attitudes presented above. Overall, there was high agreement with the proposition that PWD should always be allowed to participate in community activities, and almost as strong agreement that they should be included in local political and group activities. In both cases, the share of respondents indicating that PWD should never be allowed to participate was only around 1 percent.
11 The results on higher levels of abuse are supported by research such as that of ActionAid in AP.
2.12. Interestingly however, with respect to participation in community activities, qualitative work with the same communities found that the initially positive responses weakened during deeper discussion, with concerns for certain celebrations such as weddings that the presence of PWD may be inauspicious. This more nuanced situation is supported by research from Orissa finding low rates of participation by disabled women in religious and social life, with the situation much worse for women with mental impairments. 12 Research in Gujarat has also found that people with disabilities attended only around half of social and religious functions and were often discouraged from attending marriages. 13 With respect to local political participation, households with PWD had similar (high) voting rates to non-PWD households in gram sabha elections, though somewhat lower attendance rates as meetings.
Source: UP and TN village survey, 2005. % of respondents answering always/almost always to participation of PWD.
2.13. The final attitudinal questions were about whether PWD can be successfully employed and the results are presented in Figure 2.7. A few points emerge:
* overall, the assessment of PWD capacity for successful employment is low. Even in the best case (locomotor disability) only half of respondents felt that PWD could be always/ almost always successfully employed. This share fell to less than 30 percent for vision impairments, and was less than 2 percent for both mental illness and mental retardation. In contrast, respondents felt that people with mental illness could never be successfully employed in 86 percent of cases, and for mental retardation the share was 78 percent
* there is major variation in attitudes to the possibility of successful employment by disability type, with mental disabilities experiencing the most negative attitudes. For the other three categories, the shares are higher. In addition, around a further third of respondents felt that those with locomotor, vision and hearing/speech disabilities could be successfully employed sometimes. The variation by disability type is consistent with previous research in rural south India, though the relative impact of different disabilities varied, with for example a strong premium placed on visual acuity but notably less on hearing capacity (reflecting the demands of agricultural work). 14
* while the above findings are perhaps not surprising, the major variation between UP and TN on attitudes to non-mental disabilities was less expected. More research is needed on the drivers of such differences. Part of the explanation may lie in commonness of disabilities in
12 Swabhiman (2004).
14 Erb and Harriss-White, op.cit.
13 Unnati and Handicap International, op.cit.
different areas, as for example the incidence of locomotor disabilities from polio is higher in UP and may be associated with more accepting attitudes.
2.14. An additional interesting finding on employment is that responses by PWD themselves to the same question revealed surprisingly similar results in terms both of low share of respondents answering positively on PWD employment capacity and in terms of the variation in positive response shares across disability types. In all cases, the share of PWD answering positively was slightly lower than for household heads, indicating that there is a major selfesteem agenda among PWD to be addressed in order to improve their labor market outcomes.
Strong positive attitudes to PWD employment capacity are low, and there is major variation in attitudes to PWD employment, both by disability type and location
Source: UP and TN Village Survey. Proportion of HH head respondents answering always/almost always to statement: "People with a disability can be successfully employed".
2.15. All the above results are from households. In qualitative work, similar questions were addressed to key service providers and officials, including ANM/anganwadis, teachers, doctors, and panchayat representatives. Overall, the opinions of service providers were somewhat more inclusive with respect to participation of PWD in their services. The same did not appear to be the case with panchayat representatives, who largely reflected the views of their communities.
2.16. With respect to education, there has been more research on the attitudes of teachers and education administrators to CWD and their inclusion in regular school settings. This is discussed in Chapter 5. More broadly, much research remains to be done on assessing, and developing strategies to improve, the attitudes of public officials and service providers to PWD. Despite the PWD Act, some evidence suggests that these key groups – at least in some states - may continue to have negative attitudes towards PWD, as data from Orissa on attitudes to PWD presented in Table 2.3 demonstrates. The attitudes of corporates and workers in community institutions were more accepting than those of government officials, education and health workers.
Table 2.3 Government officials and education and health workers had the highest rates of negative attitudes towards PWD in Orissa
| Organization | % regarding PWD as burden |
|---|---|
| Government officials | 37 |
| Education providers | 38 |
| Police and court officials | 23 |
| Financial sector workers | 32 |
| Corporate workers | 19 |
| Community places | 10 |
| Transport workers | 12 |
| Hospital workers | 36 |
Source: Swabhiman (2005).
2.17. While providing empirical insights is useful, how to work on changing long held and sometimes culturally-grounded attitudes is of course much more challenging. It appears that the challenges will be particularly acute in the areas of mental illness and mental retardation. However, there are positive examples of NGOs working towards attitudinal change on disability, in some cases with quantifiable impacts. Some efforts have been broad-based, others focus on service provides in specific areas, while others work at a very localized level through CBR and other channels. One of the more ambitious, well-documented and high impact efforts at attitudinal change is outlined in Box 2.3. which demonstrates the potential impact of effective public/private partnership in spreading awareness and reducing stigma for disabilities. There are also many examples of NGOs working with educators and other community figures to change attitudes and outcomes, as illustrated by the example of Vikas Jyot Trust in Vadodara in Box 2.2.
Box 2.2: Development organisations successfully taking up disability issues at community level - Vikas Jyot Trust, Vadodara
VJT has been working for the past 30 years in the slums of Vadodara on the rights of women and children. It has been implementing several community based programmes and activities for street children, adolescent girls, women in distress, commercial sex workers and their children. After participating in an awareness and skill development workshop on inclusion of people with disabilities in development programmes the staff of VJT have now assumed a significant role in including them in their programmes. "It was only after we participated in this initiative that we became aware of the services available in the district for people with disabilities. Earlier we had very limited information and no idea of the possibility of including people with disabilities in development processes", says Jyoti. Today VJT, without any additional resources, has assumed new roles in the community as far as people with disabilities are concerned. They identify people with disabilities; link them with the service providers; establish personal contact with people with disabilities and their families and enable them to work out individual plans; involve community to enhance acceptance of people with disabilities; orienting civil society (police, railway protection force, anganwadi and health workers, staff of remand and observation homes for children etc.) to the rights and needs of people with disabilities.
One area where they have concentrated efforts is in getting children into schools. Using films, games, experience sharing and informal discussions, they facilitated interactions between children with disabilities and non-disabled children; teachers from mainstream schools that had admitted children with disabilities and those that had not done so; and parents of children with disabilities and parents of non-disabled children. This series of one-day interactions helped both the groups in each case to share their experiences, feelings, and hopes, barriers that they were facing and what they would like to and could do. It helped in highlighting the need for inclusion of children with disabilities, the support available from the government or otherwise for children with special needs, and the positive experiences as well as challenges of those who had attempted to be inclusive. Vikas Jyoti Trust has supported the enrolment of children with disabilities in mainstream schools and special schools.
Source: Officer (2005)
Conclusions and recommendations
2.18. Changing societal attitudes to people with disabilities, even among people with disabilities themselves at times, presents many challenges. However, a basic starting point is facts. The leprosy campaign and its impact are clear demonstration that part of the stigma attaching to disability is driven by ignorance (see Box 2.4). It will thus be critical that various public health, educational, and other general awareness campaigns of government and non- governmental sectors drive home the causes of disability, and that disability is not a pre-ordained event.
2.19. Changing attitudes to disability is likely to area where it is particularly important for governments to work with people with disabilities, NGO/DPOs, and communities. However, governments at all levels can work to identify effective change agents in their communities, and allocate explicit funding to support their activities. They can also contribute to raising the profile of people with disabilities through awards and other forms of recognition such as the national Awards for Persons with Disabilities, which are given to outstanding employers and persons with disabilities each year in International Day of Disabled Persons. 15 Finally, the potential of cultural performance and the arts for both transformation of self-perceptions among PWD and of the general community of their capacities is significant, as the experience of Ability Unlimited, a dance troupe of people with disabilities, demonstrates (see Box 2.3).
Box 2.3: Changing attitudes of young people through dance
Ability Unlimited is a professional dance troupe of disabled people which provides training and employment opportunities for its members and also seeks to expose non-disabled people to the artistic capacities of people with disabilities. Founded in 1989 in Bangalore, it moved in the early 2000s to Delhi, where the group has performed to around 50,000 school children, and as well performances for the general population. It has also performed abroad in Malaysia, Finland, and in 2007 the USA. The troupe currently has a pool of around 150 performers of different socio-economic and caste backgrounds, who perform a dance repertoire including traditional Indian folk tales, "martial arts on wheels" performances of Thang (a Manipuri martial art with swords), stories of the life of Buddha and other material. In its own words, Ability Unlimited "is committed to changing apathy, negativity and fear that surrounds education, employment and inclusion of persons with disabilities in arts by providing equal access to arts for them". School students pay to view the performances, as well as being exposed to issues such a lack of accessibility of school premises by assisting the disabled performers in set-up. It also acts as an important form of dance therapy for the performers. Feedback from children seeing performances indicates positive impacts on their perceptions of people with disabilities and their capacities, including among parents of the performers themselves. Media reactions also attest to the impacts on audience of all ages:
"It is for the first time that we have seen a holistic mega therapeutic theatre project of this magnitude…where all the participants are physically and mentally challenges…Movement with wheelchairs and crutches was immaculately timed to different choreographic patterns". The Hindu.
"Therapeutic ballet by special kids steals show". The Asian Age.
"Though they are our children, we never knew that they had so much in-built power within them, now we feel proud to be called their parents, and will definitely encourage them to pursue their dreams which are possible now". Parent reaction quoted in New Straits Times, Malaysia
For more information, go to www.abilityunlimited.com
2.20. A second important step where media, persons with disabilities, social activists, and NGOs are likely to have comparative advantage is putting the experience and success stories of persons with disabilities into the public arena. This is increasingly being done, but at times in ways that characterize disabled people as objects of pity or "superhuman" in dealing with their
15 Similar awards schemes exist in the NGO sector, e.g. the NCPEDP Helen Keller Awards, and the Cavinkare Ability Awards for Achievers with Disability, sponsored by the Cavinkare consumer products company and the Ability Foundation.
disabilities. However, this is not always the case, as the powerful work of activists such as Harsh Mander demonstrates. 16 Equally, the disability movement is becoming more effective in disseminating insights into the lives of persons with disabilities through vehicles such as the Success and Ability quarterly of the Ability Foundation in Chennai.
2.21. The most powerful impacts, however, are likely to be felt at the individual level. An important step in this regard is following the guidance offered by people with disabilities in India on interactions with disabled people. Their "simple tips" are as follows: 17
* listen to the person with the disability. Do not make assumptions about what the person can or cannot do.
* when speaking with a person with a disability, talk directly to that person, not through her companion.
* extend common courtesies to people with disabilities as you would to anyone else. Shake hands or hand over business cards. If the person can not shake your hand or grasp your card, they will tell you. Do not be ashamed of the attempt however.
* offer assistance to a person with a disability, but wait until your offer is accepted before you help.
* it is okay to feel nervous or uncomfortable around people with disabilities, and it is okay to admit that. When you encounter these situations, think "person" first instead of disability and you will eventually relax.
* when meeting a person who is visually impaired, always identify yourself and others who may be with you.
*
speak naturally to a hearing impaired person and do not exaggerate or over-emphasize your speech, as this will be easier for the person to “see” the word.
* when speaking with a person who uses a wheelchair or crutches, place yourself at eye level in front of the person.
* treat adults as adults. Address people with disabilities by their first names only when extending the same familiarity to others.
* never pretend to understand the speech of a person with a disability if you are having difficulty doing so.
16 Mander (2001) and regular newspaper pieces.
17 This taken from Swabhiman (2004) and Success and Ability, Oct-Dec. 2005.
Box 2.4: Raising awareness and changing attitudes to leprosy
Since 1983, leprosy has been easily curable with Multi-Drug Therapy. The biggest remaining barrier to eliminating the disease is ignorance and stigma. The BBC World Service Trust developed a campaign in India to address this, in partnership with Doordarshan TV and All-India Radio. The campaign underlined the fact that leprosy is totally curable and that drugs are available free throughout India. It also stressed that leprosy is not spread by touch and that people with leprosy should not be excluded from society. The various methods and details included:
* TV - A total of 25 advertising spots and 12 campaign dramas were produced and broadcast almost 1,500 times. With repetition, they accounted for more than 45 hours of TV. Among the formats used were Hindi film romances, rural folk operas, famous Hindu fables, domestic dramas and comedies.
* Radio - A total of 213 radio programmes were broadcast more than 6,000 times. Thirty-six radio advertising spots were made. They were then "transcreated" into 18 local dialects, making 136 spots. There were also 12 musical dramas and an eight-part radio serial, and 41 radio call-in shows.
* Community - 1,700 live theatre performances in villages, small towns and urban slums to widen the reach with approximately 500,000 people attending. Performances were based on popularentertainment forms, including folksongs, magic shows and drama.
* Poster - offered basic information about leprosy symptoms and treatment and stressed the importance of community care and support for people with leprosy. 85,000 produced and displayed.
* Press Relations - More than 95 articles appeared in the regional English and vernacular press. Twoday press workshops on leprosy were held.
* Videos - 2,700 'video van' screenings featuring the most popular TV spots and dramas produced under the BBC-Doordarshan partnership.
* Film - A 10-minute feature film on a leprosy theme screened in cinemas in Hindi-speaking states
Impact: Independent market surveys were conducted at the start of the campaign, after the first round of campaigning and again after the second round. The findings were:
* Media Reach – the campaign reached 59 percent of respondents, equivalent to 283 million people.
* Misconceptions – the equivalent of 178 million people were persuaded to reject belief that leprosy is hereditary and the equivalent of 120 million people corrected their understanding that leprosy is communicable by touch.
* Curability & Communicability - The total population who believe leprosy is transmitted by touch fell from 52 to 37 to 27 percent. The share believing that leprosy patients on treatment are infectious fell from 25 to 20 to 12 percent. The share who regard leprosy as curable rose from 84 to 88 to 91 percent of the population.
* Awareness - Awareness of the modern cure for leprosy in control villages was only 56 percent, while in villages with live drama shows was 82 percent. Rural Awareness of a modern leprosy cure free of cost was 89 percent among those exposed to the poster, against 20 percent among those not exposed.
* Symptoms - awareness of loss of sensation as a possible symptom rose from 65 to 72 then 80 percent. Awareness of pale reddish patches as a possible symptom remained level at 86%. Awareness of nonitchy patches as a possible symptom rose from 37 to 53 to 55 percent.
* Stigma - Percentage of people claiming they would be willing to sit by the side of a leprosy patient, was 10 percentage points higher in drama show villages than control, and the share of people claiming they would be willing to eat food served by a leprosy patient rose from 32 to 50 percent.
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Religious Education Policy Statement
LEYBOURNE Ss PETER and PAUL CE (VA) PRIMARY SCHOOL
November 2016
Review date: November 2017
Leybourne Ss Peter and Paul Voluntary Aided C.E. Primary School
Policy statement for Religious Education
The staff and Governing Body of Leybourne Ss Peter and Paul CE Primary School believe that education concerns the whole person: body, mind and spirit, enabling pupils to explore meaning and purpose in their lives. Religious Education has a significant place in the life of the school to nurture the spiritual growth of all pupils.
1) Legal requirements and time allocation
As a Voluntary Aided Church of England School, Religious Education is determined by the Governing Body, which is responsible for fulfilling the school's Trust Deed and all other legal requirements. Religious Education is taught to all pupils from Reception to Year 6, as required by law. Following Diocesan advice, the Governors have adopted the new Rochester Diocesan Syllabus for RE (published 2001). The syllabus recommends that a minimum of 5% of curriculum time is given to RE; and therefore timetabled RE is normally taught for the equivalent of an hour a week at Key Stage 1 and 1.25 hours at Key Stage 2. This is in addition to time set aside for Collective Worship.
2) Aims
The aims of Religious Education are set out in the Rochester Diocesan Syllabus: "Religious Education is an educational activity which promotes the spiritual, moral, social and cultural development of pupils. It aims to enable pupils:
- to gain a secure knowledge and understanding of Christianity as expressed in the traditions of the Anglican Church
- to be introduced to some of our neighbours' religions and to learn to respect people of different faiths
- to mature in their own beliefs, values and behaviour, by reflecting on religious beliefs and practices."
3) Spiritual, Moral, Social and Cultural Development
Religious Education has a particular contribution to make to these important areas of education because of its subject matter and the approach taken to it.
- Pupils are encouraged to develop spiritually by exploring religious ideas, drawn particularly from Christianity, and reflecting upon them for themselves.
- They are helped to develop morally by considering religious codes of conduct and Christian values in particular, evaluating their own behaviour in the light of these.
- Pupils explore the social aspects of religion such as religious lifestyles. We also encourage them to listen to each other and to respect people whose ideas are different from their own.
- RE promotes cultural development by an emphasis on Christianity, which has influenced British art, music and literature over the centuries. Pupils learn about key figures in the Bible, for example, and major Christian festivals. RE also encourages them to appreciate the rich diversity of other cultures by introducing them to some of the other principal religions in Great Britain.
4) Curriculum Content
In the Foundation Stage, teachers lay the foundations for good Religious Education by linking it with the areas of learning and early learning goals, particularly the prime areas of 'Personal, social and emotional development' and 'Communication and language', and the specific area of 'Understanding the world'. Aspects of Christianity are explored, such as the 'Special Day' of Christmas and 'Special Occasions' such as baptisms. Pupils are also told Bible stories.
From Key Stage 1, RE is taught as a separate subject. The content is based on the concept of 'special', such as special people and places, special books and objects. This is used to teach pupils about Christianity.
The whole of Key Stage 2 explores Christianity under the themes of The Church, Jesus Christ and The Bible. Other religions are also introduced: Judaism in Year 3, Islam in Year 4, Hinduism in Year 5; and Sikhism in Year 6. Year 6 then finishes with a special term on Pentecost, the Holy Spirit and the Trinity. The study of these religions is supported by trips to the appropriate place of worship.
5) Attainment Targets and Assessment
There are two attainment targets in the Rochester RE Syllabus:
AT1: Learning about religions AT2: Learning from religion
The first helps pupils to know and understand what religious people believe, what they do and how they express themselves. The second helps pupils to make sense of themselves, of life, and of right and wrong. The syllabus is set out in such a way that there is a balance between these two approaches to the subject. In other words, pupils are taught about religion, especially Christianity, but they are also helped to think about the relevance of these ideas to their own lives. For example, lessons about Christian saints also encourage pupils to think about saintly qualities in themselves and others.
6) Teaching and Learning Styles
At Leybourne Ss Peter and Paul CE Primary School we use a variety of teaching and learning styles in RE lessons. Our principal aim is to nurture spiritual development, whilst pupils learn about the Christian faith and other faith communities. For the very young this will be achieved by respecting their natural ways of learning through experience, exploration, conversation and play. Older children will investigate, evaluate and discuss before demonstrating what they have learned through pictures, role play or the written word. Sometimes we will engage in whole class teaching, but children will also work individually or in groups. A wide range of resources will be used including books, posters, videos/DVDs and appropriate artefacts. The internet and other ICT based resources will also be used for research purposes or as a teaching tool. We will also make use of outside visitors and will make visits to our parish church to enhance learning.
We recognise that there are children of widely differing abilities in our classes and we ensure that we provide suitable learning opportunities for all by matching the challenge of the task to the ability of the child. Our work in RE also takes into account the targets set in Individual Education Plans and the needs of those children with Special Educational Needs.
7) Assessment
Assessment is both formative (ongoing) and summative. This helps teachers to pitch the work at the right level, challenging pupils to develop knowledge and understanding in the subject and also the ability to reflect on ideas and relate them to their own experiences. Assessment procedures will be reviewed during the academic year 2016-2017 when further guidance becomes available from Rochester Diocese, following the move away from the use of National Curriculum levels.
8) Monitoring and Review
Monitoring of the standards of children's work and of the quality of teaching in RE is the responsibility of the RE subject leader, supported by other members of the senior leadership team. The work of the subject leader also involves supporting colleagues in the teaching of RE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The RE subject leader will also write the subject development plan at the start of each academic year, outlining the aims and objectives for the leadership of the subject for the year ahead. The RE subject leader receives regular management time so that she can review samples of children's work and undertake observations of teaching and learning in RE across the school.
9) Equal Opportunities
Although the content of RE in this Church of England Aided School is mainly Christian, reflecting the Christian nature of the school, we make no assumptions about the commitment of individual pupils. We encourage all pupils to participate in RE, and encourage sensitivity in handling minority opinions, beliefs and practices.
10) Withdrawal
Parents have a legal right to withdraw their children from all or part of Religious Education, but we would encourage them to discuss this with the head teacher before making a final decision. | <urn:uuid:10c8e7e6-f38a-4305-8895-24b3231c8229> | CC-MAIN-2017-51 | http://www.leybourne.kent.sch.uk/wp-content/uploads/2016/01/RE-Policy-November-2016.pdf | 2017-12-14T18:42:38Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00386.warc.gz | 391,599,022 | 1,564 | eng_Latn | eng_Latn | 0.869509 | eng_Latn | 0.996497 | [
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RESEARCH AND DEVELOPMENT OF ECOWASH™ – PREMIER OZONE LAUNDRY SYSTEMS
Linens, rags and mops are washed for two main reasons: to clean and to disinfect. During the research and development of the Ecowash™ - Premier Ozone Laundry Systems, The Ozone Company sought to find the most economical and practical way to achieve the goals of cleaning and disinfection through the use of ozone. Two independent testing laboratories performed oxidation tests to find the best way to oxidize soils from linen and disinfection tests to find the best way to eliminate microbes during the wash process. These independent tests focused on two key metrics: Soil Oxidation Rating and CT Value.
Soil Oxidation Rating (SOR) - Soil Oxidation Rating is based on a 0 – 100 point system, 100 points means oxidization of 100% of soils present before the wash process. This test identified the oxidation potential of the different ozone systems against ten typical soils found on linen, rags and mops. A spectrometer was used to measure the amount of light reflected back off the soil on the material. The more the soils were oxidized, the more light was reflected back, and the higher the equipment's oxidation rating.
CT Credits - Every microbe on planet Earth has a point at which it can be destroyed and eliminated with the use of ozone. Bacteria and viruses cannot build a tolerance to ozone because ozone destroys the microbes' cell structure through a process called lysis. CT Credits or Values are used to find the destruction point of a particular microbe. CT Values are the multiplication of ozone concentration and contact time (Concentration x Time). Below is a chart providing the CT Values for which bacteria and viruses are destroyed to a log reduction of that particular microbe.
*CT Values according to US EPA and AOAC Official Method 961.02 and 960.09
THE TEST RESULTS
Typically, traditional hot water washing methods have a Soil Oxidation Rating in the 70s. The SOR of traditional methods can vary slightly depending on temperature, chemical dosage and cycle time. Disinfection with traditional laundering methods relies on heat, which is adequate for disinfection of basic microbes. Superbugs like MRSA and C. Diff resist high temperatures and cannot be destroyed even with temperatures reaching 165°F or more.
When The Ozone Company started research and development for an ozone laundry system, we turned to the world's leading manufacturers of commercial laundry equipment for assistance. We used their laboratories to test several different types of ozone laundry systems. We wanted to find the safest and most effective way to inject ozone into a commercial washer.
We tested these systems by monitoring dissolved ozone levels in the wash liquor over a given wash time, ambient ozone levels inside and outside of the wash drum and through a process of stain oxidation testing.
As mentioned before, ozone is a powerful oxidizer — much stronger than chlorine and faster acting. Ozone attacks anything and everything it comes into contact with: water, linen, bacteria, viruses, rubber and metals.
CONTROL WASH WITH COLD WATER
The control wash was used to test the recommended ozone wash cycles without the use of ozone during the wash process. The cycle used ambient water temperatures (55°F), reduced agitation time of 18 minutes and 30% reduction on the chemical provider's recommended dosage (recommended dosage when washing with ozone).
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..........................................................................................................................................
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Cold Control Wash
Commercial Washer
Indirect or Passive injection Systems
Systems that inject ozone through the fill lines (connect a manifold to the water fill lines) are called indirect or passive injection systems. These are the easiest systems to install and the cheapest.
If you look at the water fill lines behind a washer, you will see black rubber hoses with brass couplings that connect the incoming municipal water to the water valve on the washer. Ozone systems that inject ozone through these fill lines pose many problems:
1. Ozone will oxidize soft rubbers (i.e. the hose).
2. The brass couplings and gasket inside the couplings will oxidize over time.
3. The water fill valves on the washer are made of brass and galvanized steel, over time, the ozone will oxidize theses materials, essentially destroying your washer, voiding your warranty and producing unsightly stains on the linens.
4. It takes at least 30 seconds for the ozone generator to begin operating at full capacity. Washer fill times run anywhere from 3-8 minutes, leaving a minimal amount of time to inject enough ozone to effectively oxidize soils and obtain CT credits (CT credits are used to determine log reduction of bacteria and viruses, aka kill factor). With this type of system you are lucky to achieve 1ppm of dissolved ozone (DO3). According to the International Ozone Association (IOA), a starting (without replenishing continuously) dissolved ozone level 1ppm of ozone in 15 gallons of water at 75° that is vigorously agitated will revert back to oxygen with in 2-4 minutes. This does not take into consideration soil levels or pH levels, which are discussed below.
According to our testing, indirect or passive injection are basically washing with plain cold water. Because of the chemistry of ozone, there was no trace of ozone left in solution to clean or disinfect.
inDirect or passive Injection
Commercial Washer
Ozone
Generator
Ozone
Venturi Injector
Cold Water Inlet
Hot Water Inlet
Ozone
Delivery Line
Air
Preparation
Charged Ozone Systems
Charged ozone systems are commonly used for drinking water applications and have recently been adapted for laundry. Charged ozone systems have a tank or reservoir that keeps DO3 levels around 2 ppm. To do this properly a DO3 controller is required; most charged ozone laundry systems lack this feature. Some systems include an ORP monitor which is used in pools and water bottling plants to determine water quality.
Charged systems also inject on fills only, but they achieve an initial higher ppm of DO3. Ozone is injected into the main water fill line bypassing the fill valves and hoses. However, the main fill line connects to a 4" galvanized steel nipple at the base of the wash drum. This is where ozone will oxidize metal and cause staining in the linen.
1. This system has slightly higher CT credits to disinfect than the system discussed above (although there isn't a charged ozone laundry system on the market that has proven to disinfect anything in the laundry).
2. Another physical characteristic of ozone is that, without continuously injecting ozone into water, it is impossible to dissolve ozone in water with a pH of 8.5 or higher. This means after the charged ozone water that was introduced into the washer during the fill will immediately off gas when detergent and/or bleach is added. And because sour isn't added until the last step of the wash, your pH throughout the wash cycle will always be higher than 8.5 thus causing the ozone to off gas almost instantly when it comes into contact with the linen.
Charged ozone injection
Commercial
Washer
Air Preparation
Recirculation Pump
Water Tap
Ozone Off-Gas Vent
Ozone
Contact Tank
Ozone
Destruct
Cold Water
Inlet
Hot Water
Inlet
Ozone
Venturi Injector
Ozone
Delivery Line
Ozone
Generator
Charged Ozone Systems (continued)
This system tested slightly better than the previous, but did not impress any of the engineers, because it had a poor performance for oxidizing soils and caused iron oxide staining. The graph below is an iron-oxide stain sample taken from the linen after this system was installed.
We ran the samples on a Raman spectrometer. The staining seemed to be a decent (but not perfect) match for a compound called lepidocrocite. This is an iron oxyhydroxide a type of rust that form on iron materials that are underwater, (http://en.wikipedia.org/wiki/Lepidocrocite) shows that rust scale inside steel water pipes and tanks is the possible source.
In the graph below there is an image of the sample spectra and a known spectra of lepidocrocite, a type of rust. The blue line is the sample received when test the charged ozone system, the gray line is the library standard material. You can see there are several peaks that match, proving that charged ozone systems will harm your washers and stain your linen.
Recirculation Systems
Recirculation systems are a good way to continually maintain ozone in the wash liquor to achieve high CT credits and oxidize soils. This system consists of booster pumps, lint traps, plumbing, tanks, more plumbing, ozone destructs, dissolved ozone controllers — the list goes on and on. The recirculation system tested pretty well when the impellers on the pumps weren't clogged with lint. Problems with the system include:
1. Expensive to install.
2. Must be a licensed plumber in the state of installation.
3. Lint clogs the pumps, major maintenance on this system.
4. Need to clean lint traps multiple times a day.
This system tested well, but the cost of installation and maintenance outweighed the savings.
Commercial
Washer
Booster
Pump
Recirculation
Lint Filter
Ozone
Venturi Injector
Recirculation
Water Lines
Ozone Delivery Line
Air
Preparation
Cold Water
Inlet
Hot Water
Inlet
Water Tap
Ozone
Off-Gas Vent
Ozone
Contact Tank
Ozone
Generator
Ozone
Destruct
Diffusion
The final system tested was the diffusion or direct injection system. This system injects ozone gas directly into the sump of the washer continuously throughout each step of the wash cycle. The diffusion tip/nozzle makes all the difference because they allow ozone to dissolve into the water in the wash basin and control off-gassing. Some predecessors of the diffusion system used diffusion stones that would produce micron bubbles in the basin. This worked, but the diffusion stone would corrode after time due to the caustic chemicals in the wash liquor.
To work around this problem, The Ozone Company invented a nozzle using Bernoulli's principle by creating a micro submersible venturi that is plumbed directly into the basin of the washer. This provides many great advantages:
1. WILL NOT DAMAGE WASHER, PERIOD.
2. High CT credits, proven ability to destroy microbes on linen in the wash cycle.
3. Great soil and stain oxidation.
4. Continuous ozone applied throughout entire wash cycle combats high pH levels.
5. Ability to control ozone levels in the water, drum and ambient air.
6. Ease of installation, cost effective.
7. Little maintenance, save money on service calls.
Diffusion (continued)
The Ozone Company has perfected the Ecowash ozone diffusion method for laundry applications. Their method is designed to introduce ozone gas continuously into the washer during the entire wash process; supplying 20 minutes of ozone throughout the laundry cycle. That means over 400% more ozone introduced into the washer than other methods. As the ozone gas enters the washer, a portion of the gas is dissolved (1 – 1.5 ppm) into the water basin of the washer. Then, the wet linen folds into the remaining gas, trapping it and providing a second layer of oxidation and microbe kill (which is essential to destroying MRSA and C.dif).
With the Ecowash ozone laundry systems, the ozone gas that enters the washer is controlled via an oxygen-flow meter, gas pressure regulator and digital ozone output control, which prevents ozone escaping to the ambient air in the facilities occupied space. An ambient ozone monitor provides another layer of protection. This monitor will shut down ozone production if ozone levels in the ambient air are greater than OSHA limits and then automatically restarts when approved levels are determined.
Ecowash is the most practical, cost effective system and provides the best results. It's soil oxidation rating is equivalent to traditional wash methods and better than all other ozone wash methods. With dual layered disinfection protection, Ecowash disinfects all linens throughout the entire wash process. Maintenance on the Ecowash system is simple and less costly than other methods. Ecowash hangs on a wall near the washers and is safe for the operators.
The Ecowash premier ozone laundry system provides the best results with the latest technology, proven reliability and a guaranteed return on your investment. Why choose a different ozone laundry system?
The Ozone Company – Saving you money and natural resources with ozone technology. | <urn:uuid:f51053fd-c991-492a-a18b-c6db9a203bda> | CC-MAIN-2017-51 | http://www.theozonecompany.com/brochures/laundry/Ozone_laundry_product_comparison.pdf | 2017-12-14T18:41:23Z | crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00390.warc.gz | 477,163,688 | 2,598 | eng_Latn | eng_Latn | 0.991127 | eng_Latn | 0.996378 | [
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Brake Pedal Height
Meet NATEF Task: (A5-B-2) Measure brake pedal height; determine necessary action. (P-2)
Name _______________________________ Date ___________ Time on Task __________
Make/Model/Year _________________ VIN ________________ Evaluation: 4 3 2 1
_____ 1. State the vehicle manufacturer’s specified brake height testing procedure:
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
_____ 2. Measure the brake pedal height from the bottom of the steering wheel or floor to the brake pedal.
________ = inch (cm)
_____ 3. Depress the brake pedal until the brakes are applied and measure the brake pedal height.
________ = inch (cm)
_____ 4. Subtract the second reading from the first reading. This is the brake pedal travel.
_______ = brake pedal travel (should be a maximum of 2.0 to 2.5 in.)
_____ 5. List three items that could cause a greater than normal brake pedal travel.
A. _______________________________
B. _______________________________
C. _______________________________
_____ 6. Based on the test results, what is the necessary action: _________________________
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Hi this is Steve Nerlich from Cheap Astronomy www.cheapastro.com and this is The shape of things.
1. Spheres, Potatoes and Dust.
The International Astronomical Union's second law of planets defines that both planets and dwarf planets must have sufficient mass for their self-gravity to overcome rigid body forces so that they assume a shape of hydrostatic equilibrium - that is, round.
This means a lot of objects in the Universe adopt a round shape if they have sufficient cumulative mass. On a smaller scale, there are also a range of largish objects that don't have sufficient mass and self gravity to assume a round shape. These we generally call Potatoes – which may have got part way towards conforming to a round shape – but still have a way to go.
A key issue here is what we call the potato radius, or Rpot, which is the transition point from a Potato to a Sphere - and also represents the transition point from a small solar system body to a dwarf planet. Two key issues emerge when you try to determine what the correct value for the potato radius, Rpot, really is.
Firstly, a Sphere doesn't have to have so much self-gravity that it generates hydrostatic equilibrium at its surface. For example, on Earth you can have a mountain the size of Everest (which is nearly 9 kilometres high), but anything higher will begin to collapse back towards the surface – maintaining its roughly spherical shape. So, there is an acceptable margin where a Sphere can still be considered a Sphere even if it does not demonstrate complete hydrostatic equilibrium.
The second key issue for determining the correct value of Rpot, is the yield strength of different materials - that is their resistance to gravitational collapse. In the context of the solar system, we can reliably predict that an icy Kuiper belt object is going to undergo gravitational collapse before a rocky asteroid belt object does.
On this basis, the research team Lineweaver and Norman concluded that Rpot for rocky objects is 300 kilometres radius, while Rpot for icy objects is only 200 kilometres radius, due to the weaker yield strength of ice, compared with rock.
Since Ceres is the only rocky asteroid with a radius that is greater than Rpot for rocky objects (that's 300 kilometres) we should not expect that any more dwarf planets will be identified in the asteroid belt. But if we use the 200 kilometre Rpot for icy bodies - that means there are a whole bunch of Kuiper belt objects out there that are ready to take on the dwarf planet title.
Lineweaver and Norman proposed that all naturally occurring objects adopt one of several basic shapes depending on their size, mass and dynamics. Very small and low mass objects can be considered Dust – which is generally in loose, irregular shapes governed primarily by electromagnetic or Van der Waals forces. So from small to large, you start with Dust, next up are Potatoes and then Spheres.
2. Disks and Halos
Objects of the scale of molecular dust clouds are much too big to form Spheres and will instead collapse down into Disks because the sheer volume of accreting material means that much of it can only rotate in a holding pattern around and towards the centre of mass. Such objects may evolve into a spherical star, once that star has given up much of its angular momentum to its proto-planetary disk, but the initial disk structure does seem to be a mandatory step in the formation of objects at this scale.
At the galactic scale you may still find disk shapes, such as a spiral galaxy, but these large scale structures are too diffuse to undergo accretion and instead just loosely cluster, most often in Halo shapes – of which the central bulge of a spiral galaxy is one example. Other more obvious examples of Halos are globular clusters and elliptical galaxies.
3. The shape of pretty-much everything
At the galactic cluster and super-cluster scale, the role of dark matter and the expansion of the universe become significant factors. Very large scale views of the universe show visible matter clumps into a network of filaments separated by huge voids of empty space.
At this scale, the shape of things is a compromise between gravitational attraction and universal expansion. Early on in the life of the universe, all its contents was much closer together. As the universe expanded further, gravitational attraction between closely positioned objects made those objects clump together, while empty space expanded about them. The appearance of large scale filaments composed of loosely associated galactic clusters and super-clusters hints at the underlying scaffolding proposed to be made of dark matter.
This is what's called the cold dark matter theory, where dark matter is proposed to be the first type of matter to freeze out of the early, hot universe.
Only later on did visible matter began to freeze out, settling by gravitational attraction onto the invisible dark matter scaffolding, giving us the distribution of visible matter that we see today. This apparent non-homogeneity of the universe – where you have fairly concentrated areas of matter interspersed by huge gaps of empty space, has been proposed to challenge the current thinking around how the universe is shaped, particularly how it is expanding along with all that thinking about dark energy – which you could probably tell was going to come up sometime.
4. Our Universe is shaped by some very big assumptions
The Einstein field equations, which include the expansion term Lambda, are based on a fundamental assumption that the universe is homogenous and isotropic. Now arguably it is, since it does seem to have an approximately equal distribution of matter filaments and empty voids, everywhere you look. But cosmologists continue to debate about whether this gross level of lumpiness confounds the ability of Einstein's field equations to explain what's really going on.
In the great voids, general relativity predicts that clocks should run relatively faster and distance scales should be relatively bigger than they are in matter-dominated regions where space-time is more tightly curved.
If the universe is truly homogenous – these different effects should just even out in the final analysis. But if it's non-homogenous, you have to start asking whether what you think you're observing is just a measurement artefact. And here, you also need to consider the time dimension since, even if the universe is fairly homogenous now, if the overall homogeneity has changed significantly over the universe's history – then distant objects are really behaving in response to different conditions compared with the objects that are closer to us.
None of this suggests there's anything wrong with our physics, it just requires us to question
the assumption that localised non-homogeneities even out at a cosmic scale. This is a question worth asking and re-asking as more data comes in. The cosmological models we have been running with for almost a century now are based on a bucket load of assumed universal constants. If those constants are not really constant over either space or time, then it's back to the drawing board with our current models.
Thanks for listening. This is Steve Nerlich from Cheap Astronomy, www.cheapastro.com. Cheap Astronomy offers an educational website where the whole universe can be extrapolated from potatoes. No ads, no profit, just good science. Bye. | <urn:uuid:218d0864-c22f-4012-943f-fb8677a72d34> | CC-MAIN-2023-50 | http://www.cheapastro.com/podcasts/Transcript_ShapeOfThings.pdf | 2023-11-29T14:54:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00852.warc.gz | 64,461,973 | 1,462 | eng_Latn | eng_Latn | 0.998898 | eng_Latn | 0.999 | [
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Describe two changes that could be made to a recipe to lower the fat content.
Saturated Fat Hard/firm fats at room temperature: meat, sausages, bacon cheese, cream, butter pastries, cakes, biscuits lard and some margarines.
* The least healthy fats.
* Can raise blood cholesterol.
* Risk of blocked arteries.
* Increases risk of coronary heart disease.
Visible fats:
* fat on meat
* cooking oils
* butter and margarine.
KEY Terms and Words: HDL LDL Cholesterol Double bonds CHD Omega 3 and 6
Invisible fats:
* burgers and sausages
* cheese
* ice cream
* nuts
* ready-made meals.
High fat intake:
* weight gain
* obesity
* type 2 diabetes
* raised blood pressure
* heart disease.
FATS:
* provide insulation and body warmth
* protects vital organs
* hormone production
* carrier of fat soluble vitamins A, D, E, K
* contains essential fatty acids.
Monounsaturated Fat Foods containing monosaturated fat: avocados almonds olives and olive oil hazelnuts.
* Two carbon atoms are joined together to form one double bond.
* It increases blood HDL.
* Reduces heart disease risk.
Cholesterol:
* a waxy substance in the blood
* HDL 'good' cholesterol
* LDL 'not good' cholesterol
* LDL can block arteries
* body naturally produces cholesterol
* cholesterol also obtained from fats.
Explain the difference between fats and oils.
Polyunsaturated Fat Liquid fats at room temperature: sunflower / corn oils whole grains walnuts flax seeds oily fish.
* Carbon atoms form more than one double bond.
* It increases blood HDL.
* It lowers LDL.
* Good source of Omegas 3 and 6.
* Reduces risk of heart disease.
RDA/RNI
We eat too much! We should eat no more than:
Women 70g
Men 95g
Omega 3:
Prevents blood clotting and is good for heart health. Found in oily fish.
Omega 6:
Lowers blood cholesterol and reduces risk of heart disease. It can be found in eggs, tofu and seeds.
Deficiencies:
* fat soluble vitamins deficiencies
* depression
* night blindness
* dry, brittle hair, skin and nails. | <urn:uuid:2c4635a6-ac6b-4778-8601-30ed1da1de03> | CC-MAIN-2023-50 | https://www.astreastivo.org/wp-content/uploads/2023/10/fats.pdf | 2023-11-29T14:17:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00854.warc.gz | 750,258,183 | 487 | eng_Latn | eng_Latn | 0.994044 | eng_Latn | 0.994044 | [
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Mixer #83 – Free Education
We ask some people if university should be free.
1) Shalini says if it is free, students _____ .
a) will study harder
b) will study what they love
c) will not have to work
2) Prae says if students pay _____ .
a) they will have less stress
b) they will make better choices
c) they will work harder
3) Maiko thinks it should be free ______ .
a) because high school is free
b) regardless of one's income
c) so students study harder
4) Paul says people should pay so ______ .
a) people appreciate their education
b) colleges can hire good teachers
c) less people apply to college
5) Who paid for Eoin's studies?
a) he paid for himself
b) his parents
c) the government
6) Lindsay says college should be free for ______ .
a) everyone
b) no one
c) some people
Transcript
Shalini / Canada
Definitely. Definitely, I think it should be free. I think for one, depending on where you live, we all pay enough taxes that I think this is a privilege that would be enjoyed and I also think if it were to be free, students would really think hard about what they want to do, and let's say, they couldn't figure it out at an early age, they could join at any point in time and it wouldn't be a stress and everyone would have that freedom to be whatever they want, so yeah.
Prae / Thailand
I don't think college education should be free because students might not put as much effort that they are doing now because they know it's free and they can do it anytime they want.
Maiko / Japan
I think college education should be free if people want to study, they should be given the opportunity to learn regardless of how much money they have, so I think it would be a good system if students can apply and register without paying the fees.
Paul / England
I think people should have to pay for their education because otherwise there's a lot of people who'll just go to school and then they'll go to university and just study, and I think it takes away the importance of a university education, so if people have to pay more then I think it makes them more motivated, and yeah, it makes qualifications, a degree, more important.
Eoin / England
Yes, I definitely think college or university should be free. When I went to university in the U.K., the government paid for all of the fees, for any academic course that people wanted to study at that time.
Lindsay / United States
I think college should be free for those that deserve it. In other words, based on merit, if a child has worked really hard and shown that they have high goals and that they want to do well and use college to succeed, then I think that college should be free, but I don't think it should be free for those who haven't shown in high school that they care about school or that they care about learning.
Vocabulary
definitely
Definitely is a way to say yes, without any doubts. In other words, definitely means 100% yes.
- If you come to my country, you should definitely take a trip to the mountains.
- Can you promise that you will definitely come to the party?
taxes
The word 'taxes' refers to money that every citizen has to pay the country's government, in order for the government to provide security, infrastructure, etc.
- About 35% of my salary goes to taxes.
- Several of the presidential candidates are promising to lower taxes.
privilege
A privilege is a special benefit or advantage that not everyone has.
- It would be a privilege to go that university. All of the graduates are successful.
- In some countries, people don't even have the basic privilege of clean water.
effort
If you put effort into something you are doing, it means that you are working very hard. Another explanation for effort is to try your best. Here are some more samples:
- If you put in a little more effort, I think you will feel better about your work.
- I like skiing but it takes too much effort to get all the equipment and drive up to the mountains in bad traffic.
regardless of
In the example above, regardless of can be replaced with "it doesn't matter".
- Regardless of how long it takes you, I need you to clean up your room now.
- He kept playing regardless of the fact that he was bleeding.
deserve
When someone deserves something it means that they have worked very hard and they should get a reward or something in return for their effort. Notice the following examples:
- He doesn't deserve to get such a high grade, he always comes late.
- She had a very difficult childhood, but she worked hard through high school and she got the scholarship she deserved.
Vocabulary Quiz
definitely • privilege • effort • regardless • deserve
1. Given all the days I've worked overtime, I think I ______________ a raise.
2. You should _______________ buy that shirt; it looks great on you!
3. My grandmother taught me always to have a good attitude, _______________ of the circumstances.
4. My seat was upgraded and I had the ______________ of flying first class.
5. The doctors made an ______________ to save the patient's life, but unfortunately were unsuccessful.
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1| Place a tall container inside your jack-o'-lantern.
2| Fill it halfway with hot water.
3| Drop a piece or two of dry ice into the glass.
4| Place the top lid back on your jack-o'-lantern.
You'll need to add more dry ice and cycle the water to keep your jack-o'-lantern smoking!
1 Pound Dry Ice
(best to use a thick, rectangular chunk)
½ Gallon Hot Water
(add food coloring if you'd like, be sure to use a bowl that won't absorb color)
Large Bowl
(at least 3 times as deep as chunk of dry ice)
Small Fan
(on low helps move the fog over a larger area)
Flashing Lights & Webs
(for added spooky effects)
NOTE: You'll need to cycle the water frequently to make your dry ice fog last.That's because as the amount of carbonation in the water increases, the amount of fog you can create decreases.
KIDS: Check with your parents before doing this! Dry ice is EXTREMELY cold. Always wear gloves and goggles when handling & using. Use in a well-ventilated area ONLY.
ColdZERODry Ice Made FRESH Daily & Sold By the POUND at
Central McGowan
LITTLE FALLS | MANKATO | MINNEAPOLIS
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Document Discussion Questions:
Source 1: Source Information: Excerpt from Colonel Richard Park Jr. Report on the O.S.S.
**Note: Col. Richard Park was a trusted military, bipartisan advisor to both FDR and Truman. This document is part of a long report on the O.S.S., submitted to Truman in April 1945. Prior to U.S. involvement in World War II, Park had served in the Soviet Union as the assistant military attache, attached to the Soviet Army. After Pearl Harbor, Park returned to Washington, serving in the map room. He also attended Yalta with President Roosevelt as military advisor.
1. What is Col. Park's view on the role of a secret intelligence agency in a democratic society?
2. Consider Col. Park's experience in the Soviet Union might have shaped his views on a secret organization.
Source 2: Source Information: William Donovan (Director of OSS 1945) proposal for post-war intelligence agency outlined in memo to Mr. Harold D. Smith (Director of Bureau of the Budget) August 1945
**Note: Source 1, Col. Park's report on the O.S.S. focused mainly on the problems of the O.S.S., with scathing comments on the conduct of Donovan.
1. Compare and contrast sources 1 and 2. On what points do the documents agree and on what points do they differ?
2. What might you hypothesize Donovan's relationship to Col. Park to be?
3. How might Donovan's experience in the O.S.S. have shaped his position on the role of a secret agency in the United States after World War II?
4. Why might this document be addressed to a budget director? What does that tell you about some of the early debate over the CIA?
5. Which document, source 1 or source 2, do you believe most persuaded Truman?
Source 3: Source Information: Telegram, George Kennan to James Byrnes ["Long Telegram"], excerpt, February 22, 1946. Harry S. Truman Administration File, Elsey Papers.
Note: Kennan served as ambassador to Moscow and is generally seen as the architect of containment.
1. What is Kennan's view of the Soviet Union?
2. How might Kennan's argument support or refute the need for a central intelligence agency?
3. To what extent do you think Kennan's document shaped Truman's decision regarding the formation of the CIA?
Source 4
Source Information: Correspondence from Paul A. Neuland, May 6, 1947, with attached newspaper articles; Central Intelligence; Subject File; Elsey Papers.
Note: The article references the "CIG," which stands for Central Intelligence Group. This was an early name for the secret intelligence agency that later would become the CIA under the National Security Act.
1. How does the headline of this article convey a particular perspective on the organization of a secret intelligence agency?
2. Why is the term "Gestapo" important in examining this document?
3. What evidence does the author provide to support the position on the CIG forming?
4. How might World War II have shaped the position presented in this article?
Source 5: Source Information: Congressman Harold F. Youngblood, RDetroit to Harry S. Truman, March 8, 1948 with attached petition reply from Matthew J. Connelly, Truman's Appointments Secretary
1. This document contains a petition, as well as the accompanying memo and Truman's response via his secretary. Why might Youngblood have submitted this document to Truman?
2. Youngblood was a Republican Congressman. Why is that information important? What does it reveal about Truman's relationship with Congress?
3. Based on the reply of Truman's secretary, Matthew Connelly, do you think Youngblood knew the CIA already had been formed? If so, why do you think he submitted the petition to Truman? Explain your reasoning and any questions this document raises.
4. Compare and contrast this source with the tone of the newspaper article presented in Source 4. Not quite one year had passed between the publishing of source 4 and the submission of source 5. What does that illustrate about the pace of changing public opinion during the Cold war?
Source 6: Source Information: Telegram, Joseph McCarthy to Harry S. Truman, February 11, 1950, with Truman's draft reply; McCarthy, Joseph; General File; PSF; Truman Papers.
1. What prior knowledge do you have of Joseph McCarthy? (Consider prior class periods, as well as the video presented in this lesson.)
2. What is McCarthy's tone in the telegram? What are your thoughts about whether this is an appropriate way to address the President?
3. How does Truman respond to McCarthy? Why do you think Truman never sent his response?
4. What do these two documents reveal about the historical context under which Truman was making decisions regarding the use of the CIA?
Source 7: Source Information: Survey by the National Opinion Research Center, April 1950.
1. Compare this document with earlier documents on public opinion (sources 4 and 5). How did public opinion shift as the Cold War progressed?
2. How might Source 7 relate to Source 6?
3. What events between 1945 and 1950 might contribute to the public opinion illustrated in this document?
4. How might this document relate to the creation of a secret intelligence agency?
Source 8: Source Information: Central Intelligence Agency Report on Iranian Political Situation 12 October 1951
Note: The CIA's involvement in Iran often is seen as the first successful mission of the CIA.
1. Why was Iran an area of concern in 1951, according to this document?
2. What do you think is the key phrase in this document that illustrates how the Cold War shaped the use of the CIA?
3. What part of this document would be of greatest concern to Truman, given his foreign policy goals?
Source 9: Source Information: Ambrose, Stephen (historian), Rise to Globalism: American Foreign Policy since 1938, revised edition 2010.
**Note: This document is a secondary source. It details the use of the CIA to orchestrate the overthrow of Premier Mossadegh and the implementation of the Shah. The document is intended to give information about the Iran coup to provide understanding for this CIA action. If a teacher prefers to share this information in another way, this document easily could be omitted.
1. Ambrose is a historian, so this document is his interpretation of the events in Iran. How would you describe Ambrose's analysis of this event?
2. In what ways do events in Iran support Truman's major foreign policy goal?
3. Although the Iran Coup d'etat occurred during the Eisenhower years, it was organized during the Truman administration. Given what you know about Truman, to what extent do you believe Truman was involved in the decision to use the CIA in this way? Explain your reasoning.
Source 10: Source Information: Interview of Harry S. Truman 1961-62, as presented in Plain Speaking; the Oral Biography of Harry S. Truman by Merle Miller
1. Nearly ten years after leaving office, how did Truman describe his position on the CIA? What was his opinion of what the CIA had become and how Eisenhower used it?
2. We've all heard that "hindsight is 20-20." How do you think that idea might be illustrated in this document?
3. Truman was a student of history and was well aware of his historical legacy. To what extent do you think this document reflects that fact? Do you think Truman may have felt differently during his presidency? Why or why not? | <urn:uuid:757ce32a-b46d-4fdc-8639-01215a3ff791> | CC-MAIN-2023-50 | https://www.trumanlibrary.gov/sites/default/files/TrumanCIA_DiscussionQuestions.pdf | 2023-11-29T16:23:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00855.warc.gz | 1,185,025,479 | 1,616 | eng_Latn | eng_Latn | 0.996027 | eng_Latn | 0.996334 | [
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Year 6 Unit 1: Integers and decimals (2 weeks)
Videos: Developing understanding of rounding
©Mathematics Mastery 2020
Video:
Exploring addition
strategies
Video: Exploring subtraction strategies
Applying rounding skills
L3 Round integers to required degree of accuracy L4 Apply rounding to estimate
Pupils should be familiar with strategies for rounding integers to the nearest multiple of different powers of 10 and they extend this to rounding 7-digit numbers, including to the nearest multiple of 100,000. Pupils apply their understanding of rounding to estimate, considering different degrees of accuracy to support estimation. Throughout both lessons, the use of number lines is encouraged to ensure pupils develop a conceptual understanding of the procedure.
? How confident are pupils in rounding 5- and 6-digit integers to different degrees of accuracy?
? How will you model using correct language and representations to support understanding?
Applying addition and subtraction strategies
L6 Explore strategies for addition
L7 Explore strategies for subtraction
L8 Apply strategies to problems involving decimals
L9 Apply strategies to multi-step problems
Pupils consolidate their understanding of different strategies for addition and subtraction, with a focus on mental strategies. Empty number lines are a key representation throughout these lessons to allow pupils to represent and articulate their strategy. Pupils often resort to column methods without considering efficiency e.g. recognising when a ‘count on’ to find the difference strategy is quicker than column subtraction. Opportunities to model and use different strategies should be provided throughout In lesson 8, these strategies are applied to working with decimal values including multi-step problems involving adding more than two values. Lesson 9 explores different multi-step problems, including ‘I’m thinking of a number’, to provide opportunities for pupils to consolidate the strategies developed and consider whether the problem requires addition or subtraction. Throughout these lessons, pupils should be encouraged to apply their rounding skills to estimate and check the response is reasonable.
? How will you support pupils in applying their existing strategies to larger integers and decimals?
Before you start…
Lesson 10 is a suggested consolidation lesson. You may wish to further explore different worded problems involving addition and subtraction in different contexts.
23 417 + 10 986 =?
32 678 – 12 991 =?
Video: Column addition with place value counters
Video: Column subtraction with place value counters
Understanding 7-digit numbers
L1 Read and write 7-digit numbers
L2 Order and compare numbers with up to 7 digits
Pupils begin the unit by developing understanding of integers up to 10 million. Opportunities should be taken for pupils to visualise the relative magnitude of 1 million in different ways e.g. Dienes equipment, use of books such as ‘How much is a million?’. Pupils learn how to read, write and say large integers and this should be revisited regularly. A key concept for this lesson is the use of place holders. Representing numbers to ten million is applied in lesson 2 where pupils compare and order integers using place value understanding.
? How will you encourage and promote reasoning from pupils when exploring large integers?
? What representations will you use to help pupils get a ‘sense of’ 1 million and 10 million?
* How secure are pupils in understanding the place value of 5- and 6-digit numbers?
* What strategies are pupils aware of for addition and subtraction?
* What experiences have pupils had with working with decimal values?
The strategies for rounding, addition and subtraction introduced in these lessons should be applied regularly across the year. Consider how you will encourage pupils to solve problems in multiple ways and make rounding to estimate a regular part of calculation lessons.
Lesson 5 is a suggested consolidation lesson. You may wish to use this prior to L3 to consolidate rounding skills or extend L4 to consolidate application. | <urn:uuid:cd149f4f-da1c-48c0-b412-84eaf4795f5a> | CC-MAIN-2023-50 | https://www.townfield.doncaster.sch.uk/serve_file/2507902 | 2023-11-29T15:42:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00857.warc.gz | 1,174,213,730 | 781 | eng_Latn | eng_Latn | 0.995703 | eng_Latn | 0.995703 | [
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CONSUELO JIMENEZ UNDERWOOD EDUCATION GUIDE
Worksheet #1: Consuelo Jimenez Underwood: Weaving Together Content & Form
Working with a partner or on your own, consider these questions about weavings and textiles. Be ready to share your responses.
1. Thinking about textiles and weavings do you like to work with traditional or non-traditional materials? Does this vary according to the technique you are using?
2. your thoughts, ideas and/or feelings?
What material(s) would you select to represent you and how would you use it to express
3. Do you think things made by hand are more valuable or special than things made on a machine? Does your opinion vary depending on the item?
4. List all the ways you use textiles on a daily basis. Consider those outside of your home, as well.
5. Which of these textiles are the most essential; that is, that you think you could not live without? Which are the most beloved or sentimental?
6. After viewing the video, what kinds of messages would you want to express in your weaving/textile project? | <urn:uuid:25756902-b910-401e-b272-9855e057b2ff> | CC-MAIN-2023-50 | https://www.craftinamerica.org/wp-content/uploads/2021/12/ForStudents_THREADS_CJU_Activity1.pdf | 2023-11-29T14:56:21+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00855.warc.gz | 821,372,693 | 228 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.998355 | [
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Paul Fracaro
Joliet Township High School
Joliet, Illinois
Start a plane geometry view on the TI‐ Nspire. Construct a triangle but use the line segment tool to complete the construction. Shrink the size of the line segments and label each endpoint F1, F2, and P respectively.
Measure the length of the line segments F1 to P and F2 to P and place the measurement values off to the lower right side of the screen. Label these measurements respectively so each measurement is identified.
Set up a textbox with the following mathematical expression: Absolute value of
Loci: Keeping Constant
Press menu and select action and then calculate. Use the calculate tool to calculate the expression typed on the screen. Point to each line segment measurement respectively when prompted to do so.
Right click the value of the calculated expression and select attributes. Lock the value of the calculated expression and then press ESC.
Select point P for geometry trace and the then grab point P and move it up and down slowly. Be sure to move point P to each side close to F1 and F2 respectively as you trace point P's movement going up and down on the screen. | <urn:uuid:2620b6db-d6f5-498c-bb0d-8f31333a2e6f> | CC-MAIN-2023-50 | https://education.ti.com/-/media/5BF31E17D5F74A079C0625A49436EAF4 | 2023-11-29T15:41:57+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00858.warc.gz | 278,256,820 | 399 | eng_Latn | eng_Latn | 0.98686 | eng_Latn | 0.992504 | [
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Warfarin
The aim of this factsheet is to provide you with information about a medicine called warfarin.
What is warfarin?
Blood needs to flow freely enough to move through your body. If it becomes too thick, it may get stuck and form clots. Warfarin ensures that the blood flows easily and prevents clots from forming.
Make sure you always have enough warfarin to last through weekends, holidays, and vacations. Call your pharmacy at least two days before your child runs out of medicine to order refills for the tablets. For the liquid formulation your pharmacy will need at least 10 days to order refills.
Warfarin belongs to the class of medicines described as anticoagulants. Anticoagulants are medicines that prevent the blood from clotting. Warfarin is generally prescribed if there is a risk of a blood clot forming in the body, or a clot has already developed and treatment is needed to prevent further clots.
How is warfarin taken?
Warfarin is available as a tablet and as a liquid. It is best to stick to a fixed time of day for taking warfarin medicine. Speak to your anticoagulation nurse or GP about how to best take warfarin.
What happens if I miss a dose?
Contact your GP or your anticoagulation nurse immediately if you have questions about the dosage.
What does INR mean?
INR stands for International Normalised Ratio (INR) and is a way of measuring how fast your blood clots. As INR is an internationally recognised test, it can be used by healthcare professionals around the world. The higher your INR value is, the longer it takes the blood to clot.
Why is it important to keep measuring INR levels?
INR is a measure how fast your blood clots. It is essential to take the correct dose of warfarin medicine exactly as you have been advised by your doctor or anticoagulation nurse. Too small a dose could allow blood clots to develop, while too large a dose could lead to bleeding problems.
© Children's Heart Federation www.chfed.org.uk | infoline: 0300 561 0065
You or your child will have regular INR tests so that the doctor can check that the dose of warfarin is correct.
When first starting to take warfarin, blood tests often need to be done daily, but once the blood results become stable, testing may be required less frequently
What does an INR test involve?
The test involves pricking the patient's finger and putting a small drop of blood onto a testing strip. The INR machine then calculates the length of time it takes the blood to clot and works out the ratio. Someone who does not take warfarin medicine should have an INR = 1.0.
Many people on warfarin medicine have to go into their local hospital or surgery to have their INR tests done. This can take up a lot of time and could result in a child missing school. The Children's Heart Federation can provide INR machines to children, so that they can do their tests at home. For more information about this service go to our website http:// www.chfed.org.uk/how-we- help/equipment/ or phone our infoline: 0300 5610065.
Which factors may affect the INR results?
* lifestyle changes
* changes in diet
* changes in body weight
* changes in activity levels
* illness
* other medications
* nutritional supplements
* alcohol consumption
What are the side effects of taking warfarin?
If too much warfarin is taken, there is a risk of severe bleeding. This can take the form of heavily bleeding gums, heavy periods, bruises, unusual nosebleeds, blood in the urine or stool (black poo). Seek urgent medical attention for any major bleeding. If too little warfarin is taken, pains in the legs or chest can be a symptom of a clot, thrombosis or embolism. Other symptoms can include breathlessness, hypersensitivity, rash, hair loss, changes to skin circulation resulting in 'purple toes' or dark or orange looking skin. If you are unsure or think you may have any of the side effects listed, please speak to your GP or your anticoagulation nurse immediately.
Can I do sports when taking warfarin? Contact sports (rugby, martial arts etc) are usually not advised due to the risk of injury, but your doctor or anticoagulation nurse should be able to advise you regarding any sports you are interested in performing.
Sports such as football, hockey or cricket are fine provided you remember that any contact injury sustained during play is likely to result in bruising or possibly bleeding. Wearing protective gear is essential. Even when the warfarin dose is correct, patients are at greater risk of bleeding and bruising.
What should I do in case of an injury?
If there is a small cut, put pressure on it with a clean cloth. If bleeding persists, go to your nearest Accident and Emergency Department (A&E). If you think you may have a head injury, go and get it checked out by a doctor immediately or go to A&E.
Should the school be informed?
You should inform your school about warfarin. It is particularly important to tell sports or physical education teachers about warfarin. If accidents occur the bleeding may be more intense.
What happens if I want to go on holiday?
If you are going on holiday let your anticoagulation team know and arrange an INR check before you go. Make sure you have enough warfarin tablets/suspension for your stay plus a few days extra and carry them in your hand luggage in case of lost suitcases. Keep some medicine in your hand luggage and some in your suitcase, this way you have a backup if either piece of luggage is lost in transit. Travel insurance is essential if going abroad. Contact CHF if you have any questions about travel insurance.
Who else should I tell about warfarin? You should always tell / remind your child's pharmacist, dentist, anticoagulation nurse or GP that your child is taking warfarin, especially if other treatment is being considered.
What is the 'Yellow Book'?
You or your child will have been given a
'Yellow Book' which will provide important information about warfarin medicine and holds the records of INR tests and up-to- date warfarin doses being taken. This is a very important document that needs to be kept updated and should be kept by (you or) your child at all times. Speak to your doctor or anticoagulation nurse if you have any questions regarding warfarin and your INR levels.
Do you think you would benefit from an INR machine?
For more information about this service go to our website www.chfed.org.uk/how-we- help/ equipment or phone our Infoline 0300 561 0065.
Evidence and sources of information for this CHF information sheet can be obtained at:
(1) GOSH factsheet – Warfarin
(2) NICE – anti-coagulation Warfarin London: NHS; 2017. Available at:
www.nhs.uk/conditions/Anticoagulants-warfarin-/Pages/Introduction.aspx
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Staff
Volunteers
Time
Money
Research findings
DVDs, etc. Money Habitudes can be
Find materials and bulk pricing at
All-Products/]
Equipment
Technology
Partners
Logic Model: Money Habitudes in Financial Education
Why this project: long-term results
Long term - Conditions
Long-term results look at these big
| OUTPUTS | | OUTCOMES | |
|---|---|---|---|
| What we do: Activities | Who we reach: Participation | Why this project: short-term results | Why this project: intermediate results |
| | | Short term - Learning | Medium term - Action |
| specify what activities you will do here, such as: Conduct workshops and meetings (Will you do Money Habitudes as a standalone class? Will it be part of a series of classes, such as (1) Financial behaviors, values, habits and attitudes using Money Habitudes (2) making a budget (3) using a bank and opening a checking or saving account (3) understanding credit and improving credit scores (4) getting a loan (5) investment basics, etc.) Train (One of the benefits that funders like about Money Habitudes is that it doesn't require separate funding for training, as many grants do not cover training expenses; Money Habitudes is a teach-out-of-the-box program. Will you be training anyone in the community or specifically training people who are already certified financial educators, social workers, etc.? Will you be doing train-the-trainer sessions?) Deliver services (Will this be in classes, one-on-one, meetings with couples, long-term financial mentorship -- or some combination of these? Will you provide just general financial information, or will you work with people on their specific issues through individualized counseling? Will you do this at your site, at partner sites, through home-based visits? Will you deliver some of your services online via online learning modules, tele-coaching, text message reminders, etc.?) | specify who you reach here, such as: Participants (Who are these people? Are they residents of a supportive housing program, prison inmates, participants in an IDA matched-savings program, credit union members, military servicemembers, survivors of domestic abuse, immigrants, new business owners, bankruptcy filers, welfare-to-work participants, teen mothers, high school students, foster youth, newlyweds, those getting free help with their taxes through VITA/EITC programs, etc.?) Agencies and community-based organizations (CBOs) or members of CBOs (Will you be training staff at the YWCA, United Way, Habitat for Humanity, local health and human services department? Or will you be providing direct service to their clients?) Clients/Customers (Are the people in your program already people you serve?) Decision-makers (Are you informing wardens at prisons about the benefits of financial education and asking them to include your program in their facilities?) | Short-term results tend to fall into these categories: Awareness, Knowledge, Attitudes, Skills, Opinion, Aspirations, Motivations Here are some examples: • Participants will build trust and camaraderie with other participants and the counselor/facilitator around the difficult topic of money. • Acquire skills and comfort level to start healthy conversations about money in the future; decrease fights about money or ignoring money between couples, spouses, etc. • Participants will understand how and why they spend, save, invest, etc. and how their own money personality affects their finances. • Distinguish wants versus needs. • Identify emotional and behavioral triggers that lead to unhealthy financial habits (e.g., overspending, buying only for appearances, etc.). • Be more personally invested in financial education material and their own personal finances. • More open and engaged in learning concrete skills like budgeting. • Understand how and why different people see and handle money in different ways; become aware of money messages around them; identify where one's own habits and attitudes about money come from. • Understand a balanced approach to money management • Allow facilitators, mentors or coaches to see how their own approach to money is different from that of their clients. (for training | Medium-range results tend to fall into these categories: Behavior - Practice - Decision-making - Policies - Social Action Here are some examples: • Increase attendance at follow-up events because of more positive initial experience. • Set realistic and effective financial goals. • Participants will have a more positive attitude towards the financial education program and the financial educator/counselor, facilitator, etc. • Participants will feel more comfortable talking about money with others (counselor, spouse, partner, etc.). • Identify personal situations and triggers that lead to unhealthy money choices; make a plan to change behavior using SMART goals. • Use new money conversation skills to have an important money management discussion with a spouse, partner, parent, child, counselor, etc. • You may wish to add other medium-range results for your larger program, in addition to these that are specific to using Money Habitudes. This might include something like investing the refund from your tax return into something with long-term financial benefit. | | <urn:uuid:35a571f1-8da7-47c7-8426-4dbabc6a93cd> | CC-MAIN-2023-50 | https://dibbleinstitute.org/wp-new/wp-content/uploads/2020/06/Money-Habitudes-Logic-Model.pdf | 2023-11-29T14:53:14+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00861.warc.gz | 243,247,714 | 1,056 | eng_Latn | eng_Latn | 0.959759 | eng_Latn | 0.959759 | [
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Indonesia
There are over 13,000 islands in the Republic of Indonesia.
Draw lines showing ferry routes between islands, then look at the most popular routes to discover what you might hope to see on a trip to Indonesia.
* Each island has a number that indicates how many lines will connect to it.
*
Each line will connect two islands.
* Up to two lines may travel in parallel between a pair of islands.
*
Lines may be drawn horizontally or vertically, but not diagonally.
* Lines may not cross each other.
* All islands must be connected, i.e. you must be able to get from any island to any other island. | <urn:uuid:a6a48c72-8738-4cfb-ba82-6cff88114d05> | CC-MAIN-2023-50 | https://idleloop.com/puzzles/IPD16/Indonesia.pdf | 2023-11-29T14:27:58+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00861.warc.gz | 357,153,392 | 131 | eng_Latn | eng_Latn | 0.999362 | eng_Latn | 0.999362 | [
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Top 5 Ingredients for My "Friendship Soup"
Here are some sample options to consider:
Caring (They treat me nicely and will help me if I'm hurt)
Trustworthy (They keep my information safe)
Dependable (They do what they say they will do)
Funny (They make me laugh)
Responsible (They follow the rules and make good decisions)
Considerate (They think about me and other people too)
Respectful (They talk to me and others nicely and they behave well)
©2021 Collaborative Learning Solutions. All Rights Reserved. | <urn:uuid:952ea5fe-fe5d-443a-a631-71b157af3769> | CC-MAIN-2023-50 | https://clsteam.net/public/uploads/files/files/Documents/SEL%20Materials/Top%205%20Ingredients%20for%20my%20%E2%80%9CFriendship%20Soup%E2%80%9D_FINAL.pdf | 2023-11-29T14:20:02+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00861.warc.gz | 206,834,825 | 116 | eng_Latn | eng_Latn | 0.971256 | eng_Latn | 0.971256 | [
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The Importance of Exploration In Research
John M. Barry utilizes vivid imagery, deliberate metaphors, forceful repetition, and a pioneering attitude to characterize scientific research as an adventure that one must have courage to undergo.
First, Barry uses an extended metaphor to depict scientific research as uncharted territory. Barry portrays scientists as "exist[ing] on the frontier" (23). Scientists who perform research are explorers who have to conquer uncharted territories– similar to the ideas of the pioneers in American Westward expansion. Barry further believes that "even the least ambitious among [scientists] deal with the unknown" (23-24). This metaphor contrasts the least ambitious pioneering scientists with the unknown field of science. Barry believes that every scientist must be dedicated to exploring unknown areas. Readers may find his interpretation of science inspiring as he illustrates science as the process of exploring new horizons and making groundbreaking discoveries. In addition, Barry explains that scientific research is not a straightforward task; it requires overcoming difficulties on the "frontier" and becoming familiar with the "unknown."
In another metaphor comparing scientists to wilderness explorers, Barry highlights the importance of courage and hope in the research process. To become pioneers in this field, one must "move deep into the wilderness region where they know almost nothing" (26-27). This metaphor compares the "wilderness" to scientific research, showing that Barry views science as an unknown region open to exploration. Barry insists that readers must possess a persevering and fortitudinous disposition to overcome challenges presented when becoming scientific researchers. His initial use of the word "frontier" instead of "wilderness" creates a sense of hope, bringing attention to future possibilities. He is keen on innovation, suggesting that further advances must be made in the field to advance society. Furthermore, Barry illustrates the importance of moving "deep" into research and emphasizes that the research process should be detailed and deal with fundamental problems. Surface level ideas are not adequate, and must instead be replaced by open-ended questions that could yield a multitude of results.
Additionally, Barry uses imagery to show the various methods and outcomes of scientific research. He describes the risks and rewards of scientific research: "Would a pick be best, or would dynamite be better – or would dynamite be too indiscriminately destructive?" (40-42). This imagery emphasizes the different ways one can overcome an obstacle doing scientific research. Barry helps the reader understand that many variables must be considered while researching — science is not a straightforward process. A significant amount of courage, curiosity, and determination is required for one to have a breakthrough in their research. Barry also mentions the risks and rewards of exploration: "there a single step can take them through the looking glass into a world…A single step can also take one off a cliff" (30-31). Barry paints the image of a researcher taking a "single step" who may result in a novel discovery or a tragic failure. A researcher may risk a career-ending failure or a finding that will pave the way for future generations. The author portrays scientific research as a high-risk, high-reward journey for his audience to want to experience.
Barry also draws attention to the role that inquiry plays in the scientific method through his use of repetition. He highlights the significance of curiosity as a fuel for scientific innovation by repeating "uncertainty" throughout the passage. Barry insists that uncertainty is intertwined with scientific research by citing a French physiologist—Claude Bernard— "Science teaches us to doubt" (12-13). He then further illustrates the need for discomfort in regard to scientific innovation. In the ever-changing world of science, Barry reiterates the need for continuous curiosity by reaffirming the belief that "...a scientist has nothing to believe in but the process of inquiry" (19-20). Further scientific advances would not be possible without the constant questioning of ideas, hypotheses, and experiments. A single breakthrough paves the way for a myriad of discoveries–bringing light to novel aspects of science. | <urn:uuid:00ce490a-3c30-487a-9855-85c5c7b0710a> | CC-MAIN-2024-10 | https://users.wpi.edu/~abangari/docs/group.pdf | 2024-03-05T05:00:42+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00526.warc.gz | 607,660,283 | 809 | eng_Latn | eng_Latn | 0.998542 | eng_Latn | 0.998591 | [
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Overview of Term Titles/ Themes
If you would like more information about the curriculum we offer at Marshland Primary Academy, then please contact the academy office.
| | 2022 – 2023 | | Autumn Term | | Spring Term | | Summer Term |
|---|---|---|---|---|---|---|---|
| Foundation Stage One A | | Marvellous Me | | Our Nursery Can Rhyme | | How Does Your Garden Grow? | |
| Foundation Stage One B | | | | Emergency, Emergency! | | Adventure Awaits | |
| Foundation Stage Two | | Let’s Celebrate! | | Once Upon a Time | | Down on the Farm | |
| Year One | | Back in Time | | Marvellous Monarchs | | Splash! | |
| Year Two | | Pit Boots and a Snap Tin | | Looking at London | | Let’s Explore! | |
| Year Three | | Bones and Stones | | Walk Like an Egyptian | | Myths and Legends | |
| Year Four | | The Mayas | | Who Let the Gods Out? | | Invaders and Settlers | |
| Year Five | | The Mayas | | Powders, Potions and Pills | | Back to the Future | |
| Year Six | | Lest We Forget | | At the Heart of it All | | Digging Deep | |
| | 2023 - 2024 | | Autumn Term | | Spring Term | Summer Term |
|---|---|---|---|---|---|---|
| Foundation Stage One A | | Marvellous Me | | Our Nursery Can Rhyme | | |
| Foundation Stage One B | | | | Emergency, Emergency! | | |
| Foundation Stage Two | | Let’s Celebrate! | | Once Upon a Time | | |
| Year One | | Back in Time | | Marvellous Monarchs | | |
| Year Two | | Pit Boots and a Snap Tin | | Looking at London | | |
| Year Three | | Bones and Stones | | Walk Like an Egyptian | | |
| Year Four | | The Mayas | | Hail! Caesar | | |
| Year Five | | Kings and Kingdoms | | Powders, Potions and Pills | | |
| Year Six | | Lest We Forget | | At the Heart of it All | | | | <urn:uuid:78ab6851-2d24-43a3-ad82-65f912eb4620> | CC-MAIN-2024-10 | https://marshlandprimaryacademy.org.uk/wp-content/uploads/2023/04/Overview-of-Term-Titles.pdf | 2024-03-05T04:41:08+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00525.warc.gz | 383,607,494 | 591 | eng_Latn | eng_Latn | 0.996067 | eng_Latn | 0.996067 | [
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WorksheetCloud Grade 4 English Home Language Dialogue Writing – Worksheet 1
_____________________________________________________________
Instructions –
Have a brief conversation about the weather with someone in your house and then write it out in a dialogue.
Name 1: Have you seen the weather today?
Name 2: Yes, it seems a bit strange.
… … | <urn:uuid:73660c77-b8cd-4514-82c9-5c95f6630784> | CC-MAIN-2024-10 | https://www.worksheetcloud.com/wp-content/uploads/2020/06/WSC_Grade_4_Dialogue_Writing_WS1.pdf | 2024-03-05T04:58:40+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00525.warc.gz | 1,060,879,892 | 67 | eng_Latn | eng_Latn | 0.995451 | eng_Latn | 0.995451 | [
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Year 1 Curriculum Newsletter
Term 2
Learning Journey – Science, DT and Art
This term the children will be answering the question, 'How do we celebrate Christmas in our school community?' In our Science lessons we will be exploring weather changes, specifically focusing on the seasonal changes from Autumn into Winter. In our Woodland Walk we will be spotting signs of Autumn! Our Science enquiry will be observing over time where we will measure rainfall using a rain gauge. We will continue to use the thermometers to measure the temperature over this term. We will be able to spot patterns and understand how the weather has changed from summer to winter.
Our Art lessons will begin with exploring the work of different artists and replicating their work through the use of lines and patterns. At the end of our Art unit, we will compile these techniques to design and create an invitation for the Year 1 carol service.
In DT this term, we will be designing and making gingerbread people. We will start by evaluating existing products and then learn about where the food we eat comes from. We will learn how to choose appropriate ingredients and then design, make and evaluate our very own gingerbread people!
PE
PE will take place on Monday and Friday.
This term our PE units will be fitness and gymnastics. Year 1 will be look at how to keep fit and healthy as well as developing basic gymnastic actions on the floor and using low apparatus. Basic skills of jumping, rolling, balancing and travelling will be explored individually and in combination to create a piece to perform.
Computing Creating media – Digital painting.
In our second term of computing, we will apply and build on our keyboard and mouse skills that we learnt last term. By the end of this unit, we will confidently be able to create a digital painting, through the use of creative digital tools!
At the start of every lesson, we will have an e-safety starter to remind us how to be safe when using technology.
RE
Christianity
What gifts might Christians in my town have given Jesus if he had been born here rather than Bethlehem?
We will be reflecting on the Christmas story and decide what gifts would be meaningful for Jesus.
PSHE
Our SCARF unit this half term is Valuing difference. We will be exploring similarities and differences between ourselves and others. Our learning will focus on celebrating and respecting these differences.
Music
In our music lessons this term we will be practising songs for our performance for the carol service! | <urn:uuid:f6360fa1-cd77-4563-9a49-c6667b23cd59> | CC-MAIN-2024-10 | https://castlewoodacademy.eschools.co.uk/storage/secure_download/UjVyeDJpbCtiaEhkdlp3WEpIVHROZz09 | 2024-03-05T04:47:14+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00527.warc.gz | 158,471,158 | 504 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.99812 | [
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What is 4 / -10 equal to
-0.4 or -2/5 depends on which form you want.
what are the adverbs and adjectives in this sentence......Water is constantly moving between the ocean, air, land, and living things.
What is the term for the process that occurs when an atom of an element spontaneously breaks apart to create an atom of a different element and the release of energy as radiation or particles? a. atomic deterioration
Identify any and all errors that Marissa made in her steps.
b. elemental deployment
d. radioactive decay
c. nuclear degeneration
The digestive system is an example of what level of organization
A. Determine the surface area, volume, and surface area to volume ratio for the following three blocks. Then, state which one you believe would be the most efficient as a cellular morphology, and write a summary stating why. (10 points) b. complete table, which is most efficient
Block Dimensions
Surface Area (cm2)
Volume (cm3)
Surface Area to Volume Ratio
1.5 cm x 1.5 cm x 1.5 cm .5 cm x .5 cm x 6 cm
3 cm x 2 cm x 2 cm
What is the solution to the equation? 8 + 4s – 2s = 16 A. s = –12 B. s = –4 C. s = 4 D. s = 12
Spartina is a type of that grows in a salt marsh
4' -- inches or feet? does the ' in 4' stand for feet or inches? i believe the ' is for feet, and " is for inches. could you clear this up?
1 I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. 2 Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
3 But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition.
4 In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.
5It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.
Read the passage above to answer the following questions:
5)
A) hyperbole.
When Dr. King said, "We have come to our nation's capital to cash a check," he was using
B) personification.
D) an extended metaphor.
C) an extended simile.
6)
A) Injustice began fading away for slaves.
Which statement BEST explains seared in the flames of withering injustice as it is used in the second paragraph?
B) Slaves were not haunted by the pain of injustice.
D) Slaves were not bothered by the injustice served to them.
C) Slaves had been tortured and scarred by injustice.
7)
Which sentence uses a simile to dramatize Dr. King's point vividly?
A) But one hundred years later, the Negro still is not free.
B) So we have come here today to dramatize a shameful condition.
C) We have also come to this hallowed spot to remind America of the fierce urgency of now.
D) This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice.
8)
When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir.
What is the root word of promissory as it is used in this sentence?
A) miss
B) missory
C) prom
D) promise
In 100 to 200 words, give your opinion of what you believe was the most important aspect relating to the spread of language. Use factual information as evidence to back up your choice.
The human body requires approximately _______ liters of water each day. (answer in decimal form, round to nearest tenth.)
Overweight people tend to have faster resting metabolisms. Truth or false
If the cutoff for a safe ratio of infected people is 1 in 10,000, what is the greatest number of people out of the 6,700,000 that can be infected and still be within the safe ratio?
What did the Minoans import?
1. Is the example a complete sentence, sentence fragment, or run-on sentence? Yesterday, Cindy was the only teenager at the tryouts. A. run-on sentence B. sentence fragment C. complete sentence. 2 Is the example a complete sentence, sentence fragment, or run-on sentence?
The phone rang loudly in the hallway, Dad answered it.
A.
run-on sentence
B.
sentence fragment
C.
complete sentence
answer both
Item 1In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original SourceAnalysis of patterns in time (APT) is a method for gathering information about observable phenomena such that probabilities of temporal patterns of events can be estimated empirically. If appropriate sampling strategies are employed, temporal patterns can be predicted from APT results. Finally, APT is compared to the linear models approach and event history analysis. The major difference is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated.References:Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.Student VersionAPT is an empirical approach to observing and coding phenomena by using mutually exclusive and exhaustive categories within multiple classifications (Frick, 1990). Once these data have been collected, researchers specify APT queries to calculate the probability of joint and/or sequential patterns of interest. In effect, researchers create measures of temporal patterns by counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in Time is different from the linear models approach of measuring variables separately and using statistics to analyze their relations.References:Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180204.Which of the following is true for the Student Version above?Word-for-Word plagiarismParaphrasing plagiarismThis is not plagiarismHints What is the greatest common factor for 5 4 and 2
bul paid $20 for a new DVD three years ago. Yesterday he paid $15 for a new DVD. Find the percent of change.
1. Home
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Unit Plan: Aloha Kuhialoko - Link to full unit plan available via the following URL: https://cutt.ly/xKU0ST1
Created by Eli Maioho `Āina site: Kuhialoko
Target Grades: 9-12
Target Subjects: Hawaiian Studies, `Ōlelo Hawai`i
Detailed Lesson-Project Plan #2
Lesson Title: Native and Invasive Species Count - Mea Kanu (plants)
Essential Unit Questions Addressed:
What invasive species do you see? How may they have arrived in your assigned area to count? Do they have a useful purpose? Do they hinder the growth of native species?
Educational Standards (Hawaiian Language)
Standard 1: INTERPERSONAL⎯Use target language to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 3: PRESENTATIONAL⎯Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
Explain how the HĀ framework and/or Hawaiian Culture:
By counting the invasive species, investigating, observing and concluding both their negative and positive effects and potential uses; sharing out, and participating in discussions, the students will exhibit the following aspects of the HĀ framework.
1. Strengthened Sense of Belonging:
6. Strengthened Sense of Hawai'i:
a. Know who I am and where I am from
b. Know about the place I live and go to school
c. Build relationships with many diverse people
d. Care about my relationships with others
e. Am open to new ideas and different ways of doing things
f. Communicate with clarity and confidence
g. Understand how actions affect others
h. Actively participate in school and communities
a. Pronounce and understand Hawaiian everyday conversational words
b. Use Hawaiian words appropriate to their task
c. Learn the names, stories, special characteristics and the importance of places in Hawai'i
d. Learn and apply Hawaiian traditional world view and knowledge in contemporary settings
e. Share the histories, stories, cultures and languages of Hawai'i
f. Compare and contrast different points of views, cultures and their contributions
g. Treat Hawai'i with pride and respect
h. Call Hawai'i home
Materials needed:
1. Notepad/Paper and pencil for taking notes and documenting counts
2. Leis or other gifts made in class (makana) to be presented to Kuhialoko staff
Pedagogy: This is one of 2 lessons designed to be done on site at Kuhialoko. Students will be split into 3 main groups to count different invasive species. This group will be counting invasive plants in the assigned area by staff. Students will be utilizing their Hawaiian Language counting skills, and their plant identification skills learned previously in the unit. They may refer to their sketches and notes taken in class.
1. Identify as many invasive plant species in their area.
2. Do a count of each species in their area. Numerical counts should be written in Hawaiian.
3. Observe, investigate, and conclude why the number of species there are present. Example, were those plants planted there for a purpose? Is there a mother plant upwind dropping seeds, could birds have spread those seeds there? Are those plants beneficial or harmful? How so? Should they be removed?
4. Whole group share-out and discussion, numbers are to be shared in Hawaiian.
5. Work time: Kuhialoko staff will assign work tasks which will be based on the needs of that particular day, and may include but will not be limited to: weeding, raking, cleaning ʻauwai/holowai systems, constructing/fixing things etc.
6. Lunch
7. Final debrief, Final cleaning, Mahalo, return to campus
Lesson Introduction
Previously planned protocols with Kuhialoko staff to occur upon arrival. Leis made in class to be given to staff/honorary guests.
Remind the students to leave their cell phones in their bags, ABSOLUTELY NO USE OF CELL PHONES on site. No pictures.
Staff introductions. Quick Moʻolelo by staff leader.
Instructional Sequence
| Teacher Does | Students Do |
|---|---|
| Split students into previously planned groups optimizing individual compatibilities/strengths | Arrange themselves into the assigned groups |
| Remind students of the task at hand (mentioned above under pedagogy) | Review with each other their tasks and responsibilities |
| Send groups to their designated locations. | Head to their assigned areas and begin |
| Be sure to check in on each making sure they are on task, and providing guidance and assistance where necessary. | Remain on task, asking for help or clarification when needed |
| Check in with them in 15 mins, assess how much more time is needed. | Report on their progress |
| When everyone is ready, call them back to the main group for analysis. | Return to the main group and prepare for share out |
Closing: Analysis/Share- out groups will take turns presenting:
1. They will present their Species and counts in Hawaiian
2. (Depending on the Hawaiian language level this may be done in English) Share their observations, investigations, and conclusions why the number of species there are present and their synthesis of information. Time of day? Season? Purpose? Is there a mother plant upwind dropping seeds, could birds have spread those seeds there? Are those plants beneficial or harmful? How so? Should they be removed?
Accommodations for at least 3 types of diverse learners:
* May allow students to present in a smaller setting at a different time
* May allow for students to submit their presentation in writing
* May allow for students to submit their presentations utilizing diagrams, poetry, music, dance, or any other type of performing arts
Virtual Accommodations
* If students are unable to attend, provide the approved pictures from Kuhialoko so students may do their counts virtually
* Allow them to create their own tables on Google slides to document their counts, and write their analysis
* Partner them with others who were unable to attend physically so they may present their numerical counts in Hawaiian, and discuss their predictions why their counts differed from others.
Associated media to introduce or guide students if referenced.
* Invasive Plants in Hawaiʻi Guide http://www.hear.org/hortweeds/
* Native Species Cards from Hui o Ho`ohonua (sample) but cards will be modified by students to include more species after the first visit to Kuhialoko - available via the following URL: https://cutt.ly/aKU0Wp0
Formative Assessment Method/s For This Lesson
* Their numerical counts in Hawaiian will be graded for accuracy including spelling
Explain How This Lesson Relates To the Unit Summative Assessment
* This is the culminating, real-world application for learning counting in Hawaiian throughout the whole unit.
* This visit provides content for the final student selected projects for sharing what they learned with community and younger students | <urn:uuid:7c43e81a-8f59-42a5-8a07-aa92693e4c46> | CC-MAIN-2024-10 | https://www.ewaainaed.org/_files/ugd/ee96de_3c09e48eee9741a2b5db829cd3280102.pdf | 2024-03-05T03:22:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00530.warc.gz | 744,112,661 | 1,469 | eng_Latn | eng_Latn | 0.994008 | eng_Latn | 0.99668 | [
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Linda Guy
Planting Requirements
Growing Zone 4 to 9
Sun Requirements
Part sun and part shade, preferably morning sun and filtered shade in afternoon.
Soil Requirements
Well drained, acidic soil, high in organic matter, pH 5. Do not plant in heavy clay soil.
When, Where and How to Plant
Keep plant well-watered and mulch with pine needles, peat moss or bark mulch to keep the soil cool and moist. Do not mulch above crown! Fertilize in spring but don't fertilize after July 1 st .
Plant from spring to early fall in a woodland setting with filtered light. Space plants 4-6 feet apart. Dig hole 3x diameter and 1" deeper than root ball. Fill hole with 1-1-2 proportions of coarse peat moss, perlite and shredded hardwood bark, then add water to make "soupy" mixture and let drain. While draining, set plant in center of hole and spread roots away from plant. Add more of the 1-1-2 mixture up to 1" below crown. Water again to a soupy consistency to finish.
Maintenance
Prune after blooming to shape plant. Remove dead or diseased branches at any time. Spray dormant spray oil on branches in late winter before blooms to kill overwintering insect eggs.
SAN JACINTO COUNTY MASTER GARDENERS
P.O. Box 1643, Coldspring, TX 77331
Phone: 936-628-6407
Web: https://txmgorg/sjmg facebook.com/SJC-Master-Gardeners
Radiant Red
What is a Deciduous Azalea?
Azaleas are flowering shrubs in the rhododendron family. Spring in southeast Texas is alive with the brilliant blooms of azaleas however, we don't often see deciduous azaleas in our area. After touring the Ruby M. Mize Azalea Garden in Nacogdoches we saw these gorgeous plants in full bloom. The garden is in the same planting zone, 8b, as San Jacinto County and we want to educate our friends and neighbors on how to grow them in our area.
The primary difference between deciduous and evergreen azaleas is that they lose their leaves in the fall while evergreen azaleas retain all or most of their foliage throughout the season. They tend to grow in an upright habit, flowering in early spring before the leaves emerge.
Why Should You Grow Them?
There are many reasons to grow deciduous azaleas but the most obvious is the spectacular blooms that begin to appear just as evergreen azalea blooms are fading, extending the azalea bloom season by another 30-45 days. They love our southeast acidic soil and, as with evergreen azaleas, they attract butterflies and other pollinators in early spring when other plants have not started blooming. A little extra care may be required to establish these plants but the magnificent spring blooms will be well worth the effort! Please follow the planting and maintenance instructions on the back of this brochure to ensure a healthy and happy plant.
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PT 109 INCIDENT 80 th Anniversary (1943-2023) - Paul Jehle
Though John F. Kennedy would be honored for his heroic actions after the harrowing night of August 1, 1943, the entire incident began "as an unmitigated disaster."
PT-109 was one of fifteen Patrol Torpedo boats sent out to engage or turn back the "Tokyo Express;" the nick-name given to the Japanese navy's supply convoy. Though several PT boats fired torpedoes and missed, PT-109 was one of three boats left to try again. Suddenly, looming out of the darkness, was the Amagiri, a Japanese destroyer, that rammed the side of the much smaller PT boat, throwing almost everyone into the water.
Kennedy ordered the men to abandon ship. Here John F. Kennedy demonstrated his physical skills of swimming (from his Harvard college days) and endurance, will and tenacity to both survive and continue to serve his country. Though two of his crew were presumed lost, Kennedy led the rest on a three and half mile swim to a nearby islet. Though exhausted and on shore, he re-entered the water, treading water to make sure they were safe.
Swimming from island to island to get water and food, the ordeal, where he led his men with valor and courage, would not end until August 8 when he was rescued. Kennedy was awarded the Navy and Marine Corps Medal, and his injuries qualified him for a Purple Heart. But no one could have conceived that his legacy would catapult him to the White House, where in his inaugural he would say what he already had demonstrated; "Ask not what your country can do for you, but ask what you can do for your country!" Truly JFK knew the price of freedom! | <urn:uuid:e53b6214-a1e9-4172-909a-acf047f87aed> | CC-MAIN-2024-10 | https://usathanksgiving.com/download/15/parade-pdf/1977/ahtc-pt-109-incident-1943.pdf | 2024-03-05T05:00:04+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00529.warc.gz | 584,211,235 | 371 | eng_Latn | eng_Latn | 0.999265 | eng_Latn | 0.999265 | [
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Marshland Primary Academy
Religious Education Long Term Plan
If you would like more information about the Religious Education curriculum we offer at Marshland Primary Academy, then please contact the school office.
| Year Group | Autumn 1 | | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|---|
| Rising Threes | | | | | | |
| Nursery | | | | | | |
| Early Learning Goals | | | | | | |
| Reception | | Unit F3 | Unit F4 Which times are special and why? Strand: Expressing Stories linked to Diwali and Christmas | Unit F1 Which stories are special and why? Strand: Believing Stories from the Bible and the Qur’an | Unit F2 Which people are special and why? Strand: Believing Special people from different religions | Unit F5 Where do we belong? Strand: Living Christian and Hindu celebrations to welcome children into the faith |
| | | Which places are special | | | | |
| | | and why? | | | | |
| | | Strand: Expressing | | | | |
| | | Introduction to the | | | | |
| | | concept that churches, | | | | |
| | | mosques and synagogues | | | | |
| | | are special places | | | | |
| | | - ‘The Colour Monster | | | | |
| | | Goes to School’ by Anna | | | | |
| | | Llenas | | | | |
Marshland Primary Academy
Religious Education Long Term Plan
If you would like more information about the Religious Education curriculum we offer at Marshland Primary Academy, then please contact the school office.
Marshland Primary Academy
Religious Education Long Term Plan
If you would like more information about the Religious Education curriculum we offer at Marshland Primary Academy, then please contact the school office.
| Year 3 | Unit L2.1 What do different people believe about God? Strand: Believing Belief in Gods from the Christian, Hindu and Muslim faiths Introduction to Humanism | | Unit L2.4 Why do people pray? Strand: Expressing Different ways to pray for Hindus, Muslims and Christians | Unit 2.5 Why are festivals important to religious communities? Strand: Expressing Christian festivals of Easter and Pentecost | Unit L2.7 What does it mean to be a Christian in Britain today? Strand: Living Christianity |
|---|---|---|---|---|---|
| Texts and Stories | - ‘Moses and the Burning Bush’ by Mary Manz Simon - ‘Goodnight Stories from the Quran’ by Khan Saniyasnain | | - Bible extract Joshua 1:9 | - ‘The Day When God Made Church’ by Rebekah McLeod Hutto | - Luke 21:1-4 - A Poor Widow’s Gift |
| Year 4 | Unit L2.2 Why is the Bible important for Christians today? Strand: Believing Christianity and the significance of the Bible | Unit L2.3 Why is Jesus inspiring to some people? Strand: Believing Christianity and the role Jesus plays | Unit L2.6 Why do some people think that life is a journey? What significant experiences marks this? Strand: Expressing Christian and Hindu ideas about life as a journey | Unit 2.5 Why are festivals important to religious communities? Strand: Expressing Religious festivals of Lent and Ramadan and Eid-ul- Fitr | |
| Texts and Stories | - Genesis 1 – The Creation - Genesis 3 – Story of Adam and Eve - Parables: The Prodigal Son, The Lost Coin, The Lost Sheep - ‘Lost but Found’ by Carol Christian | - ‘The Sower’ by Su Box - Luke 10:29-37 - story of the two debtors | - ‘Vow’ poem by Roger McGough | | |
Marshland Primary Academy
Religious Education Long Term Plan
If you would like more information about the Religious Education curriculum we offer at Marshland Primary Academy, then please contact the school office.
| Texts and Stories | - Genesis 1 and 2 – The Creation | - Luke 4:18-19 - The Greatest Commandment - Matthew 25:31-46 – Sheep and Goats Parable | |
|---|---|---|---|
| Year 6 | Unit U2.3 What do religions say to us when life gets hard? Strand: Believing Christian, Hindu and non- religious ideas about life after death | Unit U2.5 Is it better to express your religion in arts and architecture or in charity and generosity? Strand: Expressing Buildings and charities from different faiths, with a comparison activity looking at Christian and Muslim architecture and charity | Unit U2.7 What matters most to Christians and Humanists? Strand: Living Christian values and Humanist principles |
| Texts and Stories | Christian, Hindu and non- religious thoughts about life after death | | - Genesis 1 and 3 – Humans made in the image of God - ‘The Good Samaritan’ film - ‘We Are All Born Free’ Amnesty International | | <urn:uuid:9380b9b5-712f-4b42-a199-b8096411f8a6> | CC-MAIN-2024-10 | https://marshlandprimaryacademy.org.uk/wp-content/uploads/2023/01/Religious-Education-Long-Term-Plan.pdf | 2024-03-05T04:57:29+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00532.warc.gz | 390,927,149 | 1,189 | eng_Latn | eng_Latn | 0.982563 | eng_Latn | 0.971133 | [
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426-364
Weeds in the Home Vegetable Garden
Authored by Diane Relf, Retired Extension Specialist, Horticulture; Alan McDaniel, Retired Extension Specialist, Horticulture, and reviewed by Sara Rutherford, Extension Agent, Agriculture and Natural Resources (first published April 2015, last reviewed October 2023)
Weeds
The most common definition of a weed is a plant out of place. Many plants that are considered weeds in the vegetable garden are beneficial wildflowers in other settings. Unfortunately, some of the plants, while attractive in the wild, are too aggressive for use in the home garden and can take over the landscape. Seeds of even very obnoxious wild flowers may be sold occasionally, so care must be used in the selection of wildflowers vs. weeds.
Some weedy plants are edible, providing nutritious variety to the regular diet: dandelions, purslane, chickweed, cress, mustards, and lambsquarters all offer greens; blackberries produce sweet fruits; Jerusalem artichokes (sunchokes) are the tubers of a native sunflower; and, of course, there is always wild asparagus to stalk. Before attempting to eat wild plants, be sure they are properly identified. Weedy plants often provide a habitat for various insects, some of which are beneficial to the garden. They provide shelter, pollen, and nectar for bees and predators of garden pests, such as the preying mantis.
Weeds in and around the Garden
Weeds are highly adapted to where they grow and compete too well with crop plants for water, nutrients, and light. They have large, efficient root systems, grow rapidly and frequently produce tremendous amounts of seed. Most weeds tolerate drought and low soil fertility. Meaning, they require lower amounts of nutrients, like potassium and calcium, than vegetable crops. Examples of weeds that compete highly with vegetable crops are grasses, purslane, lambsquarter, and common dock. Weeds serve as a host of some insects and diseases, often providing an overwintering site for them to survive and emerge again as the weather warms.
www.ext.vt.edu
Cultivation
There are several ways to rid the garden of most problem plants. Since mature weeds extract large quantities of moisture and nutrients from the soil, removing the weeds when they are young is beneficial. Hand-pulling suffices for small gardens and raised beds, but a hoe is critical for larger gardens. Manual-powered rotary cultivators do a good job on long rows and pathways, provided the soil is not too wet or dry and the weeds are small. In large gardens with widely spaced rows, a rotary tiller of appropriate size makes the work easy and fast. Manual and powered rotary cultivators are usually unable to turn under weeds close to vegetable plants without damaging the vegetables. Hand-pulling or hoeing are best for removing weeds near vegetable plants. Deep cultivation with any instrument is likely to damage roots or stems of crop plants.
Turning annual weeds under, especially before they flower, provides organic matter to the soil. Hand-pulled weeds, except for rhizomatous grasses, may be laid on top of the soil to dry out, then left as a mulch or turned under. However, if rain is predicted within a day or two, remove pulled weeds to the compost pile. Otherwise, rain will wash soil around the roots enabling some to survive. Weeds which have started to go to seed and grasses that spread by rhizomes or stolons should not be left in the garden after pulling or they will create new problems. Composting may not destroy the weeds or their seeds if the pile doesn't heat up sufficiently after they are added. In these cases, despite their potential value as organic material, it's better to put them in the trash or burn them, if local ordinances permit. Reducing weed growth near the garden by mowing or other means will also help prevent the spread of weeds and seeds to the garden area and reduce insect and disease hosts.
Cultivation is best done when the soil is moist, but not wet. Working wet soil will change the structure, especially of heavy clay-type soils. When it is too dry, weeds are difficult to pull and hoeing is difficult. A day or two after a rain or irrigation is the best time to cultivate. The work will be much more pleasant done in the cool temperatures of early morning or evening rather than the hottest part of the day. Wear protective clothing to work when it's hot, and stop frequently for rest and refreshment.
Mulching
Thick layers of organic mulch will not allow most annual weeds to poke through, and those that do are usually easily pulled. Weeds with runners are not so easily controlled, and black plastic may be a better choice where these prevail. For paths, newspaper or other such materials covered with wood chips or hardwood mulch will provide excellent weed suppression. See Publication 426-326, "Mulches for the Home Garden," for detailed information on various mulches.
Spacing
Once vegetable plants are established, if they have been planted close enough to each other, they will shade the soil and prevent the growth of many weed seedlings. This is the effect achieved by a well-planned raised bed or narrow-row planting in which plants are spaced so that the foliage of adjacent plants touch, forming a closed canopy at the mature growth stage. See publication 426335, "Intensive Vegetable Gardening," for recommended space requirements.
Other practices
Some gardeners are using various types of no-till gardening to reduce weed problems, as well as prevent erosion and moisture loss. One method is the standard no-till practice of sowing a fall cover crop, killing it with an herbicide and planting vegetables in the dead plant material after a recommended waiting period. There are no herbicides recommended for use in established home vegetable gardens to kill emerged weeds that won't also damage or kill vegetable plants. However, post-emergent herbicides can be used in row middles to control small weeds. Care must be taken to prevent drift of sprayed herbicides onto vegetable plants. Also, certain herbicides can be used before planting to kill cover crops for no-till practice or before vegetable crops are transplanted or seeded. See your Extension agent for recommendations. Use of weed-killers normally recommended for lawns or other areas is not permitted.
2
The use of cover crops over several seasons or years in a particularly weedy section can also reduce weed problems. However, this method requires leaving that part of the garden uncultivated, reducing growing space. Cover crops must be mowed or harvested regularly, which can be time-consuming and/or difficult without appropriate tools. Investigate cover-crop rotations thoroughly before using them to control weeds. If you are unsure about using cover crops in your vegetable garden, try them in small sections of the garden to determine how effective they may be for you.
Herbicides
Certain herbicides may be used in or around the home garden. They should always be used according to label instructions and only for crops listed on the label. The wrong herbicide can be very damaging to your garden. Check with your Extension agent for recommendations. Even when used properly, drift from herbicide sprays used on the lawn or in areas surrounding the garden can cause damage to vegetable plants, so take care to spray on windless days and erect barriers to protect plants if necessary. Drift or runoff from pre-emergence herbicides does not damage growing plants, but may prevent seeds from germinating. Be aware that treatment with an herbicide for one type of weed may result in the area being colonized by other weeds which are tolerant to the chemical. Finally, never use an herbicide in the same sprayer you use for insect and disease control. Keep a separate one for herbicides only.
Scan to access more publications about fruits and vegetables.
Produced by Virginia Cooperative Extension, Virginia Tech, 2023
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After an RNA molecule is transcribed from a eukaryotic gene, portions called _____ are removed and the remaining _____ are spliced together to produce an mRNA molecule with a continuous coding sequence.a. operators ... promotersb. exons ... intronsc. introns ... exonsd. silencers ... enhancerse. promoters ... operators
Answer: Portions called introns are removed and the remaining exons are spliced together
Explanation:
Answer: Portions called introns are removed and the remaining exons are spliced together
Explanation:
The messenger RNA obtained after transcription is known as primary transcribed RNA or precursor RNA, and it has to undergo modifications before exerting its function. This is called RNA processing or maturation.
In the DNA sequence, the coding content of a gene is not continuously distributed along the gene, but has discontinuities, called introns, whose sequence does not encode proteins. The parts of the sequence that encode proteins are called exons. Through a process called splicing (which is one of the modification that are part of the RNA maduration), the introns are eliminated and the exons are joined forming a mature messenger RNA molecule that will be used for protein synthesis.
So the exons are part of the region of a gene that is not separated during the cutting and splicing process and is therefore kept in the mature messenger RNA. Each exon codes a specific portion of the entire protein, so that the set of exons forms the coding region of the gene.
Which is the best definition of hoax?
What year did the Beatles release their first album and start the British Invasion?
Craig said he had forgiven Josh for a past disagreement, but whenever Josh goes out with the group, Craig seems to stay at home. Which of Craig's attitudes toward Josh likely remains negative?
a. simple
b. complex
c. explicit
d. implicit
Dr. Higgs exposes rats to a vanilla scent prior to receiving a food pellet in the left corner of their cage, but provides no food after exposure to a lemon scent. After several trials, upon smelling a vanilla scent, the rats wait at the far left corner of the cage regardless of whether a food pellet is present. However, they do not wait in the far left corner when exposed to the lemon scent. What is the unconditioned stimulus in the experiment?
You walk with a velocity of 2 m/s north. You see a man approaching you, and from your frame of reference he has a speed of 3 m/s to the south. What is the velocity of the man from the frame of reference of a stationary observer? is it 5m to the south??
Which three of the following statements are consistent with the images?a. In a sea turtle's flippers, heat is transferred from (3) to (1).b. In a sea turtle, blood warms as it flows from the body (1) to the tip of the flipper (2).c. In a sea turtle's flippers, heat is transferred from (1) to (3). d. At a dolphin's testes, heat is transferred from (2) to (1).e. In a dolphin, blood cools as it flows from the aorta to the testes. f. At a dolphin's testes, heat is transferred from (1) to (2). List the steps of the accounting cycle in their proper order.
When the bore is larger than the stroke, the engine is A. freewheeling.
C. even.
B. undersquare.
D. oversquare.
HELP Which of the following passages is an example of a characteristic of a slave narrative from Narrative of the Life of Frederick Douglass?
The average speed of the plane was 388 miles per hour and the flight across the Pacific was 14 hours long. How many miles did the plane fly? Students who fall behind in their school work will never be able to get jobs and will end up living with their parents forever.
A. "It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age."
C. "For of all slaveholders with whom I have ever met, religious slaveholders are the worst."
B. "They seldom come nearer to it than planning time, harvest-time, cherry-time, spring-time, or fall-time."
D. "My father was a white man."
take 2 adults and 2 children for £18; the McGhee
1. Flicks for Four Families Four families go to the cinema. The Reid family family take 1 senior, 2 adults and 1 child for
3 adults for £19.50. How much will it cost for the
£18.50; and the Griffiths family take 1 senior and
Linton family to take 1 senior, 2 adults and 3
At Kentucky Fried Chicken, the kitchen staff baked 96 chicken legs, 144 thighs, and 224 wings. The staff had to prepare platters for a catered lunch at an office. Each platter will have the same number of legs, thighs, and wings. How many platters can the staff make if they want the greatest number of chicken pieces on each platter?
children?
Simplify the expression. 6nx+7p-14p+2nx-6x
B. False
Many international firms are increasing their efforts to market their products and services to countries such as India and China as the ranks of their middle class continue to increase. A. True
Which of the following substances is used up during photosynthesis? Oxygen Sugar Sulfur dioxide Water [12+(9-d^2)-6]•2d and d=3
2. How were the inner and outer planets formed?
1. Home
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Mud Glorious Mud
With all the rain we've had recently, there is still plenty of mud around to have fun with. From simply splashing in muddy puddles to making your own mud kitchen, mud can provide hours of entertainment!
Mud Painting
Mud Squelching
You can simply mix mud and water to make a paste, then dip in your paintbrush and enjoy the sensory feel of painting it onto tree trunks.
Or you can go one step further to mix your own range of mud paints. Using ground up chalk or charcoal, add small amounts to pots of mud and water to make different shades. Look for sticky grey or yellow clay soils to make new colours.
Use your colours to make a painting on white card, how many different colours can you make?
Top tip: push your mud through an old sieve to make a smooth paint. Add a little washing up liquid to make it shiny!
Mud Sculptures
Squash a lump of mud into a ball, using a little water if needed. Make it into different shapes, such as a hedgehog or snail and decorate with sticks and stones. Use a yoghurt pot or baked bean tin as a mould to make mud castles.
Walking barefoot in nature is not only a great sensory experience, it is also supposed to be very good for your health!
So take off your wellies and socks, find a patch of squelchy mud and enjoy the feeling of mud oozing through your toes!
Make a wormery
This is a good way to see how worms fertilise and mix our soil.
You will need: 1 litre bottle, soil, sand, scissors, clingfilm, leaves.
Cut the top off the bottle and fill with layers of sand and soil. Sprinkle leaves on top and add your worms. Cover the top with clingfilm and make a few air holes. Keep it damp and dark. Observe!
Surrey Wildlife Trust have a good activity sheet to show you how.
Build a mud kitchen
Using crates, scrap wood, bricks or anything to hand, you can make a very simple mud kitchen in even the smallest garden. Add a washing up bowl, some old pots, pans, plates and cups. Using wooden spoons, spatulas and measuring jugs (as well as your imagination and plenty of mud and water) you can cook up mud pies, stone soup or leaf loaves. Pop it in a cardboard box oven to bake it until just ready! Or have a go at making a solar powered oven! NASA have good instructions for how to build one! | <urn:uuid:f66be454-9188-4477-87ad-20088ed05ef5> | CC-MAIN-2024-10 | https://www.sncv.org.uk/wp-content/uploads/2021/02/mud-glorious-mud.pdf | 2024-03-05T04:00:25+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00528.warc.gz | 995,949,441 | 534 | eng_Latn | eng_Latn | 0.994564 | eng_Latn | 0.994564 | [
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Safety Awareness Tip
Be Smart About Smartphone Safety
Smartphones are a fast-growing and undeniably popular technology but, aside from the fact that they are easily lost or stolen, there are a number of risks that go hand-in-hand with smartphones:
Spyware - Smartphone apps can be infected with spyware, just like your computer. Once spyware has been downloaded, criminals can hear your calls, see your text messages, emails and photos and track your location. They can take control of your phone and even make calls from it. Signs of spyware infection include:
- Outgoing texts to unknown numbers on your phone bill
- Warm battery even when phone is not in use or reduced battery life
- Flickering screen
Geotagging - Most smartphones encode a GPS stamp called a "geotag" onto digital photos, which can reveal the exact location a photo was taken. When shared on social websites, criminals can use this data to steal identities, stalk victims and scout locations.
Identity Theft - According to Javelin Strategy & Research's 2012 Identity Fraud Report, seven percent of smartphone users are victims of identity fraud. Sharing personal information publicly can help criminals authenticate your identity (e.g., if you share your pet's name on a public social media profile and then use it for passwords or security questions).
Protect Yourself
- Use a password to lock your phone.
- Install anti-virus, anti-malware and security software designed for smartphones and download updates.
- When installing apps, read the "fine print" to find out how your data is gathered and used.
- Don't open suspicious emails or click on suspicious links.
- Update your operating system regularly.
- Never store passwords on your phone.
- Enroll in a backup/wiping program through your smartphone's manufacturer or your wireless provider.
- Use your 3G or 4G instead of public Wi-Fi.
- If making a purchase using your smartphone, make sure the payment info starts with "https://"
- Disable geotagging.
- If your phone has data encryption features, use them.
If Your Smartphone is Lost or Stolen
- And you HAVE enrolled in a backup/wiping program, have the administrator "wipe" your phone and call your service provider to report your phone missing.
- And you HAVE NOT enrolled in a backup/ wiping program, report the crime/loss to local law enforcement and sign up for fraud alerts through major credit reporting agencies.
When you're replacing your smartphone, wipe the memory from the phone and restore to factory settings. Destroy the SIM card unless it is being transferred to another device.
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9. School-Age Children and Adolescents
Related Core CFI Questions: 8, 9, 10
GUIDE TO INTERVIEWER: This supplement is directed to adolescents and mature school-age children. It should be used in conjunction with standard child mental health assessments that evaluate family relations (including intergenerational issues), peer relations, and the school environment. The aim of these questions is to identify, from the perspective of the child/youth, the role of age-related cultural expectations, the possible cultural divergences between school, home, and the peer group, and whether these issues impact on the situation or problem that brought the youth for care. The questions indirectly explore cultural challenges, stressors and resilience, and issues of cultural hybridity, mixed ethnicity or multiple ethnic identifications. Peer group belonging is important to children and adolescents, and questions exploring ethnicity, religious identity, racism or gender difference should be included following the child's lead. Some children may not be able to answer all questions; clinicians should select and adapt questions to ensure they are developmentally appropriate for the individual. Children should not be used as informants to provide socio-demographic information on the family or an explicit analysis of the cultural dimensions of their problems. An Addendum lists cultural aspects of development and parenting that can be evaluated during parents' interviews.
INTRODUCTION FOR THE CHILD/YOUTH: We have talked about the concerns of your family. Now I would like to know more about how you feel about being ___ years old.
Feelings of age appropriateness in different settings
1. Do you feel you are like other children/youth your age? In what way?
2. Do you sometimes feel different from other children/youth your age? In what way?
3. IF THE CHILD/YOUTH ACKNOWLEDGES SOMETIMES FEELING DIFFERENT: Does this feeling of being different happen more at home, at school, at work, and/or some other place?
4. Do you feel your family is different from other families?
5. Do you use different languages? With whom and when?
6. Does your name have any special meaning for you? Your family? Your community?
7. Is there something special about you that you like or that you are proud of?
Age-related stressors and supports
8. What do you like about being a child/youth at home? At school? With friends?
9. What don't you like about being a child/youth at home? At school? With friends?
10. Who is there to support you when you feel you need it? At home? At school? Among your friends?
Age-related expectations
GUIDE TO INTERVIEWER: Concepts of childhood and age-appropriate behavior vary significantly across cultures. The aim of these questions is to elicit the normative frame(s) of the child /family and how this may differ from other cultural environments.
11. What do your parents or grandparents expect from a child/youth your age? (CLARIFY: For example, chores, schoolwork, play, religious observance.)
12. What do your school teachers expect from a child/youth your age?
13. IF INDIVIDUAL HAS SIBLINGS: What do your siblings expect from a child/youth your age? (CLARIFY: For example, babysitting, help with homework, dating, dress.)
14. What do other children/youth your age expect from a child/youth your age?
Transition to adulthood/maturity (FOR ADOLESCENTS ONLY)
15. Are there any important celebrations or events in your community to recognize reaching a certain age or growing up?
16. When is a youth considered ready to become an adult in your family or community?
17. When is a youth considered ready to become an adult according to your school teachers?
18. What is good or difficult about becoming a young woman or a young man in your family? In your school? In your community?
19. How do you feel about "growing up" or becoming an adult?
20. In what ways are your life and responsibilities different from the life and responsibilities of your parents?
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Unit 1 Lab 1
Claim: The battery-operated car moves at a constant speed of 44.2478 cm/s.
Evidence:
| 0 | 0.00 | |
|---|---|---|
| 20 | 0.43 | 0.43 |
| 40 | 0.86 | 0.43 |
| 60 | 1.34 | 0.48 |
| 80 | 1.81 | 0.47 |
Reasoning:
This graph is linear, showing that the battery powered car traveled at a constant speed. In addition, the ∆t (change in time) from one point to the next is generally equal, as shown in the table. This means that there is a constant velocity and constant change in time. The graph below shows acceleration vs. time.
This graph shows that there is no acceleration. To find the speed, we can use ∆x/∆t, or change in position over change in time. This is also the same as finding the slope of the first graph. I calculated the speed below.
∆x/∆t
100/2.26
44.2478 cm/s is the speed
Claim: The cart accelerates at an acceleration of 53.4759 cm/s^2.
Evidence:
| Distance (cm) | Trial 1 Time (s) | Trial 1 ∆t |
|---|---|---|
| 0 | 0 | |
| 20 | 0.76 | 0.76 |
| 40 | 1.13 | 0.37 |
| 60 | 1.4 | 0.27 |
| 80 | 1.65 | 0.25 |
| 100 | 1.87 | 0.22 |
Reasoning:
This graph is not linear, meaning the cart accelerates as it moves along the path. We can also see this in the ∆t on the table. As the cart moves from one point to the next, the change in time between two points decreases. This means the cart is accelerating. The acceleration is calculated below.
∆v /∆t
100/1.87
53.4759 cm/s^2 | <urn:uuid:2f3f0e1e-525b-41e7-9115-aa503ec4acd2> | CC-MAIN-2024-10 | https://users.wpi.edu/~lpattison1/docs/PhysLab01.pdf | 2024-03-05T04:34:31+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00531.warc.gz | 576,802,176 | 490 | eng_Latn | eng_Latn | 0.998382 | eng_Latn | 0.998046 | [
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Working with Adolescents —Strategies for Instructors
Brain development theories indicate several strategies are particularly effective in working with adolescent learners.
* Give straightforward directions
Background: Brain Development
The memories of adolescents may not be able to accommodate multiple ideas all at once. Review each step of an assignment or project to make sure each component is understood completely before moving on to the next step.
* Use models, and vary your material
Any student is more likely to understand and process information when multiple modes of instruction are used; this is particularly important for adolescent learners. Try to incorporate visual, auditory, and kinesthetic (tactile) material when introducing a topic or assignment or giving a lecture. Demonstration during explanation can be particularly useful, as can graphics and concrete examples.
* Ensure students develop competence
Give students a variety of opportunities to build skills and strategies, particularly during class when you can informally assess where gaps in learning occur. Use quizzes, tests, and assignments to emphasize material that seems challenging for students. Although it may seem repetitive, going over answers to assignments and tests after handing back work also can help "cement" information and build competence.
* Incorporate decision-making into class work
Due to the nature of adolescent brain development, decision-making can be flawed. Discussions in class can help students assess the key concepts that contribute to solid decisions and develop decision-making skills. Give students opportunities to choose what they will do, read, and work on during an assignment. Selecting a reading (either article A or article B), for example, helps students learn to consider the merits of their choices and develop skills in reasoning and critical thinking.
Resources
Find links to more information on this topic at www.careerladdersproject.org/dual-enrollment-links
Major changes occur during adolescence when the brain undergoes structural changes (Jensen, 2005). Most importantly, the frontal lobe, which handles abstract reasoning and problem solving, is still developing until students reach their midtwenties, and the prefrontal cortex, which controls judgment and impulses, matures very slowly (Shute, 2009). This helps explain the impulsivity of most adolescents.
Five factors influence brain development, especially during adolescence:
1. genetics
2. nutrition
3. steroids
4. teratogens
5. environmental stimulation
Educators have the power to shape one factor in particular: environmental stimulation. They can contribute to the amount and quality of cognitive stimulation students receive. Stimulation begins before birth, and people receive environmental stimulation throughout their lives. But environmental stimulation has significant impact during adolescence and young adulthood, when the brain is still developing. In fact, brain development slows when environmental stimulation is missing or minimal. So it is imperative to embrace the "use it or lose it" strategy, and strengthen the brain during adolescence.
Schunk, D. (2016). Learning Theories: An Educational Perspective, 7th ed. Boston: Pearson. | <urn:uuid:a3116130-1a64-4bb1-ab60-f3c439b83688> | CC-MAIN-2024-10 | http://careerladdersproject.org/wp-content/uploads/2019/08/Working-with-Adolescents_Final1.pdf | 2024-03-05T03:36:48+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00529.warc.gz | 6,563,370 | 595 | eng_Latn | eng_Latn | 0.994239 | eng_Latn | 0.994239 | [
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SAFETY TIPS
ALWAYS KNOW at least 2 ways out of your home. Make sure all doors and windows leading outside open easily.
HAVE an outside meeting place (like a tree, telephone pole, mailbox, or neighbors house). Make sure the meeting place is safe and away from the home.
MAKE A PLAN. Draw a map of your house showing all exits (doors and windows). Make sure everyone in your home KNOWS THE PLAN.
PRACTICE your home fire drill at night and during the day with everyone that lives in your home, at least twice a year. PRACTICE using different ways out.
ALWAYS close door behind you as your leave.
TEACH children how to escape on their own in case you cant help them!!
FACTS
According to the National Fire Protection Association (NFPA):
1 out of 3 American households have actually developed and practiced a home fire escape plan.
71% of Americans have an escape plan and only 47% have practiced it.
48% of homes DO NOT have a working smoke detector.
A fire doubles in size every minute.
The life you save might be your own!!!
STAY OUTSIDE!!! Once you go outside, stay outside. DO NOT GO BACK INSIDE THE HOUSE.
STAY LOW in smoke. Crawl to the nearest door and get out.
CALL 9-1-1 from your neighbors house.
PROVIDED AS COURTESY FROM THE CITY OF BELEN FIRE DEPARTMENT.
WE ARE A PAID MEMBER OF THE NATIONAL FIRE PROTECTION ASSOCIATION. | <urn:uuid:64607d0a-b352-4beb-b02d-9c595919af6e> | CC-MAIN-2024-10 | https://www.belen-nm.gov/wp-content/uploads/2020/11/Fire_Escape_Planning_0216.pdf | 2024-03-05T04:13:29+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00531.warc.gz | 651,227,916 | 345 | eng_Latn | eng_Latn | 0.999031 | eng_Latn | 0.999031 | [
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ORTHODONTICSSERIES
Homecare–Braces
Caring for teeth with braces
Braces are a great way to straighten and realign your teeth to create the beautiful smile you deserve. However, caring for your teeth while you have braces can be challenging because there are a lot of brackets, bands, and wires to work around. Because these fixtures create dozens of nooks and crannies in your mouth, there are more places for food particles and plaque to hide. This can result in tooth decay, gum disease, and permanent staining, which will negatively affect the terrific smile your braces were meant to create.
Your diet is important
Cutting down on sweets will help you avoid tooth decay, so avoid sugary foods and foods that stick to your teeth. Also, watch out for hard foods like Cornnuts, popcorn hulls, and ice because they can damage your braces. It's best to eat softer foods and cut hard foods into smaller bites.
Brush frequently
Caring for your teeth
We'll be happy to show you special techniques for caring for your teeth while you have your braces.
Floss at least once a day. We'll give you a floss threader to use at home. Insert floss into the loop of the floss threader, and then insert the floss threader between the wires and your teeth. Remove the floss threader, pull the floss into a "C"shape around the side of your tooth, and floss up and down the sides of each tooth.
Check carefully to see if you've missed any areas, and then rinse thoroughly with plenty of water.
Use fluoride toothpaste and a toothbrush with soft bristles and a small head.
Brush in the morning, before bed, and after each meal, giving extra attention to the areas where the brackets and bands meet the tooth, and where the tooth meets the gumline. It's also a good idea to carry a travel toothbrush, so you can brush your teeth when you're away from home.
At times when you absolutely cannot brush, be sure to rinse your mouth thoroughly with water.
As you brush, angle the brush toward your gums and go over each tooth using a small, circular motion. Get between the wires and brackets as much as you can with the bristles of your toothbrush.
Don't forget to gently brush your gums, tongue, and the roof of your mouth.
Be sure to visit us every six months for an exam and a thorough, professional cleaning. We'll help you keep your mouth free from plaque and cavities. | <urn:uuid:d8a5633d-5cdc-4ed5-bfc2-d6809c36725a> | CC-MAIN-2024-10 | https://greendentalnashville.com/docs/12%20Pediatrics/How%20should%20I%20take%20care%20of%20my%20braces.pdf | 2024-03-05T03:15:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00530.warc.gz | 278,145,429 | 521 | eng_Latn | eng_Latn | 0.998456 | eng_Latn | 0.998456 | [
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This publication is federally mandated in order to inform customers of the quality of their drinking water.
Where Does Our Water Come From?
Water Quality
Soos Creek Water and Sewer District (SCWSD) is proud to provide you with water that meets or exceeds all federal drinking water quality standards.
The Seattle Public Utilities (SPU) Cedar River Watershed supplies 100% of this high quality water. This surface water source is located in a remote and uninhabited area of the Cascade Mountains. Rain and snow runoff from the Cascades is held in lakes in the watershed. The Cedar River Watershed is publicly owned and SPU has an aggressive watershed plan to protect it. Agricultural and industrial activities are not allowed. Access to the watershed is restricted to appropriate staff and educational programs conducted by SPU staff.
This pristine water is screened, disinfected with chlorine, and fluoridated. A small amount of lime is also added to control corrosion to pipes. Ozonation (a form of oxygen used for disinfection) improves taste, and ultraviolet light (UV) kills disease causing Giardia and Cryptosporidium in the water. The water is then piped or pumped into SCWSD reservoirs and distribution mains which brings the water to area homes and businesses.
In order to ensure that tap water is safe to drink, the Dept. of Health (DOH) and the Environmental Protection Agency (EPA) prescribe regulations that limit the amount of certain contaminants in water provided by public water systems. The Food and Drug Administration (FDA) and the WA Dept. of Agriculture regulations establish limits for contaminants in bottled water that must provide the same protection for public health.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants potential health effects can be obtained by calling the EPA Safe Drinking Water Hotline (1-800-4264791).
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (1-800426-4791).
For more information:
www.seattle.gov/util/MyServices/Water/Water_Quality/index.htm
www.epa.gov/safewater/ www.doh.wa.gov/ehp/dw/ www.savingwater.org www.sooscreek.com
Public Meeting Information:
The Board of Commissioners meets every 1st, 3rd and 4th Wednesday of the month at 4:30 p.m. If you would like to be on the agenda for these meetings or have questions regarding this report, please call 253-630-9900.
Monitoring
Seattle Public Utilities staff monitors the source water, treatment processes, and distribution system water quality 365 days a year. Different parameters are monitored and analyzed at varying frequencies - generally daily, monthly, quarterly, or annually, in accordance with Federal and State regulations. Some elements of the treatment process are monitored continuously. The data, contained in the tables below, reflect the 2016 compliance data for Seattle Public Utilities and Soos Creek Water and Sewer District. If sampling was not required in 2016, levels indicated are for the most recent monitoring conducted. Our 2016 routine water quality monitoring did not identify the presence of any contaminants at established levels of concern for the general consumers.
2016 Water Quality Data
| | | EPA's Limits | | Level's in Your Water | | |
|---|---|---|---|---|---|---|
| Detected Compounds | Units of Measure | MCLG | MCL | Average | Range | Typical Sources |
| Raw Water | | | | | | |
| Total Organic Carbon | ppm | NA | TT | 0.8 | 0.3 to 2.1 | Naturally present in the environment. |
| Cryptosporidium* | #/100L | NA | NA | 0.3 | ND to 2 | Naturally present in the environment. |
| Finished Water | | | | | | |
| Turbidity | NTU | NA | TT | 0.3 | 0.2 - 2.3 | Soil runoff. |
| Fluoride | ppm | 4 | 4 | 0.7 | 0.6 - 0.9 | Water additive, which promotes strong teeth. |
| Barium | ppb | 2000 | 2000 | 1.6 | 1.5 to 1.8 | Erosion of natural deposits. |
| Bromate | ppb | 0 | 10 | ND | ND | By-product of drinking water disinfection. |
| Chromiunm | ppb | 100 | 100 | 0.27 | 0.25 to 0.33 | Erosion of natural deposits. |
| Chlorine | ppm | MRDLG=4 | MRDL=4 | 0.93 | 0.11 - 2.2 | Water additive used to control microbes. |
| Trihalomethanes (TTHM)^ | ppb | NA | 80 | 38^ | 22 - 47^ | By-products of drinking water chlorination. |
| Haloacetic Acids(HAA5)^ | ppb | NA | 60 | 34^ | 20 - 40^ | By-products of drinking water chlorination. |
*Cryptosporidium is a parasite commonly found in lakes and rivers that can cause gastro-intestinal disease. In 2016 Cryptosporidium was detected in 2 of 12 samples collected in the Cedar River supply.
^ Results from SCWSD Stage 2 Disinfection Byproducts Routine Monitoring in 2016
MCLG: Maximum Contaminant Level Goal - The level of a contaminant in drinking water below which there is no known or expected risk to health.
MCLGs allow for a margin of safety.
MCL: Maximum Contaminant Level - The highest level of a contaminant that is allowed in drinking water.
MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
MRDL: Maximum Residual Disinfectant Level - The highest level of a disinfectant allowed in drinking water.
There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
MRDLG: Maximum Residual Disinfectant Level Goal - The level of a drinking water disinfectant below which there is no known or expected risk to health.
MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
TT: Treatment Technique - A required process intended to reduce the level of a contaminant in drinking water.
NTU: Nephelometric Turbidity Unit - Turbidity is a measure of how clear the water looks. The turbidity MCL that applied to the Cedar supply in 2013 is 5 NTU.
Not Detected
NA: Not Applicable
ND:
ppm: 1 part per million = 1mg/L = 1 milligram per liter
ppb: 1 part per billion = 1ug/L = 1 microgram per liter
1ppm =1000ppb
Lead and Copper Monitoring Results (Cedar WSA)
| Parameter and Units | MCLG | Action level+ | 2015 re- sults ^ | Exceeding Action level | SCWSD 2015 | SCWSD Homes exceeding Action |
|---|---|---|---|---|---|---|
| Lead, ppb | 0 | 15 | 4 | 0 of 50 | ND to 4.1 | 0 of 16 |
| Copper, ppm | 1.3 | 1.3 | 0.161 | 0 of 50 | 0.015 to 0.048 | 0 of 16 |
^ 90th Percentile: i.e. 90 percent of the samples were less than the values shown.
+ The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. SCWSD is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead
The Dept. of Health (DOH) conducted a source water assessment to determine potential contaminant sources. According to DOH, all surface waters in Washington are given a susceptibility rating of "high," regardless of whether contaminants have been detected or whether there are any sources of contaminants in the watershed. Information on the source water assessments is available from the DOH website, at http://www.doh.wa.gov/ehp/dw.default.htm Some potential natural sources of contamination include:
- Microbial contaminants, such as viruses, bacteria, and protozoa from wildlife.
- Inorganic contaminants, such as salts and metals, which are naturally occurring.
- Organic contaminants, which result from chlorine combining with the naturally occurring organic matter.
The Regional Conservation Program
The Saving Water Partnership (SWP) which is made up of Soos Creek Water & Sewer District (SCWSD) and 18 water utility partners has set a six-year conservation goal: reduce per capita use from current levels so that the SWP's total average annual retail water use is less than 105 mgd from 2013 through 2018 despite forecasted population growth. For 2016, the Saving Water Partnership met the goal, using 94.4 mgd.
SCWSD purchased 1.4 billion gallons of water in 2016. Of this, approximately 45.6 million gallons was lost to distribution system leakage (DSL). Expressed as percentage of water supplied to SCWSD's service area, the DSL loss rate was 3.1%.
The Washington State Department of Health's Water Use Efficiency Rule requires a 10% or less DSL based on a 3year rolling average. SCWSD is in compliance with this standard.
Highlights of the regional conservation program in 2016 include:
- The SWP expanded youth education in 2016, conducting 500 in-classroom presentations for nearly 12,000 K-12 grade students. Topics included water efficiency, the water cycle, the salmon life cycle, water-wise gardening, the water supply system and Fix That Leak!. The program is a big hit with teachers and students.
- The SWP introduced a new sprinkler timer rebate program. 190 customers replaced inefficient sprinkler timers with new WaterSense labeled timers.
- The SWP provided rebates for Premium toilets for residential and commercial customers. These fixtures use 1.1 gallons of water per flush (or less), at least 20% less water than a regular WaterSense fixture.
- The Single Family Toilet Rebate Program upgraded 1,050 toilets to Premium Toilet models.
- The Multifamily Toilet Replacement Program upgraded nearly 2,000 toilets to Premium models, and 380 toilets to Regular WaterSense models.
- The SWP completed financial incentive projects to upgrade water-using equipment in 30 businesses in 2016. A large hotel replaced nearly 300 toilets with Premium models.
- The SWP presented 16 Savvy Gardener classes at five locations in Spring and Fall 2016 with 400 attendees. These classes were designed to inspire, create, and maintain healthy, water-efficient landscapes.
Here's what you can do to prevent or reduce leaks:
- Replace worn toilet flappers.
- Replace worn washers and gaskets in faucets, showerheads and hoses.
- Keep an eye out for unusually damp or green patches in your yard - these could be a sign of an underground leak.
- Check irrigation systems each spring for freeze damage and broken parts.
- Visit www.savingwater.org or call 206/684-7283 for more ways to use water wisely.
Tell us what you think about using water wisely! Go to www.savingwater.org and take our survey and enter to win a free home water and energy saving kit!
Healthy rivers, fish, and you
May and June signal the start of summer, and peak water use season – the time when rain stops and people use more water in their yards and gardens. It's especially important to conserve water in summer and fall, when stream flows are lowest. By using water wisely, you help to protect salmon and their freshwater habitat. If you want to see salmon in the streams, look for the Salmon SEEson campaign this fall for the latest on when and where the fish will be. Thank you for using water wisely!
Visit www.savingwater.org for information on rebates, tips for using water wisely, videos on fixing leaks and efficient landscaping practices, and more. | <urn:uuid:b0029628-de4b-42dd-9bdf-4d9fcda1b237> | CC-MAIN-2024-10 | https://www.sooscreek.com/uploads/pdf/2016-ccr-report.pdf | 2024-03-05T03:30:39+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00536.warc.gz | 984,427,409 | 2,905 | eng_Latn | eng_Latn | 0.993705 | eng_Latn | 0.994473 | [
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Welcome to class 2. We hope you had a lovely summer holiday and are ready for the start of year 1.
During Key Stage 1, Classes 2 and 3 are all taught the same topics which have been linked by the teachers to the National Curriculum. The teachers are working closely together to ensure progression and age appropriate objectives.
During the first half term we will be learning 'All about Me'. This is a great topic for getting to know each other, linking very well with the start of year 1. The children will think about themselves and their families. We will create our own self-portraits as well as making our faces using clay. During this topic we will also do some work about emotions and feelings. History and geography will also link because we will talk about our family's history and different places we have visited around the world.
After half term our topic will be 'Commotion in the Ocean'. We will be diving into the world's seas and oceans, learning about life under the sea, as well as exploring the features of the seaside. The subjects such as Art, DT and Music will link throughout both topics.
Within computing, the children will learn to use a range of programmes on both the I-pads and laptops. They will look at how to stay safe on the internet as well as beginning to learn how to write and de-bug simple programmes.
Our science topic this term is 'Animals and humans'. The children will explore the human body, naming and
labelling different parts of the body as well as the senses. They will also look at and compare a range of common animals such as fish, amphibians, reptiles and mammals. We are also extremely lucky because after half term we will be receiving some eggs that we will be looking after until they hatch into baby chicks! This will be a fantastic experience for the children because they should be able to see them hatch and will have the opportunity to help look after them.
During RE this term we will be looking at the question, 'Why are some places special?'. We will be talking about places that are special to us as well as places that are special to other people including people from different religions.
As in class 1, PE is taught on a Tuesday by Mr Irish. However please can the children have their PE kits in school all the time. This term the children will also swim every Thursday so please ensure that the children have their swimming kits with them. If you would like to take your child's PE kit home to wash within the term, please feel free to do so at the weekends.
In Mathematics the children will be working on objectives appropriate for their level, working in groups to secure their knowledge and understanding in number and place value, addition, subtraction, multiplication and division, measurement, geometry (shapes and position). The children will also take part in 'Moon Maths' sessions each morning which focuses on mental maths and recall of number facts.
In Literacy this term the children will be making information pages all about themselves and will be looking at the story of 'The Rainbow Fish' before creating their own version of the story. We will also look at the poetry book 'Commotion in the Ocean' and make our own poems about different sea creatures. Throughout the year we will be doing a lot of work to build their confidence in performing and speaking in front of their peers and in small groups.
Spelling, grammar and punctuation are also key elements of the English curriculum in KS1. The teaching of spelling is supported through daily phonics teaching. In class 2 the children have a weekly spelling test that will link to the sounds covered during phonics teaching. As part of the curriculum, the children in year 1 also have an additional bank of words that they will gradually learn to read and then spell so that they can use these words in their writing. This list can be found in the back of their home learning book. If you would like to support your child with this at home then please begin by helping them to read the words before moving on to helping them spell the words. Most of these words are what we call 'Tricky Words' because they do not follow the usual spelling patterns. For example, 'the' cannot be sounded in the same way as 'dog'. Therefore they are words that require quite a lot of practice to spell.
Home Learning- Will be sent home every Wednesday and must be back in to be marked by the following Tuesday. There is a sheet in the front of your child's home learning book to explain what they need to do. But if you are not sure about anything then please come and ask.
Reading – The children have now got their reading books and reading records which they take home every day. Please use the reading record to write comments about their reading at home, and we will write about their reading at school. We ask that you read with your child as much as possible but at least three times a week to support their use of phonics and develop their fluency and expression. This could also include other reading materials such as books at home, comics, magazines, road signs etc. It is also important to develop their comprehension by asking questions and talking to them about their favourite parts of the book. I have attached a book mark to your child's reading record with some examples of questions you could ask. They don't always have to read with you, it could be with grandparents, older brothers and sisters or family friends.
Spellings – Each Wednesday the children will also be sent home with a spelling book which will contain about 6 spellings that they will need to learn ready to be tested on the following Tuesday. These spellings will be based around what they are being taught in phonics that week, so the children should be familiar with the sounds within the words. The spelling tests will be done in the back of the spelling book so that you are able to see how well they are doing. Please use the spelling booklet I have sent home to help with ideas for different fun ways to learn their spellings.
Coming and going in the mornings and afternoons- As in class 1, we ask that you drop your child at the outside door in the morning so that they can come in and get themselves unpacked and ready. Thank you in advance for your support with this.
Now that the children are in Class 2 we also kindly ask that you enter and leave via the playground rather than coming in past Class 1 unless you are dropping off or collecting a sibling from class 1. Could you please also ensure that your children do not play with any of the equipment outside the classrooms in the mornings.
Class 2's Show and Tell bag- In class 2 we have a special bag that each child will have the opportunity to take home several times over the course of the year. They can put 2 special items in this bag for example, a special photo, their favourite toy and another item of their choice. They then bring the bag back into school and talk about their objects with the rest of the class.
Tapestry- In class 2 we continue to use tapestry as a way of making observations and giving you the opportunity of seeing the progress your child is making in school. We are currently in the process of transferring the accounts from class 1 to class 2; therefore please bear with us while this process takes place and we should be up and running again very soon.
I hope that this all makes sense but please do not hesitate to come and see me after school if you have any queries or concerns.
Many thanks for your continued support.
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Books we will be reading:
'Six Dinner Sid' by Inga Moore
'Out and About' by Shirley Hughes
'The Shopping Basket' by John Burningham
'Where the Wild Things Are' by Maurice Sendak
We will be writing:
* Portal narrative
* Information text, recipes
In our writing we will be learning and embedding:
* Sequencing sentences to form short narratives
* Combining words to make sentences.
* Joining words and clauses with 'and'
* Reinforce plural noun suffixes -s and –es
* Separation of words with spaces
* Using full stops and capital letters correctly
Our spellings will come home each week and will also be set on 'Spelling Shed':
* Words with the 'tch' trigraph
* Words with the k and nk spelling
* Adding –s or –es to make plurals
* Adding the prefix –un and the suffixes –er and-ed
* Adding the suffixes –ing and –ed
* Compound words and words with unstressed words
'Donaldson' (Year 1) Learning Overview Autumn Term 2023
In our Maths we will be learning and embedding:
* Place value within 10
* Sorting and counting objects
* Recognising numbers as words
* Counting on and one more
* Addition and subtraction
* Parts and wholes
* Part-whole models
* Writing number sentences
* Fact families
We will also have maths tasks set in our homework books,'Numbots' and 'Mathletics'
Things to remember this term:
* PE Tuesdays and Wednesdays
* School photographs – 19 th Sept
* Break up for holidays – 20 th Oct
* RE Week – 9 th Oct
In our other curriculum areas we will be learning?
| History | How am I making history? | |
|---|---|---|
| Geography | What is it like here? | |
| Science | Forces and Changes: Seasonal Weather | Materials: Everyday Materials |
| Art | Drawing: Make your mark | |
| Design and Technology | Structures: Making Windmills | |
| Computing Science | Computer systems and networks: improving mouse skills | Programming: Algorithms unplugged |
| RE | Harvest: How can we help those who do not have a good harvest? | Christmas: Why do we give and receive gifts? |
| PHSE | Families and Relationships | Health and Wellbeing |
| Music | Pulse and Rhythm: All about me | Christmas tunes |
| PE | Athletics/games | Dance |
Log ins you will need for online learning and homework:
* Mathletics
* Numbots
* Spelling Shed
Please note: this learning is not set in stone as we like to be flexible to children's interests and needs as well as current events – thank you | <urn:uuid:9acb13fe-cd72-4d39-b4fe-356b725b0ddb> | CC-MAIN-2024-10 | https://www.hayton.cumbria.sch.uk/uploads/2705/Donaldson_-_Year_1_-_Learning_Overview.pdf.html | 2024-03-05T03:32:06+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00532.warc.gz | 797,318,440 | 592 | eng_Latn | eng_Latn | 0.998838 | eng_Latn | 0.998838 | [
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
www.XtremePapers.com
MARK SCHEME for the May/June 2012 question paper
for the guidance of teachers
0457 GLOBAL PERSPECTIVES
0457/03
Paper 3 (Written Paper), maximum raw mark 60
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners' meeting before marking began, which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the examination.
* Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
| Page 2 | Mark Scheme: Teachers’ version |
|---|---|
| | IGCSE – May/June 2012 |
1 Refer to Source 1.
(a) Give three causes of deforestation from Source 1.
Candidates may identify the following causes of deforestation from Source 1:
* Population growth
* Climate change
* Weak government
* Weak/no strong laws protecting forests
* Illegal logging
* More land needed to grow food
* More land is needed to grow bio-fuels
* Trees can't survive in natural habitats
* More people need more food
* People look for alternatives to bio-fuels
1 mark for each correct answer, up to a maximum of three marks
Further guidance – note that the only acceptable answers are located in the top half of Source 1 in the section labelled 'CAUSES'. However candidates may use their own words to describe a cause from this list. E.g. 'the number of people in the world is getting greater' is acceptable for 'population growth'.
(b) Which one of these causes do you think is most important? Why? [3]
Indicative Content
Candidates are likely to give the following type of reasons to justify their choice:
* Possible consequences
* Degree of impact/seriousness/magnitude
* Urgency or time factors
* How many people/groups/countries are affected
* Other reasonable response
* Increasing cycle of difficulty
Further guidance – candidates may discuss 'cause(s)' from:
* the three causes he/she has chosen in response to Q1(b)
* the top half of Source 1
* background knowledge
Level 3: Strong Response
[3]
Clearly reasoned explanation of why one cause is more important than another; may compare with one or more other causes.
e.g. Population growth is the most important cause of deforestation, because other causes are easier to deal with. For example illegal logging could be dealt with by better security and laws, and there are other ways to deal with climate change than bio-fuels. But people must have food, and it is hard to reduce the population.
Level 2: Reasonable Response
[2]
Clearly reasoned explanation of why one cause is important; no attempt to compare causes. e.g. Population growth is most important because feeding people is very important for people to live and more people means more food is needed, so it is hard to fight deforestation caused by this.
Level 1: Basic Response
[1]
Identifies a cause as important but reasoning is weak or not linked to deforestation or not present.
e.g. Population growth is most important because it is changing the world.
No relevant response or creditworthy material.
(c) Give three consequences of deforestation from Source 1.
[0]
[3]
Candidates may identify the following consequences of deforestation from Source 1:
Climate change
Natural disasters e.g. floods; landslides
Hunger
Thirst
Illness
Species extinction
Loss of animal habitats
Soil erosion/loses quality
Less rainfall
Less oxygen in air
Potential medicines lost
Less food can grow
The food chain suffers
The earth is poorer
More carbon dioxide in the air
1 mark for each correct answer, up to a maximum of three marks
Further guidance – note that the only acceptable answers are located in the bottom half of Source 1 in the section labelled 'CONSEQUENCES'. However candidates may use their own words to describe a cause from this list. E.g. 'an increase in famine' is acceptable for 'hunger' or 'less food can grow'.
(d) Which one of these consequences do you think is most important? Why?
[3]
Indicative Content
Candidates are likely to give the following type of reasons to justify their choice:
* Nature of consequence – how nasty!
* Degree of impact/seriousness/magnitude
* Urgency or time factors
* How many people/groups/countries affected
* Other reasonable response
* Increasing cycle of difficulty
Further guidance – Candidates may discuss 'consequences(s)' from:
* the three causes he/she has chosen in response to Q1(b)
* the bottom half of Source 1
* background knowledge
Level 3: Strong Response
[3]
Clearly reasoned explanation of why one consequence is more important than another; may compare with one or more other consequences; OR a response which explores one cause in a sophisticated way showing clear, explicit awareness of the interrelated nature of a range of consequences, a 'vicious cycle' or 'domino/multiplier effect'; this needs to be more than a listlike description of various 'knock-on' effects e.g. 'hunger is the most important consequence because it is also one of the reasons why people cut down tress and cause deforestation to get more food, so this will lead to a cycle of destruction, whereas the other consequences such as illness and potential medicines lost can be solved by science in other ways' OR
'animals losing their habitats is the most important effect because it affects the earth and creatures that should be preserved. This in turn creates more problems, for example loss of new medicines and the food chain is disturbed. This is like a domino effect.'
Level 2: Reasonable Response
[2]
Clearly reasoned explanation of why one consequence is important; no attempt to compare consequences. This is likely to be a description of one or more effects/impacts of the consequence identified, but not developed.
e.g. hunger is most important because food is so important to human survival
Level 1: Basic Response
Identifies a consequence as important but reasoning is weak or not present at all. e.g. hunger is most important because it's bad.
No relevant response or creditworthy material.
[0]
2 Refer to Source 3. You are in the audience for the television debate in Source 3. Suggest one question that you might ask Lung Lin Hao and one that you might ask Niki Mazazul and explain how their answers might help you to decide on the best way to reduce deforestation.
(a) Question for Lung Lin Hao
[2]
Indicative Content
Lung Lin Hao is an economist and the statement raises the following issues/points that could form the focus for a question:
* Local people are ignorant and lack training
* Local people argue amongst themselves
* Local people do not understand business and can't find the best markets
* 80% of Mexico's forests are not managed at all
* Examples of the policy from China, Costa Rica, New York, Britain and Norway
* To stop deforestation farmers should be paid to leave trees or re-grow them
* Other reasonable focus e.g. related to content of Arbor Green's statement to which Lung Lin Hao is responding
Further guidance – if the candidate suggests more than one question, credit the most appropriate response, or treat holistically if the parts of the response are clearly intended to be related together, for example as a clarifying/supplementary element.
© University of Cambridge International Examinations 2012
[1]
Level 2: Reasonable Response
[2]
Well-phrased question which would get relevant information clearly related to deforestation and/or the content of the statement.
e.g. What evidence do you have that local people lack training in the management of forests and business?
Level 1: Basic Response
[1]
Question which might get some information generally related to deforestation and/or the topics in the statement.
e.g. Why are people ignorant?
No relevant response or creditworthy material.
How the answer might help me decide on the best way to reduce deforestation.
[0]
[4]
Level 4: Strong Response
[4]
Clear, reasoned and developed explanation of how the answer/information may be used to help make a decision about the best way to reduce deforestation (often phrased as – if this information is given … then … I could decide that …)
Level 3: Reasonable Response
[3]
Clear explanation of how the answer/information may be used to help make a decision about the best way to reduce deforestation; reasons may be stated simply and not developed/linked explicitly to deforestation.
Level 2: Basic Response
[2]
Attempts to explain how the answer/information may be used to make a decision about the best way to reduce deforestation but partial and/or generalised and/or lacks clarity.
Level 1: Limited Response
[1]
Simple statement of information without explanation or linkage to the best way to reduce deforestation; or only hints at relevance.
No relevant response or creditworthy material.
[0]
(b) Question for Niki Mazazul
[2]
Indicative Content
Niki Mazazul is a community activist and the statement raises the following issues/points that could form the focus for a question:
* Fair treatment for people before trees
* We need to create a fair system for people
* We shouldn't blame poor people who need to feed their families, in Indonesia or New Orleans or elsewhere
* People should be helped to change their actions without suffering
* Other reasonable focus e.g. related to content of Lung Lin Hao's statement to which Niki Mazazul is responding
Further guidance – if the candidate suggests more than one question, credit the most appropriate response, or treat holistically if the parts of the response are clearly intended to be related together, for example as a clarifying/supplementary element.
Level 2: Reasonable Response
[2]
Well-phrased question which would get relevant information clearly related to deforestation and/or the content of the statement.
e.g. How does a system that treats people fairly reduce deforestation?
Level 1: Basic Response
[1]
Question which might get some information generally related to deforestation and/or the topics in the statement.
e.g. What is a fair system?
No relevant response or creditworthy material.
How the answer might help me decide on the best way to reduce deforestation.
[0]
[4]
Level 4: Strong Response
[4]
Clear, reasoned and developed explanation of how the answer/information may be used to help make a decision about the best way to reduce deforestation (often phrased as – if this information is given … then … I could decide that … because …)
Level 3: Reasonable Response
[3]
Clear explanation of how the answer/information may be used to help make a decision about the best way to reduce deforestation; reasons may be stated simply and not developed/ linked explicitly to deforestation.
Level 2: Basic Response
[2]
Attempts to explain how the answer/information may be used to make a decision about the best way to reduce deforestation but partial and/or generalised and/or lacks clarity.
Level 1: Limited Response
[1]
Simple statement of information without explanation or linkage to the best way to reduce deforestation; or only hints at relevance.
No relevant response or creditworthy material.
[0]
Further Guidance
Note that the questions should be focused on the role of the person, their statement and show awareness of what each person might know; a question which would gain full marks if asked of Lung Lin Hao may well not gain full marks if asked of Niki Mazazul. Note also that candidates should ask for new or further development of information, not for information or arguments which have already been provided in the stimulus material.
| Page 7 | Mark Scheme: Teachers’ version |
|---|---|
| | IGCSE – May/June 2012 |
3 Study Source 2.
(a) What does the cartoon suggest about different perspectives on deforestation?
Indicative Content
The cartoon contains two main perspectives – that of the wealthy, developed countries/character and that of the poorer, undeveloped countries/character. Essentially the wealthy character wants to prevent trees from being cut down to protect us from the greenhouse effect, whilst the poorer character needs the wood from the trees for survival and can't understand the view of the rich character, especially as he is also responsible for causing the greenhouse effect through pollution from the use of vehicles. There is a degree of hypocrisy in the attitude of the rich character.
The focus of the question is upon interpreting and describing the different perspectives.
Level 3: Strong Response
[3]
Clear description of both perspectives on deforestation within the cartoon; may reveal (but not essential) some understanding of conflict between and/or potential hypocrisy within either of the perspectives.
e.g. It shows that the poor want to use the land for their survival to grow food and wood for cooking. They need to cut down trees. The rich want to stop the greenhouse effect because they have environmental worries so want the trees to keep growing
OR
If you come from a less developed country you might think that it is wrong for rich people from developed countries to tell other people off for cutting down trees. Their cars cause just as much of a problem. The rich think that the poor don't look after the forests and don't know about the dangers.
Level 2: Reasonable Response
[2]
Shows some partial understanding of both of the different perspectives on deforestation in the cartoon; OR only one is clearly described.
e.g. It shows that people from developed countries don't want deforestation because of the greenhouse effect. The other man doesn't understand what is happening.
Level 1: Basic Response
[1]
Attempts to describe the content of the cartoon, usually partially and/or simply; does not clearly describe or differentiate between the two perspectives on deforestation.
e.g. It shows a fat person from a developed country in a big car shouting at a thin person who wants to cut a tree down.
No relevant response or creditworthy material
[0]
| Page 8 | Mark Scheme: Teachers’ version |
|---|---|
| | IGCSE – May/June 2012 |
Paper
03
(b) Refer to Source 3. Arbor Green says in Paragraph B, 'It would be fairer for people if they (forests) were managed by local communities.' How can this statement be described: fact, opinion, value judgement, prediction, consequence? Explain your answer.
Indicative Content
The basic meaning of each of these key terms is:
* Consequence – a logical result or effect
* Opinion – a personal view or attitude or perspective; judgement or belief not founded on certainty or proof
* Prediction – to tell or forecast in advance; to prophesy
* Value Judgement – a subjective assessment based on a code of values; a decision based on moral principles or beliefs; an opinion based on an individual's beliefs or views of what is desirable, important or highly regarded and not upon facts which can be checked or proved
* Fact – something which can be checked or proved; something that is true and which can be verified from experience and observation; a piece of information
The statement could be described as an opinion, value judgement, prediction or consequence, but not a fact.
Value judgement - this is because it considers fairness, which is a value. It is also an opinion – an unverifiable belief held by the speaker. It suggests that if forests were managed by local people then it would become fairer at some point in the future – a prediction. It could be seen as a statement of the effect or result of having forests managed locally – a consequence. It is not a fact because the statement cannot be proved.
Level 3: Strong Response
[3]
The response demonstrates understanding of two or more features of the statement with clear, accurate explanation for at least one of these features. Only correct understanding/explanations of additional suggested features should be credited. e.g. It's an opinion because it is a view that we can't tell if it's true or not, and a value judgement because it deals with fairness, which is seen as important for people.
Level 2: Reasonable Response
[2]
The response demonstrates some understanding of one of the features of this claim with some reasonable explanation that is clear.
e.g. It's an opinion because it is a personal view and we can't tell if it's true or not, and other people might have different views.
Level 1: Basic Response
[1]
The candidate identifies one feature of the statement but does not explain effectively; the response demonstrates very little or no understanding of the differences between fact, opinion, value judgement, prediction, and consequence. e.g. It's an opinion because it's not true.
[0]
(c) Refer to Source 3. Read Lung Lin Hao's comments in paragraph C. Does Lung Lin Hao's reasoning work well to convince us that 'A better solution would be to pay farmers and governments to leave the forest or re-grow it'? [12]
In your answer you may:
* consider the reliability of any knowledge claims he makes;
* consider how well Lung Lin Hao answers Arbor Green's points in paragraph B;
* consider how the facts are used;
* consider any other relevant issues.
Use examples of their words and phrases to support your point of view.
Indicative Content
Lung Lin Hao's statement is:
'But local people are often ignorant and untrained, and do not understand business. They cannot find the best markets, and they often argue amongst themselves. 80% of Mexico's community forests are not managed at all. A better solution would be to pay farmers and governments to leave the forest or re-grow it. China pays farmers $450 a year for each hectare they reforest. Costa Rica pays $45–$163 a hectare to encourage forest conservation. New York pays farmers not to develop their land to preserve the water supply. A number of rich countries, including Norway and Britain, have agreed to give money to a scheme to pay poor countries to keep their forests.'
Possible evaluation of Lung Lin Hao's argument and reasoning:
Lung Lin Hao does give reasons why Arbor Green's idea about communities managing forests won't work, and these are reasons that could be true – it is quite likely that local people lack education and business training. But he doesn't consider that the best option might be to educate and train these communities. So he doesn't fully answer Arbor Green's points.
In the whole argument, Lung Lin Hao seems to believe that money can solve anything, or that it is the solution. We can see his perspective as an economist here. It leads him to ignore other factors such as beliefs, as Arbor Green points out. It also leads him to ignore values such as fairness and benefits to the forest – if 80% of community forests in Mexico are not managed, perhaps they are better off and at least not being cleared.
Lung Lin Hao is an economist, so we would expect him to have expertise and knowledge, so there is no reason to think that his facts (about countries paying farmers) are wrong. But he doesn't use these facts very well. We need to know whether China is reversing deforestation, or whether the rich countries have actually given the money, and whether the poor countries have used it for the right thing. Lung Lin Hao only shows that there are schemes which pay farmers and governments to leave forests, not that these schemes work – and so we can't be sure that they would be a better solution.
Overall, Lung Lin Hao's reasoning works well enough to show that paying farmers and governments might be a useful part of a solution to deforestation, but he doesn't show that it would be a better solution than community management of forests.
Candidates might be expected to refer to some of these evaluative points/arguments in their responses, and/or other reasonable points, but not all.
The following levels of response should be used to award marks.
| Very Good 11–12 | Very good, well supported judgements about whether Lung Lin Hao’s reasoning works well to convince us of his solution. Coherent, structured evaluation of how well the reasoning works with focus on evaluation of issues including a range of points about knowledge claims, evidence, consequences or values. The response is likely to contain at least 3 developed evaluative points, possibly with some undeveloped points. The response is balanced. A clear assessment or conclusion is reached. |
|---|---|
| Strong 8–10 | Strong, clear judgements about whether Lung Lin Hao’s reasoning works well to convince us of his solution. Evaluation of how well the reasoning works with focus on evaluation of issues including some evaluative points about knowledge claims, evidence, consequences or values. The response is likely to contain at least 2 developed evaluative points, possibly with 1/2 undeveloped points. A range (3/4+) of brief but clearly appropriate/explained undeveloped points may be sufficient to enter this band at the lower level. The response is balanced. An overall assessment or conclusion is reached. |
| Reasonable 5–7 | Reasonable judgements about whether Lung Lin Hao’s reasoning works well to convince us of his solution. Judgements are likely to be partially supported or asserted. Some evaluation of how well the reasoning works with focus on of issues including some evaluative points about knowledge claims, evidence, consequences or values. The response is likely to contain at least 1 developed evaluative points, possibly with 1/2 undeveloped points. |
| Basic 3–4 | Basic judgements about whether Lung Lin Hao’s reasoning works well to convince us of his solution. Judgements are unlikely to be supported and mainly asserted. There is little clarity of argument. Some attempt to evaluate how well the reasoning works with a focus on issues rather than knowledge claims, evidence, consequences or values. The response is likely to contain only 1/2 undeveloped points. |
| Limited 1–2 | Limited, if any, unsupported judgement(s) about whether Lung Lin Hao’s reasoning works well to convince us of his solution. There is very little clarity in the argument. The response is likely to repeat the arguments simply or assert agreement/disagreement with the views expressed. The response may not contain any clear evaluative points. |
| 0 | No relevant or creditworthy material |
| Page 11 | Mark Scheme: Teachers’ version |
|---|---|
| | IGCSE – May/June 2012 |
4 Do you think that deforestation is most likely to be reduced by global, local or individual action?
In your answer you should:
* use relevant examples to support your opinion (you may use your own experience);
* give reasons for your opinion;
* show that you have considered different points of view;
* explain why you disagreed with some of these points of view.
Indicative Content
Candidates are expected to compare and assess the effectiveness of different forms of action to reduce deforestation at global, local and individual levels. A judgement should be made about which level(s) of action are the most likely to succeed or work the most. The candidates are expected to use and develop the material found in the Sources, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but it is not necessary to gain full marks.
The arguments used to consider different levels of response are likely to include:
* reference to scale of impact
* the effects of cultural differences and beliefs
* how long it takes to make a difference
* barriers to change
* the difficulties of changing individual behaviour
* the power of collective action
* the influence of individuals and groups acting locally
* potential conflict
* the role of vested interests and power differences
* difficulties in coordinating globally and across different countries with independence
* governmental responses and action
* cost and access to resources to implement change
* other reasonable response
The following levels of response should be used to award marks.
| Marks | Description of Performance |
|---|---|
| Very Good 16–18 | Very good, well supported and logical reasoning and judgements about which type/level of action is most likely to lead to a reduction in deforestation. Coherent, structured argument and evaluation with at least two levels of action compared. The response is likely to contain a range of clearly reasoned arguments and/or evidence to support the views expressed, with at least 3 developed points, and some undeveloped points. The response is balanced. A clear, balanced assessment or conclusion is reached. |
| Strong 12–15 | Strong, supported reasoning and judgements about which type/level of action is most likely to lead to a reduction in deforestation. Some clear argument and evaluation with at least two levels of action compared. The response is likely to contain a range of reasoned arguments and/or evidence to support the views expressed, with at least 2 developed points, and some undeveloped points. The response is balanced. A balanced assessment or conclusion is reached. Lower in the band a greater proportion of arguments will be left undeveloped and there will be uneven treatment of different levels of action. |
| Reasonable 8–11 | Reasonable argument and judgement about which type/level of action is most likely to lead to a reduction in deforestation. The response is likely to contain some arguments and/or evidence to support the views expressed, with at least 1 developed point, and some undeveloped points. An assessment or conclusion is attempted but may not be convincing. Lower in the band some arguments may begin to lack clarity, and/or be partial and generalised. |
| Basic 4–7 | Basic argument about which type/level of action is most likely to lead to a reduction in deforestation. Arguments are unlikely to be supported and mainly asserted. There is little clarity of argument and no structure. Some attempt to make a judgement about the most likely level may be present; it may be implicit. The response is likely to contain only 1/2 undeveloped points. Lower in the band the arguments are likely to be very generalised, lack relevance to the issue and focus on issues of deforestation rather than an explanation of why a level of action is more likely to reduce deforestation; or a list of ways to reduce deforestation at a level without explanation of why these actions are most likely to reduce. |
| Limited 1–3 | Limited, if any, unsupported argument about which type/level of action is most likely to lead to a reduction in deforestation. There is very little clarity in the argument. The response is likely to assert a very simple view or describe deforestation issues very generally. The response may not contain any relevant points about action to reduce deforestation. |
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Justin Che
Section S
December 11th, 2021
Humanities
Mrs. Small
MAMS Be Like…
There is one global issue that is overlooked by a majority of people; Children and even adults are not getting enough exercise to stay fit and healthy. One simple solution to this is participating in a sport. Not only are sports enjoyable to play, but there is a wide variety. From team to individual, upper body to lower body or all around, and needed level of physicality, there is a sport to everyone. However, many children are still not participating in a sport, and therefore are not getting enough exercise. There are several reasons for this, which is satirically poked at by Ankan Banerjee, an author in 2013 who realized this issue. Throughout the Horatian piece "Why Sports are not Important," Ankan Banerjee effectively incorporates several satirical devices, mocking peoples' view that participation in physical sports is pointless and there are no benefits, ultimately bringing the importance of physical activity to the attention of children.
Reductio ad absurdum, hyperboles, irony, repetition, and allusions effectively grab the attention of the reader by ridiculing the general population and hinting at their lack of fitness to emphasize the importance of physical wellness. Banerjee begins the piece with an illogical quote where "'[One] will be nearer to Heaven through football than through study of Gita'" (Banerjee 1). This quote, by Swami Vivekananda, is stressed to be influential and taken seriously by Banerjee, as he mentions Vivekananda is "one of the greatest sons of [their] country" (Banerjee 1). The usage of this quote by the author is a clear example of verbal irony because even though the quote is comically alluding to death caused by injury from football, he is actually trying to point out the need for fitness. It is not rational to compare a sport to a deity of a religion. Therefore, the only possible conclusion drawn from this quote is that Banerjee is trying to raise awareness of a national issue by reducing football to absurdity. The utilization of this quote at the start pulls the reader in, as one wants to know the reasoning behind the quote. Not only does the satirist irrationally compare a sport to a religion, he also mentions that people "hardly participate in any sporting activity which may improve [their] level of fitness. And for the children, sports should be banned! It's a complete waste of time!" (Banerjee 1). This is an exaggeration of the need for sports, as Banerjee implements the use of the word 'banned' and 'complete waste of time,' which has a powerful one-sided connotation. This connotation implies sports are not essential to children and are a complete waste of time, justifying why they should be banned. However, the intended but unmistakable message comes from the initial part of the phrase, where Banerjee mentions that people seldom engage in any activity that may boost their level of fitness. Although this phrase may also be exaggerated, a greater number of people relate to the absence of exercise than the need for the banning of sports. Finally, throughout the first paragraph, Banerjee constantly alludes to studying and video games as being the cause of the lack of movement. Banerjee mentions children should "operate technology by playing video games" (Banerjee 1) and that India should "make video games the National Sport of our country" (Banerjee 1), as well as "incorporate it in Olympic Games" (Banerjee 1). The reason behind this repetition of video games is to allude to why children are not obtaining enough exercise. In addition, Banerjee also stresses that children are not participating in any physically demanding sport (not something like chess) because they "should concentrate on their study" (Banerjee 1). Banerjee references video games throughout the first paragraph, even going as far as to declare a need for Olympic Games. The reader can infer that the only reason for video games to be incorporated in the Olympic Games is because of the level of skill of certain individuals through the hours spent every day in front of a screen. This accentuation on video games and study ultimately suggest they are the cause of the absence of physical activity and how sports are a heavily encouraged alternative on how to spend one's time. It is obvious from the start that the satirist is trying to promote exercise in the younger generation by exaggerating the worthlessness of sports and alluding to the cause of this lack of exercise- overstudying and video games.
The author also understates the supposed benefits of participating in physical sports and integrates faulty logic to further demonstrate the need for physical activity. Banerjee incorporates several claims about the worth of sports, such as a "Sport also involves techniques?" (Banerjee 2). He later backs up these claims with illogical reasoning. To back up Banerjee's previous claim, he mentions that "anybody can run and kick a ball by using their toes" (Banerjee 2) and that any sport "is not a rocket science" (Banerjee 2). Although a majority of human beings are born with the capability of moving one's foot and kicking an object, it does not mean that everyone is on the same playing field. Dedication and commitment are required if one wants to progress their game. Rarely anyone is born with natural abilities. In addition, it is incorrect to compare a sport to rocket science, as they are part of different backgrounds. Therefore, although Banerjee is trying to understate the benefit of partaking in a sport by suggesting they are easy to play, the apparent intent is to bring attention to the younger generation's lack of exercise. One can also realize that because people are physically capable of kicking a ball and sports are not difficult to take up, participation is not challenging and is strongly suggested. One does not need to participate on an Olympic level as long as one is getting exercise to stay healthy and fit. This
purposeful use of improper rationale further suggests why one needs to participate in a sport. Later on, Banerjee intentionally compares sports to mathematics asserting "in mathematics, a comprehensive curriculum is required and in sports, no such curriculum is needed" (Banerjee 2). This comparison is similar to the one above with rocket science. However, mathematics is a topic everyone may relate to. Education is always stressed to children, and this use of mathematics and comparing the curriculum to sports has a clear message- students are spending unreasonable amounts of time on schoolwork because of the "comprehensive curriculum" that there is no time for sports. The integration of claims understating the importance and skill level of sports and being backed by flawed logic highlights the actual message Banerjee wants the reader to realize the importance of athletics. Through the use of understating involvement in a sport and invalid reasoning to back these understating claims, Banerjee clearly establishes a need for children to engage in a sport to improve their health and level of fitness.
Finally, the author ends the satire with evident usage of overstatements, irony, and repetition, effectively and evidently concluding the main purpose of the entire piece- drawing attention to society the need for physical wellness. Once again, Banerjee repeats the use of video games to the reader, bringing attention to one cause of the lack of exercise. He overstates the importance of video games by claiming one "disciplin[e] should be given more importance – video games" (Banerjee 3). This is a clear instance of verbal irony as Banerjee brings overplaying of video games to the reader. Banerjee undoubtedly indicates the amount of time spent on video games should be reduced and replaced with sports. The use of video games littered throughout the concluding paragraph conveys why sports must substitute gaming. In addition, Banerjee introduces a new concept, mentioning he is an "armchair critique" (Banerjee 3) throughout the end. This armchair critique may be overlooked, but there is a simple
conclusion to be drawn from this- Banerjee is accenting the term 'chair' to the reader. The accentuation of 'chair' conveys that people are spending too much time in a physically relaxing position, and they instead should include some physical activity in their day, such as being involved in a sport, an instance of effective use of verbal irony. Lastly, to conclude the satire, Banerjee overstates why sports should be dropped, because "a country of more than one billion population cannot win medals at the international level" (Banerjee 3). Furthermore, athletes that participate on an international level "cannot be replaced! That is why, we do not encourage our children to be like them" (Banerjee 3). These phrases are clear examples of overstatements and irony. Banerjee is satirizing how even with such a large population, India still cannot win any medals. Therefore, one should not join a team or sport to begin with. Most people may agree that winning is preferred, but throughout the satire, Banerjee is stressing the importance of fitness, not winning. Also, claiming children should not play a sport because athletes who compete at a significant skill level should only be idolized is preposterous. Asserting a reason to not play sports because one will never be great is not sound. The repetition of the terms video games and armchair, along with overstating and ironically alleging why sports should not be played firmly suggest Banerjee's overall stance on the importance of sports: children need to participate more to be physically healthy.
Evidently, the author is attempting to convey the importance of participation in physical activities through the satirical characterization of sports. The use of reductio ad absurdum, allusions, hyperboles, overstatements, irony, and repetition helps emphasize Banerjee's message to the reader that children and parents need to be more active to improve their overall health. All the instances of these satirical devices are direct with a purpose, making the entire piece an effective satire. Exercise is important for one's health, which is why it is strongly recommended by doctors. A great and easy solution to get some exercise every day is to partake in a physical sport.
Works Cited
Banerjee, Ankan. "Satire: Why Sports Are Not Important." Sports News, 26 Jan. 2013, https://www.sportskeeda.com/sports/satire-why-sports-are-not-important. | <urn:uuid:ad3f8fd4-d046-484f-86af-8aea774fc649> | CC-MAIN-2024-10 | https://users.wpi.edu/~jche/Docs/Satire_Essay.pdf | 2024-03-05T05:15:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00536.warc.gz | 578,034,497 | 2,180 | eng_Latn | eng_Latn | 0.949444 | eng_Latn | 0.998422 | [
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Giving Your
First Speech
CHAPTER
3
Preparing Your Speech Delivering Your Speech Sample Speeches with Commentary
You may be surprised to learn that one of your first assignments is to give a speech. You say to yourself, "What am I going to do? I have barely started this course, yet I'm supposed to stand up in front of the whole class and give a speech! I've only read a few pages in the textbook, and I don't know much about public speaking. Where do I begin?"
If these are your thoughts, you aren't alone. Most beginning speech students have a similar reaction. Fortunately, giving your first speech sounds a lot harder than it is. The purpose of this chapter is to help you get started on preparing and delivering your speech.
Preparing Your Speech
Usually a brief introductory presentation, the first assignment is often called an ice breaker speech because it is designed to "break the ice" by getting students up in front of the class as soon as possible. This is an important step because much of the anxiety associated with public speaking comes from lack of experience giving speeches. Once you have broken the ice by giving a speech, you will feel less anxious and will have taken the first step on the road to confidence.
DEVELOPING THE SPEECH
There are a number of possible assignments for the first speech. One is a speech of self-introduction that provides insight into the speaker's background, personality, beliefs, or goals. In other cases, students are asked to introduce a classmate, rather than themselves. No matter which you are assigned, be sure to focus your presentation sharply so it
Video 3.1
View the introduction from "Gotta Dance."
conforms to the assigned time limit. One of the most common mistakes students make on their first speech is trying to cover too much material. You should select a limited number of points and illustrate them clearly.
It would be impossible, for example, to tell your audience everything about your life in a 2-minute speech. A better approach would be to focus on one or two events that have helped define who you are—an incident from your childhood, the story behind a personal photograph, a few of your typical behaviors, or an important lesson you learned from someone you admire. This allows you to make a few well-developed points about a clearly defined subject.
Once you have a topic for your speech, be creative in developing it. Think of ways to make your presentation mysterious or suspenseful. Suppose you are telling the audience about meeting a celebrity. Rather than identifying the celebrity at the outset, you might save his or her name for the end of your speech. As your story unfolds, provide clues about your celebrity's gender, physical characteristics, special talents, and the like, but keep the name secret until the last moment.
In addition to mystery and suspense, audiences are naturally interested in drama, adventure, and danger. Suppose you are introducing a fellow student and you learn that he or she was caught in a flood or spent a summer working with the stage crew for a pop star. The details would provide excellent material for a speech.
You can also make your speech interesting by using colorful, descriptive language. One speaker used this technique when introducing a fellow student, named Alexa, to the class. The speaker began by saying:
The spotlight shines. The music blares. The crowd cheers. The colors, bright and vibrant, bleed together as Alexa and her partner sail around the dance floor. Her partner touches her hand and her waist, but only briefly. He then spins her away, and she glides across the floor in what seems like a single motion. Alexa has worked many weeks for this moment. Alexa, you see, is a championship ballroom dancer.
Word pictures like this are always more interesting than dull language and abstract generalizations.
You might wonder whether you should use humor to make your first speech entertaining. Audiences love witty remarks, jokes, and funny situations, but like anything else, humor is effective only when done well. It should flow naturally out of the speech content rather than being contrived. If you are not normally a funny person, you are better off giving a sincere, enthusiastic speech and leaving out the jokes.
ORGANIZING THE SPEECH
Regardless of your topic, your speech will have three main parts—an introduction, a body, and a conclusion. Your first job in the introduction is to get the attention and interest of the audience. You can do this by posing a question, telling a story, making a startling statement, or opening with a quotation. The purpose of all these methods is to create a dramatic, colorful opening that will make your audience want to hear more.
Here, for example, is how one student began a speech about her cultural heritage:
When I look at this photo, I think of lemons, peaches, and guava. I think of lush green trees and bright red roses. I think of good food and joyous celebrations—birthdays, weddings, holidays. This courtyard is where my grandmother lived and taught me about my Mexican heritage.
Even though I was born in the U.S. and have lived here all my life, the courtyard is very meaningful to me. It has helped me understand the importance of family and appreciate the cultures that have shaped my life.
After this introduction, the audience was eager to hear more about the courtyard and its role in the speaker's life.
In addition to gaining attention and interest, the introduction should orient your listeners toward the subject matter of your speech. In the longer speeches you will give later in the term, you will usually need to provide an explicit preview statement that identifies the main points to be discussed in the body of your speech. (For example, "Today I will inform you about the symptoms, causes, and treatment of high blood pressure.")
Because your introductory speech is so short, you may not need a detailed preview statement. But you still need to give your audience a clear sense of your topic and purpose. Look back for a moment at the introduction about the courtyard quoted earlier. Notice how it moves from arousing curiosity to letting the audience know what the rest of the speech will focus on. By the end of the introduction, there is no doubt about the topic of the speech.
After getting the audience's attention and revealing your topic, you are ready to move into the body of your speech. In some speeches, the body seems to organize itself. If you are telling a story about a significant experience in your life, you will relate the events chronologically, in the order they occurred.
But not all speeches follow such a format. Suppose you are giving a presentation
When working on your first speech, ask friends or family members for feedback and suggestions. In addition to helping you improve the speech, they can provide valuable personal support.
Video 3.2
View the beginning of "The Courtyard."
preview statement
A statement in the introduction of a speech that identifies the main points to be discussed in the body.
chronological order
A method of speech organization in which the main points follow a time pattern.
topical order
A method of speech organization in which the main points divide the topic into logical and consistent subtopics.
transition
A word or phrase that indicates when the speaker has finished one thought and is moving on to another.
Video 3.3
View the ending of "The Courtyard."
introducing a classmate. You could organize the most important biographical facts about your subject in chronological order, but this might result in a dull, superficial speech: "Jinjin was born in Beijing in 2002, attended Beijing No. 2 Experimental Primary School from 2008 to 2014, and graduated from Beijing No. 4 High School in 2020."
A better way of structuring your remarks might be to discuss three of the most important aspects of Jinjin's life, such as hobbies, career goals, and family. This is called the topical method of organization, which subdivides the speech topic into its natural, logical, or conventional parts. Although there are many other ways to organize a speech, your first presentation will probably use either chronological or topical order.
Regardless of the method of organization you use, remember to limit the number of main points in the body of your speech. In a 2-minute presentation, you won't have time to develop more than two or three main points.
Once you have selected those points, make sure each one focuses on a single aspect of the topic. For example, if your first point concerns your classmate's hometown, don't introduce irrelevant information about her job or favorite music. Save this material for a separate point, or cut it.
Try to make your main points stand out by introducing each with a transition statement. In a speech introducing a classmate, you might begin the first main point by saying:
Rico's family moved a great deal throughout his childhood.
When you reach the second point, you might introduce it like this:
Moving a lot led to Rico's outgoing nature and confidence in making friends. In fact, he has friends all around the world with whom he corresponds regularly by WeChat.
You have now let your audience know that the first main point is over and that you are starting the second one. The third main point might begin as follows:
Corresponding with people all over the world is more than just a hobby for Rico, since he is majoring in international relations.
Transition statements such as these will help your audience keep track of your main ideas. When you finish discussing your final point, you will be ready to move into your conclusion. You need to accomplish two tasks in this part of the speech: Let the audience know you are about to finish and reinforce your major theme.
If possible, end on a dramatic, clever, or thought-provoking note. For example, in the presentation discussed earlier, the student devoted the body of her speech to explaining how the courtyard symbolized the importance of family and the different cultures that shaped her life. Then, in her conclusion, she wrapped up by saying:
Even though I'm now a student here at the University of Wisconsin, when I look at this photo, I can practically smell the roses and hear the joy of family celebrations. And I miss my grandmother. She died two years ago, but I can still see her face and hear her voice—and I remember all the things she taught me on the tiled floor by the fountain.
I proudly call the United States home, but when I look at this photo, I will always think of my grandmother and my home away from home.
The final lines bring the speech to an emotional close and underscore why her grandmother's courtyard was so important to the speaker.
Delivering Your Speech
Once you have selected a subject and organized the content into a clear structure, it is time to work on the delivery of your speech. Because this is your first speech of the term, no one expects you to give a perfectly polished presentation. Your aim is to do as well as possible while also laying a foundation you can build upon in later speeches. With this in mind, we'll look briefly at the extemporaneous method of speech delivery, the importance of rehearsing your speech, and some of the major factors to consider when speech day arrives.
SPEAKING EXTEMPORANEOUSLY
You might be inclined, as are many beginning speakers, to write out your speech like an essay and read it word for word to your listeners. The other extreme is to prepare very little for the speech—to wing it by trusting to your wits and the inspiration of the moment. Neither approach is appropriate. Reading from a manuscript runs the risk of poor eye contact with the audience and a stiff, unenthusiastic delivery. On the other
Although it can be challenging, work on presenting your first speech extemporaneously. This will provide a strong foundation upon which you can build in later speeches.
extemporaneous delivery
A method of delivery in which the speech is carefully prepared and rehearsed but is presented from a brief set of notes.
hand, ad-libbing is a recipe for disaster. The outcome is usually an aimless talk that is either embarrassingly short or rambles on far too long.
Most experts recommend speaking extemporaneously, which combines the careful preparation and structure of a manuscript presentation with the spontaneity and enthusiasm of an unrehearsed talk. Your aim in an extemporaneous speech is to plan your major points and supporting material without trying to memorize the exact language you will use on the day of the speech.
The extemporaneous method requires you to know the content of your speech quite well. In fact, when you use this method properly, you become so familiar with the substance of your talk that you need only a few brief notes to remind you of the points you intend to cover. The notes should consist of key words or phrases, rather than complete sentences and paragraphs. This way, when you are in front of the audience, you will tell them what you know about the topic in your own words.
Prepare your notes by writing or printing key terms and phrases on note cards or sheets of paper. In either case, your notes should be large enough to read clearly at arm's length. Many experienced speakers double- or triple-space their notes because this makes them easier to see at a glance. Write or print on only one side of the note card or paper, and use the fewest notes you can manage and still present the speech fluently and confidently.
At first, it may seem very demanding to deliver a speech extemporaneously. In fact, though, you use the extemporaneous method in everyday conversation. Do you read from a manuscript when you tell your friends an amusing story? Of course not. You feel relaxed and confident with your friends, so you just tell them what is on your mind in a conversational tone. Try to do the same thing in your speech.
REHEARSING THE SPEECH
When you watch a truly effective extemporaneous speaker, the speech comes out so smoothly that it seems almost effortless. In fact, that smooth delivery is the result of a great deal of practice. As your speech course progresses, you will gain more experience and will become more comfortable delivering your speeches extemporaneously.
The first time you rehearse your introductory speech, however, you will probably struggle. Words may not come easily, and you may forget some things you planned to say. Don't become discouraged. Keep going and complete the speech as well as you can. Concentrate on gaining control of the ideas rather than on trying to learn the speech word for word. You will improve every time you practice.
For this approach to work, you must rehearse the speech out loud. Looking silently over your notes is not enough. Speaking the words aloud will help you master the content and length of your talk. Once you have a fairly good grasp of the speech, ask friends or family members to listen and to give constructive feedback. Don't be shy about asking. Most people love to give their opinion about something, and it's crucial that you rehearse with a live audience before presenting the speech in class.
PRESENTING THE SPEECH
When it is your turn to speak, move to the front of the room and face the audience. Assume a relaxed but upright posture. Plant your feet a bit less than shoulder-width apart
and allow your arms to hang loosely by your side. Arrange your notes before you start to speak. Then take a moment to look over your audience and to smile. This will help you establish rapport with your listeners from the start.
Once you are into the speech, feel free to use your hands to gesture, but don't try to plan all your gestures ahead of time. If you don't normally use your hands expressively during informal conversation, then you shouldn't feel compelled to gesture a lot during your speech. Whatever gestures you do use should flow naturally from your feelings.
Above all, don't let your gestures or bodily actions distract listeners from your message. Do your best to avoid nervous mannerisms such as twisting your hair, wringing your hands, shifting your weight from one foot to the other, rocking back and forth, or tapping your fingers on the lectern. No matter how nervous you feel, try to appear calm and relaxed.
During your talk, look at your audience as often as you can. One of the major reasons for speaking extemporaneously is to maintain eye contact with listeners. Be sure to look to the left and right of the room, as well as the center, and avoid the temptation to speak exclusively to one or two sympathetic individuals. When you are finished speaking, your listeners should have the impression that you established a personal connection with each of them.
Try to use your voice as expressively as you would in normal conversation. Concentrate on projecting to the back of the room and, despite your nerves, fight the temptation to race through your speech. If you make a conscious effort to speak up, slow down, and project clearly, you will be on the right track to an effective presentation.
Sample Speeches with Commentary
The following four speeches provide excellent models of introductory speeches. The first three are speeches of self-introduction. "Tap, Tap, Tap" was presented by a U.S. college student. "My Life with Sign Language" was delivered at the FLTRP Cup by Chen Qiyu, a student at Tsinghua University. "Pot, Soil, Water" is from a student at the University of Wisconsin. The final speech, "Fork in the Road," also by a student at Wisconsin, is a speech introducing a classmate.
As you can see from the videos, all the speeches are creatively written and skillfully delivered. They provide excellent models of how you might develop an introductory speech for your own class.
COMMENTARY
As you can see from the video, the speaker uses a combination of words and brief tap-dance moves to gain attention and interest. She then explains how long she has been tap dancing and previews the main points to be discussed in the body.
The speaker's first main point deals with the hard work of learning to tap dance. Her image of hiding under a table at her first dance lesson is memorable and dramatizes how much she has progressed since then.
In her second main point, the speaker performs the pull-back move to help explain how tap dancing has taught her patience. Here, as elsewhere, the performance of tap moves is used to provide insight about the speaker herself, rather than to demonstrate how to tap dance.
In her third main point, the speaker relates tap dancing to her speech assignment. She communicates engagingly, with natural gestures and strong eye contact.
The conclusion summarizes the speaker's main points. It then ties the entire speech together by returning to the brief tap moves of the introduction.
Video 3.4
View "Tap, Tap, Tap."
Tap, Tap, Tap
SPEECH
When I first started, it sounded like this. But I kept working until it sounded like this. Now it sounds like this [speaker demonstrates]. For the past 15 years, I've been tap dancing. Some may think it's strange to spend 10 or 15 hours a week making shoes click across the floor. But to me, tap dancing represents hard work, patience, and courage—and it has helped shape my life in ways that go far beyond the dance floor.
I started taking tap lessons when I was three years old. Actually, when I started, I just hid under a table, too scared to join the other kids. But my mom kept driving me to class because she knew it was a good outlet for my energy. Slowly, I learned to come out from under that table. It was hard work, but it was definitely worth it in the end.
Tap dancing has also taught me patience. One of the toughest moves in tap dancing is called the pull back. It involves brushing your toes backwards to create a satisfying click-click-click sound—like this [speaker demonstrates]. For months I worked on the pull back, scuffing up the pale wood floors as I tried to move my feet in just the right way. At first I looked at those scuff marks with frustration, but eventually I was at peace with them. Today the pull back is as natural to me as walking down the street.
Tap dancing has also given me courage, including the courage I needed to give this speech. Earlier this week, I felt the same ice in the pit of my stomach that I do in the days leading up to a dance recital. So I approached this speech just like I approach a dance recital: I worked hard, I practiced a lot, and I concentrated on being positive.
Today, I know I'm not the best tap dancer—or speaker—in the world. But I'm grateful for the hard work, patience, and courage that I've learned over the past 15 years. It's because of those qualities that I've been able to turn this into this [speaker demonstrates]. Thank you.
My Life with Sign Language
COMMENTARY
The speaker's opening statement arouses curiosity. She then explains her early knowledge of sign language by stating that she learned it from her grandparents, both of whom were deaf.
Here, as in later parts of the speech, the speaker combines small bits of sign language with her spoken words. As you can see from the video, this works very well.
Now the narrative shifts direction. At age 12, the speaker moves away from her grandparents and her sign language falls out of use.
This paragraph conveys the speaker's disappointment at no longer using sign language. She has lost one of the joys and charms of her childhood.
The narrative shifts direction again as the speaker rediscovers a need for sign language when visiting a special education school. Her dramatic details, dialogue, and signing help bring her ideas to life.
The speaker's joy at rediscovering sign language is conveyed by her words and her delivery. She has excellent vocal variety and comes across as sincere, credible, and confident.
The speech concludes on an uplifting note. Alluding to the famous dialogue between Huizi and Zhuangzi, the speaker ends with poetic words that express her happiness at rediscovering the usefulness of sign language.
SPEECH
The first language I learned was not Chinese but sign language. This was because of my grandparents. Illness had deprived them of their hearing ability when they were kids. They taught me sign language when I was a baby.
This is "Grandpa." [Signing the word] He held my little hands and taught me the first word I learned. This is "computer" [Signing the word]—I taught my grandpa 10 years later. With the help of sign language, I had a happy childhood—even happier than those of my friends.
When I was 12 years old, I moved away from my grandparents, and sign language was then out of use, as if it were the useless stuff locked in a top drawer and could never be taken out again.
During the holidays, when my grandparents came to visit me, I attempted to pick it up from them. But they just laughed. "You will have no use for it. Just go and focus on your homework." [Signing the words] I felt very disappointed at that time, for I thought I may never have a chance to use this magical language full of charm anymore.
Last year, our school went to a special education school for disabled kids. We went to the kitchen to help before supper. However, the kitchen staff were all deaf and mute, and we could not communicate. It was at that moment a voice rang in my mind. "Hey, Kate. Don't you remember you can use sign language?" "Oh, yes!" I turned to the cook. "Could you please help us clean and cut the fish?" [Signing the words]
That day my sign language was revived. The language that was out of use for years popped back to my life. I used it to perform the theme song for the promotion of the Youth Olympic Games. I used it to recharge the flagging spirit of my deaf friend. I use it for every new possible meaning I can conceive of for it.
Ladies and gentlemen, there are times in our lives, when we were Huizi, desperate for the single and ultimate definition of usefulness, and disappointed at the useless gourd in our hands. However, once on board the gourd float of Zhuangzi, "we will free our stuffy mind and float about over the rivers and lakes." [Signing the words] Thank you.
Video 3.5
View "My Life with Sign Language."
COMMENTARY
The introduction captures attention and reveals the topic. By comparing herself to a houseplant and the elements it needs to grow, the speaker provides a creative touch that runs through the entire speech.
Each main point in the body is clearly stated and discussed. As you can see from the video, the speaker has excellent eye contact and a pleasing manner.
The assignment for this speech required students to use an object to introduce themselves to the class. As the speech proceeds, notice how the speaker does not focus on describing the object—in this case, her houseplant—but on how the plant provides insight into the speaker herself.
The speaker completes the body by mentioning some of her personal interests and weaving them into the overall theme of the speech.
The speaker provides a harmonious conclusion that ends on a positive note and completes the comparison with her houseplant.
View "Pot, Soil, Water."
Pot, Soil, Water
SPEECH
Those of you with a green thumb know that a healthy houseplant like this one needs a number of things to grow, including a good pot, rich soil, and adequate water. The pot is the plant's home, the comforting place where it grows up. The soil gives the plant nutrients and helps its roots expand. Water is the basis of all life and allows the plant to thrive. Like this plant and the pot, soil, and water it requires to grow, you can get a sense of my growth by looking at my family, my friends, and my interests.
The pot represents my family. A pot holds the plant together just like my family holds me together. My mom and dad not only gave me life but a loving home to grow up in. If I ever had a bad day, they kept me from falling apart. As the pot protects the roots and the soil, my family protected me as I grew through my childhood.
The soil represents my friends, who have supported me as I branched out into new experiences. Here on campus, my three best friends have helped me adjust to college by showing me around, by introducing me to new people, and by helping me with my assignments. They encourage me to follow my dreams and are always willing to offer advice. As the nutrients from the soil feed the plant, my friends have helped me grow and develop.
The water represents my interests. Without water, this plant would turn brown and dull, but with water, the plant is bright and full of life. Like water for this plant, my interests help me flourish rather than wilt. I have a broad range of interests, including music, art, swimming, and watching movies. My interests make my personal colors more vibrant and allow me to bloom.
I wouldn't be who I am today without my family, my friends, and my interests. But like this plant, I still have some growing to do—more things to learn and more things to experience. Luckily, because of my own pot, soil, and water, I'm confident I will blossom into the person I want to be.
COMMENTARY
The speaker starts with a quotation that gains attention and introduces the central theme of her speech. She then reveals that her classmate Bethany is facing a fork in the road as she decides whether to focus her studies on art or medicine.
The first main point in the body deals with Bethany's lifelong passion for art. Here the speaker notes that Bethany has won numerous awards for her drawings.
The speaker completes main point one by stating that Bethany is thinking of pursuing a career in art.
A clear transition leads into the second main point, which deals with Bethany's passion for medicine.
The story of J.C. provides drama and interest. Here, as elsewhere, the speaker is clear, direct, and easy to understand.
The conclusion reinforces the central theme of reaching a fork in the road. The speaker summarizes Bethany's options and ends by stating that she will be successful whichever path she decides to follow.
Fork in the Road
SPEECH
Inspirational speaker Liz Murray once said, a "fork in the road happens over a hundred times a day, and the choices you make will determine the shape of your life." At one point or another, we all come to that fork in the road, when we are forced to choose between two paths, not sure where either will lead. Our classmate Bethany is now at that point, forced to decide between her two passions: art and medicine.
From an early age, Bethany has been passionate about art. She has been drawing since the age of three and has continued to improve her skills ever since. Over the years, she has won many awards for her drawings, including the Wisconsin Scholastic Art Award.
Bethany draws people, places, and things that she sees on a daily basis in the world around her. Drawing allows her to relax and to escape from the stress of life. And now, because of her passion, she is considering making art her career.
In addition to art, however, Bethany is also passionate about medicine. She dreams about one day doing medical mission work in Africa. She is motivated in part by her friend J.C., a Rwanda refugee whose leg was severely injured in an explosion about 10 years ago.
For eight years, J.C. lived with bomb-shell fragments in his lower leg. It was only two years ago, when he and his mother moved to the United States, that he was finally able to have surgery. Bethany's friendship with J.C. has inspired her to help those who lack sufficient medical care and to make her think that a career in medicine is right for her.
It can be said that Bethany has reached her fork in the road. She has a passion for drawing and a passion for medicine. Will she choose to follow her love for art and pursue a career as an artist? Or will she choose to follow her love for medical mission work and pursue a career as a doctor? It's hard to know right now, but either path Bethany chooses will surely be a road to success.
View "Fork in the Road."
Summary
One of your first assignments will be to present an introductory speech, either a speech of self-introduction or a speech introducing a classmate. Focus the speech on a limited number of ideas and be creative in developing them. Use interesting supporting materials and present them in colorful, descriptive language.
Video 3.8
Video 3.9
When organizing the speech, make sure you have a clear introduction, body, and conclusion. Most introductory speeches fall naturally into chronological or topical order. Using clear transitions will help your audience follow you from point to point.
Although you will write a complete manuscript or outline of your speech when preparing it, you should deliver it extemporaneously. This means you have rehearsed fully and can present your talk from a brief set of speaking notes. Concentrate on establishing eye contact with the audience and on speaking in a dynamic, engaged tone of voice.
View more sample introductory speeches.
Key Terms
preview statement (35)
transition (36)
chronological order (36) topical order (36)
extemporaneous delivery (38)
Exercises for Thinking and Speaking
1. Carefully examine the sample speeches with commentary on pages 40–43. Answer the following questions about them.
a. How does the opening paragraph in each speech gain the attention of the audience?
b. How clearly is each speech organized? What does the speaker do to help listeners follow the progression of ideas?
c. What are the similarities and differences among the conclusions in the speeches?
d. Which speech do you find most effective? Least effective? Why?
2. Are there occasions outside the classroom on which you might give a speech of self-introduction? Identify two such occasions and explain how you might apply the principles of self-introductory speeches discussed in this chapter.
3. Prepare a 2-minute speech of self-introduction that you will present in class. Follow the principles of speech preparation and delivery discussed in this chapter. Deliver the speech extemporaneously from a brief set of speaking notes.
4. As an alternative to the preceding exercise, prepare a 2-minute speech introducing one of your classmates. Arrange a time outside class when you and your classmate can interview each other to gain information for your speeches. Plan your questions in advance. In addition to asking about basic biographical information, try to develop creative questions that will give your speech color, detail, and interest.
Prepare the speech by following the principles of speech development and delivery discussed in this chapter. Deliver the speech extemporaneously from a brief set of speaking notes.
Public Speaking in Your Career
As a college senior, you are preparing for your job interviews. In your interviews, you will be asked to present a 1–2 minute speech of self-introduction that provides information about your background and explains why you will be an excellent person for the company to hire. Prepare a draft of your speech. | <urn:uuid:aa023b56-f92d-4c8f-9d79-9275d484694b> | CC-MAIN-2024-10 | https://heep.unipus.cn/gykejianupload/20210331/files/%E6%BC%94%E8%AE%B2%E7%9A%84%E8%89%BA%E6%9C%AF%EF%BC%88%E7%AC%AC%E5%8D%81%E4%B8%89%E7%89%88-%E4%B8%AD%E5%9B%BD%E7%89%88%EF%BC%89%E6%A0%B7%E7%AB%A0.pdf | 2024-03-05T04:43:16+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00533.warc.gz | 299,314,233 | 6,827 | eng_Latn | eng_Latn | 0.998895 | eng_Latn | 0.99916 | [
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RECOMMENDED SUMMER READING
Pre K Entering Kindergarten
Adding With Ants Mmath - Tracey Steffora ©2014 It's time for some math ""ant-ics""! Illustrated with cut-out photos on striking, colorful backgrounds to retain reluctant mathematician's interest, this book looks at adding with ants! Age Range: 4 - 6 years
Ava's Poppy - Marcus Pfister ©2012 Ava is delighted when she discovers a red poppy in the field of her house. She sits with the flower in the sunny days of summer and shields it in the rain until one day the petals start to drop and the beautiful flower fades. But when spring comes again, Ava is surprised anew. Age range: 3 - 8 Years
Blue Chicken – Deborah Freedom ©2011 In this deceptively simple picture book, author-illustrator Deborah Freedman has created an irresistible character that springs to life and wreaks havoc in a farmyard with a pot of blue paint. Age Range: 3 - 5 years
Bunny Cakes - Rosemary Wells ©1997 It's Grandma's birthday, and Max wants to make her an icky, worm-infested cake. But Ruby says, "No, Max. We are going to make Grandma an angel surprise cake, with raspberry-fluff icing." Age Range: 3 - 5 years
Can You Count 10 Toes? - Lezlie Evans ©1999 Counting book you can learn to count in ten different languages: Spanish, French, Japanese, Chinese, Korean, Tagalog, Russian, Hindi, Hebrew, and even Zulu! Age Range: 5 - 8 years
Centipede's 100 Shoes - Tony Ross ©2003 But when are one hundred shoes too many shoes? And what do you do with too many shoes? Why, you give them away! Find out who gets them in this delightfully silly story about a centipede with sore feet. Age Range: 4 - 8 years
The Cow Loves Cookies Rhyming - Karma Wilson ©2010 While all the other animals on the farm enjoy eating their regular food, the cow chooses to eat the one thing that she loves best. Age Range: 3 - 7 years Dogku - Andrew Clements ©2007 Wandering through the neighborhood in the early-morning hours, a stray pooch follows his nose to a back-porch door. After a bath and some table scraps from Mom, the dog meets three lovable kids. Age Range: 4 - 8 years
A Frog in the Bog - Karma Wilson ©2003 There's a frog on the log in the middle of the bog. Age range: 3 - 7 years
Glasswings a Butterflys Story - Elisa Kelven ©2013 Claire, a glasswing butterfly whose transparent wings reflect her lush home, finds herself lost in the city after being separated from her family. She doesn't know how they will ever see her, but she finds new city friends, a pigeon, an ant, and a ladybug, who search for the flowers Claire needs to live. Age Range: 3 - 5 years
Hooray for Differdoofer Day! – Dr. Seuss ©1998 Started by Dr. Seuss, finished by Jack Prelutsky, and illustrated by Lane Smith, Hooray for Diffendoofer Day! is a joyous ode to individuality starring unsinkable teacher Miss Bonkers and the quirky Diffendoofer School (which must prove it has taught its students how to think--or have them sent to dreary Flobbertown). Age Range: 3 - 7 years How Do Dinosaurs Say Good Night? – Jane Yolen ©2002 Brimming with humor and familiar goodnight adventures, here is a playful peek into the homes of dinosaur children and their parents at bedtime. Age Range: 4 - 8 years
Jesus A to Z – Michael O'Neill McGrath ©2007 This colorful and inviting children's ABC book combines delightful illustrations with alliterative and whimsical (yet appropriate) Scripture story allusions. Age Range: 3 - 7 years
Kitten's First Full Moon – Kevin Henkes ©2004 What a night! The moon is full. Kitten is hungry and inquisitive and brave. Caldecott Medal Book and CCS Age Range: 2 - 7 years
-
The Legend of the Sand Dollar: An Inspirational Story of Hope for Easter Chris Auer ©2005
Eight-year-old Kerry and her older sister are sent to their aunt's home near the Atlantic
Coast, where Cousin Jack teaches Kerry many things, including how the sand dollar tells the story of Easter. Age Range: 4 - 7 years
Little White Rabbit - Kevin Henkes ©2011 As he hops along a little rabbit wonders what it would be like to be green as grass, tall as fir trees, hard as rocks, and flutter like butterflies. Age Range: 4 - 8 years My Teacher for President - Kay Winters ©2004 Oliver has been learning about the president's job, and his teacher would be the perfect candidate. She loves white houses, she's used to being followed everywhere, she attends lots of meetings, she finds jobs for people, and she believes in peace. Age Range: 3 - 5 years
Over in the Meadow – John Langstaff ©1973 The old animal counting song. "Numbers for knee highs couldn't be more fun. Also has music for the song at the end. Caldecott Medal Book and CSS Age
Range: 3 - 8 years
Quiet Bunny Many Colors - Lisa McCue ©2010 Quiet Bunny loves the beautiful colors of springtime in the forest so much, he wants to change his fur's winter colors. Age Range: 3 - 5 years
This Is Not My Hat -Jon Klassen©2012A little fish thinks he can get away with stealing a hat.
Caldecott Medal BookAge Range: 4 - 8 years
Truck – Donald Crews ©1991 In this wordless Caldecott Honor book, striking graphics help little ones follow a big red truck on its bustling journey. Caldecott Honor Book and CCS | <urn:uuid:f8987265-2ad2-4f91-9bb3-c0861137bfe3> | CC-MAIN-2017-34 | http://smsk-8.org/Classrooms/docs/SummerLists/2016-17/K_SummerReading.pdf | 2017-08-24T06:38:18Z | crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00677.warc.gz | 387,832,300 | 1,297 | eng_Latn | eng_Latn | 0.994208 | eng_Latn | 0.994736 | [
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…………………………
Time for English "Activity" "5/1" (A) Name:
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) easy - string - cute - hard (…………………..)
2) sing - build - cycle - bicycle (…………………..)
3) moose - zoo - rooster - kangaroo (…………………..)
4) yard - corn - barn - home (…………………..)
5) shout - cloud - brown - gown (…………………..)
2) Choose the right answer:
(…………/5)
1) (Does - Are - Do - Were) you want to play again?
2) Which puppet is the (cute - bigger - cutest - scary), Sokkara?
3) Thanks, I (makes - making - made - doing) that kite myself.
4) The butterfly won't (hurting - liked - hurt - hurts) you.
5) The moose stood on one (feet - legs - foot - arms)
3) Fill in the gabs with these words:
(…………/4)
(back - than - has - had - marine)
Yesterday, I went with my family to the aquarium. We saw many…………… animals. I liked the whale it is the biggest marine animal. The crab is the smallest. The whale isn’t faster …………… the dolphin. The octopus…………. eight legs; it is bigger than the eel. I ate sandwiches and popcorn. My sister drank orange juice. We went ……………..home at seven o’clock.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
do you like going to giza zoo
Time for English "Activity" "5/1" (B) Name: …………………………
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) mind - great - smart - hard (…………………..)
2) worry - hurt - dark - blow (…………………..)
3) mouth - mouse - make - model (…………………..)
4) show - sing - string - took (…………………..)
5) noodle - snorkel - poodle - rooster (…………………..)
2) Choose the right answer:
(…………/5)
1) (Does - Are - Do - Were) Ali want to take a nap?
2) Which animal is (big - bigger - cutest - biggest) the whale or the eel?
3) The next time we'll (won - winning - win - won't) the game.
4) Grandpa (grow - grows - growing - lives) peas in the farm.
5) It (rain - run - rained - runs) yesterday and the sky was dark.
3) Fill in the gabs with these words:
(…………/4)
(cute - faster - there - scary - than)
Last Sunday I went with my school to the zoo. We went ………… by our school bus. We saw many animals; the lions, the cheetahs, the elephants, the giraffes. The giraffes are the tallest animals in the zoo. The elephants are the biggest. The tortoises are the slowest, but they are ………... The lions are the strongest, but they are …………….. The cheetahs are ……………. than the lions.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
i ll show you how to make the kite, noha
…………………………
Time for English "Activity" "5/2" (A) Name:
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) dark - great - sing - hard (…………………..)
2) cycle - hurt - smart - blow (…………………..)
3) monkey - mouse - make - paper (…………………..)
4) get - build - string - skate (…………………..)
5) broom - shut - spoon - rooster (…………………..)
2) Choose the right answer:
(…………/5)
1) Does Salma want to (listened - listening - listens - listen) to music?
2) Hatem and Mona (like - likes - liking - lakes) to snorkel.
3) "Please don't (shut - shout - shouting - shutting), little girl," said the father.
4) Kareem'll ( goes - went - going - go) sailing tomorrow.
5) It (rain - run - rained - runs) yesterday and the sky was dark.
3) Fill in the gabs with these words:
(…………/4)
(cute - faster - there - scary - than)
Last Sunday I went with my school to the zoo. We went ………… by our school bus. We saw many animals; the lions, the cheetahs, the elephants, the giraffes. The giraffes are the tallest animals in the zoo. The elephants are the biggest. The tortoises are the slowest, but they are ………... The lions are the strongest, but they are …………….. The cheetahs are ……………. than the lions.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
last thursday, nada sat and read a book
Time for English "Activity" "5/2" (B) Name: …………………………
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) cute - hard - string - dark (…………………..)
2) worry - easy - hurt - win (…………………..)
3) moon - cook - moose - wood (…………………..)
4) grow - build - grass - make (…………………..)
5) yard - fork - zoo - farm (…………………..)
2) Choose the right answer:
(…………/5)
1) (Do - Does - Are - Was) Tamer want to play ping-pong?
2) Next time, we'll (wins - winning - won - win) the game.
3) The dog stood on one (feet - legs - foot - arms).
4) Salma likes to (reads - read - reading - riding) comic books.
5) Kareem (don't - isn't - doesn't - aren't) like to snorkel.
3) Fill in the gabs with these words:
(…………/4)
(back - than - has - had - marine)
Yesterday, I went with my family to the aquarium. We saw many…………… animals. I liked the whale it is the biggest marine animal. The crab is the smallest. The whale isn’t faster …………… the dolphin. The octopus…………. eight legs; it is bigger than the eel. I ate sandwiches and popcorn. My sister drank orange juice. We went ……………..home at seven o’clock.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
i don t like to go to Giza zoo
…………………………
Time for English "Activity" "5/3" (A) Name:
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) worry - hurt - cycle - easy (…………………..)
2) paper - string - sing - sticker (…………………..)
3) moose - cow - house - horse (…………………..)
4) garden - guess - grass - cards (…………………..)
5) peas - wood - noodle - cookie (…………………..)
2) Choose the right answer:
(…………/5)
1) Yasser doesn't (wants - wanted - want - wanting) to go sailing.
2) I'll (showing - show - wash - watch) you how to make the kite.
3) The octopus (is - have - has - had) eight legs.
4) What does Hany (like - likes - liking - liked) to do?
5) Aw! The monkey's (leave - scary - going - run) away.
3) Fill in the gabs with these words:
(…………/4)
(other - laughed - another - beach - were)
Last Friday, Mona and Kareem played a volleyball game on the ……………... They played in the morning. The ……………… team won the game. Mona and Kareem ……………. sad, but they congratulated them. Then Mona wanted to play again. She said that she and Kareem will win the game. The other team ……………….. and said that they will see.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
is mona taller than huda
Time for English "Activity" "5/3" (B) Name: …………………………
1) Circle the odd word and replace it with a correct one:
(…………/5)
1) music - skate - shut - put (…………………..)
2) hurt - hard - paint - build (…………………..)
3) cute - good - garden - great (…………………..)
4) string - straight - paper - gown (…………………..)
5) took - cook - look - play (…………………..)
2) Choose the right answer:
(…………/5)
1) (Does - Are - Do - Were) Samy want to make a kite?
2) Kareem'll (take - make - bake - made) a video tomorrow.
3) Yesterday, We (listen - listened - go - play) to music.
4) Which shirt (is - does - are - do) Tamer want?
5) Make up your (mend - meat - met - mind), Please.
3) Fill in the gabs with these words:
(…………/4)
(there - laughed - like - liked - with)
Yesterday was Sunday. I went to a Safari Park ………… my family. We went there by bus. We went ……………. at eight o’clock in the morning. I saw many animals. I liked the monkeys. My sister didn’t …………. them, she was scared. My father and I ………….. at her. She liked the giraffes. The giraffes are the tallest animals. But the cheetahs are the fastest. The elephants are bigger than the lions.
4) Look at the pictures and write a questions and its answer:
(…………/4)
………………………………………….? ………………………………………..?
…………………………………………. ………………………………………….
5) Punctuate the following:
(…………/2)
we don t go to school on fridays | <urn:uuid:a1e401dd-c76f-474c-b187-29771bf67261> | CC-MAIN-2017-34 | https://teachercomblog.files.wordpress.com/2016/03/activity-test-5-2015-2016.pdf | 2017-08-24T06:33:03Z | crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00678.warc.gz | 827,638,581 | 2,406 | eng_Latn | eng_Latn | 0.983188 | eng_Latn | 0.983778 | [
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Contacting the media
The media refers to the people and organisations behind mass communication. They have three primary purposes: to inform, to educate, to entertain.
Why contact the media
P The media are always interested in good stories about people in their community doing new and different things.
P Media exposure enables you to inform and educate a larger number of people about your issue – you may be entertaining too.
P Media coverage of young people taking action on behalf of others helps build a positive image and change negative ones that may exist.
P Provides first-hand experience of the media for your students, which will increase their understanding of this important influence in their lives.
How to contact the media
There is no set formula that guarantees the media will publish your story. This suggested plan of action is flexible and should be adapted to suit your individual situation.
P What is my story? Look for high-interest,
P Who do I want to reach with my story?
What key message do I want to convey?
P
Step 4
Contact your chosen media outlet – by phone is best. Ask to speak to:
Step 3
P Newspaper – chief reporter
P Radio and TV – news desk, chief reporter, or identify the particular show and ask for the producer
Prepare a press release. See Tips for writing a successful press release
N
Tips for writing a successful press release
A successful press release is one that gets published. In order for this to happen you will need to:
P Consider your audience – what will interest them or grab their attention
P Start with a headline that is dramatic, clever or memorable
P Follow with an opening sentence about something unusual, startling or interesting
P Mention the key facts of the story in brief, early on
P Tell the story by answering questions raised in the readers' minds by your opening - fill in the details, in an interesting way
P Avoid passive language – use simple, active and direct language instead
P Include a photo of people in action
P Have your name and contact details at the end
Tips for taking a successful photo
Remember a good photo is worth a thousand words. It can sell your story to the media.
Study photos in a newspaper to see what gets published. Try to:
P Get close to your subject and fill the frame
P Focus on people not things
P Use good background or props to help tell the story
P Avoid clichéd images – instead use imagination and creativity
P Use a flash, even in broad daylight – it eliminates shadows
P Take a number of shots to increase the chance of taking the magic image | <urn:uuid:0509f33a-22d7-4a08-b839-e2be28aeb41b> | CC-MAIN-2017-34 | http://borntobefree.worldvision.org.nz/downloads/Contacting_the_Media.pdf | 2017-08-24T06:36:24Z | crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00684.warc.gz | 59,133,396 | 525 | eng_Latn | eng_Latn | 0.998712 | eng_Latn | 0.998931 | [
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Jan 6, Volume 12
$1.00 WORDS
Suppose each letter of the alphabet is assigned a value as in the above chart. Now, each name or word can be assigned a value.
Examples: JOE: 17 + 12 + 22 = 51¢
HOLIDAY: 19 + 12 + 15+ 18 + 23 + 26 + 2 = 115¢
CHALLENGES:
1. Which day of the week is a $1.00 word?
2. Which American made automobile is a $1.00 word?
3. Which Asian country is a $1.00 word?
4. Each of these sets of letters can be used to spell a $1.00 word. Arrange the letters to form a word.
(b) T, C, N, A, I, and O.
(a) L, C, K, S, B, and O.
(c) O, R, V, E, F, R, and E.
5. Find as many words as you can that are worth exactly $1.00.
HISTORICAL CONNECTIONS IN MATHEMATICS 77
© 2005 AIMS EDUCATION FOUN DA TION | <urn:uuid:06e8ec71-44c5-479f-927b-9d35b7835e25> | CC-MAIN-2017-34 | http://gandt.jordandistrict.org/files/2012/02/hots11.pdf | 2017-08-24T06:58:55Z | crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00683.warc.gz | 179,545,903 | 275 | eng_Latn | eng_Latn | 0.979196 | eng_Latn | 0.979196 | [
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Published on Kitchen Gardeners International (http://kgi.org)
Home > Heatwave & Drought Threat Water and Food Systems
Heatwave & Drought Threat Water and Food Systems
Sat, 08/11/2012 - 17:37 -- CIEDM
August is a special month from the sustainability perspective. With the continuous heatwave and drought that we encounter this year, August 2012 indeed is the time to call for attention to the issue of sustainable living.
In the U.S., August has been designated as National Water Quality Month (NWQM) by Federal government to remind us of the importance of protecting our water supplies & quality. The ways in which we tend to our gardens & farms, produce and preserve our food, and dispose of our trash and solid including food wastes significantly impacts on our water usage & quality. From a world wide perspective, there are 7 billion people to feed on the planet today and another 2 billion are expected to join by 2050. Statistics say that each of us drinks from 2 to 4 litres of water every day, however most of the water we 'drink' is embedded in the food we eat: producing 1 kilo of beef for example consumes 15,000 litres of water while 1 kilo of wheat 'drinks up' 1,500 litres. When a billion people in the world already live in chronic hunger and water resources are under pressure we cannot pretend the problem is 'elsewhere'. An article titled "Heatwave turns America's waterways into rivers of death" on The Independent dated August 5 reveals that the cruel summer heat-wave that continues to scorch agricultural crops across much of the U.S. is leading to record-breaking water temperatures in rivers, streams & ponds, and the fast-falling water thus navigation & oxygen levels kill fish and food export. Locally, a Los Angeles Times article dated July 26 reports about an imminent rise in food and milk prices in California due to drought elsewhere. Resulting shortages in corn and soybean from the drought in the Midwest are driving up the cost for farmers to feed cattle, hogs, and livestock, meaning that it will cost more for us to eat.
August 18 is the National Honeybee Day, and the NHBD 2012 is themed " Sustainable Agriculture Starts with Honey Bees". Unfortunately, the drought is affecting the bees and sustainability of food production. The lack of rain has dried up the water supply for many flowers, which affects their production of nectar and pollen levels, which bees rely on. That is to say, dried-up flowers means the bees don't have much to eat and produce, and less pollination is affecting the food supply. In August 2011 the U.S. Department of Agriculture reported that rainless, triple-digit temperatures in Texas stressed the bees, with honey production plummeting an estimated 50% since the year before. According to an article on HobbyFarms.com dated August 3, new hives and next year's harvest could be at risk because of the drought.
August 26-31, the last week of August is the World Water Week (WWW). Led by U.N. and Stockholm International Water Institute, WWW 2012 in Stockholm is themed on Water & Food Safety, continuing the theme of U.N.'s World Water Day on March 22. It will discuss the impact of food production on water and ecosystems on the context of food security and how to address solutions for managing the trade-offs between human needs and healthy ecosystems. Water is used throughout the food production chain from the farm to processing to the kitchen table and is often a direct ingredient in food and beverages. Thus, the quality of water can have significant impact on the quality and taste of food products. Food safety issues pose a more serious threat to the produce industry than damage from insects, plant diseases and other pest problems. Contamination may occur pre-harvest or post harvest. Pre-harvest issues include irrigation and irrigation sources. Post harvest concerns include wash water and produce sanitation.
August 26 is also the World Kitchen Garden Day (WKGD), an annual, decentralized celebration of safe & nutritious food produced on a human & local scale, sponsored by Kitchen Gardeners International in which I'm a member, a Kitchen Gardner. Everyone has an impact on the water & food system and we individually are all responsible for making a difference. Coping with population growth, climate change and ensuring access to safe and nutritious food to everyone call for a series of actions that we individually can all help with:
? Follow a healthier, sustainable diet;
? Consume less water-intensive products;
? Produce more food, of better quality, with less water.
? Reduce the scandalous food wastage: 30% of the food produced worldwide is never eaten and the water used to produce it is definitively lost!
Every person deserves clean water and safe food - it is vital for our health, communities, environment and economy. We have made great progress in reducing pollution during the past 40 years. But many challenges remain and we must work together to protect clean water for our families and future generations. With 2012 marking the 40th anniversary of the Clean Water Act, the U.S. law for protecting our most irreplaceable resource, it is significant for all of us to celebrate the 2012 NWQM, NHBD, WWW and WKGD. Led by Dr. Edward Huang, a Jamie Oliver Food Foundation?s Food Revolution Ambassador, ISERI & CIEDM therefore extend our TEDxManhattan 2012 Viewing Party Change the Way We Eat hosted in January, World Water Day 2012 in March and the Food Revolution Day in May by engaging and participating a number of water & food related activities as following so as to fulfill Dr. Huang?s role as the Ambassador and at the same time to raise public awareness and actions on those four important month/week/days. They include:
Write and publish this article to dissimilate the goals of the above four events.
On August 9, we took action with Environmental Working Group (EWG) by pledging to vote "yes" on Prop 37 in November, a California ballot initiative requiring that foods containing genetically engineered substances be identified on the package.
On August 3, CIEDM and ISERI took Water Environment Federation's (WEF) pledge for "Water's Worth It!" to support clean and safe water worldwide and protect public health and wellness.
On August 10, we signed a petition at Change.org of asking: Trader Joe stop selling meat fed with drugs!"
On August 21-23, Dr. Huang will attend Al Gore's Climate Reality Leadership Corps Training in San Francisco, learn the realities of climate change and to become one of his voluntary Climate Leaders
On August 17, we'll hold the ISERI-CIEDM Workshop on Water & Food Systems. The educational workshop is free and open to public. Confirmed participants include 10 students of Hsi Lai Temple's Buddhist College, 10 members of Buddha's Light International Association, and other invited guests. The workshop program begins with an introduction of the 2012's NWQM, NHBD, WWW and WKGD, a Dr. Huang?s presentation on the subject of Water & Food System, a tour of Arcadia EcoHome, a green rated building with its Victory Garden and other yard areas as Certified Wildlife Habitat, Certified Pollinator Habitat and verified Ocean Friendly Garden, a Q&A session and group photo at the end. Meeting preparation includes property cleaning starts at 9am and the workshop is scheduled at 2-4:30pm.
On August 28, three ISERI & CIEDM personnel will attend the San Diego Gas & Electric's seminar on Update on Food Safety in San Diego.
Providing clean water and safe food to everyone is important. We as responsible global citizens believe that to accomplish that goal will require bold leadership, innovative approaches, the collaboration of many, and the passion to make it happen. Please join ISERI and CIEDM making the strikes.
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Source URL: http://kgi.org/blog/ciedm/heatwave-drought-threat-water-and-food-systems
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[1] http://kgi.org/free-tags/food-system
[3] http://kgi.org/free-tags/national-water-quality-month
[5] http://kgi.org/free-tags/national-honey-bee-day
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frm_NPS_Header
Bird Monitoring
Introduction
Shenandoah National Park is home to over 200 species of resident and transient birds. Approximately half of these species breed in the park including 18 species of warblers. Roughly 30 of the species are year- round residents including slate- colored juncos, red- tailed hawks, Carolina chickadees, wild turkeys, ruffed grouse and barred owls. Due to the park's location along the crest of the Blue Ridge and the extent of the forested habitat, Shenandoah provides essential habitat for neotropical migratory birds, both for nesting and as a travel corridor. Certain areas, such as Big Meadows, support species that can be found nowhere else in the park.
Management Needs
During the past 30 years, severe decline of North American bird populations and their habitats has caused great concern among the bird conservation community. Birds are recognized as critical components of local and global genetic, species, and population diversity, providing important ecological and cultural values. Their status and conservation is a focus of worldwide conservation efforts. Direct or indirect threats to birds in North America (and Shenandoah) are; loss of habitat due to poor land use, forest clear- cutting, the draining of wetlands, and development. Other threats include mining, pollution, and invasive non- native species (which include predators, plants, insects, diseases, and other birds). Because the most significant dangers are habitat- based, large areas of protected refugia like those found in Shenandoah National Park have become increasingly important to neotropical migrants and resident woodland species.
Continued monitoring of bird populations is critical in Shenandoah National Park as birds are indicators of the health of our natural ecosystems. In addition to information we are already collecting, more robust information on bird populations such as broad- scale data on productivity and survivorship are needed to provide critical information upon which to initiate research and management actions.
Past and Current Procedures
Shenandoah National Park is part of the Appalachian Bird Conservation Region 28 (BCR 28) as established by the Partners in Flight Initiative. The park is working with other agencies to build a coordinated partnership for planning, implementing and evaluating bird conservation in the region.
Shenandoah National Park has a long standing history of supporting a variety of bird monitoring programs. These
EXPERIENCE YOUR AMERICA
include Breeding Bird Surveys, Annual Christmas Bird Counts in and around the park, and cliff nesting bird surveys.
Between 1993 and 2003, the park supported an agreement with the Institute for Bird Populations to conduct the Monitoring Avian Productivity and Survivorship Program (MAPS). The Program was discontinued in 2004 due to lack of base funding. The main objective of the MAPS program is to provide standardized population and demographic data for birds found at Shenandoah National Park. From 1993- 2003, six MAPS stations were operated within the Park. With few exceptions, the 16 net sites per station were operated for six morning hours per day on one day per 10- day period for seven consecutive 10- day periods between May 31 and August 5. MAPS uses constant- effort mist- netting and banding stations to monitor landbirds. The purpose of the Shenandoah's MAPS Program has been to provide annual indices of adult population size and post- fledging productivity, as well as estimates of adult survivorship and recruitment into the adult population, for various bird species. The park is looking to establish a partnership with a local university or other institution that would re- implement the Monitoring Avian Productivity and Survivorship Program.
The Cerulean Warbler, a species that prefers the park's high elevation mature deciduous forest, is a species of continental concern and high regional responsibility.
What We Have Learned
The MAPS program yielded an average of 500- 700 birds banded yearly at the six stations from 1993- 2003. Adult population sizes tended to be higher at higher elevation stations and those dominated by northern red oak than at stations dominated by chestnut oak or at lower elevation stations. Stations dominated by northern red oak have tended to show higher productivity indices than other stations.
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Last Update: 05-Sep-2008
frm_NPS_Header
Natural Resource Fact Sheet
Bird Monitoring (continued...)
The overall trend in bird populations from 1993- 2003 MAPS monitoring has been stable. However, closer examination of the data indicates that the stable overall population trend actually reflects a slight/steady decrease after a substantial increase early in the study as species rebounded from the effects of a widespread gypsy- moth defoliation. The slight decreases in population size between 2002 and 2003 for all stations combined may have been significantly negative were it not for a large increase in population size seen at the Pinnacle Cliff station (see below). This pattern indicates a general decline in population size index during the greater part of the study for most species.
Productivity trends showed 11- year declining tendencies in 12 of 17 species, with substantial and significant or nearsignificant declines noted for four species, vs. no such increases, and a near- substantial decline for all species (an overall productivity increase between 2002- 2003 would likely have been a substantial decrease were it not for a dramatic increase in productivity at Pinnacle Cliff). This pattern indicates a general decline in productivity index at Shenandoah during the greater part of the study.
At Pinnacle Cliff, where the Pinnacles Fire of November 2000 reduced the cover of mountain laurel, the dominant shrub species, both bird population sizes and productivity decreased disproportionately between 2000 and 2001 (as compared with other stations). In 2002, breeding populations of all species again declined to a greater degree at Pinnacle Cliff than at any other station, whereas productivity increased by a greater degree at Pinnacle Cliff than at any other station. In 2003, breeding population sizes, number of young captured, and productivity all showed substantially larger increases at Pinnacle Cliff, indicating that the bird community and likely the entire ecosystem is rebounding at this station. Bird populations and productivity at Pinnacle Cliff may eventually surpass pre- fire levels, which would indicate the long- term benefits of occasional fire to breeding populations.
The 2004 Christmas Bird Count produced the greatest number of different bird species in count history (87 species). It also showed an increase in black vultures and decrease in turkey vultures. Neotropical migratory bird point counts in areas of historic hemlock stands (Camp Rapidan and Limberlost) were conducted between 1995 and 1997. These counts were restarted in 2005 after the loss of hemlock stands. We have gathered point count data from 2005- 2007 in these areas and after a few more years of data we may be able to evaluate the changes.
Future Work
Staff should continue to refine bird monitoring efforts in response to forest change and information gaps. All information should be evaluated and used for future planning and management decisions. Restarting the MAPS program at Shenandoah National Park will greatly aid with management efforts aimed at protecting the park's avifauna and ecological integrity.
Cerulean Warbler surveys directed at examining habitat use and population size were started in 2004 and need to be expanded. This is a species that requires speciesspecific surveys because of their irregular abundance, distribution, and rarity. BCR 28 needs include identifying distribution, responses to habitat management, and alteration. These surveys have evolved into targeted highpriority species surveys. A project to use volunteers to help survey and monitor high- priority species was started in 2007 and is still in development.
References
DeSante, D. F., et al. 2003. The 2003 Annual Report of the Monitoring Avian Productivity and Survivorship (MAPS) Program in Shenandoah National Park. The Institute for Bird Populations, Point Reyes, California.
Cliff nesting bird surveys have shown only one recolonization (Stony Man 2005- 2006) by perigrine falcons since . This information prompted the park to resume peregrine falcon restoration efforts (2000- 2008) in cooperation with the Virginia Department of Game and Inland Fisheries and the Center for Conservation Biology at The College of William and Mary. Yearly cliff surveys have verified the presence of at least 4- 5 raven nests throughout the park.
EXPERIENCE YOUR AMERICA
Ludwig, J., Fleming, G., Pague, C. and Rawinski, T., 1993. A Natural Heritage Inventory of Shenandoah National Park (Natural Heritage Technical Report #93- 5), February 1993. Virginia Department of Conservation and Recreation, Division of Natural Heritage, Richmond, Virginia.
Rich, T. D., D. W. Demarest, K. V. Rosenburg, et al. 2004. Partners in Flight North American Landbird Conservation Plan. Cornell Lab of Ornithology. Ithaca, NY.
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Symmetry Activity
Test out your knowledge of symmetry in this fun geometrical activity! You will need to work together to create images that have symmetry, or sides that reflect one another. Take turns leading and following as you work towards a better understanding of what makes something symmetrical. Think of real-life examples, such as a heart, and try to create these designs with your partner.
Terms to Know:
bilateral symmetry: exact reflection of a shape or form on opposite sides of a dividing line or plane (Think of a person, split straight down the middle.)
radial symmetry: similarly arranged parts regularly arranged around a central axis (Imagine looking up at a jellyfish, or down at a flower.)
What You Need:
One deck of cards
A meter stick, or some other dividing line (such as a piece of string)
What You Do:
1. Place a meter stick, or other divider, between the two players. This line will be used to help players create bilateral symmetry between the sides.
2. Players take turns placing one card at a time, face down, on their side of the divider. One player will lead, while the other follows in an attempt to match the other player's moves perfectly on their side of the divider.
3. Start with a limit of 3 cards, and add a new card every time a new round begins. Switch leaders for each round.
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Top 10 Tips for Beating the Excuse and Greening Your Summer:
10. Replace and re-use. Re-use? What's the point of getting disposable things if I re-use them? Well, by using a re-useable tote bag OR storage container for packing your lunch you will save cash and have a great bag to carry your beach or camping stuff in!
9. Spend two to learn. There is no place around here to recycle . . . You gotta be kidding! In the time it takes to read this, you could easily find out whether your community participates in a recycling program and what can be recycled. Visit YouGottaBeKidding.org, spend two minutes looking around, and you'll be recycling in no time.
8. Create a recycling center. "But, my recycling center is also known as my coffee table!" We hear this a lot. You can find a convenient place to collect recyclable items in your home and leave more room to kick back and watch the ballgame. Most recyclable items come from the kitchen so if you have the space (even a pantry or closet would work!), make that your recycling hub. Label and place a recycling bin, bag or box near the trash can to capture what you normally throw out.
7. Change a light. Why should I take the time to change the light bulbs in my house – does it really matter? One compact fluorescent bulb will last 10 times longer than a traditional bulb. Even just one light bulb change can make a difference and save $30 over its lifetime. (Make sure to recycle the CFL properly when it's done!)
6. Donate. No one wants my old stuff . . . You gotta be kidding! Donate unwanted items to charities like the Salvation Army or Goodwill. Just because you don't need that Stairmaster or lawn mower anymore, doesn't mean someone else won't!
5. Stay at green hotels. Are these hotels doing anything green other than taking all the green from my pocket? Actually, yes! Green hotels commit to environmentally sustainable practices, such as installing low-flow shower heads or have in-room recycling bins.
4. Turn it up. And be mistaken as the pig at the roast? You gotta be kidding! No, we're not asking you to roast in the summer heat, but turning up your thermostat even just a few degrees will save you money and limit harmful emissions. It's recommended that you set the thermostat to 78 degrees while at home and 85 degrees (or off altogether) when you're not. If you feel uncomfortably hot at 78 degrees, invest in a few ceiling fans to get cool air circulating throughout your house.
3. Bag it! How can I practice my three pointers if I bag my empty soda cans? Well, let's be honest, you aren't going to be part of the next Dream Team anyway. But, by bringing only a bag for recyclables with you on long car trips, you won't be tempted to litter or throw recyclables in the trash. Simply recycle the items when you reach your destination or when you get home.
2. Rethink the "Green Party." I'm not even interested in politics! Even better, as this party has no affiliation! Throwing a green party of your own encourages guests to get into the theme by only bringing reusable or recyclable items (such as a reusable platter for those Deviled eggs.) Play "oldies," use fresh and local ingredients for your menu and of course, use re-useable utensils and plates. Keep small recycling bins around the house and backyard to discourage guests from trashing recyclable items.
And finally…DCA's number one recommendation for greening your summer is:
1. Recycle all that you can. You are probably trashing a lot more recyclable stuff than you think. And if you think your community recycling program can't handle it all? Think again. They can. Connect with your local recycling program by visiting YouGottaBeKidding.org. | <urn:uuid:551cc31c-09a6-444c-9e9c-4d11a046d989> | CC-MAIN-2013-20 | http://www.yougottabekidding.org/LinkClick.aspx?fileticket=G0VcxYgPMFE%3D&tabid=182 | 2013-05-24T05:29:34Z | crawl-data/CC-MAIN-2013-20/segments/1368704218408/warc/CC-MAIN-20130516113658-00048-ip-10-60-113-184.ec2.internal.warc.gz | 758,558,191 | 814 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998988 | [
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Creature Feature All birds have a beak, but the shape and size of it depends on what the bird eats. For each of the following, choose the tool that best matches how each bird uses its beak as a tool to eat its food. Bird Food Tool Hawk tears meat ___________ strains water for ___________ drinks nectar from ___________ | <urn:uuid:59a31de6-6d93-4352-b240-ecf5e0a5d3c9> | CC-MAIN-2013-20 | http://www.town.billerica.ma.us/index.php?option=com_docman&task=doc_view&gid=527&Itemid=142 | 2013-05-24T05:02:27Z | crawl-data/CC-MAIN-2013-20/segments/1368704218408/warc/CC-MAIN-20130516113658-00056-ip-10-60-113-184.ec2.internal.warc.gz | 691,109,906 | 74 | eng_Latn | eng_Latn | 0.99872 | eng_Latn | 0.99872 | [
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Risking Our Talents
What is a talent? I know you're probably asking yourself: "Is this a trick question?"
Our modern definition of a talent runs something like this: a talent is something we are particularly skilled at—like arts or sports, or business, or – from a different perspective-- a talent is something we are GIFTED with: like compassion, a sense of humor or tenacity.
Gifts and skills. Synonymous, yes? And these are indeed talents, though perhaps not the talents in the parable.
You may have heard that a talent is a coin.
"And the master gave to one man one talent, and to another, two and another five."
A coin. Is that what you are picturing? A talent represents a quantity of denarii and denarii are coins, but a talent is not a coin.
A talent is a measure of weight.
Originally, a talent was roughly the equivalent of the full measure of weight a grown man could carry.
Then, eventually, a talent came to mean the specific sum of money which was based on the amount of coins a grown man could carry. It was, roughly, 6000 coins. 6000 coins translated to the amount an average man would earn in 15-20 years.
So one talent would be more than15 years worth of wages.
That's what one man was given. Another was given 30 years of wages, and the third was given 75 years worth of wages. That's a lot of wealth.
Why would the master do such a thing?
Because the Master is generous and believes in his them. When Jesus taught in parables they were often metaphors for living. When he talked about money to his listeners, it was never just money he was talking about. Money symbolized things of importance to a person.
The Master—God—is overwhelmingly generous, and gives each of us at least the full weight of what we can carry. That's a staggering load. God doesn't ask for anything in return—except that we risk using what we have been freely given. Our lives are our gift from God. Our life is our treasure: what do we do with it? We are practically assured that if we at least make the attempt to use the gift of our life, we will get back so much more in return. We will enter the Joy of our maker. But what about the poor man that hid his talent in the ground?
Three weeks ago, my sister and brother in law were helping Greg and me load the U Haul with all our worldly possessions. It had been a long morning and we were all exhausted, so I suggested we take a break and get some lunch. For some reason the talk turned to Jesus' parables—not a normal thing in my extended family-- and my sister Laurie announced that she just hated the parable of the talents. She talked with some passion about the first two slaves who risked their master's money on questionable trading, and got praised for it, while the poor slave who had done nothing wrong except not be a risktaker, had been chastised.
"He didn't do anything wrong, " she said. "The stupid master got back the stupid money. What if that slave tried to do something with the money and it didn't work, and it got wasted." She paused for a second.
"Jesus screwed up this parable.' She said. "He should have put in a fourth slave: one who tried but failed, so we could at least know that it was ok to try and fail."
That's my sister. She's full of compassion for the little guy. You know, we all want to be like the slave who was entrusted with 5 talents and came through glowingly. We WANT to risk using the full measure of abundance God has given us. We want to live life to the fullest. Sometimes we even do. But—all too often— we find ourselves in the familiar place of the slave who was afraid to risk.
Why didn't the story have a fourth slave? Because the fourth slave got a whole parable. It's called the Prodigal Son, and we know how the father continued to love his child even when he squandered his money. So don't worry about that. God doesn't care if we try and fail. God just asks us to try. In fact, if you'll look at the parable again, the Master never actually asks for the money back. The first two slaves never actually give the money back, they merely show the master what they have done with it. The slave given the one talent assumes the master will want the talent back, and he justifies his fear of failure by investing the master with all kinds of negative personality traits. How many generous works will never be done by people who were afraid they would fail?
God has given us the full measure of what we can carry in our lives, we have been given this life, and gifts or talents both large and small. We have been given enough to last us our whole lives.
And God gave us this gift so we would know his Joy. God is overwhelmingly generous, and gives each of us at least the full weight of what we can carry. God doesn't for anything in return—except that we risk using what we have been freely given. Our life is our treasure: what will we do with it? Amen. | <urn:uuid:4a431886-e93c-4119-baea-c43ef21102c3> | CC-MAIN-2013-20 | http://st-marks.com/worship/sermons/?download&file_name=Parable%20of%20the%20Talents-2011.pdf | 2013-05-24T05:34:48Z | crawl-data/CC-MAIN-2013-20/segments/1368704218408/warc/CC-MAIN-20130516113658-00050-ip-10-60-113-184.ec2.internal.warc.gz | 230,738,879 | 1,104 | eng_Latn | eng_Latn | 0.999532 | eng_Latn | 0.999631 | [
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Earth Science Week Special
YARRANGOBILLY CAVES
A trip through time – from 500 million years ago to the present
Come & experience the Yarrangobilly Caves in a special guided tour through time conducted by Yarrangobilly's resident geologist Monica Yeung.
On this tour you will learn to read the rocks and to recognise the fossils of long extinct animals. Find out what kind of environment these animals lived in and what they looked like when they were alive.
Discover how the landscape at Yarrangobilly has changed rapidly in fairly recent times and why former riverbeds now sit on top of our hills.
See what the word "karst" (the name for a landscape formed on limestone) refers to and look at some of its many different surface expressions.
The tour includes a visit to the spectacular North Glory Cave.
This region also has a rich mining history – find out why!
It's all written in the rocks!
How:
Bring:
When: Saturday 20 th October 2012 @ 10:30am & 2:00pm
Duration: 2 ½ hours
Where: Yarrangobilly Visitors Centre
Bookings essential, please call 6454 9597 – Each tour limited to 15 people
Warm clothes for all weather, snacks & lunch
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Bird Safety: Bird Proof Your Home to Eliminate Household Hazards
Drs. Foster & Smith Educational Staff
Imagine you have a flying two-year old whose fingers can get into an opening about 1/4 inch in diameter. Think of the many alterations in your house you would need to do to make it childproof. Basically, you will need to do that to remove household hazards and bird proof your home. Bird safety is so important since birds are even more sensitive to some chemicals than people, and remember birds use their mouths to explore, and they will want to taste everything at least once.
The following household hazards may cause your bird injury or be dangerous to some degree if ingested, inhaled, or placed in contact with your bird. Some can cause death almost instantly. Others may cause only a mild reaction, but it is best to remove them from any areas where they would be in contact with your bird. This is not a complete list, so if you are in any doubt about the safety of something that your bird has eaten or been in contact with, please contact your veterinarian or the National Animal Poison Control Center at (888) 426-4435. (They charge $65.00 per case.) When bird proofing your home consider:
Windows, doors, and skylights
Just like wild birds, our pet birds do not understand glass, and will try to fly right through it.
Clip his wings: One precaution you can take is to keep your bird's wings clipped. This will not necessarily prevent him from flying, but it will slow down his speed. Using a flight suit with a lanyard could also be helpful.
Use drapes, blinds, or shades to cover your windows when your bird is loose. Some people have installed decals on their windows, similar to those used to deter wild birds.
Make sure your screens are strong and installed securely. Check them regularly for any holes or loose wire that could injure your bird.
Curtains and drapery can pose hazards if toenails become caught in the fabric or the bird becomes entangled in the cord. Keep your bird's nails clipped to the appropriate length.
Fans and temperature extremes
Extreme heat and cold can be dangerous for your bird. Both ceiling and regular fans can pose a danger to your bird.
Avoid placing your bird's cage or play station in any drafty area; keep him well away from fans, open windows, and heat registers. Also, do not place him in a cold room, or area that may be in full sun with no shade.
Turn all fans, including ceiling fans, off when your bird is out of his cage, even if his wings are clipped.
Suffocation or crushing
Many birds like to hide under things, or find a small "hole" in which they can nest. With their small size, they can easily go unnoticed and be trapped or injured by moving parts.
Always look where you walk. Many birds have been injured or even killed from being stepped on.
When you close a door or cupboard, make sure your bird is not sitting on top of it or on his way through the opening.
Do not allow your bird in rooms where computer printers, electrical tools, vacuum cleaners, or other mechanical devices with moving parts are being used.
Use caution when using fold-out beds or recliners, since birds may get underneath them and into the mechanism.
Before moving or laying anything on the bed covers, laundry basket, or other areas where there are multiple layers of fabric, be sure your bird has not gotten between the layers.
Do not sleep with your bird. You could easily move and crush him.
Cover all air ducts to prevent a bird from exploring and becoming lost in the maze.
Electrical and other cords
Electrical cords are a very serious threat to a bird. Chewing through a cord could cause severe burns, or even electrocution. There are other cords that can be chewed, including phone, computer, stereo, cable TV, and appliance cords.
To reduce the risk of injury, use one or more of the following:
Bird Safety: Bird Proof Your Home to Eliminate Household Hazards - Page 1 of 4
Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species.
Spiral cable wrap. This is a flexible plastic sheath that can be wound around the cords. CAUTION: Some birds may still try to chew through this. Monitor your bird closely, and if he chews on this, try one of the other two alternatives.
Cord concealers. These are hard plastic, come in various colors and sizes, and are usually applied to the area above the baseboards.
PVC pipe or polyethylene hard tubing. A slit can be cut through the pipe or tubing, and the cords slipped inside. Tubing that is already split is also available.
Child – bird interactions
A bird could be hurt, or hurt a child if she is improperly handled.
Take into account the age of children, their maturity, and experience with handling birds and other pets when deciding if they may be left alone with a bird. Also, take into account the temperament of the bird.
Establish household rules regarding the handling of the bird, including who may feed her, and what supervision is necessary.
Show children the correct way to play with a bird and praise them when they do it properly.
Always have a safe area where your bird can retreat.
Interactions with other pets
Extreme care should be taken when introducing your bird to other pets, including other birds. It is natural instinct for wild canines and felines to prey on birds. Sometimes the reverse is true, and a large bird can actually be more aggressive. Animal bites can cause severe injuries and be fatal. If your bird is bitten, always seek veterinary attention.
Never leave a loose bird unattended in a room with another pet, even if they appear to get along well together. It is always better to be safe than sorry.
Place bird cages where they cannot be tipped over by inquisitive or predatory behaviors of other pets.
Cover all aquariums to prevent your bird from accidental drowning, ingestion of lead weights used on some plants, and drinking the water that may contain infectious organisms or chemicals used to treat the water.
Prevent birds from having access to corncob or hay bedding used for small pets. These may contain molds or cause digestive problems.
Keep cat litter boxes out of the reach of birds. The dust and scent may cause respiratory problems, and ingestion could result in obstructions of the digestive tract.
Keep water dishes out of the reach of birds, since birds can drown in even a small amount of water.
Prevent access to areas where heat lamps are used, such as housing for reptiles. These can cause burns and the covers may give off toxic fumes if coated with polytetrafluoroethylene (PTFE).
Keep all flea and tick sprays and pet medications and supplements – especially those that are flavored – out of the reach of birds.
Kitchen hazards
The kitchen contains an almost endless number of hazards, including:
Burns from hot burners, open ovens, toasters, coffee pots, tea kettles, boiling water, or hot cooking oil.
Toxic fumes from teflon or other non-stick cookware and appliances including pots, waffle irons, slow-cookers, and drip pans. Fumes may contain PTFE and be very toxic. Fumes from self-cleaning ovens and oven cleaners are also toxic, as well as those from cleaning supplies.
Drowning in a sink or even a glass or small bowl of water.
Injuries or entrapment in open appliances, such as dishwashers, freezers, and refrigerators.
Cuts from sharp, shiny objects, such as knives.
Grease, butter, margarine, and oils that can get on the feathers.
Toxic foods including chocolate (bakers, semi sweet, milk, dark), alcohol, avocado, garlic, onion, salt, yeast dough,
Bird Safety: Bird Proof Your Home to Eliminate Household Hazards - Page 2 of 4
and coffee (grounds, beans, chocolate espresso beans), tea, colas, and other caffeinated beverages.
Smoke fumes from overheated foods or oils.
The kitchen should always be off limits to birds.
Bathroom hazards
Bathrooms can be almost as hazardous as kitchens, and extreme care should be taken if a bird is allowed in this room of the house.
Prevent access to water in sinks, bathtubs, toilet bowls, and jacuzzis, since drowning could easily occur.
Place decals on large mirrors to prevent your bird from flying into them.
Do not use a curling iron in the presence of a bird, since the iron may give off PTFE fumes.
Keep all medications, including vitamins and supplements, out of the reach of children and pets.
Keep other potentially poisonous items, such as shaving cream and lotion, aerosol hairsprays, hair dyes and permanent solutions, and cleaning supplies, including toilet bowl cleaner safely stored.
Laundry room hazards
The laundry room is another area of the house that poses multiple threats to birds.
Use care when placing or removing laundry from baskets – your bird may have found the basket to be a good sleeping place.
Keep the doors to the washer and dryer closed, and watch very closely as you load and unload the laundry. Birds have accidentally been trapped and killed in these appliances.
Do not use hot irons in the presence of birds due to the danger of burns and PTFE fumes. Spray starch is also toxic.
Keep detergents, fabric softener sheets, liquid softeners, fabric dyes, bleach, and other potentially toxic laundry supplies safely stored out of the reach of children and pets.
Heat sources
Burns are a common injury in pet birds and can occur from a number of sources other than kitchen appliances.
Never allow your bird in a room where there is an open flame from candles, fondue pots, heated potpourri pots, or other sources.
Keep your bird caged when using a space heater or fireplace. Even if glass fireplace doors would prevent access to the fire, the doors themselves can be very hot. Also, always keep the damper and doors to the fireplace closed when it is not in use.
Radiators can also pose a risk of burns.
Light bulbs, especially halogen ones, can become quite hot, and remain hot even after being turned off. Be sure they are cool before allowing your bird access.
Keep matches out of the reach of birds – they can be toxic.
Smoke and fumes
A bird's respiratory tract is very different from that of a mammal's, and actually concentrates any smoke or fumes in the air, making them markedly more toxic. Basically, by the time an odor is strong enough for you to smell it (or even before that), the chemical could be damaging your bird's respiratory tract. The following should all be considered dangerous around birds:
Smoke from any source is hazardous. Secondhand smoke from cigars and cigarettes can cause chronic eye, skin, and respiratory disease. Install smoke and carbon monoxide alarms. Tobacco is also toxic, so remove any whole or smoked cigars or cigarettes before allowing your bird access to a room.
Marijuana, which can cause depression and regurgitation.
Gasoline, kerosene, lighter fluid, and other petroleum products.
Paint, wood stains and preservatives, mineral spirits, turpentine, paint remover, paint thinner, and other solvents.
Cleaning supplies and disinfectants including bleach, phenols, ammonia, pine oil, spot remover, window cleaning
Bird Safety: Bird Proof Your Home to Eliminate Household Hazards - Page 3 of 4
solution, floor and furnisher polish.
Scented candles, potpourri, tea tree oils, essential oils, and air fresheners.
Perfumes, hairsprays, room deodorizers, deodorant, nail polish remover, and anything with a propellant.
Other items that can give off fumes such as glues, permanent markers, and mothballs.
Do not use the above items in the presence of birds. If they are being used in large areas of the house, it is best to remove the bird from the house temporarily.
Heavy metals
Poisonous heavy metals include zinc, lead, and arsenic, which are surprisingly common in a household and may actually be incorporated in items made for birds.
Zinc is present in galvanized metal, such as nails and staples; solder (including that used in some bird cages); padlocks; zippers, snaps, and costume jewelry; the clasps and chains on some bird toys; pennies made since 1982; paint (especially anti-rust paint); zinc oxide skin preparations, such as Desitin and sunblock containing zinc oxide; calamine lotion; suppositories; shampoos; zinc undecylenate (Desenex); and fertilizers.
Lead is present in lead-containing paint, linoleum, tile, batteries, plumbing materials, putty, lead foil, solder, golf balls, some roof coverings, lubricants, the backing on mirrors, wine bottle cork foils, rug pads, acid (soft) drinking water from lead pipes or improperly glazed ceramic water bowls, lead weights, fishing sinkers, drapery weights, newsprint, dyes, insulation, lead-containing burnt lubricant oil, stained glass objects, and lead shot.
Arsenic is a highly poisonous metal used in insecticides, pesticides, rodenticides, weed killers, wood preservatives, some insulation, and some alloys.
To protect your bird:
Keep items containing these metals out of the reach of birds.
Regularly check your bird cage and toys for any loose solder or pieces of metal that are loose.
Choose non-heavy metal alternatives to the above items, if possible.
Other toxins or hazards
In addition to those mentioned, there are many other potential toxins that are found in and around many homes. Since birds can absorb chemicals through their feet, always wash your hands well after having contact with any possible poison. Protect your bird from: Jewelry, button batteries, coins, fishing tackle, pins, and other small metallic items, which are very attractive to birds, but can cause mouth injuries, damage or obstruction of the digestive tract, or toxicity.
Guns and associated supplies such as cleaner, powder, and ammunition.
Toxic houseplants.
Polishes including those for brass, silver, copper, floors, and shoes.
Other poisons, such as herbicides (weed killers), snail and slug bait, insecticides (flea and tick control products), pesticides (ant poison), and rodenticides (rat poison). Be careful with mouse traps, too.
Holiday hazards, such as Christmas decorations including tinsel, angel hair, tree flocking, and glass ornaments; Easter basket grass; and ribbons and balloons.
Summary
It may seem like a daunting task to bird proof your home, but it can be done. Remain on the lookout for potential hazards, regularly check each room of the house, and daily monitor your bird for any s signs of illness . Being on the safe side will help your bird live a longer and healthier life with you. | <urn:uuid:013acf19-fd18-4533-a6f8-91069aa121f4> | CC-MAIN-2013-20 | http://www.peteducation.com/article_pdf.cfm?aid=3110 | 2013-05-24T05:00:56Z | crawl-data/CC-MAIN-2013-20/segments/1368704218408/warc/CC-MAIN-20130516113658-00051-ip-10-60-113-184.ec2.internal.warc.gz | 602,469,306 | 3,190 | eng_Latn | eng_Latn | 0.997967 | eng_Latn | 0.998462 | [
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Sea Lion Caves
Eleven miles north of Florence on U.S. Highway 101 are the remains of an ice-age beach of seafloor basalt, where waves hit fracture zones in the hard basalt to carve what is now Sea Lion Caves, the world's largest sea cave. The main attraction is the sea lions, which sixteenth-century Spanish sailors referred to as lobos marinos, or sea wolves, perhaps because of their doglike yelps.
In 1880, Captain William Cox was the first non-Native to discover the cave, which consists of a 325-foot headland on two acres of stone "floors" and tumbled ledges upon which the present gift shop and entrance to the cave stands. In 1926, R.E. Clanton purchased the property from the Cox estate, and he was joined in his business enterprise by J.G. Houghton and J.E. Jacobson. In 1929, the original partners dropped a rope ladder to a primitive footbridge, leading to the north entrance to the cave. Sea Lion Caves opened formally to the public in 1932.
Work on the cliff trail was done by hand. The 125-foot wooden staircase to the cave's north entrance had to be boxed in and a concrete foundation poured. The work could only be done in April and May, when the sea lions breed outside the grotto and raise their young on the rocky ledges just outside the cave. The Oregon Coast Highway was not yet completed, but the owners had permission to build a parking area east of the new highway and a gift shop/entrance on the west side. The present building is a replacement of the original, which was destroyed by fire.
The elevator, which descends 208 feet to an observation post about 50 feet above the 1,500-foot-long cavern, cost $180,000 to construct due to salt and moisture problems. Begun in 1958, it was not opened for public use until 1961. The large natural amphitheater is behind glass to protect both tourists and sea lions.
Sea Lion Caves is the size of a football field, with a 125-foot natural rock dome. It is the only mainland rookery of Steller sea lions (Eumetopias jubatus) in the contiguous United States and is home to about 200 cows, yearlings, and immature bulls. The males sometimes weigh over a ton and can be seen posturing to scare off rivals for their harems of up to 24 cows.
Until the late 1950s, the State of Oregon paid a bounty on sea lions. One hunter collected the annual limit of $10,000 for several years running. Now they are protected as endangered species, but many fishermen are unhappy with this designation, claiming that the sea lions present an unfair competition in the salmon business.
In 1977, there was a movement to take over the property by the State of Oregon, but it was unsuccessful. Governor Robert Straub praised the owners for being able to protect the natural resource and still show a profit. By 1981, the cave was realizing a gross income of over one million dollars. The cave attracts over 200,000 persons annually, who can ride the elevator or take a steep downhill walk to view the coastal cliffs and the several kinds of gulls and cormorants that nest there. The attraction is open seven days a week, except Christmas, and employs about forty-five people. Clanton withdrew from the partnership in 1934 and Roy A. Saubert stepped in. Members of the Saubert and Jacobson families have owned and operated the property ever since (the Houghtons withdrew in 2006).
In 1982, a life-sized bronze statue of a sea lion family was erected at a cost of $75,000 to celebrate the fiftieth anniversary of operation.
Written by Mitzi Loftus
Further Reading:
Alt, David D., and Donald W. Hyndman. Roadside Geology of Oregon. Missoula, Mont.: Mountain Press Publishing Co., 1990.
Dicken, Samuel N., and Emily F. Dicken. The Making of Oregon, A Study in Historical Geography. Portland: Oregon Historical Society, 1979.
Copyright © 2008-2013 Portland State University
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6. LATE TWENTIETH CENTURY STYLE
Messiaen had been experimenting with modal systems and various harmonic and rhythmic possibilities from the 1930s. Boulez studied with Messiaen, and also picked up the Schoenberg tradition from Leibowitz. He tried to synthesise the two influences in some rather violent early compositions. In the meantime, Messiaen picked up the serial influence from Boulez, and began producing atonal music. ano piece was to include not just pitches, but also other music variables, such as duration, dynamics and attack hearing Valeurs, saw the possibilities of the technique, although he preferred to work with much larger groups of notes than the early serialists had done. Boulez took up the technique with enthusiasm, producing such works as Structures 1.
Two trends in the late twentieth century were to have a major impact on the course of music writing. The first was a tendency to intellectualise music to construct music on theoretical or mathematical principles. The second was a tendency to experiment, to try out new ideas. Both tendencies led to a certain alienation of people from music. Modern music became largely something that appealed to intellectuals, or to other composers, rather than something which attracted large audiences.
No new instruments had been invented during the century. Composers looked for new ways of producing and manipulating sound. Synthesised sounds and amplification, along with the invention of the tape recorder, made it possible to do this. Messiaen used some music that was created electronically, beginning with the Turangalila Symphony featuring the Ondes Martineau, an early electric instrument, although this work has definite tonal elements. Working with Messiaen, Stockhausen made his first move into form in the studio, not the concert hall. He influenced another Frenchman, Boulez., as well as Italian composer Berio. Al Babbitt and another French composer, Varèse, who moved to the United States.
Atmospheres (1961) builds up huge blocks of sound, although internal parts keep changing within the block Threnody for the Victims of Hiroshima also builds up large blocks of sound. At one stage performers play every note within a wide range. They also create different sounds by hitting their instruments in various ways or scraping the strings.
Another response to the search for new sounds was the tendency for composers to ask performers to play traditional instruments in new ways, using wind instruments to produce a variety of sounds resembling flutters or whines or squeaks, and stringed instruments to produces various slides and bangs. The American composer John Cage asked pianists fixing pieces of metal (e.g. nuts and bolts) or plastic (e.g. spoons) or pieces of paper between the strings. asks singers were asked to shout, whisper and moan. Other composers (e.g. Ligeti) asked choirs or even orchestras to clap.
Much of this music was tightly controlled, in a variety of ways. Some composers felt that music should be performers to control the music in varying ways. They might be given a choice of which page to play, or any sound they like for a particular period of time.
A final step was to dispense Imaginary
As they reached for more types of sound, and gave more choice to the performers in how to perform it, composers found it difficult to express their intentions in traditional music notation. As a result, a variety of types of graphic notation were used. Fragments of traditional notation might specify pitches or chord clusters, but arrows and circles and diagrams would indicate how to perform them. Staves might even be drawn as circles or triangles, allowing the performer to begin and end where he chooses. | <urn:uuid:265ad25c-cf30-46aa-9b7d-5ba68d6de681> | CC-MAIN-2018-47 | http://mediantstudies.co.nz/LMus%20Gen%20Mus%20Style%202.%20Devt%20of%20Mus%20Style%20sample.pdf | 2018-11-21T02:02:13Z | crawl-data/CC-MAIN-2018-47/segments/1542039746926.93/warc/CC-MAIN-20181121011923-20181121033923-00311.warc.gz | 209,309,844 | 773 | eng_Latn | eng_Latn | 0.999027 | eng_Latn | 0.999027 | [
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You Should Have Telephoned
Should/Would . . . + Be/Have
Comprehension
Part 1
1. Why was Marc late?
__________________________________
2. What shouldn't Marc have done?
__________________________________
3. What shouldn't you have done yesterday?
__________________________________
4. What should Marc have done?
__________________________________
5. What should you have done today?
__________________________________
6. How long have they been waiting?
__________________________________
Part 2
1. What would have happened if Marc's alarm had gone off?
__________________________________
2. If Marc hadn't partied so much, what would have happened?
__________________________________
3. What did Michelle tell Marc?
__________________________________
4. What did one of your friends tell you recently?
__________________________________
5. What wouldn't Marc have done if he had known they had sold so many tickets?
__________________________________
6. What should they have done hours ago?
__________________________________
A Might / Might Have
B Mixed up Sentences
1. He’s very dirty. _________________________________ He might .
3. His mouth is open.
_________________________________
2. She's very tired.
_________________________________
4. She's lying on her back.
_________________________________
1. stayed her met If have Paula wouldn’t husband had in Brazil she.
_________________________________
3. passed he If exams Marc had more have studied might harder.
_________________________________
2. become If might soccer David hadn’t player started teaching have he a.
_________________________________
4. If have he Manuel harder money would had more worked.
_________________________________
26 David Paul 2012
©
C A Secret Message
Crossword
Down
2. You're getting ____. You should study more!
4. I'd love to go with you, ____ I'm too busy.
6. I can't ____ it. It's much too expensive!
7. Congratulations! You are the new ____ !
5. The ____ of tourists is increasing.
8. He works ____ night.
11. Will you be ____ to meet me tomorrow?
13. Boston is on the ____ coast.
14. You can't be ____. You've just had lunch.
16. I've ____ been to New Zealand.
17. You should ____ gotten up earlier.
20. I want to get to the ____ of the mountain.
Across
1. ____ of us are humans.
3. A country in Europe
7. It ____ be a dog. It doesn't have a tail.
9. It ____ be intelligent.
10. She could have been writing a ____.
12. If you'd ____ the map, we wouldn't be lost.
15. You should have ____ your bike.
18. You might have ____ something bad.
19. If I ____ met her, I'd still be living in Spain.
21. Do you come here ____?
22. He's ____ ____ with traveling so much.
23. I'm going to ____ to learn German.
©
27
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ST. AUGUSTINE OF CANTERBURY CATHOLIC PRIMARY SCHOOL
Behaviour Policy
Mission Statement
"I called you by your name, you are mine." Isaiah 43 The mission of our school is to support and further the teachings of Christ and His Church.
We welcome and embrace individuals of all abilities and cultural backgrounds.
We aim to enhance and celebrate their moral, physical, social and emotional development, so that they may reach their full potential in an atmosphere of stability, care and respect.
We believe that education is for all and in partnership with parents, carers, children and the wider Catholic community: we will strive and succeed in a wholly inclusive setting.
This policy was adopted September 2018
The policy is to be reviewed September 2019
Written by: Mrs Louise Prestidge
Designated Safeguarding Lead: Louise Prestidge
Designated Safeguarding Lead: Claire Burns
Here at St. Augustine of Canterbury Catholic Primary School we share an ethos which fosters discipline and mutual respect between children and between staff and children.
Please refer to Appendix 1: Written statement of behaviour principles
In accordance with the DFE document "Behaviour and Discipline in Schools – Advice for Headteacher and all school staff' January 2016
Our Aims
- Encourage a calm, purposeful and happy atmosphere within our school.
- Foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued.
- Encourage independence and self-discipline so that each pupil learns to accept responsibility for his/her own behaviour.
- Have a consistent approach to behaviour throughout the school, with parental cooperation and involvement.
- All children to show respect and courtesy towards teachers and other staff and towards each other.
- Parents to encourage their children to show that respect and support the school's authority to discipline its children.
- Head teacher to help to create a culture of respect by supporting our staff's authority to discipline pupils and ensuring that this happens consistently across the school.
- Governing bodies and head teacher to deal with allegations against teachers and other school staff quickly, fairly and consistently in a way that protects the pupil and at the same time supports the person who is the subject of the allegation.
- That every teacher will be good at managing and improving children's behaviour.
- School-based support is available to children. This includes behaviour interventions and nurture groups.
The role of the Governors and the Headteacher
The Headteacher is responsible on behalf of the governors for developing the behaviour policy in the context of the above framework. They must decide the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, any disciplinary penalties for breaking the rules and rewards for good behaviour.
To ensure that arrangements are made to safeguard and promote the welfare of pupils.
The role of Parents and Carers
Parents and carers are integral in ensuring that their child is able to be educated and reaches their full potential in school, this will only happen if good behaviour is encouraged both by staff in school with the support of parents and carers at home. We aim to keep parents informed of their child's behaviour and if it should be causing a concern to inform parents by:
Writing in the child's contact book for parents to read.
Seeing parents in the playground to keep them informed. Asking parents in to see the class teacher/ SENCo/ Deputy Headteacher or Headteacher. Following up meetings with parents in writing explaining future action to resolve any behaviour problems.
Parents and Carers are asked on their child's entry to school to sign a Home School Agreement that outlines the responsibilities of the parent and the school; including those around behaviour and attendance.
The standard of behaviour expected of all children is included in the school's home-school agreement which parents must be asked to sign following their child's admission to a school.
Parents must ensure that their child attends punctually and regularly. If they do not, the school or local authority may ask them to sign a parenting contract or may issue a penalty. The local authority may also prosecute a parent who fails to ensure their child's regular school attendance or apply to the courts for an education supervision order in respect of the pupil himself/herself.
Parents have a clear role in making sure their child is well behaved at school. If they do not, the school or local authority may ask them to sign a parenting contract or may apply for a courtimposed parenting order.
When necessary; we work with outside organisations to tackle behaviour issues; these organisations are used to assess the needs of children who display continuous disruptive behaviour and to support them in devising provision for the individual needs of the child.
Powers to discipline
In line with the DFE document: ' Behaviour and Discipline in Schools – Advice for Headteacher and all school staff' January 2016:
* Teachers have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspections Act 2006).
* The power also applies to all paid staff (unless the headteacher says otherwise) with responsibility for pupils, such as teaching assistants.
* Teachers can discipline pupils at any time the pupil is in school or elsewhere under the charge of a teacher, including on school visits.
* Teachers can also discipline pupils in certain circumstances when a pupil's misbehaviour occurs outside of school.
* Teachers can confiscate pupils' property.
Their power to discipline applies to pupil behaviour in school and outside school, in certain circumstances; such as (during school trips, travelling to and from school or being in a public place whilst wearing the school uniform).
Behaviour and Sanctions
Teachers, teaching assistants and other paid staff with responsibility for pupils can impose any reasonable disciplinary penalty in response to poor behaviour. Reasonable penalties can include: confiscation, retention or disposal of a pupil's property; and detention. Headteacher can also decide to exclude a pupil for a fixed period or to permanently exclude them in line with: Exclusion from maintained schools, academies and pupil referral units in England: September 2017
Bullying
At St Augustine of Canterbury Catholic Primary School we recognise that bullying can occur. When it does it can be harmful both physically and emotionally for the victim. It can also be a sign that the child carrying out the bullying has underlying issues that need to be addressed. The purpose of this behaviour policy is to minimise opportunities for bullying by establishing clear boundaries of acceptable behaviour, establishing positive praise for good behaviour and sanctions for when behaviour is unacceptable. Repeated poor behaviour exhibited against a child by another child which can not be addressed by following the boundaries of this behaviour policy is regarded as "bullying" when the conditions of our anti bullying policy will be put into action.
Acceptable behaviour
Our ultimate goal is to develop self-discipline in each child and build self-esteem. The ethos of our school is such that this aim is most likely to be achieved through praise, recognition of worth, encouragement and mutual respect. Our PSHE curriculum teaches and encourages children to be good citizens and transfer these skills in their values.
Our objectives are:
Children will move quietly and sensibly around the building
Children will be expected to sit quietly and listen where necessary and to make every effort in completing the work set out for them.
Children will be expected to show respect for one another and all adults with whom they come into contact.
Children will address adults and each other by name.
Children are encouraged to have opinions and to express them politely. Respect for other's views and opinions are a skill which needs to be learnt early and practised often.
Children are expected to have respect for personal and school property.
Methods of Praise
All members of staff have a critical role to play in minimising behaviour problems. School staff, children and parents all share high standards of behaviour expected of all children at all times and good behaviour is promoted in the curriculum and modelled by staff.
Within our school all staff use praise and reinforcement of good behaviour to achieve a working friendly atmosphere where effective learning and teaching can take place.
Each teacher at the beginning of the year will guide their children into the making of 4 or 5 positively worded rules of acceptable conduct in their classrooms. These are displayed in a central place in the classroom.
A behaviour chart is also made and displayed in the room. This has every child's name on it and a display of the behaviour points they have earned as a result of adhering to the class rules. When a child has earned 5 points they are eligible for a star. Once 15 points or 3 stars have been awarded then the child is given a reward and will also be sent to the Headteacher for praise and a sticker. When a child has achieved their 15 behaviour points their name is put into a 'raffle' for a special prize and they receive a prize from the prize box in their classroom.
We also celebrate achievements during Friday morning assembly, acknowledging effort and improvement in behaviour and work. We have a weekly reward for a member of each class who has demonstrated the school rules within the lunchtime period (chosen by the Mid-Day Supervisors).
We have a peer citizenship award as voted for by members of each class at the end of the year in recognition of good behaviour and modelling class and school rules and values.
Good behaviour exhibited by the whole class as a collective body will result in the teacher "putting a marble in the jar". This is displayed in the classroom. Once the marble jar is full (15 marbles) the whole class will receive a reward choosing e.g. Golden time.
All incidences of good behaviour are treated positively with rewards.
We encourage and promote positive behaviour through our PSHE lessons and ethos. We 'fill our buckets' with positive comments in the classroom using a real bucket. This is shared with the class to promote kindness, positivity and value for one another.
Unacceptable behaviour
Unacceptable behaviour is treated fairly and impartially as in keeping with the Catholic ethos and principles of our school.
Unacceptable behaviour examples:
Bullying
Fighting
Inappropriate language
Racism
Not following instructions/requests of supervising staff
Lack of respect for property
Homophobic language/bullying
Dangerous 'play'
This list is by no means definitive; however it does give some examples.
Sanctions
A positive approach results in acceptable behaviour in most cases. However, where behaviour remains unacceptable or a school/class rule has been broken the following sanctions will be taken.
Verbal reprimand
The child’s name is put on the board which should be done with the minimum of fuss so as not to disrupt the lesson or class activity.
If another rule is broken on the same day an X will be place beside the name on the board and the child must sit on their own in the classroom for a specified amount of time.
A further misdemeanour will result in a second X which means that the child misses their play (if during the afternoon session the playtime the following day) and stands on the steps while all the other children are in the playground. Teacher informs parents.
A third X means that the child must leave the room to complete a piece of work in another agreed teacher’s classroom until the work is completed. Teacher informs parents.
The arrangements being:
1. Children with 3 X's in Reception class will be sent to Year 2
2. Children with 3 X's in Year 1 will be sent to Year 3
3. Children with 3 X's in Year 2 will be sent to Year 4
4. Children with 3 X's in Year 3 will be sent to Year 1
5. Children with 3 X's in Year 4 will be sent to Year 5
6. Children with 3 X's in Year 5 will be sent to Year 6
7. Children with 3 X's in Year 6 will be sent to Reception class
A fourth X results in the child going to see the deputy head when she will speak to the child and the child's parents at the end of the day.
On the rare occasion of a child having a fifth X the child is sent to the Headteacher and the parents are notified.
The above procedure applies during lunch playtimes when a sanction can be issued by a midday supervisor which could count as an X and would then be transferred to the class at the teacher's discretion. The midday supervisor would advise the class teacher at the end of lunchtime. Mid-Day Meal Supervisors keep a daily log of behaviour incidences which occur during the lunch hour; this is handed to either the Headteacher or Deputy Headteacher at the end of each lunch hour after the incident has been reported to the class teacher.
In the event that the class teacher is teaching her class outside of the classroom such as in the Computing suite, hall or on the playground. Then an A4 board will be brought outside so that names and crosses can be added if necessary. The names and crosses would then be transferred to the main board once the class are back in the classroom.
At the end of each day the child's name and crosses are wiped off the board so that the child is coming back to school to begin a fresh day.
Recording Behaviour
Behaviour incidences are recorded on a 'Behaviour Incident' record sheet and stored in the Headteachers office. Patterns of behaviour and frequent incidences can then be easily identified and appropriate action taken.
Exclusion
The Headteacher may decide to exclude a pupil, for a fixed term or permanently, taking into account all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the whole school community. Please see our Exclusions Guidance from: Exclusion from maintained schools, academies and pupil referral units in England: September 2017.
The Headteacher and Governing Body will comply with the statutory duties in relation to SEN when administering the exclusion process. This includes regard to the SEND Code of Practice.
The safety of children and staff is paramount and exclusion can be used in response to a single serious act or persistent breaches of our policy.
Behaviour which may be considered for fixed term or permanent exclusion at the Headteachers dissection:
Persistent disruptive behaviour Physical violence Verbal abuse Drug and alcohol related Damage Theft Sexual misconduct
Verbal abuse/threatening behaviour
Bullying
This list is by no means definitive; however it does give some examples.
Managing pupil transition
Within our Pupil Progress meetings behaviour is discussed particularly within the last meeting of the year when the child is moving to the next class. When a child moves to another school we liaise with the new school to support the child's transition this is through meetings, file transfer and transition days for the child.
Power to use reasonable force Behaviour and discipline in schools Advice for Headteachers and school staff January 2016
- Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.
- Head teachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.
Complaints procedure
If any parent or carer is not happy with the way that they or their child is treated by any member of the staff or other parent at the school they should complain in writing primarily to the headteacher and then to the governing body if they do not feel that their complaint has been dealt with satisfactorily, see complaints procedure.
Allegations of abuse against staff
Allegations of abuse will be taken seriously, the school will ensure that it deals with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. On the occasion that an allegation has been fully investigated and it can be proven that a malicious allegation has been made against staff then the parents/carers and child will be informed and further action will be taken with the involvement of the Governing body of the school. In line with DFE guidance January 2016 pastoral care for staff accused of misconduct will be offered.
Signed:……………………………………………………………………………..
Headteacher
Signed: …………………………………………………………………………….
Chairman of Governors
Appendix 1:
Written statement of behaviour principles:
- Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others.
- All pupils, staff and visitors are free from any form of discrimination.
- Staff and volunteers set an excellent example to pupils at all times.
- Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy.
- The behaviour policy is understood by pupils and staff and parents.
- The exclusions guidance explains that exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions. Please see Department for Education Exclusions Guidance:
https://assets.publishing.service.gov.uk/government/uploads/system/uploa ds/attachment_data/file/641418/20170831_Exclusion_Stat_guidance_W eb_version.pdf
- Pupils are helped to take responsibility for their actions.
- Families are involved in behaviour incidents to foster good relationships between the school and pupils' home life.
The Governing Body also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.
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Adjectives
To help describe your skills and qualities.
Use a Thesaurus for other great words.
A
Able
Accepting
Accurate
Achievement-oriented
Action-oriented
Active
Adaptable
Adept
Adventurous
Aggressive
Alert
Ambitious
Analytical
Articulate
Assertive
Astute
Attentive to detail
Authentic
B
Balanced
Bilingual
Bold
Broad-minded
Business-like
C
Calm
Candid
Capable
Careful
Challenging
Charismatic
Cheerful
Clear thinker
Clever
Cohesive
Committed
Communicative
Compassionate
Compelling
Competent
Competitive
Complete
Composed
Comprehensive
Concerned
Concise
Confident
Congenial
Conscientious
Considerate
Consistent
Constructive
Cooperative
Coordinated
Courageous
Creative
Credible
Curious
D
Daring
Decisive
Dedicated
Definite
Deliberate
Demanding
Demonstrated ability
Dependable
Desirable
Detail-oriented
Determined
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Diplomatic
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Dynamic
E
Eager
Easygoing
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Effective
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Encouraging
Endurance
Energetic
Enterprising
Enthusiastic
Entrepreneurial
Exacting
Exceptional
Excited
Expressive
F
Factual
Fair-minded
Faithful
Fast thinking
Firm
Flexible
Foresighted
Frank
Friendly
G
Generous
Genuine
Goal-oriented
Good judgement
Good listener
Good team player
Gregarious
H
Hard-working
Healthy
Helpful
High energy
Highly motivated
Honours
Honest
Humane
I
Idealistic
Imaginative
Independent
Individualistic
Industrious
Initiative
Informal
Insightful
Innovative
Integrity
Intellectual
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Introspective
Intuitive
Inventive
Involved
K
Kind
Knowledgeable
L
Level-headed
Likeable
Logical
Loving
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M
Mature
Methodical
Meticulous
Modest
Motivated
Motivating
N
Natural
Nurturing
Neat
O
Observant
Open to new ideas
Open-minded
Optimistic
Orderly
Organized
Original
Outgoing
Outspoken
P
Patient
People-oriented
Perceptive
Persevering
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Poised
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Positive
Practical
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Problem solver
Productive
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Prudent
Punctual
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Q
Quick learner
R
Rational
Realistic
Reasonable
Reflective
Reliable
Reserved
Resilient
Resourceful
Responsible
Responsive
Results-oriented
Risk-taker
S
Secure
Self-assured
Self-confident
Self-correcting
Self-directed
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Self-motivated
Sense of humour
Sensible
Sensitive
Service-oriented
Sincere
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Sociable
Strong
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Sympathetic
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T
Tactful
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Team player
Tenacious
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Thoughtful
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Tidy
Tolerant
Trustworthy
U
Unaffected
Unassuming
Understanding
V
Verbal
Versatile
W
Warm
Willing
Wise
Witty
Works effectively
Examples of using the word 'able':
Able to concentrate, to deliver, to follow through, to take criticism, to set priorities, to express ideas freely, to plan effectively, to get along with others, to think quickly, to use time effectively, to work under stressful situations, to work with all levels of management, to work with diverse groups
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MINIMIZING FOREIGN LANGUAGE ANXIETY (FLA) IN SPEAKING THROUGH SELF REFLECTIVE VIDEO
Dinar Amalia Anggarani, Ririn Ovilia State University of Malang email@example.com, firstname.lastname@example.org
Abstract
Anxiety has become an acknowledged problem faced by most foreign and second language learners who are performing spoken English in front of audiences. The learners are not able to give their best performance as they may experience anxiety. A lot of recent researches related to anxiety reveal that anxiety is not permanent which depends on the situation and context. Some learners experience less anxiety as they have adequate time to prepare what they are going to perform and some may experience anxiety due to the shyness. To reduce the anxiety amongst the learners, self-reflective video is used as to media for the learners to reflect their performance before they perform in front of the audiences. Through the self-reflective video, they will do evaluation for their performance and find out their strength and weaknesses. This paper attempts to explore the possible causes and describe how self-reflective video minimize the learners nxiety.
Key words: Foreign Language Anxiety (FLA), Self- Reflective Video, Speaking
I. Introduction
Speaking task becomes profoundly difficult for majority of foreign and second language students since it requires the linguistic competence mastery, adequate vocabulary and mastery of syntax (Nunan. 1991). Thus, foreign language anxiety may be experienced by foreign and second language students when they are confronted to the task which requires them to do presentation in front of the classroom. For the students who have poor speaking skill in term of linguistic, syntax competence and amount of vocabulary mastery tend to have higher level of anxiety compared to those who have better speaking skill.
The issue related to foreign language anxiety is not new; it has been investigated for many years. Many researchers investigated its effect toward language learning. The findings of the research are quite varied. Some research findings show existed relationship between the anxiety and foreign and second language performance (Backman, Bartz, cited in Young. 1991; Anandari.2015). According To Siplakides (2009) this provoking feeling has negative correlation to Some others findings show no Young. 1991). Besides, one thing for sure is that anxiety is not permanent. A lot of research in the past found that feeling anxiety is permanent; however, the recent research found that the feeling anxiety is dynamic which depends on the situation (Lightbown &
Spada. 2006) e.g. some students experience low anxiety when they have adequate time to prepare.
Anxiety is closely related to the condition of psychology or nervous system when somebody faces particular situation. In Psychology, anxiety is defined as the feeling of tension, nervousness, worry, and apprehension which are related to the nervous system (Katalin, 2006). Furthermore, Liu & Huang (2011) precisely define anxiety as the feeling of unpleasant emotion like fright, alarm, dread, scare, horror, trepidation, or even panic. threatening Learner anxiety is feeling of nervousness, stress, fear, worry that is experienced by the students in learning foreign and second language.
Anxiety is commonly categorized into three types: trait anxiety, state anxiety, and situational anxiety (Awan, Azher, Anwar, & Nas, 2010:33). Trait anxiety concerns more on whether a person is actually easily worried or not, it refers to individual character (Spielberger; 1972). State anxiety deals with the feeling of apprehension at a specific moment in time, able to judge which situation are threatening or not. Situational anxiety occurs when people face a particular situation, such as learning language.
Many students suffer from language anxiety in learning process, especially when they are requires to speak. Low degree of the anxiety can still be useful for the students. As it is explained by Li It often happens before test that the anxiety can motivate the students to study harder. However, higher degree of anxiety will affect the stud
This paper presents the reasons of foreign language anxiety experienced by majority of the students in speaking. It aims to give a solution to overcome the anxiety. Self reflective video and self reflective practice are proposed as media and the activities which will assist the students to cope with their anxiety in speaking, especially in oral presentation. It also provides the explanation about benefits of self reflective video and self reflective practice and the implementation of those media and activities in the classroom. In order to achieve these purposes, the following section will firstly discuss the reasons of foreign language anxiety (FLA) among the foreign language students.
II. Reasons of Foreign Language Anxiety (FLA)
The feeling of anxiety can give potential problem to the students. First, feeling anxiety hinders the students to deliver the intended message successfully in front of the audiences (Anandari. 2015). Fear of not being able to convey the message well and unpreparedness are impeding Moreover, the researchers for many years have considered the anxiety has profound effect on the studen and performance (Horwitz at al. 1986). Second, the anxious students are reluctant to speak due to the fear of negative evaluation by other students. They tend to think what their friend will think if what they say is wrong. Therefore, they prefer to keep quite during the lesson.
There are a lot factors which can trigger foreign language anxiety among the students; linguistic difficulties (vocabulary, grammar and pronunciation), cognitive challenges (fear of being failure being others, fear of making mistakes, fear of failure in communicating the message), role of the teacher and competitiveness (Kayaglu & Saglamel. 2013). Furthermore, Young (1991) categorizes the sources of language anxiety learning, 3) instructor belief about language teaching, 4) instructor-learner interaction, 5) classrooms procedures, 6) language testing. She further explains that the most discusses issue among those resources is personal and interpersonal cause which include the self esteem and competitiveness. The students tend to compare themselves to an idealized self image.
Other factor is fear of negative evaluation, as Horwitz et al., (1986) stated that the constantly being evaluated. Worry about what their audiences think; students are afraid of making mistakes or errors in front of others. Criticism and evaluation from peers and teacher also become major causes of anxiety. Young (1991) found that anxious learners at them. Furthermore, students perception of speaking ability in the target language is comes from their self-concept of ability. Individuals who have levels of self-esteem are less likely to be anxious than are those with low self-esteem.
In Indonesian context, there are 3 reasons of foreign language anxiety based on the research conducted by Anandari (2015). Those reasons are fear of not being able to convey the message well, shyness and discomfort. Marwan (2008) also mentions three factors which cause the foreign language anxiety; insufficient preparation, lack of confident and fear of not passing the class. Moreover, Kayaoglu & Saglamel. (2013) draw the diagram of possible causes of language anxiety in speaking classes according to students.
There are a lot of factors which trigger the foreign language anxiety among the foreign and second language students. These factors are related to the cognitive aspect and also psychological aspect of the students. In psychological aspect, the students are worried about the negative evaluation from peers about his/ her linguistic competence, and fear of making mistakes. In cognitive aspect, the students have linguistic difficulties.
III. Self Reflective Video
Performing oral presentation in front of the classroom becomes difficult task for the students due to anxiety (Anandari.2015; Yahya. 2013; Horwitz at ell.1986; Tsiplakides. 2009; Liu. 2007). Anxiety is believed to be a major obstacle for the majority of foreign language students to perform spoken English in front of the audiences which hinder them to perform their best. The feeling of anxiety is considered to be profound effect on communication in the target language. In order to minimize the foreign language anxiety which is caused by aforementioned reasons, the researchers attempt to find the strategies, methods, activities and possible means which enable the students to cope with their anxiety in speaking.
Ariza (2002) in her study proposes Community Language learning (CLL) methodology to be employed in the classroom in order to create the comfortable atmosphere in the class which is believed enable the students to reduce their anxiety. Moreover, Tanveer (2007) suggests implementing drama-like activities, and creating friendly classroom environment. By creating the less stressful environment enable the students to cope with their anxiety. The research conducted by Anandari (2015), however, shows that providing comfortable atmosphere to cope with the anxiety is not enough. To cope with the anxiety needs the strategy, media, and activities. She conducted the research to 24 undergraduate students English Language Teaching (ELT) program in Sanata Darma University in Yogyakarta. The students were in the fifth semester. The subjects have excellent grade in speaking course in previous semester. The result shows that the undergraduate students still feel anxious when they are confronted to do presentation in front of the class, even the audiences are friend and classmates which have been in the same class since the first semester. They mostly experience foreign language anxiety due to unpreparedness and inability to master the content (Anandari. 2015). This research is in line with the research conducted by Marwan (2008) which investigates the factors triggering foreign language anxiety among Indonesian students. Among the three aforementioned factors, the most triggering factor of foreign language anxiety among Indonesian students is insufficient preparation.
Due to the insufficient the preparation, one of effective methods proposed by Anandari (2015) to decrease the level of anxiety is self reflection. Self reflection allows the learners to reflect their own strengths and weaknesses and give helpful insight to evaluate their performance. Video recording is used by the teachers as a means to record the performance in order to give them time to reflect their performance by viewing the video. The use of video has been familiar recently.
teachers. The use of video has been considered as the effective means to evaluate the ormance. Coffey (2014) conducts the research related to the use of video to esentation. Furthermore, Yamkate at el (2012) conducts a research to find out in what ways video the positive attitudes of the students to view their presentation. It was obvious that by viewing their performance in the video provides great assistance to find out the strengths ell.2012). Therefore, video contributes much on the reflective for the teachers in evaluation On the other hand, little research is conducted to investigate the use of video as reflective practice for the students before they do oral presentation in front of the class.
Self reflective video which is one means in teaching speaking which can be used to minimize the foreign language anxiety. This media can be categorized into preparation strategy proposed by Kondo at all (2004) anxiety. The concept of the self reflective video which I propose is similar to the self reflective using video recording proposed by Anandari (2015). However, it has been modified to be used to reflect the in front of the classroom. The video is recorded by the student as a part of their project which will be used as self evaluation and peer evaluation. This video enable the students to prepare them related to the content, linguistic competence, the choice of vocabulary, and other aspects. In order to evaluate the performance, the students need to work in pairs in which the partner will evaluate and discuss what aspects need to be improved in the real presentation later.
Self reflective video requires the students to do project; making the video, by collaborating with peers, to evaluate their performances, discuss the weakness and to solve their problems related the weaknesses. The self reflection using video recording, called self-reflective video, benefits the students to decrease the level of anxiety (Anandari.2015). Realizing the strengths and weakness of their performance is the first advantage of self- reflective video. The second advantage is that conducting solving problem. When the students analyze their weakness in oral presentation through viewing the video, they will be able to conduct individual problem solving to overcome their weakness. They believe that by knowing their weakness enable them to find the solution and overcome the weakness which result the higher confidence in performing the speaking task. It will reduce their level of anxiety in speaking.
IV. Implementation of Self Reflective Video in Classroom
One approach in teaching English is Genre Based approach which consists of 4 stages teaching cycle; Building Knowledge of Field (BkoF), Modeling of the Text (Mot), Joint Construction of the Text (JCoT) and Independent Construction of the text (ICoT) (Hammond in Agustien, 2006). In the first stage, the teacher is required to build the students schemata based on the topic discussed. In the second stage, the teacher provides the model to the students by giving the examples of the text. Then, the students will work in group or in pairs to construct the text. The last stage is the students construct their text independently.
The implementation of the self reflective video can be implemented in fourth stage, Independent Construction of Text (ICoT). The students are going to write the text independently; however, in the process of recording and evaluation they will work in pairs. Recording their performance is part of the project by the students which needs to be done at home. Then, the video recording will be evaluated by him/ her and the partner as part of self assessment and peer assessment. Next, the students, still in peers, are going to analyze the weakness of the performance which they have recorded and it is done in the class. On the hand, the teacher is required to give the good examples of presentation which the students are going to do and give explanation about the criteria of good speaking performance in order to ease them to analyze their recording. After the students find out the weaknesses and the strength of their performance, they will be able to transform the weaknesses into their strength. As their have done the preparation, it will automatically decrease the level of their anxiety since they have master the content. Linguistic competence (pronunciation, grammar, vocabulary) and learn to use gesture, body language.
The teacher is also required to record of the performance as part of self reflection for the students. After they have performed, and the teacher will show the recording to the student in order to reflect their performance. Anandari (2015) says that reflective practice which is done continually can minimize the foreign language anxiety of the students. By viewing the recording of their performance in front the audience will give time to reflect back on what they did in the performance. Therefore, the students do not have
Self reflective video can be used in teaching speaking any genre of the text; transactional, interpersonal and monologue texts. The role of the video as the media used project which is done in pairs. Each students have to prepare one concept related to the assigned topic, e.g. how to make something or how to do something. Furthermore, it requires collaborative learning in which the students will evaluate and discuss their performance in recording. It also trains the students to do self assessment and peer assessment.
V. Conclusion and Suggestion
Majority of foreign and second language may experience foreign language anxiety which is considered threat to speaking performance. The degrees of anxiety of the students differ from students to another. The reasons of anxiety are also varied. Despite all the reasons, the teacher needs to understand, effectively language anxiety, pay more pay attention to those who have higher degree of anxiety and
Teacher plays a very important role in helping the students to deal with their language anxiety. Teacher hopefully can assist the students to decrease the degree of their anxiety when they are assigned to do oral presentation in front of the class. In order to minimize the foreign language anxiety in speaking, teacher is required to create less stressful learning environment. Providing the comfortable environment is proved to be worth in decreasing Beside, the teacher also needs to find the fun activities, interesting media as a means in learning process. One of activities employed is self reflective practice which includes the use of self reflective video as the media which their performance and it can also be used as the preparation strategy before they perform in front of the audiences.
References
Agustien, Helena I.R. (2006). Genre-Based Approach and the 2004 English Curriculum. A plenary paper presented at UPI national seminar.
Causes and Remedy. TEFLIN Journal, 26(1), 1-16.
Ariza new language learners: community language learning to the rescue. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 26(3), 717-728.
Awan, R., Azher, M., Anwar, M.N., & Naz, A. 2010. An Investigation of Foreign Journal of College Teaching and Learning, 7, 33-40
Hedge, Tricia. (2003). Teaching & learning in the language classroom. UK: OUP
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Anxiety. The Modern
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Speaking Classes. Journal of History Culture and Art Research, 2(2), 142-160.
Kondo, D.S., & Ling, Y.Y. (2004). Strategies for Coping with Language Anxiety: the Case of Students of English in Japan. ELT Journal, 58(3), 258- 264.
Lightbown, P.M., and Spada, N. (2006). How Language are Learned (3 rd edition). Oxford: Oxford University Press.
Marwan, A. (2008). The Exploration of factors triggering foreign language anxiety : Learners Voice. TEFLIN Journal, 19(2), 119-126.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language
Tsipladides, I., & Keramida, A. (2009). Helping students overcome foreign language anxiety in the English Classroom. International Education Studies, 2(4), 39-44.
Yahya, M. (2013). Measuring Speaking Anxiety among Speech Communication Course Students at the Arab American University of Jenin. European Social Science Research Journal. 1(3), 229-248.
Yamkate, K., & Intratat, C. (2012). Using Video Recordings to Facilitate Students Development of Oral Presentation Skill. Language Education in Asia, 3(2), 146158.
Young, D. J. (1991) -Anxiety Classroom Environment: What Does The Modern Language Journal, 75 (4), 426-439. | <urn:uuid:3e9db0db-f10b-41d8-afc2-1903c2ea2ee7> | CC-MAIN-2018-47 | http://english.stkipbjm.ac.id/wp-content/uploads/2017/04/Dinar-Amalia.pdf | 2018-11-21T01:46:50Z | crawl-data/CC-MAIN-2018-47/segments/1542039746926.93/warc/CC-MAIN-20181121011923-20181121033923-00314.warc.gz | 101,698,109 | 3,884 | eng_Latn | eng_Latn | 0.963553 | eng_Latn | 0.996769 | [
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Research & Reviews: Journal of Chemistry
Eutrophication and Living Beings
Richa Khare, Smriti Khare and Devdutt Chaturvedi*
Department of Applied Chemistry, Amity School of Applied Sciences, Amity University, Lucknow Campus, Lucknow, Uttar Pradesh, India
Editorial
Received date: 15/01/2016
Accepted date: 17/01/2016
Published date: 21/01/2016
*For Correspondence
Devdutt Chaturvedi, Department of Applied Chemistry, Amity School of Applied Sciences, Amity University, Lucknow Campus, Lucknow-226 028, Uttar Pradesh, India, Tel: 9954892670
E-mail: email@example.com
The earth's freshwater resources are limited about 99% of the earth's water is saline (and becoming more so by the actions and activities of man), and only 0.3% of the world's freshwater is usable. Driven by rapid industrialisation in the developing world, food production, energy demand, population growth, climate change and the environment, it is estimated that 50% of the world's people will live with chronic water stress by the year 2025 [1] .
Water pollution is the contamination of water bodies (e.g. lakes, rivers, oceans, aquifers and groundwater), very often by human activities. The 6 billion people alive today consume about 25 million tonnes of protein nitrogen each year, a requirement that could well increase to 40–45 million tonnes by 2050 [2] . Water pollution occurs when pollutants (particles, chemicals or substances that make water contaminated) are discharged directly or indirectly into water bodies without enough treatment to get rid of harmful compounds. Pollutants get into water mainly by human causes or factors. Water pollution can be a Point-source, Non Point-source, or Tran boundary in nature. Water pollution can be classified into two broad categories: Point and Nonpoint source. Point source water pollution occurs when harmful chemicals or effluents are discharged directly into a river or other sources of water. The nonpoint source occurs when the harmful pollutants are discharged indirectly, through water runoffs caused by heavy rainfall . For example, when the fertilizers added to crops is discharged into a stream or lake by a water runoff.
While point sources can be monitored and controlled, it is difficult to monitor and regulate a nonpoint source. Most streams and lakes today get contaminated through nonpoint sources of pollution. We studied about the dissolved oxygen, alkalinity etc. and how global warming effected their life. By that we can remove all these impurities and get palatable water.
Water pollution is one of the hottest issues of these days. Water is a very important resource for people and the environment [3]. We are facing so many problems due to impurities present in water and it also effects on the quality of water, these impurities are in the form of PAHs, hydrocarbons, algae etc. In Lucknow, the main water supply is only from Gomti. Its, an important tributary of Ganga River and perennial river of Awadh plains runs across the major parts of Uttar Pradesh, covering nine districts and a distance of approximately 940 km. During its course, Gomti River receives huge quantities of untreated sewage agricultural run offs which brings lot of pesticides, fertilizers, street washouts bringing oil, asphalt, sediments; industrial wastes all of which significantly alter the physico-chemical characteristics of its water.
In Lucknow city, various industries like distillery, milk dairy, vegetable, oil, carbon etc are pouring effluents directly into the Gomti as it is the only source of water for the nearby communities. Due to increased pollution levels water quality of Gomti is deteriorating continuously. Increased level of turbidity makes Gomti River water unpalatable, hence making it a matter of concern. Gomti River receives industrial as well as domestic wastes from various drains of Lucknow city. In the process the water and sediment of the river Gomti get contaminated with heavy metals and other pollutants. Non-regulated loads lead to the break of natural physical and chemical characteristics of water bodies, loss of biodiversity, degradation of structure and functions of biological communities and, as a result, to decreasing of potential ecosystem services [4] .
RRJCHEM | Volume 5 | Issue 1 | March, 2016
1
p-ISSN:2322-00
Recently the banks of river Gomti in Lucknow were unusually abuzz. Some people were struggling to wade through the 'sewage-enriched' river to scoop up thousands of dead fish; the bystanders looked on, probably contemplating the peril their city's lifeline. The river is one of the major sources of water for Lucknow.
We observed that fish died due to decrease in dissolved oxygen level of the river water, but this is not only because of sewage, some other factors are also responsible for that. For getting the complete information about this our officials of the pollution prevention board blame untreated muck for the sad situation. S C Rai, the mayor of Lucknow, however refutes the claim: "The mass killing of fish has not been caused by sewage; it is industrial effluents discharged by paper mills, sugar factories and distilleries in the upstream areas of Sitapur and Lakhimpur-Kheri that spelt doom for the aquatic life." The dissolved oxygen levels dipped to as low as one milligramme per litre (mg/l) [5] . A minimum level of four to six mg/l is considered essential to sustain aquatic life.
Over the years, Gomti has become the most polluted river in Uttar Pradesh. Monitoring by the state pollution control board reveals the water is unfit for consumption. The extent of pollution is such that the river's biodiversity is being affected. A marine species of molluscs --Solariella-- was recently found in the river. This is alarming, asSolariellais endemic to coastal waters that ordinarily have high levels of pH (read: alkaline/ polluted conditions). The presence ofSolariellawas revealed during the first-ever biomapping of the river done by the Geological Survey of India (GSI), Lucknow.
The invertebrate may have been introduced in the river by birds like waders. But since then it has been able to survive in the rivers freshwater due to high levels of pH. In other areas such as Madhavpura, Isauli and Bashariaghat, GSI scientists foundHemicypris arorai-- another organism that survives in highly alkaline water (pH values of 8.2 to 9.1). The high pH levels of these areas were mainly attributed to the use of fertilisers in nearby fields [6] . To further prove that pollution is changing the river's biodiversity, GSI scientists tested water samples from the tributaries of Gomti. The samples were found to be free ofSolariella andH arorai.
According to experts, the riverine biota being affected by pollution is an indicator of an impending ecological disaster [7] . The oxygen level in the water might have fallen because of various reasons. First, the rise in temperature had caused a drastic fall in the water level. A brief spell of rain also brought garbage into the river, following which dissolved oxygen level decreased dramatically [8]. Our team has taken samples of water for examination and perform the experiment and we found that the level of DO was around 5.5 ppm [9] .
Therefore we can say for surviving the fish at least we required that the dissolved oxygen should be around 3 mg per litre for survival of fish [10] . Anything below that may lead to fish mortality, the oxygen levels in the river invariably comes around 5-6 miligram per litre, which is considered to be safe.
REFERENCES
1. Lukonina LV, Klinkova GY, Lopantzeva NB. Restoration of Damaged Ecosystem Services on Wetlands in Northern Part of the Volga-Akhtuba Floodplain (Russia) WRC at the forefront of water research 2014 38-41.
2. Jenkinson DS. The impact of humans on the nitrogen cycle, with focus on temperate arable agriculture Plant and Soil 2001; 228: 3-15.
3. Central Pollution Control Board, India, Annual Report 2008–2009. Central Pollution Control Board, Ministry of Environment & Forests, Govt of India. 2009.
4. UNEP/MAP. Working document on Common Indicators for the Mediterranean. Integrated Correspondence Groups of GES and Targets Meeting, February 2014 Athens (Greece).
5. Evaluation of Operation and Maintenance of Sewage Treatment Plants in India-2007. Central Pollution Control Board, Ministry of Environment & Forests, 2008.
6. Status of Sewage Treatment in India. Central Pollution Control Board, Ministry of Environment & Forests, Govt of India, 2005.
7. Shashi C. Engineering Chemistry. 2013; 1-30.
8. Richa RC, et al. Cost effective purification process of raw municipal water for drinking purpose. Res Environ Life Sci 2011; 113-114.
9. Richa RC, et al. Potential of Nanotechnology for the treatment of wastewater. Asian J Biochem Pharma Res 2011; 231256.
10. Richa RC, et al. Physico chemical analysis of Ganga river water. Asian J Biochem Pharma Res, 2011; 2231-2560.
RRJCHEM | Volume 5 | Issue 1 | March, 2015
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ENVIRONMENTAL PROTECTION: A GANDHIAN VIEW
1 DR. DEVENDRA KUMAR
1 Associate Professor, Department of History, Ram Lal Anand College, University of Delhi.
ABSTRACT
Mahatma Gandhi did not use the word environment protection however what he said and did makes him an environmentalist. Although during his time environmental problems were not recognized as such with his amazing foresight and insight he predicted that things are moving in the wrong direction. He cautioned the mankind against unrestricted industrialism when he wrote his book 'Hind Swaraj' in 1909. He was not in the favour that India should follow the west in this direction. He was of the opinion that industrialization and machines have an advance effect on the health of people. Though he did not oppose to machines as such, but opposed the large scale use of machinery. Gandhi criticised people for polluting the rivers and other water bodies. He also criticised mills and factories for polluting the air with smoke and noise.
Key words: Ecology, Environment, Forests, Hind Swaraj, Nature, Pollution, Sustainable Development.
As early as 1908 Gandhi in his Hind Swaraj had questioned the direction in which western civilization was heading, that is, towards greater violence, greater inequities, and an economy based on destruction of natural resources. His arguments were largely based on his concept of what constitute a good life and a good society, his 'concern for truth and nonviolence, and his great concern for the poor. The production and consumption of more and more goods considered as a sign of progress was evil according to Gandhi. Gandhi believed that 'western civilization' if it continued on its present path of 'progress' would in time be selfdestroyed. Scientists and ecologists in the West are discovering that Gandhi's predictions are coming true, and that they need to reconsider their vision of progress and development. Paul Ehrlich, the ecologist says, "something of seriously wrong but if we wait for the full scale catastrophe, we may or may not survive it. Its now crystal clear that we cannot solve the problems of keeping the planet inhabitable with our old ways of being racist, sexist, xenophobic, with great economic inequality and so on. We've got to bring the world together so that everybody wants to work for survival". Wolfgang Sachs also writing on development says, "The time is ripe to write its (development) obituary – delusion, disappointment, failure and crimes have been the steady companions of development and they tell a common story it did not work". Further He adds "the advanced societies are not model: rather they are most likely to be seen in the end as an aberration in the course of history" Edward Goldsmith of the Ecologist too identifies western industrialisation as the root cause of today's social and ecological problems and is asking for a fundamental reappraisal of western development thinking.
Like Gandhiji, Goldsmith sees the solution of ecological security in de-industrializing society, "We face the unacceptable conclusion that our problems can only be solved by reversing these development – an enterprise that few would be willing to contemplate, yet for which there is no alternative". The Worldwatch Institute too gives the same message, that we have "fewer than ten years to turn things around or civilization as we know it will cease to exist". Looking back in history, it is clear that the great progress in the West has its roots in colonialism, in the philosophy of the 'survival of the fittest', in the arrogant and violent use of power, and in the piracy of wealth and resources. With unlimited control over nature the western man began to play God-and playing God had its own cruel consequences.
When the British came in India, we had a for-
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est cover of over 75 million hectares. The forest cover now is less than 20 million hectares!
A study by the World Resources Institute showed that 76 countries have cut all their ancient forests while 11 other countries have less than 5% of their forests left. In USA, more than 90% of their forests have been logged atleast once, driving many plants, insects and animal species to extinction. The indigenous culture, as also the Hindu and Buddhist culture, had a belief system and a spirituality that meant an intimate and a sacred relationship with nature. In 1854, when Washington was pressurizing Chief Seattle to sell the Tribes land, he replied in anguish, "How can you buy or sell the sky, the warmth of the land? The idea is strange to us. How do you own the freshness of the air and the sparkle of the water, how can you buy them? Even part of this Earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing and humming insect is holy in the memory and experience of my people…"
The land, water, air and sea have been transformed from life giving systems into repositories of waste – and if we may add death. The sacred relationship with nature that indigenous societies had has been replaced with a new violence, a new colonialism, and a new barbaric control of nature.
In scientific experiments for the so called benefit of human 65 million animals are killed in US laboratories and 5 million in Britain alone! The scientists claim that the end justifies the means! But Gandhi was not in the favour of violence.
Here is an example of economic benefit, and also of brutality and playing God from Japan. Japan has developed a drift-net technology to catch squid in the high seas. A single net stretches out under water, 50 km wide and 10 km deep. The technology is an indiscriminate killer of every form of life that gets entangled in it. Other countries are following suit, killing millions of sea birds, dolphins, sea turtles and vari-
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eties of deep sea fish. The idea of the drift net and the resulting carnage has spread widely. The death toll is astronomical. The UN tried to stop this carnage by passing resolution banning the use of the drift netsbut the resolution has largely been ignored.
The adoption of the western economic and development model globally had meant a certain death of the ecosystems and of the Earth itself. It is imperative that we transform our ways of life so that the earth is saved from man's greed and his murderous ways.
As early as 1971, MIT scientists had examined what was happening to the biosphere, and showed conclusively that the kind of economic growth that was taking place must be halted. Their publication Limit to Growth was read and discussed widely. But no meaningful action emerged from this important scientific study. Twenty years later, MIT scientists did another study which showed how things had become worse. They concluded "if the future is to be viable at all it must be one of drawing back, easing down, healing". Unfortunately, the warning signals of the MIT studies as well as other scientific studies that followed have largely been ignored.
Another major scientific study is underway involving the United Nations, UNDP, UNEP, World Resources Institute and the World Bank to study the major eco-systems with the objective of "scoring them in terms of their capacity to continue to deliver the goods and services that support life and human economics". The first phase of this study cost $4 million and another $20 million are being invested for further studies as also to answer the question "What is happening to Earth's capacity to support nature and civilization."
In the hope of moving the world towards some agreed action, the United Nation did organize two major World Summits ten years apart, to discuss and to move towards and agenda of ACTION which would lead us to sustainable development. In 1992, Maurice
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Strong, organized the first Earth Summit in Rio. It was a great event with leaders from 170 countries or so, as also leaders of multinationals and multilateral agencies, as also NGOs and civil society participated. At the end of the consultations, a global plan of ACTION was agreed upon called Agenda 21. The hope was that with Agenda 21 the world would move closer to ecological security and sustainable development, as also to each other. Unfortunately these hopes remained largely unfulfilled.
Ten years later, the UN organized another World Summit to push the agenda of survival and sustainable development towards action. This World Summit on Sustainable Development (WSSD), also known as Rio+10, attended by 191 governments, intergovernment organizations and NGO's, was held in Johannesburg in 2002. It too, unfortunately, had little impact on governments and business for moving towards action for sustainable development. The question those needs to be asked: 'Are more scientific studies more world conferences, the road to ecological security and sustainable' development? What are the prerequisites for desired action? It we are at the cross roads of survival as the scientists have pointed out which road is likely to lead us to action for building a global sustainable world?'.
At the beginning of the new millennium when ecological security and the development crisis, as also violence and terrorism have deepened, it is important to listen to the voice of Gandhi. Almost a century ago Gandhi had questioned the very foundations of western civilization, namely, the modern industrial growth centered materialistic and self-centered view of life. He emphasized the ethical and spiritual aspects at the indivudal as well as the global level. If we wish to protect the Earth and its eco-systems, we will have to change our world view, its paradigm of domination and perpetual growth and focus more on sustainability and spirituality in life. Progress must include, as Gandhi pointed out, social justice, as sense of community, of restrained consumption, a concern
International Educational Scientific Research Journal [IESRJ]
for the poor and a sense of the sacredness and spirituality in life.
The path of Western Civilization was not followed by Gandhi. "The incessant search for material comforts and their multiplication is such an evil that the Europeans themselves will have to remodel their outlook if they are not to perish under the weight of the comforts to which they are becoming slaves. Gandhiji were always in the favour of poor class because he wanted to see no higher and no lower in the country.
If the development paradigm is to change, and it must, and if the world is to survive, we will have to rediscover spirituality within ourselves and in God's creation. This will lead to a renaissance, a rebirth of a new civilization, which will include spirituality and sacredness, and therefore sustainability. Arnold Toynbee, the great historian, had suggested that "most civilization die 200 years before they know they died". The industrial civilization which has dominated our Earth in the last 300 years or so also shows signs of withering, of dying, because of its deep roots in violence over nature as also other nations. Gandhi tried to bring truth, non-violence, and spirituality center stage. 'We have enough for out needs, but not enough for our greed' was his advice about ecology and sustainable development.
I believe Gandhi's answer would have been a concern for the poorest of the poor; in moving towards a simple life style, a life style which ultimately can be shared with everyone; an emphasis on truth and nonviolence; and a fearlessness to fight for issues of ecological security and sustainability. Gandhi practiced what he preached. If he was concerned about the 'poorest of the poor' he adopted a lite style which reflected his constituency: "If I appear in my loin cloth it is because I come as the sole representative of those half starved half naked dumb millions." If Gandhi insisted on 'spinning' it was to share the labor of the rural poor, especially of women. If the textile labor
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which went on strike under Gandhi's leadership complained of hunger and starvation, Gandhi, himself went on a fast. As per Gandhiji "sit down to eat with an untouchable; give up something start work with the peasants; live in a village; learn to spin and plant a tree".
For moving towards ecological security and sustainable development, it is important to follow Gandhi's advice of learning to change oneself before changing the world, also the importance of 'suffering' oneself to change the heart of one's opponents. The scientists have conclusively shown that is happening to the world and the need to take urgent corrective action.
If we wish to achieve sustainability we must learn to win our opponents as Gandhi did not by reason but by suffering and by reaching the heart of the opponent. As Gandhi explained, "Upto 1906 simply relief on appeal to reason I was a very industrious reformer. I was a good draftsman as I always had a good grasp of facts which in turn was the necessary result of my meticulous regard for truth. But I found that reason failed to produce an impression when the critical moment arrived in South Africa.
Gandhi was a saint-politician. He showed by his simple life style that the road to ecological security and to peace lies in simplicity and in spirituality. And as the Bible also said, "What shall it avail a man if he gains the whole world and lose his soul?" The modern industrial world may have gained power and wealth but seems to have lost its soul in the process.
REFERENCES
[1] Brown Lester, Eco-Economy, Norton W.W & Co., NY 2001.
[2] Captra Fritzof & Pauli Gunter (Ed.) Steering Business Towards Sustainablity, U.N. University Press, 1995.
[3] Gandhi, M.K. Satyagraha in South Africa Navjivan Publishing House, Ahmedabad, 1928.
[4] Gandhi, M.K., India of My Dreams, Navjivan Publishing House, Ahmedabad, 1947.
[5] Gordon Anita & Suzuki, David, It's a Matter of Survival, Harvard University Press, 1991.
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[6] Parel, Anthony, Hind Swaraj, Cambridge University Press, 1997.
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Table Talk
Play the Table Talk activity together.
The activity is about learning to have deep conversations at meal-times or other times..
Place the cards face-down in a pile.
The first person takes a card and looks at it.
The person can
* answer the question on the card
* give the card to another person and ask them to tell answer it
* return the card to the bottom of the pile (pass)
The play rotates from the person who answered the question to the next person.
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The Dreaming Tree
The angel showed me a river that was crystal clear, and its waters gave life. The river came from the throne where God and the Lamb were seated. Then it flowed down the middle of the city's main street. On each side of the river are trees that grow a different kind of fruit each month of the year. The fruit gives life, and the leaves are used as medicine to heal the nations.
Revelation 22:1-2
This strange but compelling vision comes from the last book in the Bible. It also has a tree in it.
What is one of your dreams for your life or for our world?
Talk about your dream.
Wonder about what might help make it happen.
Look at the words around the dreaming tree. Which one of these would help make your dream come true?
Write the word on a balloon.
Say this prayer, aloud or silently:
God of dreams and visions, You invite us to imagine a better world. You offer love, peace and joy for all people. Help us to become people of faith, hope and love who help to live your dream. Help us to become all that we might be, using our gifts for the sake of others Be our strength and our guide on the journey. Amen.
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OUR SELF-EVALUATION REPORT AND IMPROVEMENT PLAN MARCH 2021
We undertook a teaching and learning evaluation of numeracy in our school during the period January 2019 to March 2021.
We evaluated our progress using teacher professional dialogue, teaching observation and pupil assessment as our source of evidence under the following domains and standards from Teaching and Learning dimension in the Quality Framework for Primary Schools:
Domain 1: Learner Outcomes - Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum
Domain 2: Learner Experience - Pupils engage purposefully in meaningful learning activities
Domain 3: Teachers' Individual Practice -The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils' learning needs
Domain 4: Teachers' Collective/ Collaborative Practice - Teacher value and engage in professional development and professional collaboration
This is what we did to find out what we were doing well, and what we could do better:
Analysis of weekly class assessments and teacher observation indicated that the pupils' knowledge and skills of the numeracy curriculum were at a good standard in accordance with the objective, skills and concepts of the maths Curriculum, although sometimes the understanding was not quite at the same level.
Pupils demonstrate high levels of interest and participate actively in learning during maths lessons.
Teaching Number Sense was selected as our focus area.
Number sense is important because it encourages students to think flexibly and promotes confidence with numbers. A strong number sense provides the foundation needed for both simple and complex arithmetic. It refers to a child's fluidity and flexibility with numbers, the sense of what numbers mean and an ability to perform mental mathematics and to look at the world and make comparisons.
-In 2019, teachers engaged with PDST sustained support to develop practices and strategies to effectively teach number sense across the classes, focusing on practical hands on activities for infants.
-Explicit teaching of Addition and Subtraction strategies were the focus of 2019 – 2020 and these strategies were embedded in classrooms this year.
-In 2020, Teachers participated in a STEM Lesson Study project to further collaborate and consolidate learning.
-Explicate teaching of Multiplication and Division Mental Strategies from 3rd to 6th classes is the next stage of this improvement plan.
This is what you can do to help:
Teachers foster a positive classroom culture, where all pupil contributions are encouraged, and ideas and solutions shared respectively.
At home, parents should continue to praise effort and encourage their child to document their approaches using jottings, models or images to carry out calculations.
Encourage your child in discussion when they explain their methods and strategies to you. Refer to our Monthly plan for teaching these mental strategies. (next page).
Remember, encourage a 'have a go' attitude at home also where all efforts and contributions are valued. There are many ways to solve a problem
Addition and Subtraction Strategies
Teaching Plan
1st – 6th Class
Multiplication and Division Strategies Teaching Plan
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Telogen Effluvium (Shedding Hair Loss)
Telogen effluvium (TE) occurs when there is a marked increase in hairs shed each day. It is normal to shed approximately 30-150 hairs from our scalp daily as part of our hair cycle, but this can vary depending on washing and brushing routines. Hair regrows automatically so that the total number of hairs on our head normally remains constant. In TE, an increased proportion of hairs shift from the growing phase (anagen) to the shedding phase (telogen). Normally only 10% of the scalp hair is in the telogen phase, but in telogen effluvium this increases to 30% or more. TE usually happens suddenly and can occur approximately 2-3 months after a trigger. Common triggers of telogen effluvium include pregnancy, childbirth, severe illness, a stressful or major life event (such as losing a loved one), weight loss, dieting, diet change, a new medication, or hormone changes, or cause may be unknown in ⅓ of cases.
Telogen effluvium is diagnosed based on the history of the hair shedding and by physical exam. Very rarely a skin biopsy may be required. There are many other causes of hair thinning including female pattern balding type hair loss (androgenetic alopecia) which may also present in a similar fashion to telogen effluvium and sometimes these conditions overlap. A blood test may be suggested to rule out other causes of hair loss, such as underactive thyroid and low serum ferritin (blood iron binding protein).
Telogen effluvium usually resolves completely without any intervention as the normal length of telogen is approximately 100 days (3 to 6 months) after which period the hair starts growing again. However depending on the length of the hair, it may take many months for the overall hair volume to gradually return to normal. TE can also return, especially if the underlying cause is not treated or recurs.
Hair styling such as perms, color, and shampoos, do not affect the progress or outcome of telogen effluvium. The use of a wig or hair extensions may help camouflage the hair thinning and also will not hurt the normal hair regrowth.
Treatment is not usually required for telogen effluvium as the hair will start growing by itself once the trigger is removed. Medication does not speed up this process but some supplements may help strengthen and thicken hair. Supplements are all over the counter and available at local pharmacies or online:
2. Viviscal (marine extract) twice daily for 2 months and then once daily
1. Biotin (Hair Skin and Nails brand) 2-5mg (2000-5000mcg) orally daily
3. Minoxidil 5% ("unscented foam for men") topically once daily
4. If ferritin is less than 80ng/ml by blood test, then elemental iron supplementation like Vitron-C 65mg twice a day for 2-3 months, then recheck blood ferritin level (only take if directed by provider). Iron pills can change the color of your stool to a greenish or grayish black. This is normal, but because internal bleeding can also cause dark stool, be sure to mention any color changes to your doctor.
For more information on Telogen Effluvium please visit: https://www.dermnetnz.org/topics/telogen-effluvium/ | <urn:uuid:381ba584-d2c6-4f57-b213-796334d2a699> | CC-MAIN-2021-25 | https://www.miderm.com/uploads/2019/05/16/Telogen%20Effluvium%20(Shedding%20Hair%20Loss).pdf | 2021-06-22T06:39:21+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00466.warc.gz | 795,358,803 | 708 | eng_Latn | eng_Latn | 0.997853 | eng_Latn | 0.997853 | [
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Pond Sliders and the Department of Defense
The Pond Slider (Trachemys scripta) is a conspicuous aquatic turtle that is often seen basking on logs. Due to numerous introductions (both intentional and accidental), it has become one of the most widely distributed reptiles in the world. When disturbed, it "slides" off its perch into the water, hence its name. It is the traditional "pet turtle" sold for decades at pet stores.
Description: Pond Sliders are moderately large, robust, aquatic turtles that attain a maximum carapace (top shell) length of about 11.5 inches (27.5 cm). The carapace is rounded to slightly oval, has a relatively high dome, may become slightly rougher and/or thicker in older individuals, and is olive green to black. The chin and neck have broad stripes.
Occurrence on Military Lands
Source: NatureServe
Native
Introduced
Range: This species' natural range
extends from the mid-Atlantic coast and Michigan to extreme northeastern Mexico, but it has been introduced in many areas outside the native range, including Florida, New York, and Hawaii, as well as various parts of Europe, Asia, Africa, Australia, and Latin America. Three subspecies are recognized.
Habitat: Pond Sliders occur in a wide variety of permanently aquatic habits, but are generally most abundant in lakes, ponds, and sluggish rivers.
Behavior: Pond Sliders are omnivorous and consume a wide variety of plant and animal matter. Maximum longevity is about 30 years. Females may move some distance from water in search of suitable nesting sites, and produce up to three clutches of 5-20 eggs per year. Incubation takes 60-91 days.
Military Interactions: The second most common turtle species on DoD properties (including several to which it has been introduced). This turtle may be encountered both in military training and housing areas, wherever suitable water bodies occur.
Conservation Status: The Pond Slider has no federal conservation status. The Pond Slider is considered a Species of Greatest Conservation Need (SGCN) in four states at the periphery of its range. It has a NatureServe Raking of G5-Secure, and is listed as Least Concern by the IUCN Red list.
Threats/Planning Considerations: This species adapts well to human activity, and threats are few. In fact, it is considered an "invasive" and potentially harmful species in many places to which it has been introduced. A habitat management practice to benefit this species within its native range is to retain "snags" or exposed logs along shorelines, which are important for basking.
Department of Defense Partners in Amphibian and Reptile Conservation: https://www.denix.osd.mil/dodparc/home/
July 2018 | <urn:uuid:274c43e3-e533-4980-a0bb-0c568e3d427e> | CC-MAIN-2021-25 | https://home.army.mil/bragg/application/files/2315/4592/8856/Fact_Sheet_Pond_Turtle.pdf | 2021-06-22T08:40:56+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00468.warc.gz | 284,347,323 | 580 | eng_Latn | eng_Latn | 0.996794 | eng_Latn | 0.996794 | [
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Year 6 Topic Letter
Summer 2021
As you know this term is very important to prepare children for secondary school in September. It is vital therefore, that the children are in school every day, on time and ready to learn.
In Writing we will be focussing on 'Setting' descriptions and narratives. Children will be using higher level adjectives and adverbs to set a science and describe a character.
The children have a daily reading lesson, in which they will explore their text through reciprocal reading: predicting, clarifying, questioning and summarising. We will be spending time discussing texts as a class, responding with written work and applying our comprehension skills to demonstrate our understanding of a text.
Maths
In Mathematics, we will be focusing on number and formal calculations and problem solving. It is extremely important that the children ensure that they know their multiplication and division facts fluently. Please help your child to learn these at home.
Science
In Science lessons the children will be exploring the properties of light and how we see.
Geography and History
Children will be learning about the journeys people have made to settle in new places and discover the world.
Art and D&T
Design and Technology will involve the children planning, designing and creating a product with a particular audience in mind.
In PE
During the first half-term, the children will be having PE lessons on Tuesday morning, concentrating on fitness and balance.
Computing
In Computing, we will begin the term by focusing on the importance of online safety and how this impact the way we use technology sensibly and safely. The children will also be learning how to word process quickly and accurately and create PowerPoint presentations.
Music
Children will broaden their use of musical terminology and apply this to experiences of new music focussing on New Year's Carol by Benjamin Britten.
PSHE
As part of Year 6's preparation for Secondary School we will be learning about building self-esteem, combating prejudice and discrimination and how peer pressure operates within friendship groups and wider society.
We are looking forward to a successful and enjoyable Summer term in Year 6. If you have any questions or concerns about our learning or about your child, please do not hesitate to get in touch.
Yours Sincerely,
Mrs McMahon Mrs Murfin
Mrs Hull
Mr Hopkins.
Home-School Partnership
Thank you for supporting the Home-School Partnership at Severne. In order for you to continue to support your child at home, we have outlined below the homework children receive in Year 6.
English
English homework will be set each Friday and must be returned to your child's English teacher by the Tuesday morning. It will involve:
* An activity related to the skills they are developing within their English lessons.
Children should also read every evening, for at least 10 minutes. We ask that homework diaries are signed to evidence this and that they are brought into school each day. Children will choose a book from the class library, or can read a book from home.
Maths
Maths homework will be set each Tuesday and must be returned to your child's Maths teacher by the Friday morning. It will involve:
* An activity related to work being covered in class
* Children should also practice their times tables as much as possible in order to improve fluency and accuracy. | <urn:uuid:12df4274-5ec3-4747-a225-633af3cdcd21> | CC-MAIN-2021-25 | https://www.severne.bham.sch.uk/_site/data/files/documents/year%206/17D41B3B78FA7B25AA4209A64A3B1F69.pdf | 2021-06-22T07:18:39+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00476.warc.gz | 888,591,566 | 676 | eng_Latn | eng_Latn | 0.998691 | eng_Latn | 0.998912 | [
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Structure guide Extreme Characters
Character Profile
Circle your extreme user type:
Good Samaritan / Money-spinner / Romantic / Trekkie
is a
year old
who lives in
and
He/She
<Name of character>
<Age>
<Man/woman/boy/girl>
<Values/interests/needs/motivations>
<Location>
<Works in/studies/does> | <urn:uuid:45a424c0-0dfa-4236-ba4f-7bff1f26b96a> | CC-MAIN-2021-25 | http://designthinkmakebreakrepeat.com/uploads/templates/Extreme%20Characters%20Template.pdf | 2021-06-22T08:01:34+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00474.warc.gz | 12,432,751 | 82 | eng_Latn | eng_Latn | 0.839941 | eng_Latn | 0.839941 | [
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NID / CEED / UCEED 2021 Questions for Home Practice
The following are questions compiled by NID & IIT alumni for practice of Part B (Subjective Section) of UCEED, CEED, NID (BDes / MDes) exams.
Instructions:
1. There are only 25 questions. Solve 1 question everyday.
2. Time yourself. Take only 30 minutes to solve each question.
3. Keep the quality of the solution high, as if it is the real exam.
4. Criteria for Evaluation: 50% on Idea & Concept. 50% on Presentation.
| # | Questions |
|---|---|
| 1 | What is your interpretation of the image given below? Caption the image. From your imagination, draw 1 more visual which represents the opposite message. |
| 2 | See the scene given in the image below. Draw the scene from the point of view of a person sitting on the back seat. |
| 3 | If birds were frogs and frogs were birds. Draw how the frog and bird would look. Use dry colors. |
| 4 | Design a spoon and eating utensils for a toddler of 2-3 years to help them learn eating meals on their own. Show the sketches of the spoon and utensils with notes. |
| 5 | You have fainted and fallen on the ground in the middle of the road. When your eyes open, you are surrounded by many people who have come to help you. Sketch in detail what you see. |
NID / CEED / UCEED 2021 Questions for Home Practice
7 Write and explain how speakers work. Design a new speaker using only environmentally friendly speakers work. Show your design through sketches and notes.
| 8 | Using just squares, triangles circles, depict the following expressions: - Fluid - Rough - Irritated - Spicy - Soft - Trapped |
|---|---|
| 9 | Imagine that you are a wish granting genie, living inside a lamp for years. Identify at least 4 problems associated with this and come up with creative solutions to address them. Present it through sketches and notes. |
| 10 | Assume that a famous historic event or fact had never happened or happened differently. For example, what if the British never ruled India or what if Hitler was killed in his childhood. Imagine 4 ways in which the world around would have been different. Show through sketches and notes. |
| 11 | Design a poster for social campaigns of the Government of India- - Inclusion of LGBTQ - Communal Harmony Use dry colors. |
| 12 | The United Nation member states have agreed upon Sustainable Development Goals 2030. Take any one goal agreed by them and prepare a poster to promote that goal. Use dry colors. |
| 13 | Write a short story using the principal characters of a Circle, Square and Triangle. The story should have the following emotions- Anger, Love, Happiness, Frustration. Show the story in the form of a comic strip in 6 boxes. Do not color. |
| 14 | Design a poster with a suitable caption to promote a Laughter club. Following objects should be included in the poster: - A bird - A flower Use dry colors. |
| 15 | Imagine yourself as a kite flying in the sky during a kite festival. The scene below is that of a densely populated residential are of semi-urban town. Draw the scene. Do not color. |
| 16 | Draw the scene at a children’s park at 12pm noon. Visualize that it is a local council park with appropriate equipment. You have to imagine the type of people and the state of the park while sketching. Do not color. |
| 17 | Draw the following in proportion to each other: Set 1 - A plastic hair-dryer, a brass door handle, a soft toy. Set 2 - A 200 ml Coffee mug, a 1litre glass bottle, a 40 litre plastic bucket. Show your drawings in 3D and shade appropriately to depict the materials of products. |
NID / CEED / UCEED 2021 -
Questions for Home Practice
18 Write down and sketch 5 creative uses of any one of the following:
- Old clothes
- Delivery cartoon boxes
- Plastic soft drink bottles
19 If a story and a poem go on a walk, write a conversation between them that is humorous. Show the conversation in the form of a comic strip with 6 boxes.
20 You are a pen of a bank employee for a day. Draw rough sketches of 5 activities you will observe around you on a working day at the bank.
21 Depict the following sayings visually. Use only dry colors.
- Slow & Steady wins the Race
- Rolling Stone gathers no Moss
22 Select any 3 products given below and draw their earlier / ancient forms and future forms. Write your explanation for each Eg: Past, Current and Future of the product.
Products:
Format for Presentation:
23 One day, all the mobile phones suddenly vanish, how would you set an alarm? Give at least 5 ways through which this can be done. Answers should be explained info-graphically.
24 Draw, from your memory, an event in your life under the title “Disaster” or “Happy Memory”. Explain your drawing in 2-3 sentences.
25 Imagine if you are lost in a forest and you found only one water reservoir on the way. You have to walk one more day to reach the civilised zone but you don’t have any container to store the water for the rest of your journey. Give three design solutions by simple line illustrations and explanations to carry the water for survival.
- Comb
- Mobile Phone
- Deodorant
- Electric Switchboard
- Refrigerator
- Currency note
Past
Curent
Future
Note:
Note:
Note:
All the Best! | <urn:uuid:6100cd58-1630-4d9a-9b08-00afea65b122> | CC-MAIN-2021-25 | https://silica.co.in/silica_pdf/uceed-ceed-nid-2021-questions-for-home-practice.pdf | 2021-06-22T07:54:13+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00476.warc.gz | 459,624,282 | 1,237 | eng_Latn | eng_Latn | 0.992013 | eng_Latn | 0.995796 | [
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JBES Remote Learning Schedule
| | Kindergarten | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|---|---|---|
| 9:00 AM | Reading: Whole Group | Reading: Whole Group | Math: Whole Group | Reading: Whole Group | | Related Arts (Asynchronous) |
| 9:30 AM | Reading: Small Group | Reading: Small Group | Math: Small Group | Reading: Small Group | Related Arts (Asynchronous) | |
| 10:00 AM | Reading: Small Group | Reading: Small Group | Math: Small Group | Reading: Small Group | Math: Whole Group | Math: Whole Group |
| 10:30 AM | Reading: Q&As | Reading: Q&As | Math: Q&As | Reading: Q&As | Math: Small Group | Math: Small Group |
| 11:00 AM | | | Related Arts (Asynchronous) | | Math: Small Group | Math: Small Group |
| 11:30 AM | | | | | Math: Q&As | Math: Q&As |
| 12:00 PM | | | | | | |
| 12:30 PM | | | | | | |
| 1:00 PM | Related Arts (Asynchronous) | Math: Whole Group | Reading: Whole Group | Math: Whole Group | Reading: Whole Group | Reading: Whole Group |
| 1:30 PM | Math: Whole Group | Math: Small Group | Reading: Small Group | Math: Small Group | Reading: Small Group | Reading: Small Group |
| 2:00 PM | Math: Small Group | Math: Small Group | Reading: Small Group | Math: Small Group | Reading: Small Group | Reading: Small Group |
| 2:30 PM | Math: Small Group | Math: Q&As | Reading: Q&As | Math: Q&As | Reading: Q&As | Reading: Q&As |
| 3:00 PM | Math: Q&As | Related Arts (Asynchronous) | | Related Arts (Asynchronous) | | |
Updated Wednesday, December 9, 2020 | <urn:uuid:258ee006-2bae-4769-a13d-370f8204cd81> | CC-MAIN-2021-25 | https://basdwpweb.beth.k12.pa.us/jamesbuchanan/wp-content/uploads/sites/11/2020/12/JBES_RemoteLearningSchedule_20202021.pdf | 2021-06-22T07:50:47+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00475.warc.gz | 129,392,085 | 499 | eng_Latn | eng_Latn | 0.595748 | eng_Latn | 0.595748 | [
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LITERACY
Accurate spelling
Spelling = the process or activity of writing or naming the letters of a word.
Significance
Resources Learning to spell well, is very useful and helps you to become a confident writer. If you are constantly stopping to think about how words are spelled while you write, it can interrupt your flow of thoughts, taking you away from thinking about: your choice of words and how you construct those words into sentences that communicate exactly what they want to say. If you are a confident speller, you're also much more likely to make adventurous vocabulary choices, selecting the exact word to communicate your message, rather than playing it safe and using a word you already know how to spell.
Outline While you are always learning to spell new words, sometimes you wish to check you have not misspelled a new word. Never assume it is correct if you are unsure, use some of the resources available to you, to check it and confirm you have spelt it correctly. This will make you more confident about spelling it correctly in the future.
Resources
Try using the following resources to check your spelling for accuracy: -
1. A dictionary
2. A spell-checking program
3. Textbooks
4. Class notes
5. A family member
6. Glossaries
Struggling to remember how to spell a new word in any of your subjects? Go back to basics!
Technique: Look, Cover, Write, Check is a strategy you can use to help you learn new spellings.
- look at it
- cover it over
- write the spelling again next to the word
- uncover the spelling to check if you have got it right.
You could even keep a notebook of tricky words that you need to work on, for example: -
| Subject | | Word | | 1 | | 2 | 3 |
|---|---|---|---|---|---|---|---|
| | Mitochondria | | Mitokondria | | Mitocondria | | |
| | Electrolysis | | | | | | |
Use the 3 columns, on the right, to write out the word using the Look, Cover, Write, Check technique! Keep practising until you get it just right.
Top tip: you can also log tricky words in your spelling log within your learning journal!
Next steps
Try the following websites to learn more about spelling: -
http://www.bbc.co.uk/skillswise/topic/words -to-watch-out-for http://www.bbc.co.uk/skillswise/topic/plurals
http://www.bbc.co.uk/skillswise/topic/prefixes-and-suffixes http://www.bbc.co.uk/skillswise/topic/root-w o rds
http://www.bbc.co.uk/skillswise/topic/common -letter-patterns http://www.bbc.co.uk/skillswise/topic/memo ry-aids | <urn:uuid:f72099e0-d5cc-4eb2-93d7-683ccfa124e6> | CC-MAIN-2021-25 | http://www.bishopbriggs.e-dunbarton.sch.uk/media/7567/accurate-spelling-guide.pdf | 2021-06-22T06:51:17+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00476.warc.gz | 51,229,052 | 625 | eng_Latn | eng_Latn | 0.999094 | eng_Latn | 0.999331 | [
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Curriculum Areas and Contexts for Learning
There are 8 Curriculum Areas:
- Literacy and English
- Numeracy and Mathematics
- Health and Wellbeing
- Technologies
- Sciences
- Expressive Arts
- Social Studies and
- Religious and Moral Education.
Literacy, numeracy and health and wellbeing are recognised as being particularly important – these areas are seen as being the 'responsibility of all'.
The curriculum is delivered through 4 contexts:
- Curriculum areas and subjects
- Interdisciplinary learning
- Ethos and life of the school and
- Opportunities for personal achievement.
Outdoor learning is an important feature of Curriculum for Excellence.
Cookery and life skills help to develop young people's confidence and independence.
Willowbank School
Be the best you can be!
Grassyards Road, Kilmarnock, KA3 7BB (01563) 526115 www.willowbank.e-ayr.sch.uk
Head Teacher: Mrs Tracy Smallwood firstname.lastname@example.org
October 2018 KC
Curriculum for Excellence at
1`1q` What is Curriculum for Excellence?
Curriculum for Excellence is Scotland's curriculum for children and young people aged 3-18.
It's an approach designed to provide young people with the knowledge, skills and attributes they need for learning, life and work in the 21st century.
It aims to enable every child or young person to be a:
Successful learner Confident individual
Responsible citizen
Effective contributor.
Curriculum for Excellence takes a fresh approach to what, how and where young people learn. It aims to raise standards, improve knowledge and develop skills, closing the gap between the lowest and highest performers.
Stages and Levels
The Curriculum is made up of two broad stages:
- The Broad General Education, which provides a rounded education from the early years until the end of S3 and
- The Senior Phase, which will include studying for qualifications from S4-S6.
In Willowbank School, our children and young people experience an extended transition between the Broad General Education and Senior Phase. There is much overlap, and we avoid sweeping changes to the curriculum a young person experiences.
Curriculum for Excellence has five levels:
- Early
- First
- Second
- Third and
- Fourth.
Many pupils at Willowbank School will work at a Pre-Early level. Skills and abilities will be developed at this stage to build foundations to allow a child or young person to move onto Early Level.
Levels are fluid and pupils will experience learning experiences that are appropriate to their age, stage of development, personal interests and abilities.
Broad General Education
An age-appropriate curriculum for pupils is based around individual education, care and medical needs. It encompasses the four capacities, the principles and experiences and outcomes of Curriculum for Excellence.
The curriculum is based on a pupil-centered active model of learning within an Individual Learning Plan (ILP) drawn up for each child. Staff recognise, however, that many group sessions are invaluable to pupils' learning where independence, selfesteem and confidence develop.
Pupils are involved in activities that provide active, real life and meaningful learning experiences both in and out of school.
Senior Phase
The emphasis on the Senior Phase is placed on allowing the young adults to become as self-reliant and as independent as possible. The curriculum is wide and varied and based on National Qualifications and wider achievements such as ASDAN units and Duke of Edinburgh Awards to name a few.
Secondary pupils develop relationships with pupils from partner schools, such as Kilmarnock Academy, and have the opportunity to attend Ayrshire College. They are involved in both school-based work experience and those that have been arranged outwith school in partnership with the Chamber of Commerce. | <urn:uuid:b9d618a2-8b0e-4180-a363-1051c557ea06> | CC-MAIN-2021-25 | https://blogs.glowscotland.org.uk/ea/public/willowbankschoolkilmarnock/uploads/sites/9377/2018/11/CFE-Leaflet.pdf | 2021-06-22T07:32:53+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00474.warc.gz | 138,087,520 | 771 | eng_Latn | eng_Latn | 0.992858 | eng_Latn | 0.997276 | [
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Name:
HAMPSHIRE SCHOOL GAMES: Battleships Warm-Up Game
Year Group:
School:
This week's activities will focus on the school games value of
RESPECT
Battleship
aircraft Carrier
Submarine
Destroyer
Your warm-up this week is Battleship, with a twist! The aim is to find all the hidden Battleships in the Water.
Find someone to play with. 1.
You will need 12 pieces of paper 2.
Put x1 ship on 5 different pieces of paper, you can use the ships opposite (or you can draw your own, which is more fun!) 3.
Put a W on the rest of the paper for Water and shuffle the papers! 4.
Place a marker in front of you as your starting point 5.
Take 10 giant steps forward and place your 12 pieces of paper on the floor 6.
Get your partner to time you 7.
On 'GO' move as fast as you can from the start to the pieces of paper. Turn over one piece of paper and try to find a 'Battleship' Return to the start line. Keep going until all the Battleships have been found. If you find a W you found WATER! If you pick a piece of paper with 'W' on, you have to do 5 exercises that your partner calls out!
Time how long it takes you to find all 5 battleships
#HSGDailyChallenge
Activity
Description
| Start in a press up position. On go, bring your knees to your chest one at a time. You get a point every time you bring knees to chest Try: 1 minute then 1 minute rest 1 minute then 1 minute rest 1 minute then finish Add together all your points for the 3 minutes. |
|---|
| Lie flat on the floor, on your back, in a straight shape with your arms above your head, holding a cuddly toy/cushion between your feet. At the same time, keeping your arms and legs straight, bring them up together. Make sure you keep your back flat on the floor. When your straight arms and legs come together, grab the toy with your hands, and then lie back down in your straight shape again. Keep on going, moving your toy between your hands and your feet. How many can you do in 1 minute? |
| Today you should choose a sport or physical activity that makes you happy. Try and do the activity for 30 minutes. After you have done your activity you should be feeling happy and positive, a great time to write a bucket list. Write a list of things you want to do with your friends & family after lockdown, new things you’d like to try, anything you would like to achieve, anything you want to learn, any places you would like to visit etc What was the activity you to help you feel happy? |
| Make your own ladder using different objects. This could be books/rolled up towels or spots. You ideally need 5/6 objects spaced your foot size apart from each other. Start at one end, on go, run through the ladder as fast as you can. Then run back to he beginning. How many times can you run through the ladder in the allocated time? One point for every time you go through the ladder Try: 1 minute, 1 minute rest, 1 minute, 1 minute rest, 1 minute. Add together all your points for the 3 minutes |
Send your completed sheet or a picture of you doing the activities to your teacher or School Games Organiser.
There is also a Hampshire SGO Twitter account @HampshireSGO and Facebook page
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THOUGHTS ON HAPPINESS
The Importance of Sadness
Claudia Sung
Countless philosophies are all based around achieving a maximum of the same ideal: happiness. From eudemonism touted by the likes of Aristotle, Epicurus, and Plato, to utilitarianism supported by Bentham, moral value has been placed on happiness and pleasure for centuries. 1 The impact of these philosophers and their prioritization of happiness persists to this day in fields such as philosophy, science, psychology, and theology. 2 Central to this concept of happiness is the concept of sadness at the opposite end of the emotional spectrum. The idea of maximizing happiness and reducing sadness at all times is taught to both young and old in school and self-help books. However, this notion ultimately causes more harm than good, as it ignores the pivotal role that sadness plays in human lives.
Without understanding what sadness is, would one truly be able to understand happiness? While the emotions of happiness would still be present, having an understanding of suffering is vital to appreciating any feeling of pleasure. Imagine that you are sitting in a room with several switched-off light bulbs dangling from the ceiling—for now, you are in complete darkness. Suddenly, all of the lights turn on in the room at once. The sensation of the light would feel extremely drastic and intense. Now imagine that you are sitting in the same room with half of the light bulbs turned on. Then, the rest of the lights turn on as well. While
you would be seeing the same amount of light as you did the first time, you would not feel that same acute sensation. This demonstrates the benefit of experiencing some level of suffering in tandem with happiness—the impact of the happiness, represented by light, would be increased, and you would have a better understanding of the importance of that happiness.
Nonetheless, the idea that one can live without experiencing sadness in any form is obviously absurd. There is not one human who has lived or is living on this planet that has not experienced suffering at one point or another. Emotion is not a binary, but rather, a gradient. One can never feel complete happiness at any one moment, although they may come close, and one can never feel complete sadness. At any point, there is still more suffering or pleasure to be had. Thus, it is unrealistic to use absolutes when discussing the importance of sadness in life. However, this does not negate the relevance of sadness to understanding happiness nor does it negate the relevance of sadness to living a fulfilled life.
WHY DO FLOWERS MAKE US HAPPY? OR DO THEY?
Sadness has played a major role in the history of the human species, even before civilizations arose. Specifically, suffering is vital to the process of learning. Painful responses teach humans to avoid repeating certain ac-
7
THOUGHTS ON HAPPINESS
Importance of Sadness (continued)
tions, which is a necessary part of development emotionally and physically. 3 Without suffering in some form, humans would be unable to distinguish detrimental situations. In a world where nature cannot guarantee happiness (as a result of attacks and accidents), knowing what to avoid is essential to survival. Additionally, feeling sadness is crucial to empathy. Even if one person could ideally feel only happiness, this would mean that their ability to empathize would essentially be gone. This could have disastrous consequences for humanity as well, because relationships of all kinds would not be as effective.
truly experience the most happiness and satisfaction in life, one must process sadness first. Turning a blind eye to pain in the world is neither effective nor honest to the goal of increasing joy. Instead, long-term fulfillment comes from the knowledge that one has experienced all that life has to offer—then, they may come out knowing what it truly means to be human.
Notes
Sadness not only allows us to enjoy happiness to its fullest extent, but it also allows us to react accordingly to the suffering that inherently occurs in the world—intentional or not. This is what makes sadness so pivotal to the human experience, for in no reasonable world can this suffering be avoided. Society's modern conception that sadness should always be minimized at all costs therefore fails; in order to
1. Brian Duignan, "Eudaimonia," in Encyclopedia Britannica, n.d., https://www.britannica.com/topic/ eudaimonia#ref1269929; James E. Crimmins, "Jeremy Bentham," in The Stanford Encyclopedia of Philosophy (Summer 2019), edited by Edward N. Zalta, https://plato. stanford.edu/archives/sum2019/entries/bentham/.
2. Eric Spitznagel, "You Won't Find Happiness Without Deep, Dark Sadness," Vice, March 10, 2017, https:// www.vice.com/en_us/article/gv3q94/you-wont-findhappiness-without-deep-dark-sadness.
3. Donald Broom, "Evolution of Pain," Vlaams Diergeneeskundig Tijdschrift 70 (January 2001): 17–21. https:// www.researchgate.net/publication/279903067_ Evolution_of_pain.
A Sartrean Account of Happiness
Ichiro Ng, 11th Grade, Lynbrook High School, CA
anguish, despair, and abandonment, does his philosophy still give me a chance to be happy while living in authenticity?
When we first think of happiness, it is the psychological state that we commonly classify as happiness. However, to Sartre, emotions "are all spontaneous, prereflective relations," 1 and "they are not the products of reflective decision." 2 What this would implicate is that forcefully smiling to act "happy" would do absolutely nothing. Therefore, we must commit to the concrete actions that naturally create happiness. Nonetheless, when we attempt to maximize happiness by seeking for actions that are the most effective, it is likely that we would depend on a predetermined value system made by psychologists― such as the claim that socializing makes one feel happy. Sartre would probably argue that we would be in bad faith, as we are taking a "flight from freedom" by not inventing our own values for every situation, and instead relying on a widely-held generalized claim. Moreover, I
Being a teenage boy, there is something about Sartre's early Existentialism that is so appealing to me. Often stubborn and rebellious, my restless passion is soothed by Sartre's doctrines. Almost immediately, his concept of radical freedom resonated with me. Not only did it liberate me from all predetermined value systems, ranging from Kantian deontology to my mom screaming at me to clean up my room, it granted me the authority to shape the world around me to a certain extent. However, I soon enough learned that with such freedom entails great responsibility. As "existence precedes essence" for humans, I must define myself through my own project at all times, and to Sartre, that means that I also play a large role in defining humankind. Indeed, I am always in anguish as he says, feeling the nothingness of my identity. Nevertheless, Sartre kept reiterating that his philosophy was one of great optimism; the freedom he gives clearly outweighs its responsibilities. Then, what if I were to actually put Sartrean Existentialism into practice? Despite always being in | <urn:uuid:1d1d179b-e38b-47b7-9b43-a8d86679dcf8> | CC-MAIN-2021-25 | https://www.pdcnet.org/C12574A300290440/file/0AAAFF68D1D4D403852586800057718D/$FILE/questions_2020_0020_0000_0007_0008.pdf | 2021-06-22T07:24:42+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488512243.88/warc/CC-MAIN-20210622063335-20210622093335-00483.warc.gz | 815,520,195 | 1,526 | eng_Latn | eng_Latn | 0.997172 | eng_Latn | 0.997351 | [
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Miliwn o Ddawnswyr Cymraeg: A million Welsh dancers
Based in North Wales, Independent Dance Artist, Angharad Harrop, addresses the role dance can play in providing opportunities for young people and families to use and learn Welsh outside the classroom
OUR
DANCE
DEMOCRACY
In 2017 the National Assembly for Wales released CYMRAEG 2050: A Million Welsh Speakers. The release of this strategy marked the 50th anniversary of the first Welsh Language Act, published in 1967, and outlines how the Welsh Government will approach achieving the target of a million Welsh speakers by 2050. Education is at the heart of this proposal though, and beyond that, there is the recognition that Welsh needs to live and breathe beyond the classroom. Acknowledging that for the possibility of a million Welsh speakers by 2050 to become a reality, Welsh needs to be "an integral element of all aspects of everyday life" (1). This article will discuss the role dance can play in achieving the aims of CYMRAEG 2050.
Price and Tamburelli highlight in their 2016 study how often Welsh can be viewed as a "language limited to formal 'high' domains" amongst adolescents. Their study also explains that there is also an "inherent association of Welsh with formality as well as tradition and patriotism" (2) within this age group and that views such as these can lead to cultural disengagement and a reluctance to speak the language outside of educational settings. CYMRAEG 2050 recognises that these preconceptions can arise when there are few opportunities for young people, living
32
| #peopledancing in predominantly English speaking areas, to use Welsh beyond the realms of their formal education. Within the strategy to achieve a million Welsh speakers emphasis is placed on the importance of accessibility to Welsh language activities that build and strengthen communities. Providing experiences of value, such as those pertaining to dance discussed within this article, to young people within social and community environments can help to prevent negative associations with the language arising at formative ages.
There are many arts organisations working throughout Wales providing opportunities for people to use and learn Welsh within their community through dance. I have been fortunate to be involved in many projects that place the Welsh language at the centre of community development through dance.
Pontio, the Arts and Innovation Centre of Bangor University, in Gwynedd is just one example of an organisation that is ensuring provision of Welsh language arts activity for the whole community. Integrated into their artistic programme which includes circus, dance, comedy, drama and opera is BLAS, an ambitious participatory programme. It offers young people the opportunity to be involved in the arts within their community through the medium of Welsh. BLAS has three strands of activity: weekly drama workshops, health and wellbeing arts projects and youth arts projects that run in conjunction with professional companies that visit Pontio.
One such company is balletLORENT who first collaborated with Pontio in 2016 on their production of Snow White. The cast of 11 professional dancers were joined on stage by 12 local children aged between 6 and 9. They returned in 2018 to perform Rumplestiltkin with an intergenerational cast of children and elderly people. I worked with the children, selected from local primary schools, in the run up to the performance developing their skills and confidence in dance. The children involved in the project came
"The intergenerational aspect to this project is particularly important to note as it brought the young people on the project into contact with elders in their community"
from various language backgrounds, some spoke Welsh at home and in school whilst others came from non Welsh speaking homes and attended either Welsh or English medium education. The sessions were fun, energetic and directed through Welsh. They encouraged the young people to form new friendships and gain valuable experiences with positive associations to the Welsh language.
Dance is well placed to help people of all ages and abilities acquire language, as the language that is being learnt is given meaningful context through the movement. As linguists Gregory and MacGahran point out, the use of movement to teach language means that the "the language represents a concept and no translation has been involved, and there is no direct instruction of the rules of the language. Instead students intuit the rules from the language they are learning'(3). The children attending the project who only spoke Welsh in an educational environment were given the opportunity to develop their language skills outside of the classroom. Welsh is given a meaningful context within their lives as they socialise, make new friends and learn new skills through the language.
The week before the performance balletLORENT dancers, Natalie Trewinnard and Gavin Coward, returned to bring the two generations of the community cast together to rehearse their roles in the show. The intergenerational aspect to this project is particularly important to note as it brought the young people on the project into contact with elders in their community who speak Welsh, an opportunity many may not normally have. The older cast members who spoke Welsh also felt valued and empowered that they have a skill and knowledge they can bring through the language by encouraging and fostering a love for Welsh in a younger generations. Within the whole group rehearsals leading up to the show a community was created between all members of the cast, the balletLORENT dancers, children and the older generation. The collaboration between BLAS and balletLORENT succeeded in creating a community on stage. Although the language of the rehearsals with the company was English, the groundwork in developing and strengthening the relationships between the children took place through Welsh, giving both languages equal status on the project. The relationships, formed through dance, upon which the community of performers was founded gave credence to the show and resulted in heartfelt performances from all. This on stage community has been able to strengthen the off stage community and provided a lasting legacy for the project within the relationships that have been formed and the empowering experiences
"Dance is well placed to help people of all ages and abilities acquire language, as the language that is being learnt is given meaningful context through the movement"
that were felt. Many of the children involved have since begun to attend the weekly BLAS sessions, furthering their engagement with the Welsh language outside of the school environment.
Providing opportunities such as these, to be able to speak Welsh within the context of performing with an internationally renown touring company, gives value to how the young people involved in the project view the status of the Welsh language. Welsh does not become solely the language of education but an integral part of life as Welsh becomes the language of friendships and memories that form our identity. There are many organisations providing opportunities for all to dance through the medium of Welsh within their communities, Dawns i Bawb, Hijinx, Miri Mawr, TRAC and Ribidirês to name a few. Through their ongoing work and commitment to ensuring Welsh language provision of dance activities for all ages and abilities, dance can play a key role in achieving the target of a million Welsh speakers. These opportunities for all to experience the joy of dancing with others through Welsh, allow for a love of the language to emerge from embodied experiences of passion and pride that bring communities together.
Info
email@example.com www.angharadharrop.com
References
(1) Welsh Government (2017) CYMRAEG 2050: A Million Welsh Speakers available at https://gov.wales/topics/ welshlanguage/welsh-language-strategy-and-policies/ cymraeg-2050-welsh-language-strategy/?skip=1&lang=en (2) Price, A and Tamburelli, M (2016) 'Minority language abandonment in Welsh-medium educated L2 male adolescents: classroom, not chatroom' Language, Culture and Curriculum, Volume 29, 2019, Issue 2 (3) Gregory, G and MacGahran, J. (2015) 'Learning Language through Movement: An Introduction to TPR and the Gouin Method' in J. Reyhner, J, Martin, L. Lockard & W.S. Gilbert. (Eds.). (2015). Honoring Our Elders: Culturally Appropriate Approaches for Teaching Indigenous Students (pp. 117-121). Flagstaff, AZ: Northern Arizona University.
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GILLINGSTOOL PRIMARY SCHOOL
Drugs & Substance Misuse Policy
Signed ...
.. Signed .
Name: GRAHAM CORPE
Name : PAUL SMITH Headteacher
Chair of Governors
Date: May 2019
Date: May 2019
Policy Review date : SUMMER 2022 GILLINGSTOOL PRIMARY SCHOOL
Striving for excellence
Drugs and Substance Misuse policy statement
Rationale
Gillingstool Primary School has a duty to inform and educate its pupils on the consequence of drug and other substance use and misuse. Gillingstool School is committed to the health and safety of its members and will take all necessary action to safeguard their well-being.
Purposes
We believe and support the following educational aims in respect of substance use and misuse.
- To enable our pupils to make healthy informed choices by increasing their knowledge, challenging attitudes and developing and practising their skills.
- To provide them with accurate information (appropriate to their needs)
- To increase their understanding about the implications and possible consequences of use and misuse.
- To widen their understanding of related health and safety issues as appropriate
- To encourage their understanding for those experiencing substance misuse.
- To enable our pupils to identify sources of appropriate personal support.
- To prepare them for the opportunities, responsibilities and experiences of adult life.
Guidelines
- Gillingstool School must take a pro-active role believing that health education is a vital part of the Personal Social and Health Education for every pupil.
- Curriculum input will be mainly through PSHE, Jigsaw, Science and English - but all opportunities to reinforce learning will be taken.
- Drug Education forms part of our curriculum and broadly includes:
At Key Stage 1 (5-7 year olds) about the role of drugs as medicines and their dangers
At Key Stage 2 (7-11 year olds) that tobacco, alcohol and other drugs have harmful effects.
- Effective communication and co-operation between school and parents/carers is essential. We believe in sharing the responsibility for the education of our pupils by keeping their parents/carers informed and involved.
- The school will actively co-operate with other agencies such as Community Police, Social Services, LEA and Health and Drug Agencies to deliver its commitment to Drug Education and deal with incidents of misuse.
- Adults working in school or supporting the school will be informed of the values stated in this policy.
- Our teaching will be responsive to changing trends in drug misuse and offer a credible and consistent message.
- In instances of substance misuse or supply on the premises, the Headteacher will inform parents/carers at the earliest opportunity. The school and parents can work together to support the pupil involved. Behaviour sanctions will be applied via the Behaviour Policy.
Conclusion
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