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Action C8; Innovative improvements at newly identified sites EcoCo new sites assessment: Bonnyfield Nature Park
Description (How, what, where and when)
This project will manage brownfield habitat at Bonnyfield Nature Park in Bonnybridge in Falkirk. Species-rich grassland will be enhanced through the removal and thinning of scrub (mostly birch, Broom and Gorse) and bare ground will be created through the installation of a bee bank that altogether will provide forage and nesting habitat for solitary bees and other pollinating insects. Bonnyfield Nature Park is a former sand and gravel quarry that has been derelict since the 1990's where it was then transferred to Falkirk Council and made into a wildlife site. The site was given Local Nature Reserve (LNR) status in 2008. This brownfield site has important open mosaic habitat with species-rich grassland, scrub and wetland that is home to a range of wildlife and is particularly important for invertebrates. This project will be delivered by Buglife with the help of The Conservation Volunteers and support from Falkirk Council Ranger Service and other volunteers from January to June in 2018. The site will be a part of the EcoCo "Falkirk Stepping Stones" management zone.
Aerial view of Bonnyfield
Map showing Bonnyfield LNR in existing habitat networks
Reasons why this action is necessary
This Local Nature Reserve is managed by Falkirk Council. The council's ranger service regularly uses the site for outdoor education with three local primary schools. There has been some management at this site through the removal of scrub, planting wildflower seed and managing ponds. The council have hoped to trial bee banks at Bonnyfield LNR for a number of years but have been unable to get funding to achieve this. Additionally the further control of scrub at this site has also not been achieved through a lack of funding.
The removal of scrub and the creation of a bee bank through this project will ensure that habitats at this site are restored and enhanced, protecting a key element of the brownfield networks within this urban part of central Scotland and comprise a component of the Ecoco Falkirk Stepping Stones" management zone.
Beneficiary responsible for implementation
Buglife
Responsibilities in case several beneficiaries are implicated
Buglife
Expected results (quantitative information when possible)
- Creation of a bee bank
- Removal of scrub
- Removal of waste debris
How was the cost of the action estimated?
The cost of the action was estimated through an email exchange negotiation between Falkirk Council Ranger Service and Buglife in March 2017. These emails decided on the best course of action to take to enhance the site and the number of activity days required to complete the action. The final costs were developed by Buglife and approved by Falkirk Council Ranger Service before being submitted.
Permissions/licences required
Falkirk Council (landowner) permission may be required although we have verbally agreed that they are happy with the work to go ahead. Buglife already have a longstanding relationship and track record working with Falkirk Council.
Ecological Coherence Assessment
1. EcoCo Partner(s)
Buglife
2. Vision
The vision for this "Falkirk Stepping Stones" management zone is for a better managed area of brownfield land, in good ecological condition, contributing to networks and providing significant biodiversity that will both educate and engage the wider public including schoolchildren and volunteers.
This management zone is located in the urbanised area of Bonnybridge in Falkirk. The core area of Bonnyfield LNR is 28.7 hectares in size. This brownfield site contains a valuable open mosaic habitat (OMH) with areas of wetland, ponds, scrub, woodland, and species-rich grassland. Through the previous use of the site as a sand and gravel quarry, there is a varied structure across the site with some slopes that were sculpted previously by Falkirk Council when they took over ownership in the late 1990s.
The site is currently managed by Falkirk Council through the ranger service and volunteers from the local community council. The ranger service regularly use the site for outdoor education visits with three local primary schools (St. Josephs Primary, Antonine Primary and Bonnybridge Primary) and over events are held here by the local community each year. The site is well used by the local community for dog walking, cycling and people passing through. The route of the John Muir Way passes along the Forth and Clyde canal which is used by a number of tourists every year.
The council have this year removed birch and Gorse scrub from across the site and cleared willow from around the ponds. Due to the size of the site there is still plenty of scrub that needs thinned and cleared and this will reduce shading of the species-rich grassland enhancing this at the site. Scrub clearance will be undertaken with the help of local volunteers and TCV through this project. The council have wanted to create a bee bank to provide sandy bare ground for nesting solitary bees, ground beetles and other invertebrates although this has never happened due to a lack of funding. A large bee bank will be created through this project that will cover an area approximately 450m 2 in size that will provide very important bare ground habitat that has recently been lost at the site through natural succession. The bee bank will be created with the help of TCV, contractors and local volunteers.
The value of the brownfield habitat at this site and its urban location all contributes to the overall network of brownfield and open mosaic habitat across Falkirk make this a priority management zone for EcoCo.
Map showing area where scrub will be cleared and where the bee bank is due to be created at Bonnyfield LNR.
3. Ecological coherence assessment
The following section follows the ecological coherence protocol, assessing each of the elements in turn to give a qualitative assessment of the likelihood of significantly improving ecological coherence in the management zone. The ECP GIS tool has been used, along with detailed reports and surveys, partner organisation local knowledge, open data sources and SNH advice.
a) Ecological functionality
Bonnyfield Local Nature Reserve is owned by Falkirk Council. The site was previously agricultural until the 1960s when it was quarried for sands and gravels. Following completion of extraction in the 1980s regrading and remediation works were undertaken over much of the area and ownership of part of the quarry was transferred to Falkirk Council in 1996. Bonnyfield Nature Park was listed as a local wildlife site in 1998 following assessment by the Scottish Wildlife Trust's Central Wildlife Sites Team. It was given Local Nature Reserve status in 2008.
The site is open to the public and is well used by local residents with dogs, family groups and individuals passing through. There are a number of formal paths, as well as informal paths present throughout the site.
There has recently been some work on this large site to maintain the OMH through scrub clearance, planting of native wildflowers and management of the grasslands. This project will remove further scrub to help create bare ground and a bee bank on a south facing bank. Additionally there will be management of areas of scrub, with a focus on Gorse and Broom that are encroaching across the site.
Falkirk Council contracted Buglife to survey Bonnyfield LNR for invertebrates in the summer of 2012. During this survey a total of 223 species of invertebrate were recorded and it was identified that the site was particularly important for flies, butterflies, moth and bees. The UK Biodiversity Action Plan priority species Small heath (Coenonympha pamphilus) butterfly, Latticed heath (Chiasmia clathrata) (research only) and Shaded broadbar (Scotopteryx chenopodiata) (research only) were also recorded. Previously the Narrow-bordered five spot burnet moth ( Zygaena lonicerae ) has been recorded at the site and this species is on the Scottish Biodiversity list; this species has not been recorded at this site for several years.
Many of the habitats present at this site are priority habitats in Scotland highlighting this sites importance for wildlife. The varied habitats present allow many species to complete their life cycle at the same site. Additionally the site acts as a 'stepping stone' functional connection with other similar sites allowing the moving and mixing of individuals and species across the area.
b) Diversity
There is significant potential to enhance and increase both the biological and structural diversity at Bonnyfield LNR through the removal and thinning of scrub and the creation of bare ground with the bee bank. The threat of succession, with scrub encroaching and forming dense stands will, if left unchecked, lead to a lower diversity and a more uniform habitat. Birch, Broom and Gorse are known to be highly invasive if left unmanaged and are known to decrease overall species and structural diversity. Intervention to remove and control these species will lead to better control in the future and this will significantly increase diversity in the area and ensure that this site remains in good quality. The creation of a bee bank will add a varied structure to the site and increase the available habitat for ground nesting invertebrates as well as a site for species to bask from.
c) Connectivity
Buglife have identified a chain of brownfield sites ("Falkirk Stepping Stones") throughout the Falkirk area that allow species and individuals to move and mix across the area. The EcoCo project is working on some of these including Avonglen quarry and Forge Dam. Bonnyfield LNR makes up one of these sites and allows species to move through and across Falkirk. Acting as a stepping stone these brownfield sites provide a series of vital refugia for invertebrates, especially rare, threatened and declining species. Losing any one site within this chain would reduce the functionality of the whole. This project will help secure the future of this wider landscape biodiversity.
d) Patch size
At 28.7ha, this brownfield site is well over the 0.25ha minimum identified by Buglife as being the lower threshold for restoration for invertebrates.
e) Habitats/species of conservation interest
Bonnyfield LNR is recognised by Falkirk Council as being a key site for supporting wildlife and delivering urban OMH conservation. The site is home to a number of Local Area Biodiversity Action Plan priority species for Falkirk including Common blue butterflies (Polyommatus icarus).
The Invertebrate survey carried out by Buglife in March 2013, provides a sound baseline from which to measure invertebrate incidence and population trends.
4. Ecosystem services assessment
| Accessible nature | √ |
|---|---|
| Education | √ |
| Green travel | √ |
| Carbon | √ |
| Local climate regulation | √ |
| Air purification | √ |
| Noise regulation | √ |
| Water purification | √ |
| Pollination | √ |
All nine ecosystem services assessed through the EcoCo project are delivered to some extent at this site with the range of habitats in this mosaic each playing a part. The site's urban location means that it provides significant benefits for accessible nature, education and green travel.
There are several access routes to the site that are well used by the local community for dog walking, cycling, running and for passing through. The Forth and Clyde canal passes along the south of the site which is part of the John Muir Way and used by a number of people every day. The council have run various activities at the site for volunteers as well as for pupils from three primary schools that are nearby (St. Josephs Primary, Antonine Primary and Bonnybridge Primary). This has allowed them to show people the importance of the site for wildlife and how it can be managed and appreciated better. The site is important in helping to store local carbon, purifying air and water and is incredibly important for pollination providing both forage and nesting habitat.
5. Opportunity assessment
Buglife have a good working relationship with Falkirk Council and their ranger service. This allows us to start work on the ground quickly without any need for lengthy discussions with landowners. This will maximise the EcoCo contribution to the project, and deliver the greatest benefits for ecological coherence.
a) Feasibility
Falkirk Council, the landowner, is fully engaged with and supportive of the main aims to remove and thin scrub from this site and to create a bee bank. The target to run five days with The Conservation Volunteers to create the bee bank (alongside volunteers and a contractor) as well as to help with scrub clearance is realistic and achievable. There are an additional 5 days to be planned to run activities such as scrub clearance, bee bank creation and litter picks with volunteers from the local area.
b) Achievability for EcoCo LIFE+
The target to run five days with TCV to remove scrub and create a bee bank as well as the five days with local volunteers is achievable within the time constraints of EcoCo.
c) Sustainability
Falkirk Council Ranger Service regularly visit the site and do ensure that the site is well managed. By removing and thinning scrub from across the site this will help the council keep on top of managing the species-rich grassland that is present. As the council have wanted to add a bee bank to this site for a number of years this project is a secure and worthwhile investment of LIFE+ funds. The continuity of the Falkirk rangers and this site's status as an LNR will help to ensure the longevity and impact of this investment.
Map showing Bonnyfield LNR in the context of the Falkirk Stepping Stones MZ
Outputs (for costings see financial annex)
- Removal and thinning of scrub (mostly birch. Broom and Gorse) by The Conservation Volunteers over five days at Bonnyfield LNR
- Running five habitat creation and management days open to volunteers in the local community that will remove scrub, pick up litter and help with bee bank construction
- Creation of a bee bank that will cover approximately 450m 2 in size | <urn:uuid:56d595e6-d138-4ec5-a747-340ba5b6fe32> | CC-MAIN-2021-17 | https://www.ecocolife.scot/sites/default/files/EcoCo%20New%20Sites%20Assessment%20Buglife%20Bonnyfield%20web%20version.pdf | 2021-04-23T04:15:02+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00069.warc.gz | 826,568,692 | 2,913 | eng_Latn | eng_Latn | 0.998551 | eng_Latn | 0.99877 | [
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Y3/4 – Geography – Weather answers
Lesson 2
1. What is weather?
Weather is the temporary conditions of the atmosphere. It changes hour to hour, day to day.
2. What are the six components of weather?
Temperature
Atmospheric pressure
Wind
Humidity
Precipitation
Cloudiness
3. Where does most weather occur?
Most weather occurs in the troposphere.
4. What do we use to measure temperature? Circle or highlight the correct answer.
a. A speedometer
b. A thermometer
c. A scale
5. Give two examples of how the weather can affect us:
* It affects what clothing we choose to wear
* It affects the activities we choose to do
* It might cause us to change our plans
* It can affect travel in severe weather conditions
* It can affect farmers crops/it can damage crops | <urn:uuid:62c70253-c169-4f19-a505-d492201ae7f2> | CC-MAIN-2021-17 | https://www.willingham.cambs.sch.uk/attachments/download.asp?file=2842&type=pdf | 2021-04-23T06:03:53+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00070.warc.gz | 1,152,773,326 | 181 | eng_Latn | eng_Latn | 0.98629 | eng_Latn | 0.992367 | [
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4-H Project Record (Advanced)
Name ______________________________________
Club Name __________________________________
Project Name ________________________________
Date _______________________ Age ___________
Project Goals:
Attach photos or a sketch here
Reviewed by:
____________________________ ____________________________
(Parent or Guardian Signature)
(Date)
(Club Leader Signature)
(Date)
Time spent on project:
Cost of project:
Attach the story of your project. Please include:
* Information about the materials, tools, and skills you used to complete this project;
* How this project will be used
* What life skills you gained while completing the project
* How new skills will be put to use in the future | <urn:uuid:22b0064f-fa81-494e-9e98-4ea9ea5fdcbf> | CC-MAIN-2021-17 | https://s3.amazonaws.com/assets.cce.cornell.edu/attachments/4775/ProjectRecordAdv.pdf?1416732365 | 2021-04-23T06:42:14+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00068.warc.gz | 609,727,286 | 131 | eng_Latn | eng_Latn | 0.986886 | eng_Latn | 0.986886 | [
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To Successfully Pass Down Your Wealth, First Share Your Intent
Yes, it's important to talk about your estate plan with your children and how all the pieces work, but it could be even more important to make sure they understand the intent behind your wishes.
Three children — one is business-minded, one is a teacher and one is an artist — grow up in a wealthy household. While they understand their fortunate circumstances, they don't understand just how much wealth their parents had accumulated. The parents face a conundrum: They want to begin communicating future plans and financial values to their children, but they don't know where to start because each child's money management acumen varies.
When it comes to passing on wealth to future generations and preserving family values, communicating with your children is the first — and hardest — step to success. Keeping quiet about your wealth can create suspicion and distrust.
Many parents struggle to initiate the conversation because wealth is an uncomfortable topic for families, and they fear that talking about estate plans, assets, inheritance, etc. will result in family arguments. This fear of conflict drives some parents to withhold information, which could result in their wishes not being met. But when conversations are handled appropriately, families experience successful wealth transitions.
Conversation Starters
According to a U.S. Trust study in 2011, about half (52%) of parents haven't fully disclosed their wealth to their children. Ironically, that same nationwide study showed only about a third (34%) of parents agree strongly that their children will be able to handle the inheritance they plan to leave them. I doubt those numbers have changed much today.
No matter the age, it's never too early (or late) to start the conversation about money with your children. In order to succeed at preserving the family legacy and wealth, you must start somewhere. What's appropriate to share? How do you avoid creating feelings of entitlement?
Your children need to understand what wealth means to you, the goals you have for your family, and the impact you want your wealth to have. Sharing what you hope to accomplish with your wealth can help your children understand the reasoning behind your financial plan.
A One-Size-Doesn't-Fit-All Approach
Financial literacy is key, but meet your children where they are. Tailor your approach to your child's age and life circumstances. And don't just talk, listen. Conversations about wealth and values are a two-way street. There is a difference between a lecture and a dialogue. People want to learn, but they don't want to be taught.
Getting younger children comfortable with financial literacy, such as saving, spending and investing, helps set the stage for their future financial success. Moonjars — money boxes with three compartments to hold money for spending, saving and sharing — provide children the opportunity to pick a nonprofit or community initiative they wish to support. As they get older and begin aligning charitable giving with their interests, you can encourage them to pitch an idea for a larger donation. Taking advantage of these opportunities to pass on your values related to money and philanthropy will also teach children the importance of giving back and taking an active role in making responsible financial decisions.
Give your adult child a seat at the table. Conversations with adult children should be more intimate because explaining the "why" behind your investment approach and estate plans leads to sharing how you envision generational wealth transfer and its impact on your child's current financial status. How do your money values fit into theirs?
Perhaps there's an opportunity to help your child take an active role in a charity he/she is passionate about and ties back into the family values.
Stress intent over technique. It's important to understand how a trust works, but it's just as important for your children to understand why you put that structure in place. By helping them appreciate the outcome you're working toward, you'll succeed in communicating your values and vision for your family and wealth.
A Vision for the Future
Open communication helps your children learn about wealth and values, while enabling the family to comfortably navigate those "tough" money talks. Creating a family mission and vision statement can mesh individual passions and values, while giving the family a unified goal to strive for.
Using everyday moments to create a wealth lesson will foster communication and create memorable experiences. Open communication makes money approachable and ensures your children are capable of managing the wealth that will ultimately be passed to them, and your legacy and values are carried on through future generations. Talk early, talk often and communicate your intent — not just the technique. | <urn:uuid:0452c098-5ac2-430c-b27d-077c2f929287> | CC-MAIN-2021-17 | https://static.fmgsuite.com/media/documents/46194266-6474-4733-b31d-6a530857cd6a.pdf | 2021-04-23T05:44:58+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00069.warc.gz | 629,813,387 | 916 | eng_Latn | eng_Latn | 0.998255 | eng_Latn | 0.998302 | [
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Course Aim
To safely provide support in the kitchen during food preparation and food serving.
Learning Outcomes
Recognise the symptoms of food-borne illnesses
Be aware of who is at risk
Understand which foods are high-risk
Know the wider impact of food-borne illnesses
Be aware of the legislation underpinning food safety
Recognise hazards that can make food unsafe
Know what anaphylaxis is
Recognise common allergens
Be aware of ways to keep food safe from allergen cross contamination
Be aware of the different types of food pests
Know how to prevent pests
Recognise the signs of pests
Know how to keep food clean and uncontaminated
Understand how to wash hands effectively
Know the 'Danger Zone'
Understand how to store foods safely
Be aware of the roles and responsibilities
Food Safety
This course is aimed at all working in residential care who may handle food.
More Information
E-Learning
70 Mins
£12.00 inc. Tax Add to Basket | <urn:uuid:e7275e58-670a-4ed2-b3a1-47dfd380b186> | CC-MAIN-2021-17 | https://prepare2care.elearninghippo.com/course-search/?pdf=1077 | 2021-04-23T04:18:34+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00069.warc.gz | 564,551,788 | 208 | eng_Latn | eng_Latn | 0.996565 | eng_Latn | 0.996944 | [
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Pond Meadow School, Home Learning Suggestions
Attention Activities
Please watch these clips first to give you an idea of what this is about: What is attention autism:
https://www.bing.com/videos/search?q=attention+autism+stage+2&&view=detail& mid=F1458653434E43FF0C47F1458653434E43FF0C47&&FORM=VRDGAR&ru=%2Fvideo s%2Fsearch%3Fq%3Dattention%2Bautism%2Bstage%2B2%26FORM%3DHDRSC3
https://www.facebook.com/ginadaviesautism/videos/attention-autism-sessionstage-1-2-spring/694608347745514/?__so__=permalink&__rv__=related_videos
Rainbow splat (ALD board attached below)
You will need:
* 4 cups
* Food colouring or paint – red, yellow, blue and green
* Cotton balls, cotton pads or tissue
*
Tray (to contain the water)
* White paper/ kitchen roll
To prepare:
* Lay the white paper on the tray
* Mix the food colouring with some water in the cups
What to do:
1. Get a cotton ball and choose a colour to dip it in. Name the colour
2. Dip the cotton ball in so that it is wet.
3. Hold it above the tray, high enough so that it would make a 'splat' when dropped.
4.
Count down from 3 and allow your child some time to say 'go'.
5. Drop the cotton ball and comment on the colour or the fact it went 'splat' and made a mess!
Flour shapes (ALD board below)
You will need:
* A tray or some coloured paper
* Flour or sand
* Sieve/shaker
* Stencils of shapes – circle, square, triangle, star, heart, diamond, rectangle OR
* Items of the shapes above – coaster, box, plate, envelope
What to do:
1. Name the shapes.
2. Put the shapes onto your tray.
3. Hold the sieve and put the flour in.
4. Shake away! Make comments about how your shaking such as 'shake shake shake!'
5. Carefully remove the shape and comment on it 'oh wow, look a star!'
6. Remove the flour and repeat using a different shape!
Funny faces (ALD board below)
You will need:
* A selection of eyes, noses, mouths, ears and hair.
o Wool/string works well for hair.
* Outline of a face or two!
What to do:
1. Choose an outline of a face.
2. Choose a feature and comment on what you have chosen e.g. small/big/blue eyes, count out how many of something e.g. one ear, two ears.
3. Repeat step two until you have a face. It can be as silly or funny as you like!
Tips:
* Encourage your child to name the shape/item/colour you are using either using the ALD board or verbally.
* Let you child have a go, get them to use the ALD board, their PECS book or request verbally to have a turn, choose a colour/shape/item and let them have a turn!
* Model making comments such as 'this is fun' by pointing to the symbol on the board as you say it.
Other ideas-
Foam cake splat:
https://youtu.be/NMEhkD0W5Z8
Stage 2 attention activity.
DANCING RAISINS
You will need:
* Chilled bottle of lemonade
* Raisins
* Salt (optional)
* Food colouring (optional)
* Shower curtain/tray
What to do:
* Cover the floor with the shower curtain (for extra security/minimal mess put it on the tray)
* Open the bottle slowly – create anticipation with pauses
* Add raisins to lemonade – slowly – watch them dance!
* Add a drop of food colouring (not too much, we need to be able to see through it)
* You could then add the salt and Whoooooooooooooooooosh! It explodes. | <urn:uuid:a21bfdd8-8894-4198-bfcb-27aff76ddbb8> | CC-MAIN-2021-17 | https://www.pond-meadow.surrey.sch.uk/Home%20Learning%20Resources/School%20PDF%20docs/PM-%20attention.pdf | 2021-04-23T06:24:18+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00075.warc.gz | 1,035,133,328 | 872 | eng_Latn | eng_Latn | 0.992706 | eng_Latn | 0.994318 | [
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SPONSOR NAME
ACCOUNT NUMBER
CHILD NAME
CHILD ID NUMBER
DATE
Hello,
!
Easter is a time to celebrate the resurrection of Christ, the beginning of spring, and the joy of new life. Here in America, one way we celebrate Easter is by dying bright, colorful Easter eggs. The different colors often remind me of all the things I'm thankful to God for.
How about you? What are you thankful for this Easter?
How do you celebrate Easter in your country?
Love,
Most of all, I'm thankful for Jesus and for YOU!
Translation:
I've written in the blanks some of the different things that the colors of Easter remind me to be thankful for in the spring. Can you color the Easter eggs to match the colors? | <urn:uuid:24a559c1-aff4-44fd-87e3-3c97b20286c9> | CC-MAIN-2021-17 | https://worldhelp.net/wp-content/uploads/2020/03/CSP-Easter-printable_2020_d3.pdf | 2021-04-23T04:37:17+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00075.warc.gz | 703,251,562 | 154 | eng_Latn | eng_Latn | 0.996976 | eng_Latn | 0.996976 | [
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PACING GUIDE
ELEVENTH GRADE CURRICULUM: UAS
UAS OPERATIONS
SEMESTER TWO This course will cover small unmanned aircraft performance, ethics, human factors, aeronautical decision-making and judgment, safety protocols, weight and balance, maintenance, aviation weather sources and effects of weather (micro-meteorology) on small unmanned aircraft performance, small unmanned aircraft loading and performance, emergency procedures, crew resource management, and preflight inspection procedures. Students will be provided the opportunity to participate in multiple practice examinations. Students will be prepared to complete the Federal Aviation Administration's Part 107 Remote Pilot Knowledge Test upon completion of this course. Unit 6: Introduction to Drones and UAS Operations In Unit 6, students will receive a broad overview of the world of unmanned flight, and a preview of what is to come in the course. This will include a first look at common UAS components, and an explanation of how different types of drones fly. Next, students will learn about Part 107: the types of flying it applies to, the certification process, and the regulations with which commercial drone operators must be familiar. Finally, students will look beyond Part 107 at privacy issues that have arisen with the popularity of drones, as well as best practices remote pilots should follow to be good neighbors. Pre-Course Exam Section A – Drones and their Components Lesson 1 Lesson 2 Section B - Part 107 and Beyond Lesson 1 Lesson 2 Lesson 3 PROPRIETARY
Total Sessions Unit 6 14
Semester Total
14
AOPA HIGH SCHOOL AVIATION CURRICULUM
PACING GUIDE
Unit 7: Operational Decision Making
In Section A of Unit 7, students will learn ways in which topics they have been introduced to before, such as weather theory and aerodynamics, relate specifically to sUAS operations. Next, in Section B, they will continue to learn how effective crew management is essential to these operations. Students will learn both regulatory requirements and best practices for preflight inspections and drone maintenance, and how crew resource management plays a vital role in UAS missions. At the close of the unit, students will look at how to handle common UAS emergencies, as well as the various human factors involved in UAS flight.
PACING GUIDE
Unit 8: Becoming a Commercial sUAS Pilot
In this unit, students will revisit topics that they learned in the first semester of 11th grade, including airspace and navigation, airport operations, radio communications, and weather theory. These are topics that don't apply to sUAS exclusively, but are necessary for all pilots. For the review, students will divide into groups and research the various topics, and then each group will find a creative way to teach the class the material. At the end of Unit 8, students will be prepared to take the FAA's Part 107 exam and earn their commercial sUAS certification.
Lesson 1
Group Project: Your Turn to Teach
Regulations
Airspace and Requirements
Weather
Loading and Performance
Operations
Lesson 2
UAS Jeopardy!
PACING GUIDE
Unit 9: From Theory to Practice: Planning and Executing a Mission
Unit 9, as its title suggests, will give students a chance to apply the knowledge they've learned in the course by learning to fly drones and taking part in simulated sUAS operations. The unit will begin with an in-depth look at the systems involved in UAS, including controllers, propulsion, and electrical systems. Next, students will learn about different types of drone imaging sensors. After covering important aspects of UAS safety, students will have opportunities to get hands-on experience flying a drone. In Section B, students will apply what they have learned throughout the semester to perform real-world sUAS operations as teams. Each team will work with a client (either their school or another local organization) to provide a beneficial product or service using a drone. This will give students the opportunity to plan an sUAS operation from the ground up, to fly it, and to present a valuable deliverable to a client—all of which are skills that they would use day to day as professional remote pilots. Section A – Flight School Lesson 1 The Right Drone for the Job Lesson 2 Expert Mode Lesson 3 Learning to Fly: Fundamentals of Control Section B – Drones in Action Lesson 1 Real-World Experience: UAS Team Operations Post-Course Exam Total Sessions Unit 9 Semester Total PROPRIETARY | <urn:uuid:d642373f-8c56-4583-ba49-831a7dbb9c00> | CC-MAIN-2021-17 | https://youcanfly.aopa.org/-/media/Files/You-Can-Fly/High-School-Curriculum/11th-grade/Semester_2_UAS_Outline.pdf | 2021-04-23T05:48:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00079.warc.gz | 1,195,158,883 | 933 | eng_Latn | eng_Latn | 0.994572 | eng_Latn | 0.994906 | [
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Girnhill Infant School 'Where everyone is valued and futures matter'
| Measure (Length/height /weight/capacity) | To order 2 or 3 objects by length/height/weight/ capacity | To use everyday language of length/height/ weight/capacity to compare and describe | | To estimate and begin to measure using non standard units | To calculate the difference and describe and compare length/height/ weight/capacity using measurements | | To measure and record accurately using standard unit of measurement | Read scales in 2’s,5’s and 10’s | Read scales when not all numbers are given |
|---|---|---|---|---|---|---|---|---|---|
| Skill – Practical/Fluency | e.g. ordering 3 objects from shortest to longest by how they look visually MISCONCEPTION = length ↑ ↓ = height | e.g. Comparing one against the other The red pen is shorter than the green pen. The red pen is taller than the green pen Comparing one against all objects The yellow pen is the shortest | | e.g. measuring using blocks or a non standard item of measurement | e.g. The pencil is 1 block taller than the cotton bud | | e.g. length/height e.g. weight | e.g | e.g |
| | To order 2 or 3 objects by length/height/weight/ capacity | To use everyday language of length/height/ weight/capacity to compare and describe | | To estimate and begin to measure using non standard units | To calculate the difference and describe and compare length/height/ weight/capacity using measurements | | To measure and record accurately using standard unit of measurement | Read scales in 2’s,5’s and 10’s | Read scales when not all numbers are given |
| Vocabulary | Object Length Height Weight Capacity Order | | Language of length | Length Height Weight Capacity Estimate Measure Object Long Short Tall Heavy Light More Less | | Length | Length Height Weight Capacity Measure Record Ruler Scale Container Mm/cm/m Ml/cl/l Mg/g/kg | Measure Length Height Weight Mass Capacity Scales 2’s 5’s 10’s Units of measurement Mm/cm/m Ml/cl/l Mg/g/kg | Measure Length Height Weight Mass Capacity Scales Units of measurement Mm/cm/m Ml/cl/l Mg/g/kg |
| | | | Short/shorter/shortest | | | Height | | | |
| | | | Long/longer/longest | | | Weight | | | |
| | | | | | | Capacity | | | |
| | | | Language of height | | | Describe | | | |
| | | | Short/shorter/shortest | | | Compare | | | |
| | | | Tall/taller/tallest | | | Measure | | | |
| | | | | | | Object | | | |
| | | | Language of weight | | | Long | | | |
| | | | Light/lighter/lightest | | | Short | | | |
| | | | Heavy//heavier/heaviest | | | Tall | | | |
| | | | | | | Heavy | | | |
| | | | Language of capacity | | | Light | | | |
| | | | Full/nearly full/half full | | | More | | | |
| | | | Empty/nearly empty | | | Less | | | |
| | | | Holds most/holds least | | | | | | |
Girnhill Infant School 'Where everyone is valued and futures matter'
| Skill – Knowledge (Address this knowledge through taught input and diagnostic questioning) | Misconception | Understand the corresponding language for each measurement | Know where to start to measure the object from e.g. the bottom or the end (length/height) | Understand the ‘difference’ | Recognise and understand units of measurement and what they stand for | Count in 2’s, 5’s and 10’s Be able to identify which unit of measurement |
|---|---|---|---|---|---|---|
| | between length | | | | | |
| | and height | | | | | |
| | Be able to | | | | | |
| | recognise | | | | | |
| | differences in | | | | | |
| | objects by looking | | | | | |
| | at them | | | | | |
Skill - Evaluation
Evaluate learning through REACH questioning and evidence of mathematical vocabulary in pupil voice and responses | <urn:uuid:c5d96aa2-bda2-4b89-b024-84c6ffac76a5> | CC-MAIN-2021-17 | https://girnhill.wakefield.sch.uk/sitetemplate/girnhill/uploads/Mathematics/Maths%20April%202020/Measure%20skill%20progression.pdf | 2021-04-23T05:35:21+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00078.warc.gz | 379,023,744 | 1,158 | eng_Latn | eng_Latn | 0.987652 | eng_Latn | 0.986145 | [
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Section 5.1 Simple and Compound Interest
Question 1 – What is simple interest?
Question 2 – What is compound interest?
Question 3 - What is an effective interest rate?
Question 4 - What is continuous compound interest?
Question 1 – What is simple interest?
Key Terms
Future value
Present value
Interest rate
Simple interest
Summary
Simple interest is interest computed on the original principal only. If the present value PV (or principal), in dollars, earns interest at a rate of r for t years, then the interest is
The future value (also called the accumulated amount or maturity value) is the sum of the principal and the interest. This is the amount the present value grows to after the present value and interest are added.
The future value FV at a simple interest rate r per year is
where PV is the present value that is deposited for t years.
The interest rate r is the decimal form of the interest rate written as a percentage. This means an interest rate of 4% per year is equivalent to 0.04 r . Take special care to make sure the time units on the interest rate and time are consistent. If the interest rate is an annual rate, make sure the time is in years. If the interest rate is a monthly rate, make sure the time is in months.
Notes
Find the simple interest on a principal (present value) of $2000 at an annual interest rate of 3% for 8 months.
Solution Simple interest is calculated with I PV rt . For this problem, the present value is 2000 PV and the interest rate is 0.03 r . Since the interest rate is an annual rate, the time must be in years so 8 12 t . Put these values into the formula to give
The simple interest is $40.
Guided Example
A loan of $15,500 was repaid at the end of 18 months. If an 6% annual rate of interest was charged, what size repayment check (present value and simple interest) was written?
Solution To find the future value of $15,500, use
with a present value 15,500 PV , an interest rate 0.06 r and time 18 12 t . When these values are substituted, you get
The repayment check would be written for $16,895.
Practice
1. Find the simple interest on a principal (present value) of $1200 at an annual interest rate of 8% for 10 months.
Practice
2. A loan of $12,700 was repaid at the end of 60 months. If an 9% annual rate of interest was charged, what size repayment check (present value and simple interest) was written?
If $1375 earned simple interest of $502.56 in 86 months, what was the simple interest rate?
Solution Substitute the present value 1375 PV , interest 502.56 I , and time 86 12 t into:
I PV rt and solve for r
The interest rate is approximately 5.1%.
Practice
3. If $2000 earned simple interest of $345.56 in 90 months, what was the simple interest rate?
Question 2 – What is compound interest?
Key Terms
Compound interest
Nominal rate
Interest rate per period
Conversion period
Summary
The future value FV of the present value PV compounded over n conversion periods at an interest rate of i per period is
where the interest rate per period is
and
Notes
number of conversion periods in a year term in years n mt .
Suppose that $25,000 is invested at 8% interest. Find the amount of money in the account after 4 years if the interest is compounded quarterly.
Solution Use the compound interest formula,
where the present value is 25,000 PV , the interest rate per conversion period is 0.08 4 i or 0.02, and the number of periods is 4 4 n or 16. Using these values, you get
The account will have approximately $34,319.64.
Practice
1. Suppose that $30,000 is invested at 7% interest. Find the amount of money in the account after 18 years if the interest is compounded semiannually.
Suppose $5000 grows to $8300 in 7 years. What is the annual interest rate if interest is compounded semiannually?
Solution Use the compound interest formula,
where the present value is 5,000 PV , the future value is 8300 FV , and the number of periods is 7 2 n or 14. Put these values into the compound interest formula and solve for i:
If the rate per conversion period is 0.0369 and there are two conversion periods per year (semiannual), then the nominal rate is 0.03686 2 r or approximately 7.37%.
Practice
2. Suppose $10,000 grows to $15,575 in 5 years. What is the annual interest rate if interest is compounded quarterly?
Find the present value if the future value is $14,520.35 and compounded annually at a nominal rate of 1.256% for 6 years.
Solution Use the compound interest formula,
where the future value is 14,520.35 FV , the interest rate per period is 0.01256 i and the number of periods is 6 n . Put these values into the compound interest formula and solve for PV:
To accumulate $14520.35, you would need to start with approximately $13472.63.
Practice
3. Find the present value if the future value is $26,500 and compounded quarterly at a nominal rate of 3.75% for 20 years.
Question 3 – What is an effective interest rate?
Key Terms
Effective interest rate
Summary
The effective interest rate is the simple interest rate that leads to the same future value in one year as the nominal interest rate compounded m times per year.
The effective interest rate is
where r is the nominal interest rate, and m is the number of conversion periods per year.
Another name for the effective interest rate is the effective annual rate.
The future value FV compounded at an effective interest rate (APY) of re is
where PV is the present value or principal, and t is the term in years.
Notes
Determine the effective rate for $1000 invested for 1 year at 7.40% compounded quarterly.
Solution The effective interest rate e r is
where the nominal rate is 0.074 r and the number of compounding periods in a year is 4 m . Using these values, you get
or 7.61%.
Question 4 – What is continuous compound interest?
Key Terms
Continuous interest rate
Summary
The future value FV of the present value PV compounded continuously at a nominal interest rate of r per year is
where t is the time in years.
The effective rate e r for a continuous rate of r is
Notes
Practice
1. Determine the effective rate for $500 invested for 1 year at 2.2% compounded monthly.
Find the future value of $3000 compounded continuously at an annual interest rate of 5.1% for 18 months.
Solution To find the future value for continuous interest, use the formula
with the present value 3000 PV , interest rate 0.051 r , and time 18 12 t or 1.5. Using these values, you get
The future value of $3000 is $3238.51.
Guided Example
How much should be deposited today at a continuous interest rate of 3.5% to accumulate $10,500 in 5 years?
Solution To find the present value for continuous interest, use the formula
with the future value 10,500 FV , interest rate 0.035 r , and time 5 t . Using these values, solve for the present value PV:
If you start with approximately $8814.30, it will grow to $10,500 in 5 years at a continuous interest rate of 3.5% per year.
Practice
1. Find the future value of $5500 compounded continuously at an annual interest rate of 1.1% for 36 months.
Practice
2. How much should be deposited today at a continuous interest rate of 5.75% to accumulate $100,000 in 40 years? | <urn:uuid:952e2396-85a0-4b34-b073-02918c627211> | CC-MAIN-2021-17 | https://math-faq.com/wp-content/uploads/finite_math_ch5_1_workbook.pdf | 2021-04-23T05:32:31+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00078.warc.gz | 482,448,270 | 1,863 | eng_Latn | eng_Latn | 0.989153 | eng_Latn | 0.994807 | [
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HISTORY OF THE UNITED STATES, AMERICAN REVOLUTION TO THE CIVIL WAR GRADE 7
SOCIAL STUDIES CURRICULUM SUMMARY
The purpose of the Social Studies Curriculum Summary is to present an overview of the History of the United States, American Revolution to the Civil War curriculum. Parents are the intended audience of the Social Studies Curriculum Summary.
Unit 1 – Creating a New Nation
Unit 2 – The Living Constitution
Government is structured to meet the needs of the people and conflict occurs when those needs are not met. When a nation attempts to overcome internal and external conflicts, it is imperative that citizens have strong centralized leadership. The creation of the Constitution was so important that differing views from states and sectionals were worked through by compromise to form the new government.
Unit 3 – The New Republic
Washington led the new nation as its first President, establishing precedents that future Presidents would follow. The creation of political parties is a result of the differing opinions on how the government deals with conflicts both inside and outside the country. Many decisions made by the national government are driven by the need to improve the economy.
Current Events
Current events will be discussed throughout the school year.
In general, the ideas and the principles written into the Constitution in 1787 are still practiced in the government today. The Constitution has the ability to be altered in order to meet the changing needs of today's society.
Unit 4 – US Expansion Across the North American Continent
Sectional differences between the north and south became more apparent as the United States economy expanded as a result of the Industrial Revolution. With a major emphasis on improving American society, social programs took on issues and tried to make changes to what were perceived as problems. Whether guided by political, social, or economic reasons, American expansion westward was a driving force for all Americans in the mid-1800's. | <urn:uuid:2b1aefb8-fd9e-46d0-83f8-87f1d538a844> | CC-MAIN-2021-17 | https://www.dasd.org/site/handlers/filedownload.ashx?moduleinstanceid=2907&dataid=15551&FileName=7th%20AM%20History.pdf | 2021-04-23T05:21:41+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00074.warc.gz | 812,094,422 | 382 | eng_Latn | eng_Latn | 0.998286 | eng_Latn | 0.998286 | [
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Citizen Science Projects
Phelps County
CITIZEN SCIENCE PROJECTS FOR PHELPS COUNTY MASTER GARDENERS, as of July 2018
Citizen Science is the collection of scientific data by individuals who are not professional scientists. Professional biologists from the land management agency prepare the individuals for their work as citizen scientists. These projects are on-going and consist of a network of volunteers. Citizen Science networks are very important. The citizen science monitoring programs would not be the success it is without the participation of citizen scientists. Without these dedicated volunteers, too few data would be collected to accomplish research objectives. Much of what has been learned about the monarch butterfly and its migration is the result of citizen science projects. In November 2013, the Extension Horticulturalist Specialist, Patrick Greenwald, approved several of the below listed programs as well as providing his approval for future similar Citizen Science programs as Volunteer Service for for Phelps County Master Gardeners. Additionally, only 1.0-hour of on-line training can be used to meet the annual 6.0-hour Continuing Education requirement.
1. CoCoRAHS: http://www.cocorahs.org/
CoCoRaHS is a grassroots volunteer network of backyard weather observers of all ages and backgrounds working together to measure and map precipitation (rain, hail and snow) in their local communities. By using low-cost measurement tools, stressing training and education, and utilizing an interactive Web-site, our aim is to provide the highest quality data for natural resource, education and research applications. The only requirements to join are an enthusiasm for watching and reporting weather conditions and a desire to learn more about how weather can affect and impact our lives.
Our Web page provides the ability for our observers to see their observations mapped out in "real time", as well as providing a wealth of information for our data users.
2. Monarch Larva Monitoring Project: http://www.mlmp.org/
The Monarch Larva Monitoring Project (MLMP) is a citizen science project involving volunteers from across the United States and Canada in monarch research. It was developed by researchers at the University of Minnesota to collect long-term data on larval monarch populations and milkweed habitat. The overarching goal of the project is to better understand how and why monarch populations vary in time and space, with a focus on monarch distribution and abundance during the breeding season in North America.
As an MLMP volunteer, your contributions will aid in conserving monarchs and their threatened migratory phenomenon and advance our understanding of butterfly ecology in general.
Citizen Science Projects
Phelps County
3. Great Sunflower Project: http://www.greatsunflower.org
Contribute to science and conservation: People all over the country are collecting data on pollinators in their yards, gardens, schools and parks. Together, we take counts of the number and types of pollinators visiting plants (especially sunflowers). We have been gathering information on pollinator service since 2008, and now have the largest single body of information about bee pollinator service in North America. Thanks to our thousands of observers, we can determine where pollinator service is strong or weak compared to averages.
Why It's Important: Over the past few years, scientific studies have suggested that both honey bee and native bee populations are in trouble. What we don't know is how this is affecting pollination of our gardens, crops and wild lands. In 2008, we started this project as a way to gather information about our urban, suburban and rural bee populations and to give you the tools to learn about what is happening with the pollinators in your yard.
How You Can Help: While we love to get data from our namesake species, Lemon Queen Sunflowers, you can participate by watching a plant and recording how many pollinators visit or recording pollinators as you take your favorite hike! Seeds can be purchased at your local store or through Renee's Garden who will donate 25% of her proceeds if you use the coupon code FR225A. Do join us! We would love to have you; let's help our most important pollinators together!
4. Nature's Notebook, https://www.usanpn.org/naturesnotebook, part of the USA
National Phenology Network: https://www.usanpn.org/
Phenology refers to key seasonal changes in plants and animals from year to year—such as flowering, emergence of insects and migration of birds—especially their timing and relationship with weather and climate. This is a national partnership with the University of Arizona, University of Wisconsin, Milwaukee, The Wildlife Society, National Park Service, National Oceanic and Atmospheric Administration, National Aeronautical and Space Administration, National Science Foundation, Oak Ridge National Laboratories, US Fish and Wildlife Service, and US Geological Service.
Observing nature is fun. But it also serves a greater purpose. Your observations of plants or animals inform scientific discovery and decision-making: Scientists use your data in groundbreaking research. Land managers use them to make better-informed decisions about natural resources in their care. Decision-makers use them to determine policy.
Citizen Science Projects
Phelps County
5. Journey North, http://www.learner.org/jnorth/
Journey North is an Annenberg Lerner program. Journey North engages citizen scientists in a global study of wildlife migration and seasonal change. K-12 students share their own field observations with classmates across North America. They track the coming of spring through the migration patterns of monarch butterflies, robins, hummingbirds, whooping cranes, gray whales, bald eagles— and other birds and mammals; the budding of plants; changing sunlight; and other natural events. Find migration maps, images, standards-based lesson plans, activities and information to help students make local observations and fit them into a global context. Widely considered a best-practices model for education, Journey North is the nation's premiere citizen science project for children. The general public is welcome to participate.
6. Hummingbirds at Home, http:// www.hummingbirdsathome.org
To live such high energy lifestyles hummingbirds must sync their migration and nesting times with the flowering of nectar-bearing plants. Climate change threatens to throw off this delicate balance, with unknown repercussions for hummingbirds. We know that scientific research will be essential for helping us understand how climate change is affecting hummingbirds and for learning what we can do about it. But it's not that simple. Collecting the necessary scientific data across large areas is difficult and costly.
So how can we begin the research necessary to answer important questions related to hummingbirds and climate change? Team up with Audubon to help hummingbirds. There are three opportunities to participate: Patch Survey- Search your whole patch for hummingbirds, sources of nectar, and feeding events. A patch is any area you regularly survey for hummingbirds. Single Sighting- Tell us when you make an incidental observation of a hummingbird, source of nectar, or feeding event. Single sightings are not planned ahead of time and can occur at your patch or anywhere. Nectar Watch- Choose a single nectar source in your patch and log visits from hummingbirds. You will be able to track several species during each watch.
7. Monarch Joint Venture, https://monarchjointventure.org/
To understand the monarch migration, we rely on the help of citizen scientists to collect data during all phases of the annual life cycle of monarch breeding, migrating, and overwintering. While measuring and studying overwintering colonies may give us the best estimate of population size, it is important to gain insight into breeding population trends and factors influencing the migration within the US. Each phase of the monarch annual life cycle plays a role in the overall health and abundance of North American monarchs. To estimate the overwintering population in Mexico, staff members of the World Wildlife Fund-Mexico and Comisión Nacional de Áreas Naturales Protegidas (CONANP) measure the area within the Monarch Butterfly Biosphere Reserve that is occupied by monarch overwintering colonies. In
Citizen Science Projects
Phelps County the U.S., however, information about the status of breeding and migration is collected by citizen scientists. There are many ways to participate. Visit their Webpage to find out more.
8. Missourians Doing Impact Research Together, http://modirt.missouriepscor.org/
MO DIRT, Missourians Doing Impact Research Together, is a new state-wide project aimed at educating citizens on soil health and working with them to examine soils properties and how these properties are influenced by microclimate and climate in the state. The Missouri Transect project was established through a $20 million National Science Foundation EPSCoR grant in 2014 (www.missouriepscor.org; award IIA-1355406). This project aims to study and predict the impact of climate change on agricultural productivity and natural habitats in Missouri, and how communities are likely to be affected by and respond to the challenges of a changing climate. The lead institution of this project is the University of Missouri-Columbia with the following partners: Donald Danforth Plant Science Center, Saint Louis Science Center, Saint Louis University, Lincoln University, Washington University, the University of Missouri at Kansas City and St. Louis, and the University of Missouri Science and Technology.
SPECIFIC GOALS
* To educate citizens on soil science, soil-climate interactions and the soil-plant interface
* To create public awareness of soil threats and conservation actions
* To train citizens on data collection, analysis, and reporting of soil properties
* To conduct soil surveys with particular emphasis on soil respiration and soil carbon
* To maintain a web-based portal for MO DIRT participants
* To contribute valuable data to scientists involved in Missouri Transect research
9. There are many other Citizen Science programs not listed here. They are preapproved as long as they pertain to sustainable horticulture related practices and environmental stewardship related topics. If a member finds additional Citizen Science Programs they are participating in, please inform the Chapter President so this list can be updated. Additionally, on-line training, can only count as 1.0-hour toward the 6.0-hour annual Continuing Education requirement. It will still count as Continuing Education but not for meeting the entire 6.0-hour requirement. | <urn:uuid:148f35c5-9d4d-4f7d-bd97-76acb014c057> | CC-MAIN-2021-17 | http://www.phelpsmastergardeners.org/uploads/1/1/0/7/110795077/citizen_science_projects_for_phelps_mgs_july_2018.pdf | 2021-04-23T05:13:33+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00080.warc.gz | 173,523,046 | 2,101 | eng_Latn | eng_Latn | 0.994253 | eng_Latn | 0.995042 | [
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I Bike
AIR QUALITY EXPLORERS
LICHEN IDENTIFICATION GUIDE
There are lots of different types and they can be difficult to identify, so our friends at the Woodland Trust have helped us put together a guide to seven lichen species you might find on your lichen walk. The dots on the pictures will help you decide if they can live in:
clean air dirty air
somewhere in the middle
You might be confused by these long names which seem to be in another language! Well they are! These are the scientific Latin names which help us categorise plants and animans and tell them apart!
Usnea subfloridana
For good reasons this species is also known as 'old man's beard'. It's a bushy lichen which can be yellow-green or greygreen with a black base. Widespread throughout the UK, it likes growing where the air is clean.
Ramalina fastigiata
These lichens are sometimes called strap lichens because of those long strap-like branches. It has disc-like parts on the end of the lobes. It's common throughout the UK, but it is sensitive to pollution.
Ramalina farinacea
Another lichen that is common throughout the UK but doesn't like polluted air. It can survive in shaded or sunny locations. It can be silvery grey-green or yellow-green with narrow flat branches.
.
Enjoy this activity? Use #stayhomestayactive and tag us @SustransScot on Facebook and Twitter Make sure you get permission first!
Funded by Scottish Government and delivered by Sustrans in partnership with local authorities, I Bike promotes cycling, walking and scooting in schools. I Bike encourages exercise and reduces congestion by empowering teachers, parents and pupils to travel actively, safely and confidently to school.
Find out more at www.ibike.sustrans.org.uk
AIR QUALITY EXPLORERS
Hypogymnia physodes
Also called monk's hood lichen, it has a grey-green collection of swollen lobes with brown colouring on the lower side. This lichen is widespread, but it's very sensitive to air pollution.
Physcia adscendens
The pale grey, flattened branches of this lichen will hug the bark of trees tightly. The end of the each lobe is swollen and can look hoodshaped. It's a widespread species which is more tolerant of pollution.
Xanthoria parietina
This brilliantly coloured lichen is sometimes known as common orange lichen. It's found throughout the UK on trees, roof tiles, wooden fences and rocks. This lichen likes to grow where the air is more polluted.
Candelariella reflexa
This lichen is made up of bright yellow to yellow-green granules and can appear fluffy. It's common on the bark of many trees, especially at the lower end of the trunk where dogs might have, ahem, gone to the bathroom! It thrives in more polluted areas.
You can find out more about tress and wildlife by vising the Woodland Trust website www.woodlandtrust.org.uk
Enjoy this activity? Use #stayhomestayactive and tag us@
SustransScot on
Facebook and
Twitter.
Make sure you get permission first!
Funded by Scottish Government and delivered by Sustrans in partnership with local authorities, I Bike promotes cycling, walking and scooting in schools. I Bike encourages exercise and reduces congestion by empowering teachers, parents and pupils to travel actively, safely and confidently to school.
Find out more at www.ibike.sustrans.org.uk | <urn:uuid:8ca64e40-7e51-412c-a60e-b63ef23812d3> | CC-MAIN-2021-17 | https://ibike.sustrans.org.uk/wip/wp-content/uploads/2021/01/Lichen-ID-guide.pdf | 2021-04-23T04:45:12+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00074.warc.gz | 409,665,742 | 736 | eng_Latn | eng_Latn | 0.998937 | eng_Latn | 0.998925 | [
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Core RS Skills (Application): Reasoning- reasons for and against/ Developing reasoning- using quotations/ Knowledge- key beliefs & teachings, using subject keywords, using textual sources/ Evaluation- coming to a justified conclusion
Year 8 Religious Education 2019-2020 Curriculum Overview
Term Unit
Substantive Knowledge
(Building blocks/ 'stuff' to learn)
Disciplinary aim (Application)
Cultural capital (Two tier vocabulary
| Year 8 Lessons 1-8 | Buddhism | 1. History & Belief- know how Buddhism begun, the experiences of Siddhartha Gautama and examine the central ideas of Buddhism such as the Four Noble Truths and the Eight-Fold Path. 2. Religion in the modern world- know how Buddhists practice their religion in the modern world. | Knowledge Developing reasoning Evaluation Formative Assessment (every 6-8 weeks) Design a guide to Buddhism. ‘Explain’ skill question- Worked examples of planning and writing’ explain’ questions. ‘Analyse and evaluate’ skill question- Worked examples of planning and writing ‘analysis and evaluation’ questions. Summative Assessment (End of Term 1) Complete two multiple-choice quizzes, one on Buddhism and one on life after death. [AO1] Complete one ‘explain’ skill question on Buddhist ethics. [AO2] Complete one ‘analyse and evaluate’ question on Life after death. [AO2] |
|---|---|---|---|
| Year 8 Lessons 9-16 | Life after death | 1. History & Belief- know different religious (studied in Y7&Y8) and non- religious teachings on life after death. 2. Religion in the modern world- know how beliefs on life after death affect and inform the life of religious believers and their practices. | |
| Year 8 Lessons 17- 32 | Ethics | 1. History & Belief- know what ethics is, how to make good decisions and have a broad overview of morality. 2. Religion in the modern world- know how beliefs on morality affect decisions and beliefs about abortion, euthanasia, the death penalty and beliefs about the use of animals in research. | Knowledge Developing reasoning Reasoning Evaluation Formative Assessment (every 6-8 weeks) Prepare arguments for a debate on abortion/ euthanasia or the death penalty- for or against. ‘Explain’ skill question- Worked examples of planning and writing’ explain’ questions. ‘Analyse and evaluate’ skill question- Worked examples of planning and writing ‘analysis and evaluation’ questions. Summative Assessment (End of Term 2) Complete two multiple-choice quizzes, one on Buddhism & life after death and one on ethics. [AO1] Complete one ‘explain’ skill question on ethics. [AO2] Complete one ‘analyse and evaluate’ question on ethics. [AO2] |
| Year 8 Lessons 33-40 | Humanism | 1. History & Belief- know what Humanism is, attitudes to God, celebrations and Humanist thinkers. 2. Religion in the modern world- know how Humanist beliefs affect attitudes towards the purpose and meaning of life and views on other religions. | Knowledge Developing reasoning Reasoning Evaluation Formative Assessment (every 6-8 weeks) ‘Analyse and evaluate’ skill question- Worked examples of planning and writing ‘analysis and evaluation’ questions. Summative Assessment (End of Term 3) Complete three multiple-choice quizzes, one on Buddhism & life after death, one on ethics and one on Humanism. [AO1] Complete one ‘explain’ skill question on ethics. [AO2] Complete one ‘analyse and evaluate’ question on Humanism. [AO2] | | <urn:uuid:b57a48db-d9ba-4a29-b5df-8c024052a1a5> | CC-MAIN-2021-17 | https://www.witchfordvc.co.uk/assets/Uploads/Y8-RE-Curriculum-Overview-2019-2020.pdf? | 2021-04-23T06:08:30+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00082.warc.gz | 1,165,905,950 | 839 | eng_Latn | eng_Latn | 0.776199 | eng_Latn | 0.776199 | [
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Termly Learning P6a – Term 2
Numeracy and Maths:
Literacy
Reading
- In reading, we will be using a range of texts to develop our reading skills including answering literal, inferential and evaluative questions.
Writing
- In fiction writing, we will be creating "finding/losing" texts.
- In non-fiction writing we will be creating newspaper reports.
Listening and talking
- Pupils will be presenting talks on a famous Victorian of their choice.
Homework
- First News and personal reading.
- Victorian presentation.
- Continued spelling practise.
Main Contexts for Learning
- In Social Subjects this term we will continue to learn about the Victorians.
- We will be learning about electricity with Mrs Maynard.
- In French, we will be learning vocabulary about school life and describing classroom objects. We will also be consolidating our learning on greetings and talking about ourselves.
School Events
Our House Captains and Vice Captains are now starting to focus on things like Dress Down Days, Children in Need and events at Christmas - all things that we want to continue to do but we have to think differently about how we organise them.
- We will be developing our knowledge of fractions, decimals and percentages.
- We will also be learning about coordinates and will continue to develop our problem solving skills in a range of contexts.
- Weekly problem solving activities.
Homework
- Issued weekly depending on class focus/topic.
In Health and Wellbeing:
- This term we will continue to develop our "growth mindset" throughout the curriculum.
- We will also learn about healthy eating.
- We will look at internet safety and examine the risks pupil may face online.
- Weekly PAThS lesson.
P.E.
- PE is on a Tuesday and Wednesday.
- Develop our ball skills and coordination through football.
- We will continue to focus on consolidating and developing our skills when working as part of a team.
Outdoor Learning
As part of outdoor learning, breaks and lunchtimes could you please ensure that your child comes to school prepared to go outdoors in all weather. | <urn:uuid:fb1653b6-2b4e-40f7-be22-7c682ccc4abe> | CC-MAIN-2021-17 | http://www.lenziemeadow.e-dunbarton.sch.uk/media/13103/term-2-p6a.pdf | 2021-04-23T06:09:53+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00083.warc.gz | 142,865,765 | 422 | eng_Latn | eng_Latn | 0.998552 | eng_Latn | 0.998552 | [
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Don't Move Firewood and Pests
News Release Date: October 29, 2012 Contact: Pam Kan-Rice
(530) 754-3912, firstname.lastname@example.org Katie Palmieri, California Firewood Task Force (510) 847-5482, email@example.com
As autumn temperatures cool, many people like to warm themselves with a cozy fire. When choosing firewood, natural resources experts ask that people use local firewood to avoid moving harmful insects and plant diseases into and around California.
"Buy firewood from a local source close to your home to prevent the spread of insects and diseases, such as the goldspotted oak borer, sudden oak death and emerald ash borer," said Thomas Scott, a UC Cooperative Extension specialist based at UC Riverside who studies these invasive pests.
"Firewood is one of the least-regulated natural resource industries in California," said Scott, "but this is a situation where the university can play a critical role in changing behavior through research and education rather than regulation."
Scott and his UC Cooperative Extension colleagues are working with the U.S. Forest Service, the California Firewood Task Force and other agencies to educate and discourage woodcutters, arborists, firewood dealers and consumers from transporting infested wood.
"Many people don't realize that firewood can harbor harmful insects and plant pathogens. Moving around infested wood can introduce those pests and pathogens to new areas where they might take hold and could have devastating impacts to trees, our natural resources and local communities," said Don Owen, California Firewood Task Force chair and CAL FIRE forest pest specialist based in Redding.
"Even wood that looks safe can harbor destructive pests," cautioned Janice Alexander, UC Cooperative Extension sudden oak death outreach coordinator in Marin County.
For example, female goldspotted oak borers lay eggs in cracks and crevices of oak bark, and the larvae burrow into the cambium of the tree to feed so they may not be visible.
The goldspotted oak borer has killed more than 80,000 oak trees in San Diego County in the last decade and Scott hopes it can be contained in that region. The half-inch-long beetle is native to Arizona but not to California and likely traveled in a load of infested firewood, according to Scott.
In his research, Scott has found outbreaks of goldspotted oak borer 20 miles from the infested area, which leads him to believe movement in firewood is the most likely reason for the beetle leap-frogging miles of healthy oak woodlands to end up in places like La Jolla. In communities where people harvest local trees for firewood, oaks have remained relatively beetle-free, Scott said.
In addition to concealing goldspotted oak borer, firewood may harbor other destructive invasive species such as emerald ash borer or the pathogen that causes sudden oak death. Sudden oak death has killed more than a million oak and tanoak trees in 14 coastal California counties, from Monterey to Humboldt. The highly destructive emerald ash borer has been identified in Michigan, Indiana, Ohio and Illinois, but not California.
"Our best defense against the GSOB outbreak is the enlightened self-interest of Californians purchasing firewood," Scott added. "If you want to protect the oaks around your house, neighborhood, and nearby woodlands, make sure that you're not buying wood that could contain these beetles."
In a broader sense, buy firewood from reputable dealers, from local sources whenever possible – and try to make sure that the wood you buy has been properly seasoned and doesn't contain pests.
Tips for buying oak firewood
* Don't buy green firewood from unknown sources; it has the highest chance of containing pests and pathogens.
* Wood should preferably be bark-free, or have been dried and cured for one year prior to movement.
* Ask where the firewood originated. If it isn't local, ask what precautions the seller has taken to ensure that the firewood is free of harmful insects and disease or consider buying from another local source.
* If you see D-shaped exit holes, be reluctant to buy unless you know the wood has dried for at least a year or longer.
For more information about the pests and diseases that threaten California's oaks, visit these websites:
* GSOB.org
* suddenoakdeath.org
* firewood.ca.gov
###
MEDIA CONTACTS:
Thomas Scott, UC Cooperative Extension specialist in the Department of Environmental Science, Policy & Management at UC Berkeley, located in Riverside, (951) 827-5115, firstname.lastname@example.org
Janice Alexander, UC Cooperative Extension sudden oak death outreach coordinator in Marin County, (415) 473-4204 Ext.3041, email@example.com | <urn:uuid:48d4d8a2-090a-44f7-97b6-61a4dc76a062> | CC-MAIN-2017-43 | http://firewood.ca.gov/docs/PressReleases/CFTF-NewsRelease-102912-Dont-Move-Firewood-and-Pests.pdf | 2017-10-19T12:29:01Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00183.warc.gz | 122,561,401 | 991 | eng_Latn | eng_Latn | 0.997698 | eng_Latn | 0.997683 | [
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Come and Experience an Educational & Unforgettable FUN-tastic Summer Adventure at Montessori School of Orlando!
Mornings will be devoted to individualized core academic material (Language, Math, Social Sciences).
Afternoons will be devoted to our weekly summer-themed learning experiences. Children will participate in experiments, hands-on activities, research-based work, computers, arts & crafts, stories, music, movement, & dance.
Let the fun begin! Register now! Spaces are limited so please register early to reserve your spot!
SUMMER CAMP HOURS & RATES
Registration Fee (non-refundable) $60.00 per child Programs for Children 3 – 14 years of Age (must be potty trained)
After 5:30 pm $1.00 per minute
Summer VPK
Your child is eligible if they turned 4 years old by September 1 st , 2016 and has not attended VPK this 2016-2017 school year.
SUMMER CAMP 2017
June 5 th - August 4 th 3-14 years old
Math & Reading Lab Get Ahead in Math (K-8) Reading made easy (3 years old & up)
1187 Florida Mall Ave. Orlando, FL 32809 T. 407-601-4247 F. 407-601-4321 firstname.lastname@example.org email@example.com www.montessorischooloforlando.com
Our school does not discriminate on the basis of sex, race, color, creed, national origin, religion, or disability.
License # C09OR0750
Summer Camp Schedule June 5 th - August 4 th
Week 1: Disney Days! (June 5 – June 9)
Week 6: Music Makers! (July 10 – July 14)
No matter how young or how old, everyone loves Disney! Children will study the autobiography of Walt Disney himself, and how he was an American entrepreneur, animator, voice actor, and film producer. They will create Disney-inspired art projects, share their favorite Disney books and movies and sing songs from Disney soundtracks.
Week 2: Fun & Crafts with Pompoms (June 12 – June 16)
Students will create a variety of pompom projects using their creativity and imaginations from making pompom animals to anything they can imagine.
Week 3: Hero Week! (June 19 – June 23)
Get ready to sing some tunes and make some noise! Children naturally love music, and this camp will give them the opportunity to create their own musical instruments, explore concepts of pitch, sound, and play musical games, learn about various types of music, and have a rockin' good time!
Week 7: Space Station! (July 17 – July 21)
3..2..1..BLAST OFF! Our Earth is but a speck in the vastness that is our universe. Children will become astronauts exploring outer space! Campers will do experiments, activities and crafts to learn not only about our planet Earth, but also about our sun, our moon, the stars, planets of the solar system, and so much more!
"What do I want to be when I grow up?" Children will learn about some of the community's local heroes and hopefully be inspired to work towards becoming one themselves. It is important for children to always have someone to look up to, someone to think of as a hero (other than the obvious: their parents!) Children will find out what it takes to be a police officer, fireman, doctor, and more!
Week 8: Fun and Fitness! (July 24 – July 28)
Week 4: Creations from the Kitchen (June 26 – June 30)
In today's technology-driven state, it is crucial for children to know the importance of being fit and keeping their bodies healthy. During this camp, children will have the opportunity to exercise and have fun doing it! They will also learn how to keep their bodies physically fit by avoiding unhealthy options, choosing nutritious food, and keeping themselves hydrated, and well-rested.
The children will learn a variety of cooking skills to use for a lifetime. They will become familiar with kitchen utensils, measuring, following recipes, nutrition, and kitchen safety. Then we will put our skills to the test by creating healthy recipes.
Week 5: Stars and Stripes! (July 3 – July 7)
It's the week of the Fourth of July, when the United States gained their independence. Children will learn about American History, the significance of Independence Day, and get to celebrate this momentous day of red, white, and blue. (Please bring in a white T-shirt on Monday and there will not be camp on Tuesday)
Week 9: Water, Water, Water! (July 31 – August 4)
The last week of Camp at MSO will end with a SPLASH! This week the children will be able to relax and enjoy the sun along with lots of water fun. | <urn:uuid:f122d0c3-27de-4418-9e20-45ae53e328f8> | CC-MAIN-2017-43 | http://montessorischooloforlando.com/wp-content/uploads/2013/06/SUMMER-CAMP-2017-BROCHURE.pdf | 2017-10-19T12:28:01Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00182.warc.gz | 237,973,196 | 1,031 | eng_Latn | eng_Latn | 0.990427 | eng_Latn | 0.996791 | [
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Learn About Natural Dye with High Point Museum!
Spend some time outside and look at all of the different plants around you. Do you ever wonder what you can do with some of them? Some plants are grown for food, like your herbs, fruits, and vegetables. Some are grown for medicine to help with fevers or tummy aches. Some plants are grown for the pretty flowers they make. All of these plants provide natural materials to create dye, which helps make our fabric and cloth pretty colors!
Here are some common plants that could be in your garden that make dye: Blackberry
```
– light gray Black Walnut – browns, greys (can also be used for ink) Calendula – lemon yellow (can be used to color butter and cheese) Dandelion – soft yellow Madder Root - red and orange Marigold – yellow orange Marjoram – purple to reddish-brown Onion skin – yellows, greens, oranges Yarrow – medium green
```
Experiment with different kinds of plants to see what kind of colors they will make! Next, experiment with wool, linen, silk, or cotton fabric to see how dye can affect the colors!
There are some things that will affect the color of your material:
1. Fibers: Plant fibers – cotton, linen, burlap Protein fibers – animals and bugs (wool/cochineal)
2. Water quality: Alkaline (higher pH), Acid (lower pH)
3. Temperature: Cold or Hot
4. Time in Bath: Sometimes the time spent soaking = dark or light color
5. Time of year: Growing conditions (region, soil type) and the plant part (fresh or dried, maturity)
6. Type of Pot: Iron, aluminum, copper
7. Mordants (helps bond the dye to the fiber):
- Natural acid found in plants or insec
- Metallic salts of iron (dark), aluminum (bright and light), and copper
Have fun experimenting with your natural dyes and your fabric! Enjoy these coloring pages of some of the dye plants we have growing in our garden. | <urn:uuid:a6580b37-dda9-47f1-b4be-2f184d54a5d8> | CC-MAIN-2021-17 | https://highpointnc.gov/DocumentCenter/View/14320/NC-Science-Festival---- | 2021-04-23T04:26:03+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00081.warc.gz | 397,687,596 | 448 | eng_Latn | eng_Latn | 0.993445 | eng_Latn | 0.995895 | [
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Spelling practice: Look, say, cover, write, check
Spelling Rule: Challenge Words 2
Check
| Say | Cover | Write | Check | Write | Check | Write |
|---|---|---|---|---|---|---| | <urn:uuid:26a41ba4-5fdd-4254-8ed7-a037fb684d48> | CC-MAIN-2021-17 | https://www.deltaprimaryelt.org/attachments/download.asp?file=1837&type=pdf | 2021-04-23T05:40:21+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039601956.95/warc/CC-MAIN-20210423041014-20210423071014-00084.warc.gz | 810,432,038 | 64 | eng_Latn | eng_Latn | 0.922285 | eng_Latn | 0.922285 | [
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During A Storm Surge!
- Stay inside where you are protected from the water. It's best to be on the downwind side of the house, away from windows.
- Monitor the storm's progress and listen for warnings or instructions from local officials.
- Before driving anywhere, listen carefully to rescue officials who will be coordinating evacuation plans.
- Do not drive through flood waters.
- Be aware of risks such as hypothermia from cold water or drowning from running water. | <urn:uuid:da1ce64e-7860-44a7-82b9-9fab19c29402> | CC-MAIN-2017-43 | http://whitestone.ca/sites/default/files/During%20A%20Storm%20Surge.pdf | 2017-10-19T12:37:18Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00185.warc.gz | 374,807,500 | 94 | eng_Latn | eng_Latn | 0.998876 | eng_Latn | 0.998876 | [
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Twin Rivers USD
Grade Seven Common Core Math Pacing 2017-2018
Trimester 3
Unit 8: Scale Drawing and Geometric Figures
Instructional Window (6 days): March 5 – March 12
Standard(s)
7.G.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
| TE pg. # | SJ pg. # | | Lesson Topic | Standard |
|---|---|---|---|---|
| | | | * = optional lesson | |
| | | | (c) = combine lessons | |
| | | Lesson 1 Scaled Drawings | | 7.G.1 |
| | | Lesson 2 Scales Drawings: Compute | | 7.G.1 |
| | | Lesson 3 Scales Drawings: Reproduce | | 7.G.1 |
| | | Lesson 4 Three Dimensional Figures | | 7.G.3 |
| | | Lesson 5 Slicing Three Dimensional Figures | | 7.G.3 |
| | | Lesson 6 Scaled Drawings | | 7.G.1 |
Suggested Unit 8 Assessment Date – March 13 & 14
Unit 9: Angles & Triangles
Instructional Window (5 days):
March 15 – March 22
Standard(s)
7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
| TE pg. # | SJ pg. # | | Lesson Topic | Standard | Lesson Focus | Lesson |
|---|---|---|---|---|---|---|
| | | | * = optional lesson | | | Focus |
| | | | (c) = combine lessons | | | |
| | | Lesson 1 Angles & Triangles | | 7.G.2 7.G.5 | | |
| | | Lesson 2 Angles: Vertical & Adjacent | | 7.G.5 | | |
| | | Lesson 3 Angles: Complementary & Supplementary | | 7.G.5 | | |
| | | Lesson 4 Draw Geometric Shapes | | 7.G.2 | | |
| | | Lesson 5 Create Triangles | | 7.G.2 | | |
Suggested Unit 9 Assessment Date – March 23 & April 3
Unit 10: Statistics
Instructional Window (6 days): April 4 – April 11
Standard(s)
7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
7.SP.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variationin estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
| TE pg. # | SJ pg. # | | Lesson Topic | Standard | Lesson Focus |
|---|---|---|---|---|---|
| | | | * = optional lesson | | |
| | | | (c) = combine lessons | | |
| | | Lesson 1 Statistics of Sample Populations | | 7.SP.1 | C |
| | | Lesson 2 Sample Populations | | 7. SP.1 | P |
| | | Lesson 3 Random Sampling | | 7. SP.2 | C |
| | | Lesson 4 Random Sampling: Tables & Graphs | | 7. SP.2 | P |
| | | Lesson 5 Random Samples | | 7. SP.2 | P |
| | | Lesson 6 Multiple Samples of Data | | 7. SP.2 | MT |
Suggested Unit 11 Assessment Date – April 12 & 13
Unit 11: Data Sets
Instructional Window (7 days): April 16 – April 24
Standard(s)
7.SP.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
7.SP.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
| TE pg. # | SJ pg. # | | Lesson Topic | Standard | Lesson Focus |
|---|---|---|---|---|---|
| | | | * = optional lesson | | |
| | | | (c) = combine lessons | | |
| | | Lesson 1 Measures of Central Tendency | | 7.SP.4 | C |
| | | Lesson 2 Calculate Measures of Center | | 7.SP.4 | P |
| | | Lesson 3 Measures of Variability | | 7.SP.4 | C |
| | | Lesson 4 Calculate M.A.D. | | 7.SP.3 | P |
| Lesson 5 Compare Populations: Measures of Center | 7.SP.3 |
|---|---|
| Lesson 6 Compare Populations: Measures of Variability | 7.SP.3 |
Suggested Unit 11 Assessment Date – April 25 & 26
Unit 12: Probability
Instructional Window (17 days):
April 27 – May 21
Standard(s)
7.SP.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
7.SP.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
7.SP.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.
c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
| TE pg. # | SJ pg. # | Lesson Topic | Standard | Lesson Focus | Lesson |
|---|---|---|---|---|---|
| | | * = optional lesson | | | Focus |
| | | (c) = combine lessons | | | |
| 270 | 120 | Lesson 1 Probability Foundations | 7.SP.5 | C |
|---|---|---|---|---|
| 281 | 124 | Lesson 2 Probability Foundations | 7.SP.5 | P |
| 292 | 130 | Lesson 3 Probability Foundations | 7.SP.5 | P |
| 303 | 136 | Lesson 4 Probability Experiments | 7.SP.6 | C |
| 313 | 140 | Lesson 5 Probability Experiments | 7.SP.6 | P |
| 326 | 147 | Lesson 6 Probability Experiments | 7.SP.6 | P |
| 338 | 154 | Lesson 7 Probability a Game of Chance | 7.SP.6 | MT |
| 342 | 156 | Lesson 8 Designing Probability Experiments | 7.SP.6 | C |
| 352 | 160 | Lesson 9 Designing Probability Experiments | 7.SP.6 | P |
| 363 | 166 | Lesson 10 Performing Experiments | 7.SP.7b | C |
| 374 | 170 | Lesson 11 Compound Events | 7.SP.8a | C |
| 385 | 174 | Lesson 12 Compound Events | 7.SP.8a | P |
| 397 | 181 | Lesson 13 Sample Spaces | 7.SP.8d | C |
| 407 | 185 | Lesson 14 Sample Spaces | 7.SP.8d | P |
| 420 | 192 | Lesson 15 Modeling Probabilities | 7.SP.8c | C |
| 431 | 196 | Lesson 16 Modeling Probabilities | 7.SP.8c | P |
| 446 | 204 | Lesson 17 Modeling Probabilities | 7.SP.8 | MT |
End of Trimester 3 Assessments
Suggested Review Day for Trimester 3 Benchmark Date – May 24 Suggested Trimester 3 Cumulative Benchmark Date – May 25 & 29 Performance Task – May 30 & 31 | <urn:uuid:00666272-b5c0-47b4-996f-7185d5e1f906> | CC-MAIN-2017-43 | http://twinriversusd.org/misc/pacing/assets/files/tri3/02_tri-3-grade-7-pacing.pdf | 2017-10-19T12:58:41Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00187.warc.gz | 349,277,242 | 2,563 | eng_Latn | eng_Latn | 0.916276 | eng_Latn | 0.991604 | [
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na Blog.cz
Leopard
November 26, 2016, 08:12
Part of the cat family, leopard's bodies are built for hunting. They are solitary animals, hunting at night and often drag their food up trees for safe keeping.
African legends are both entertaining and educational. As expected, they contain lots of animal characters and exciting adventures. Here is the beginning of our.
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November 27, 2016, 17:12
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An african leopard food web
November 29, 2016, 18:29
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Part of the cat family, leopard's bodies are built for hunting. They are solitary animals, hunting at night and often drag their food up trees for safe keeping. African legends are both entertaining and educational. As expected, they contain lots of animal characters and exciting adventures. Here is the beginning of our. CULTURE 265 Top Famous African Wise Proverbs and Quotes About Life, Rich African Culture.
Mar 15, 2012. Healthy, well-balanced ecosystems are made up of multiple, interacting food chains, called food webs. Carnivores (lions, hyenas, leopards) . The vital role in the African Animal Hierarchy is played by the essential who rule the African Animal Hierarchy are the predators who initiate the food chain. the next position in the African Animal Hierarchy is followed by leopards that are . The African elephant is larger. They are both herbivores, meaning that they eat plants. Those plants are at the bottom of the food web in their environments.
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An african leopard
November 30, 2016, 03:38
In a remote part of rural DRC, AWF built a different kind of primary school. When AWF arrived in Ilima, the local school was a ramshackle building that failed to.
Leopard Geckos are one of the most versatile reptiles when it comes to feeding them and what they can eat. They aren't particularly picky and a lot of people. The leopard feeds mainly with boars and deers, and sometimes with birds and rodents. He hunts alone, at night, and always in ambush. He can make really high and.
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December 02, 2016, 04:36
The leopard is the epitome of stealth. Its very name brings mental pictures of this great spotted cat crouched on a tree limb awaiting the approach of a gazelle, or. Solutions. Our solutions to conserving the leopard : Work with local people. African Wildlife Foundation works closely with pastoralist communities to institute.
The leopard is the epitome of stealth. Its very name brings mental pictures of this great spotted cat crouched on a tree limb awaiting the approach of a gazelle, or. African legends are both entertaining and educational. As expected, they contain lots of animal characters and exciting adventures. Here is the beginning of our. The leopard feeds mainly with boars and deers, and sometimes with birds and rodents. He hunts alone, at night, and always in ambush. He can make really high and.
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an african leopard
December 05, 2016, 01:49
Solutions. Our solutions to conserving the leopard : Work with local people. African Wildlife Foundation works closely with pastoralist communities to institute.
The seasonal rainfall patterns that characterize the East African climate create an. . Insights into the factors that shape the structure of the Serengeti food web. … This means that lions, leopards, hyenas and a diversity of other species are .
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Solutions. Our solutions to conserving the leopard: Work with local people. African Wildlife Foundation works closely with pastoralist communities to institute. In a remote part of rural DRC, AWF built a different kind of primary school. When AWF arrived in Ilima, the local school was a ramshackle building that failed to.
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December 08, 2016, 19:02
African Grassland Food Web. 2 of 4. Vulture. Baboon. Acacia. Grasses. Hyena. Hunting Dog. Cheetah. Leopard leopard, giraffe, impala, baboon, zebra . Mar 24, 2010. The place of the ostrich in the food web or food chain, including which animals or. Ostriches are animals of the African plains, so they have to be on the lookout for most. Lions and leopards are both predators of the ostrich.
In a remote part of rural DRC, AWF built a different kind of primary school. When AWF arrived in Ilima, the local school was a ramshackle building that failed to. The leopard feeds mainly with boars and deers, and sometimes with birds and rodents. He hunts alone, at night, and always in ambush. He can make really high and. African legends are both entertaining and educational.
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ANO NE | <urn:uuid:cf87093e-a56d-452a-9324-08e7f4c621dc> | CC-MAIN-2017-43 | http://sdssyz.spdns.de/2b5 | 2017-10-19T12:44:27Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00184.warc.gz | 305,500,693 | 2,189 | eng_Latn | eng_Latn | 0.996113 | eng_Latn | 0.996252 | [
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PROJECT NAME:
Project STAR
PROJECT LEAD:
Franklin C. Shontz, Ph.D.
TIMELINE:
CONTENT AREA:
FUNDER:
Ewing Marion Kauffman Foundation
CLIENT:
AUDIENCE:
RESEARCH METHODOLOGY:
OVERVIEW:
Project STAR, a community-wide program committed to substantially reducing drug and alcohol abuse, teaches drug resistance skills to more than 150,000 students a year. Project STAR is a community-wide, prevention program aimed at reducing alcohol and drug abuse. Project STAR provides consulting and training services for schools and communities that want to implement comprehensive prevention programs. The program targets 7th and 8th grade students. Teachers provide in-depth material on (1) the effects of drug use, (2) resistance techniques, (3) peer pressure, (4) advertising techniques and effects, and (5) how to make informed decisions.
Several sessions include homework assignments that students and parents complete together. These lessons develop interpersonal and social skills and promote communication about attitudes about alcohol and drug use and abuse. The program trains parents to support their children’s resistance skills through active involvement in school-based programs. Project STAR was eventually funded by the National Institute on Drug Abuse through a grant to the University of Southern California. This project is part of the Midwest Prevention Project.
LINKS: | <urn:uuid:0dce0a87-ab4c-4c55-8a4e-f010287f7935> | CC-MAIN-2017-43 | http://rdikc.org/pdf/Substance%20Abuse/Project-STAR.pdf | 2017-10-19T12:55:49Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00194.warc.gz | 294,794,110 | 263 | eng_Latn | eng_Latn | 0.991774 | eng_Latn | 0.991774 | [
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GRADE LEVELS:
PreK-2
Educational Setting:
Both in school and out of school.
Award Provides:
* steppingstones
A classroom kit which includes: 0B
* 1Brocker board
* tinker toys to investigate building stable and kinetic structures
* 2Byoga balance poses for young children 3B
* 4Bleft / right balance board
* 6Bsuspended left/right balance scale
* 5Bdouble set of wooden mini unit blocks
* 7Bsuspended 360° balance board
* 10Boptical illusion tops 11B
* 8Bvariety of tops (tippe, 9Bteetotum, swirler, plunger, spring launched)
* materials for children to build simple wooden tops
* mobile stand with arms and objects to hang
* 12Baccess to a Google Drive with ideas and suggestions on how to introduce, implement, and assess balance experiences and integrate literacy 13B
Professional Learning:
Led by early childhood experts with classroom experience, includes:
All About Balance
2024-2025 STEM Scale-Up Program Summary:
23BAll About Balance teaches children to become more curious and engaged as they actively explore the role of balance within the world of objects and with their own bodies. Balance is essential to human movement, the design and engineering of technology, and the aesthetic elements of art.
24BAll About Balance highlights STEM and literacy by immersing students in doing STEM every day. These hands-on experiences create a desire within children to master the tools of reading, writing, and mathematics, helping them communicate more effectively about science learning. PK-3 educators implementing this program report the integrative approach has brought joy in teaching and learning.
For STEM to be meaningful to young learners, four tenets must be in place:
2) the result of their action must be immediate,
1) children must be able to produce an action by themselves,
3) the result of their action must be observable,
4) and there must be something for children to vary.
25BAll About Balance fits these measures well. For example, children can produce the action of positioning objects with the immediate result of that action, observe the state of balance, and then vary spatial positions until the objects reach a state of balance or stability.
26BEach kit contains special materials that were codeveloped and manufactured through a partnership with UNI's Dept. of Applied Engineering and Technical Management. In the development of our moveable fulcrum activity, one experienced urban construction manager exclaimed, "That's how construction cranes really work!"
27BThese materials are open-ended, and, while designed for PK-3 children, they will attract and engage older children and adults.
28BAll About Balance materials break down for easy storage and do not require a large section of classroom space when in use. Body balance experiences will also prove helpful for indoor recess.
* ongoing su pp ort through a private social media platform.
* $240 participant payment when educators attend both face-to-face sessions.
* one UNI graduate or undergraduate credit (based on educator's needs) that also serves as a License Renewal Credit for degreed educators.
Additional Cost(s) to Awardee in 2024-2025: 14BNone
Approximate Sustainability Cost After Award Period: Materials will last for years with typical classroom use.
Website:
Regentsctr.uni.edu
Videos:
All About Balance
Social Media
Regents' Center for Early Developmental Education
Facebook:
Instagram:
ia_regents_center
Informational Webinar(s):
* Friday Jan 12 @ 3:45
* Friday Jan 19 @ 3:45
* Thurs Jan 18 @ 3:45
* Thurs Jan 25 @ 3:45
* Friday Jan 26 @ 3:45
Link to attend
Requirements to Implement the Program: 15B
2. Educator(s) receive a minimum of 3 hours of online interaction with peers and the instructor throughout the fall semester.
1. Educator(s) will attend two six-hour days of highly interactive professional development. One before the start of the school year when the educator receives the classroom kit. One in the fall after implementation begins. 16B
3. 17BUpon attending both sessions of professional learning, educators will receive $240 participant payment.
4. 18BIn spring, educator(s) participate in the Iowa STEM Educator Survey.
Iowa Standards Alignment:
* 19BConstructing both stable and kinetic structures are contexts for rich and meaningful engagement in engineering design.
Balance experiences are applicable to many of the Iowa Early Learning Standards and K-2 Next Generation Science Standards.
* 20BIn the act of construction, students engage in the mathematics of spatial thinking, geometry, measurement, and collecting and analyzing data.
The program addresses Iowa's Literacy Standards of Language, Speaking and Listening, and Writing, as children participate in conversations about balance and stability.
* 22BThey encounter new vocabulary and multiple meanings of words as they seek to explain and engage in scientific argumentation.
* 21BThey recount their construction experiences with appropriate facts and relevant descriptive details.
In addition, research shows that work on balance skills helps children to develop better language skills, improve reading and writing skills, improve concentration and body control, and positively impact fine motor skills.
Professional Development:
Session One: (a weekday in July/August) At the end of the first session, each educator will leave with a classroom kit.
Social Media Platform: Educators will sign up to a private social media platform to post photos or videos, seek advice, or ask a question. Many teachers tell us this network is one of their favorite parts of the program.
29BSession Two: (a Saturday in October/November) Awardees investigate balance with materials but with an added focus on how to document learning and integrate STEM with literacy.
Location: In your STEM hub region—TBD.
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Fermi Questions
Larry Weinstein, Column Editor
Old Dominion University, Norfolk, VA 23529; email@example.com.
Solutions for Fermi Questions, December 2012
w Question 1: Santa's sleigh
In popular mythology, Santa delivers toys to all the Christian children in the world on Christmas Eve. What is the kinetic energy of Santa's sleigh at the beginning of his journey, including all the presents?
Answer: To answer this, we need to estimate the mass and velocity of his sleigh. We will assume that he starts his journey carrying all of the presents, rather than making frequent trips back to the North Pole to replenish his load. There are 7310 9 people in the world. India, China, and Japan have about one-third of the world's population. Outside of these countries there are two primary religions, Christianity and Islam, sharing the remaining 2/3 of the population. We will estimate that about onethird of the population is Christian and about one-third of those are children. This gives about 10 9 Christian children. If each child receives 1 kg of presents, then Santa's sleigh must carry 10 9 kg = 10 6 tons of presents. We will ignore the details of designing a flying conveyance that can carry the equivalent of 10 aircraft carriers.
Now we need to estimate the velocity. To do this, we will estimate the distance traveled and the time. The 10 9 children live in about 3310 8 households. These households are separated in space by more than 10 m and less than 10 2 m, giving an estimate of 30 m and a total distance traveled of
By following the Earth's rotation, Santa can lengthen "Christmas Eve" to more than 24 hours, giving an elapsed time of about 10 5 s. Then his average velocity will be
and his kinetic energy will be
where 1 megaton (MT) of TNT contains 431015 J.
This is a best-case scenario, assuming that his sleigh does not have to stop at each house. If it does stop at each house, then his average speed will still be 10 5 m/s, but
The Physics Teacher
◆
Vol. 50, D
ecember his maximum speed will be 2 3 10 5 m/s, and his maximum kinetic energy will be four times greater. He only has a very short time to visit each house:
Ignoring the time it takes him to descend the chimney, this gives him 10 -4 s to accelerate from 0 to 4310 5 m/s. Therefore when he accelerates he will need a motor or engine that can provide a LOT of power:
or about 10 -4 of the power output of the entire Sun. In addition, he will need brakes that can absorb all that power as he decelerates.
Those reindeer are literally incredible!
Copyright 2012, Lawrence Weinstein.
w Question 2: Backup cameras
Should we require all new automobiles to have backup cameras so drivers will no longer back over tricycles, pets, or children?
Answer: In order to determine this, we need to estimate the cost of the backup cameras, the numbers of lives they would save, and the value of each life saved. Let's start with the last. While we cannot place a monetary value on human life, we also cannot afford to spend a trillion dollars to save each life. The amount that society can afford to spend to save one life is related to the average lifetime productivity of one person. The average lifetime productivity of an American equals the per capita GDP times the average lifespan. Our per capita GDP today is about ($15 trillion/year) /(3310 8 people) = $5310 4 /year. With a typical lifespan of 75 years, this gives an average lifetime productivity per American of
Alternatively, we can afford to spend more than $10 5 and less than $10 8 per life, giving an estimate of 3310 6 .
Now let's estimate the number of lives that would be saved by backup cameras. Automobiles kill about 3310 4 people per year in the United States. Backup accidents only account for a small fraction of these. Backup accidents kill more than 10 and fewer than 10 3 people per year, giving an estimate of 10 2 . (According to
2012
kidsandcars.org, an advocacy group, there were 66 backover and 70 front-over fatalities in 2010.)
Assuming that backup cameras are 100% effective at eliminating backup accidents, the lifetime productivity of the lives saved will be
LP = ($4310 6 /life)(10 2 lives/year)
= $4
3
10
8
/year.
This value will be increased by averting injuries as well as deaths and will be decreased because backup cameras will not prevent all backup accidents.
To estimate the costs of all the backup cameras, we need to estimate the cost of a new camera and the number of new cars sold each year. The cost of a reliable backup camera system, including the camera, display screen, software to turn it on "automagically" when the car is shifted into reverse, and installation will cost more than $100 and less than $10 3 so we will estimate $300. Including the lifetime system maintenance costs will about double this to $600.
To estimate the number of new cars sold each year, we need to estimate the total number of cars in the United States and their average lifetime. There are almost as many cars as people so we will estimate 2310 8 cars. The average automotive lifetime is about 20 years, so there are about 10 7 new cars sold each year.
Putting it all together, the total cost of installing a camera backup system in every new car sold is
This is about 10 times larger than the "value" of the lives saved.
In other words, it would cost $60 million to save a statistical life by requiring all new cars to have backup cameras. That is 10 times greater than the average lifetime productivity of that same statistical life.
Copyright 2012, Lawrence Weinstein.
The Physics Teacher
◆
Vol. 50, D
ecember
2012 | <urn:uuid:b2c9a827-10b6-42c6-988d-fa12a42a11e2> | CC-MAIN-2017-43 | http://eppursimuove.ugr.es/zoom/fermi/dec2012.pdf | 2017-10-19T12:29:00Z | crawl-data/CC-MAIN-2017-43/segments/1508187823284.50/warc/CC-MAIN-20171019122155-20171019142155-00201.warc.gz | 105,105,091 | 1,300 | eng_Latn | eng_Latn | 0.998598 | eng_Latn | 0.998565 | [
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Health & Safety
SUNCARE POLICY
5 th February 2019
Policy number: H&S 21
Date Reviewed:
Month of next Renewal: February 2020
Revision: 4(updated 5/02/2019)
Approved By: Kylie FrantomPosition: Committee (Secretary) Date:
21.02.2018
NATIONAL QUALITY STANDARD (NQS)
| 2.1 | Health |
|---|---|
| 2.1.1 | Wellbeing and comfort |
| 2.1.3 | Healthy lifestyle |
| 2.2 | Safety |
| 2.2.1 | Supervision |
| EDUCATION AND CARE SERVICES NATIONAL REGULATIONS | |
|---|---|
| 113 | Outdoor space natural environment |
| 114 | Outdoor space shade |
| 168 | Education and care service must have policies and procedures |
RELATED POLICIES
PURPOSE
To protect all children and staff from the harmful effects of ultraviolet (UV) radiation from the sun.
SCOPE
This policy applies to children, families, staff, management, and visitors of the Service.
POLICY STATEMENT
The centre adopts a policy of following the UV index chart printed daily from the Cancer Council website and not going outside when the UV index is Extreme or very high and playing in shaded areas when the UV index is Moderate to High. The centre will ensure there are sufficient shaded areas within the centre grounds. The children will be encouraged to use shaded areas for outdoor play. When setting up the outdoor environment educators are to be aware of providing experiences in shaded areas.
Our service aim to promote among children, staff and parents:
* Positive attitudes towards skin protection.
* Lifestyle practices that can help reduce the incidence of skin cancer and the number of related deaths.
* Personal responsibility for and decision making about skin protection.
* Awareness of the need for environmental changes in our centre to reduce the level of sun exposure when the UV radiation level is 3 and above.
* The need for children to have some exposure to sunlight to help prevent Vitamin D deficiencies http://raisingchildren.net.au/articles/vitamin_d.html
HOW POLICY WILL BE IMPLEMENTED (Specific Policies & Procedures)
Hats
Mundarda Child Care Centre endeavours to protect children, staff and visitors from damage caused from exposure to the sun in the following ways:
* Children under the age of 12months will not be exposed to direct sunlight. When outside, under shade, they are to wear sun safe hats and clothing. Small amounts of SPF50+ broad-spectrum water-resistant sunscreen may be applied to their exposed skin.
* Children, staff and visitors are required to wear broad brimmed hats when outdoors. Adults are to wear hats to protect themselves and to act as positive role models to children.
* A broad brimmed hat will be given to each child on enrolment and will be the only hat accepted. This will avoid children not wanting to wear a hat due to it being different to their peers and is good practice for the Service.
* Broad brimmed hats will be provided to all permanent staff members upon employment. Spare staff hats will be available for use by casual and relief staff. These hats must remain on the premises and will be washed after each wear.
* All adults and children will use a combination of sun protection measures whenever UV Index levels reach 3 and above. When the UV index reaches Extreme no children will be permitted to play outdoors.
* Educators are expected to use their discretion on warmer days during the periods where sun protection is not necessary, to use sunscreen and hats to protect the children.
* A child who is fair in complexion should continue to use sun protection throughout the year.
* Mundarda Child Care Centre adopts a 'No Hat No Outdoor Play' policy. The Service will provide bucket hats, however if a child refuses to wear a hat, he/she will be required to play indoors or under the verandah.
Sunscreen
* If children arrive at the service after 8am it is recommended that they arrive at Service with sunscreen applied. Sunscreen will be available for the child's
parent to apply on arrival if they have been unable to do so at home. Sunscreen will be reapplied to the children later in the day prior to going outdoors. Suitable Sunscreen must be SPF 30+ broad-spectrum and waterresistant and applied 20 minutes before outside play. This will be reapplied every 2 hours.
* Educators are also required to apply SPF30+ broad-spectrum water-resistant sunscreen, which will be reapplied every 2 hours.
Clothing
* Children, staff and visitors are required to wear clothing which covers as much skin as possible including shoulders, back and stomach e.g., collars, covered necklines, sleeves, longer skirts, shorts and trousers. Singlets and midriff tops are not recommended. Spare clothes will be available and children will be changed into the appropriate clothing. Educators will remind parents of the sun policy and appropriate clothing. If no spare clothes are available in the size required the child will be required to play in the shade or indoors.
* Educators will role model and demonstrate sun safe behaviour by wearing sun safe clothing, sun safe hat, applying SPF 30 + sunscreen and promoting and using shade.
Programs:
* Daily programs are designed to avoid being outdoors during the hottest part of the day. All outdoor activities will be planned to occur in shaded areas and will be relocated throughout the day to follow the shade.
* Shade will be maintained and included in playground plans, upgrades and will include fixed, portable, natural and manufactured built.
* Posters will be displayed to remind parents to use sunscreen and provide appropriate clothing for their children to ensure this policy is adhered to.
* Educator's discretion will be used if it is deemed too hot/cold to be outside and as a result cause discomfort or pose a potential risk to the children in our care.
* Outdoor activities will be set up in the shaded areas if it is too hot to be in full sun.
* Shade cloth is to cover all sandpit areas, soft fall areas and quiet areas.
* Sun protection messages are included in the learning program and investigated in the change of seasons to maximise the awareness and importance of this issue. Sun protection education will be promoted to
families, visitors as well as staff and children. Information will be sort form the Cancer Council website www.cancercouncil.com.au/sunsmart
SOURCES:
Education and Care Services National Regulations 2012
Australian Children's Education and Care Quality Authority (ACECQA).
Cancer Council of WA Inc.
Occupational Safety & Health Act 1984 & regulations (1996)
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St Mary's Farnham Royal Church of England Primary School
We aspire to grow as a community through FAITH as a FAMILY.
Thriving for all our FUTURES enabling us to FLOURISH
Maths Curricular Goals
EYFS
Understand: have a secure understanding of numbers to 10 including number bonds
Recognise: recognise patterns in the counting system
Compare: compare quantities in different contexts
Year 1
Number: count, write and use numbers to 100 including counting in multiples 2, 5 and 10 Vocabulary: Use mathematical vocabulary to compare and describe measurements and time.
Year 2
Problem Solving: Solve mathematical problems involving numbers to 100 using concrete objects and pictorial representations including real life contexts Describe: use mathematical vocabulary to describe movement and position, similarities and differences in shapes and fractions of length, shape or quantity
Year 3
Mental Maths: add and subtract numbers mentally including 3 digit and 1s, 10s and 100s Angles: identify right angles, use this information to describe turns, and identify if other angles are greater or less than a right angle.
Year 4
Number: Recall multiplication facts up to and including 12x12 and solve 2 step problems. Problem Solving: Solve 2 step problems involving addition and subtraction and use fractions and decimals to solve problems involving measure and money
Year 5
Four Functions: Add and subtract numbers mentally and, using written formal methods. Solve multiplication and division problems including a range of mathematical number types. Compare: Compare and order fractions, decimals with 3 decimal places and area of rectangles. Problem Solve: Solve problems which require knowing percentages and decimal equivalents.
Year 6
Problem Solving: Solve multi step problems, deciding on the best operation and method and why Including those in real life contexts
Convert: Convert measures between largest and smallest standard units
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A Study of Common
Greek and Latin Base Words
That Live in Our Language as
A Three-part Lesson with Answer Keys
by Margaret Whisnant
Copyright © 2024 Margaret Whisnant All rights reserved by author.
Permission to copy for classroom use only. Electronic distribution limited to classroom use only. Not for public display.
1
Disguised Digits
One—Two—Three Introduction
Most numbers hang out in plain sight—0, 1, 2, 3, 4, 5, 6, 7, 8, 9. No doubt about it. These distinctive shapes are our numbers.
Known as Arabic numerals, this handy set of ten digits can trace its origin back hundreds of years to ancient India where some really smart mathematician came up with the idea of using special symbols for counting. Persians living in the country liked them, and they passed them along to other Arabs who lived farther west.
Over the years, these versatile little figures were adopted by the people of North Africa. Then during the Middle Ages (1000-1500) Europeans took them from their North African home to Europe. After that, their emigration to North America was inevitable.
What goes unnoticed by many people, however, are the numbers that live among us hidden in our vocabulary. These counting devices, every bit as old as Arabic numerals, are descendants of words spoken by the citizens of ancient Greece and Rome. (The Greeks, by the way, spoke Greek, but the Romans spoke Latin.)
The Greeks built their civilization and their language first. The Romans, who came later, admired the Greeks, so they stole a bunch of their ideas, including their words, and they never gave them back. That's why many of our hidden counting terms have roots in both Greek and Latin.
Long ago, these words left their ancient homes to travel the long and winding path that brought them into the English language where they now live and work as word parts. Though their identity as counting devices is disguised, they are easy to spot once you know their secrets.
Take a look at these three familiar terms:
unicycle bicycle tricycle
You probably already know that a unicycle has one wheel, a bicycle has two wheels, and a tricycle has three. But did you know that in these three words, and in many others, the Latin word part uni— means one, bi— means two, and tri— means three?
Quick, how many horns did the dinosaur triceratops have sticking out of its head? Get it? Just too easy, isn't it? How about a challenge?
Following are sets of definitions or other clues to help you identify a whole bunch of English words that count one, two, three without using Arabic numbers. The targeted Greek and Latin word parts are written in bold print before each set. Use a dictionary or the internet to identify unfamiliar words and to check your spelling. Fill in the missing letters and unmask each word with a disguised digit!
uni- one
u n i __ __ __ __
1. This mythical animal, which resembles a horse, has one horn in the middle of its forehead.
u n i f __ __ __
2. Identifying outfits of one style worn by members of a particular profession, organization, rank, etc.; identical or consistent; the same.
u __ i __
3. A single thing or person; any group of things or people regarded as one; a single part of a group or a whole.
u n i __ __ __
4. Because they have joined together to form one nation, our group of fifty individual states can correctly be called the ________ States of America.
1
More Disguised Digits
Four and More
One (uni—), two (bi—), and three (tri—), as you probably have already surmised, are not the only digits living incognito in our vocabulary. There are quite a few others.
Some of them don't do much work. Novem—, for example, the Latin word for nine, shows up in November (the ninth month on the Roman calendar), but practically nowhere else.
Another slacker is quint—, the base word for five. It's good for identifying quintuplets, a set of five babies arriving at the same time to one mother, and a quintet, a group of five singers. You can find quint— in a few more words, but they are not every-day useful.
Other Greek and Latin counting words work harder, and they do it right before our very eyes.
Need proof? Okay, let's start with the number 8. It's hidden in this familiar object. See it?
If you answered Yes, then you know a stop sign is an octagon, a figure with eight sides. The word part octa— (also spelled octo—) is the Latin word for eight.
So, what is unique about an octopus?
Hold on! You can answer that question and a few more by studying the following definitions and descriptions for other disguised-digit words . The targeted Greek and Latin word parts are written in bold print before each group. Use a dictionary or the internet to identify unfamiliar words and to check your spelling before you fill in the missing letters.
q u a __ __ __ __
1. This coin is one forth of a dollar.
q u __ __ t __ __
o c t __ __ __ __
q u a __ __ __ __ g l e p e n __ __ __ __ n
2. A group of four singers or players; any group of four persons or things.
3 A marine animal having a soft, oval body and eight sucker- bearing arms and living mostly at the bottom of the sea.
4. A plane figure having four angles and four sides, such as a square; a rectangular area surrounded on all four sides by buildings, such as on a college campus.
5. A plane figure having five angles and five sides; Capitalized, a building in Arlington, Virginia, with an architectural design of five sides, where most U.S. Defense Department offices are located.
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FEATURES TO ENGAGE STUDENTS
At the Center for Mathematics and Teaching, we know that all students have the potential to achieve in mathematics, we believe that the development of mathematics should reflect the connectedness of Big Ideas into a coherent whole, and we aim to make mathematics inviting and inclusive to more students. Many features in the MathLinks program engage students in problems and routines that will help them experience success as they see the beauty and utility of mathematics. Some are located in the Student Packets while others are located under Packet Resources in the Teacher Portal.
MathLinks promotes the use of technology for exploration of concepts, but the program is not technology driven. All MathLinks Technology Activities (TA) are open source and available to all. We have partnered with mathematics technology leaders like Desmos and Geogebra to align many of their meaningful activities directly to our lessons. Many technology activities come with a MathLinks worksheet as a companion to the technology activity to facilitate deeper thinking and connect it to a MathLinks lesson. TA are located under Packet Resources in the Teacher Portal.
The Student Packet (SP) Packet Resources in the Teacher Portal Features are embedded into: · Lessons · Practice (for the lessons) · Review (for the packet) · Spiral Review (for the program) Features are located in: · Essential Skills (ES) · Math Talks (MT) · Nonroutine Problems (NP) · Tasks (T) · Projects (P) · Technology Activities (TA) KINESTHETIC ACTIVITIES Building conceptual understanding is at the heart of every MathLinks Core course, and many lessons employ kinesthetic methods to engage students and attain this goal. For Grade 6, here are some exemplars. · Packet 1 (Statistics and Probability): Students learn about measures of center and spread through a Name Score activity where they move around the room as human data points. · Packet 2 (Number Sense): By building rectangles with square tiles, students learn about prime, composite, and square numbers, and factors, which lead to an understanding of greatest common factors. · Packet 3 (Ratios and Proportional Relationships): Paint Mixture picture-cards lead students to an intuitive understanding of ratios and how to compare them. This leads to the creation of tape diagrams as a tool to problem-solve with ratios. · Packet 7 (Expressions and Equations): Students build growing geometric patterns with square tiles, keep track of data in tables, graph the data on the coordinate plane, and write rules using words and algebraic symbols · Packet 9 (Geometry): Students use dot paper drawings, with the option of cutting them out, to derive the area formulas of geometric figures. Students also use tangram pieces to form figures for which they apply their knowledge of area formulas. Students use nets of solids to understand surface area. TECHNOLOGY ACTIVITIES Draft
ACTIVITY ROUTINES
Activity Routines are recurring features in MathLinks, designed to engage students in problem solving and practice. Detailed instructions for each Activity Routine, along with introductory sample activities can be found under General Resources in the Teacher Portal. We recommend that teachers use these samples to establish classroom norms and procedures for the activities.
| Activity Routines – Grade 6 | | | | | | | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | 1 | | 2 | | 3 | | 4 | | 5 | | 6 | | 7 | | 8 | | 9 | 10 |
| | | SP | | NS | | RP | | NS | | RP | | EE | | EE | | EE | | G | NS |
| Big Square Puzzles | | | | | | SP | | | SP | | SP | | | | SP | | | | |
| | | | | | | NP | | | | | | | | | | | | | |
| Computational Fluency Challenge | SP | | SP | | SP | | SP | | SP | | SP | | SP | | SP | | SP | | |
| Four in a Row | | | NP | | NP | | NP | | NP | | NP | | ES | | NP | | NP | | |
| Match and Compare Sorts | SP | | SP | | | | | | | | SP | | t SP | | SP | | SP | | |
| Math Talks | MT | | MT | | MT | | MT | | MT | | MT | | MT | | MT | | MT | | |
| Open Middle Problems | ES | | | | | | | | NP | | f ES | | | | | ES | ES | | |
| | | | | | | | | | | | | | | | | NP | | | |
| Poster Problems | SP | | SP | | SP | | SP | | SP | | SP | | SP | | SP | | SP | | |
| Why Doesn’t It Belong? | SP | | SP | | | | a SP | | SP | | | | SP | | | | SP | | |
| Packet | | Puzzles | | Games | | |
|---|---|---|---|---|---|---|
| 1 (SP) | | | | | | These Are – These Aren’t (SP) |
| | | | | | | Waqueyzaquey (SP) |
| | | | | | | Match and Compare Sort (SP) |
| 2 (NS) | | D Number Puzzles (NP) | | | The Factor Game (SP) | |
| | | | | | The Product Game (SP) | |
| | | | | | Four-in-a-Row (NP) | |
| 3 (RP) | | | Big Square Puzzles (SP, NP) | Four-in-a-Row (NP) | | Paint Mixtures (SP) |
| | | | I Have, Who Has? (SP) | | | Measurement Systems (SP) |
| | 4 (NS) | | | | Four-in-a-Row (NP) | Rate Problems (SP) |
| | 5 (RP) | | Big Square Puzzle (SP) | | Four-in-a-Row (NP) | |
| 6 (EE) | | Big Square Puzzle (SP) | | | Four-in-a-Row (NP) | |
| | | | | | Two Card Games (NP) | |
| 7 (EE) | | | | | Four-in-a-Row (ES) | Match and Compare Sort (SP) |
| | | | | | Battling Ships (ES) | Animal Card Sort (NP) |
| 8 (EE) | | | Big Square Puzzle (SP) | | Four-in-a-Row (NP) | |
| | | | I Have, Who Has? (SP) | | Equation Memory Game (NP) | |
| 9 (G) | | | Tangram Puzzles (ES) | Four-in-a-Row (NP) | | Match and Compare Sort (SP) |
| | | | Tangram Polygons (NP) | | | Polyhedra Sort (NP) |
| 10 (NS) | | | Back and Forth (SP) | | X Marks the Spot (ES, NP) | |
| | | | Battling Ships (SP) | | Order It (NP) | |
PUZZLES, GAMES, AND CARD SORTS Puzzles, games, and card sorts add variety and promote student interaction as students develop skills and practice concepts. These activities frequently include a reproducible. Draft
MathLinks: Grade 6 (2 nd ed.) ©CMAT
REAL LIFE AND MATHEMATICAL PROBLEMS
Real life and mathematical problems provide natural opportunities to work on the Standards for Mathematical Practice in the context of grade level mathematics. These problems sometimes create a need to know, and sometimes provide opportunities to apply math concepts to meaningful and interesting work. Look for a note on the Answer Key when "Using the MathLinks Rubric," is an appropriate feedback or assessment enhancement.
| Packet | | Student Packet (SP) Opening Problems, Lessons, Practice | | | |
|---|---|---|---|---|---|
| | | | | Tasks (T) | |
| 1 (SP) | | | Beach Cleanup* | Choosing a School Mascot | |
| | | | Ages of Presidents | | |
| | 2 (NS) | | The Locker Problem* | | Where do They Fit? |
| 3 (RP) | | | Nana’s Chocolate Milk* | The Toothpaste Problem | |
| | | | The Grain Grocer | | |
| | | | The Assembly | | |
| | | | Slime | | |
| 4 (NS) | | Chocolate Bars | | | Artistic Division |
| | | | | | A Triple Celebration |
| 5 (RP) | | | Growth Spurts* | | Priya’s Budget |
| | | | Text Messaging | | Building a House |
| 6 (EE) | | | Problem of 4s* | One Grain of Rice | |
| | | | Perimeter of a Rectangle | | |
| 7 (EE) | | The Keychain Fundraiser* Raising Money for Music* | | | Choosing a Car |
| | | | | | The Soccer Fundraiser |
| | | | | | The Pineapple Party |
| | 8 (EE) | | Leticia’s Training | | Interpreting Equations |
| 9 (G) | | | Which Rug is Bigger?* | a Baseball Packaging Problem | |
| | | | Who Needs More Paint? | | |
| | | | The Food Drive | | |
| 10 (NS) | | | House Plans* | | Sea Diving |
| | | | A Basketball Court* | | Reading a Map |
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Perspectives
Informing Pedagogy Through the Brain-Targeted Teaching Model
Mariale Hardiman School of Education, Johns Hopkins University, Baltimore, MD 21218
"Because of its broad implications for individual and social well-being, there is now a consensus in the scientific community that the biology of mind will be to the twenty-first century what the biology of the gene was to the twentieth century." Eric Kandel (21), p. xiii
Improving teaching to foster creative thinking and problem-solving for students of all ages will require two essential changes in current educational practice. First, to allow more time for deeper engagement with material, it is critical to reduce the vast number of topics often required in many courses. Second, and perhaps more challenging, is the alignment of pedagogy with recent research on cognition and learning. With a growing focus on the use of research to inform teaching practices, educators need a pedagogical framework that helps them interpret and apply research findings. This article describes the Brain-Targeted Teaching Model, a scheme that relates six distinct aspects of instruction to research from the neuro- and cognitive sciences.
INTRODUCTION
The call for a new way to approach teaching and learning can be heard from all sectors of the educational community, including school districts, professional associations, and institutions of higher education, as well as policymakers and leaders of business and industry. To reform education, much attention has been given to the notion of "21st century skills"—the set of skills students will need to become creative problem-solvers who can lead our nation forward in discovery and innovation (see Partnership for 21st Century Skills www.p21.org). In many PK–16 classrooms, a mismatch exists between the need for 21st century skills and current teaching practices that are driven predominantly by a curriculum that is an "inch deep and a mile wide." It is unclear why "coverage" is emphasized above all else in many curricula, despite the fact that teachers at all levels commonly express concerns that they lack instructional time to cover what is required and engage students in deeper investigation and application of knowledge (14). Because instructors have to cover so much in so little time, they rely on modes of teaching that run afoul of recent scientific research indicating how students think, learn, and apply what they know.
It is clear that in order to make room in the curriculum for activities that help students develop 21st century skills, the amount of content instructors are required to cover within a semester or school year must be reduced. Instructors of biology have already begun to come to this realization.
Author's mailing address: School of Education, Johns Hopkins University, 2800 N. Charles Street, Baltimore, MD 21218. Phone: (410) 516-6550. Fax: (410) 516-3939. E-mail: firstname.lastname@example.org.
Gregory et al. (13) argue that undergraduate introductory biology courses address too many different topics, leaving little time for instructors to employ pedagogical methods that promote deeper conceptual understanding and the application of knowledge in real-world contexts. After conducting a national survey of biology faculty, they found widespread agreement that course content should be streamlined to allow more time for deeper engagement with content. Gregory and colleagues have already taken the important first step of identifying a more reasonable scope and sequence for the biology curriculum, allowing for a greater emphasis on creative problem-solving.
Once room has been made in the curriculum, what remains is the question of how to provide students with 21st century skills. In order to understand how these skills are developed, educators must first know how students best acquire, retain, and apply knowledge in creative ways. The emerging field of neuroeducation has much to offer in this regard. From early childhood settings to university classrooms, research from the neuro- and cognitive sciences has the potential to improve pedagogical practices and foster the development of creative problem-solving abilities.
However, turning to science to improve instruction presents new challenges. When educators start looking for helpful research, they often feel overwhelmed by the abundance of information they find about purported applications of neuroscience and cognitive science to education. Scholarly sources, including many journal articles and some books, often provide useful ideas that are indeed supported by science. However, many books, popular articles, and seminars—especially those associated with the moniker "brain-based learning"—make claims that may be wholly unfounded. More and more, instructors at all levels need a way to distinguish researchbased applications of science from commercial products that serve only to perpetuate "neuromyths" (38). They also need
a coherent strategy for applying relevant research findings to their everyday teaching practices.
The Brain-Targeted Teaching (BTT) model (16, 17) is a pedagogical framework that seeks to bridge research and practice by providing educators with a cohesive, usable model of effective instruction informed by findings from the neuroand cognitive sciences. The BTT model is neither a marketed product nor a curriculum. (See Sylvan and Cristodoulou (38) for a guide for evaluating educational "brain based" products and theories). Rather, it is a framework intended to help educators acquire and apply sound scientific knowledge to further pedagogical goals—including the development of 21st century skills—so that all students can become creative and innovative thinkers and learners. Through the use of the BTT model, biology educators might cover less, but their students will learn more as they engage in deeper and more meaningful thinking and learning.
The Brain-Targeted Teaching Model for higher education
The pedagogical framework of the Brain-Targeted Teaching Model focuses on six distinct aspects of the teaching and learning process. Although these are presented as individual topics, the model is not a rigid guide for instruction. Rather, it represents an organic system for guiding pedagogy based on sound scientific research. The description of each of the six "brain targets" below highlights some research relevant to each target, and lays out instructional strategies based on this research that are useful in higher education classes in areas such as microbiology and biology.
Brain Target One: Establishing the emotional climate for learning
Once thought to be separate systems, we now know that emotion and cognition interact in a variety of important ways. Research continues to demonstrate how emotional arousal, both positive and negative, affects memory, attention, and higher-order thinking. For example, although mild stress in some contexts may enhance performance, prolonged stress reduces the ability to acquire and recall information (20). Schwabe and Wolf (35) demonstrated a 30% decline in performance when undergraduate student participants were placed in a stressful situation while learning new words. Conversely, positive emotions can enhance a broad array of cognitive processes, resulting in better performance on measures of creative thinking (11, 12). Joseph LeDoux (24) explains that information reaches the brain structures associated with emotion before it reaches the regions associated with higher order thought. He points out that emotion systems significantly affect cognition, strongly influencing how information is processed in cortical regions underlying conscious thought.
Educators can no longer ignore the importance of creating a positive learning environment that reduces the negative effects of stress. Below are several strategies that are appropriate for young adults:
* Establish personal connections with students and be accessible to those who may want help. Studies have found stronger academic performance and reduction in risk-taking behaviors among students who report having personal connections with caring adults (15, 31). Create opportunities for connection and collaboration among students through peer-tutoring and cooperative group work. Consider ways to reduce competition and encourage collaboration.
* Provide clear expectations for academic performance and apply those expectations consistently. Allow reasonable choices in how students demonstrate learning, a technique that has been shown to provide a sense of agency or control over outcomes and is associated with increased levels of motivation and achievement (40).
* Use humor to help reduce stress. Research has shown that students perform significantly better in classes that include humorous (although not sarcastic) interactions (34, 41).
Brain Target Two: Creating the Physical Learning Environment
The next brain target focuses on how the physical environment, like the emotional climate, can influence attention and engagement in learning tasks. In particular, novelty can be a powerful tool to enhance attention, engaging the brain's alerting and orienting systems (30). Smith et al. (37) found that simply alternating the room where undergraduate students studied significantly improved retention of material. In addition to novelty, Brain Target Two focuses on factors in the physical environment that affect attention. For example, optimal lighting—that which most resembles natural light—has been shown to have a positive effect on attention and learning (8, 18). In contrast, poor lighting appears to negatively influence the activity of the pineal gland, which plays a role in arousal and produces hormones that regulate mood (27). Windows not only provide natural light, but also allow students to have views of the outdoors. Tanner (39) argues that the presence of distractions that require only "soft attention" such as gazing out a window leaves students better able to redirect attention to academic tasks compared to distractions that demand more cognitive focus such as doodling in a notebook or texting on a cell phone.
Similarly, certain sounds in the environment appear to compete for attention. Hygge (19), for example, found that subjects had significantly poorer memory for information after exposure to typical but harsh environmental sounds. Finally, we all know that students often create their own distractions by "multi-tasking" while in class or while studying. Researchers point out that switching back and forth between two tasks, such as listening to a lecture and texting, results in a net loss of attention, referred to as "task-switch cost" (36).
Although it may be difficult to control the classroom environment in a typical higher education setting, the
following tips can help instructors take advantage of novelty and reduce negative environmental factors:
* Create novelty by changing seating arrangements or reconfiguring the classroom. When possible, change class locations, utilizing other parts of the campus such as research labs, outdoor space, a theater, museum, or an art center.
* Vary how course materials are presented. For example, change font colors and styles for each content block, and vary modes of presentation by replacing text with images on PowerPoint slides.
* Monitor the use of technology in the classroom. Consider periodically banning the use of computers or even note taking, and instruct students to instead listen closely to the presentation and participate fully in discussion. Presentation notes can always be posted later.
Brain Target Three: Designing the learning experience
Next, we examine how to plan and present course content to promote global understanding of how concepts are related. In contrast to traditional practice, which addresses topics sequentially and rarely relates what is currently being learned to a broader context, Brain Target Three emphasizes "big picture" connections between major topics, themes, and concepts. Instruction that frequently relates content to a broader context takes advantage of the natural inclination to seek patterns and associations between memories (30). As Bransford et al. (2) point out, knowledge is not a list of facts and formulas. Rather, knowledge is organized around core concepts. Visual representations like concept maps help students make connections within and across content areas. Brain Target Three helps teachers apply research indicating that concept mapping increases memory and deepens conceptual understanding (1, 4, 25, 26).
The following strategies can be used during the design and delivery of instruction:
* Identify the major content themes of the course or unit of study, and display their relationships via a graphic organizer. Simple paper and pencil figures can be expanded into more detailed visual representations using word processing programs, PowerPoint, or other software programs.
* Once major areas of content are identified, consider ways to impart information through unique in-class activities and assignments other than lectures and readings. Each different activity can be represented along with associated content in the concept map.
* Determine how major content themes and subthemes will be evaluated during and at the end of the course. Unique evaluation measures, including real-world applications of knowledge, can also be included in concept maps.
* Encourage students to create their own concept maps when they study to depict the relationship among concepts in a reading and to increase memory for content.
Brain Target Four: Teaching for mastery of content, skills, and concepts
In addition to attending to the emotional climate, physical learning environment, and the "big picture," instructors must seek out and use pedagogical methods that lead to "mastery"—successful acquisition and long-term retention of content, skills, and concepts. Mastery depends heavily on memory processes; for information to be retained, it must be attended to and then moved from temporary stores to long-term memory systems. Research continues to expand our knowledge of how memories are encoded and retrieved. Nobel Prize winner Eric Kandel (21) has shown that to form temporary memories, synapses in the brain rely on existing proteins inside the cell; however, the conversion of temporary memories to long-term memories requires the brain to produce a different set of regulatory proteins. Thus, long-term memory for information is not just a psychological phenomenon, but also a neurophysiological phenomenon that occurs through biochemical processes in the brain, and the formation and reorganization of neural connections.
The challenge for instructors and students is to determine what methods of presentation and activities best promote retention of important content. Research from cognitive science and psychology is beginning to shed light on activities that appear to produce stronger memories. Karpicke and Roediger (22), for example, found that intermittent testing of students' knowledge produced significantly greater retention than did students' intermittent studying. They posit that the act of retrieving information reinforces memory for that information; more passive forms of studying (e.g., rereading information) appear to be considerably less effective. This is just one example; cognitive psychologists have identified numerous activities that improve memory for information including rehearsal, elaboration, and enactment of information. Memory is also better for pictorial representations and for information that arouses either positive or negative emotions. Interestingly, all of these effects are naturally leveraged through activities that incorporate the visual and/or performing arts (32). Thus, engaging students with instructional content through artistic activities may be a useful means to enhancing their retention of that information.
Mastery of content can be increased via the following strategies:
* Teachers should find ways to prompt students to actively retrieve what they have learned during class as well as through course assignments. Quizzes are one strategy, but retrieval need not be evaluative—active retrieval occurs when students apply knowledge to solve a problem or critically examine what they know. Instructors can encourage students
Hardiman: Brain-Targeted Teaching Model
to argue different points of view, summarize their knowledge in multi-media presentations, or discuss content in-person or online.
* Use a variety of activities to take advantage of factors known to enhance memory for information. The arts and technology can be particularly helpful: consider having students create graphic designs, songs, works of visual art, and films.
* Encourage students to use their time outside of class not to simply reread information, but to quiz themselves so that they actively retrieve content. Only when they cannot retrieve a desired piece of information should they reread information, and then they should quiz themselves shortly thereafter. Oftentimes, students interpret "studying" to simply mean rereading chapters, listening to lectures, or looking at notes. However, flashcards and mock quizzes that require students to actively retrieve information from memory are much more effective than rereading. Online diagnostic quizzes that provide immediate feedback can be a powerful tool for retention of content.
Brain Target Five: Teaching for the extension and application of knowledge—creativity and innovation in education
Building from the tenets of Brain-Target Four, which aims for mastery of knowledge, Brain Target Five focuses on applying knowledge through creative activities that require critical thinking and real-world problem-solving. According to Harvard Professor David Perkins (29), creative thinking activities require "break-through" or "out-of-the box" processing and involve patterns of thought that differ from ordinary problem-solving. Research suggests that this kind of thinking is related to particular physiological differences in the brain. Using electroencephalography (EEG), Fink and colleagues (9), found differences in brain activity for tasks that required subjects to generate creative, original responses rather than conventional ones.
Although creative thinking is sometimes associated with intelligence or special giftedness, a growing body of research supports the notion that creative thinking is distinct from intelligence and can be taught (e.g., 5, 6, 7, 33). The following strategies for encouraging deeper engagement with content come from a professor of microbiology and bioinformatics who sought to promote creative thinking in his teaching:
* Rather than assigning "cookbook" laboratory exercises with lab projects, students are given materials and a goal to design lab experiments themselves. This requires students to form a hypothesis, test it, and modify their thinking based on data. Thus, rather than simply following a "recipe," students creatively apply content, much like a chef improvising in the kitchen.
* Instead of merely reading topics such as how certain enzymes relieve the supercoiling of DNA, students
can use simple materials (e.g., a belt and telephone wire) to demonstrate the concept, an activity that promotes originality, greater understanding, and deeper thinking.
* Students can demonstrate understanding of concepts like gene inheritance and gene expression by examining case studies and developing pedigrees that depict how certain traits are inherited.
Brain Target Six: Evaluating learning
The final brain target focuses on how to provide students with feedback on their performance. Evaluation is not just a way to assign grades—it is a valuable tool for enhancing learning and memory. For example, Pashler et al. (28) found that learning the correct answer following an incorrect response improved recall of the material by 494%. Moreover, Finn and Metcalfe (10) demonstrated how memory is improved by "scaffolding" feedback—providing incremental hints that allow students to arrive at the correct answer themselves. In addition to the type of feedback provided, both the timing of the feedback and students' beliefs about when they will receive feedback appear to affect performance. In a recent study, Kettle and Häubl (23) told students they would receive feedback on a presentation at varied time intervals, some receiving feedback the same day and others at intervals up to 17 days after the presentation. Results indicated that performance increased in direct relation to the proximity of the feedback; that is, students who knew they would receive quick feedback performed significantly better than those who anticipated feedback after an extended delay. This finding suggests that the mere anticipation of timely feedback can motivate performance. Finally, critical thinking skills can be enhanced through the use of alternative assessments that require more than simple recall (3). Taken together, these findings support the following recommendations regarding evaluation:
* Feedback on students' assignments should be as timely as possible, and students should know in advance of doing an assignment that they will receive feedback soon.
* To further enhance effects of feedback, provide incremental hints to help students arrive at correct responses themselves.
* Creative thinking can be enhanced through the use of alternative assessments such as work portfolios and projects that infuse technology and the arts. Rubrics, given to students in advance, provide a clear metric as well as expectations for performance.
In summary, the Brain-Targeted Teaching Model represents a unified pedagogical framework that is grounded in research from the neuro- and cognitive sciences. Instructors in higher education settings, including those teaching biology and microbiology, can use the BTT model to improve emotional and physical learning environments, increase global understanding of the "big picture," deepen mastery of content,
Hardiman: Brain-Targeted Teaching Model
encourage students to apply knowledge in real-world contexts, and benefit from appropriate feedback and evaluation techniques. For a more comprehensive description of the Brain-Targeted Teaching Model, see Hardiman (16) or visit www.braintargetedteaching.org.
15. Hamre, B.K., and R.C. Pianta. 2001. Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development. 72:625–638.
ACKNOWLEDGMENTS
I would like to thank professors Robert Lessick and Vicky Krug for sharing successful strategies they have used in their course delivery as well as Luke Rinne and Julia Yarmolinskaya for thoughtful suggestions. The author declares that there are no conflicts of interest.
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Appendix D
Patient Education Handout*
The following patient education handouts are examples of the types of educational supports BHCs may find useful in their day-to-day work, particularly when time with a patient is limited. Other members of the team may also use them with patients. They are available for download on the book's website, http://Behavioralconsultationandprimarycare.com and Springer XXX.
Calming the Mind and Body
Often, we find ourselves in a state of arousal that is higher than our situation calls for and that may make it hard for us to engage in the behaviors that are needed in that situation.
Anxiety is a common experience and, when we lack skills for calming the mind and body, it can lead us to withdraw from activities that we care about.
Learning new skills to quickly calm our mind and body can help us do more of what we enjoy and care about in life.
Which of these skills interest you?
CALM. Learning to use the mind to calm the body. The CALM technique is a 3-5 minute intervention you can use to shift from over-arousal to a state of well-being and peacefulness. CALM is an acronym that stands for 4 areas of the body: chest, arms, legs, and mouth. Focus attention on each of these areas one at a time. Notice sensations in the area and then suggest that you soften or warm the area.
5-7 Breath. Five – seven breathing. In this exercise, you breath in to a count of 5 and out to a count of 7. The idea is to make your exhalation longer, as this signals the nervous system to relax.
Safety Scan. Scan your body and look for sensations of warmth and safety. When you find an area (e.g., a toe or a hand that feels warm and safe), suggest to yourself, “I am safe. Right now, I am safe.”
How and when will you use this new skill?
Wave Hello to Worry
Worry is a type of thinking that we do in an effort to solve problems. When worry helps us identify a problem and apply problem solving skills, worry is helpful. These are problem solving skills:
* Define the problem.
* Brainstorm ways to solve the problem.
* Choose a strategy for solving the problem and make a plan.
* Implement the plan.
* Evaluate the plan and revise if needed. Start again.
Unfortunately, many problems we worry about cannot be solved by the method of problem solving, so we continue to worry and may lose confidence in ourselves because we don't know how to move forward. New skills are needed. The new skills allow us to develop a new relationship to our "worry" thoughts. Which skills interest you at this time?
Learning to sort worries about problems that I can solve using problem solving strategies from worries that I cannot solve using problem solving strategies.
Learn to simply notice “worry” thoughts and to write them down, to look at them as “worry” thoughts.
Learn to recognize the feeling behind a “worry” thought. The feelings behind our “worry” thoughts often connect with our connection to something or someone we care about. They may be proof that we care and that we are connected to what we care about.
Learn to say “hello” to a worry thought. As our “worry” thoughts become more familiar, we may give them tender names (e.g., What if Wilma or On no Ned) and we can recognize the feelings behind them (e.g., Wilma wishes good things for all people; Ned would control bad things if he could because like Wilma he wants good things for all.)
How and when will you use your new skill(s)?
Loving Your Partner
One of the very most difficult things to do in life is to cultivate healthy, resilient long term relationships. While difficult, it is of primary importance to many of us, and we feel great distress at the thought of losing a loved partner or ending a relationship with a long-term partner. Unfortunately, this is a very common experience with many unions and marriages ending with dissolution. If this is a concern for you at this time, you may need new skills in order to navigate a troubling time optimally.
Which skills interest you in at this time?
Making a decision to stay or leave. Indeed this is the first step in moving forward during a period of conflict with a partner. It may help to experiment by planning to stay (or leave) for just one day or just one week and then to engage in behaviors that promote this decision. Monitor at the end of each day how satisfied you were with your life and the extent to which your behavior was consistent with your values in life at this time.
Clarifying your relationship in the moment. This skill involves imagining that today, this moment, is the last one that you will share with your partner. How do you want to be in this moment? Write it down and review it.
Learn to use and apply problem solving skills to conflicts that you and your partner have. Most commonly, couples have conflicts about money, children, and nurturing their relationship. Choose one topic and follow the steps of problem solving: 1. Define the problem, 2. Describe possible solutions, 3. Choose a solution and make a specific plan, 4. Evaluate the plan. 5. Revise and repeat.
Experimenting with Pleasure and Mastery
When we go through a period of high stress, we often pull back from our usual activities and try to, so to speak, weather the storm. This is often how a period of depression (or low mood or low energy) starts. This is one of the most common forms of human suffering worldwide.
Fortunately, it is one where new skills may help, almost immediately. What skills? There are a variety of skills that help to awaken the brain to usual functioning where you can better restore your resources after surviving a period of high stress. The skills you select need to be the ones that address your needs most at this time.
What skills interest you most at this time?
Identifying mastery activities. Mastery activities include activities that provide you with a sense of accomplishment (e.g., folding a load of laundry) or an experience of your skills or unique gifts (e.g., knitting, playing the piano, caring for a potted plant, baking muffins to share with a neighbor). These may be “put on the back burner” during a period of high stress.
Identifying pleasurable activities. Pleasurable activities include any activity that predictably provides a sense of joy, fun, gratification, or contentment. There are hundreds of possibilities. Think back on things that once brought you pleasure. Think forward on new things that you might want to try. Life is long; we age and change; we need to experiment and discover pleasure throughout our life.
Schedule mastery and pleasure activities. Decide on specific activities and place them on a calendar.
Evaluate your experience during a planned mastery or pleasure activity. What was your experience of mastery or pleasure during the activity? Try using a scale of 1 = low and 10 = high. Make note of activities that you rate 7 or higher. These are the ones you want to repeat and integrate into your lifestyle.
Identify other people who enjoy pleasurable and/or mastery activities similar to yours. Plan times to connect with them and make the experience of pleasure and mastery a social experience. Our sense of well-being benefits from social connections, so this is a double treat for the brain, mind, and body.
Integrate the routine experiencing of pleasure and mastery into your lifestyle. Create a lifestyle that supports your experience of pleasure and mastery. Join clubs or start groups that bring people together to share in key experiences.
When and how will you practice your new skill(s)?
Training your Brain for Positive Feelings
When we go through a period of high stress, we often pull back from our usual activities and try to, so to speak, weather the storm. This happens with the start of depression, and it is one of the most common forms of human suffering worldwide.
Our return to activities that bring pleasure and a sense of mastery may be difficult to start and challenging to stay with until these activities become a routine part of our daily life. This is particularly so when our connection to experience of pleasure is in a weakened state. This happens for some people during an episode of stress associated with low mood and low energy. When this is the case, we need to learn new skills. Practice of these skills is a form of brain training. They impact the pleasure centers of the brain and restore well-being.
Which skills interest you at this time?
Connecting to the experience of pleasure. This skill involves paying attention to the body and the mind during a moment of pleasure. What are the sensations? Are there specific thoughts or images? What? Describe in detail and continue to observe.
Identifying specific activities that might bring sensations of pleasure. Review a list of activities that people find pleasurable. People find many different activities bring pleasure, from a simple cup of tea to viewing a sunset or rubbing one’s feet.
Scheduling participation in activities that may bring pleasure and noting feelings that occur when engaging in those activities. Use a daily calendar to plan specific activities; short activities that cost nothing are ideal (e.g., walking in a park, listening to a loved song or piece of music).
Recalling activities that brought pleasure in detail and re-experiencing the details of the pleasurable experience. This is called “savoring” and it awakens the pleasure/reward areas of the brain.
Detecting urges to engage in pleasurable activities and honoring the urge. Cultivate the joy of anticipation of pleasure.
Setting lifestyle goals related to participation in pleasurable activities. Identify daily and weekly pleasurable activities that you want to build into your lifestyle (e.g., talking with a loved one on Sundays, making a special meal on Mondays, taking a nature walk on Saturday mornings, painting or sewing or watching comedy on Friday evenings, etc.).
How and when will you use the skill(s) that interest you?
What's Your Style?
For most people, their "lifestyle" behaviors reflect their environmental or community context and the lifestyle behaviors of their "models" or the people who influenced them most during their formative years. For example, taking daily walks isn't a likely lifestyle behavior if our community is not safe and/or doesn't have sidewalks or accessible parks. However, we may routinely engage in spontaneous family dances. The lifestyle behaviors we adopt as teens or in adulthood are influenced by our reference group at the time. For example, if we hang out with people who misuse alcohol, we are more likely to engage in similar patterns of misuse.
That being said, anybody can take stock of the results they are getting from their lifestyle behaviors and decide to change their style. Tuning up your lifestyle is probably the single most powerful thing you can do to improve your health, both physical and psychological. Lifestyle behaviors that you can change include changes to diet, physical activity, sleep, and use of alcohol and/or tobacco.
Do you want to change your "style"? If so, what skills interest you at this time?
Chose a specific lifestyle area for change. It is best to target one skill at a time. Fortunately, change in one target usually supports change in other potential targets. For example, changing behaviors to support better sleep may lead to better dietary choices while targeting increased physical activity may result in improvements in sleep-related behaviors.
Identify the value that inspires you to change a lifestyle behavior. We are more likely to stay with lifestyle behavior changes when we make them in the context of our values. For some people, health is not a value per se. However, the ability to engage in various activities that require good health may provide a stronger connection to values and supercharge the fuel for lifestyle behavior change.
Start small and go slow. Develop one specific, measurable, attainable, time-bound plan of action and stay with it for several weeks. Evaluate your benefit, the consistency of your effort, and the barriers you experienced. Revise the plan and start again.
Seek out connections with people who have similar lifestyle goals. A great deal of benefit comes from socializing with other people that share lifestyle goals similar to your own.
Celebrate your success. Take time to notice your gains and acknowledge yourself. When you slip up, forgive yourself and start again.
How and when will you practice your new skill(s)?
Loss and Re-defining Self
Throughout of lives, we experience loss. One experience builds upon other experiences, and each experience offers an opportunity for personal growth. Our first experience might be the loss of a pet or a grandparent. This provokes questions about death and the meaning of the end of a life. For people with spiritual beliefs that address this, their tradition offers a structure for experiencing the loss. For people who do not endorse a set of beliefs about death, loss requires them to search for an understanding that allows them to open up to the experience and find a way to make sense of it.
For all people, the loss of someone we love occasions the need to understand how our life context has changed and to create a new definition of self, based on who we are without the loved one in our lives. No one wants to re-define themselves, and the re-definition process is psychologically painful. We tend to approach it in a one-step forward, two steps backwards, three steps forward manner. The process is unclear and the arrival at a re-definition on-going. There are a few skills that may be helpful to a person involved in the difficult process of grieving, letting go, and moving forward with re-building a new and different life.
What skills interest you at this point in time?
Defining the person’s role in your life. This skill involves looking at the loved one’s contribution to your life and your development as a human being. What did they teach you? What did they stand for? Sometimes, making a tribute or “altar” to acknowledge the person provides an organizing activity for defining the person’s role in your life.
Describing what remains of the person. Often, when we lose a loved one, we can see that part of them remains. That part might be in the form of qualities that we learned from them that continue to influence our lives. The lost loved one may also leave physical remains; remains that need to be sorted and remains that we treasure and that can bring us solace.
Treating yourself with kindness. This skill involves being patient with yourself and allowing yourself time to experience the ebb and flow of your emotions. It might involve being intentional about your choice of activities for bringing comfort to yourself and your choice of people to share your grief experience with. People experience grief in different ways, and some people may be more ready and able to support your grief experience than others. Finding people who offer your kindness is an important way of showing kindness to yourself.
Finding the courage and strength to see your future self without the physical presence of the loved one in your life. This skill is best developed one small step at a time. It is necessarily painful and it is the pain that opens the door to the courage to be the new you, every time life offers up a time to be you without the physical presence of the loved one. For a young adult who has lost a parent, it is the courage to imagine the completion of a union or marriage without the parent there to witness the event. Your life as a survivor continues, and it is forever changed in ways that become apparent as you grow and “add on” to your developing sense of self. Be patient and appreciate the fact that you loved and that your loss is the proof of your love.
Parenting with Love
While offering up many opportunities for personal growth, the process of parenting also provides many personal rewards. From the first day as a parent, most people experience the uneasiness of not knowing exactly what is needed to be successful as a parent, and, at the same time, understanding that they must succeed in this huge and critical endeavor!
Thank goodness, parents love their children immediately and deeply. This does not need to be learned, but so many other things do. Parenting requires a lifetime of learning, and so the question now is that of what do you need to learn now and how might you best learn it?
What parenting skill interest you most right now?
Connecting with my child. Of fundamental importance and also difficult is the skill of playing with your child. Whether the child is a newborn struggling to look at you and focus their eyes or a teenager ready to argue every point you make, the ability to just be together and enjoy something together is critical to a loving relationship. What can you do with your child that doesn’t involve teaching them or evaluating their performance? What might you do that involves your just noticing what they are doing and affirming the choices they are making in their play?
Giving clear, simple commands. This involves asking your child to do one thing at a time and being specific in your request (e.g., “Please hang your backpack on the hook by the door?).
Paying attention to and reinforcing what you want to see more of. This involves noticing behaviors you want to see increase (e.g., sitting in their chair at the start of a meal) and providing simple, descriptive, immediate praise (e.g., “Thank you for offering your sister a turn with the toy”).
Ignoring behaviors that you do not want to see more off. As possible, focus your attention on something other than a problematic behavior (e.g., a child saying, “I don’t like my brother. He is stupid.”) and use re-direction to prompt other behaviors (e.g., your saying, “I wonder what we have in this box over here.”).
Setting up a reward program. After establishing a few specific “house rules”, set up a reward program for following the rules. Use rewards that your child or teen suggests. Be specific and consistent. Make sure that the rewards are attainable.
Set up family meetings and family play times. Celebrate your love for each other. Talk about your values at meals.
Take time to nurture yourself. Sometimes, you are having a very difficult day and trying to parent. There are no holidays or breaks from parenting. Be kind to yourself and pause to acknowledge you on-going intention to love your family.
When and how will you practice your new skill(s)?
Restful Sleep
The quality of your sleep begins the moment you wake up. Do you take a moment to take stock of your thoughts, feelings, sensations? Do you allow yourself to enjoy a wake-up routine that gives you a positive mood? Do you find time for brief exercise periods through the day? Yes, exercise uses up the body's energy and so prepares one for restful sleep. Other important daily choices that influence sleep are the amount and time we take in foods or beverages with caffeine or other stimulants, when and how long we nap (if we do nap), how we unwind at the end of the day, and when we turn off screens and enjoy a slower and less bright transition from day to night. Lots of possible ways to fine tune sleeping . . . and often an on-going process for many people. What new skills interest you now?
Sorting out daily routines that influence sleep. This group of skills begins with identifying opportunities throughout the day for you to fine-tune so that they are just a little more relaxing and a little less stressful. What activities would you like to address now?
Sorting out beverage and dietary choices that influence sleep. How much caffeine is right for you and when do you need to stop use of caffeine for the day? If you use alcohol, how much and when can influence the quality of your sleep. When and what do you eat in the evening and is it helpful to your sleep? The trick is to eat just the right amount at the right time and enjoy it!
Planning periods of exercise. So many daily activities promote sitting or standing still during the day, and yet research suggests that it is taking advantage of opportunities for movement and exercise throughout the day that give a person energy for daily activities, a sense of calm in moving through the day, and a readiness to relax in the evening. What might you incorporate into your daily routines? When? Is there someone that might enjoy one or more movement routines with you?
Planning a settling routine for the evening. This group of skills includes setting a time to stop use of screens and a plan for relaxing the body and mind. Many routines are possible, such as taking a shower, engaging in gentle stretching, or listening to relaxing music. Experiment and find something that you look forward to. And do keep the bed only for sleep. If you develop a habit of doing activities that keep you awake in bed (such as reading a good book or watching screens in bed), you are more likely to be wakeful when you go to bed.
Keeping with a routine for sleeping. The body loves sameness – same bedtime and same wake-up time. Try not to vary your schedule more than an hour, even on weekends.
Changing habits that interfere with sleep. This broad group includes learning ways to work with difficulties falling asleep, staying asleep, or returning to sleep. Perhaps we have a habit of worrying at night – if so, make time for writing down your worries in the morning. Perhaps you work different shifts, making a schedule difficult. Your BHC may be able to provide more help (using methods like sleep restriction), but working this list is a great first step for most people.
When and how will you practice new skill(s) to improve your sleep?
A New Perspective on Stress
Stress includes everything that happens to us that requires a response. Positive (e.g., start of a new school year or birth of a grandchild) and negative stresses (e.g., having a teacher we don't like or having a grandchild diagnosed with a health problem) add up. It's the sum of stresses at any point that we need to attend to. We need to weigh that stress load against our current skills for coping with stress. When stress is heavier than our coping skills, we experience stress overload, and it is time to learn new skills.
What skills interest you at this point in time?
Skills for monitoring stress levels. The start of stress overload is difficult to detect if we don’t have a routine way of checking in on our stress level. Different strategies work for different people. Some people like to have a stress buddy that they check in with monthly. Other people like to spend a few minutes writing about stress and keeping life in balance on Sunday afternoons. What might work for you?
Strategies for responding to high stress. These include the ways we routinely respond to stress overload. Do you respond with kindness and concern? Sometimes we downplay our sense of being overloaded and may even criticize our self for being stressed. A good strategy for working with stress overload is learning to be tender with yourself and to identify what activities might feel nurturing or restorative right now?
Strategies for relaxation on a routine basis. Do you have daily routines that help you “re-set” to a calm state? Routines might include a daily walk at lunch, practice of a breathing routine intermittently throughout the day, or enjoying a favorite image that brings peace and contentment. What might you like to integrate into your daily life to help you routinely “re-set”?
Skills for identifying specific stresses that require you to learn new skills. New stresses often require us to learn new skills to address them. For example, a promotion at work may place a person in a role where they need to be more assertive than they know how to be. To address the stress well, the person needs to find a way to practice expressing exactly what they want in order to feel respected and to do this in a way that shows respect to others. This is what assertive communication skills are all about. Another example is that of a parent whose child enters a new stage of development and demonstrates behaviors that the parent doesn’t know how to respond to. Again, this is a good time to see life offering one learning opportunity after another. You can reach out to someone with more knowledge or skill in the area that interests you or you can search out information and formal learning opportunities.
Strategies for nurturing yourself with a good diet and time for restful sleep. The body and mind need fuel and rest, so setting an intention to better care for your basic needs is a great way to address stress.
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Literacy
In our first text this term, we will meet an Akan folktale character - Anansi the Spider. He is known as a trickster and we will find out what he gets up to in the short stories. Our second text we will meet a daughter who is very kind and how this quality helps her make wise decisions. Our third text will introduce us to Akimbo who lives on the edge of an African game reserve. Using expanded noun phrases, conjunctions and commas in a list, we will be writing our own version of Akimbo and the Elephants.
Maths
Place value is our very first topic this term. We will be using a range of resources to represent numbers and understand the difference between digits in a number. We will use < > = signs to compare and order numbers up to 100. We will be adding and subtracting using column method. We will be looking at the value of money. We will making amounts using different coins.
Science
Autumn term for Science will all be about humans and animals. We will be exploring and comparing life cycles and classifying animals using keys. Observing fossils, we will make predictions about herbivores, omnivores and carnivores and justifying our reasons. To end our Autumn term, we will look at the human body and how we can provide a healthy diet. We will explore the effect that salt has on food and how exercise affects our bodies.
Autumn Year 2
RE
In Autumn 1, we will be exploring the story of creation in Genesis and discussing what this story tells us about God. We will discuss why God rested on the seventh day and how Christians are inspired by the story to look after the world. In Autumn 2, pupils will explore the importance of Jesus for Christians, the significance of how He was born and some of the ways in which Christians celebrate Jesus' birth. Pupils will also discover how Christians express the meaning of Christmas and Incarnation, as well as looking at the importance of 'giving' at Christmas.
Art and Design
In Autumn 1, we will be observing and making an african pattern. We will be using linear, repeated symmetrical patterns. For the last part of our half term, we will be making a Maasai necklace. We will use colours and patterns to represent the Maasai community.
PSHE
In PSHE, we will be thinking about the British Value of democracy and what that means for us in our lives. Together, we will construct and agree to follow a set of group, class and school rules. We will discuss communication: how we can communicate our feelings appropriately and recognise how our behavior can affect other people.
Computing
We will start this term we will be creating a digital mind map. We will add images to our mind map. We will also develop our research and presentation skills linked to our humanities topic of civil rights activists. We will then present a presentation on one of the civil rights activists we learnt in our humanities lessons.
Humanities
In Autumn 1, we will exploring Africa! Locating countries, we will make comparisons between their location on the continent, landscapes and human features. We will make comparisons between our lives and the lives of children in a small region of Africa. In Autumn 2, we will be meeting two very important individuals from the past: Rosa Parks and Nelson Mandela. We will be exploring their lives and the changes that they made. We will understand the impact of Apartheid Law and the effect of the Montgomery Bus Boycott.
PE
In our PE lessons, we will be developing the fundamentals of PE then moving onto dance unit of work. In Autumn 2, we will be developing our throwing and catching skills and explore gymnastics.
Music
In music, we will start by exploring the music of the Renaissance. We will then move onto exploring and experimenting with patterns in music.
Literacy
In Spring 1, we will be using the story 'A Bear called Paddington' to inspire our literacy writing. The children will undoubtedly enjoy retelling the comical but embarrassing situations that Paddington finds himself in as he tries to adjust to British culture. In Spring 2, we will be visiting London in 1660s with the story of The Great Fire Dogs. We will be writing vivid descriptions of London at the time and delving into the adventures of these two best friend dogs fighting to make their way home.
Maths
In Spring 1, we will be revisiting the four operations. We will be exploring the relationships between the operations by looking at how using the inverse operation can help to check our answers and help to solve missing number problems. Knowing our number facts and place value will help us develop our arithmetic skills.
In Spring 2, we will revisit multiplication and division. We will be spending more time diving into fractions and end the term with time.
Science
This term we will be learning about materials. We will be exploring the properties of materials and ways in which to classify them. We will investigate the process of melting and dissolving using a range of experiments. We will finally discover the importance of knowing materials when recycling.
Spring Year 2
Computing
We will be developing our script writing skills using a programme called Scratch. We will give instructions for the cat sprite to follow. We will develop our skills each lesson having two sprites interacting with each other as the final test of our new skills. We will also look at digital images and creating a 360 digital image.
Humanities
RE
In Spring 1, Pupils will learn about the beliefs of Hindus and investigate what it means to be a Hindu. Pupils will also discover what Hindus believe about God and consider the importance of the story of Rama and Sita. In Spring 2, pupils will explore the stories of Holy Week and Easter, linking both with the concept of Salvation. Pupils will also discover the impact Salvation has had on some Christians, whilst looking at forgiveness and its importance.
Art and Design
This term we will be exploring the incredible art of Stephen Wiltshire. We will be creating a London skyline using a pencil sketch and a range of shading techniques.
For DT, we will be making a tudor house. We will learn about the structure and make sure our house is free standing.
PSHE
We will be looking at health and wellbeing by commenting on likes and dislikes and good and not so good feelings. We will also think about change and loss in life. In Spring 2, we will have a focus on bullying and it's victims. We will be thinking about the victim's feelings, how to get along and the rules.
What is the difference between a city, a town and a village? We'll discover what exactly makes a capital city, why are they located in certain areas and how they contribute economically to a country before focusing on London and the landmarks that can be found there. We'll use coordinates to plan a route for a London bus tour and describe the physical and human features of London.
Then we will go back in time to 1666 and find out how the Great Fire of London began and why it caused so much destruction.
PE
In PE, we will develop throwing, catching and racket skills, learning to track and hit a ball and will learn to play against an opponent and over a net. Through invasion games, we will develop our understanding of attacking and defending.
Music
In music, we will be exploring the beat of the music and try to follow it. We will also be looking at music from China.
Literacy
In Spring 1, we will meet Bill who wakes up to be treated very differently to usual! We will explore stereotypes and will consider how we can show character emotions rather than tell.
In Spring 2, we will meet George as he attempts to make a very marvellous medicine to make his Grandma a nicer person! Challenging ourselves to choose powerful language to describe the variety of ingredients, we will create exciting concoctions of our own!
Maths
This term we will be recognising and using the inverse relationship between operations to solve missing number problems and check answers. Using mini clocks, we will tell and show the time to five minutes including quarter past and quarter to the hour. In geometry, we will describe position, direction using mathematical language. We will recognise rotations as turns and identify quarter, half and three quarter turns both clockwise and anticlockwise.
Science
Summer term brings us plants and forces and lots of exciting experiments!
We will investigate the oxygen released by pondweed and link our findings to issues around deforestation and consider the different ways that seeds are dispersed.
Moving onto forces, we will identify and recognise push and pull forces around us. Following lines of enquiry, we will test air resistance and magnetism.
Summer Year 2
RE
In Summer 1, we will be exploring Judaism. We will explore Jewish beliefs and the importance of the Shabbat to Jews.
In Summer 2, we will be discussing the question 'What do Christians believe God is like?'. By reading the story of Jonah and the Whale, we will consider what this story tells us about the nature of God and how Christians can use the story to guide their beliefs and improve themselves. Their understanding of worldview and humanism is developed and they find out about the Shinto faith.
Art and Design
Experimenting with watercolours and wax crayons, we will create washes and blottings to create sunsets and seascapes.
We will mix primary colours to create secondary colours and experiment to find the right balance. In Summer 2, we will be creating still drawings. The children will use tonal value to create a still life sketch of a candle.
PSHE
We will be looking at health and wellbeing and how we can prevent germs and diseases from spreading by having good hygiene. We will also be discussing the positive relationships and networks that we have around us and the people that we can trust and how we can respect the differences and similarities between people.
Computing
This term, we will be writing algorithms in Scratch. We will join code to program our sprites to perform different actions and run scripts on different commands. We'll also use 3D pens to create our first 3D designs and learn about how the 3D printing process works.
Humanities
In Summer 1, we will explore Islands around the world. Using symbols and coordinates, we will create maps of different islands and represent the physical and human features. In Summer 2, we will travel back in time and explore the lives of Florence Nightingale and Mary Seacole. We will understand why they are such important women from the past and how they impacted and changed nursing to give us what we know today.
PE
We will explore team building, sending and receiving along with improving our fitness. We will expand our knowledge of travelling actions, use them in relation to a stimulus and build on their understanding of dynamics and expression.
Music
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OPEN MIDDLE PROBLEMS
"Open Middle" problems refer to a specific type of problem design that has been popularized on https://www.openmiddle.com/.. Thanks to Open Middle Lead and Co-Founder Robert Kaplinsky for permitting us to include references to Open Middle in MathLinks. They appear in the Review section of many MathLinks packets, and in many Packet Resource sections (Essentials Skills or Nonroutine Problems) on the Teacher Portal.
Open Middle problems typically include: • a "closed beginning," meaning that each problem starts with a particular prompt and structure; • a "closed end," meaning that each problem ends with a correct answer or set of equally correct answers; • an "open middle," meaning that there are multiple pathways or approaches for solving the problem. Why: Open Middle problems appear to be procedural in nature, but turn out to be more challenging once students begin to solve them (i.e. higher depth of knowledge than traditional practice). Often it is relatively easy to find a result fitting the structure, but quite difficult to find an optimal or target result. At the very least, students do a large amount of skills practice when thinking that they are only doing one problem. At best, students are thinking deeply about the structure of the problem, and making and testing conjectures. Prepare ahead: Try the problem before assigning it to gain insight into the strategies and struggles students may encounter. Think about good questions to ask to promote thinking and perseverance, and to help students get "un-stuck." Launch the activity: Use below-grade level open middle problems to help students gain confidence and establish norms for discussion. • Write the problem on the board or distribute it on paper. • Give students time to work alone first. • Ask students to share solutions, and record them on the board for discussion. • Encourage students to share strategies and generalize when appropriate. Accountability/Follow-up: • Consider sending an open middle problem home for families to work on together.
OPEN MIDDLE PROBLEM: DIVIDING BY A ONE DIGIT NUMBER
Use the digits 1 through 9 at most one time each.
1. Fill in the boxes to create any whole number quotient.
Greatest: 987÷1 uses 4 different digits -> the result is 987
*Least: 126÷
Answers will vary. For example,
9 uses 4 different digits -> the result is 14*
2
= 0.5; = 3.0;
6
6
4
2
5
both examples use 4 different digits)
Largest: = 4.5
9
2
Smallest:
1
5
= 0.2 (exact);
1
6
≈ 0.2 (rounded)
Answers will vary. For example, 126 ÷ 3 uses 4 different digits -> the result is 42 2. Fill in the boxes to create the greatest whole number quotient. Greatest: 987 ÷ 1 uses 4 different digits -> the result is 987 3. Fill in the boxes to create the least whole number quotient. *Least: 126 ÷ 9 uses 4 different digits -> the result is 14* *Let us know if you find a better answer. OPEN MIDDLE: FRACTIONS AND DECIMALS Use the digits from 0 to 9 at most one time each. It is "fair game" for students to discuss whether or not rounding is allowed. 1. Create any fraction and decimal that are equivalent. Answers will vary. For example, = 0.5; = 3.0; = 1.2 both examples use 4 different digits) 2. Create the largest decimal value. Largest: = 4.5 (the example uses 4 different digits) 3. Create the smallest fraction value. Smallest: = 0.2 (exact); ≈ 0.2 (rounded) (these examples use 4 different digits) *Let us know if you find a better answer. 2 4 6 2 6 5 9 2 1 5 1 6 | <urn:uuid:2279445a-0dd1-47a4-870c-98dabe35a2cf> | CC-MAIN-2024-51 | https://mathandteaching.org/CMAT/Core2023/PubFiles/Preview%20/Grade%206/02%20General%20Resources/03%20Student%20Engagement/08%20Grade%206%20Open%20Middle%20Problems%20-%20TE.pdf | 2024-12-13T18:30:22+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00695.warc.gz | 331,248,291 | 862 | eng_Latn | eng_Latn | 0.995372 | eng_Latn | 0.997398 | [
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Anti-Bullying Policy
1. Introduction
Emanuel School's community is based upon respect, good manners and fair treatment. The school takes bullying very seriously as it can have a long-term serious impact on the mental health, emotional wellbeing and identity of the person being bullied. Bullying can also have profound negative affect on the person carrying out the bullying and on people witnessing the bullying (bystanders).
Bullying is behaviour that the school finds entirely unacceptable. It is important that all pupils at Emanuel are able to come to school happily and confidently so that they can achieve success in all areas of school life, without feeling intimidated in any way by the actions of others.
It is important to realise that there may be times when a bullying concern may become a safeguarding concern and will be treated as such by the school. A bullying incident will be treated as a safeguarding concern when there is reasonable cause to believe that a child is suffering or likely to suffer significant harm. 'Child on child abuse' in any form should not be tolerated and colleagues should be aware that it may well constitute a safeguarding concern. Keeping Children Safe in Education makes clear that childon-child abuse should never be tolerated or passed off as "banter" or "part of growing up".
Everyone can and should speak out to report any concerns about bullying in the knowledge that they will be listened to and that the matter will be promptly investigated.
Bullying can also take place outside school – for example using mobile, internet and wireless technologies or elsewhere off the premises including on the journey to and from school. In these instances, the school will continue to follow its processes.
The school recognises that the friendships and relationships between young people can be very dynamic and often lead to disagreements. While such fallings out are unfortunate, where there is no clear evidence of bullying, the school will adopt a range of different approaches to help support the issues between the pupils, including empowering those involved to take the lead in finding a resolution.
Pupils, staff and parents have a part to play in the prevention of bullying and online bullying, including when they find themselves as bystanders. Through school assemblies and life education lessons pupils learn tolerance and mutual respect and the part they can play in preventing bullying. They learn how to deal with a bullying incident if it does arise and how to respond when they find themselves as a bystander with the power to play a key role in preventing or stopping bullying. Pupil voice lays an important role in ensuring matters of race, gender and sexuality are continued to be actively discussed and addressed within school.
Assault, theft, hate crime, sexual harassment, sexual violence, discrimination and victimisation as well as repeated harassment or intimidation, anything where bullying has criminal intent, may trigger a threshold referral. Detailed records are kept securely of all bullying incidents; this ensures the school can continue to identify any patterns of behaviour and evaluate the effectiveness of the action taken. These records are monitored by the safeguarding team and pastoral committee. Through regular safeguarding training, all staff are made aware of the importance of reporting any incident, including the threshold for referring any instances of bullying to external agencies. Where necessary, contact is made with the local authority to seek further advice or make a referral.
Bullying, or cyberbullying, is not a specific criminal offence in UK law, however harassment, malicious communications, stalking, threatening violence, and incitement are all crimes. There are a range of laws that criminalise activity that may be related to cyberbullying, including discrimination, harassments and threats. These laws include Equality Act 2010, Protection from Harassment Act 1997, the Communications Act 2003, Computer Misuse Act 1990, Criminal Justice and Courts Act 2015, Protection of Children Act 1978 and Criminal Justice Act 1988.
Where a pupil has experienced sexual harassment or abuse at school, or an adult needs emotional support or advice, the NSPCC helpline 'Report Abuse in Education' is available: 0800 136 663 (Monday to Friday 8am – 10pm or 9am – 6pm at the weekend) or email@example.com.
If staff feel an offence has been committed, the police or social care services will be informed.
Emanuel School's aims are:
- To create an environment in which incidents of bullying are brought to the school's attention;
- To react to bullying incidents in a reasonable, proportionate and consistent way.
- To prevent, de-escalate and/or stop any continuation of harmful behaviour.
- To safeguard the pupil who has experienced bullying and to offer support, understanding and guidance;
- To make the perpetrator understand the consequences of their act and where appropriate, be involved in the solution, for instance following the process of restorative justice; while ensuring they are supported and are able to make better decisions in the future. Disciplinary sanctions apply where appropriate in line with the school's Behaviour Policy.
The school follows DfE guidance on the prevention of bullying contained in Preventing and Tackling Bullying (2017), DfE Cyberbullying: Advice for Headteachers and Staff (2014) and The Independent School Standards Regulations (2014). It should also be read in conjunction with Keeping Children Safe in Education (2023) and Working Together to Safeguard Children (2023), The Equality Act (2010), and Sexual Violence and Sexual Harassment in Schools and Colleges (2021).
The school raises awareness of this policy with staff through training including ensuring that staff:
- understand the principles of the policy including reporting and recording procedures,
- are aware of their legal responsibilities,
- take action to resolve and prevent problems, including online bullying,
- are aware of the sources of support that are available, to ensure understanding of the needs of pupils with protected characteristics and to support pupils with protected characteristics.
2. Definition of Bullying
Bullying is when others make a pupil feel threatened, unsafe, unhappy or when someone deliberately goes out of their way to threaten, frighten, abuse or hurt someone else. Taunting, name calling as well as damaging a person's property, clothing or schoolwork are all forms of bullying, as is ganging up on someone or isolating them.
- It is deliberately hurtful behaviour, a misuse of power.
- It is action taken to intentionally hurt another pupil or group physically and emotionally (which may cause psychological damage) and is often motivated by prejudice against particular groups, for example on the grounds of race, religion, culture, sex, sexual orientation, gender, special educational needs and disability or because a child is adopted or is a carer.
- It is often repeated over a period of time, so that it not only causes distress at the time, but the threat of future attacks also causes distress. However, a standalone incident can still be deemed as bullying and may be treated as such.
- The person being bullied is powerless to resist.
- A person of any age may be the perpetrator, or the person being bullied.
3. Forms of Bullying Behaviour
Bullying may take many different forms including:
- Physical: e.g. hitting, kicking, pushing, intimidating behaviour or interference with personal property (including any threat of or use of violence of any kind).
- Verbal: Name calling, insulting another person's friends or relations, repeated teasing or ridiculing someone else including making racist, religious, cultural, homophobic or transphobic remarks including insulting remarks about someone being or perceived to be lesbian, gay, bisexual and transgender, queer or questioning (LGBTQ+) or remarks about disability.
- Non-verbal: E.g., making negative, hurtful or insulting physical gestures towards a person, invading personal space after being asked to move or step away.
- Sexual: e.g. unwanted/inappropriate physical contact or sexual innuendo (including the sharing of nudes/semi-nudes)
- Exclusion: Deliberately leaving someone else out of a game or conversation, spreading nasty rumours about someone else, ignoring them.
- Cyberbullying: Use of technologies to deliberately and repeatedly upset someone else; please see the 'Cyberbullying' section below for more details.
- Prejudice-based: Bullying is often motivated by prejudice against particular groups and may involve actions or comments regarding a person's race, religion, culture, gender, gender identity, sexual orientation, special educational needs or disabilities (SEND), or because of a child's familial circumstances, such as they are adopted, in care or that they have caring responsibilities. Examples include:
- Initiation/hazing type violence and rituals: Activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element.
- Racist Bullying: e.g. physical, verbal, written, online or text abuse or ridicule based on differences of race, skin colour, ethnicity, nationality, culture or language.
- Cultural bullying: e.g. mocking of beliefs or ideals.
- Faith-based bullying: e.g. negative stereotyping, name-calling or ridiculing based on religion.
- Sexist bullying: e.g. use of sexist language or negative stereotyping based on sex.
- SEN/disability bullying: e.g. name-calling, negative stereotyping or excluding from activity based on disability, learning difficulties or additional needs.
- Homophobic/transphobic bullying: e.g. name-calling, innuendo, negative stereotyping or excluding from activity based sexual orientation, gender identity or use of homophobic or transphobic language.
- Able/talented bullying: e.g. name-calling, innuendo, ostracism or negative peer pressure based on high level of ability or effort.
4. Signs of Bullying
Changes in behaviour that may indicate that a child is being bullied may include:
- unwillingness to attend/return to school and/or fear of the journey to and from school,
- symptoms that may relate to stress or anxiety such as headaches or stomach aches,
- frequent absence, erratic attendance or late arrival to class,
- unexplained cuts, bruises and scratches,
- change to established habits (e.g. giving up music lessons, change to accent or vocabulary),
- books, bags, money or other belongings suddenly go "missing", or are damaged,
- an unusual request for extra pocket money or loss of money,
- failure to produce work or an unexpected decline in standards of work,
- choosing the company of adults rather than peers,
- difficulty in sleeping or experiencing nightmares,
- obvious distress or decline in cheerfulness but with reluctance to discuss this.
At school, staff may not notice these manifestations as quickly as parents will. The school therefore asks parents to contact the school immediately with their concerns.
- Advise their child to talk to his/her form teacher or other trusted teachers.
- Together identify places where bullying takes place and work out ways to avoid them.
- Tell their child not to attempt to buy the bullying person off with sweets or other 'presents' and to avoid giving the bully money.
- Tell their child to travel to and from school with other pupils, if at all possible.
- Tell them not to fight the bullying person.
- Together work out a plan of action. If the bullying is repeated, the plan must be followed and child must tell an adult that the bullying has recurred. In such cases it is advisable to keep a detailed record of any further incidents.
In the case of cyberbullying:
- It is also essential that parents inform the school if they are aware of any form of cyberbullying taking place between their child and (an)other pupil(s) of the Emanuel community.
- Please print off evidence from websites or screenshot as much of the evidence as possible or retain evidence from mobiles etc.
- Should the images be of an indecent nature containing young people under the age of 18, it is vital these are not shared with any other party. In these incidents, it may be necessary for external agencies, such as the police, to be involved.
- Additionally, parents should contact the mobile network, their internet service provider or their landline provider. Parents can invest in some parental control software to limit to whom their child can send messages or receive messages from. This software can also block access to some chat rooms.
5. Bullying and Child-on-Child Abuse
Safeguarding issues can manifest themselves via child-on-child abuse, one form of which is bullying, including cyberbullying. Keeping Children Safe in Education (2023) makes clear that abuse should never be tolerated or passed off as "banter" or "part of growing up".
Child-on-child abuse may involve bullying (including cyberbullying), but can manifest itself in many ways, for example the different forms child-on-child abuse can take: sexual violence and sexual harassment (including upskirting); physical abuse; sexting (or youth produced sexual imagery); initiation ceremonies/hazing-type violence and rituals.
Allegations of child-on-child abuse should always be reported to the Designated Safeguarding Lead. Under the Children Act 1989, a bullying incident should be addressed as a child protection concern when there is "reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm." In these circumstances the procedures in the school's Safeguarding and Child Protection Policy will be followed and any such abuse will be referred to children's social care (Achieving for Children).
6. Reporting Bullying
The school can deal only with incidents of bullying it knows about. Emanuel is a 'telling' school - in other words, pupils are urged to confide their worries and concerns to a friend, an adult, a teacher or a parent so that appropriate measures can be taken to stop bullying. Pupils can report any concerns using the pastoral concerns button on Firefly. Concerns can be made anonymously and will be reviewed by the deputy head: pupils/designated safeguarding lead and the relevant head of section.
Pupils can also arrange to speak to a member of staff via the 'Want to Talk' button on Firefly. Staff should, however, be particularly alert to children who may be vulnerable and at risk from bullying and recognise changes in behaviour. Vulnerable pupils may include SEN pupils, LGBTQ+ pupils or pupils with protected characteristics. In certain situations, a SEN pupil or a pupil with protected characteristics could also be a perpetrator.
If parents have concerns, they should contact their child's form tutor or head of year.
Staff must report any alleged incident of bullying – in the first instance – to a pupil's form tutor, head of year and head of section. The nature of the pastoral structure is such that the tutor should be aware of early warning signs of unhappiness amongst their pupils. It also acts to foster an atmosphere of trust whereby pupils and parents/carers can approach tutors and heads of year at any time.
Any incident of bullying will be thoroughly investigated and followed up with sensitivity.
How staff should respond to a report of bullying
The following are guidelines should a pupil report an incident of bullying to a member of staff:
- Tell the pupil that they have done the right thing and are not at fault.
- Listen carefully to the account.
- Take the incident/report seriously.
- Avoid asking leading questions.
- Reassure the victim, taking care not to make them feel inadequate or foolish.
- Do not promise absolute confidentiality.
- Ensure accurate notes of the alleged incident(s) are taken and passed on immediately to the form tutor, head of year and head of section in the first instance.
- Offer concrete help/support/advice and discuss possible courses of action with the victim. Staff should encourage a victim to allow them to tell the form tutor or any other trusted adult. The member of staff will consult the head of year or head of section.
- Some immediate action may be needed but preferably wait until the form tutor/head of year have been consulted as to what action will be taken and who should take it.
Where there is reasonable cause to believe a child is suffering or likely to suffer significant harm from a bullying incident, this will be treated as a child protection concern and the designated safeguarding lead involved.
7.
Responding to Bullying Incidents
Everybody has a role to play in responding to a bullying situation. The school will address all incidents of bullying/cyberbullying that are reported or identified. Bullying and cyberbullying are often linked to discrimination and the school is prepared to address it appropriately.
Help will be provided as early as possible. The circumstances and individuals involved in any incident of bullying are always unique and whatever course of action taken depends on the professional judgement of those staff responsible for investigating any alleged incident.
Appropriate support for both the pupil being bullied and the person bullying is provided by pastoral staff, the school chaplain and school nurse, peer mentors or, if needs be, by a range of adult mediation services including the safe schools' police officer and the school counsellors.
Where a pupil with SEND is involved as the initiator, it may be necessary to involve the SENDCo to explain the impact of their actions.
Restorative justice approaches which hold pupils to account for their behaviour and engage with them to agree actions to be taken to restore relationships and repair the harm caused are often used.
Pupils that have been bullied should feel safe and confident that there will not be a repeat incident, and that the school community has learnt from the incident. Where there is evidence of bullying behaviour, appropriate sanctions in line with the school's Behaviour Policy will be applied to ensure that the pupil carrying out the bullying takes responsibility for their actions, recognises the harm caused and does not repeat the behaviour. The disciplinary measures will be applied fairly, consistently and reasonably taking into account the needs of vulnerable pupils. The school may exclude a pupil, either temporarily or permanently, in cases of serious or persistent bullying in line with the school's Exclusion Policy.
When bullying comes to light, parents/carers are informed as early and as constructively as possible, whether their child is the one being bullied or the one doing the bullying. If the matter is serious or if the bullying continues, the parents will be invited in to discuss the matter including the appropriate sanctions under the Behaviour Policy and/or Exclusion Policy.
Incidents of bullying including prejudice-based bullying are kept on a central record and every effort is made to monitor future progress once a course of action has been agreed.
Records are kept evaluating the effectiveness of the approach adopted and to enable patterns to be identified so that we have a clear picture of bullying incidents throughout the school. These records are reviewed by the safeguarding team, pastoral committee and the safeguarding governor.
The school will respond to cyberbullying incidents as described in 'Responding to Cyberbullying Incidents.
8. Cyberbullying
Cyberbullying (see definition in 'Forms of Bullying Behaviour') can affect all members of the school community. However, research in this area indicates that some members of the community are disproportionally affected which includes girls, learners with special educational needs and disabilities and learners identifying as gay, lesbian, bisexual or transgender. Cyberbullying may relate to race, ethnicity or national origin and religion and faith.
As per McAfee's connected family report 'Cyberbullying in Plain Sight' (2022), the top three forms of cyberbullying are name calling, exclusion and false rumours.
8.1 Forms of Cyberbullying
The school acknowledges that cyberbullying may take many different forms. Childnet's cyberbullying guidance for schools (Cyberbullying: Understand, Prevent and Respond) categorises the forms that cyberbullying can take as follows:
- Threats and Intimidation: Threats can be sent e.g. by mobile phone/email/within online games and may include (sexual) violence, threats to disclose information about someone that may harm them or that they are not ready to share. (e.g. making someone's sexual orientation known when they may not feel ready for this).
- Harassment or Stalking: Examples include repeatedly sending unwanted text or instant messages or making phone calls (including silent calls); using public forums to repeatedly harass, or to post derogatory or defamatory statements; tracking someone's activity and collecting information about them; by pretending to be other people and 'friending' the person.
- Vilification/Defamation: Posting upsetting or defamatory remarks about an individual online, or name-calling, general insults, and prejudice-based bullying, for example sexist or racist messages.
- Identity Theft/Unauthorised Access and Impersonation: This is when someone will hack into someone's email or social networking account and use the person's online identity to send or post vicious or embarrassing material to/about others.
- Ostracising/Peer Rejection/Exclusion: Intentionally leaving someone out of a group such as group messages, online apps, gaming sites and other online engagement.
- Publicly posting, sending or forwarding personal or private information or images
Cyberbullying can very easily fall into criminal behaviour under the Malicious Communications Act (1988) and Communications Act (2003) which state that electronic communications which are indecent or grossly offensive, convey a threat or false information or demonstrate that there is an intention to cause distress or anxiety to the victim could be deemed to be criminal.
The school has a role to play in teaching pupils about the underpinning knowledge and behaviours that can help them to navigate the online world safely and confidently regardless of the device, platform or app. Please refer to the Online Safety Policy/Life Education Policy for further details.
At Emanuel, there are clear policies in place regarding the use of the internet in school. All communications made via the school's network are monitored and the internet filtered. Pupils should be familiar with and follow the rules in place in the Pupil Acceptable Use Policy. It is essential to report any form of cyberbullying taking place between a pupil and (an) other pupil(s) of the Emanuel community.
8.2 Responding to Cyberbullying Incidents/Allegations
The school will act as soon as possible a cyberbullying incident has been reported or identified. This will include providing appropriate support for the person who has been cyberbullied, stopping the incident from spreading and assist in removing material from circulation and working with the person who has carried out the bullying to ensure that this does not happen again.
In response to an allegation of cyberbullying, certain authorised staff are permitted to search pupils and their possessions including electronic devices, such as pupil's mobile phones, if they have reasonable grounds for suspecting that the pupil is in possession of a banned/illegal item. This search must be in line with procedures described in the Searching and Confiscation Policy.
Illegal activity includes indecent images of children, obscene content, hate crimes and incidents (including racist and homophobic material), stalking and harassment, threats of violence. Where the school considers that a reported incident of cyberbullying may amount to a criminal offence, it will inform the Police as soon as reasonably practicable.
If an allegation includes the sharing of inappropriate images (or files) on electronic devices, including mobile phones, the procedure described in the Online Safety Policy will be followed by staff.
In the event that a search highlights a safeguarding concern in respect of any pupil, the school will consider the appropriate safeguarding response, following the procedures set out in the school's Safeguarding and Child Protection Policy.
8.3 Cyberbullying Advice for Pupils
The school makes sure that the pupils understand how to use technologies safely and know about the risks and consequences of misusing them, via their Computing lessons but also talks in Life Education, school assemblies, focus groups and presentations by outside speakers.
The school advises pupils never to reply to unpleasant emails or messages but tells them to keep the cyber bully's messages as evidence.
The school asks pupils to inform their tutor or another trusted adult about this bullying. They can also report any concerns by using the 'Reporting a Pastoral Concern' button on the Firefly dashboard. With cyberbullying, there is often the added apprehension that a child will no longer be allowed internet access or will have his / her mobile phone taken away if he / she reports the bullying.
Pupils are also made aware that it is illegal to join social networking sites such as Facebook or Instagram under the age of 13.
The planned programme of Life Education and assemblies helps pupils to adjust their behaviour to reduce risks and build resilience. The risks posed by adults or young people who use the internet and social media to bully, groom, abuse or radicalise other people are discussed. By the end of their time in the middle school, all pupils will have completed an Al-powered adaptive learning course from Digital Awareness UK. Internet safety is integral to the school's Computing curriculum and Online Safety Policy.
The school will consider what action to take where cases of cyberbullying are brought to its attention. Bringing the school into disrepute or bullying on websites will result in behavioural sanctions in accordance with the behaviour policy, suspensions and exclusions policy.
9. Preventative Measures
Emanuel is committed to engendering respect, tolerance and understanding of the importance of caring for others as well as providing supportive pastoral care that nurtures health and wellbeing, emotional maturity and spiritual richness.
Emanuel is committed to preventing and eliminating bullying through education and to be as pro-active as possible in creating a culture where bullying is not tolerated, where all members of the school treat each other with dignity and respect and that prevents bullying from becoming a problem at the school in the first place:
Preventative measures include:
- Emanuel School promotes an ethos of good behaviour where pupils and staff treat each other with respect at all times, inside and outside of school.
- Pupils are briefed thoroughly on the school's expected standards of behaviour. They are told what to do if they encounter bullying including where they find themselves as bystanders.
- A school policy that is widely and actively promoted, known and supported by staff, pupils, parents and governors.
- Zero tolerance for abusive, offensive, discriminatory and/or prejudice-based language.
- Difference is actively and visibly celebrated and welcome across the whole school.
- A positive behaviour, discipline and rewards approach.
- The school displays advice on where pupils can seek help, including details of confidential helplines and websites where they can connect with external specialists such as ChildLine. Contact details are also set out at the end of this policy (Appendix 2).
- A strong and experienced pastoral team that supports the deputy head: pupils/designated safeguarding lead.
- The school counsellors are an important part of the school's pastoral support service, providing specialist skills of assessment and counselling and who are available to give confidential advice and counselling support to pupils.
- The school trains pastoral leaders in the Girls on Board approach.
- All heads of year, deputy heads of section and heads of section are mental health first aid trained.
- The school's annual safeguarding training covers incidents of child-on-child abuse and how staff should deal with and support disclosures.
- The school recognises that certain children may be more at risk of bullying than others and may require additional support when dealing with an incident of bullying, for example children with SEND, LGBT+ pupils. As part of the school's wider safeguarding training, staff are briefed to be able to understand the specific needs of our pupils, and to enable all staff to provide an inclusive environment for all pupils.
- Raising awareness of staff through continuing professional development and all staff are encouraged to be vigilant, as a matter of course, as they move around the school, paying particular attention to less public areas of the site both during and outside lesson times and before and after the school day. Vulnerable areas of the school may include quiet corridors and in the lunch queue.
- Using opportunities throughout the school calendar and at certain times of the school day to raise awareness of the negative consequences of bullying e.g. via the school assembly programme, team building away days or anti-bullying week.
- Staff are reminded to be proactive at all times and especially when they are on duty.
- The maintaining of detailed logs and records of bullying incidents that are reviewed and analysed for behavioural trends.
- Use of curriculum opportunities in subject areas, Life Education and chapel to discuss issues around diversity, draw out anti-bullying messages and develop social and emotional skills in areas such as empathy and management of feelings.
- The use of pupil voice through whole school pastoral surveys to inform the actions of the school.
-
- The use of peer mentoring and school council to promote open and honest reporting and consultation in addition to anti-bullying questionnaires.
Working with pupil groups to create resources for pupils and staff.
It is important to send a strong message to all that bullying is not acceptable at Emanuel and that, by working together to promote good behaviour, respect for others and tackling all forms of bullying, Emanuel's community will be stronger and safer.
10. Complaints Procedure
Parents/carers are encouraged to follow the school's Complaints Procedure (which is published on the school website) if they feel that any concerns about bullying are not being addressed properly.
11. Monitoring and Recording
The school will record all incidents of reported bullying to support a robust approach to managing individual cases effectively and monitoring and evaluating effectiveness of the school's strategies.
12. Policy Review
The policy will be reviewed annually by the deputy head: pupils/designated safeguarding lead, the Life Education subject leads and members of the school's pastoral committee. To evaluate the impact of prevention activities, at least every two years, a survey to measure the extent and nature of bullying in the school will be carried out as part of the wider-reaching pastoral survey.
The school welcomes feedback from parents/carers on the effectiveness of our preventative measures and all other aspects and implementation of this policy. Pupils are invited to give feedback informally through the form tutors and pastoral team, or formally through the school council.
Policy Review and Approval
| Policy Owner | Deputy Head: Pupils/Designated Safeguarding Lead |
|---|---|
| Date of last review | January 2024 |
| Approved by | Cabinet: 16 January 2024 |
| Responsible Committee | Pastoral: 23 January 2024 |
| Date of next review | Autumn 2024 |
Table of Key Changes
13. Related Policies and Documents
- Behaviour Policy
- Complaints Procedure
- Childnet - Cyberbullying: Understand, Prevent and Respond
- DfE Preventing and Tackling Bullying (July 2017)
- Learning Support and Special Educational Needs Policy
- DfE Keeping Children Safe in Education
- Life Education Policy
- Mental Health and Wellbeing Policy
- Pastoral Policy
- Online Safety Policy
- Pupil Acceptable Use Policy
- Safeguarding and Child Protection Policy
- Pupil Voice Policy
- Searching and Confiscation Policy
- Suspension and Exclusion Policy
Appendix I: Bullying Incident Report
This form should be completed by the relevant head of section or head of year via the Firefly form.
IMPACTED
Name:
Form:
Date:
Reported by:
INITIATOR(S)
Name(s):
Form(s):
DETAILS OF THE BEHAVIOUR AND INCIDENT:
ACTION TAKEN:
SANCTIONS ISSUED:
DETAILS OF RESOLUTIONS:
TYPE OF BULLYING:
Bullying Cyberbullying Sexist Homophobic Racist Other
This form will be submitted to the deputy head: pupils/designated safeguarding lead.
Appendix 2: Supporting Resources and Organisations
This page contains a small selection of the many resources available for staff, parents and pupils.
Resources for Staff
Anti-Bullying Alliance (ABA) – Sexual and Sexist Bullying: Developing Effective Anti-Bullying Practice Anti-Bullying Alliance (ABA) – Free CPD Online Anti-Bullying Training
DfE Cyberbullying: Advice for Headteachers and Staff (2014)
Childnet – Cyberbullying Guidance for Schools
DfE – Preventing and Tackling Bullying (July 2017)
Kidscape – Advice for adults working with children
Girls on Board (link to resources on Firefly)
McAfee – Cyberbullying in Plain Sight (August 2022)
NSPCC – Protecting Children from Bullying and Cyberbullying
NSPCC Podcast – Anti-Bullying in Schools (May 2019)
The Diana Award – Anti-Bullying Resources (incl. webinars)
Resources for Parents
Barnardo's – Believe in Children
Family Lives (Bullying UK) – Advice for Parents
Family Lives (Bullying UK) – Confidential Helpline
Girls on Board (link to resources on Firefly)
Kidscape – Advice for Parents and Carers, Parent Advice Line
Mencap – Advice and Support for Parents about Bullying
NSPCC – Bullying and Cyberbullying Advice for Parents/Carers
Samaritans – Support for Parents/Carers
The Anti-Bullying Alliance (ABA) - Advice for Parents and Carers , Information Tool for Parents/Carers
The Diana Award – Advice for Parents/Carers
YoungMinds – Parents Guide to Support
Resources for Pupils
Childline –Bullying Support
Childnet – Help and Advice – Online Bullying (11-18 year olds)
Family Lives (Bullying UK) – Confidential Helpline
Kidscape – Advice for young people
Mencap – Advice and Support: Bullying at School
The Anti-Bullying Alliance (ABA) – If you are being bullied
The Mix – Essential Support for under 25s
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Use the clues to rearrange the letters of the bold print anagrams to reveal words and phrases connected with Thanksgiving. Write your answers in the blanks to the left. Spelling counts!
Rearrange no smiles and name the group that, along with Native Americans, participated in the first American Thanksgiving.
Change flexible to the kinfolk who come together to celebrate Thanksgiving.
Really, it's not about a verb. It's the name of the month that brings Thanksgiving.
Convert Sid's name to a popular part of the Thanksgiving turkey.
Start with an exclamation and end with the place where everyone wants to be for the holidays.
Unscramble not listening and reassemble into a special container for baking a mixture of ingredients such as green beans, cream of mushroom soup, and French fried onions.
Regroup glistening archery so that it names the part of the turkey said to have the power to grant a wish to the person who walks away with the longest portion.
It's not really idle chatter at all, but rather the large oval plate that holds the turkey.
Reconstruct a greeting to one's father to form a large public procession of a festive nature, usually held to celebrate a holiday or special event.
Alter facial hair and regroup it as a food made of flour or meal mixed with milk or water and formed into a dough for baking.
_____________________1. g r i m l i p s
_____________________2. v e r s a t i l e
_____________________3. M e n o v e r b.
_____________________4. M r. S i d T u c k
_____________________5. O h, m e!
_____________________6. e a r c l o s e s
_____________________7. b o w s h i n e
_____________________8. p r a t t l e
_____________________9. D e a r P a
____________________10. b e a r d
Copyright © 2024 Margaret Whisnant
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Maurice Tangang
Why "Kighori" Has Remained a Holy Ground for the People of Bambui
Cameroon
TAGS: African Mythologies African Storytelling African Traditions
We are still trying to obtain permission for posting the original cover.
Creators
Maurice Tangang (Storyteller)
Age of Narrator: 52/55 (in 2017)
Social status: Traditional Councilor
Profession: Teaching
Language of narration: Mbeuh, Bambui / English
Bio prepared by Divine Che Neba, University of Yaoundé 1, email@example.com
Additional information
Origin/Cultural Background/Dating
"Kighori": Name of a ritual ground
Background*: The Bambui chiefdom, which is believed to have existed for about 400 years, originated from the Tikar tribe. They are believed to have migrated from the northern regions of Cameroon. Their migration was done in waves with the Manju, Matulaah and Mallam being the first to arrive their present site. They were then joined by the people of Alaakubeh and Fingeh, who escaped from their ancestral homes in Santa and Kom respectively, due to chieftaincy and land disputes. This takes the number of chiefdoms to five, each controlled by a sub-chief who is answerable to the paramount chief. They worship their ancestors whom they believe watch over them, and transmit their worries to the supreme being. They practice agriculture both for subsistent and commercial purposes.
Occasion: Staged performance
Source: Bambui Town, North West Region of Cameroon, all-about-
cameroon.com (accessed: May 6, 2019).
Summary
Long time ago,
After the Bambui people settled here,
The person who led them
Into this land disappeared. Before his disappearance,
He told the people,
I WILL SHOW YOU PEOPLE A SIGN
The time came,
And the people saw the sign.
There are three principal shrines here (in Bambui),
These shrines were seen through
This promised sign.
One day,
As the people were moving around,
They came to a place,
Near Mfontah.
A forest suddenly emerged there.
(The forest is not there any longer).
A lake also emerged and
Surrounded the forest.
Immediately the people saw it,
They knew that was the promised sign,
An order was passed that
Nobody should cut a tree,
Fetch wood,
In the sacred forest.
The shrine was named "Bingkeng"
Around "bingkeng"was a lake,
This lake travelled occasionally.
Before its departure each time,
It gave a thunderous sound,
Its coming back was also
Signaled with a thunderous sound,
It provided a fertile place for the
People to live and farm,
As the villagers had to fish there,
When it travelled,
The villagers came in for fishing,
It gave notice
To the villagers
That it is going away,
To come back.
Before it came back,
It announced its coming with a sound like that of thunder- “kwangkwang, kwang”
When the people heard
The signal,
They knew it was time for
Them to stop fishing.
The lake killed many people.
Those who could not hear
The signal.
Or who heard it,
And continued fishing were
Often buried in the lake.
The people knew that the forest,
The lake,
Were holy places.
They offered sacrifices there
ALL traditional rites were being
Performed there.
Death,
Birth,
Marriages,
Initiations,
Were performed there, people went there with cooked food,
And wine,
And offered to the gods
And ancestors.
The gods and ancestors came out in the night to
Collect their offerings.
These activities continued
For some time,
It was a ritual that was
Performed regularly in the village of Bambui.
One day,
One man violated
The law of the forest
He cut down a tree from
The forest,
The lake was angry,
And left forever,
Suddenly,
A host of butterflies appeared.
The butterflies covered the whole village.
They covered the whole area.
The whole sky was as dark as a rainy night.
“Do you people know where the butterflies came from”? (Asked the narrator)
"No". (Replied the audience)
The butterflies were the angry gods of "Bingkeng."
The butterflies started singing,
The people have
Disappointed us,
For that reason
We are going.
The song was sung like this:
Kighorikwapkwap (We have been driven away)
Kighorikwapkwap, Kighoriikwapkwap (We carried all our beddings
away)
And going away,
The butterflies covered the village.
THE WHOLE DAY,
Nobody could see the sky.
It was a locust day.
After a day,
The butterflies disappeared.
No lake was seen again, it had also disappeared,
No fishing for the people.
But the forest was still there (narrator cautions the audience).
If you go to Mfontah*
You will see the relics
Of the forest.
That is where the activities
I am narrating took place,
That was a long time ago
My father told me.
The forest was not holy again,
With the disappearance of the lake,
The people could not allow
Things like that to remain unexplained.
They wanted to know
What happened with the lake.
One day,
One father came out of his house.
He saw a host of butterflies.
That started directing him to a
New direction.
He closely followed the butterflies,
As they were going, going, going and going,
They reached a place called Kighori.
When they arrived at Kighori,
The butterflies disappeared.
The old father stood there,
Wondering.
He heard a voice:
"This is a holy land",
"Always offer your sacrifices here,"
"We have not abandoned you people."
From then,
The people started offering
Sacrifices at Kighori once a year.
Kighori has remained a holy ground,
For the people of Bambui.
The gods of the village are there.
Another sign came from Kighori.
That is, a rainbow.
The rainbow stretched itself
From Kighori
To a small water in Misaa**.
The whole day people were watching
Watching, watching and watching
To see the reaction of the rainbow.
The rainbow remained there till...
After one day it disappeared.
The people carefully,
Went and inspected where
The rainbow had stopped.
As they arrived the waterfall,
A voice came out of the waterfall,
And said,
This is a holy land,
Constantly offer your sacrifices here.
ALL your missing chiefs are here
The shrine is called "Fili."
This is how the principal shrines
In Bambui were discovered.
We perform sacrifices in "Fili"annually,
We also believe that Ntsu'u (God),
Was the person who was directing the people to those places.
* Name of a place.
** Name of a place.
Choosing societal worship places (shrines) in traditional Africa is usually not haphazard. These places are often prophesied or shown to the people by spirits, Gods, ancestors or introduced to them in their dreams. In some situations, certain mythic events occur to prefigure these sacred areas. When these areas are identified and accepted by the people or families, the presiding priests, family heads, or prophets prepare them for worship and the offering of defined sacrifices. As in the case of the above myth, Nstu'u is the prophet that introduced the major shrines to the Bambui people.
African Mythologies African Storytelling African Traditions
Death Nature Prediction/prophecy Religious beliefs Sacrifice Society
Analysis
Classical, Mythological, Traditional Motifs, Characters, and Concepts
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THE LITURGICAL YEAR
LEVELS 3 AND 4
Use the information on the following pages to help the children understand the colours and structure of the Liturgical Year. The activities on pages 3-5 will help consolidate their learning.
SOME FACTS ABOUT THE CHURCH YEAR
* The Church year begins on the first Sunday of Advent and ends on the Feast of Christ the King.
* The Church year is divided into different seasons just like the calendar year.
* We can tell which season we are in by the different coloured vestments that the priest wears when celebrating Mass
In Advent the priest wears purple, the colour of royalty. This reminds us that we are waiting to welcome Christ, the King.
The same colour is worn during Lent. During the celebration of the sacrament of Reconciliation the priest wears a purple stole.
White or gold vestments are worn for the seasons of Christmas and Easter, times of great joy in the Church Year. These colours are also worn for the Feasts of Our Lord, such as the Baptism of the Lord and for Feasts of Mary such as the Immaculate Conception. These colours are also worn for the celebrations of weddings, baptisms and on Holy Thursday.
In Ordinary Time the priest wears green. Green is a symbol of life and hope.
Red, colour of blood, is worn on Palm Sunday and Good Friday, those days when we celebrate the passion of Jesus. Red is also the colour of fire which reminds us of the Holy Spirit. So, red vestments are worn on the Feast of Pentecost and for the sacrament of Confirmation.
THE SEASONS OF THE CHURCH YEAR ARE AS FOLLOWS:
Advent, Christmas, Ordinary Time, Lent, Easter and Ordinary Time
THE CHURCH YEAR IS ALSO CALLED THE LITURGICAL YEAR.
There are three Liturgical Years A, B, and C. In each of these three years we hear the story of Jesus', birth, life, death and resurrection told from the point of view of the different writers of the Gospel.
In Year A most of the Gospels are from Matthew, in Year B from Mark and in Year C from Luke.
John's Gospel can be heard in all three years mostly during the Easter Season.
This year in Advent we begin Year A!
THE NEW LITURGICAL YEAR - A NEW YEAR FOR THE CHURCH
READ AND THEN ANSWER THE QUESTIONS
Advent is the first season of the liturgical year. It begins four Sundays before Christmas and it is a time of preparation for Christmas. After Advent comes the Christmas season. This season begins with the Vigil Mass on Christmas Eve and ends on the feast of the Baptism of the Lord on the Sunday after January 6.
FIND OUT:
(Use the Advent Calendar for 2016 to help you)
1: What date is the first Sunday of Advent this year?
__________________________________________
2: How many Sundays are there in Advent?
__________________________________________
3: What day of the week is Christmas day this year?
___________________________________________
4: What is the season of Advent for?
___________________________________________
5: What do we celebrate on the last day of the Christmas season?
____________________________________________________
6: What feast do we celebrate on January 6?
____________________________________________________
7: Name three saints that have feast days during the Advent season.
_____________________________________________________
COLOURS OF THE LITURGICAL YEAR
Colour each section of the wheel using the correct liturgical colour
THE LITURGICAL YEAR
Using the information in the right hand column, draw a Liturgical Year Chart in your copy. Colour it in using the information in the left hand column.
READ ABOUT THE LITURGICAL OR CHURCH YEAR
The Liturgical year is a way of marking the cycle of the important feasts which we celebrate throughout the year. It also tells us which readings from the bible should be used and what colours the priest wears. Some of the events which are celebrated during the Church year always fall on the same day, like Christmas and the feasts associated with Our Lady, but others are movable, like Easter. All of the events associated with Easter, like Ash Wednesday and Pentecost, depend on the date of Easter Sunday and so are called movable. The chart below helps us to understand the movement of the Church year that begins on November 27 this year.
| | | The four weeks before Christmas are called |
|---|---|---|
| | ADVENT (28 DAYS) | Advent. |
| CHRISTMAS: (15 DAYS APPROX) | | |
| ORDINARY TIME (51 DAYS IN 2017) | | Ordinary time is that time of the Church year |
| | | that is outside the Advent/Christmas and |
| | | Lent/Easter seasons. There are usually 34 |
| | | weeks in Ordinary Time although |
| | | occasionally there are only 33. |
| LENT (40 DAYS) | | The season of Lent begins on Ash |
| | | Wednesday (March 1, 2017) and ends on the |
| | | Thursday of Holy Week. It lasts for 40 days. |
| THE TRIDUUM (3 DAYS) | | |
| EASTER (50 DAYS) | | |
| ORDINARY TIME (182 DAYS IN 2017) | | The second and final cycle of Ordinary Time |
| | | begins on the Monday after Pentecost and lasts |
| | | until the Feast of Christ the King. |
Test your Knowledge of the Liturgical Year
What date is the first Sunday of Advent this year?
How many Sundays are there in Advent?
What day of the week is Christmas day this year?
What is the season of Advent for?
What colour vestment does the priest wear on Christmas Day?
What season of the Church Year follows the Christmas season?
What colour vestment does the priest wear in Ordinary Time?
When does the Church year end?
How many Liturgical Years are there?
Can you name them?
What is the last day of the Church year called?
What colour vestment does the priest wear on the Feast of Pentecost?
Which gospel do we listen to most this Liturgical Year?
What colour vestment does the priest wear on the Feast of the Immaculate
Conception?
The priest wears purple vestments in which seasons?
In Year A of the Liturgical Year, the gospels are mostly from which writer?
What colour vestments will the priest wear on the first Sunday of
Advent?
When are white vestments worn?
Which gospel do we listen to during Year B?
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Unit of work Animal Masks
Eaton Primary School
Design Technology Knowledge Organiser
Year group: 1
National Curriculum:
Prior learning
- Early experiences of working with paper and card to make simple flaps and hinges.
- Experience of simple cutting, shaping and joining skills using scissors, glue, paper fasteners and masking tape.
Knowledge
- To be able to identify some parts of a masks.
- To be able to name and explain the purpose of: glue guns, masking tape, and scissors.
- To be able to name a range of materials such as: cardboard, paper, paper straws, string and tissue paper
- To be able to explain how to work safe using Design Technology equipment.
Skills
- To be able to design a product based on a design brief
- To be able to measure accurate and mark where to cut
- To be able to cut accurately and safely
- To be able to create a mock-up and suggest improvements
- To be able to make a product based on a design brief
- To be able to test and evaluate against the design brief.
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
| Word | Definition | |
|---|---|---|
| functional | | Having a special activity, |
| | | purpose, or task. |
| develop | | Grow or cause to grow |
| | | and become more |
| | | advanced, or elaborate |
| model | | A thing used as an |
| | | example to follow or |
| | | imitate |
| communicate | | Share or exchange |
| | | information, news, or |
| | | ideas |
| mock-up | | A model or replica of a |
| | | machine or structure |
| shaping | | Give a particular shape |
| | | or form to |
| joining | | Link; connect. |
| materials | | The matter from which a |
| | | thing is or can be made |
| stronger | | Powerful and difficult to |
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Unit of work
Moving spacecraft
Prior learning
Year group: 5
National Curriculum
- Understanding of the essential characteristics of a series circuit and experience of creating a battery-powered, functional, electrical product.
- Initial experience of using computer control software and an interface box or a standalone box, e.g. writing and modifying a program to make a light flash on and off.
Knowledge
- To be able to name understand about Braun's life and link this to his impact on everyday life
- To be able to name and explain the purpose of: junior hacksaws, bench hooks, G-clamps, hand drills, drill bits, safety googles, glue guns, batteries, lamps and wires.
- To be able to name a range of materials such as: paper straws, plywood, wooden dowel, grey board, elastic bands, cardboard and paper
- To be able to explain how to work safe using DT equipment
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in products
Skills
- To be able to design a purposeful product based on a design brief
- To be able to select from a range of tools
- To be able to cut accurately and safely
- To be able to create a mock-up and suggest improvements
- To be able to make a product based on a design brief
- To be able to test and evaluate against the design brief
Significant people: Wernher von Braun
Wernher Magnus Maximilian Freiherr von Braun was a German and later American aerospace engineer and space architect. He was the leading figure in the development of rocket technology in Germany and a pioneer of rocket and space technology in the United States.
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
| Word | Definition | |
|---|---|---|
| propulsion | | the action of driving or pushing |
| | | forwards |
| battery | | a container consisting of one or more |
| | | cells, in which chemical energy is |
| | | converted into electricity and used as |
| | | a source of power. |
| circuit | | a complete and closed path around |
| | | which a circulating electric current |
| | | can flow |
| CAD | Computer Aided Design | |
| voltage | | an electromotive force or potential |
| | | difference expressed in volt |
| mock-up | | a model or replica of a machine or |
| | | structure |
| current | a flow of electricity which results from the ordered directional movement of electrically charged particles | |
| materials | | the matter from which a thing is or |
| | | can be made |
| wheels | a circular object that revolves on an axle and is fixed below a vehicle or other object to enable it to move easily over the ground. | |
| axels | a rod or spindle (either fixed or rotating) passing through the centre of a wheel or group of wheels. | |
Eaton Primary School
Design Technology
Knowledge Organiser | <urn:uuid:f15ee7a0-247c-4627-be49-e10c74827095> | CC-MAIN-2024-51 | https://www.eatonprimary.school/_files/ugd/32d0da_14347feaecc24e69886539f2b16d7fb6.pdf | 2024-12-13T17:18:57+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00707.warc.gz | 678,380,265 | 711 | eng_Latn | eng_Latn | 0.995695 | eng_Latn | 0.995695 | [
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Fizzy Drink Lab Answer Key
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again today. ... answer analysis questions about the work, including several more three step stoic problems ...
Fizzy Drink Worksheets - Teacher Worksheets Fizzy Drinks: Stoichiometry You Can Taste. ... with biological relevance is the making of fizzy drinks from citric acid and baking soda. ... important biological processes and key chemistry ...
Fizzy drink - Crossword Clue Answer | Crossword Heaven Fizzy Drink. Showing top 8 worksheets in the category - Fizzy Drink. Some of the worksheets displayed are Sugar sweetened drinks be sugar smart, Dancing raisins, Fizzy bubbly science, Everyday polymers work, English banana, Adjectives nouns, The disappearing egg, 10 steps to bulimia
Virtual Water Testing and Treatment - Weebly whether the water is safe to drink 9: If the water is safe to drink, use RETURN TO LAB to go to the lab screen and test another water sample Data Table: Water Sample Acidity pH Metals (mg/L) Coliform Bacteria (ml) Pesticides/Herbicides (mg/L) City 4 .0006 (copper) 13/100 .00001 carbofuran Lake 7 .6 (iron) 33/100 .0008 carbofuran
Fizzy Drink Experiment: An Inquiry-Oriented and ...
Fizzy Drink Stoichiometry Last year I stumbled across a lab for stoichiometry that has students create carbonated Kool-Aid by combining food grade citric acid and baking soda in their drink. It worked beautifully, and we completed it
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recovery.
Stoichiometry - JAChemistry The purpose of this lab is to figure out how to make the best tasting fizzy drink, or suffer the consequences of bad math! PRIOR KNOWLEDGE ... 25. Balance the equation in the space above, and rewrite your final answer below: 26. Using the balanced equation, decide what ratio the citric acid and baking soda should ... What the Fizz?! Student ...
ANSWER KEY Lab Activity- KoolANSWER KEY Lab Activity- Kool-
Aid Concentration Aid Concentration Introduction: This activity introduces you to solutions and allows you to experience making different
December, 13 2024
Fizzy Drink Lab Answer Key concentrations of Kool- aid solution. There are many ways to calculate the concentration of a substance including:
This Activity is suitable for a high school chemistry or introductory college chemistry lab. It shows a very practical use of stoichiometry--that of making a carbonated drink similar to the popular Fizzies tablets that are added to water. The ingredients used are unsweetened powdered drink mix, aspartame sweetener (or sugar), citric acid, and baking soda.
is a culminating activity for stoichiometry and an introduction to limiting reactants.
Fizzy Drink Lab Answer Key Target Stoichiometry Lab Mole Relationships and the Balanced Equation Introduction A simple decomposition reaction of sodium bicarbonate (baking soda) presents the opportunity for students to test their knowledge of stoichiometry, factoring labels, and the mole concept. This outcome-based lab requires the students to pre-
Classroom Resources | Fizzy Drink | AACT
Fizzy Drinks There is a unique product on the market known as Fizzies, which enables you to make your own carbonated beverage by dropping a tablet into water. The ensuing chemical reaction produces carbon dioxide gas, which causes the drink to be carbonated, producing the "fizz". The same reaction occurs in AlkaSeltzer antacid tablets,
Fizzy Drinks - Stoichiometry Lesson Plan
Since students will consume the drink, you need to make sure everything is food safe. The lab should be performed outside the lab setting or in the hallway to make sure everything stays food safe. If this isn't an option, you could thoroughly clean your lab tables and then cover them in butcher paper or table cloths.
Fizzy Drinks: Stoichiometry You Can Taste
Fizzy Drink Experiment: An InquiryOriented and Differentiated Lab Goal Statement: This version of the fizzy drink lab (Rohrig, 2000) has been modified to be inquiryoriented and differentiated for varying student readiness levels. It
Page 2/3
Fizzy Drinks: Stoichiometry You Can Taste | Journal of ...
Fizzy Drink Lab Answer Key ERIC - EJ635974 - Fizzy Drinks: Stoichiometry You Can ...
Fizzy Drinks: Stoichiometry You Can Taste. ... Presents an activity that is suitable for a high school chemistry or introductory college chemistry lab in which students create their own Fizziestyle carbonated beverage and use stoichiometry to calculate the correct mix of citric acid and baking soda. (Author/ASK)
FizzyDrinkStoichiometryLesson Fizzy Drink Experiment An ... Synonyms, crossword answers and other related words for FIZZY DRINK. We hope that the following list of synonyms for the word fizzy drink will help you to finish your crossword today. We've arranged the synonyms in length order so that they are easier to find.
FIZZY DRINK - crossword answers, clues, definition ...
forming the question, or need help seeing how the lab relates to stoichiometry; performing the stoichiometry; special care should be spent making sure students are using the acetic acid mass, not the mass of the vinegar. To save time I have made this Stoichiometry lab answer key so I
December, 13 2024
Fizzy Drink Lab Answer Key can quickly check student work. creating a step-by-step procedure
Eleventh grade Lesson Stoichiometry
Experimental Design
Fizzy Drinks - Stoichiometry Lesson
Plan 8 FIZZY DRINK LAB – Version 2
I. Bell Ringer: What is the molar mass of citric acid, H 3 C 6 H 5 O 7? II. Data
Table Part 1 Trial Ingredients
Observations Taste 1. ¼ Dixie cupful
Kool-Aid
What Did You Do Today at School?:
Fizzy Drink Stoichiometry
Find answers for the crossword clue:
Fizzy drink. We have 5 answers for this clue.
Target Stoichiometry Lab Avoid diet soft drinks at all costs. Diet drinks contain chemicals that have a number of negative reactions in the body. Actually there has been a lot of reports about the link between diet drinks and diseases. Water is the ultimate drink choice. Also if you want something sweet drink 100% fruit juices. Make sure it says 100%. Fizzy Drinks - users.wfu.edu Calculate by taking the moles of your reactant and multiply by the ratio of reactant to product and then multiply by the molar mass of the solid product. What the Fizz?!
Goal Statement: This version of the fizzy drink lab (Rohrig, 2000) has been modified to be inquiry-oriented and differentiated for varying student readiness levels. It is a culminating activity for stoichiometry and an introduction to limiting reactants. Relevant State Standards. C1.1E
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Fizzy Drink Lab Answer Key
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Understanding Fuel Efficiency – Russell Walsh
When Nicolaus Otto succeeded in producing a workable 4-stroke engine in the 1870s he would never have thought that over 150 years later the principals of his engine, the Otto cycle was named after him, would still be the mainstay of road transport in the 21st century. Although engine manufacturers have spent billions of dollars on development in the intervening period it is unlikely that a viable alternative will be in widespread use in the foreseeable future. Chrysler had a go when they produced a gas turbine car in 1963 one of which toured New Zealand. The programme was cancelled in 1979 due to the engines failure to reach emission standards and its high fuel consumption. Other manufacturers also developed gas turbine powered vehicles but none of these entered serious production.
A 4-stroke engine has two main characteristics that impact on its ability to be efficient, these are that it produces heat, and it generates friction. As shown in the following chart the amount of energy lost in the engine, that is the energy not available to provide work is quite substantial.
Heat can be managed by an efficient cooling system. Friction can be reduced by use of high-grade engine oil and low friction materials. The days of frictionless engines however are a long way off.
An engine fitted with a turbocharger does however recover some of the energy that would otherwise be wasted out of the exhaust system to drive the turbocharger. A supercharger on the other hand is driven by mechanical energy derived from the engine.
Energy content
The principle of any engine is to convert the energy contained in the fuel it burns into useable energy: we burn diesel in an engine to provide energy to power a vehicle.
Energy contained in fuel is measured in Megajoules, (MJ). A litre of diesel fuel will produce 38 MJ of energy however as shown in the table below much of this energy is absorbed in the operation of the engine resulting in only about 15 MJ of the energy content of the fuel been realised to move the vehicle.
Example: A vehicle that is calculated as having a fuel consumption of 1.25 litres per one kilometre travelled will have a fuel energy input of 47.5 MJ but 63% (30MJ), will be lost in the operation of the engine.
Friction within an engine
A research paper produced in October 2003 i shows the potential friction causes within a diesel engine.
| Engine area | | Range of |
|---|---|---|
| | | potential friction |
| Engine auxiliaries | 20% to 25% | |
| Valve train | 7% to 15% | |
| Piston ring assembly | 45% to 50% | |
| Engine bearings | 20% to 30% | |
These sources are related to the operation of the engine only. In moving a vehicle along the road other sources of friction come into play that must also be overcome including, friction created within the transmission and driveline, tyre interaction with the road surface, friction generated by the vehicle moving through the air and aerodynamic drag, (air friction and aerodynamic drag are two different influences but have a similar effect). A related discussion, Filling the Cylinder can be found on the IRTENZ website https://irtenz.org.nz/assets/Uploads/Technical-torque/Technical-Torque-8.pdf
Determining fuel consumption.
How to determine fuel economy is a complex subject, one that has resulted in numerous research projects many of which are published on-line. The issue with many of these are that they are based on theoretical propositions and do not necessarily reflect real world operating conditions.
Many international standards for measuring fuel consumption of a diesel engine also exist, these include:
* International Standards Organisation ISO 15550:2016 Internal combustion engines — Determination and method for the measurement of engine power — General requirements ISO 15550:2016 - Internal combustion engines — Determination and method for the measurement of engine power — General requirements
* The heavy-duty Federal Test Procedure Transient cycle in the United States Emission Test Cycles: HD FTP Transient (dieselnet.com)
As with many research projects the standards are often very technical in nature and application sometimes requiring laboratory conditions, the result is that many of these standards are impractical for everyday use.
Common practice therefore is to use the volume of fuel consumed over a given distance, example, litres of fuel used over one hundred kilometres. This is very crude and basic measure as it does not take into consideration the value, in energy terms of fuel used nor the income derived from the payload carried. If you move goods on tonnage basis then the calculation should be based upon the tonnes moved over the total distance travelled. If goods are dropped off and/or picked up along the way, then the weight should reflect the maximum weight carried. If liquid cargo is carried the calculation should use the volumetric weight of the load (litres). Stock transport could use a head count of the stock that was transported. Bulk transport such as shingle can use the cubic capacity of the load.
The important thing to remember when working out fuel consumption is that it must be linked to the income derived from the payload otherwise it is not providing usable information therefore a measure such as litres/tonne kilometre (l/tkm) is valid.
European standard engines (Euro)
Euro standard engine requirements became compulsory in 1992 (Euro1) and have been revised regularly since then, we now see Euro 7. These standards were initially introduced to control emissions emitted from fossil fuel burning engines, they were not designed to improve fuel consumption, in some cases research has suggested that Euro compliant engines may have the opposite effect and increase fuel use.
Engine manufacturers specifications
Engine manufacturers regularly publish performance statistics for their engines. Often these will include the Euro standard the engine has been tested as meeting; it is however uncommon to find fuel consumption data, but this is often available if requested.
Conclusion
Despite all the initiatives employed over the years to improve fuel efficiency the Otto cycle 4-stroke engine is, due to its inherent characteristics, still relatively inefficient. We can expect to see gradual improvement in coming years, but radical rethinking will be necessary to replace this type of engine in the many applications it is used in now.
i An Introduction to Heavy-Duty Diesel Engine Frictional Losses and Lubricant Properties Affecting Fuel Economy, https://www.semanticscholar.org/paper/An-Introduction-to-Heavy-Duty-Diesel-Engine-Losses Comfort/6d39e3400efcfc87d56031ceb35f29fb9c4c937a | <urn:uuid:5b2ea625-2fc1-4528-beac-a91a048213bf> | CC-MAIN-2024-51 | https://irtenz.org.nz/assets/Uploads/Technical-torque/Technical-Torque-12-Understanding-Fuel-Efficiency.pdf | 2024-12-13T19:43:17+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00705.warc.gz | 292,176,660 | 1,372 | eng_Latn | eng_Latn | 0.996474 | eng_Latn | 0.997557 | [
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Y5 Spring 1 half-term learning grid
Talk, think, read,
write
Success Criteria
The world around us
Success Criteria
Design and create
Success Criteria
Out and about
Success Criteria
Let's perform
Success Criteria
French
Que manges-tu?
Keep a food diary of all the food you eat in a week for breakfast, lunch and dinner and the times you have each meal. Using the vocabulary and phrases that we have been learning, write out each meal and time in French.
I can read and understand key words and phrases.
I can use a reference to help with spellings and accuracy.
I can write some words and phrases from memory.
I can use a reference or dictionary to enhance and extend my vocabulary.
Que mangent-ils?
Research interesting foods that are eaten in France - perhaps foods that are different to the foods we eat in the UK. Present your findings as a poster or PowerPoint showing you know what they eat in France. Perhaps choose to make it a game or a quiz.
I can research food eaten in France using the Internet and/or books. I can present my findings in a fun and interesting way.
Er Verb Endings
Design and create a French game for you to play and practise the verbs ending in ER. Learn the different endings.
You will need to include the endings as follows
E Je mange ONS Nous mangeons
ES Tu manges EZ Vous mangez
E Il/Elle mange ENT Ils/Elles mangent
I can design and create a game.
I can select a range of vocabulary to use for my game.
I can use a reference to ensure and support accuracy of spellings. I can select and use a variety of materials for my game.
J'aime manger
Take photos, find and/or draw pictures of different people/characters eating foods. Next to each one, write the food they are eating in French.
Present your work as a collage, poster or PowerPoint presentation to share with the class.
I can take photos, find and/or draw pictures of different people eating different foods.
I can use a reference to label my work with accuracy.
I can present my work in a fun and interesting way.
Quelle heure est-il?
Practise, learn and then perform a game 'Quelle heure est-il Monsieur loup?' Play the game in French to your classmates.
I can describe different times in French to my classmates.
I can perform with confidence and make eye contact with my audience.
I have good pronunciation.
Humanities
Marvellous Mexico
Research Mexico and find out why people visit the country. Include places of historical interest (Aztecs) and places to visit for geographical beauty or another reason. Create a fact file on present-day Mexico including a map and flag of the country.
I can find a map and the flag of Mexico.
I can research the history and geography of Mexico.
I can create a fact file about Mexico in an interesting way.
Fun Flags
Design a flag to represent the UK. Think carefully about what you might include on this flag and why. Include a key or description as to why you have included certain features. For example, Big Ben to signify the capital city.
Try your hardest to present your work beautifully so we can proudly display it in the classroom.
I can design a flag to represent the UK. I can include features that represent the UK.
I can beautifully present my flag for display.
Marvellous Maps
Draw your own map of a journey that you know – perhaps to a friend's house from your own. Mark out significant landmarks that you know exist on the journey using OS symbols.
I can draw a journey to a place I know.
I can mark in key features and use OS
symbols I know on this journey.
I can label key roads.
Sensational Sussex
Research a town or village in Sussex. Find out what type of settlement it is and learn facts about its land use, economic activity, land features and trade links. Find some photos and write about them.
I can research one town or village in Sussex.
I can find out how the land is used in each.
I can find some photographs.
I can present my work in a fun and interesting way.
Around the world
Go through the alphabet and choose a letter and a country that corresponds e.g 'A for Azabyzhan'. Produce some work related to this country. It could be learning a song, language or cooking their local food for example. Record yourself or bring in photo evidence. Think outside the box!
I can research countries around the world.
I can research something interesting that relates to a particular country. I can perform something interesting related to this country.
Science
Incredible Inventions:
Create a fact file about a scientist and the new material they made. Research the scientist and their life. Find out about the new material, its properties and how it is useful. Your fact file could be written on a piece of paper, made into a book or created using a computer. Include pictures and diagrams.
I can research scientists who invented new materials.
I can decide on one to study.
I can identify what they invented.
I can write an exciting fact file in my own words.
Super Salt:
Fill a jar with water and dissolve salt in it until it becomes saturated (it stops dissolving). Mix this solution with a spoon. Cut a length of string and tie each end to a craft stick. Dangle the middle of the string into the beaker of water and salt while the craft sticks hang over the outside edge of the jar. Leave this set up for 2-3 days. The string should be covered with salt crystals!
I can collect my equipment for this enquiry.
I can follow the instructions carefully.
I can record what I found out.
I can explain what happened to the string using scientific words.
Insulators and Conductors:
Make a collage of different materials you find around your classroom or home. Separate them into two groups to show thermal conductors and insulators.
I understand what a thermal conductor and insulator is. I can collect 3-5 examples of them around my home.
I can record what I have collected in an exciting way.
Colourful Chromatography:
Find out about chromatography and separate the different dyes that make up different colours of ink pens. Draw a line of each colour about 2cm up on strips of filter paper. Suspend the strips over water so that the very edge of the filter paper touches the water. Watch the inks separate into their individual dyes.
I can collect my equipment for this enquiry.
I can follow the instructions carefully.
I can record what I found out.
I can explain what happened to the string using scientific words.
Properties of Materials Testing
Find 5 objects in your house.
Decide how you will test to see if they are:
* Permeable
* Transparent · Absorbent
Decide how you will present your findings to the class.
I understand what permeable, transparent and absorbent mean.
I can collect 5 objects from around my home.
I can test the materials for each property.
I can feedback to my class explaining what I have found out.
When giving in homework tasks please check that you have included a heading, e.g. Humanities – The World Around Us | <urn:uuid:5c04588f-6162-4616-9ec7-df6f47cd2411> | CC-MAIN-2024-51 | https://www.windleshamschool.co.uk/wp-content/uploads/2023/12/Y5-Spring-1.pdf | 2024-12-13T18:23:57+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00709.warc.gz | 936,700,035 | 1,491 | eng_Latn | eng_Latn | 0.999074 | eng_Latn | 0.999074 | [
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Go to www.classicsforkids.com
Click on Music
Choose Musical Periods from the menu.
Pick a Musical Period_________________________________________
Listen to the program about the period.
Name one characteristic about the period's music.____________________
Name three composers from this period.
1.__________________________________________________________
2.__________________________________________________________
3. __________________________________________________________
Click on Home in the upper purple navigation and choose Past Shows from the menu.
Find the composer and click on his name.
Click on the first show About the Composer. Read about the composer and listen to the show about his life.
Answer the Quiz Questions.
How many did you get correct?_____________
Write two facts about the composer.
1.______________________________________________________________________
2.______________________________________________________________________
Click on Music in the upper purple navigation.
Choose Musical Careers from the menu.
Pick a career._____________________________________________________________
Who is the musician that was interviewed?______________________________________
Write two facts about the musician.
1._______________________________________________________________________
2._______________________________________________________________________
Would you like to have this job? _______________
Write two reasons why.
1._______________________________________________________________________
2._______________________________________________________________________
Musical Time Travel
©Classics for Kids® 2015 | <urn:uuid:67c08fb4-fecd-45fe-b3be-5f2b77638f15> | CC-MAIN-2017-04 | http://classicsforkids.com/documents/4-5/Musical_Time_Travel.pdf | 2017-01-22T05:49:35Z | crawl-data/CC-MAIN-2017-04/segments/1484560281353.56/warc/CC-MAIN-20170116095121-00077-ip-10-171-10-70.ec2.internal.warc.gz | 55,613,456 | 244 | eng_Latn | eng_Latn | 0.889308 | eng_Latn | 0.889308 | [
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School Violence Prevention and Intervention Training
Required Topics
1. The warning signs within a developmental and social context that relate to violence and other troubling behaviors in children;
2. The statutes, regulations and policies relating to a safe nonviolent school climate. This will include the 2000 SAVE Legislation and 2010 Dignity for All Students Act; Code of Conduct; Uniform Violent Incident Reporting; District-wide Safety Plans, Buildinglevel Emergency Response Plans; Fingerprinting; Whistleblower Protection; Child Abuse Reporting; Teacher Protection and Discipline; Court Notification.
3. Effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; character education, citizenship and civility.
4. The integration of social and problem solving skill development for students within the regular curriculum; Approved Health Curriculum
5. Intervention techniques designed to address a school violence situation;
6. How to participate in an effective school/community referral process for students exhibiting violent behavior.
7. Defining, identifying, intervening and ending bullying in all its forms, including cyberbullying. Identifying ways for all stakeholders to become active school community members who share responsibility for school culture and climate and are proactive in promoting civility, acceptance and good citizenship. | <urn:uuid:1715120c-c6ea-4af7-9923-6d998a34f75f> | CC-MAIN-2017-04 | http://www.p12.nysed.gov/sss/documents/SVPIRequiredComponents.pdf | 2017-01-22T06:10:16Z | crawl-data/CC-MAIN-2017-04/segments/1484560281353.56/warc/CC-MAIN-20170116095121-00091-ip-10-171-10-70.ec2.internal.warc.gz | 616,344,404 | 250 | eng_Latn | eng_Latn | 0.990646 | eng_Latn | 0.990646 | [
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Knowledge Builders Podcast Episode 1 – Innovation at Work: Exploring the KB Principles
[MUSIC]
>> Hi. Welcome to Knowledge Builders, a podcast about education for innovation.
Thanks for joining us in the first of a four-episode series where we'll be looking inside a knowledge building classroom, and seeing KB practice in action. You'll hear from many different Knowledge Builders throughout this series, including the classroom teacher, Jason Frenza.
>> I heard my students talk about how well I bring my idea to the table and I share my idea, and then another student shares their idea, and together, we decide, and we've come up with another idea from that simple idea, right? And I think it's said in a condition that there aren't right or wrong answers; that an idea could be simple and that it could be grown and flourished and built upon.
>> You'll hear commentary from knowledge building expert, Marlene Scardamalia. Marlene holds the president's chair in Education and Knowledge Technologies at OISE, and serves as director of the Institute for Knowledge, Innovation and Technology.
>> KB practice actually takes a model of how knowledge creating organizations work. They're dynamic, interactive places where people help each other, and teamwork is live and vibrant. And people expect, actually, to advance knowledge. So that's the general model that we're using.
>> You'll also hear directly from Jason's grade eight students, who bring knowledge from diverse cultural backgrounds, and represent a wide range of academic skills, abilities and interests.
>> All ideas are...
>> Improvable.
>> All ideas are...
>> Valued ideas.
>> All ideas are meaningful.
>> All ideas are...
>> Smaller parts to a bigger thing.
[MUSIC]
>> Ideas are everywhere. But how do we take those ideas and improve them? This is the central question that knowledge building explores. To start this series, we're going to find out a bit more about KB practice, and the principles that frame this pedagogical approach.
Knowledge Building is the deliberate creation and improvement of community knowledge. It builds off the natural curiosity of students by placing student inquiry at the forefront of learning. KB practice gives students the opportunity to work creatively with ideas, and problem solve on any subject. Though we're looking at a grade eight science class in this series, it's important to note that knowledge building is possible at any age, for students studying any topic.
>> I feel that a lot of the time, in a regular classroom environment, it's always straight from the textbook, so everybody's reading the exact same thing, and most of the time, everything going through everybody's brain is going to be around the same idea, so that when we're put into these knowledge building circles, everybody is given different theories put out by different people, and what people have been thinking differently. And that triggers more things in different people's brains that allows them to expand and bring into one idea.
>> The foundation of knowledge building is based on 12 principles that describe key characteristics of effective knowledge creating organizations. They're framed in a way that's directly applicable to the classroom, and you can think of them as the 12 habits of highly creative teams.
Marlene Scardamalia reminds us the principles are a flexible framework, not a linear or static process.
>> The most important part of the knowledge building principles is that they convey the dynamics of these powerful communities that can advance knowledge for social good, so they are components of a complex process, which the really good news is that any single one that you unlock helps to unlock the others. So it's not necessary to do one, two, three, four, five, six, you know -- any one of these that you start on opens the others for you. So why 12? Well, they are components each one adds that is a bit different. Each one is a different facet, but I would say focus on whichever one appeals to you.
>> There are a few principles we're going to focus on in this series; the first being improvable ideas. This principle emphasizes that students work to improve the quality, coherence and utility of ideas, and that all ideas can be improved. The second important principle to note in this series is KB discourse, which views
collaborative dialog as a powerful driver of idea development. The third principle we're going to look at is collective responsibility, which enables and encourages all students, regardless of ability, to produce ideas and advance knowledge of the entire classroom community. The principle of "rise above" is explored when students learn to work with diversity, complexity and messiness, and out of this achieve new synthesis and knowledge.
Now all principles require a safe classroom environment, so students feel comfortable taking risks in their learning. There'll be lots of key things to listen for, as you journey through these episodes with us; one will be the teacher's role in a KB classroom, and how that changes the classroom dynamic.
>> I think for me it's knowing that I can let go, and I've given myself permission to let go, that I know that I don't always have to be sitting at the front of the room. I don't have to lead the instruction, that they can lead the instruction, but it's providing them with the opportunities to do so -- I think that's my responsibility. And I do still have a responsibility to ensure that they're learning the curriculum, that their research is going in the right way, and that it's still tying into the curriculum expectations. And so that's where I see myself as a facilitator.
One of the main goals of this unit in the curriculum expectations is, the first unit's really to investigate various types of fluids, and how they both positively and negatively impact the environment, and also looking at the cost involved in cleaning up those spills. So I spent a lot of time with the students building, spending one-on-one time with them, rolling around on my "[Really] Chair," as I always call it. I'm meeting with students and having them meet with each other.
>> You'll get to hear Jason as a facilitator as you listen to the inner workings of his knowledge building community, which will be evident through the knowledge building circles in important practice in KB classrooms.
Here's a snippet of what a KB circle sounds like.
>> I still have a question about that. So if the particles are expanding, how are the particles expanding but the shape isn't getting bigger?
>> Well, I'd like to build off of John's question. When you said that, so yes, the particles are expanding, the reason why when something's in the state of a liquid or a gas, that's why it can take the shape of anything, and it's able to flow freely because the particles --
>> In these circles, students bring prior knowledge and research and use that to improve each other's ideas, sprouting new questions and fruitful discussion.
>> -- they're so great because a lot of it can be based on opinion and real-world connections. So everybody that participates in the knowledge building circle has, obviously, their own personal experiences that they may be able to connect to, so it just gives everybody a chance to just chime in.
>> Jason firmly believes that all students should feel they are valuable members of a knowledge building community. But he wants other educators to know that building a KB classroom doesn't happen overnight.
>> I'm going to be honest with you; it has not been easy. There are times when I can see where teachers want to give up really easily, and there have been times when I have wanted to give up, or I know where knowledge building goes in the end, and I never lost sight of the end result, I never lost sight of students being the drivers of their learning. I've never lost sight of students being motivated by each other and the love of learning, and having fun and being excited, because that's how students learn. If you set the conditions for the love of learning, and for students to feel excited about learning and want to be there, then the learning is going to grow and flourish over time. And I think teachers just need to say to their self, it's okay to let go.
>> Throughout this series, students will share how they've grown as learners, adapting to a KB classroom environment.
>> In a classroom situation that's not doing knowledge building, it's very teacher-directed, where they'll put notes up on a board, and you need to copy them down. There's no chance for students to challenge thinking. Knowledge building gives students a safe environment to question ideas and to improve ideas.
>> Children's voices of this notion that I can improve ideas, I can help other people improve ideas, I can literally generate ideas that can make the world better -- it means a lot to me that actually these students understand that that's what they're in school for, and it's absolutely part of what they'll be doing in life when they're not in school.
>> So now that you know a bit more about knowledge building, the KB principles and the voices you'll be hearing in this series, you can listen sequentially to how learning unfolds in Jason's class.
[MUSIC]
>> Knowledge Builders was produced by MediaFace on behalf of the Ministry of Education Student Achievement Division. For more educational resources, including a listening guide to accompany each episode, all of the episodes in this series and a photo gallery of Jason's classroom, visit the Learningexchange.ca -
[MUSIC]
Coming up next time...
>> Remember, any new knowledge that someone talks about, you're going to add to.
>> We open the door to Jason's grade eight science class, and are introduced to his students, who are in the middle of their unit on fluids. They'll be using Jason's improvable ideas board, a public place for ideas to live and grow in the classroom.
Thanks for listening! | <urn:uuid:580d4ff2-d01f-43f4-a086-fbd18a48b184> | CC-MAIN-2017-04 | http://thelearningexchange.ca/wp-content/uploads/2016/11/KnowledgeBuilders-Episode1-AODA.pdf | 2017-01-22T05:49:37Z | crawl-data/CC-MAIN-2017-04/segments/1484560281353.56/warc/CC-MAIN-20170116095121-00077-ip-10-171-10-70.ec2.internal.warc.gz | 278,711,698 | 2,010 | eng_Latn | eng_Latn | 0.998792 | eng_Latn | 0.999419 | [
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Abelia - Plant
Abelia (Abelia grandiflora) shrubs are one of those plants that became popular because of interesting foliage, showy flowers, reliable performance and simple abelia care. Learn how to grow abelia in your landscape for these characteristics. Newer cultivars of the glossy abelia plant provide a range of colours and forms.
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Description Abelia shrubs, Abelia grandiflora, have attractive foliage, which partially accounts for their long time use in the landscape. The evergreen abelia has red foliage throughout the summer, becoming even deeper and more brilliant in autumn through winter.
Flowers offer several bursts of bloom from spring to fall, with clusters of fragrant and frilly pink and white tubular flowers. In colder areas of the country, the glossy abelia plant is considered semi-evergreen, as it may lose half its leaves in cold winters.
Common name: abelia
Color: Lavender - pink
Bloom time: May to September
Height: Height: 3.00 to 5.00 feet Spread: 3.00 to 5.00 feet
Difficulty level: Easy
Planting & Care
When planting abelia in your yard, choose a prominent spot. Also, choose a spot that gets full to partial sun. The glossy abelia plant grows in a variety of soil types, but responds best to a fertile soil amended with organic material.
Sunlight: Sun or part shade. Plants grown in shade will have decreased flowering and a more open structure, but will otherwise do just fine.
Soil: Slightly acid, moist peaty soil is ideal. Portland has acid soil, so no worries there, but adding compost to the soil when planting will help to increase drainage in primarily clay or sandy soil.
Water: Water regularly- weekly or more often in extreme heat. Requires less frequent watering, once established.
Temprature: from 0°C to 37°C
Fertilizer: Feed with a general purpose fertilizer before new growth begins in spring.
Care:
1 / 2
Powered by TCPDF (www.tcpdf.org)
Follow a regular watering schedule during the first growing season to establish a deep, extensive root system.
Pruning time: winter.
For a tidy, neat appearance, shear annually to shape.
Aphids sometimes bother Abelias and they will sometimes develop leaf-spot, but neither is serious.
Special Feature:
Attracts Birds, Deer Resistant, Easy Care, Waterwise Use
Reference:
http://portlandnursery.com/plants/shrubs-vines/abelia.shtml http://www.monrovia.com/plant-catalog/plants/1/glossy-abelia/ http://www.gardeningknowhow.com/ornamental/shrubs/abelia/planting-abelia-bushes.htm
2 / 2 | <urn:uuid:a0a34282-89bc-46ae-93c0-08633ec2dfaf> | CC-MAIN-2017-04 | http://nurserylive.com/shop/abelia-plants-in-india?tmpl=component&format=pdf | 2017-01-22T05:59:23Z | crawl-data/CC-MAIN-2017-04/segments/1484560281353.56/warc/CC-MAIN-20170116095121-00106-ip-10-171-10-70.ec2.internal.warc.gz | 201,922,160 | 604 | eng_Latn | eng_Latn | 0.967099 | eng_Latn | 0.990272 | [
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Unit Lesson Plans
Welcome to Expedition to Asia – Religions Across the Continent! Here you will find an outline of the unit along with daily lesson plans. Enjoy!
| | Unit Outline | | |
|---|---|---|---|
| | Day | | Objectives |
| 1 | | • Introduction to the unit • Model of group work | |
| | 2 | | • Begin specific country tour |
| 3 | | • Continue specific country tour | |
| 4 | | | • Finish country tour |
| | | | • Plan presentation |
| 5 | | • Group presentation • Evaluation on presentation • Individual written assignment • Final discussion | |
Notes for Teachers:
* You will spend the first four days in a computer lab and the last day in your classroom.
* Bring chart paper with you on the first day to make notes. Keep the chart for the last day. You may either add to it the last day or create a new chart.
* To differentiate instruction: If you have students who may have difficulty with the amount of reading required each day, then it may be beneficial to modify their tour itinerary so that they visit fewer places. You may also consider giving them a travel buddy who can assist them when they encounter trouble reading the text or if they cannot read the text at all.
Lesson Plan: Day One
Goals:
* To establish the guiding question for the unit: How does religion influence everyday life?
* To model appropriate group behavior
* To motivate the students to explore the Web site
* To introduce the Expedition to Asia Web site
Before class:
1. Bookmark the Expedition to Asia Web site so your students can access it easily. The URL is:
http://www.edb.utexas.edu/edc385g/fall2005/religion/
2. This unit uses several different groupings of students. To keep the lessons running smoothly, create the following groups before the unit begins:
Japan groups India groups
Cross-cultural groups
Tour Group
Divide the class into two groups. One group will take a tour of Japan while the other group takes a tour of India.
Same Country Group
Divide the Japan group into groups of 4 Divide the India group into groups of 4
Cultural Exchange Groups
Create cross-cultural exchange groups that each include two students who toured Japan and two students who toured India
Materials:
* Chart paper and marker (Add a title to the top of the chart paper: How Religion Influences Our Everyday Lives)
* One computer per student (This is preferred, but two students at one computer is also okay, especially if a student needs help reading text.)
* Pre-trip research questions (one per student; give students in the Japan group the East Asia worksheet and give students in the India group the South Asia worksheet)
* One pencil/pen per student
Notes:
* While the students are working, remember that today is the day to practice working together. Model good discussion and praise good behavior.
Lesson:
1. Whole group
Teacher: "How does religion influence your everyday life?"
* Examples might include: weddings, funerals, holidays off from school, governmental laws, businesses not open late on Sundays, etc.
* Write their examples down on the chart paper titled "How Religion Influences Our Everyday Lives".
* Respect all answers, even if some students do not yet recognize that religion influences their lives.
Teacher: "As we can see from these examples, the institution of religion does impact our everyday lives here in America. But what about in other countries? How does religion influence everyday life in other cultures? To find out, you are going to take part in a cultural exchange for Expedition Magazine. Half of the class is going to go on a tour to India while the other half tours Japan. While on your trip, a tour guide will take you around and tell you about religions in their country. After your visit, you will meet in small groups to share what you have learned and talk about how religions influence everyday life in other countries."
* If you created the Tour Groups before class, tell the students which country they are going to tour. Half of the class will tour Japan while half the class tours India. If you did not create the groups yet, then do this now.
Teacher: "Before you begin your trip tomorrow, Karen Smith, the editor of Expedition Magazine, would like you to do some homework. She would like you to learn a few things about some of the other countries around where you'll be going. You are going to explore these countries and answer some research questions. If you are taking a tour of Japan, your homework is to learn more about China and South Korea before your trip. If you are taking a tour of India, your homework is to learn more about Pakistan, Bangladesh, and Sri Lanka before your trip. Let's get started!"
2. Individual students at the computer
* Hand out the Pre-trip research questions to each student. Students who are touring Japan should receive the East Asia worksheet while students visiting India should receive the South Asia worksheet.
* Instruct the students to go to a computer, open a Web browser (such as Internet Explorer or Mozilla Firefox), and access the Expedition to Asia Web site.
* Let the students explore for a 1-2 minutes. Then instruct the students to visit the countries they are supposed to research and answer the questions they have been given. This is an individual assignment that can be collected for a grade.
3. Group discussion
* Have the Same Country Groups get together to go over their answers to make sure they are correct.
* Have the Cultural Exchange Groups meet to share what they have learned today about the different countries. Walk around to the different groups and listen in on what they have learned. Be sure to use this as an opportunity to provide feedback about the way the groups are working together.
* Collect the Pre-trip research questions. You can take a grade on this assignment. There is an answer key for both worksheets on the Teacher's Page on the Expedition to Asia Web site.
4. Whole group
Teacher: "Now that you've done some initial research, what do you think it means to be religious in other countries? How is it the same in the United States? How is it different?"
* Example: In China, the people could not practice religion for a long time. If they wanted to be religious it was against the law.
Lesson Plan: Day Two
Goals:
* To begin the tour of another country
* To record information from the tour that the student finds interesting
* To record ways that religion influences everyday life in the country
Before class:
1. If you have students who may have difficulty with the amount of reading required each day, then it may be beneficial to modify their tour itinerary so that they visit fewer places. Simply erase tour destinations from their itinerary until you feel they have a manageable amount of sites to visit each day.
Materials:
* One computer per student (This is preferred, but two students at one computer is also okay, especially if a student needs help reading text.)
* One pencil/pen per student
* Itinerary sheet for each student (Students touring Japan receive the Japan itinerary; Students touring India receive the India itinerary)
* Reporting sheet for each student (Students will get a new one each day)
Lesson:
1. Whole group
Teacher: "Today you begin your expedition to Asia to learn about religions and how they influence everyday life. In a few minutes, I am going to give you your travel itinerary that tells you where you are going on your tour each day. If you read the letter from Karen Smith, then you know that you need to keep travel notes everyday. I am also going to give you reporting sheets to record these travel notes. Each day you will be responsible for recording at least three ways that religion influences everyday life in the country you are visiting. You will also write down at least three interesting things you learned on your tour. You are off on your trip! Good luck!"
2. Individual students at the computer
* Give each student their itinerary and a reporting sheet for today.
* Instruct students to go to a computer, enter the Expedition to Asia Web site and begin their tour.
* Walk around and monitor the students to ensure they are not having difficulty reading the content. Also, engage the students in short conversations (30 seconds – 1 minute) about what they are learning about religion in the country they are visiting.
3. Group discussion
* Leave 5 minutes for Same Country Groups to share their observations about the tour so far as well as what they have written on their reporting sheets.
* Collect the reporting sheets at the end of class. You can use these to take a daily grade, but you will need to return them on Day Four.
* You can collect the itineraries if you are not sure the students will keep track of them. You will need to give them back to the students on Day Three.
Lesson Plan: Day Three
Goals:
* To continue the tour of another country
* To record information from the tour that the student finds interesting
* To record ways that religion influences everyday life in the country
Materials:
* One computer per student (This is preferred, but two students at one computer is also okay, especially if a student needs help reading text.)
* One pencil/pen per student
* New reporting sheet for each student
* Itinerary sheet for each student
Lesson:
1. Individual students at the computer
* Give each student their itinerary and a reporting sheet for today.
* Instruct students to go to a computer, enter the Expedition to Asia Web site and continue their tour.
* Walk around and monitor the students to ensure they are not having difficulty reading the content. Also, engage the students in short conversations (30 seconds – 1 minute) about what they are learning about religion in the country they are visiting and how this compares with the United States.
2. Group discussion
* Leave 5 minutes for Same Country Groups to share their observations about the tour so far as well as what they have written on their reporting sheets.
* Collect the reporting sheets at the end of class. You can use these to take a daily grade, but you will need to return them on Day Four.
* You can collect the itineraries if you are not sure the students will keep track of them. You will need to give them back to the students on Day Four.
Lesson Plan: Day Four
Goals:
* To finish the tour of another country
* To record information from the tour that the student finds interesting
* To record ways that religion influences everyday life in the country
* To plan the cultural exchange presentation
Materials:
* One computer per student (This is preferred, but two students at one computer is also okay, especially if a student needs help reading text.)
* One pencil/pen per student
* New reporting sheet for each student
* Itinerary sheet for each student
Lesson:
1. Whole group
Teacher: "Today you will finish your tour and begin planning your cultural exchange presentation. Remember, the reason you are on this tour for Expedition Magazine is to exchange information with other students. Tomorrow you will meet with your Cultural Exchange Group and show them how religion influences everyday life in the country you toured. You will also share some of the interesting information you liked from the tour. You will be graded on how well you give the information, how clearly you speak, and how much the other person learned."
2. Individual students at the computer
* Give each student their itinerary and a reporting sheet for today.
* Instruct students to go to a computer, enter the Expedition to Asia Web site and continue their tour.
* Today's tour should not take more than 20 minutes to allow students sufficient time to plan their presentations.
3. Group discussion
* Have the students meet with their Same Country Group to plan how they are going to present what they have learned when they meet in their Cultural Exchange Groups tomorrow.
* The presentation format is open to whatever constraints or expectations you feel serve the learning needs of your students. Our intent was that the presentations would be open-ended and they are meant to be an informal conversation. They should not be longer than 5 minutes. The presentations are in small groups to give students practice with presenting without the stress of doing it in front of the whole class. It also saves you from having to listen to presentation after presentation over the same material! ☺
Lesson Plan: Day Five
Goals:
* To present knowledge
* To synthesize what the students have learned to answer the question: How does religion influence everyday life?
* To evaluate the presentations
Materials:
* Evaluation form (one per student)
* One pen/pencil per student
* Blank piece of notebook paper (one per student)
* Chart paper from Day One
* Chart paper and marker
Lesson:
1. Group presentations
* Have students meet in their Cultural Exchange Groups.
* The presentations will occur simultaneously across the classroom in the Cultural Exchange Groups. The two students who toured Japan will present to the two students who toured India. Then the two students who toured India will present to the two students who toured Japan.
* Each group has five minutes to present. Walk around and monitor the presentations.
* After both presentations, give each student an evaluation form and instruct them to evaluate the presentation they listened to. They can do this at their own seat so the students they are evaluating aren't looking at what they are writing.
2. Individual assignment
Teacher: "Drawing on everything you have done this week, I would like you to tell me your answer to our main question: How does religion influence everyday life in a country? You have ten minutes to write a detailed answer to the question on a blank sheet of notebook paper. You can use all of your resources from your work this week – the notes written on the chart paper on the first day, your daily reports to Expedition Magazine, and the presentation you just listened to – to write a detailed and thoughtful answer."
* Make sure the chart paper from Day One is available for all students to reference
* Make sure each student has their reporting forms from Day Two, Day Three, and Day Four.
* Give the students ten minutes to write their answer, and then collect them so that you can take a grade.
3. Whole group
Teacher: "Who would like to share their thoughts on the way religion influences everyday life in a country?"
* This is the final discussion to tie together everything learned in the unit and address our question one last time.
* Prompt with questions about India and Japan. Example: How does religion influence daily life in a country like Japan where the people don't consider themselves religious?
* Record student responses on a new chart paper. You may want to save this for future reference. It may be helpful later on if you later pose questions about how other societal institutions influence everyday life. How does education/government influence your everyday life? | <urn:uuid:d6b7e2d4-7f29-4aa0-969f-44102ce2c672> | CC-MAIN-2017-04 | http://www.edb.utexas.edu/edc385g/fall2005/religion/downloads/LessonPlans.pdf | 2017-01-22T05:56:59Z | crawl-data/CC-MAIN-2017-04/segments/1484560281353.56/warc/CC-MAIN-20170116095121-00093-ip-10-171-10-70.ec2.internal.warc.gz | 428,843,709 | 3,065 | eng_Latn | eng_Latn | 0.998417 | eng_Latn | 0.998791 | [
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Y4 Autumn 1 half-term learning grid
Talk, think, read, write
Success Criteria
The world around us
Success Criteria
Design and create
Success Criteria
Out and about
Success Criteria
Let's perform
Success Criteria
Science
WATER, WATER, EVERYWHERE:
Write a story about the water cycle from the point of view of a water droplet.
Explain what happens to the water droplet at each stage, and how it changes.
I can explain the water cycle.
I know the stages of the water cycle.
I can write about how the water droplet changes at each stage.
I can remember to use the correct scientific words.
STATES OF MATTER:
Make a collection of materials and display them in three groups - a group of solids, a group of liquids and a group of gases.
I can identify what a solid, liquid and gas is.
I can group them into the right groups.
I can collect examples of them.
I can display this information in an exciting way.
THE WATER CYCLE:
Make a poster to explain the three states of water and the processes that change the states.
I can identify the 3 different states of water.
I can think of an exciting way to display my information.
I have made sure that I have included all 3 different states of water.
EVAPORATION ENQUIRY:
After rain, take a photo of a puddle every hour. Take pictures until the puddle evaporates. (This is best done on a sunny day!) Print out the photos and use them to create a time line of the evaporation process.
I can find a big puddle.
I can take pictures of it every hour.
I can identify what is happening to it.
I can use the correct scientific word to describe the process.
PARTICLE THEORY:
Demonstrate the difference between the particles in solids, liquids and gases using drama and movement. Be ready to show the class.
French
Key Language in the Classroom
We have been learning vocabulary and phrases which can be used to give instructions. Use what we have learned to create a set of instructions that might be used in the classroom. Illustrate your answers if you wish.
I can read and understand key words and phrases (in the context of the classroom).
I can copy familiar words and phrases correctly.
I can write sentences about the classroom, using a reference to help me with spellings and accuracy. I can present my homework with care and attention to detail.
LES PAYS FRANCOPHONES
Find out some interesting and fun facts about a country in the world where French is spoken to share with the class.
I can recognise similarities and differences of another culture, language or country.
I can research using the Internet or books.
I can present my findings in a fun and interesting way.
ON PARLE FRANÇAIS ICI
Design and create a colourful and informative poster about the months in French highlighting different festivals which take place.
I can present information about an aspect of culture (in the context of French festivals).
I can research facts using the Internet or books.
I can plan and design a poster to display a variety of information about a French festival.
I can create and produce a colourful and informative poster based on my design.
QUEL MOIS EST-IL?
Take photos, find pictures, or draw examples of the different months and label these in French. Present your work as a collage, poster or PowerPoint presentation to share.
I can take photographs or draw/find pictures of different types of weather conditions in different months. I can select a range of phrases to describe the month in my drawings, pictures or photos on my collage, poster or PowerPoint.
I can use a reference to help me label my work to present in a clear, interesting and informative way.
SEASONS RAP
Practise, learn and perform a season's rap in French to your classmates. Be as creative as you wish!
Learning Activity Subject Areas
Humanities
CONTINENTS
Choose one of the world's seven continents and find out as much information as possible about it to present to the class. For example, which countries belong to it? Which seas surround it? What is the climate and landscape like? You may use props/pictures to help explain.
I can research facts and details using the Internet and/or books. I can present findings using notes and visual aids to assist where needed. I can display evidence of subject knowledge.
Tudor Explorers
Find out about a famous Tudor explorer and present your information in a format of your choice.
I can research facts using the Internet or books.
I can present findings in a clear and neat format.
I can show evidence of subject knowledge.
Tudor Houses
Explore the features of an everyday Tudor house. Design and make a model of your own version. Plan your design carefully. Create a model. Annotate each feature (optional).
I can show evidence of research and subject knowledge.
I can plan my design carefully.
I can create a model.
I can annotate each feature (optional).
My Local Environment
Go out and find examples of Tudor architecture around Sussex and the rest of the UK. Take a picture and write a fact about its relevance to the Tudor period.
I can show evidence of research and subject knowledge.
I can take clear, interesting photos of relevant features.
I can write appropriate captions for each one.
COMPARING CITIES
Choose a city on a different continent that you have visited or know a lot about and compare it to Brighton and Hove. Give a presentation to your class using pictures and words to display the things that are similar and different. Alternatively, you could present by showing your own PowerPoint.
I can practise, learn and perform a rap about the seasons in French. I can use expression and suit my tone of voice to the meaning of words. I can speak with confidence. I have good pronunciation.
I can make comparisons between 2
cities on different continents.
I can present my work to the class in a clear way.
I can share my research confidently with the class.
I know how the particles in a solid, liquid and gas behave.
I can decide on a way to show this information through dance or
movement.
I will be ready to show the class.
When giving in homework tasks, please check that you have included a heading, e.g. Humanities – The World Around Us and the success criteria. | <urn:uuid:863dd1e0-e6d6-4979-b5ca-76338f84230e> | CC-MAIN-2024-51 | https://www.windleshamschool.co.uk/wp-content/uploads/2024/08/Year-4-Autumn-1-Learning-Grid.pdf | 2024-12-13T18:30:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066119643.21/warc/CC-MAIN-20241213171153-20241213201153-00708.warc.gz | 943,483,325 | 1,305 | eng_Latn | eng_Latn | 0.999118 | eng_Latn | 0.999118 | [
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Health Issues in Latin America
Over half the children in the developing world are severely deprived of basic necessities, including adequate shelter, proper nutrition, safe water and quality health care.
849
* Almost half of the people in Latin America live in poverty which contributes to low levels of health care.
* Across Latin America 1.5 million people live with HIV/AIDS.
* Insect and water-borne diseases present large medical challenges across the region.
Country Facts
* BOLIVIA: Only 42% of people in rural areas are using adequate sanitation facilities.
* DOMINICAN REPUBLIC: 62% of children 6-24 months do not have a minimum acceptable diet.
* EL SALVADOR: 70% of children indicate they have been abused in their homes.
* GUATEMALA: Each year an estimated 67,000 children are born mentally impaired due to iodine deficiency.
* HAITI: 40% of the population has no access to an improved water source and 80% has no access to sanitation facilities.
* HONDURAS: More than 50% of children 6–24 months are anemic
* MEXICO: Has declared the epidemic of diabetes a national emergency - an estimated 13 million people have the disease.
* NICARAGUA: 40% of the population has no access to health care.
* PERU: The risk of major infectious diseases is very high.
of our children have chronic conditions
Making an impact
NPH USA transforms the lives of vulnerable children in Latin America and the Caribbean by supporting the homes, health services and educational programs of Nuestros Pequeños Hermanos (NPH, Spanish for "Our Little Brothers and Sisters"). Together, we help children overcome poverty and become leaders in their own communities.
NPH is currently supporting more than 6,200 boys and girls in Bolivia, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua and Peru. Our community outreach programs provided over 140,000 services in 2017.
Healthcare at NPH
Prior to joining our family, many of our children have never visited a doctor or dentist and are often suffering from malnutrition and/or preventable diseases. All children receive a health check upon arrival and are vaccinated as needed. If a child is ill, or has a chronic condition, the NPH medical staff ensures that he/she receives evidence-based treatment, safe cost-effective medicines, and any necessary therapy, including physical, occupational, art, speech and psychological. The staff also focuses on establishing healthy lifestyles so children can do well in school and excel as members of the NPH family. Each home emphasizes wellness programs that include nutrition, hygiene, health education, sports and recreation programs.
In addition to ensuring the good health of the children, NPH performs outreach for surrounding communities. For example, St. Damien Pediatric Hospital in Haiti treats over 100 children per day, and the One World Surgery Center in Honduras provides outpatient services for NPH children and the rural poor as well as medical training. Overall, thousands of children inside and outside the NPH family receive quality medical care each year through our healthcare programs.
2017 NPH Health Services at a Glance
Chronic conditions
HIV (children living in the homes)
Well child visits 1,395
Vaccine doses
Hospitalized (mostly for surgeries)
Child surgeries
Physician consults 7,783
Nurse consults 10,674
Therapies (physical, occupational, speech, psychological) 8,436
Dental services 1,268
849
51
2,566
24
41
Get Closer with NPH USA
National Headquarters
134 North LaSalle Street, Suite 500 • Chicago, IL 60602-1036
How you can help
NPH spends over $6.5 million annually on providing the quality care necessary to keep our children healthy. Your gift can help our children grow into caring and productive adults.
$5,000 pays the annual salary for a nurse at an NPH home
$10,000 supports the medical clinic for one month at NPH El Salvador
$15,000 provides basic medicine for the 94 children at NPH Peru for one year
$25,000 delivers medical care to the children at NPH Haiti for three months $60,000 supports the medical expenses at NPH Mexico for six months
NPH USA is a registered 501(c)(3) nonprofit corporation, Federal Tax ID# 65-1229309. Donations are tax deductible to the extent provided by law. All donated funds are diligently appropriated and an audited financial statement is available upon request.
888.201.8880 nphusa.org | <urn:uuid:f50cefe6-0053-4ae3-bba5-c76fced2ffd5> | CC-MAIN-2018-51 | https://www.nphusa.org/wp-content/uploads/2015/06/FactSheet_Health-sq.pdf | 2018-12-15T19:08:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00345.warc.gz | 968,309,178 | 972 | eng_Latn | eng_Latn | 0.996193 | eng_Latn | 0.996399 | [
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5 top ways to curb a
Sugar seems to be receiving some 'bad press' at the moment, especially the amount that is found in the popular snacks and drinks that we and our children eat. If all the attention has left you feeling a little 'sticky' about enjoying it, or if you are one of the many people who have strong sugar cravings, the following dietitian tips might just help you....
1. Fruit
Despite the 'hype' about fruit sugar, pieces of fruit contain far less sugar than shop bought cakes, biscuits and fizzy sweetened drinks. They have the added bonus of fibre and vitamins too. So go on....enjoy it in moderation – up to 2-3 pieces every day! Here are a few tips to help you....
Choose fruit with lower sugar content – watermelon, kiwi fruits, raspberries and cranberries are great examples.
Chocolate dipped - melt a little of your favourite chocolate and dip you favourite fruit pieces into this as a special treat. Roll in chopped nuts and leave to set.
Fruit Smoothies – make sure you limit these to only once a day and about 150ml - puree your favourite fruit with a little low fat natural yoghurt and semi skimmed milk for additional calcium
Don't let your fruit become too ripe – eat it as fresh as possible as it tends to have less natural sugars that way..
2. Popcorn – try a homemade healthier alternative to the shop bought variety. Pop your popcorn (great fun) and then dust with a little coco or low calorie hot chocolate powder. Mot quite sweet enough? Melt about 1 tablespoon of chocolate spread in a tub with a lid. Add lots of popcorn and then toss and shake the tub with the lid on for a light coating that is sure to satisfy you!
3. Hot chocolate- make sure you choose one that is low in both fat and sugar. Make up a nice drink either with water and using semi skimmed milk , sprinkle with chocolate shavings and crush a craving instantly!
4. Dips and drops – Try mixing some low fat crème frais or Greek yoghurt with low calorie hot chocolate powder, dip your favourite fruit pieces. Yoghurt also freezes really well – mix some soft teaspoon to drop them onto a baking tray lined with greaseproof paper. Freeze the drops until solid.
fruit - raspberries, apricots or blueberries into low fat yoghurt and a touch of artificial sweetener. Use a Scoop them up, place in a bag and leave in the freezer until you are read y for a little sweet treat!
5. Go nuts! – Some people worry about the energy content of nuts as they are a natural source of fat. The good news is that the fats in nuts is healthier for us than most, so provided we eat them in moderation, they are a great alternative to some of the sugary and sweet snacks we are often tempted with . Try mixing your favourite nuts with dried fruit like raisins, cranberries and dates. Throw in a few chocolate drops to make then extra special. | <urn:uuid:a88325d1-9748-41eb-9429-9216f43a7ab2> | CC-MAIN-2018-51 | https://www.dietwise.co.uk/wp-content/uploads/2018/02/top-ways-to-curb-a-sugar-craving.pdf | 2018-12-15T18:43:47Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00345.warc.gz | 849,162,891 | 642 | eng_Latn | eng_Latn | 0.998939 | eng_Latn | 0.998939 | [
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Amate Painting Lesson
Patricia Sigala and Aurelia Gomez
Objectives
1. Students will learn about the process of making amate and its use over time to convey important events and transmit cultural values (historical and cultural understanding).
2. Students will explore the imagery used in amate painting (perceiving, analyzing, and responding).
3. Students will use their own imagery to create amate paintings (creating and performing).
Materials
* pencils and erasers
* Amate paper, or bark paper (available from several art supply companies) cut into 6 x 8" (15 x 20 cm) or 4 x 6" (10 x 15 cm) pieces (construction paper or brown paper bags can substitute)
* tempera paint or guache
* containers of water
* paintbrushes, markers, or colored pencils
* newspapers to cover tables
WEB SchoolArts April 2008
Motivation
Show students images of amate paintings. Ask questions to stimulate conversation about the imagery: What is going on in the painting? Are the paintings decorative? Do they show historical events, celebrations, everyday life or are they decorative patterns and designs? What motifs and patterns are used? Do you see animals, floral imagery, people? What are the people doing? Are the forms and shapes outlined? What kinds of lines do you see?
Have students decide what type of painting they would like to make: a decorative painting, a painting that represents flowers or animals, an everyday scene, or a historic event?
Procedures
1. Have students use pencil to draw their ideas on the amate paper. Encourage them to leave open space for the amate paper to show through.
2. Outline the forms with markers.
3. Apply paint to the drawings and set aside to dry (colored pencils can be substituted for paint).
Austin, grade five.
picado and use it to decorate the school or classroom for a Day of the Dead celebration (social studies and visual arts).
Evaluation
Display the amate paintings with labels describing each painting. Have students talk about their work and how it felt to work with amate paper. Create groups of paintings that have a similar theme or subject matter. Have students respond to the groups by creating a story or poem about the arrangements.
Extensions and Connections
* Students can use amate paper to create a codex which describes a historic or current event related to Mexico (social studies).
* Introduce students to the way amate is used to make Otomí spirit figures. Have students make figures of their own (visual arts).
* Show students the relationship between cut amate and contemporary papel picado. Have students create their own papel
* Students can study the ways that comic strips, comic books, and codices use symbols and forms with outlines. They can create comics or codices that convey elements shared by each form (visual arts).
* Have students research different ways that people have recorded history using scrolls, carved tablets, book forms, and oral traditions. Students can report their findings back to the group orally, create a time line showing the development of recorded history, or make examples of their findings (social studies).
Resources
Children's Books
Berdan, Frances F. The Aztecs. New York, NY: Chelsea House Publishers, 1989.
Castillo, Ana. My Daughter, My Son, the Eagle, the Dove: An Aztec Chant. New York, NY: Dutton Books, 2000.
DeFrates, Joanna. What Do We Know About The Aztecs? New York, NY: Simon & Schuster Young Books, 1992.
Hadley, Eric and Tessa. Legends of the Sun and Moon. Boston, MA: Cambridge University Press, 1983.
Harper, Jo. The Legend of Mexicatl New York, NY: Turtle Books, 1998.
.
Lattimore, Deborah. The Flame of Peace, A Tale of the Aztecs. New York, NY: Harper Trophy, 1987.
Mathews, Sally Schoffer. The Sad Night: The Story of an Aztec Victory and a Spanish Loss. New York, NY: Clarion Books, 1994.
McKissack, Patricia. Aztec Indians. Chicago, IL: Regensteiner Publishing Enterprises, Inc., 1985.
Adult Bibliography
Caso, Alfonso. Aztecs: People of the Sun. Norman, OK: University of Oklahoma, 1958.
Miller, Mary and Karl Taube. An Illustrated Dictionary of The Gods and Symbols of Ancient Mexico and the Maya. London: Thames and Hudson Ltd, 1993.
Nuttall, Zelia and Arthur G. Miller. The Codex Nuttall: A Picture Manuscript From Ancient Mexico. New York, NY: Dover Publications, Inc., 1975.
Portilla, Miguel Leon. Aztec Thought and Culture. Norman, OK: University of Oklahoma Press, 1963.
Salonas-Norman, Bobbi. Folk Art Traditions II. Oakland, CA: Piñata Publications, 1988.
Sayer, Chloë. Arts and Crafts of Mexico. San Francisco, CA: Chronicle Books, 1990.
Trenchard, Kathlen. Mexican Papercutting, Simple Techniques for Creating Colorful Cut-Paper Projects. Asheville, NC: Lark Books, 1998.
Patricia Sigala is outreach educator at the Museum of International Folk Art (MOIFA) in Santa Fe, New Mexico. email@example.com
Aurelia Gomez is director of education at MOIFA and an advisory board member of SchoolArts. firstname.lastname@example.org
SchoolArts April 2008
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AIR FORCE BAL BHARATI SCHOOL
LODI ROAD, NEW DELHI
SUMMER VACATION ACTIVITY TREASURE BOX CLASS I (2018-19)
Summer brings with it ever smiling Sun, Scorching heat, ice creams, shakes and
HOLIDAYS
It's time to stay up late, It's time to play all day.
Yes it's time to relax and enjoy. After all summer holidays are finally here.
Have a great vacation kids !!
Dear parents,
With an aim to captivate the interest of our young learners, we have planned an assignment that will engage them in a constructive way.
- Encourage your child to cultivate reading habit. Please help your child to read aloud few story books like "The Ginger Bread Man", " The Goldilocks and The Three Bears" etc.
- "A healthy mind lives in a healthy body". Encourage your child to exercise, play outdoor games and eat plenty of fresh fruits and vegetables.
- Communication skills play a pivotal role in grooming the overall personality. Converse regularly with your child , preferably in English. Encourage them to read Children's magazines.
- Encourage them to play board games like Chess, Ludo, Scrabble, Carrom etc.
- ALL THE ORAL WORK GIVEN WILL BE ASSESSED AND GRADED
Art of Healthy and Productive Living (AHPL)
Dear children, there are many Magic Words like Thank you, Please, Excuse me. Use these courtesy words in your daily life. Learn two - three sentences so that you can proudly speak them out in the class.
Be a good and responsible child and do the following:
- Help your parents at home by putting your things in place.
- Listen to your elders.
- Avoid playing in the Sun, drink plenty of fluids like water, juice etc.
- Save electricity . Switch off fans, lights etc when not in use.
- Go for morning walks and observe the nature around you. Look for special things like special birds or leaves etc. and share with your friend.
Creative mind at work
- Make two beautiful birthday cards and leave them blank from inside.
- Practice Yoga postures daily as taught in the school by your teacher.
- Your Music competition will be held in the month of July. You are required to learn and sing a devotional/ patriotic/ folk/classical/ English (motivational) song only.
- In the month of September you have your Dance competition. So prepare on patriotic/ classical/semi classical/folk form of dance only.
- Bring a cut out of your favourite Disney Character (A 4 size). Draw and colour.
- On a A 4 size sheet make a number grid 1 – 100 and get it laminated.( follow the pattern taught in the class)
For the below activities please check your ward's roll number and do only one of them:
- Take a A 3 size sheet and write which month is your favourite month. Find out and write the number of days, fruits, vegetables, flowers and festivals of that month. Draw/ Paste the picture as well .( Roll no. 1 to 12)
- Make two, 2 dimensional shape animal crafts . Eg cat, mouse, butterfly ,owl etc ( Roll no. 13 to 24)
- Make 3 face masks for any one animal of your choice and complete it's family tree. Eg.: Tiger mask +Tigress mask + cub mask , Hen + Cock + Chick, etc. ( Roll no. 25 to 40)
Writing skills
- Practice cursive letters , follow proper formation of strokes as given in the worksheet (same for Hindi).
- Write 2 lines of your cursive writing book daily.
Spell Check
Learn the spellings from the spelling worksheet given ( April – May). Practice the related exercise done in the class work.
Use these phrases in your day to day life:
- Good Morning! How are you?
- I am fine , thank you.
- May I come in?
- May I go to the washroom?
- May I go to wash my hands?
- Ma'am , when will we go out to play?
-
May I go to fill my water bottle?
Know your City –Delhi
- Visit two historical monuments of your city "Delhi". Learn two interesting facts about them and be prepared to speak about them in the class when you come back in July.
Hindi
- esjk ifjp;] esjk fon~;ky;] esjk ifjokj & fo'k;ksa ij ik¡p iafDr;k¡ ;kn djsaA d{kk esa vkdj lquk,¡
- xqatu CD esa ls ikB 1] 2] 3 ns[ksa A
As parents, it is important to invest your time with the kids now.
With good wishes for a marvelous vacation. | <urn:uuid:9314a4b7-ace9-4675-8c60-a37069217d4e> | CC-MAIN-2018-51 | http://www.airforcebalbharatischool.com/Admin/News/49.pdf | 2018-12-15T19:25:01Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00344.warc.gz | 329,483,650 | 1,014 | eng_Latn | eng_Latn | 0.995862 | eng_Latn | 0.996279 | [
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Student Start of Term Survey
Powered by:
www.newworldofwork.org
Background Information
This survey has been designed to have you self-assess your 21st Century Skills, before receiving any formal instruction in the skills during class. Please be honest in your answers. There is no right or wrong! We will send out another survey at the end of the term. This will help you track your skill awareness over the course of the term. If you are also doing work based learning this term, we will send a similar survey to your host employer to get their feedback on your skill development.
1. Today's Date: (Month/Day/Year)
7. Are you involved in work based learning this term?
/
/
2. What is your name?
Full First Name
Full Last Name
3. What college are you attending?
4. What is your major or course of study?
5. For which class/course are you filling out this survey?
6. Who is your instructor?
Yes No
If yes, what type:
Full Time Employment
Part Time Employment
Internship
Apprenticeship
Mentoring
Volunteer Placement
Work Study
Project Based Learning
Service Learning
Clinical Experience
Other, please specify:
If yes, what is the name of the company/organization that is hosting your work based learning:
8. What is the name of your work site supervisor?
Full First Name
Full Last Name
9. What is the contact information of your work site supervisor? Please provide email and phone, if possible.
Email
Phone
Skills Focus
Your instructor may have specific skills you will learn about this term, so check with him/her before completing this section.
1. Which of the following "Top 10" 21st Century Skills do you plan to focus on during this term? Check all that apply.
Adaptability (Open to Change)
Analysis/Solution Mindset (Problem Solver)
Collaboration (Team Player)
Communication (Good Communicator)
Digital Fluency (Good with Technology)
Empathy (Sensitive to Others' Feelings)
Entrepreneurial Mindset (Go-Getter)
Resilience (Plans for Success & Bounces Back from Failure)
Self-Awareness (Self Understanding)
Social/Diversity Awareness (Sensitive to Differences in Backgrounds and Beliefs)
2. Do you think you will benefit from learning about 21st Century Skills in class this term?
Yes Maybe No
Please explain your answer. If you think you will benefit, please provide 2–3 examples of why you think it is important to learn 21st Century Skills as you prepare for your current or future career.
3. If you are involved in work based learning this term, do you think you will benefit from practicing 21st Century Skills in a real work setting?
Yes Maybe No
Please explain your answer. If you think you will benefit, please provide 2–3 examples of why you think it is important to practice 21st Century Skills in actual work settings.
Skills Self-Assessment
If you and your instructor have determined you will focus on some (but not all of the ten) skills this term, please fill out the sections that relate to those skills only. Otherwise, please provide your self-assessment ratings for all ten skills listed on the following pages.
1. Adaptability (Open to Change) – How would you rate your Adaptability Skills?
Notices when things change, like new technology or new responsibilities, and sees it as an opportunity rather than being negative about it.
Open to new experiences by trying out different work environments, roles, and tasks.
Considers a variety of viewpoints and suggestions to get the job done.
Can handle normal amounts of stress, use feedback in a positive way, and learn from things that go wrong.
2. Analysis/Solution Mindset (Problem Solver) – How would you rate your Analysis/Solution Mindset Skills?
Considers different viewpoints and puts effort into understanding why information may be presented in a certain way.
Looks at the bigger picture of the work situation, community, or society when solving problems.
Examines information and data using critical thinking skills.
Takes time to think about different ways of solving a problem and tests out ideas to see which one is best.
Emerging– Skill not
yet developed
Developing – Some ability with skill
Acquired– Good
ability with skill
Accomplished – Full ability with skill
Emerging – Skill not yet developed
Developing – Some ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
3. Collaboration (Team Player) – How would you rate your Collaboration Skills?
Understands that a diverse team, in person or remote, benefits everyone. Willing to use technology to assist in team tasks.
Respects people’s differences while at the same time finding what they have in common that allows the team to work together.
Shares leadership by gathering ideas and using the skills of all team members. Offers help and encourages everyone to share responsibilities.
Finds positive ways to deal with conflict amongst team members and sees failure as a way to learn.
4. Communication (Good Communicator) – How would you rate your Communication Skills?
Speaks in a professional manner, uses appropriate content, and says things in a way that others will understand.
Can communicate using technology tools like email, LinkedIn, or PowerPoint slide shows. Knows how to use social media appropriately in work settings.
Knows how to choose words wisely and use non- verbal communication to make meaning clear. When writing uses correct spelling and grammar to make meaning clear.
Is an attentive listener and asks questions or repeats back what was heard to make sure everything was understood correctly.
Emerging – Skill not yet developed
Developing – Some ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
Emerging – Skill not yet developed
Developing – Some ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
5. Digital Fluency (Good with Technology) – How would you rate your Digital Fluency Skills?
Knows what technology tools are available to help people work together in person and online.
Understands the right and wrong, both morally and legally, in using or sharing any documents, pictures, programs, or access to personal or private information.
Has a basic understanding of computer, tablet, smart phone hardware and software and how they work.
Uses online tools like Google and YouTube to find data, information, answer a question, or help solve a problem. Can determine the “usefulness” and “truthfulness” of sources.
6. Empathy (Sensitive to Others' Feelings) – How would you rate your Empathy Skills?
Knows the difference between empathy (putting yourself in someone else’s shoes)versus sympathy (feeling sorry for/understanding what someone is going through) and knows when to use one approach or the other.
Connects with others by being a good listener, asking questions to help understand what the other person is feeling, being honest, and mirroring positive nonverbal communication to build trust.
Develops good relationships with people from different backgrounds and cultures by showing they are respected and valued.
When working with clients or customers, makes decisions based on client or customer needs and points of view, and asks how satisfied they are with the outcome.
Emerging – Skill not yet developed
Emerging – Skill not yet developed
Developing – Some ability with skill
Developing – Some ability with skill
Acquired – Good ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
Accomplished – Full ability with skill
7. Entrepreneurial Mindset (Go Getter) – How would you rate your Entrepreneurial Mindset Skills?
Self-motivated and seeks new knowledge, skills, and greater work responsibilities.
Thinks of new ideas and ways of doing things by drawing connections, comparisons, and combining different sources of information.
Willing to take risks and learn from mistakes in order to improve a product, service, or process.
Can work within an established organization (intrapreneur) or set up his/her own business (entrepreneur/social entrepreneur) while keeping in mind client or customer needs.
8. Resilience (Plans for Success & Bounces Back from Failure) – How would you rate your Resilience Skills?
Sets priorities and goals, anticipates possible consequences, and has back-up plans.
Bounces back when things go wrong. Figures out what happened and how to learn from it when making future decisions.
Listens to others’ views while also speaking up for oneself in order to learn from feedback and resolve conflicts.
Believes in personal growth and change by seeking new knowledge and skills as a way of life, not just a one-time thing.
Emerging – Skill not yet developed
Emerging – Skill not yet developed
Developing – Some ability with skill
Developing – Some ability with skill
Acquired – Good ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
Accomplished – Full ability with skill
9. Self-Awareness (Self Understanding) – How would you rate your Self-Awareness Skills?
Knows own personality, strengths, and areas of knowledge, skills, or habits that can be improved.
Maintains self-discipline, tries to do the right thing, and takes personal responsibility in social or work situations.
Improves professional manner by learning guidelines or rules of the work setting, such as appropriate clothing and ways of communicating.
Looks for work opportunities that would be a good match for personal strengths and skills.
10. Social/Diversity Awareness (Sensitive to Differences in Backgrounds and Beliefs) – How would you rate your Social/ Diversity Awareness Skills?
Respectful of differences in others’ backgrounds and beliefs in local communities and the world at large.
Values diversity in the workplace, including gender, sexual orientation, ethnicity, and age. Understands these differences can actually improve products, services, or work processes.
Uses social or cultural differences to help expand the concept of what is “normal” and uses this to generate new ideas.
Develops and improves relationships with people of different backgrounds and beliefs by improving self-awareness, sensitivity to others’ feelings, and professionalism.
Emerging – Skill not yet developed
Emerging – Skill not yet developed
Developing – Some ability with skill
Developing – Some ability with skill
Acquired – Good ability with skill
Acquired – Good ability with skill
Accomplished – Full ability with skill
Accomplished – Full ability with skill
Thank you, and we hope you enjoy your term! | <urn:uuid:c76e2dbd-e5bf-4712-8d84-5847651ff9f8> | CC-MAIN-2018-51 | https://www.newworldofwork.org/wp-content/uploads/2016/10/NWoW_Student-Start-of-Term-Survey_Print-Version.pdf | 2018-12-15T18:52:17Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00346.warc.gz | 965,352,117 | 2,192 | eng_Latn | eng_Latn | 0.99539 | eng_Latn | 0.996758 | [
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Expressive Arts and Design
Explores what happens when they mix colours. Experiments to create different textures. Understands that different media can be combined to create new effects. String snail pictures, wax candle pictures, flower collages, observational drawings
Manipulates materials to achieve a planned effect. Constructs with a purpose in mind. Junk modelling minibeasts, collages of flowers, connect a straw pictures, playdough and clay minibeasts
Begins to build a repertoire of songs and dances. Butter fly dances, symmetrical partner dances
Introduce a storyline or narrative into their play. Plays co-operatively as part of a group to act out a narrative. Weekly Role Play and Small World areas.
Maths
Understanding of the World
Beginning to use everyday language related to money. Greengrocers, florist, garden center role play Orders two items by length, height, weight or capacity. Measuring worms, how much soil fits into pots and ordering by size/capacity/volume, how much has the plant grown?
Count reliably with numbers 1-20, place them in order and say which number is one more or less than a given number. Use everyday language to talk about position, distance, time and money to compare quantities and objects and to solve problems. Minibeast number lines to 20, addition and subtraction e.g. 5 cocoons and 2 hatch, how many are left to hatch? Position (where did you find the minibeast?), giving directions to find minibeasts, size (growing, comparing sizes, measuring worms), doubling/halving using ladybird spots
Communication and Language
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Links statements and ideas and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feeling and intention. Following instructions for planting seeds and looking after chicks.
Listens to stories, accurately anticipating key events and respond to what they hear with relevant comments. Answer "how" and "why" questions about their experiences and in response to stories and events. They develop their own narratives and explanations by connections ideas or events. Core texts, daily stories, weekly small world and role play areas.
Talk about past and present events in their own lives and the lives of their family. Know about similarities and differences in relation to places. Talk about features of their own environment and how environments might differ from one another. Weekly Forest School, looking at living things, habitats, observations of plants and animals, observational drawings, school trip to forest, planting seeds.
Growing and Minibeasts Reception Summer 1 2018
Literacy
Begins to read words and simple sentences. Enjoys an increasing range of books. Core texts – Bad Tempered Ladybird, the Very Hungry Caterpillar, Oliver's vegetables, Oliver's fruit salad, the Snail and the Whale, Superworm, Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes name and other things, including labels and captions. Attempts to write short sentences in meaningful contexts. Life cycle of a caterpillar, designing seed packets, descriptions of minibeasts Use phonic knowledge to write words in ways which match their spoken sounds. They write simple sentences which can be read by themselves and others. Weekly news books to encourage independent writing.
Physical Development
Has increasing control over an object in pushing, patting, throwing, catching or kicking it. Sports day practice, running, balancing beanbags on bats, going through hoops,
Use simple tools to effect changes to material. Play dough, junk modelling, cutting skills
Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Snack time, 5 a day videos, trim trail sessions, weekly JIGSAW sessions to discuss staying healthy
Personal, Social and Emotional
Initiates conversations, attends to and takes account of what others say. Weekly JIGSAW sessions to discuss being healthy and looking after our bodies
Explains own knowledge and understanding, and asks appropriate questions of others. Can describe self in positive terms and talk about abilities. Share their work with others at the end of sessions and say what they have done and are good at, talk about individual differences and family traditions.
Confident to speak in front of others. Groups to share work and explain findings. | <urn:uuid:f8ebba6d-91f6-4bb5-84b7-4564aeabbabb> | CC-MAIN-2018-51 | https://wheatcroft.herts.sch.uk/download/reception-curriculum-map-summer-18/ | 2018-12-15T19:36:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00346.warc.gz | 766,643,833 | 903 | eng_Latn | eng_Latn | 0.996211 | eng_Latn | 0.996211 | [
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Editor's Letter
Is teaching about contemporary art challenging to you? How about teaching with digital media? These days the two go hand in hand, providing the visual imagery that surrounds your students daily in the forms of advertising, design, video games, movies, television, and the like. By teaching about contemporary art, you can help your students learn
to develop visual literacy skills, articulate their thoughts about art being made today, and make their own art using new media.
One of the challenges of teaching about contemporary art and media is the availability of resource materials appropriate for K–12 students. This past summer, I worked with a large city school district to develop art curriculum guidelines that embraced project-based learning, design thinking, and contemporary art. This focus was made possible, in part, because the district provided their middle and high schools with Art:21, the Peabody Award-winning PBS documentary series about contemporary visual art and artists.
Wonderfully, you, too, can enjoy the fifth season of Art:21 when it premieres on PBS on Wednesday, October 7. PBS has also thoughtfully provided extensive educator guides on all five seasons, available at no cost at www.pbs.org/art21/education/teachingmaterials/index.html.
Also, this past summer, I attended NECC, the 30th anniversary of the National Educational Computing Conference in Washington, DC. The most meaningful session I attended was the arts educators' gathering called Birds of a Feather, where many challenges were voiced by art and music teachers. Concerns were raised and discussed about the low number of arts-related presentations at the conference and art teachers' lack of technological resources such as computers, digital cameras, projectors, and other technological teaching tools.
Despite these very real challenges, who better to teach and encourage creativity and innovation, critical thinking, problem-solving, and decision-making than art teachers? Art teachers don't want to be left behind in twenty-first-century teaching and learning; we should be at the head of the line. There were over 18,000 people at NECC; I fear not many were art teachers. Yet the ones at the Birds of a Feather session were enthusiastic, determined, and dedicated to working collaboratively to increase the profile and involvement of art teachers in technology.
As teachers, many of us face our own challenges as digital immigrants to learn the technological knowledge and skills we need to meet the expectations of our digital-generation students. We don't have to know everything there is to know about technology, but we can start with a focus on a specialty such as digital storytelling, vector drawing, claymation, website design, or other digital arts. We can also apply the same high expectations to students' technological productions as we do to traditional forms of art.
Embrace these challenges. Search for the good in contemporary art and digital media. Art matters! | <urn:uuid:ce229b55-a64d-4871-b180-50d5f54ec4b8> | CC-MAIN-2018-51 | https://www.davisart.com/Promotions/SchoolArts/PDF/10_09_editors-comments-nancy-walkup-challenges-art.pdf | 2018-12-15T17:51:04Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00345.warc.gz | 841,940,619 | 573 | eng_Latn | eng_Latn | 0.999014 | eng_Latn | 0.999014 | [
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t
Mavisbank, Farnell, Brechin, Angus, DD9 6TR
:01356 626425e:email@example.com
www.scotiaseeds.co.uk
Yellow Rattle (Rhinanthus minor) is an attractive and useful
yellow-flowered annual meadow plant, from 8 to 30cm high. It is vital in developing and sustaining the variety of wildflowers in a meadow as it is a hemi-parasite that photosynthesizes for itself but which also parasitizes the roots of some plants, especially grasses. As it steals nutrients from the grasses, they grow much less vigorously and the grassy sward is opened up allowing other, less competitive meadow plants to grow. As its hosts plants become weaker, Yellow Rattle itself will become much less vigorous. The open patches are then available for colonization by other wildflowers. Yellow Rattle is also a great source of nectar for many pollinators such as bumblebees.
There is a closely related species; Greater Yellow Rattle (Rhinanthus angustifolius), now rare in Scotland that is found in only a few coastal sites. It is also a hemi-parasite but more stately, growing from 10 to 60cm
Sowing: Yellow Rattle is effective when added to a meadow or grassy area by either sowing in a wide area, or in patches from where plants will self-seed, and spread in future years. It should be sown in late autumn/early winter (late September to December) at a sowing rate of ½ to 1g per m 2 . First cut or graze the area to weaken the grass. This is important because if the grass is very vigorous – perhaps because the soil is highly fertile, the healthy grass plants can resist the attempts by Yellow Rattle to parasitize their roots.
Next harshly rake or rotovate to open up the grass sward and allow the Yellow Rattle seeds to make contact with the soil. Scatter the seed and roll or trample it in by foot. It is also possible to sow Yellow Rattle with a meadow mix onto a bare site, as long as this is an autumn sowing in late September, early October. This is the latest time for an autumn-sown meadow mix and the earliest time to sow Yellow Rattle.
Management: Yellow Rattle germination occurs in spring and the plant produces attractive flowers and then distinctive rattling seed heads in mid-summer. As the plant does not readily spread into healthy, vigorous grassland and it needs some open soil to germinate, neighbouring areas managed for hay, silage or lawns are unlikely to be colonized by the plant. If you wish to limit or remove Yellow Rattle, then cutting it whilst it is in flower will prevent it from seeding and growing new plants in the next year.
Yellow Rattle seedling | <urn:uuid:d0dcdfd3-38b1-4d0b-b8af-290acc6c0d98> | CC-MAIN-2018-51 | http://www.scotiaseeds.co.uk/wp-content/uploads/2014/03/Yellow-Rattle.pdf | 2018-12-15T18:23:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00344.warc.gz | 474,984,842 | 613 | eng_Latn | eng_Latn | 0.997813 | eng_Latn | 0.997813 | [
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2009 Project Implementation Overview
Ghana School Library Initiative
http://ghanainitiative.wordpress.com
Engineers Without Borders—Princeton University Chapter
Introduction
Essentially a squatter settlement, Ashaiman was first settled in 1952 as construction started on the port in nearby Tema. Today, Ashaiman is still one of the fastest growing cities in Ghana, with a population exceeding 200,000. It is as diverse as it is large, with approximately 50 different ethnic groups from across Ghana and the rest of Africa taking residence in the city located 4km away from Tema and 30km away from Accra.
Ashaiman's condition has earned it a reputation in Ghana. Many Ghanaians have never stepped foot into the area, for fear of being assaulted by armed robbers. However, in the past five years, change has slowly swept across the ignored city. Police are cracking down on criminals. Local banks and microfinance organizations have set up shop in Ashaiman, bringing many residents into the modern financial world for the first time. Still, there is so much to do to elevate the status of Ashaiman and improve the living conditions of its residents.
Princeton University's Engineers Without Borders (EWB –PU) chapter recognized Ashaiman as a community in need when they visited the area in 2007. In a place where even the most affluent lack books, EWB–PU spent two months in the summer of 2009 partnering with the Evangelical Presbyterian (EP) Basic School to complete the first phase of what is now known as the Achieving Greater Heights Community Library.
Between July 6 and September 4, 2009, various Princeton students and mentors traveled to Ghana in order to:
1. Construct the reinforced-concrete frame of a new school- and community- library structure;
2. Set up a temporary library with 1000 books shipped from Princeton. These books had been collected through a book drive and various donations during the spring semester;
3. Evaluate availability and cost of internet access and determine the necessary computer infrastructure to be installed on a later trip; and
4. Evaluate literacy games and programs to be run at the library by working daily with a group of 3-6 th grade students.
Library Structure
Our main goal for the 2009 summer trip was to construct the reinforced concrete frame of the library structure over a five-week period in August and September. During the first week of August, the library site was surveyed and markers were set around the site to indicate wall and column positions. Excavation, though it started behind schedule, was able to make up the lost time and was completed in three days rather than the five as budgeted. As construction continued, other tasks—from pouring the mat to setting the columns—took less time than anticipated, ultimately allowing the EWB–PU team to finish construction two days ahead of schedule.
EWB–PU faced no shortage of challenges while onsite. Material acquisition undoubtedly presented the greatest difficulties. While rebar was available locally, the project required large amounts of cement and pozzolana ash, and these materials had to be purchased directly from the manufacturers. Whilst these arrangements were made, the team made progress on bending rebar and constructing wooden framework for the concrete. Once all materials were in place, concrete work commenced.
The first step was to erect the footings and piers, the supporting portions of the columns that lie below-grade. However, in contradiction to information given in a geotechnical site report commissioned by EP Basic, the piers could not be made as deep as originally planned due to a high water table. Fortunately, because hard, load-bearing clay was uncovered, the original design could be supported with modified, shallower piers.
Getting out of the ground proved to be full of trials for the EWB–PU team. At first, due to mistakes made by the contractor, the footings and piers were placed incorrectly. By working late into the night, however, EWB–PU was able to remove the hardening concrete, reposition the pier rebar, and repour the concrete. Further challenges were encountered with the steelbenders: the pier rebars were bent to incorrect sizes and quantities, requiring that new rebar be ordered and bent. After addressing these issues, both the piers and the gutter were then poured. The next step was to fill sand in the foundation up to the height of the slab—this was done by hand, and everyone from to community members to EP students to the EWB–PU team helped out.
At the midpoint of the construction phase, the EWB–PU professional mentors swapped. Two days later, the subground slab terrain was layered with aggregate and a waterproofing membrane. The entire 8" slab and surrounding apron was poured in two days. With the structure finally out of the ground, the columns were erected and the ring beam poured in a speedy four days. Due to close supervision by EWB–PU, further mistakes and delays were largely minimized. In the end, construction was roughly $3300 over budget, largely because we needed more quantities of materials than originally estimated.
Temporary Library
EWB–PU shipped roughly 1000 books from Princeton to Ghana. The books had been collected throughout the spring semester in conjunction with the Princeton Public Library. While the ship was docked in port, EP Basic hired a local carpenter to make shelves for a temporary library. These shelves will later be moved to the library structure once construction is complete. Following the unloading of
2
the books, the books were sorted by reading level into seven groupings: Early Readers, Lower Primary, Upper Primary, Young Adult, Adult, Non-Fiction, and Reference.
The temporary library will be run by the school. While no one will be able to check out library resources, students, teachers, and community members are all welcome to come and use the books in the school compound. In the coming phase of the project, more community members, students, and parents will be registered in the library patron database to facilitate the check-out of library books, games, etc.
Computer Infrastructure
The EP Basic School has a computer lab, funded through donations from the PTA. However, out of roughly 20 computers, only six are working properly. The school is not yet connected to the Internet, through DSL connectivity is available through a local telephone operator. However, while common computer hardware problems can be repaired locally, software problems—especially viruses—can be debilitating. Computers, both at EP Basic and in Internet cafes across Ghana, are choking on viruses. Moreover, viruses are spread through ubiquitous USB flash drives, so even computers that are not online become infected. The EWB–PU team took three HP Mini netbooks with them to Ghana to pilot an eGranary Digital Library resource and assess the feasibility of a larger 50netbook network. Though these three machines were equipped with Princeton-approved McAfee's anti-virus software, the netbooks nevertheless became hopelessly infested with viruses. The difficulties presented by this virus situation means that Linux distributions may be better suited for our needs than Windows.
After resolving the computer software problem, EWB– PU plans to address the disastrous government-produced computer curriculum currently in practice at EP Basic. Deployment of a computer lab in the library will be supplemented with a new curriculum, developed in partnership with the local Johnson Park Elementary staff.
Literacy Programming
Over the course of the 2008-2009 academic year, EWB– PU team members worked to create a set of activities and lesson plans to be implemented in the library. In order to pilot these resources, the EP Basic administration selected fifteen students from grades three through six to work with the EWB–PU team members. A summer workshop was held with these students for three hours a day over four weeks. Throughout the process, each student was taken aside to individually be assessed on reading fluency and comprehension. The EWB–PU team used Reading A-Z leveled books for the assessment. While reading levels varied (from levels I through P ) and were generally below grade level, all of the students were eager to read. Lastly, each class of students worked together to write their own script for a five-minute skit. The students learned how to do character sketches, describe settings, and format scripts. They found props, added a song and a dance, and on the day after construction ended, performed for an audience of over 40 parents, teachers, and friends.
Community Building
This summer's implementation trip marked the first time an entire team of EWB–PU members came to the Ashaiman community. Accordingly, EWB–PU team members made it a point to take the time to network with important individuals in the Ashaiman and EP communities, in order to ensure the success of the library project. Through the church, EWB–PU came to gain the support of the Member of Parliament for Ashaiman and the Ghana Education Service Director for Tema. The EWB–PU team also met with the leader of one of Ashaiman's major mosques, so as to connect with the area's large Muslim community.
Lessons Learned
The implementation trip was a learning experience for all team members.
1. On the construction site, have a single person in control. All team members should communicate with this single person, and only this person—not other team members—should give orders to workers;
2. Budget should anticipate a 25% excess in materials from calculated amounts;
3. Business cards and phone numbers shouldn't be handed out too freely;
4. Bring gifts in excess because there will always be someone that you forgot;
5. Set up meetings early, because things will take longer to get done than anticipated;
6. Bring and use a receipt book. Make sure to have carbon paper;
7. Get a head start on the final accounting by using the official spreadsheet and categorizing expenses against the appropriate person's cash advance or reimbursement;
8. Keep blogs up-to-date, and post lots of pictures;
9. Meet with workers before construction to go over safety and logistical procedures;
10.Supervise skilled workers carefully, because mistakes cost time and money.
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ACCEPTABLE USE OF IT FOR DAY GIRLS
Your agreement to abide by the following guidelines ensures your safety and the efficient functioning of the School's IT facilities:
Definition
The IT facilities at Farlington School are defined as computers, tablets, laptops including Chromebooks, software, monitors, keyboards, mice, printers, scanners, cameras and any other electronic device or item. Internet and G Suite which includes, but is not limited to: Gmail, Docs, Slides, Sheets, Forms, Classroom are included as IT facilities. It also applies to any device of your own which you are authorised to connect to the School wifi network.
Software
You may not install software on any school machine or your Chromebook, which is owned by your parents but managed by the school.
Passwords
Keep your password safe, treat it like your toothbrush and never share it. All passwords identify you on the system and if anyone uses your password, it will be traced back to you. You should use a strong password, i.e. one which includes one capital and number or symbol. You should regularly change your password. If you suspect someone else knows your password, you should change it immediately.
Storage Areas
You are responsible for the file management of your storage area on your G Suite account; this should only be used for saving school work.
Copyright
You must not plagiarise (copy) or misuse copyright material (any file that is not solely and entirely your original work). Misuse of material from the internet in coursework can lead to disqualification from all public examinations.
The School's Right to Review
The School has the right to review eeBooks and any files and electronic communications to ensure that you are using the system responsibly.
Printing
To do your bit to support our Eco School objectives, you should avoid printing if at all possible; please remember you can review documents on screen. If you have to print, this should be in mono rather than colour, unless colour is essential to your understanding of the material (e.g. a colour-coded diagram). You should print double-sided wherever possible.
Updated 5 September 2017
The Internet
The Internet is provided for you to conduct research and school-related work. Access requires responsibility; it is a privilege not a right. Your teachers will guide you toward appropriate materials. Internet and email activity is monitored and the IT Department is authorised to review internet usage history if required.
Time wasting
While you are using the IT facilities at school, they must be used solely for school-related work. The playing of online games is not permitted, and is blocked by the web filtering system. If a website is blocked, it is for reasons deemed necessary by the School. You must not under any circumstances continue to attempt to access the site.
Email and messaging
You will be provided with a School Gmail account for accessing G suite (including The Learning Platform) and for any school communications. Use of your own external email, messaging and online chat software is not permitted at school.
Social Networking Websites
The use of social networking websites in School (e.g. Instagram, Twitter, Snapchat etc) is not permitted. When using social networking sites at home, you must not post any insulting or offensive material of any kind about other pupils, teachers or the School. You must not post any photographs or videos of anyone without their permission.
Mobile Phones
You should not be using your mobile phone in lessons. However it may be used with permission of the teacher if you wish to take a photograph of your work (e.g. something you have painted or made as evidence). You may then upload this to your school G Suite account, so that you can transfer it to your eeBook. Otherwise during lessons phones should be either switched off or in airplane mode. You may need to use a mobile device to access The Learning Platform during lessons or prep, but mobile phones should not be used in the Dining Room, the Library or the IT Room.
Chromebooks
In addition to this policy, you must also follow the Chromebook Rules which are in a separate document. This explains to you in detail how your device is to be used a daily basis. Your Chromebook is your personal device and must not be shared with anyone.
Unacceptable use of IT
The following will be dealt with in the same way as any other form of unacceptable behaviour in school:
- Sending or displaying any offensive material (e.g. messages, pictures or videos).
- Recording or taking photographs or video footage of anyone without their permission.
- Using inappropriate language, insulting or harassing others.
- Damaging computers, computer systems or networks.
-
Offensive messages sent from mobile phones or any other device.
- Using other pupils' passwords and trespassing in other people's folders.
This list is not exhaustive and behaviour that is deemed inappropriate will be dealt with on a case-by-case basis.
If you have any issues or concerns regarding the misuse of IT you should report your concerns to the IT Systems Manager or any member of staff.
Sanctions
Breaking the above rules will result in a temporary or permanent ban on Internet or computer use. Additional disciplinary action may be taken if the offence is serious.
Updated 5 September 2017
Pupil's Name ____________________________ Form _________________
As a user of the School IT facilities, I agree to comply with the school rules governing their use as set out above.
Signed ____________________________________ Date __________________
Parent
As the parent or legal guardian of the student signing the above, I give permission for her to use the Internet and email. I understand my daughter will be held accountable for her actions. I accept responsibility for setting standards for her to follow when selecting, sharing and exploring information and media.
Name _____________________________________
Signed____________________________________ Date___________________
Please return to the School Office
Updated 5 September 2017
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Performance Test English.
Read the following sources:
Source 1
Over 50% of households cannot afford an unexpected bill of $500 or more. So that means, the people in every other house on average could not pay for braces, a new water heater, a replacement laptop, etc. without having to borrow money, pay with a credit card, or sell something. Quite often the problem is not the amount that you earn, but how you spend the money and the habits that go with it. If people put 10% of their income away each month, they would indeed have less money to spend, but would soon learn to spend more wisely and still have some money left over in their savings.
Source 2
But no-one is communicating to kids how they should be managing their money.
Messages like these should be used daily:
-Watch what you spend.
-If you spend more than you earn, you will acquire debt. Use your credit card responsibly.
-It is easier to spend than it is to earn.
-You cannot spend a dollar twice.
-It is ok not to spend money and save it instead.
Source 3
If you brush your teeth and take the time to floss daily, you are cutting down potential problems that may occur in the future. Since I got into the habit of flossing, my dentist has been much happier with my teeth and even thinks that I have saved a potential tooth from root canal and all the procedures and corrections that go with a decaying tooth, which in turn has saved thousands of dollars. The average cost of a filling is $135 to $240, while a crown could cost from $500 to $2500. The old story of prevention versus correction cannot be ignored.
Questions:
1. For each of the sources, write down the main idea that the author is trying to get across to you.
2. In Source 1, it mentions costs of $500 or more. Can you think of any unexpected costs of over $500 that your parents could potentially have to pay in your household?
3. In Source 2, why is it important for you to take control of your spending?
4. Using Source 3 as an example, can you think of 3 things, that, if you took the time and better care, could prevent problems and potentially save you money in the future?
5.
Click on the boxes to match each source with the idea or ideas that it supports. Some ideas may have more than one source.
| | Source 1 | Source 2 |
|---|---|---|
| Having better money habits means more money. | | |
| Prevention is a great way to save money. | | |
| You shouldn't spend all your money. | | |
6. In your view, do you think that earning more money is always the answer to having money? Using the sources for support, make a case for your decision
Performance Test 2 English.
Source 1. (Income Cards)
Source 2. (Expense Cards)
Source 3 (Expense, Behavior and Income Card)
1. Using Source 1, explain what the general message is and give 3 examples in your life where Source 1 would apply to your behavior. Please note that money is not the only reward.
2. Using Source 2, explain the common theme between all three cards.
3. Source 3 content includes lying, lending and behavior. Using the cards and any other explanations that you may have, explain how or why the answer to the middle card could be a Yes or a No.
4. In Source 2, there are 3 cards and Expense costs. Choose one of the cards and provide an alternative solution that would reduce or cut the cost on the card.
5. Using Sources 1, 2 and 3, create 3 extra cards of your own. They must include an Income, Expense and Behavior card.
6. Write a paragraph to someone younger than yourself about the hard and fast rules regarding Income, Expense and Behavior. Cite evidence from 2 or 3 sources to back up your idea. | <urn:uuid:7b794c61-8018-4c7d-9169-a6c47498ba9a> | CC-MAIN-2018-51 | https://cashcrunchgames.com/uploads/Common%20Core%20English-f1755444.pdf | 2018-12-15T19:35:09Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00349.warc.gz | 546,983,935 | 854 | eng_Latn | eng_Latn | 0.99597 | eng_Latn | 0.999422 | [
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Communication
1. What are the different ways you communicate?
2. Who do you talk to when you are having a hard time?
3. What makes someone a good listener?
4. What does it feel like to have someone listen to you? Who really listens to you?
5. Talk about a time in your life when you felt like things would have gone differently if you had communicated differently.
6. How do I deal with it when other people misunderstand me?
7. How do I respond to someone who is different from me or whose opinions and beliefs I don't agree with or understand?
8. What words do you need to hear?
9. What are things you would like to say "no" to? What are things you'd like to say "yes" to.
10. Do you have an easy time asking for help? Why or why not? | <urn:uuid:664a6026-5150-476f-be05-8ae237cc0381> | CC-MAIN-2018-51 | https://paperthoughtsprogram.files.wordpress.com/2018/04/communication.pdf | 2018-12-15T17:58:00Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00351.warc.gz | 691,856,303 | 175 | eng_Latn | eng_Latn | 0.999635 | eng_Latn | 0.999635 | [
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Groundwater Replenishment
With Fresh Water Thinking, we are diversifying our water sources and focussing on those that are not climate dependent.
Groundwater replenishment is where treated wastewater is further treated so it's good enough to drink, and then it is recharged into our groundwater supplies.
The water is then stored or 'banked' in the ground and taken out later for further treatment and supplied to a drinking water system.
This is just one of the many solutions that will help us become more climate resilient and secure our water supply for generations to come.
You can do your bit too, by reducing your water use. Together, we can expand our fresh water thinking.
Ocean
Back to ocean
Rain
Community
Residential + Business + Industry
Seawater
Water treatment (desalination)
Surface water
Water treatment
Industry
Greenspace
irrigation
Tree farms
Agriculture
Evaporation ponds
/ infiltration
Wastewater
treatment plant
Water recycling
Advanced water recycling (GWR)
Water sources: collected and treated for use
Wastewater: requiring treatment
Treated wastewater: for recycling and disposal
Groundwater
Water treatment
Our water cycle
Groundwater
Darling
Confining bed
Leederville
aquifer
Recharge
bores
Superficial
aquifer
Abstraction
bores
Gnangara
Mound
Coastal
limestone
River
Ocean
Wetland
Yarragadee
aquifer
Rain
Abstraction
bore
Perth’s groundwater system
Fault
Perth's groundwater system
Perth's aquifers
Perth has a vast groundwater system. It currently provides about 40% of the drinking water supply for about 2 million people.
Groundwater is mostly rain that has trickled down from the surface through rocks and soils into aquifers.
Our aquifers aren't the underground rivers and lakes you might imagine. They're actually made up of sand, sandstone and limestone, which allow water to move between the particles.
Superficial aquifer
* Is located close to the surface
* Often appear as wetlands or lakes
* Is the main groundwater source for home garden bores, and bores used for schools, parks and playing fields
* Includes the Gnangara Mound
Leederville aquifer
* Sits below the Superficial aquifer
* Is generally separated by dense layers of materials, such as clay and shale, that minimise water movement between aquifers
* Connects with the surface in some areas
Yarragadee aquifer
* Is generally separated from the upper aquifers by dense layers of materials, such as clay and shale, that minimise water movement between aquifers
* Provides a stable supply of water, even in dry years, because of its vast storage capacity
* Has limited connection to the surface environment
* Extends from Geraldton in the north to Albany in the south
Australia's first full-scale Groundwater Replenishment Scheme is located in Perth's northern suburbs, in Craigie, Western Australia.
The water we recharge through the scheme gives us the opportunity to take out equivalent groundwater, adding to Perth's drinking water supply.
The scheme has the capacity to recycle around 28 billion litres of water per year. That's enough to supply up to 100,000 households.
Benefits of groundwater replenishment
* Doesn't rely on rainfall
* Sustainable water source
* Has the potential to recycle large volumes of water naturally
* Enables equivalent groundwater to be taken out while reducing impacts to the environment or other water users
Using recycled water to replenish groundwater has been successful in other parts of the world such as Orange County California, USA, since the 1970s.
Water recycling schemes are also used to supplement drinking water supplies in Singapore and in Windhoek, Namibia.
Wastewater: how is it treated?
Wastewater from the community (households, businesses, industry) flows by gravity or is pumped through a network of pipes until it reaches a wastewater treatment plant.
The five main Perth wastewater treatment plants are Beenyup (located in Craigie), Subiaco, Woodman Point, Alkimos and East Rockingham.
Wastewater is 99.97% water.
It mostly comes from household uses such as showers, baths and washing machines.
Beenyup
Subiaco
East Rockingham
Alkimos
Woodman Point
Wastewater treatment process
Raw
wastewater
Screening
systems
Grit tanks
Primary
sedimentation
Aeration
tanks
Odour control
Biosolids
Digesters
Secondary
sedimentation
Inflow
Preliminary
Primary
Secondary
Water recycling & disposal
Returned to water cycle
Water recycled for use
Advanced Water Recycling Plant
Groundwater
replenishment
Ocean
Tree farms
Agriculture
Evaporation ponds
/ infiltration
Industry
Greenspace
irrigation
The collection, treatment and disposal of wastewater are integral parts of the water cycle.
* Recycled water can be used for industry, greenspace irrigation, agriculture and tree farms.
How is water treated for groundwater replenishment?
* The bi-product of this process can be made into biosolids for certain horticultural and agricultural uses.
* Groundwater replenishment and other water recycling schemes will reduce the amount of treated wastewater released to the environment.
Before entering the Advanced Water Recycling Plant, the wastewater has already undergone rigorous treatment at a wastewater treatment plant, including the removal of most chemicals and microorganisms such as bacteria, nutrients, detergents and heavy metals.
It then undergoes further treatment to remove any trace levels of micro-organisms and chemicals so that it meets drinking water standards.
Throughout the treatment process, the water is continuously monitored to ensure strict water quality guidelines are met.
After this process, the recycled water is now of drinking water quality. It's then recharged into an aquifer where it mixes with the existing groundwater. This recharge amount is less than 0.1% of their total storage, so it's only a drop in the aquifer. Over time, we won't be able to tell the difference between the recycled water and existing groundwater.
Advanced water treatment process
Beenyup Wastewater Treatment Plant
Monitoring point
Step one Ultra filtration
Step two Reverse osmosis
Ultra filtration separates out all the large molecules and dissolved materials from the water that are larger than 0.1 of a micron, which is equivalent to 1/300th of a human hair.
Reverse osmosis places water under pressure as it passes through tubes containing tightly wound membranes with tiny pores, 100 times smaller than ultra filtration. Water molecules are forced through the membrane, leaving other dissolved materials behind.
The success of the Groundwater Replenishment Trial, which ran from 2010–12, proved it can safely be used to boost our drinking water supplies.
During the trial, treated wastewater from the Beenyup Wastewater Treatment Plant in Craigie was transferred to the nearby Advanced Water Recycling Plant to undergo further treatment. The recycled water was recharged into the Leederville aquifer to depths of between 120 to 220 metres.
It was the first trial of its kind to be conducted in Australia, on this scale.
Monitoring point
Monitoring
Step three Ultraviolet disinfection
The water is subjected to ultraviolet light as a final disinfection step to destroy any trace levels of micro-organisms that may remain.
Yarragadee and Leederville aquifer recharge bores
We have the systems, processes and regulations to ensure groundwater replenishment does not put public health or the environment at risk.
The systems include water quality checkpoints to ensure each stage of the plant works at optimum levels.
* If the water is not treated to a safe level when it reaches a checkpoint, the treatment process shuts down and water is diverted to the ocean outlet.
* Groundwater monitoring tells us if there are any changes to the groundwater environment.
* The Department of Health has set very strict water quality guidelines that the recycled water must meet at the point of recharge and in the aquifers.
* Information about these water quality guidelines can be found on our website.
* Independent laboratories test water quality samples to ensure they meet the guidelines.
* The recycled water must meet drinking water standards before it's added to groundwater, giving the highest level of protection for our water supplies and the environment.
point
Ocean outlet
Diversion to ocean outlet if required
Key facts and figures
1 The Groundwater Replenishment Trial ran for three years, from 2010 to 2012.
2 The trial plant continued to operate until September 2014. From the start of the trial until closure in 2014, the plant recharged nearly four billion litres of recycled water into groundwater supplies.
3 More than 11,000 community members toured the trial's Advanced Water Recycling Plant and Visitor Centre.
4 During the trial plant's operation from 2010 to 2014, more than 85,000 water quality samples were taken.
5 All of these samples met the stringent guidelines set by the regulators.
6 Water from the full-scale scheme will be recharged via both onsite and offsite recharge bores. This comprises both Leederville and Yarragadee bores, with the Leederville bores about 300 metres deep and the Yarragadee bores about one kilometre deep.
7 The Groundwater Replenishment Scheme will have the capacity to recharge some 28 billion litres of water into groundwater supplies each year.
8 By 2060, we could recycle 115 billion litres of water each year through groundwater replenishment from Perth's main wastewater treatment plants. If not recycled, this water would otherwise go out to the ocean.
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Glossary
Abstraction bore
A bore used to pump groundwater from the aquifers to the earth's surface.
Aquifer
Soil, sand and rocks that are able to store and transmit useable quantities of groundwater.
Coastal limestone
Extends along the coastal strip of Perth made up of quartz sand, fine to medium grained shell fragments and clay.
Confining bed
A layer of rock, or sediments, that restricts the movement of water in and out of an aquifer.
Darling Fault
A fracture in the earth's surface running in a north– south direction that forms the eastern edge of Perth's largest source of groundwater, the Gnangara groundwater system.
Gnangara Mound
The common name for the Superficial aquifer in a large mound of sandy soil located north of Perth.
Groundwater
Water that is found below the earth's surface and is stored in the cracks and spaces in soil, sand and porous rocks.
Recharge bore
A bore used to pump recycled water into the aquifers below the earth's surface.
Surface water
Water that is collecting either on the ground, in a stream, river, lake, wetland, dam or ocean.
Wastewater
Water that has been used inside a home, business or industry that travels to a wastewater treatment plant.
email@example.com watercorporation.com.au/gwr
This information is available in alternative formats on request.
ISBN 1 74043 896 April 2017 | <urn:uuid:163f540f-2dc1-45ba-93c8-95aabcc1290b> | CC-MAIN-2018-51 | https://www.watercorporation.com.au/-/media/files/residential/water-supply/ongoing-works-and-projects/groundwater-replenishment-scheme/groundwater%20replenishment%20brochure.pdf | 2018-12-15T17:58:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00350.warc.gz | 1,100,705,020 | 2,368 | eng_Latn | eng_Latn | 0.993833 | eng_Latn | 0.995399 | [
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GROWING RHUBARB IN CANBERRA
Rhubarb is a very hardy perennial plant that will keep on producing luscious stems for many years. The plants will also look great in the garden with their big leaves and showy red stems. Economical bare-rooted crowns are available in winter and potted plants are usually available from mid spring. Rhubarb is easy to grow in the Canberra region if you shield it from the harshest sun.
WHAT DO I NEED?
* A sunny place is best - at least half a day - but shelter from harsh afternoon summer sun.
* Good drainage - no wet feet.
* Soil well prepared with lots of manure, organic matter and fertiliser - OR a good quality potting mix.
* Avoid lime - they prefer acidic soil.
* Generous mulch to conserve water.
* Regular deep watering.
* Generous, regular fertiliser.
HOW DO I GROW RHUBARB?
* Rhubarb is a very heavy feeder, so prepare the planting bed in advance with LOTS of well rotted cow manure, compost and a complete plant food - we recommend Healthy Earth fertilisers. A raised bed is ideal or you can mound the soil to ensure good drainage. Canberra soils are usually acidic, which suits rhubarb just fine, though you might need Claybreaker to deal with heavy clay soils.
* Plant bare-root crowns about 8cms deep in late winter or early spring or plant potted plants at any time. Space plants 80-90cms apart. Water in with a solution of Healthy Earth Liquid Fertiliser and Seasol to help them settle.
* Mulch with Pea straw, Lucerne or Sugar cane mulch. Water regularly and deeply during the growing season, especially when hot and/or windy, and fertilise regularly with Healthy Earth. Do not harvest stems in the first year in order to give your Rhubarb a chance to establish.
* Pick stems from the outside, sharply pulling sideways and down. Leave at least 4 stems on the plant to keep it growing. Do not eat the leaves, they are poisonous! Remove flower stalks as they appear.
* Rhubarb will die back in winter before bouncing back in spring. Tidy up dead leaves and lightly dig in manure and fertiliser late winter.
TIPS
* You can grow rhubarb in large containers, but remember they are big plants needing a lot of water.
* Stem colour can vary between plants from red to green, especially if raised from seed, though all colours will be similar in taste. Red-stemmed plants will often turn a deeper shade of red in cool conditions and sometimes turn slightly greener if the weather is very hot.. Most named varieties are red stemmed, e.g. Sydney Crimson, Victoria & Ever Red - so choose one of these if colour is important. Green-stemmed plants will not change their colour.
* Divide plants every few years to keep them productive, keeping the most vigorous outer buds from the clump to replant in freshly prepared soil. | <urn:uuid:d848d205-e8b7-4344-98f7-723dd58e2953> | CC-MAIN-2018-51 | https://www.heritagenursery.com.au/static/uploads/files/growing-rhubarb-wfljttljtbdq.pdf | 2018-12-15T19:24:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00351.warc.gz | 905,972,524 | 630 | eng_Latn | eng_Latn | 0.998047 | eng_Latn | 0.998047 | [
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Constructions:
1.2 Perpendiculars
In this section, we will discuss three different cases for constructing perpendicular lines.
CONSTRUCTION #4: Construct the perpendicular bisector of a given segment.
Given AB , construct the perpendicular bisector.
1. Choose any convenient setting that is
more than
1
2
AB.
2. Set the compass at A and draw an arc through AB .
3. Keep the same setting, put the compass at B and draw an arc that intersects the previous arc both above and below the given segment. Label these points C and D.
4. Use a straightedge to draw CD .
5. CD is the perpendicular bisector of AB .
CONSTRUCTION #5: Given a point on a line, construct a line through the point, perpendicular to the given line.
Given point F on line l, construct a perpendicular at F.
1. Set the compass at F and draw two arcs on line l of equal distance on either side of F. Label these H and K.
2. Using a LARGER setting for the compass, put the compass at H and draw and arc above the line.
3. Using the same setting, put the compass at K and draw an arc that intersects the previous arc. Label this intersection point M.
4. Use a straightedge to draw MF .
5. MF is perpendicular to line l at F.
NOTE!! Construction #4 is applied when we need to find the midpoint of a segment.
NOTE!! Construction #5 is the same as problem #6 in Lesson 1. The bisector of a straight angle is a perpendicular line.
B
CONSTRUCTION #6: Given a point not on a line, construct a line through this point perpendicular to the given line.
Given line m and point P (not on line m), construct a line through P perpendicular to m.
1. Set compass at P and draw any arc that intersects line m in two points. Label these Q and S.
2. Set compass at Q, draw an arc below the line.
3. Using the same setting, put compass at S and draw an arc that intersects the previous arc. Label this T.
4. PT is perpendicular to line m.
NOTE!!: Construction #6 is applied when we need to construct the altitude of a triangle. Point P would be the vertex angle and the line would be the base of the triangle (extended when needed).
ASSIGNMENT:
1. Construct the perpendicular bisector of AB and CD .
D
2. Construct a line through G and H perpendicular to PQ and RS .
S
3. Construct a line through J and K perpendicular to AB and CD
J
A
B
C
4. Determine the midpoint of FL and HL .
5. Construct the median from R to side ST .
.
K
D
6. For ∆ , construct the three ABC altitudes to each side. What appears to be true?
7. Construct the ⊥ bisectors for each side. Extend until they cross. Measure the distance from this point to each vertex. What seems to be true?
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Welcome to Term 2! We hope you had a restful break. This term is full of exciting learning opportunities, and lots of festivities to look forward to! Thank you for supporting your child at home with their learning- it makes an enormous difference to their experiences in school. Please find below most of the important features of what we will be covering in Year 3 this term.
Blackman Class: Miss J Bowman
Please remember to pack your child a fruit or vegetable snack for breaktime, sweets and chocolate are not permitted. We expect the weather to become much colder and wetter over this term. Please can you ensure your child brings in a waterproof coat with a hood every day, and named gloves and scarves.
Can you please make sure your child brings a named water bottle to school every day. No flavoured water or juice please.
Home learning opportunities
A big reminder to continue daily reading with your children at home. We recommend a minimum of 10 minutes. We also recommend daily practice of spellings on Spelling Shed and times tables practice using Times Tables Rockstars – there will be competitions this term for the most correct answers, so get practising!
Maths
In Maths we will be continuing our learning on Addition and Subtraction. This will be building on our knowledge of the column method and number bonds. We will then be moving on to Multiplication and Division. Our times tables focus will be on the 3 x tables.
English
Dates for your diary
Science
Our question is 'How do we carry out a scientific enquiry?' This forms the basis of their scientific understanding throughout Key Stage Two. The children will learn how to form predictions, carry out practical investigations and record their results. They will be using scientific evidence to support their findings and ask questions about their learning.
PSHE
We are this term focussing on Celebrating Differences, and looking at what makes us unique. We are learning how to show respect for similarities and differences, and what to do if we see someone being bullied.
th
Term 2
Term Starts: 31
st
October
Non-uniform day: 3
rd
November
Odd socks day for Children in Need: 17
November
3G class assembly: 23
rd
November 9am
Non-uniform day: 1
st
December
Christmas Fayre: 2
nd
December
Pantomime (in school): 5
th
December
Christmas jumper day/Christmas
dinner/Christmas disco: 8
th
December
Christmas Carols: 12
th
December 4pm
Term ends: 15
th
December 1:30pm
Year 3 Teaching Support Team :
Miss E. Gore
Miss J. Bowman
Mrs M. Williams
Miss E Smith
Mrs J. Buczkowska
As usual, if you have any questions or queries, please ask any of the Year 3 staff team, and we would be more than happy to help you.
Our email address is: email@example.com
We will be working from the book 'Arthur and the Golden Rope' by Joe Todd-Stanton. This exciting picture book is about mythical artefacts and creatures, and fantastic adventures! We will be using this text as inspiration for developing our skills in writing poetry, and a set of instructions. We will also have frequent lessons in SPaG, teaching reading skills and handwriting.
Religious Education
In RE this term we will be looking at 'Christianity' and the topic of 'Incarnation'. Our key question is: What is the Trinity? Here the children will learn about the belief of the Holy Trinity – God as the Father, Son and Holy Spirit. They will look at how Christians show their beliefs about God the Trinity in worship and how it helps guide their own beliefs and actions in life.
Physical Education
PE will be Gymnastics on a Wednesday afternoon for Year 3, please make sure your child has the appropriate indoor PE kit (shorts) and no earrings on PE day. Week beginning 13 th November is our blocked outdoor PE, this will be outdoors so please ensure your child brings the appropriate outdoor kit. Our block week is Football. Girls and boys will change for PE in separate classrooms.
Geography
Our enquiry for this term is- 'How are volcanoes formed?' We will be learning about the structure of the Earth and tectonic plates, and how volcanoes are formed. We will use maps to locate active and dormant volcanoes around the Earth, and will use our geographic skills to discuss why people choose to settle near volcanoes. | <urn:uuid:efb415b8-2fe7-46ce-93d0-5622a3a4e2b9> | CC-MAIN-2024-22 | https://www.kingsnorth.kent.sch.uk/attachments/download.asp?file=2823&type=pdf | 2024-05-21T03:54:51+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00274.warc.gz | 752,728,518 | 954 | eng_Latn | eng_Latn | 0.998157 | eng_Latn | 0.998157 | [
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Family Talk Time Week of April 13
Here we are, week three dealing with COVID-19. While staying home and practicing social distancing, families have a golden opportunity to talk with one another. Here are some conversation starter ideas to last a week. Make sure each person has a chance to answer.
Number these topics 1-7 and ask one of the children to pick a number. The parent/caregiver then answers the question.
1. What is your best childhood memory? What is your worst?
2. What is your favorite hobby?
3. Who is your best friend?
4. How did you meet my other parent?
5. What relaxes you?
6. What makes you upset?
7. Who is a famous person you would like to meet?
Number these topics 1-7 and the parent/caregiver picks a number. The children then answer the question.
1. Tell us about one thing really important to you.
2. Tell us one thing that is nice about yourself.
3. Tell us about something that makes you laugh.
4. Tell us about whom you admire most and why.
5. What was the hardest choice you ever made?
6. Tell us one way you want to improve your life.
7. What holds you back from doing what you really want to do? | <urn:uuid:80d78945-e1f2-424b-b22f-780abd7ccd36> | CC-MAIN-2024-22 | https://doorcountyparents.com/wp-content/uploads/2020/04/Family-Conversations-Week-3.pdf | 2024-05-21T03:16:44+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00272.warc.gz | 176,070,770 | 268 | eng_Latn | eng_Latn | 0.999373 | eng_Latn | 0.999373 | [
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Applications of Sets
Now that you have developed some of the terminology and concepts of sets, let's turn our attention to some of the applications in which sets might prove useful.
Applications of Subsets
There are many interesting applications of subsets, some of which are presented in the exercises. One of those, which we will discuss as a means of closing this section, is the voting coalition problem. The premise is that a particular com-mittee or electorate is charged with a task, and the action of the committee is determined by the outcome of a vote in which each member will either have a vote equal in strength to all other voting members or in which the votes are "weighted" in such a manner that some voters have more voting strength than others. Some predetermined quantity of votes, perhaps a simple majority, is required for a decision to be made, and the question might be how many "winning" coalitions exist within the voting structure. Such a question leads one naturally to the subject of probability, which we will investigate later in this text.
For now, let's suppose that four students form the Student Government Association and that one, the president, has two votes, while the other mem-bers have one vote each. If a proposal comes before the association, it is put to a vote by the four students, and a total of three votes (simple majority) is needed for approval of the proposal. How many coalitions of votes will produce approval?
Identify the four students as P (the president), A, B, and C.
16. Con-struct and analyze the set of all possible voting outcomes where a particular individual has voted to approve the proposal. This set would consist of elements such as PAC, which is intended to indicate that the president and students A and C voted in favor.
a) Construct the set of all of the possible voting outcomes:
*
b) Construct the subset of the eight winning coalitions of votes that would allow the proposal to be passed by the Student Government Association.
.
b) There exists a set A having exactly 20 subsets.
17. For the following problems, determine if the statements are true or false. Explain your answer or give an example to illustrate. a) There exists a set A such that A ⊂ A
c) If a set A has 40 members and you can list one subset per second and work continuously for seven days, it is possible to list all the subsets of A in that time.
d) If A and B have the same cardinality, then so do 2 A and 2 B.
f) For sets A, B, and C, if A ⊂ B and B ⊂ C, then it must be the case that A ⊂ C.
e) ø ⊂ ø
18. If a sandwich shop allows you to pick any combination of ingredients from its menu to build a Panini sandwich and the menu shows 18 ingre-dients, how many different sandwiches are possible?
19. Four voters are going to vote yes or no (Y or N) on an upcoming town council issue. The measure will pass if three or more of the voters vote yes. How many different voting combinations exist, and how many of these will be results that allow the measure to pass?
20. A tyrannical historical commission has the power of decision over per- mission for homeowners in a neighborhood to repaint their homes a proposed color. The commission has four members, each having a par- ticular number of votes: president (four votes), vice president (three votes), architectural committee leader (two votes), and fence height overseer (two votes). If a simple majority of votes is needed to approve a resident's application, how many winning "coalitions" of votes exist?
The Survey Problem
In a survey problem, we have information about the cardinality of various sets and their intersections or unions with other sets. The problem is, typically, to determine some fact about the situation, such as the total number of individu-als involved or the number of individuals possessing some particular trait. Such problems are often encountered in the leisure press in the form of "logic puzzles"
Consider the following situation. A group of 500 students are asked if they are taking a math course, a philosophy course, both, or neither. The poll finds that 178 students are taking both types of courses, 88 students are taking neither type of course, and 308 are taking a philosophy course. With that information in hand, we are now asked the following questions: How many students are taking only a philos-ophy course but not a math course? How many students are taking a math course? How many students are taking only a math course but not a philosophy course?
You have probably seen such problems in the past and recognize that it boils down to assembling the data in an organized fashion and using the known infor-mation to piece together the facts you require in order to answer the questions.
The process can be systematized by construction of a Venn diagram, as we will see, and this is particularly useful when the problems become more complex, as will be the case in the next example.
There are two sets involved here: A = {students taking a math class}, and B = {students taking a philosophy class}.The universal set is U = {500 students being surveyed}. We will construct a two-set Venn diagram and use the given information to fill in the various components of the diagram with the cardinality of the set depicted by each region. It is typically best, if possible, to start in the middle of the diagram and work your way outward, but it is not necessary, and we may not have enough information to do so.
We'll start with the general diagram (see figure on the left) and observe that we are told that 178 students are taking both course types. The diagram will be gradually "filled in'' with the information as we consider it.
combinations of informa-tion. For this reason, filling in the rest of the diagram must be performed in an ad hoc manner where we attempt to deduce the cardinality of each region of our graph.
There is no specific series of steps we must follow inorder to reach our conclu-sion, since every problem will provide us with different
We note that the problem told us 308 students were taking a philosophy course. Since 178 students are already accounted for in the overlap of the math and philosophy sets, this implies that 130 students must be within the philoso-phy class circle yet outside the overlap with the math class circle. Thus, we can fill in a second part of the diagram, as shown on the right.
Finally, we are told 88 students took neither course and thus lie within the universal set but outside of both of the individual sets, as seen below:
There is just one region of the Venn diagram whose cardinality is yet to be determined. This is the group of students taking a philosophy course. The problem gives no direct data about that collection of students, but we can make an inference based on all available data. The universal set was known to have 500 members, and 396 are now accounted for in the already-known areas. This means 104 students are unaccounted for and therefore must lie in the remaining region.
The situation is slightly more complicated when three sets are involved but not oppressively so. We will consider an example of such a problem before look-ing at a different sort of application.
1. Suppose 200 households are surveyed to determine how many cats, dogs, and ferrets are kept as pets. It is found that three households have all three types of pet, five have a cat and a ferret, 11 have a dog and a ferret, 20 have a cat and a dog, 66 have only a cat, 46 have only a dog, and 46 have no pets at all. Construct a Venn diagram to describe this situation.
Establishment of Correct Reasoning
Venn diagrams can also be used to assess reasoning. The term "reasoning" here refers to a determination if a series of evidential facts necessarily leads to a par-ticular conclusion. When used in this manner, the Venn diagram is referred to as an Euler diagram, named after the famous Swiss mathematician Leonhard Euler (pronounced "oiler").
As an illustration, consider the following series of statements:
* Some reclusive people are strange.
* All bachelors are reclusive.
* Therefore, some bachelors are strange.
Does this sound convincing to you? The statements are rather bold ones, making what we call "universal" and "existential" claims about persons and drawing a con-clusion based on them. The term "universal" refers to the statement employing the word "all" and indicates that the assertion holds for every single bachelor. The term "existential" refers to the statements having the word "some" and purports that there are at least a few people who are strange and a few bachelors who are as well.
The reasoning is what we may describe as "sound" (or "valid" if we can establish that); assuming that we accept the first two statements (which we will come to know as premises) as being true, then the third statement, following the word "therefore" must be true as well. That final statement we will refer to as the conclusion of the argument.
We draw an Euler diagram that captures the precise meaning of the premises and then assess whether the resulting diagram sup-ports the conclusion. Recall that the premises were as follows:
* Some reclusive people are strange.
* All bachelors are reclusive.
We have three types of people being described: bachelors, reclusive people, and strange people. We will name those sets as B, R, and S so that the names of the sets reflect their membership. This is a common practice, to choose set names in such a way that the name of the set relates directly to the membership. It is not necessary, however, and you could always use the names A, B, and C for your sets if you wish. The universal set is not specified, but we can assume it to be any convenient superset of all three sets described in the problem. We will take the superset to be the set of all male humans and designate that as U.
Consider the first statement. ''All bachelors are reclusive" tells us that the set of bachelors is entirely contained within the set of reclusive people. ie. a subset. Our experience tells us that some recluses are married, and therefore the set of bachelors must, in fact, be a proper subset of the set of reclusive people.
The second premise, "Some reclusive people are strange" indicates that there exists an overlap between the set of reclusive people and the set of strange people but that not all reclusive people are within the set of strange people. Remember, the premise merely states that some reclusive people are strange.
The logical argument is valid if there is no possible way in which we could pro-duce an Euler diagram in contradiction with the content of the conclusion, "Some bachelors are strange." The conclusion indicates that there is definitely an overlap between the set of bachelors with the set of strange people. Must this always be the case?
We can envision an Euler diagram construction where the premises would be satisfied, but the conclusion is not required to be true. Consider, for instance, the diagram at the left. Here, the set of bachelors is clearly a subset of the set of reclusive people, and there are some reclusive people who are within the set of strange people. Notice, though, that there is, in this orientation, no overlap between the set of bachelors and the set of strange people.
You may object that the orientation we have depicted is not the only possibility and that it is conceivable that the circle depicting set S could overlap with set B. This is precisely the point, however! The point is that it is not necessary that an overlap between sets B and S exists, and therefore we say that the argument lacks validity and is disproven using an Euler diagram analysis.
Let's take a look at another example. ''.All children are graceful. Sarah is not graceful. Therefore, Sarah is not a child:' Keep in mind that what we are not do-ing is assessing the truth or falsity of the individual statements. It is not relevant, in this situation, whether the statements are factually true. Our question is this: if we assume that the premises are true, must the conclusion be true as well, or is it conceivable that under the given assumptions the conclusion could be false?
We will assign names to the sets involved: C will be the set of children, G the set of graceful people, and S the singleton set consisting of Sarah. The universal set U shall be the set of all people.
The first premise, ''.All children are graceful;' indicates that Cis a proper subset of set G. The second premise, "Sarah is not graceful;' tells us that the singleton set S is not contained in the set G and so is in G'. The Euler diagram for this situation strictly limits our positioning of the set S in such a way that it must lie outside the set G and therefore at a distance from the set C. Consequently, it is impossible that Sarah could be a child, and the argument is valid.
Arguments of the form demonstrated in the previous two examples are re-ferred to as syllogisms, which are sets of premises followed by a conclusion. They are special forms of arguments that contain quantifying words, such as some, all, and none.
2. Determine whether the following syllogism is valid: All ID cards are made of plastic. My credit card is made of plastic. Therefore, my credit card is an ID card.
Problem Solving
3. UConn conducts a survey to determine where students are residing. Of 175 students surveyed, it was found that 79 lived on campus, 93 lived in an apartment, and 44 lived in apart-ments on campus. Of those interviewed, how many lived in apartments off campus? How many lived on campus but not in an apartment? How many students lived neither on campus nor in an apartment?
4. In a small midwestern town, a survey was conducted of the 125 residents of a particular neighborhood. It was found that 88 of the residents owned a car, 59 owned a truck, and 21 owned no vehicle at all. Of those sur-veyed, how many owned both a car and a truck? How many owned only a truck? How many owned only a car?
5. At a particular cat rescue, a set of 50 cats was examined. It was found that 12 had only black fur, 11 had only orange fur, 9 had only gray fur, 24 had some black fur, 6 had some black and some orange fur but no gray fur, 5 had some black fur and some gray fur but no orange fur, and no cats had both gray and orange fur but no black fur. Find the number of cats who had at least some one of the three colors in their fur, the number that had all three colors in their fur, the number that had none of the colors in their fur, and the number that had exactly two of the colors in their fur.
6. A police officer studied 63 cars passing the local high school. He ob-served that 19 cars were driven by what appeared to be teenagers, 37 were driven by females, 13 were driven by what appeared to be teenage boys, 6 were driven by what appeared to be teenage girls, and 31 were driven by women who were past teenage years. How many drivers appeared to be men who were past teenage years?
7. A State Police officer sampled cars crossing the border from Connecticut into Massachusetts. In his report he indicated that of 95 cars sampled, 45 cars were driven by men, 63 cars were driven by Connecticut residents, 53 cars had three or more passengers, 37 cars were driven by men who were Connecticut residents, 35 cars were driven by men and had three or more passengers, 30 cars were driven by Connecticut residents and had three or more passen-gers, and 25 cars were driven by men who were Connecticut residents and had three or more passengers. His supervisor read the report and deter-mined that the report was in error. Explain how the supervisor knew this.
8. A survey was taken of students at WCSU. If 75 students were sur-veyed and it was found that 25 were majoring in engineering, 26 were majoring in biology, 30 were majoring in chemistry, 8 were double majoring in engineering and chemistry, 11 were double majoring in en-gineering and biology, 7 were double majoring in biology and chemistry, and no one was triple majoring. How many students were majoring in engineering only, biology only, and chemistry only?
9. A survey of 427 farmers showed that 135 grew only beets, 120 grew only radishes, 100 grew only turnips, 210 grew beets, 50 grew beets and rad-ishes, 45 grew beets and turnips, and 37 grew radishes and turnips. Find the number of farmers who grew at least one of the three, grew all three, did not grow any of the three, or grew exactly two of the three.
10. In Danbury, 150 children were surveyed, and it was found that a total of 35 played basketball, 71 played baseball, 30 played soccer, 10 played all three, 3 played only soccer, 17 played only basketball, 6 played only soccer and basketball, 48 played only baseball, and 53 played none of the three sports. Find how many played soccer and baseball only, and how many played basketball and baseball only? | <urn:uuid:81651aea-6a63-4325-89e6-493e2d469dfb> | CC-MAIN-2024-22 | http://www.alyve.org/math/docs/math4programming/2.7-ApplicationsOfSets.pdf | 2024-05-21T04:02:16+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00274.warc.gz | 34,381,182 | 3,720 | eng_Latn | eng_Latn | 0.999328 | eng_Latn | 0.999472 | [
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Exercise 30
Arithmetic Operations Perform the indicated operations.
Solution
Part (a)
Each fraction can be multiplied by 1 without changing anything.
Now that the fractions have the same denominator, they can be subtracted.
Part (b)
Each fraction can be multiplied by 1 without changing anything.
Now that the fractions have the same denominator, they can be added. | <urn:uuid:5912708e-0fb8-441f-8eff-879a0f836f03> | CC-MAIN-2024-22 | https://stemjock.com/STEM%20Books/Stewart%20Precalculus%207e/Chapter%201/Section%201.1/StewartPrecalcch1s11e30.pdf | 2024-05-21T04:26:53+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00271.warc.gz | 478,088,515 | 75 | eng_Latn | eng_Latn | 0.994529 | eng_Latn | 0.994529 | [
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Auditory Processing Disorder Information for Parents
Audiology Department
Patient Information Leaflet
Auditory Processing Disorder
Auditory process disorder (APD) affects how the brain interprets sound, rather than how sound is carried through the ear to the brain. Children with this condition usually have normal hearing but have difficulty recognising sounds or understanding speech.
When someone has APD, sound enters the ear canal and passes through the middle and inner ear as usual. It then travels to the brain through the auditory nerve. Once the sound has arrived in the brain, there are problems with processing the sound, this can cause difficulty making sense of what they hear.
Each person is affected in a different way and to a different degree, so APD may be called a 'spectrum disorder'. Some children have a greater range of difficulties than others.
What causes auditory processing disorder?
Doctors do not really know what causes auditory processing disorder (APD), but research is ongoing to understand more about it.
There may be a genetic component to it, as parents sometimes report having had similar problems to their children when they were young. It may also be caused by the brain being 'wired' slightly differently in some children who had lots of ear infections in childhood so that message signals are passed from cell to cell less effectively than usual.
Other conditions can affect children alongside APD including dyslexia, attention deficit with or without hyperactivity disorder, poor attention, poor short-term memory, and speech/language problems.
It is not known how many children and young people are affected by APD but estimates from around the world suggest between three and five per cent of children have APD to some degree.
What are the signs and symptoms of auditory processing disorder?
Parents may suspect that their child is not hearing or listening properly at quite a young age, but it is often at school that the difficulties become more obvious.
Children with APD are most likely to have difficulty in understanding speech especially in noisy environments, like a classroom or crowded shopping centre. They may also have trouble concentrating and reading when background noise is present. These problems may lead to difficulty in understanding and remembering instructions, speaking clearly and development of reading skills.
Teachers may be concerned when a child does not start reading at the usual age or is slow to pick up reading skills. However, these difficulties may be caused by other problems that affect communication.
How is auditory processing disorder diagnosed?
show any hearing impairment, as the test is carried out in a quiet room with minimal distractions.
When a child with APD has a common hearing test, they do not usually
Complex tests are needed to diagnose APD. Tests include hearing speech in different levels of background noise, pitch discrimination, sound pattern recognition and tests to determine the ability to detect subtle changes in sound. Results are compared with children of a similar age. APD testing is usually offered to children who have a developmental age of 7 years+.
More information on UK test centres can be found here:
https://apdsupportuk.yolasite.com/resources/APD TESTING CENTRES.pdf
How is auditory processing disorder treated?
There is no medicine or procedure that can 'cure' APD. However, there are several strategies that could reduce the effects of APD on everyday life. Training programmes to address specific issues or to improve listening and concentration can be very effective if practised regularly.
There are also some adjustments that can be made at school to make things easier, such as sitting near the front of the classroom, asking the teacher to check that your child is listening and back up verbal instructions with written ones.
What can I do to help my child at home?
* Get your child's attention before speaking to them.
* Speak clearly and at a normal pace.
* Reduce background noise, turn down the television or radio before speaking to your child.
* Emphasise your speech to highlight key points of the message.
* Break information down into smaller chunks.
* Asking your child to repeat back what you have said is also helpful.
* Avoid covering your mouth when you speak.
What happens next?
For many children, APD improves as they grow older, usually because they incorporate coping strategies into their everyday life. With reasonable adjustments, most children and young people have a successful school and work life.
If you have any questions, or if there is anything you do not understand about this leaflet, please contact:
Audiology Department, Brierley Hill Health & Social Care Centre: Call 01384 456111 or email firstname.lastname@example.org
This leaflet can be downloaded or printed from:
http://dgft.nhs.uk/services-and-wards/
If you have any feedback on this patient information leaflet, please email email@example.com
Originator:.Karen Tromans, Audiology Service Date originated: July 2023 . Review date: November 2023 Next review due 01 August 2026. Version:1 DGH ref.: DGH/PIL/02184 | <urn:uuid:4aa17fee-aae0-473a-9fe4-558e2e4ebd19> | CC-MAIN-2024-22 | http://www.dgft.nhs.uk/wp-content/uploads/2023/11/Auditory-Processing-Disorder-Information-for-Parents-V1.pdf | 2024-05-21T04:03:52+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00274.warc.gz | 38,271,352 | 1,013 | eng_Latn | eng_Latn | 0.990302 | eng_Latn | 0.998416 | [
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BOTULISM FACT SHEET
WHAT IS BOTULISM?
Foodborne botulism can happen by eating foods that have been contaminated with the botulinum toxin. Wound botulism can happen if the spores of the bacteria get into a wound and make a toxin. Infant botulism can happen if the spores of the bacteria get into an infant's intestines. In foodborne botulism, symptoms generally begin 18 to 36 hours after eating a contaminated food. However, symptoms can begin as soon as 6 hours after or up to 10 days later. For wound botulism, symptoms may begin anywhere from 4 to 14 days after injury
HOW DO YOU GET BOTULISM?
Common sources of foodborne botulism are homemade foods that have been improperly canned, preserved, or fermented. Foods with low acid content (such as asparagus, green beans, beets, corn, and potatoes) are the most common sources of home-canning related botulism cases. People who inject drugs have a greater chance of getting wound botulism.
SYMPTOMS
Double vision, blurred vision, drooping eyelids, slurred speech, difficulty swallowing, dry mouth, a thickfeeling tongue, and muscle weakness. Infants with botulism appear lethargic, feed poorly, are constipated, have a weak cry, and have poor muscle tone.
TREATMENT
Fluids and electrolyte replacement can be used to prevent or treat dehydration. Antibiotics are not recommended. Discuss treatment options with your doctor.
PREVENTION
Cook and keep food at the correct temperature. Food should be cooked to a safe internal temperature, and then kept at 140°F (60° C) or warmer. Meat dishes should be served hot, within 2 hours after cooking. Refrigerate leftovers and reheat them properly. Leftover foods should be refrigerated at 40°F or colder as soon as possible and within 2 hours of preparation When in doubt, throw it out. Foods that have dangerous bacteria in them may not taste, smell or look different. Any food that has been left out for too long may be dangerous to eat, even if it looks acceptable.
DPHD EFFORTS
Reports of suspected and confirmed cases of disease are made to the Delaware Public Health District (DPHD). The DPHD investigates potential sources of illness, conducts surveillance for the spread of disease, and engages in community outreach and education.
For more information visit: https://www.cdc.gov/botulism
REVISED 10/2021 | <urn:uuid:be6439ad-95bf-4284-a06c-6b52b122bc16> | CC-MAIN-2024-22 | https://www.delawarehealth.org/wp-content/uploads/2021/11/Bacillus-cereus-1.pdf | 2024-05-21T03:02:11+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00280.warc.gz | 642,983,163 | 526 | eng_Latn | eng_Latn | 0.99753 | eng_Latn | 0.99753 | [
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Bursaria spinosa
Common name – Christmas Bush
Bursaria spinosa are medium to large shrubs or small trees, growing to 5–10 metres; the coastal forms are taller, while those found in subalpine areas can be almost prostrate. They are common understorey shrubs of eucalyptus woodland, and often colonise disturbed areas. They can be multistemmed and have a fibrous root system. The branches can have small, sharp spines, providing protection for smaller birds. They are fairly hardy and grow in sunny to lightly shaded areas. They do not require much maintenance, growing in most conditions and living for 25 to 60 years and can resprout from their woody base after bushfire and other disturbances.
They occur mainly in the eastern and southern half of Australia and provide an important food for several species of butterflies, moths, and native bees.
Flowers
The flowers are creamy-white, sweetly scented, about 7-10 mm in diameter. They are produced in densely branched flower heads. Flowers are usually seen in mid-summer, around Christmas time, which gives rise to the common name of 'Christmas Bush' in South Australia. Flowers are followed by a mass of flattened, purse-shaped seed capsules, (fruits) about 10 mm x 10 mm. When mature, these rattle in the wind giving rise to one of its other common names Castanet Bush. The seeds are spread by the wind.
Leaves
The leaves are an elongated oval shape 20-45 mm long and up to 12 mm wide. The upper surface of the leaves is green with a hairy underside.
Uses
The leaves contain a secondary compound called aesculin that was exploited as an ingredient in sunscreens in the 1940s and is used in medical research today.
Interesting Facts
Overall, Bursaria spinosa is an interesting and attractive native species and is an important source of nectar, especially for butterflies and other insects. Other common names are Native Blackthorn and Sweet Bursaria
Bursaria - Latin 'bursa', for bag or purse (the heart-shaped seed capsules); spinosa - spines often present on the branches. | <urn:uuid:d473fdd9-4280-4615-89a1-bac76c98cb3d> | CC-MAIN-2024-22 | https://www.urrbraewetlandlc.org/uploads/9/8/6/1/9861225/bursaria_spinosa_-_christmas_bush.pdf | 2024-05-21T03:46:08+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00277.warc.gz | 915,048,298 | 462 | eng_Latn | eng_Latn | 0.998197 | eng_Latn | 0.998197 | [
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Creative Crafts I
Studio
In
Ceramics
Computer
Graphics
3D
Sculpture
Studio
In
Photo I
Studio in Art
Design&
Drawing for
Production
Advanced Placement
Art History
Advanced Placement
Studio in Art
Digital
Filmmaking
Advanced
Computer
Graphics
Studio
In
Photo II
Advanced
Ceramics
Creative
Crafts II
Studio
In
Drawing&
Painting
ART
11 11
ART
Visual arts are an integral part of the human experience. The aim of the art program is to assist students in developing the ability to create and express themselves visually, while helping them to develop critical and creative thinking skills. The art courses at Riverhead High School will also facilitate the development of students' visual literacy through authentic practice, permitting them to enjoy and recognize art for a lifetime, and helping them learn to actively perceive, analyze, and interpret image-based information.
Students can fulfill their graduation requirement in the arts by successfully completing a full year of a foundation course in the visual art department – either Studio in Art, or Creative Crafts I. Students who wish to continue their visual arts learning may select a sequential program of art, taking advantage of as many advanced level art courses as possible during their time in high school. In addition, the Advanced Placement courses offer a distinguished scholarly rigor for students.
It is recommended (and sometimes required) that Studio in Art or Creative Crafts I be taken before taking an advanced elective course. In special circumstances, the advanced elective may be taken without the foundation course if the student has permission from the Director of Fine Arts. Students who wish to complete a five-credit sequence in visual arts to earn a Regents Diploma with Advanced Designation must pass one foundation course (Studio in Art or Creative Crafts I) plus four additional elective credits in visual art. Please note, courses will be offered based on sufficient enrollment.
5-UNIT SEQUENCE
1 Unit of Core-Requirement Credit in Studio in Art OR Creative Crafts I 4 Units of Credit in sequential elective art courses
ELECTIVES
12 12
Grade Level 8-12
Prerequisite: None
Description:
This is the foundation course for many of the course offerings in the art department. In this hands-on course, students will create works of art that explore various subject matter, topics, themes, and metaphors. Students will learn to understand and use visual elements, organizational principles, and expressive imagery to communicate their own ideas visually. A variety of traditional art materials, processes, mediums, and techniques will be used for creating work. This course satisfies the NYS graduation requirement for the arts.
CREATIVE CRAFTS I (704)
Grade Level 9-12
Prerequisite: None
Full year/1 credit weight 1.00
Description:
Creative Crafts I is a beginner-level foundation art course designed to offer students a wide variety of mixed media, hands-on art experiences. A combination of 2-D and 3-D artwork will be explored – including mediums such as printmaking, sculpture, collage, fiber art, mosaics, and found object design – as students learn about decorative and functional craft techniques and their cultural impact. This course is meant for students who enjoy expressing themselves in a wide variety of art mediums. Creative Crafts I satisfies the NYS graduation requirement for the arts.
CREATIVE CRAFTS II (705)
Grade Level 10-12
Prerequisite: Creative Crafts I
Description:
Creative Crafts II is an extension of Creative Crafts I. Students will learn more advanced techniques and explore more complex materials as they create decorative and functional 2-D and 3-D crafts that reflect historical and multicultural influences. Coursework will encourage problem-solving and creativity with a focus on design, hands-on creation, and application of work.
STUDIO IN DRAWING AND PAINTING (702)
Grade Level 10-12
Full year/1 credit
Prerequisite: Studio in Art, or portfolio review in grades 11-12
Description:
Drawing and painting is divided into two sections. Drawing is taught first so that the student will not have to struggle with this skill while trying to master the difficulties of painting. Drawing involves observational skills and a series of design problems. It is followed by an in-depth study of real objects, still life materials and figure drawing.
There is an emphasis in this class on creating the illusion of realism. Students should have the desire to take their skills to the next level. Painting consists of the mastery of watercolor, pastel and acrylic paints.
13 13
weight 1.00
Full year/1 credit weight 1.00
Full year/1 credit weight 1.00
STUDIO IN CERAMICS (706)
Grade Level 10-12
Full year/1 credit
Prerequisite: Studio in Art, Creative Crafts I, or portfolio review grades 11 & 12
Description:
In order to enroll in this introductory ceramic course, students should have successfully completed a foundation art course. Clay hand-building methods such as coil, slab, pinch, and block will be learned and applied. The joining of clay bodies, techniques of under glazing and overglazing, and introduction to the potter's wheel will also be covered. Field trips, demonstrations, slideshows, and other visual experiences will be utilized in order to help students gain a deeper appreciation and understanding of the art form.
ADVANCED CERAMICS (707)
Grade Level 11-12
Prerequisite: Studio in Ceramics
Description:
Advanced Ceramics is a hands-on studio course that is designed to expand upon the skills and techniques learned in Studio in Ceramics. Students will experiment with a variety of new ceramic techniques while refining and advancing hand-building and wheel-throwing skills, as well as glazing techniques. Sculptural and figurative work will be addressed and students will deal with more complex forms. Specific projects will be assigned with an emphasis given to design, process, and craftsmanship.
STUDIO IN PHOTO I (708)
STUDIO IN PHOTO II (709)
Grade Level 10-12
Full year/1 credit
Prerequisite: Studio in Art or Creative Crafts I
Requirement: 35mmtraditional film SLR camera
weight 1.00
Description:
Studio in Photo I is a beginning black and white photography class. Students will learn how to use the photo medium as a form of art, documentation, and self-expression. They will learn how to expose traditional film according to the artistic rules of composition, while concentrating on the elements and principles of design. In addition, students will learn all technical aspects of traditional photography including working with and mastering a 35mm SLR camera, developing film, and making prints from that film in the dark room. All shooting assignments will be the student's responsibility to complete as homework; class time will be utilized for lab work. Students must have or get their own 35mm traditional film SLR camera for the duration of the year. Cameras are not provided for each student.
COMPUTER GRAPHICS (712)
Grade Level 10-12
Full year/1 credit weight 1.00
Prerequisite: Studio in Art, Creative Crafts I, or Design and Drawing for Production
Description:
This full year course is designed to expose students to several different methods of creating electronic art. The computer will be used as a tool to create drawings, photo manipulations and commercial artwork. Previous computer experience is helpful, but not necessary. Each quarter, students will be expected to complete six to ten pieces of computer-generated artwork. Students will earn one art credit upon successful completion of this full-year course.
14 14
Full year/1 credit weight 1.00
weight 1.00
ADVANCED COMPUTER GRAPHICS (713)
Grade Level 11-12
Full year/1 credit
Prerequisite: Computer Graphics I or portfolio review in grade 12
Description:
Students will build on their knowledge of Computer Graphics to create artwork on a professional level. Areas of study include: using photo-realistic three-dimensional programs while concentrating on creativity and imagination; scanning photographs to manipulate and to experiment with image retouching; using programs to create advertisements and package products; basic website design; experimenting with 3D animation.
DIGITAL FILMMAKING (714)
Grade Level 10-12
Full year/1 credit
Prerequisite: Studio in Art or Creative Crafts I
Description:
Digital Filmmaking is a full year course that will study filmmaking techniques from conception to exhibition. Students will work with digital cameras and advanced editing software to produce their own short films and commercials. The comprehensive projects will include: story development, screen writing, basic animation, sound production, digital photography, digital filming and editing. Students will earn one art credit upon completion of this course.
3D-SCULPTURE (719)
Grade Level 10-12
Full year/1 credit
weight 1.00
Prerequisite: Studio Art, Creative Crafts, or Design and Drawing for Production
Description:
The goals of the course are to familiarize students with the principles, methods and fundamentals of creating 3D art. Students will explore the areas of drawing and planning, color theory, sculpture with clay, wood, metal wire, paper mache and 3D printing.
AP STUDIO ART: PORTFOLIO DEVELOPMENT (718)
Grade Level 10-12
Full year/1 credit
Prerequisite: Department permission and portfolio review
weight 1.18
Description:
The AP Studio Art portfolios are designed for serious art students interested in the practical experience of developing a body of art work and developing mastery in the conceptual, compositional, and technical execution of their ideas. Advanced Placement Studio Art does not culminate in a written examination; instead, students submit their portfolio to the College Board for evaluation near the end of the school year. Students may create a portfolio that satisfies one of the three AP Studio options: Drawing/Painting, 2Dimensional Design, or 3-Dimensional Design. The course is designed to promote and develop original concepts and ideas in the visual arts. Students are encouraged to become independent thinkers who will contribute inventively and critically to their culture through the making of art.
This AP course addresses three major concerns for artists: (1) a sense of quality in one's work; (2) an artist's concentration on a particular visual interest or problem; and (3) breadth and depth of experience in the formal, technical, and expressive means of the artist. A student's portfolio should reflect these three areas of concern: quality, concentration, and breadth.
This course offers students the opportunity to earn college credit while still in high school. The AP program is based on the premise that college-level material can be learned successfully in high school. The Development Committee in AP Studio Art has had the counsel of both secondary school and college faculty
15 15
weight 1.00
weight 1.00
in defining the scope of work that would be equivalent to that of introductory college courses in art. As such, students should expect to spend a considerable amount of time outside of the classroom working on their artwork. In addition, students must complete a summer assignment which will comprise ¾ of the first quarter grade. This assignment will be evaluated the first week of September. Throughout the year, students must adhere to strict deadlines.
ADVANCED PLACEMENT ART HISTORY (716) Grade Level 10-12 Full year/1 credit
weight 1.18
Prerequisite: None
Description:
Advanced Placement Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history: an understanding and enjoyment of architecture, sculpture, painting and other art forms within historical and cultural contexts. In this course, students examine major forms of artistic expression from the past and the present from a variety of cultures. They learn to look at works of art critically, with intelligence and sensitivity and to analyze what they see. Many colleges and universities offer credit to students who have performed successfully on the required AP Art History examination.
No prior experience in art or the history of art is assumed for those students who take the course. Students who have done well in other courses in the humanities, such as history and literature, or in any of the studio arts are especially encouraged to enroll. It is hoped that the experiences of students in the practice of art and in other humanities courses will prove useful in enriching the context of the history of art course. While the course does not assume prior training or seek primarily to identify students who will major in art history in college, it does require a high degree of commitment to academic work and to the purposes of a program designed to meet college standards.
Students must complete a summer assignment which will comprise ¾ of the first quarter grade. This assignment will be evaluated the first week in September. Throughout the year students will be expected to complete daily assignments, reading, essays, and projects.
16 16 | <urn:uuid:833ae323-cc3c-4c8b-999b-f6017c81efb0> | CC-MAIN-2024-22 | https://www.riverhead.net/wp-content/uploads/2022/08/Riverhead_Course_Catalog_Art_Courses.pdf | 2024-05-21T03:15:58+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00279.warc.gz | 846,337,714 | 2,649 | eng_Latn | eng_Latn | 0.905946 | eng_Latn | 0.996536 | [
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Aldborough Primary School - Art and Design
At Aldborough we aim to cover the curriculum using the 5 strands of Art and Design: Generating Ideas, Using Sketchbooks, Making Skills (including formal elements colour, form, line, pattern, texture, shape and tone), Knowledge of artists, Evaluating and analysing.
We do this through Drawing, Painting and ixed media, Sculpture and 3 D and Craft and Design.
A cooking and Nutrition strand must be taught (see Kapow Design and Technology Mixed Age LTP)
Class 1
Drawing:
Self Portraits
Observational Drawing
Forest School
Craft and design:
Seasonal Crafting, eg. Diyas, Christmas and
Easter decorations
Painting and mixed media:
Famous Artists eg, Monet, Van Gogh,
Monderin
Sculpture and 3D:
Not a Box and Clay Sculpture Henry Moore
Exploring Fruit and Veg and differnces between them. Design Make Evaluate Soup
or fruit salad, seasonal baking
Kapow Mixed Age Long term plan
Drawing
Exploring mark-making in all its forms, experimenting with line, tone and texture and using a wide range of materials to express their ideas as drawings. ● Using sketchbooks
to record observations and plans as drawings. ● Learning about how artists develop their ideas using drawings
Intent: To inspire pupils and develop their confidence to experiment and invent their own works of art. To nurture their ability, talent and interests and express their ideas and thoughts about the world as well as learning about art and artists across cultures and through history.
Implementaion: Using Kapow Mixed aged Art and Design scheme of work. Generating ideas, using sketchbooks, marking skills (including formal elements eg line, shape, tone, texture, pattern and colour) Knowledge of artists, evaluating and analysing. Key skills are revisited again and again with increasing complexity allowing pupils to revise and build on their previous learning. Units are orgainsed into 4 core areas of Drawing, Painting and mixed media, Sculpture and 3D, Craft and design. Progression of skills ensure attaintments targets are met at the end of each key stage and that knowledge builds in the formal elements of Art. Units are flexible and can be adapted across the curriculum. Encouraging creativity, individual choices and decisions to give outcomes unique to pupils. Lessons are practical and encourage experimental and exploratory learning using sketchbooks to document ideas.
Impact
: Expected impact that children will produce creaive work, explore and record their ideas and experiences - Be confident in drawing, painting, sculpture and other art and design techniques - Evaluate and analyse creative works using subject specific language - Know about great artists - Meet the end of KS expectations. The scheme can be monitored through both formative and summative assessment opportunities with spreadsheets giving learning ojectives
Design, Make and evaluate a recipe SU2
Fruit and Vegetables, Eating Sesonally, What could be healthier, Adapting a Recipe, | <urn:uuid:3792c657-292f-4802-a1f8-8b0f74e12501> | CC-MAIN-2024-22 | https://www.aldborough.norfolk.sch.uk/wp-content/uploads/2024/02/2024-Long-Term-Plan-2.pdf | 2024-05-21T04:39:49+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00280.warc.gz | 560,907,133 | 617 | eng_Latn | eng_Latn | 0.993416 | eng_Latn | 0.993416 | [
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Use technicians' stories as career case studies
How to use the technicians' stories as case studies in your subject lessons to show students where an interest in the subject can take them.
Key objectives
Gatsby Benchmarks
* Support students to explore real life case studies of diverse technicians
* Subject-specific follow up discussion: explore how the skills and knowledge from their subject are relevant to the technician's role
* Understand that technicians are a diverse range of people doing a wide range of jobs linked to the subjects and skills they are already developing
Running the activity
* Start by asking students what kind of careers they think an interest in the subject usually leads to – ask students to reflect independently initially and then turn and talk with their classmates in pairs or small groups. Ask students to write down two ideas on their mini whiteboards
* Encourage collaborative idea generation – adding each group's ideas to the spider diagram on the board
* Pick a few examples and ask students to discuss why they have chosen these – does it link to topic areas they are currently studying? Is it about the knowledge or skills in their lessons?
* Ensure that students can identify the meaning and some examples of skills, both transferable job specific: this might be linked to previous work, or need explanation. Discuss the skills developed in that subject
www.technicians.org.uk
1. A stable careers programme ✓
2. Learning from career and labour market information ✓
3. Linking curriculum learning to careers ✓
* Then play 2-3 videos of technicians' stories. Ask students to note specific skills that each technician uses in their role:
* Are these the kinds of jobs they expected the subject to lead to?
* Were the people they saw what they expected to see?
* Were there any roles linked to the subject that surprised them?
* Can they see links between the role the technician talked about and the way they study the subject?
* Ask them which of the stories they were most interested in. Could they see themselves doing any of these jobs?
* Ask them to reflect on the skills they noted down. How many of them do they think they're developing in the subject? Ask them to give examples of how
Next steps
Follow up
Ask students to do a deep dive into the technician's story they were most interested in and prepare a poster or fact file about their role.
You may also want to explore the creative tasks to further explore the technician stories with your students.
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ACL
ACL
The three ugliest letters
in female sports
words By Lindsay Berra
photos by riku+anna
Anterior Cruciate Ligament
(ACL)
One of four ligaments that stabilize the knee, the ACL is a rubber bandlike fiber that runs through the center of the knee joint, attaching the thigh bone (femur) to the shin bone (tibia).
Quadriceps tendon
Anterior Cruciate Ligament
patellar tendon
lateral collateral ligament
It was a play Lake Forest (Lake Forest, Ill.) soccer star Rachel Quon had made thousands of times before. As a sweeper, she was always chasing the ball back toward her goal line. This time she planted her left foot, pivoted and kicked with her right leg to clear the ball back upfield.
Rodriguez stayed down this time, her left ACL torn.
She ran two more steps before she heard — and felt — a pop in her right knee. In the milliseconds before she fell to the ground, a few fleeting thoughts went through Quon's mind: Maybe it was my MCL. Please let it be my MCL. Don't let it be my ACL.
Her wishful thinking was crushed when searing pain and a follow-up crack sealed the deal — her ACL was torn. Quon hit the turf hard, breaking her right collarbone, to boot.
"I was worried that was the end of my career," Quon says. "I knew I wanted to play again, but I wasn't sure if I'd be able to come back. You hear about
"This injury is of epidemic nature."
players who come back strong, but you also hear about players who don't." Waubonsie Valley (Aurora, Ill.) midfielder Bri Rodriguez watched Quon tumble to the ground from across the field. It was early July 2007, and the two Illinois natives were training with the U.S. Soccer U-16 Girls' National Team at Seton Hall University in New Jersey. Though they played at different Chicago-area high schools, they were friends who played together with the Eclipse Select Club.
Less than a year later, Rodriguez heard a sound like knuckles cracking as she planted with her left foot, pivoted and cleared the ball with her right foot early in the first half of Waubonsie's state quarterfinal win over Maine South (Park Ridge, Ill.) last May.
"I knew I hurt something," says Rodriguez, the 2007-08 Gatorade Illinois Girls' Soccer Player of the Year. "But I didn't think it hurt that much, so I didn't think it was my ACL."
After crumpling to the ground, Rodriguez got back up with the help of a trainer. She jogged and juggled a soccer ball on the sideline and soon declared herself fit to return to the game. As she planted her left leg for a corner kick just moments after returning to the field, her knee gave out again.
The anterior cruciate ligament, one of four ligaments that stabilize the knee, is a rubber band-like fiber no bigger than your pinky. It runs through the center of the knee joint, attaching the thigh bone (femur) to the shin bone (tibia). When torn (usually the result of jumping, landing or sudden changes in direction), the ACL causes the shinbone to slide forward onto the thighbone and the knee to give out. Rapid swelling typically results in pain so severe it sidelines athletes.
Quon and Rodriguez put two faces on a frightening statistic. Recent studies show that young female athletes are up to eight times more likely to tear their ACLs than young male athletes. According to the Centers for Disease Control and Prevention, nearly 30,000 girls age 19 and younger suffered ACL injuries that required surgical repair in 2006.
"This injury is of epidemic nature in terms of incidence and occurrence in females versus males," says National Athletic Trainers' Association president Marjorie Albohm, a certified athletic trainer.
It takes major reconstructive surgery and up to a year of rehab to bounce back from an ACL tear, but Albohm says most victims eventually return to their sports at full strength. There's no better example than Candace Parker, who since suffering a torn ACL in high school has won the Naismith Award as the nation's top college player as well as WNBA MVP and Rookie of the Year.
While research cannot pinpoint a definitive cause for the higher numbers of ACL tears in female athletes, there are many contributing factors. When athletes of either sex hit puberty — typically around the time they're freshmen in high school — they're asked to train harder than ever before. But girls often have bodies unequipped for such vigorous training.
As a boy's testosterone level increases, he naturally adds muscle and gets stronger. But as a girl's estrogen level increases, she adds more fat than muscle while her ligaments become more lax and susceptible to injury. Subsequently, girls don't naturally develop muscle necessary to keep their joints in safe and stable positions.
SPRING 2009
| 25
Another factor is anatomical. The pelvis bone on females is wider than on males, increasing the angle at which the femur attaches to the tibia. The steeper the angle, the more the knees rotate in and the bottom of the legs splay out, causing a knock-kneed stance that puts excess stress on the ACL. Also, as girls develop, their neuromuscular response becomes less precise than that of boys. When girls decelerate, suddenly change direction, jump or land, their ligaments and bones absorb most of the impact. In boys, muscle absorbs the majority of the impact.
"ACL tears happen to girls that are in good physical shape and they happen because their movement patterns are not ideal," says Dr. Letha Griffin of the Peachtree Orthopaedic Clinic in Atlanta. "Instead of playing with their hips and knees bent, girls play more upright. And in that position, with any quick, pivotal move there is a chance an ACL may be torn."
However, most doctors and athletic trainers believe that with education, many ACL tears in girls can be prevented. If girls start training programs early enough and do them with regularity, they can develop their hamstrings, quadriceps and gluteal muscles and learn to accelerate, decelerate, jump, land and cut in a much safer manner. To put it bluntly, they can learn to move more like boys, with their hips and knees bent and their body balanced over their lower extremities.
"We can't change anatomy, but we can change the way girls move neuromuscularly," says Griffin, a spokesperson for the American Academy of Orthopaedic Surgeons. "But we have to get on them all the time."
To that end, Griffin's AAOS and Albohm's NATA joined forces in March to release a public service campaign aimed at educating athletes, coaches and parents on the ease and importance of ACL injury prevention.
Most programs designed for preventing ACL injuries take just 20 minutes per session to complete, yet neither Quon nor Rodriguez regularly participated in any such program with their various teams.
"Sometimes at the Olympic Development Programs, they will have us focus on dynamic warm-ups, but it's not something we do all the time," Quon says.
26 SPRING 2009
|
"I've only done it four or five times in my soccer career," Rodriguez adds. The end result was that both girls, two of the best high school soccer players in the country, underwent complete ACL reconstructions.
During surgery, the damaged ligament is replaced with a tendon graft, most commonly from a piece of the athlete's own hamstring or patellar tendon. Every now and then, a cadaver graft is used.
Once implanted, the graft first dies because it's not connected to any blood supply. Thereafter, it serves as scaffolding upon which the body will gradually grow a surrogate ACL. This "ligamentization" process cannot be rushed, turning ACL rehab into a painful ordeal that can last between six months and a year.
Quon had to postpone her ACL surgery for a month while her collarbone healed enough to handle several weeks on crutches. Once she underwent the ACL reconstruction, Quon began an extensive rehab process that included physical therapy three times a week.
It took her four months to start running again and about seven months to start playing. Through it all, Quon also had to deal with emotional challenges.
"I was angry and sad," she says. "I was at my highest peak at National Team camp and I knew I'd have to start all over again. Rehab was very painful and one day I broke down and started crying. But once I got it out I realized I had to focus on getting better."
Not long after Quon returned to the field, Rodriguez went in for surgery last June. She had the knowledge of Quon's experience to prepare her for what to expect, yet rehab was still difficult.
Starting the day after her surgery, Rodriguez had physical therapy appointments three times a week up until this past December. On days she didn't go to PT, Rodriguez still had exercises to perform on her own. In all, recovery proved to be a seven-day-a-week job.
"I cried every day for the first three weeks when my therapist would bend my knee," Rodriguez says. "Later on, the most frustrating thing was how much weaker my left leg was than my right leg.”
Quon was cleared to play in March of 2008. It took her a few months to get her game back, but by November she was back to her old self while playing with the United States silver-medal team at the U-17 Women's World Cup in New Zealand.
Now Quon believes she's stronger and better than she was before surgery.
"An ACL injury is not the end of the world."
Rodriguez, who was cleared to play in January, has the same hopes. She has recovered fully but says her knee still feels weaker than before. And from a soccer perspective, her skill level lags behind what it once was.
"I just need to play more," she says.
Both girls are playing their senior soccer seasons at their respective high schools this spring and preparing for college in the fall. Quon will play for Stanford, while Rodriguez will play for West Virginia. "Girls need to know an ACL injury is not the end of the world," Quon says. "I'm 100 percent now. You can always come back. Just don't ever give up."
Take Precaution
Keep your ACL healthy with these four exercises
WALKING LUNGES
Why: Strengthen the quads.
How To: L
unge forward
with with
the right
leg . D
rop leg
your,
then lunge
back front
knee over
your right
forward knee
your
How Many: T
hree
Tips: D
o
not allow
I
f
you can'
t
see straight
ankle leg
with down
. R
epeat.
sets of
10
your your
on front
toes each
knee on
doing the
exercise
. P
ush your,
off left
keeping side
to your.
cave your
incorrectly
SINGLE TOE RAISES
Why: S
trengthen the
calves and
increase balance.
How To: With your arms at your sides, balance on your right leg with your left knee bent up toward your chest. While maintaining your balance, slowly rise up on your right toes, then slowly lower down. Repeat on the opposite side.
How Many: Thirty reps on each side.
Tips: As your calves get stronger, you may need to increase the number of repetitions and sets.
FORWARD/BACKWARD JUMPS
Why: Increase power and strength while maintaining neuromuscular control.
How To: Stand with a 6-inch cone, soccer ball or basketball in front of you. Bend your knees and jump over the cone/ball, landing softly on the balls of your feet with your knees bent. Jump backward over the ball using the same technique.
How Many: Repeat 20 times.
Tips: Make sure not to straighten your knees. This drill can also be repeated using one leg at a time.
LATERAL JUMPS
Why: Increase power and strength while maintaining neuromuscular control.
How To: Stand with a 6-inch cone, soccer ball or basketball to your right. Bend your knees and jump over the cone/ball, landing softly on the balls of your feet with your knees bent. Jump back over the ball to the left, using the same technique.
How Many: R
epeat
20 times.
Tips: Make sure not to straighten your knees. This drill can also be repeated using one leg at a time.
* For a full training regimen, check out Santa Monica Orthopaedic's PEP Program at www.aclprevent.com
SPRING 2009
| 27.
front inward
foot.
,
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SLURRY
A slurry is a sloppy mixture, which is generated in different varieties.
How generated
In some industries slurry is man made for disposal as a waste product of a particular dusty material for Transportation to another location by pumping.
Slurry is automatically generated in the process in industries for further processing to obtain the intermediate or end product.
In civil construction works slurry can be muddy water to be pumped out from trenches.
In civil maintenance works on sewage disposal slurry can be from the sewage tanks.
Slurry can be a special mixture used for aerial fire fighting.
Types and characteristics
In farming—perhaps the most well-known use—farm slurry is a mixture composed chiefly of water and animal sewage. It has a distinct odour, noticeable when the substance is carried in tankers, or spread over fields. Misapplication of farm slurry can lead to environmentally damaging emissions of ammonia and other chemicals. See fertilizer.
Slurry can be a liquid mixture (especially involving water) composed of a mixture of various insoluble matter, such as mud or plaster of paris etc. in construction sites.
A special kind of slurry consisting of approximately 1% pulp (wood fiber) and 99% water, used to make paper, is called stock in the papermaking industry.
In wildland firefighting, slurry is a term used for the fire retardant dropped on a forest fire from an aircraft. "Slurry bomber" is a colloquial term for those aircraft. See aerial firefighting.
In cooking, particularly in restaurant kitchens, slurry refers to a mixture of a thickening agent (oftencornstarch) and water, as a means of dispersing the thickener into hot sauces and soups near the end of the cooking process without forming lumps.
Slurry can also refer to the mixture of coffee grounds and water in some kinds of brewing processes, such as afrench press.
Method of transport
Slurry pipelines are a specialized method of material transport that uses pumpable slurry to move particulates from one location to another.
This method is invariably adopted for disposal of ground ash and fly ash in fossil thermal power statioins of utilities in very huge quantities.
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Controlling the Spread of Norovirus in Residential Settings
Outbreaks of norovirus infection are more likely to occur during winter months within institutions such as residential facilities, hospitals, long-term care facilities, schools, and child care settings. The virus is easily spread from person-to-person through direct contact, contact with contaminated surfaces, and ingestion of contaminated food. This information is provided by Contra Costa Public Health, Communicable Disease Programs, to assist with the recognition and control of norovirus infections in residential facilities.
Norovirus Characteristics
Norovirus is a highly contagious virus. Norovirus infection causes gastroenteritis, inflammation of the stomach and intestines. The typical symptoms of norovirus are nausea, vomiting, low-grade fever, abdominal cramps, and watery, non-bloody diarrhea. Vomiting is more common in children. Symptoms usually develop within 24 to 48 hours after exposure, but can appear as early as 12 hours. Illness typically lasts 12 to 60 hours and usually will resolve on its own. Individuals are most contagious when sick with norovirus and during the three days after recovery.
Norovirus is spread very easily from person-to-person, and people can become infected with the virus in several ways, including:
- Eating food or drinking liquids that are contaminated with norovirus.
- Touching surfaces or objects contaminated with norovirus, and then eating or placing their hand in their mouth.
- Having direct contact with another person who has norovirus. Examples include, caring for someone with illness, or sharing foods or eating utensils with someone who is ill.
The virus can persist on surfaces in the environment for weeks and is not destroyed by many disinfecting products. When an individual with norovirus handles or prepares food and drinks improperly, they can contaminate those items and can cause infections in people who consume those products; therefore, food handlers with diarrhea or vomiting should not work until at least 48 hours after their symptoms have stopped.
Re-infection can occur multiple times during a lifetime. An outbreak of norovirus infection is suspected when more than two residents and/or staff in a facility have symptoms of this virus, starting within a 48 hour period. Report any suspected outbreaks to Contra Costa Public Health, Communicable Disease Programs by phone at 925-313-6740.
Diagnosis and Treatment
Individuals with diarrhea and vomiting should drink plenty of fluids and follow the control measures on the next page to prevent spread in their households. There is no vaccine, specific medication, or therapy for norovirus infection; treatment is supportive and focuses on preventing dehydration. If symptoms do not improve, individuals should contact their primary care physician. Confirmatory laboratory testing for norovirus during an outbreak can be arranged through the Public Health Laboratory by contacting Contra Costa Public Health Communicable Disease Programs. During community-wide outbreaks or periods of high norovirus transmission, laboratory diagnosis may not be necessary.
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Control Measures
Strict infection control practices are necessary to control norovirus spread. Necessary infection control practices are:
- Hands should be washed vigorously with soap and warm water for more than 20 seconds:
Wash Hands AFTER:
Wash Hands BEFORE:
- Toilet visits
- Changing diapers
- Cleaning up vomit or diarrhea
- Handling soiling clothing or linens
- Sneezing and coughing
- Eating
- Serving food
- Food preparation
- Feeding children
- Providing healthcare services
- Effective handwashing technique:
Lather hands with soap and warm water for 20 seconds,
Scrub entire hands including beneath fingernails,
Rinse hands well with warm running water, and
Dry hands with disposable paper towel or under air dryer.
- Each sink should be supplied with soap and access to paper towels.
- Educate staff about good hand washing techniques.
- Individuals should perform handwashing after using the toilet and before serving food or eating.
- If soap and water are not available, use an alcohol-based hand sanitizer with at least 60% alcohol; although alcohol-based hand sanitizer is not as effective as soap and water.
- Post signs to remind all persons in the facility to practice frequent hand washing.
- Persons cleaning areas that are heavily contaminated with vomit or feces should wear disposable gloves and face masks.
- Clean up vomit and fecal spillages promptly and carefully so that the release of virus into the air is minimized. Properly dispose of vomit or feces in a toilet and disinfect the surrounding area with a bleach-based cleaner (see next page for cleaning and disinfecting).
- If it is possible, immediately remove and wash clothing or linens that may be contaminated with vomit or feces. Handle soiled items as little as possible, without agitating them. Launder with an approved detergent in hot water of at least 170°F for at least 25 minutes. Dry in a hot dryer if fabric allows. If laundry is not done at your facility, place soiled linens in a plastic bag and seal or tie the bag.
Recommendations for Administrators/Staff
- Any staff member with symptoms of norovirus infection should be sent home and must not return until they are no longer symptomatic for at least 48 hours. Kitchen staff (foodhandlers) should not return to work until they remain symptom-free for at least 48 hours.
- Symptomatic foodhandlers must not prepare or serve food for others under any circumstances.
- Staff who interact with or assist sick residents or clean up vomit or feces must wash hands thoroughly after each encounter.
- Facility administrative or management staff should track the number of ill residents and staff in a daily sick log and fax daily to Public Health.
- Post hand hygiene signage in the bathrooms for residents and staff.
- Maintain the same staff assigned to interacting with sick residents and the sick residents rooms to limit the spread of infection. Floating staff should be assigned exclusively to either well or sick resident rooms until the outbreak is over.
- Cancel or postpone all group activities and community dinning until the outbreak is over.
- Non-essential staff and parents should not visit the facility until the outbreak is over.
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Recommendations for Residents
- Any resident with symptoms of norovirus infection should be isolated to their room until they are no longer symptomatic for at least 48 hours.
- Residents must wash their hands thoroughly after using the bathroom and before eating.
Cleaning and Disinfecting Environmental Surfaces
During an outbreak, routine cleaning of common areas, bathrooms and resident rooms should occur with increased frequency, especially common-use bathrooms.
- Before the disinfection process:
Spot test disinfectant solutions; disinfectants can discolor or corrode surfaces.
Protect yourself from norovirus aerosols and disinfectant by wearing personal protective equipment (PPE): disposable gloves and a facemask.
Clean surfaces with visible debris
- After cleaning, disinfect with diluted chlorine bleach or a U.S. Environmental Protection Agency (EPA) approved disinfectant.
EPA-registered disinfectants should be used according to manufacturers' instructions, including the use of proper PPE recommended by the manufacturer when applying the product. For a list of EPA-registered disinfectants see: http://www.epa.gov/oppad001/list_g_norovirus.pdf.
Diluted chlorine bleach mixture (see next page for instructions on disinfecting with chlorine bleach).
High-Risk Surfaces
- "High touch" surfaces such as faucets, toilets, floors, tables, toys, toilet rails, counters, phones, tables, chairs, sleeping mats, walls, hand rails, doorknobs, elevator buttons, phones, light switches, and ice machines require frequent cleaning.
Non-Porous Surfaces/Hard Surfaces
- Examples include: bath rails, chairs (all wooden, plastic, and steel parts), counters, doorknobs, elevator buttons, faucets, handrails, light switches, phones, tables, toilets, sinks, etc.)
- Disinfect with chlorine bleach; rinse with water for food preparation areas.
Porous Surfaces: Carpets/Upholstered Furniture
- Examples include carpets and upholstered chairs and sofas.
- Visible debris should be cleaned with absorbent material (double layer) and discarded in a plastic bag to minimize airborne particles.
- Steam clean (heat inactivation) 158° F for 5 minutes or 212° F for 1 minute for complete inactivation. Disinfecting with bleach may discolor carpets and/or upholstered furniture.
Linens/ Clothing/ Textiles
- If soiled, vomit or stool should be carefully removed to minimize aerosols.
- Minimize disruption of soiled linens and laundry. Aerosols created may pose a risk for transmission.
- Keep contaminated and uncontaminated clothes separated.
- Wash items in a pre-was cycle, then use a regular wash cycle using detergent and dried separately from uncontaminated clothing at high temperature greater than 170°F.
- Ensure segregation of clean and soiled linens/clothing/textiles.
Cleaning Large Spills of Vomit or Feces
- Visible/organic debris should be removed carefully to minimize airborne particles. Use doublelayered absorbent material and discard in a sealed plastic bag.
- Liberally disinfect area and objects surrounding the contamination with an appropriate environmental disinfectant (multiple applications may be required).
- Ensure appropriate dilution and contact time for the environmental disinfectant.
Disinfecting with Chlorine Bleach
Instructions: Chlorine Bleach Concentrations and Mixing
Contact time
Leave bleach on surface for 10-20 minutes and then rinse thoroughly with clean water.
Stability of Chlorine Bleach
Once opened, bottles of household bleach will lose effectiveness after 30 days.
Use a new unopened bottle of bleach every 30 days for preparing diluted disinfectant solutions.
Prepare a fresh dilution of bleach daily and discard unused portions.
Other Disinfectants
- Phenolic-based disinfectants (e.g., Pinesol or Lysol) are effective but may require concentrations of 2-4 times the manufacturer's recommendations for routine use.
- Heat disinfection [to 140° F (60°C)] is suggested for items like upholstery and carpet that cannot be cleaned with chemical disinfectants such as chlorine bleach.
- Quaternary ammonium compounds, often used for sanitizing food preparation surfaces and disinfecting large surfaces such as countertops or floors, are not effective against noroviruses.
Resources:
1. CDC. Norovirus in Healthcare Facilities – Fact Sheet, available at http://www.cdc.gov/HAI/organisms/ norovirus.html, (accessed 16 August 2011).
2. CDC. Division of Viral Disease, Norovirus, available at http://www.cdc.gov/ncidod/dvrd/revb/gastro/ norovirus.htm (accessed 16 August 2011).
3. Philadelphia Department of Public Health, "Controlling the Spread of Norovirus in Schools and Childcare Settings – Interim Recommendations from the Philadelphia Department of Public Health, February 10, 2011", available at
https://hip.phila.gov/xv/Portals/0/HIP/Disease_Info/Norovirus/
PDPHGuidelines_ControllingSpreadNorovirus_SchoolsChildcareSettings_021011.pdf (accessed 16 August 2011).
4 of 4 | <urn:uuid:5eb88359-49ff-4aa7-9d6e-a1da2fccc164> | CC-MAIN-2023-06 | https://m.cchealth.org/norovirus/pdf/Controlling-Spread-Residential-Settings.pdf | 2023-01-28T22:56:49+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00583.warc.gz | 418,460,934 | 2,374 | eng_Latn | eng_Latn | 0.986972 | eng_Latn | 0.99474 | [
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Salt, Sodium and Potassium
It's clear that Americans have a taste for salt, but salt plays a role in high blood pressure. Everyone, including kids, should reduce their sodium intake to less than 2,300 milligrams of sodium a day (about 1 teaspoon of salt). Adults age 51 and older, African Americans of any age, and individuals with high blood pressure, diabetes, or chronic kidney disease should further reduce their sodium intake to 1,500 mg a day.
think fresh skip the salt
Most of the sodium Americans eat is found in processed foods. Eat highly processed foods less often and in smaller portions—especially cheesy foods, such as pizza; cured meats, such as bacon, sausage, hot dogs, and deli/luncheon meats; and ready-to-eat foods, like canned chili, ravioli, and soups. Fresh foods are generally lower in sodium.
enjoy home-prepared foods
Cook more often at home—where you are in control of what's in your food. Preparing your own foods allows you to limit the amount of salt in them.
fill up on veggies and fruits
Eat plenty of vegetables and fruits—fresh or frozen. Eat a vegetable or fruit at every meal.
choose lower-sodium dairy and protein foods
Choose more fat-free or low-fat milk and yogurt in place of cheese. Choose fresh beef, pork, poultry, and seafood, rather than those with salt added. Deli or luncheon meats, sausages, and canned products like corned beef are higher in sodium. Choose unsalted nuts and seeds.
adjust your taste buds
Cut back on salt little by little—and pay attention to the natural tastes of various foods. Your taste for salt will lessen over time.
Skip adding salt when cooking or at the table. Use spices, herbs, garlic, vinegar, or lemon juice to season foods or use no-salt seasoning mixes. Try black or red pepper, basil, curry, ginger, or rosemary.
read the label
Read the Nutrition Facts label and the ingredients statement to find packaged and canned foods lower in sodium. Look for foods labeled "low sodium," "reduced sodium," or "no salt added."
ask for low-sodium foods when you eat out
Restaurants may prepare lower sodium foods at your request and will serve sauces and salad dressings on the side so you can use less.
pay attention to condiments
Soy sauce, ketchup, pickles, olives, salad dressings, and seasoning packets are high in sodium. Choose low-sodium soy sauce and ketchup. Have a carrot or celery stick instead of olives or pickles
boost your potassium intake
Choose foods with potassium to help lower your blood pressure. Potassium is found in vegetables and fruits, such as potatoes, beet greens, tomato juice and sauce, sweet potatoes, beans (white, lima, kidney), and bananas. Other sources of potassium include yogurt, clams, halibut, orange juice, and milk.
Potassium helps to prevent and control high blood pressure. Be sure to get enough potassium in the foods you eat. Some good sources are various fruits, vegetables, dairy foods, and fish. | <urn:uuid:451ef6c1-4805-4dbe-8819-6aac3f2eb48b> | CC-MAIN-2023-06 | https://www.uaex.uada.edu/life-skills-wellness/food-nutrition/docs/Salt%20Sodium%20and%20Potassium.pdf | 2023-01-28T23:22:30+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00584.warc.gz | 1,063,485,634 | 650 | eng_Latn | eng_Latn | 0.998023 | eng_Latn | 0.997934 | [
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The Foundation Stage: Theme Map – Year 4
Playing games puzzles and
| | | | Superhero’s/All about me | | Sensational seasons | | Ways of the World | | Down on the Farm | | | Fantasy and reality often |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | | | | | overlap |
| Drivers (Linked to individual learning programs) | Communication and language | | Conversations Expression (Identifying individual communication needs to inform IEP targets and sessions, expressing and identifying own emotions) | | Listening and attention Responding, maintaining attention, games, listening to others and responding appropriately, including 1/2/3 key word instructions. Attention autism sessions. | | Sharing texts Sharing and responding to a wide range of texts linked to theme – fiction, non- fiction, poems, rhymes etc. Exposing children to different cultures and religions. | | | Sharing ideas and | | Storytelling and role-play |
| | | | | | | | | | | thoughts | | Engaging in play situations |
| | | | | | | | | | | Awareness of audience, | | and experiences linked to |
| | | | | | | | | | | commenting on activities and | | familiar class text, using |
| | | | | | | | | | | things around them, providing | | communication systems to |
| | | | | | | | | | | explanations to ‘why’ | | join in with familiar words |
| | | | | | | | | | | questions. (Building | | and phrases and activities. |
| | | | | | | | | | | confidence to communicate | | Sharing own experiences in |
| | | | | | | | | | | with a variety of people) | | play. |
| | Theme specific language | | To be confirmed linked to department wellbeing superhero’s with HA. | | Autumn, Winter, Spring, Summer, sun, rain, cloud, wind, snow, fog, hailstone, hot, cold, day, night | | Hot, cold, different, school, Africa, recycle, world, country, paper, plastic, water, food | | Farm, farmer, field, cow, sheep, hen, cat, dog, horse, duck, pig, tractor, goat, gate | | Magic, spell, potion, magic wand, dream, sing, dance, costume | |
| | Core language | | | | | | | | | | | |
| | Physical Development | | Gross motor – Sensory explorations Fine motor – Exploring paint and drawing | Gross motor – Sensory | Gross motor – Coordination and bodily positional awareness Fine motor – Dough disco and malleable materials | | | Gross motor – Play | Gross motor – Stability and balance Fine motor – Small activities and exploring toys | | | Gross motor – Spatial |
| | | | | explorations | | | | movement with objects and | | | | awareness and agility |
| | | | | | | | | adults | | | | |
| | | | | Fine motor – Exploring paint | | | | | | | | Fine motor – Finger names, |
| | | | | and drawing | | | | Fine motor – manipulating | | | | using different hand grasps to |
| | | | | | | | | objects | | | | use a range of objects |
| | | | | Personal care routines | | Healthy eating | | Hand hygiene | | Dressing | | Keeping ourselves safe |
| | | | | Creating individual care | | Tolerating and accepting | | How to wash our hands | | Developing dressing skills on | | Keeping ourselves safe during |
| | | | | plans/feeding programs, | | looking/smelling/touching/tasting | | correctly, how to dry our | | individual basis, across the | | bathroom and dressing |
| | | | | developing an understanding | | a variety of different foods, | | hands correct, importance | | school day. Including clothes, | | routines. Road safety, using |
| | | | | of own belongings. | | sorting healthy vs unhealthy. | | of keeping ourselves clean | | zips, buttons etc. | | equipment in a safe way. |
| | PSED | | | Managing emotions | Looking after our bodies What do we need to do to keep our bodies healthy, what is a healthy diet, how can we make sure our bodies stay clean? | | Persisting and waiting Waiting for turns in both work and play, solving a task and keep trying. | | Sense of self Learning about body parts and how to keep ourselves clean, differences between ourselves and our friends. | | Caring friendships Building relationships with our peers, having special friendships, deciding who we want to play with. | |
| | | | | Getting to know our peers | | | | | | | | |
| | | | | and adults we are working | | | | | | | | |
| | | | | with, identifying and | | | | | | | | |
| | | | | understanding different | | | | | | | | |
| | | | | emotions, talk about our | | | | | | | | |
| | | | | emotions. | | | | | | | | |
| | | | | *Use motivator sheets* | | | | | | | | |
| | | | | Key workers introduced to | | | | | | | | |
| | | | | families. | | | | | | | | |
| | | PHSE/RSE | | Self-awareness | Healthy lifestyle Taking care of physical health – HL2 | | | The world I live in | Changing and growing Changes at puberty – CG2 | | Self-care, support and safety Keeping safe online – SSS4 | |
| | | Relationships | | Kind and un-kind behaviours | | | | Respecting differences in | | | | |
| | | education, | | and getting on with others – | | | | people and jobs people do | | | | |
| | | Relationships and Sex | | SA2 and SA5 | | | | – WILI2 & 3 | | | | |
Please note: The first two weeks of every year will start with the topic Superhero's, which will allow our pupils to learn about themselves, their emotions and also how to develop a positive mental wellbeing linked to our department 'wellbeing superheroes'. See separate document to find more information on our 'wellbeing superhero's'. During this period it is also an opportunity for teaching staff to develop a good relationship with the children and develop appropriate class structures/routines and personal pupil profiles.
The Foundation Stage: Theme Map – Year 4
Please note: The first two weeks of every year will start with the topic Superhero's, which will allow our pupils to learn about themselves, their emotions and also how to develop a positive mental wellbeing linked to our department 'wellbeing superheroes'. See separate document to find more information on our 'wellbeing superhero's'. During this period it is also an opportunity for teaching staff to develop a good relationship with the children and develop appropriate class structures/routines and personal pupil profiles.
The Foundation Stage: Theme Map – Year 4
Plant beanstalks/
| | | | | | | | | | | | *See ‘it’s me 1,2,3 and building |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | | *See ‘light and dark’ guidance* | | 9,10’ guidance* |
| | Expressive Arts | Being imaginative and expressive Singing and dancing | | Creating with materials Exploring colour linked to weather and seasons | | Creating with materials Collage using different media | | | Being imaginative and | Creating with materials Drawing and painting | Creating with materials |
| | | | | | | | | | expressive | | Drawing and painting |
| | | | | | | | | | Having ideas and developing | | |
| | | | | | | | | | them | | |
| | | | Music | | Music | | Music | Music Environmental sounds | Music | Music Musical instruments | |
| | | | Musical cues and joining in | | Exploring sounds and how they | | Moving in different ways to | | Environmental sounds | | |
| | | | | | make us feel | | different music | | | | |
| | Knowledge and Understanding the World | People Me and my family Communicating my likes/dislikes and choices. Discuss who is important to me and developing relationships with others. | People | The world Our physical world Look at the different weather and seasons and how they might link. Look at what celebrations we have in the different seasons. (Christmas in Winter) | The world | | The World | The World Living things and changes Look at different living things we can find on the farm. Look at baby and adult animals and the similarities and differences. Look at how they change over time. | | People Now vs the past Developing an understanding of the past drawing on own experiences and then through shared stories and characters. | |
| | | | Me and my family | | Our physical world | | My environment vs | | | | |
| | | | Communicating my | | Look at the different weather and | | contrasting environments | | | | |
| | | | likes/dislikes and choices. | | seasons and how they might link. | | Look at hot and cold | | | | |
| | | | Discuss who is important to | | Look at what celebrations we | | countries and how they | | | | |
| | | | me and developing | | have in the different seasons. | | have similarities and | | | | |
| | | | relationships with others. | | (Christmas in Winter) | | difference. Engage in | | | | |
| | | | | | | | outdoor play in different | | | | |
| | | | | | | | weathers to experience and | | | | |
| | | | | | | | look at the concept ‘hot | | | | |
| | | | | | | | and cold’. | | | | |
| | | | Technology | Technology Making a choice Touch screen/switch skills choosing activities linked to interests and topic – weather and season songs. | | | Technology | Technology Information technology Understanding that when we do something, it makes something else happens. What different things do we us technology for? | | Technology Everyday technology Using technology skills we have developed across the year to access a variety of motivating equipment for a purpose. | |
| | | | Cause and effect | | | | Operating equipment | | | | |
| | | | Requesting and commenting | | | | Making a variety of toys | | | | |
| | | | on motivating cause and | | | | work. Commenting and | | | | |
| | | | effect toys. Exploring | | | | requesting toys and | | | | |
| | | | different equipment and | | | | learning how to make them | | | | |
| | | | sharing toys favourite home. | | | | work. | | | | |
| Religious Education Taken from the CWaC statutory religious education SACRA syllabus for Early years and KS1. | Teachings, Practices, Values, Themes & Concepts | Humanism Having a free choice and understanding how people have different beliefs. | Humanism | Christianity How and why is Christmas celebrated for Christians. Who was Jesus and why is he important to Christians today? | | | | Islam What might happen at a Muslim marriage. How is this different to a Christian marriage? Hold a class role play marriage ceremony. | | Christianity Why did Jesus teach people through stories? Special books- bring in special books and then show the bible- why is it special to them? Moral stories- the boy who cried wolf, good Samaritan, the lost sheep | |
| | | | Having a free choice and | | | | Christianity/Judaism/Islam | | | | |
| | | | understanding how people have | | | | Special places - Discuss family | | | | |
| | | | different beliefs. | | | | holidays. Visit to a Church. What are your favourite places? | | | | |
| | | | | | | | How do favourite places make you feel? Look at photos of local places of | | | | |
| | | | | | | | worship and in different places | | | | |
| | | | | | | | around the world. Why are they | | | | |
| | | | | | | | special places to those who | | | | |
| | | | | | | | worship there? | | | | |
| | | | | | | | What happens inside a place of | | | | |
| | | | | | | | worship? | | | | |
| | | Superhero dress up day. | | | Community walks/visit to parks | Communication with ST Josephs – video calls/letters. Introducing a recycling bin in classroom | Communication with ST Josephs | Visit a farm – Wheelock farm, Reaseheath. Tractor visit into school Visit a bakery/baker visit in school | | Play barn/ play area visits – Blakemere, Polar Palace, Tots Tower. | |
| | | | | | Weather experiments/creating | | – video calls/letters. | | | | |
| | | | | | weather reports in class | | Introducing a recycling bin in | | | | |
| | | | | | | | classroom | | | | |
| | | | | | CAFT/FOW Christmas party | | | | | | |
| | | Bonfire themed week (last week) | | Children in Need themed day Diwali themed day | Children in Need themed day | | Children’s mental health | | Pancake day themed day | | Deaf awareness day |
| | | | | | Diwali themed day | | awareness day | | Red nose day themed day | | Sun awareness day |
| | | | | | | | Random acts of kindness day | | Downs Syndrome awareness day | | National smile month |
Please note: The first two weeks of every year will start with the topic Superhero's, which will allow our pupils to learn about themselves, their emotions and also how to develop a positive mental wellbeing linked to our department 'wellbeing superheroes'. See separate document to find more information on our 'wellbeing superhero's'. During this period it is also an opportunity for teaching staff to develop a good relationship with the children and develop appropriate class structures/routines and personal pupil profiles.
The Foundation Stage: Theme Map – Year 4
| Come and Learn session – linked to school routines and individual communication systems | Christmas themed weeks (last two weeks of half term) EYFS Christmas play – linked to this half terms ‘come and learn’ session with a PSED, CL, EAD focus. | | | Chinese New Year themed week | | Mother’s Day (parents day) | Come and learn sessions – with a Literacy focus. |
|---|---|---|---|---|---|---|---|
| | | | | (last week) | | themed day – Linked to this half | |
| | | | | The Great Foundation Stage | | term ‘come and learn’ session with | |
| | | | | bake off themed week – linked | | a UW focus | |
| | | | | to this half terms ‘come and | | International dance themed day | |
| | | | | learn’ session with a maths | | Easter themed week (last week) | |
| | | | | focus. | | | |
| | | Remembrance themed day and | Safer internet themed day | Safer internet themed day | World Book day | World Book day | |
| | | assembly (11th November) | | | | | |
Please note: The first two weeks of every year will start with the topic Superhero's, which will allow our pupils to learn about themselves, their emotions and also how to develop a positive mental wellbeing linked to our department 'wellbeing superheroes'. See separate document to find more information on our 'wellbeing superhero's'. During this period it is also an opportunity for teaching staff to develop a good relationship with the children and develop appropriate class structures/routines and personal pupil profiles. | <urn:uuid:65c53924-9102-4e76-a3dc-84b64b6cc26f> | CC-MAIN-2024-22 | https://www.hebdengreen.cheshire.sch.uk/serve_file/21171509 | 2024-05-21T04:04:56+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058383.61/warc/CC-MAIN-20240521025434-20240521055434-00287.warc.gz | 714,656,256 | 4,366 | eng_Latn | eng_Latn | 0.997816 | eng_Latn | 0.997396 | [
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ELEVATE EST SPEAKER EVALUATION
1. Did the speaker communicate their story with clarity and precision?
Avoiding unnecessary detail?
Making an emotional connection with themselves and the audience?
Leveraging both sides of the brain?
2. Was the significance of the story clear?
Did the story have stakes?
Was it clear to the audience what they will lose or gain by tuning in?
Was the significance of the story clear in terms of before and after?
3. Did the speaker share their stuggle in a way that was persuassive?
Ethos (Credibility)
Logos (Intelligence)
Pathos (Emotion and Empathy)
4. Could you repeat to the speaker the solution they came up with?
5. Were the steps the speaker took to overcome their struggle clear?
6. Was the strategy clear from the speaker and their call to action clear from the speaker?
9. Will this talk empower the audience towards success?
©ABE BROWN - ELEVATEEST.COM
7. Did the speaker have sage-level wisdom that served the audience?
8. Did the speaker make the audience the hero? | <urn:uuid:92f4db02-bfcd-424e-9379-7bd1a6bd100e> | CC-MAIN-2023-06 | https://certifiedflourishingcoach.com/wp-content/uploads/2022/06/Elevate-EST-Speaker-Evaluation-8.5x11.pdf | 2023-01-28T22:22:45+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00588.warc.gz | 183,641,830 | 245 | eng_Latn | eng_Latn | 0.998122 | eng_Latn | 0.998122 | [
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Plants & Animals Program Recommended Grades: K & 1 1 hour
Program Summary:
SCT's Fayette Environmental Education Center is the perfect place to explore the needs and characteristics of plants and animals. We'll quickly review the difference between living and nonliving things then, students will get moving to learn the life cycle of a plant. We'll discuss what things they need along the way. Afterwards, we'll explore the plants in and around the garden and woods and discover some, if not all the parts of a plant and the various stages of their life cycle. Next, we'll visit our reptile room to learn about animals and some of the things they need to survive and how they compare to the things that plants need. Students will get the opportunity to meet at least one of our resident animal ambassadors.
Vocabulary:
* Living
* Nonliving
* Life Cycle
* Plant
* Seed
* Root
* Sprout
Correlated Standards:
SKL2 a, b, c & e, S1L1 a, b, c & d, S1E1 c
* Stem
* Leaf
* Flower
* Fruit
* Pollinator
* Nutrients
* Photosynthesis
* Energy
* Carbon Dioxide
* Oxygen
* Animals
* Eggs
* Shelter | <urn:uuid:06c10712-25b4-423a-b8a1-99e84f9bb514> | CC-MAIN-2023-06 | https://sctlandtrust.org/wp-content/uploads/2022/09/Plants-_-Animals-Program.pdf | 2023-01-28T22:55:27+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00587.warc.gz | 520,548,395 | 267 | eng_Latn | eng_Latn | 0.995611 | eng_Latn | 0.995611 | [
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COMPONENTS OF AN I.C ENGINES
An engine is a device that converts thermal energy into mechanical work. The thermal energy is produced by the combustion of air fuel mixture inside the cylinder by means of a spark produced by the spark plug. Since it uses thermal energy it is called as thermal engines. It is a source of power for many applications.
Cylinder:
* v It is the part of the engine in which the conversion of thermal energy to
* v mechanical work takes place. The piston reciprocates inside the cylinder.
* v Since energy conversion takes place inside the cylinder it must withstand high pressure and temperature.
* v It must be able to resist wear and tear and must dissipate heat. So material selection is an import ant consideration. Ordinary cast iron is used in light duty engines but in heavy duty engines alloy steels are used.
* v The cylinders are provided with liners so that they can be replaced when worn out. Liners are made of nickel chrome iron.
Cylinder head:
* v The cylinder head closes one side of the cylinder. They are usually cast as a single piece and are bolted to the top of the cylinder.
* v Between the cylinder and the cylinder head, gasket is provided Gasket is provided in order to act as sealing (to prevent gases escaping during the expansion stroke) and also to reduce shock.
Piston and piston rings:
* v Piston is the main part of the engine. The main function of the piston is to compress the charge and to transmit the gas force to the connecting rod during the power stroke.
* v Piston rings are circumferential rings that are provided in the piston grooves.
* v The piston rings are not fully circular; there is a clearance (Ring gap) between the two ends.
* v This is provided because during the expansion stroke piston rings expand.
There are two types of piston rings
* v Compression rings
* v Oil scraper rings
Figure 1
* v The upper rings are the compression rings.
* v They help in sealing and preventing the gas from leaking past the piston into the casing.
* v The lower rings are the oil scraper rings.
* v They are provided to remove the oil film from the cylinder walls
Connecting rod:
* v The connecting rod connects the piston and the crankshaft.
* v The piston is connected to the connecting rod by means of gudgeon pin.
* v It converts the reciprocating motion into rotary motion.
* v The upper end of the connecting rod is called small head that is connected to the piston and the lower end is called big end.
Figure 2
Crankshaft:
* v It is steel forged and smooth finished. Both the ends of the crankshaft are supported in the bearings.
* v One end is provided with the flywheel. The crankshaft is provided with counter weights for balancing.
Figure 3
Cam and camshaft:
* v The main function of the camshaft is to open and close the valves at the appropriate time.
The cam is operated by means of gear arrangement driven by the flywheel.
* v The cam converts rotary motion into linear motion that operates the rocker arm. The motion of the rocker arm operates the valves.
* v Sometimes two camshafts are provided to operate inlet valve and exhaust valve separately.
Figure 4
Valves:
* v Valves play a major role in allowing the air fuel mixture into the cylinder (inlet valve) for combustion and also releasing the exhaust gases from the cylinder after combustion (outlet valve).
Manifolds:
* v There are two types of manifolds
Inlet manifold:
* v It is a pipe like structure that connects the carburetor with the inlet
* valves. The air fuel mixture from the carburettor passes through the inlet manifold to
* the inlet valves.
Exhaust manifold:
v This pipe like structure connects the outlet valve to the atmosphere. The exhaust gas from the cylinder passes through the exhaust manifold into the atmosphere.
Source : http://mediatoget.blogspot.in/2011/10/components-of-ic-engines.html | <urn:uuid:0d1fc7ef-c13a-4070-9356-3cb6085bd6c3> | CC-MAIN-2023-06 | https://www.idc-online.com/technical_references/pdfs/mechanical_engineering/Components_Of_an_IC_Engines.pdf | 2023-01-28T22:11:54+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00589.warc.gz | 831,825,087 | 862 | eng_Latn | eng_Latn | 0.99877 | eng_Latn | 0.999391 | [
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Mighty Microorganisms
Suggested Grades: 5
Program Summary:
Students will go over what bacteria are and realize that they are all around us all the time. Then the students will be broken into small groups to read and discuss real life scenarios involving several types of bacteria. Students will be tasked with deciding if the bacteria were beneficial or harmful in each scenario. By the end of the program students will realize that bacteria are everywhere and more often than not vital to life itself and sometimes in some fun and tasty ways!
Vocabulary:
* Microorganism
* Bacteria
* E. Coli
Standards:
S5L4 a, b
* Thermophilic
* Legume
* Nitrogen fixing
* Antibiotic
* Probiotic | <urn:uuid:f37608c2-ce4c-48de-af80-66dbf2d33ff8> | CC-MAIN-2023-06 | https://sctlandtrust.org/wp-content/uploads/2022/09/Mighty-Microorganisms.pdf | 2023-01-28T23:42:13+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00592.warc.gz | 512,819,060 | 157 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.998558 | [
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Why Put Up A Bat House?
A single little brown bat can catch 1,200 mosquito-sized insects an hour! Bats are the primary predators of night-flying insects and play a vital role in the delicate balance of nature.
James Kiser
Little Brown Bat
Unfortunately, five of Vermont's six cave bat species are now listed as endangered or threatened. The little brown bat used to be one of the most common bat house tenants, but due to the devastating effects of a fungal disease known as White-Nose Syndrome this species has suffered a 95 percent population decline in only a few years. By putting up a bat house, you can provide critical roosting sites for bats in your area and benefit from their insect eating abilities.
Bat houses are a great way to keep bats in your area after you evict them from your house. The chances of your bat house being occupied are greatly increased when you install one before excluding bats from your house.
Bat houses should be installed the year before an exclusion, but can go up as late as two to six weeks before exclusion is completed. Exclusions should not be done between early May and late August to avoid trapping flightless young inside your house.
Excerpted and summarized from The Bat House Builder's Handbook, 2001 printing, © 1993 by Bat Conservation International, Inc.
The Bat House Is Up - What's next?
Maintenance: Bat houses require maintenance to keep them in good condition. Wasps can be a problem before bats fully occupy a house. If wasp nests accumulate, they should be removed in late winter or early spring before either wasps or bats return. Recaulking may be needed after three to five years to guard against leaks and drafts. A fresh coat of paint or stain will improve solar heating. Any repairs or cleaning should be performed when the bats are not present.
Monitoring Bat Use: There are three ways to see if your bat house is being used. The most direct way is to stand under the bat house and look inside using a powerful flashlight. This should be done very sparingly, especially in the first year of use. A less intrusive technique is to watch the evening emergence, which begins around dusk, or the dawn return, which starts about an hour before sunrise. The third and easiest way of checking is to look for guano underneath your bat house.
Want To Learn More?
T he North American Bat House Research Project was created by Bat Conservation International (BCI) to advance the knowledge of artificial bat habitat. Results from more than ten years of bat house research can be found in the revised edition of
at
The Bat House Builder's Handbook, the Building Homes for Bats video and in The Bat House Researcher newsletter archives on the Bat Conservation International website at www.batcon.org. For more information on Vermont's bats and White-Nose Syndrome please visit our bat web page www.vtfishandwildlife.com/wildlife_bats.cfm
Pamphlet designed by Kim Hall 02/12 (5M)
Attracting Vermont's Bats
What you should know about bat houses
Attracting Vermont's Bats - bat House know-how
What Type Of Bat House Is Best?
Color: Color is the most important factor of a successful bat house because it affects the temperature of the roosting chamber. In Vermont, dark colored houses, preferably black, are the best. The dark color absorbs more solar heat, creating a warmer roosting chamber.
The right location makes aLL the difference
Mounting: Bat houses should be mounted on buildings or poles at least 12 feet above ground, but 15 to 20 feet is better. Single-chamber houses work best when mounted on buildings. Bat houses mounted on trees or metal siding are seldom used. Tree-mounted houses are less preferable because they tend to receive less sun and may be more vulnerable to predators.
Choose installation sites carefully to avoid having to move a bat house once it becomes occupied. Most bat houses have open bottoms that allow guano to drop to the ground and not accumulate inside the house. Avoid a mess by not placing houses directly over windows, doors, decks, or walkways.
Bat guano is good fertilizer, but avoid using a bucket or deep container to catch the droppings. Bat pups may fall out of the house and become trapped inside the container.
Sun Exposure: Vermont bat houses should receive at least eight to ten hours of direct sunlight per day. Houses
should be oriented to face a southerly direction,
Whether you build or buy a bat house, make sure the design and placement of the house meets the criteria to successfully attract and support bats. Bat Conservation International (BCI) has a "Bat Approved" Certification Program to improve the quality of commercially produced bat houses. For a list of certified bat houses and manufacturers, check BCI's website at www.batcon.org and look up "certified models."
Follow these guidelines to greatly increase your odds of attracting bats.
Dimensions: Tall, wide houses work well. Bat houses should be at least 2 feet tall, have chambers at least 20
partitions and landing areas provide footholds for bats.
inches tall and 14 inches wide, and have a landing area of 3 to 6 inches extending below the entrance. Roost partitions should be carefully spaced 3/4 to 1 inch apart. Roughened
Chambers: More chambers in a bat house means more bats can use it. In general, a single chambered bat house can hold 50 to100 bats, while a multi-chambered house can hold anywhere from 150 to 300 bats.
Vents: Vented or unvented bat houses will work, unless you are in a very cold area of Vermont. Vented houses provide wider temperature variations within the roosting chamber. Unvented houses are designed for colder regions.
preferably southeast, to allow the bat house to warm up faster in the morning.
Habitat: Areas of diverse habitat, especially a mixture of agriculture and natural vegetation, provide the greatest bat house success. Most nursery colonies of bats choose roosts within 1/4 mile of water, preferably a stream, river, lake, or pond.
Protection from Predators: Houses mounted on sides of buildings or on metal poles provide the best protection from predators. Metal predator guards may be helpful, especially on wooden poles.
Timing: Bat houses can be installed any time of the year, but are more likely to be used during their first summer if installed before the bats return in the spring.
You Can Build Your Own Bat House
A combination of exterior plywood and cedar is best for wooden houses. Pressure-treated wood should not be used because it contains chemicals that may be harmful to bats. Increase the house's longevity by using screws instead of nails. Caulk all seams, especially around the roof, to prevent drafts. Latex caulking is recommended. Not sure about a design? BCI's website (www.batcon.org) features bat house designs.
Continued on back | <urn:uuid:26e5cf04-148c-460e-a72f-6541856ee811> | CC-MAIN-2023-06 | https://bixbylibrary.org/wp-content/uploads/2021/10/AttractingVTBats.pdf | 2023-01-28T23:01:58+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00592.warc.gz | 145,682,284 | 1,464 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.998549 | [
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How to Practice, Part 2
Mt San Antonio College
Dr. Karen Marston
Introduction: In Part 1 of the "How to Practice" series, we learned about the importance of practice, how much we should do, and how set goals and create systems, to help move our skills forward. Now, let's look more closely at how to facilitate improvement within a single practice session.
Step 1: Identify a "Hot Spot"
* For this activity, you'll need to find a phrase in your music – any piece is fine – that you don't currently play up to the standards that you would like, and which you are interested in improving. In my practice, I call these "hot spots" – those parts of the music that I don't play so well, and which are uniquely challenging.
* For our purposes, narrow this down to something fairly short – maybe 10-15 seconds of music, at most.
Step 2: Take a photo of your "Hot Spot," to share
* Take a quick snapshot of the spot in your music that you will be working on
* This will be a part of your discussion board post
Step 3: Record a starting point
* Don't practice your hot spot, don't do anything to make it better, just record it
* This will be your base line, and will help us to see how you progress
* Don't be self-conscious – this is supposed to be "bad"
* Plus, if you're willing to share a video of yourself not sounding your best, it will be much easier to share something where you feel confident!
* This will also be a part of your discussion board post
Step 4: Apply deliberate practice techniques
* Last week, we read an excellent article by Noa Kageyama (Bulletproof Musician) titled, "How Many Hours a Day Should you Practice?" In it, we learned the difference between mindless and deliberate practice. The goal of this activity is to apply deliberate practice techniques to your chosen hot spot.
* Apply the process below, and practice your Hot Spot for a minimum of 15 minutes
Step 5: Record yourself again
[x] After trying these techniques, re-record your Hot Spot, and assess what worked!
[x] What did you learn about practicing?
[x] Did you improve in any specific area?
[x]
[x] Which technique would you like to use or try next time?
Which technique worked best for you?
[x] Were you surprised by anything in this experience?
Step 6: Upload your photo and two videos to the discussion on Canvas/ Comment on at least two posts by other students.
Deliberate practice techniques
* ASSESS: Specifically, what needs to be improved here?
[x] What is the fastest tempo, at which you can accurately perform the phrase?
Can you accurately perform the phrase at a slower tempo?
[x] What is your target tempo?
Can you accurately clap or tap all rhythms?
Can you accurately sing the phrase, including all pitches, rhythms, articulations, and phrasing?
[x] At a slower tempo?
Have you listened to a professional performance of this piece in general, and this phrase in particular? If not, do so now! What did you learn, and what can you imitate from this performance?
[x] At the target tempo?
You can move on from this step, once you have a solid idea about what you want the phrase to sound like.
TECHNIQUE 1: Play at a slow tempo
* IMPROVE: Apply one or more of the following techniques, to help improve the phrase
[x] This technique is tried and true, and probably the most commonly suggested for improving performance; however, there are some drawbacks. First, it's a little boring. Second, it may or may not require a different technique to perform slowly, vs. at the target tempo, and lastly it may prevent us from being able to practice and develop phrasing, as we are learning the music.
[x] That being said, this method is GOOD, and you can use it, if you like it!
TECHNIQUE 2: Chunks
[x] This is a technique I really like, and use frequently both for myself, and my students.
[x] Choose a "chunk" of only 2-4 pitches, to start with. For the sake of progress, it's probably best to start with the part you play the worst!
[x] Play the chunk, at your target tempo, if possible. Assess: Is it accurate? Is it up to the target tempo?
1. If yes, add another pitch to the chunk, either before or after your original chunk. Here's an example:
Start with a "chunk," and play as close to the target tempo as possible. As you gain confidence and your performance becomes more accurate, add pitches before, or after, to expand the chunk.
2. Chunking has the benefit of allowing you to perform close to or at the target tempo, meaning you can practice the same articulations and techniques you'll need when you play the full phrase.
3. As you improve, and add more pitches, be aware of your tempo. Can you still play up to the target? If not, slow it down, but only as much as needed, in order to continue playing accurately.
TECHNIQUE 3: CHANGE THE CHALLENGE
[x] This technique involves temporarily altering the phrase in some way, in order to make it easier to perform accurately.
[x] In the example below, we might bring the circled pitches down an octave. This would allow the player to really hear each pitch, while fostering an easier, more relaxed approach. Once that is mastered, we can pop the pitches back to their
written octave, while striving to achieve the same level of ease and comfort. It's also great to practice back and forth - down the octave, and written pitch, and down the octave again.
[x] Another helpful practice technique would be to change the articulation. This is a great option for wind players! Instead of playing the phrase above articulated, as marked, change it to legato, in order to practice good, smooth connection, note to note. Once that's mastered, you can go back to the written style.
[x] If your Hot Spot has syncopated rhythms, it also might help to play the subdivisions, or "bop" (playing only the onset/articulation, with no sustain) the phrase.
[x] If none of these alterations fit the piece you are trying to learn, brainstorm some other ideas you might try.
Remember Dr. Kageyama's advise: https://bulletproofmusician.com/how-many-hours-a-dayshould-you-practice/
Problem-solving model
1. Define the problem (what do I want this note/phrase to sound like?)
Consider this 6-step general problem-solving model summarized below (adapted from various problem solving processes online).
2. Analyze the problem (what is causing it to sound like this?)
4. Test the potential solutions to select the most effective one (what tweaks seem to work best?)
3. Identify potential solutions (what can I tweak to make it sound more like I want?)
5. Implement the best solution (make these changes permanent)
6. Monitor implementation (do these changes continue to produce the results I'm looking for?) | <urn:uuid:06257268-6b58-4ff6-9dc9-028ab95f12bd> | CC-MAIN-2022-27 | https://trombonekaren.files.wordpress.com/2021/03/how-to-practice-activity.pdf | 2022-07-02T07:54:35+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00637.warc.gz | 643,068,261 | 1,549 | eng_Latn | eng_Latn | 0.99845 | eng_Latn | 0.998655 | [
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Introduction
Consider the circuit in figure above. If the switch is placed in position 1, the circuit is complete and includes the battery. At this point, current flows through the resistor and capacitor. The capacitor acts like charge reservoir. It is capable of holding an amount of charge Qsaturation=CV. As the current flows through the capacitor, the charge builds up in the capacitor. As the amount of charge in the capacitor approaches Qsaturation, the capacitor will have less room for more charge, so the current will become less and less. If one were to keep the switch in position 1 for a long enough time, the capacitor would become (nearly) fully charged and the current would (nearly) cease to flow. In this case, the current is proportional to the room left for more charge in the capacitor (Qsaturation-Q).
Now, suppose the capacitor is fully charged and the switch is placed in position 2. The capacitor will discharge through the resistor. At first, the capacitor will readily release its charge through the resistor, i.e. the current will be relatively high. As time progresses, the capacitor will have less charge to give away. as a result the current will decrease over time. In this case, the current is proportional to the charge in the capacitor.
Current is the instantaneous flow rate of charge. In any situation where an instantaneous rate of a variable is directly proportional to the variable itself (like both of the cases above), the result is an exponential curve. The current will exponentially decay as a function of time in both of the cases above.
All exponential decays have a characteristic "half-life". This is the time that it takes for the dependent variable to be reduced by ½. The half-life for both of the cases above is t1/2=ln2 . RC (Where R is the resistor's resistance and C is the capacitor's capacitance.). In other words, if the current is 1 amp at t=0 seconds, it will be .5 amps at t=t1/2 seconds later, .25 amps at t=2t1/2 later, etc...
The potential across the resistor will always be proportional to the current. So, everything discussed above for current should work for voltage in the circuit above.
Procedure
You will measuring be two RC decay half-lives. The first will be long enough to measure using a multimeter and a stopwatch. The second half-life will be one that more typically would appear in electronic circuits and will require an oscilloscope and a signal generator.
Part 1
Step 1
Set up the circuit below with the power supply off.
Step 2
Turn on the power supply, adjust it to 2 volts and start the stopwatch. Record the time and voltage every 15 seconds for 5 minutes.
Step 3
Disconnect the wires from the power supply and short them together. Again, record the time and voltage every 15 seconds for 5 minutes.
Step 4
Plot the data from step 1 and 2 on separate plots. Find an experimental half-life from both plots.
Step 5
Measure the resistance of R with a multimeter (Disconnect the resistor from the circuit first!). Using that measured resistance and your measured half-life (from step #4) get an experimental value for capacitance of C. The manufacturer claims that this is a 1F capacitor with a 20% tolerance. Does your result coincide with this claim?
Part 2
In this part you be using a square wave to act like the battery and a switch from Part 1. To the capacitor, the input voltage will appear to be switched high and low.
Step 1
oscilloscope
Set up the following circuit.
signal
generator
CAUTION:
The negative terminals of the signal generator and oscilloscope may be connected together through the third prong of the power cords. To avoid unwanted connections that may bypass circuit elements make sure that you connect the negative terminal of the oscilloscope to the negative terminal of the signal generator.
Step 2
Set the signal generator to a frequency such that the period of the square wave is significantly longer than your expected RC decay half-life. Why is a longer period important?
Step 3
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Farragut Middle School
27 Farragut Avenue
Hastings-on-Hudson, New York 10706
Phone – 914-478-6230
Fax – 914-478-6314
http://www.hohschools.org
Kamillah Dawkins Assistant Principal
A National Blue Ribbon School of Excellence
Jennifer Spirelli Principal
October 21, 2022
Dear FMS Families,
Farragut Middle School will once again host affinity groups for students who self-identify as Black, Indigenous, and/or People of Color (BIPOC). This will be our fourth year of offering this opportunity for our students, and FMS looks forward to connecting with the high school and elementary school affinity groups.
Affinity group members meet monthly in a safe space to discuss their experiences in middle school and to design learning experiences to help inform and educate other students about social justice issues. In our first three years, all FMS students were invited to participate in activities organized by the Affinity Club, such as the mural project and movie and pizza nights. Ms. Erica Williams is the teacher advisor.
Farragut Middle School will also continue our No Place For Hate (NPFH) club from last year, which is open to all students. This national organization utilizes an Anti-Bias Framework that includes exploring identity, interpreting differences, challenging biases, and championing justice. Dr. Jenice Mateo-Toledo is the teacher advisor.
Why do we have clubs like NPFH and Affinity Group?
According to Teaching for Justice, "students need to be able to be themselves at school—and that's where affinity groups come in. A group of students who share an identity are going to relate to each other in ways they can't with peers who can't or don't understand their experience. It's about safety and, in some cases, about fundamental issues of injustice."
Simply defined, an affinity group is a group of individuals linked by a shared interest, experience, social identifier, purpose, or goal. These groups can be formal or informal. Affinity groups strengthen our community by providing support, connection and affirmation to our students whose racial, ethnic, or other identities may differ from the majority population and culture at Farragut Middle School. They help students feel more visible and more included in our community.
Affinity groups are aligned with the NYS Culturally Responsive-Sustaining Education (CR-SE) Framework. The framework helps educators design and implement student-centered learning environments that affirm racial and cultural identities; foster positive academic outcomes; develop students' abilities to connect across cultures; empower students as agents of social change; and contribute to an individual's engagement, learning, growth, and achievement through the cultivation of critical thinking (p.11).
This year our BIPOC affinity group will meet on the third Thursday of every month. The NPFH club will meet on the second Thursday of every month. Please encourage your child to join us. If you have any questions about the groups, feel free to contact Ms. Williams (email@example.com), Dr. Mateo-Toledo (firstname.lastname@example.org), or Ms. Spirelli (email@example.com)
Sincerely,
Jennifer Spirelli, Principal Jenice Mateo-Toledo, Diversity and Inclusion Coordinator Melissa Szymanski, Assistant Superintendent, Curriculum and Instruction Erica Williams, ELA Teacher, FMS Affinity Group Advisor
Resources:
List of Extracurricular Activities at FMS
NYS Culturally Responsive-Sustaining Education Framework
Learning for Justice: Making Space
No Place For Hate
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❏Read for 20 minutes
❏Complete Context
Clues Review
❏Complete 15 min iReady Reading
❏New Learning (Data LS1 D2)
❏Complete Reading Response using RACE
Third Grade: Week of May 18
❏Read for 20 minutes
❏Read for 20 minutes
❏New Learning (Reading Day 2,
❏Read for 20 minutes
Cause and Effect)
❏Math Warm Up
❏Khan Academy Assignment
❏Complete 20 min iReady Math
❏Start Engineering a Bridge Project
❏Day 3 Reading (Cause and Effect)
❏Complete 15 min iReady Reading
❏New Learning (Data LS2 D2)
❏Complete Reading Response using RACE
❏ Prodigy
❏ Practice on Khan Academy
❏ Greg Tang Math Games
❏New Learning (Day 4 Reading, Cause and Effect)
❏Math Warm Up
❏Khan Academy Assignment
❏Complete 20 min iReady Math
❏Complete the Social Studies Task on Google Classroom
❏Try to relax and have some fun!
❏ Keep a Journal on Google Slides
❏ Virtual Field Trips (Listed on Teacher Websites)
❏ Play a game with someone in your family
❏ Complete a Mystery Science Lesson
❏No School Today
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❏Work on i-Ready Math or Reading Diagnostic (20-30 minutes)
❏New Learning (Word Problems LS2 D2)
❏Optional Inference of Character Feelings
Third Grade: Week of June 8
❏Read for 20 minutes
❏Read for 20 minutes
❏New Learning (Reading Day 2, Inference)
❏Work on i-Ready Math or Reading Diagnostic (20-30 minutes)
❏Work on i-Ready Math or Reading Diagnostic (20-30 minutes)
❏Continue Engineering a Bridge Project
❏New Learning (Word Problems LS3 D1)
❏Optional Inference Task
❏ Prodigy
❏ Practice on Khan Academy
❏ Greg Tang Math Games
❏New Learning (Day 4 Reading, Inference)
❏Work on i-Ready Math or Reading Diagnostic (20-30 minutes)
❏ Finish both i-Ready Math & Reading Diagnostic
❏Khan Academy Assignment
❏Work on bridge project.
❏ Optional Character Traits Review Task
❏ Keep a Journal on Google Slides
❏ Virtual Field Trips (Listed on Teacher Websites)
❏ Play a game with someone in your family
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Valleystream Pickleball
Pickleball Safety and Play Etiquette
Fair play and sportsmanship are the key to success and enjoyment of any sport. To ensure safety and smooth operations on the pickleball courts, we request you follow the guidelines and rules below:
Court Safety:
1. Wear proper court shoes
2. DO NOT run into other active courts when playing your ball
3. DO NOT chase your ball through other active courts - Wait for others to return your ball to you.
4. STOP PLAY immediately if a loose ball comes on your court or behind it-shout "BALL ON COURT". Then replay your rally.
5. Keep yourself well hydrated "drink before you are thirsty".
6. Don't overplay your current physical condition, (JUST ONE MORE GAME") has caused too many accidents.
7. When going to and from courts be aware and stay well clear of active courts.
8. When going backwards for a lob, turn and run move sideways; do not backup. ("Backing up is one of the major causes of injury in pickleball")
9. If someone falls on court, ALL PLAY STOPS until their needs are addressed.
**DeFib Unit and First Aid Kit(s) are in the Club House**
Court Etiquette:
Etiquette: [ET-i- Kit ] defined as: "conventional requirements as to social behaviour; prescribed or accepted code of usage".
To begin, Pickleball is only a game, not a metaphor for life. We need to keep in mind that we are playing Pickleball for FUN !!, sport and recreation.
* Begin each game by acknowledging the other players, introducing yourself if you don't know them.
* Observe the Safety rules wait until rally play STOPs !!!, before crossing or entering an active court.
* Please put Your Name on your paddle.
* When courts are busy and you are on deck, have your foursome ready to move as a foursome. Be mindful when crossing ALL ACTIVE COURTS, wait until play stops.
*
Own your faults call yourself, i.e. If you or your partner lands in the NVZ (kitchen) on a volley or step on or over the line when serving.
* Never ask for or accept line calls from spectators. If you or your partner did not see it land, ask your opponents; if they can't make the call ... IT'S IN.
* When a ball is out of bounds, call "out" as well as using a hand signal with your hand/ arm pointing up.
* Don't call it before it lands. Wind and Spin are big factors.
*
Unsolicited coaching on court is not to be done. If someone is new or asks for your input, do so briefly being mindful of the flow of the game. Best to instruct on specified court.
* Never yell at, swear at, or say a hostile or sarcastic word to your partner or opponent in anger.
*
Trash-talking, which is teasing your opponents in a fun and lighthearted way, is part of pickleball. But be careful, be mindful of someone that is sensitive, who you don't know. No profanity.
* Do not move other players' paddles in the rack without their explicit consent.
*
During Open Play if you wish to lineup a game, place your paddles in the next open available slot >> Do not move someone else's paddle(s) that is ahead of you in the queue even if there is only one paddle in it. <<
* Congratulate each other at the End of the Game. Respectfully Bump fist or racquets butts.
Valleystream Pickleball
PB RULES as well as Etiquette.
1. You must call out the score so your opponents can hear, before serving the ball; violation is loss of serve.
2. The server must wait for the receiver to be ready before serving.
3. You do line calls on your side of the net and NOT the other side.
4. You may ask the opposition to help with a call, and then their decision is FINAL. "Never ask for or accept line calls from spectators".
5. If you did not see where the ball bounced; in or out on your side of the net it is "IN".
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SVS Curriculum Overview
At SVS we believe that a diverse curriculum is essential to provide our students with choice and flexibility, and to prepare them for the next stage in their learning. We have designed our offer at all Key Stages with this in mind. We have been particularly active in retaining a broad and balanced curriculum offer for our Year 11 and Year 12 within the context of year round on/off registration. It is important to note that majority of students attending/arriving at the school have missed out a significant amount of formal education. In some cases, this has been for considerable amount of time, resulting in significant gaps in their attainment, knowledge and skills.
The curriculum is delivered through teaching and learning across all subject areas. All departments are required to have schemes of work within their departmental documentation/handbooks. These are audited by the Head of Curriculum and Director of Quality and Learning termly and updated annually. Every subject makes a contribution to the learning experience; however the aim is to present a coherent curriculum rather than a series of unconnected learning experiences. Click for Subject overview.
Teaching throughout the school encourages participation, curiosity and creativity. Developing students' capacity to become genuinely independent learners both inside and outside of the classroom, is embedded in our practice.
Homework is considered an integral part of the learning experience and is set for all subjects and Year groups.
| | Curriculum Plan | | Key Stage 3 | | Key Stage 4 |
|---|---|---|---|---|---|
| | Subject | | Hours per week | | Hours per week |
| English | | 5 | | 5 | |
| Math | | 5 | | 5 | |
| Science | | 4 | | 5 | |
| ICT | | 2 | | 3 | |
| Citizenship | | 2 | | 1 | |
| Physical Education | | 2 | | 1 | |
| PSHE | | 2 | | 1 | |
| RE | | | | | |
| Enrichment 1: Literacy | | 1 | | 1 | |
| Enrichment 2: Numeracy | | 1 | | 1 | |
1.1 Key Stage 3
At Key Stage 3 we offer students a diverse curriculum upon which they can confidently build their knowledge, skills and understanding at Key Stage 4.
Biology, Chemistry and Physics are taught as separate sciences, in order to fully immerse students in the subjects from the start of Key Stage 3.
Page | 1
SVS Curriculum Policy
Other core curriculum subjects taught in Key Stage 3 include: English, Mathematics, Citizenship and ICT.
Lessons of PSHE and RE are taught in form groups once per week and delivered by the Form Tutor.
1.2 Key Stage 4
At Key Stage 4 almost all students follow an academic curriculum with GCSE and Functional Skills subjects.
KS4 Pathways
All students will follow a pathway which best meets their individual ability and skills to ensure that every student has the opportunity to achieve his or her potential. SVS as a matter of policy ensures that all our pupils will leave with qualification and a secure progression route.
The pathway that a student will follow is based upon a wide range of variables including Key Stage 2 Levels, school reports and initial diagnostic assessments.
There are two main pathways – Progress (GCSE) and Foundation (FS). It is very important that students' choices give them a balanced curriculum to ensure they develop a wide range of skills and knowledge. They will need a range of subjects with a strong academic core that leave the way open to as many career and further educational routes as possible as their ideas change and develop.
Details of all qualifications are provided in Annex B, including an overview of topics studied, details of assessment and links to the exam board.
In addition to accredited qualifications, all students will have a lesson of Core PE each week and study Personal Social and Health Education (PSHE) and Religious Studies (RE) throughout the year, during Tutor Time. Enrichment classes on literacy and numeracy are also offered twice a week after school by subject leads.
1.3 Pathways Overview
| | Subject | | Pathway 1 (GCSE) | Pathway 2 (Functional Skills) |
|---|---|---|---|---|
| English | | GCSE AQA 8700 | | |
| Mathematics | | GCSE Edexcel 1MA1F/H | | |
| Science | | GCSE Science Combined (Trilogy) AQA 8464F/H - Worth two GCSEs | | |
| Humanities | | Citizenship Edexcel 1CS0 | | |
| ICT | | | | |
Page | 2
SVS Curriculum Policy
1.4 Progress for All
Students are supported in their studies through subject mentoring schemes (intervention), additional revision classes during February and May half-terms, and one to one tutorial support (in progress).
By way of reasonable adjustment for students with additional learning needs, a number of intervention classes which are taught by respective subject specialists with SEN support are available. The aim of this adaptation is to support the acquisition of key skills vital for future success across the curriculum whilst also retaining close alignment with our international curriculum ethos.
Individual guidance is also on hand from our dedicated mentors and pastoral staff. At every stage, the students' wellbeing and progress are monitored by form tutors, subject staff and Curriculum Head while the Management Information System (MIS) provides parents access to the timetable, attendance, reports to enable parents to oversee their child's work and gain an understanding of their day to day commitments and learning.
2 Inclusion
Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
- More able pupils
- Pupils with low prior attainment
- Pupils from disadvantaged backgrounds
- Pupils with SEN
- Pupils with English as an additional language (EAL)
Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.
Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.
Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.
3 Monitoring arrangements
The principal together with the Curriculum Lead monitor the way the subjects are taught throughout the school by:
Page | 3
SVS Curriculum Policy
- Class observations
- Planning scrutinies
- Learning walks
- Book scrutinies
- Pupil Views
- Data analysis from bi-termly assessments
The principal together with the Curriculum Lead also have responsibility for monitoring the way in which resources are stored and managed.
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Smarter Balanced
Assessment Consortium:
Findings From Virtual Focus Groups Among Parents
National PTA | Edge Research | February 2022
Introduction: Research Objectives and Background
The Smarter Balanced assessment system is a suite of assessment tools and resources serving a member-led consortium covering 13 states, the U.S. Virgin Islands, and Bureau of Indian Education in order to help educators gauge student academic progress and support teachers as they improve student learning. In 2021, National PTA and Smarter Balanced collaborated on a project to better understand how to help close the assessment system literacy gap with parents and meet the needs of parents around assessment reporting. National PTA working in partnership with Edge Research, sought to examine how parents prefer to receive information about their child's academic progress and whether the Smarter Balanced system, score reports, and standardized year-end assessments are accessible and useful for families.
Methodology
Edge Research and National PTA conducted 5 virtual focus groups among parents of 3rd–8th graders, a total of 29 parents—21 women and 8 men—between November 4–11, 2021. Participants represented a mix of age, gender, geographic area, locality (urban, suburban, small/town rural), and socioeconomic status. Race and ethnicity demographics included 7 White, 10 Black/African-American, 8 Hispanic, and 4 Asian/Pacific Islander individuals. Specifically:
* 1 parent group among 6th–8th grade; mixed race/ethnicity; Eastern SBAC states
* 1 parent group among 3rd–5th grade; mixed race/ethnicity; Western SBAC states
* 1 parent group among 3rd–5th grade; Black/African American; mix of SBAC states
* 1 parent group among 3rd–5th grade; mixed race/ethnicity; small town/rural
* 1 parent group among 6th–8th grade; Hispanic/Spanish-speaking; mix of SBAC states with focus on Western states
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
Results: Parent Mindset
Parents already have a lot on their plates and want simple actions and quick informational resources they can use on their own, without teacher support. Any direct-to-parent resources should help parents independently better support and understand their child's learning.
Teachers are key to communicating the purpose of the state test and can damage the legitimacy of the test if they share any personal, negative perspectives, or opinions with parents. It is important to help parents understand the purpose of the state test. Reinforce that it is not the only measure—or meant to tell the whole story—but rather one of many measures that should be reviewed with others to give parents a more complete picture. Furthermore, it is important for parents to understand the appropriate uses of different assessments. For example, formative to support daily classroom teaching and learning, interims to gather informal information about learning throughout the year, and summative to help state and federal leaders understand patterns of progress and identify helpful supports.
The Start of School Year 2021–2022
A Return to In-Person Learning
Gauging Academic Performance
Returning to in-person classes, parents are mostly optimistic and report their children are more engaged and excited to learn. However, many also express trepidations and are particularly concerned with how their children are adapting to changing health policies, protocols, and procedures.
Coming off remote learning, most parents want to remain highly involved with their child's education and desire information that will help them to better support their child during the year. They want tools, resources, and information that enable them to be active participants—they predominantly lauded these features of SBAC tools and score reports.
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
Parents rely heavily upon feedback and communication from teachers about their child's progress and expressed interest in receiving progress reports that provide actionable information on where their student excels or needs help, clear indicators of progress over time, and how their student or school compares to others by school, district, and nationally.
Testing
Many respondents saw value in the tools they reviewed (the Interim Assessment Suite, IAIP, and SmART) as ways to check on progress during the school year and get a head start on preparing for year-end exams. However, parents cautioned against overtesting and want teachers to be actively involved in the process. Others admitted this information "exceeded" what they would likely review/use.
1 Year-End State Tests: Parents need a better way to connect the dots between what happens in the classroom and the year-end state tests. Most parents reviewed their children's yearend state test results. Parents appreciated that these tests provided an easy way to compare their child's academic progress with other students and to see subject areas where their child may need more help. However, the study also revealed that the presentation of yearend state test results can be confusing for some parents, and that parents may be less likely to regularly review their child's year-end test results if those results are inconsistent with their child's grades or if their child's teacher minimized the importance of test results as a measure of academic progress.
2 Benchmark and Interim Tests: Standardized assessments, including interim or benchmark tests, can be an afterthought in terms of gauging academic performance, and several respondents pushed back against putting too much stock in test results. Instead, parents rely most heavily on interactions with their children and teacher communications.
Key Takeaways of Parent Mindset on Testing:
* Currently, neither statewide test results nor interim tests reside in the top tier of resources parents use to determine academic performance.
* Most participants report consistently reviewing year-end state test results but illustrate varying degrees of reliance on the measure.
* "Benchmark" and "interim" tests are not as familiar to parents. Certain benchmarking tools, in addition to homework, might work well although students could still not perform well on the summative test. While most interims or benchmarks do not reflect the full breadth and depth of the standards, the end-of-year assessments do.
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
Results: Teacher Tools Review
Reactions to Interim Assessment Suite (IAS)
Parents would find value in the "snapshot" information that the Interim Assessment Suite could provide. Parents react positively to monitoring progress and addressing areas of struggle via "snapshots" throughout the year; year-end test results are too late to make changes. Some contend that "more information is always better." However, a few parents cautioned against over-testing or teaching to the test. Some reiterated their preference for teacher feedback over test scores.
Reactions to Sample Item Website/SmART
The Sample Item Website/SmART could help to connect classroom work with the year-end test.
However, some parents view this information as overkill or data they would not feel comfortable using. Sample questions can give their students a head start in studying for year-end tests. It offers another way to understand whether students are meeting expectations. However, the tool should include next steps so as not to overwhelm teachers and to give parents guidance as to how to best use it. The tool only works if the teacher is interested and involved. It adds too much work for some parents or parents would use the information incorrectly. Such a tool reinforces parent concerns about undue emphasis on testing.
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
Results: Score Report Review
Overarching Findings
Parents are looking for actionable reports that clearly identify what specific academic areas need work and how to improve them. Above all, score reports must be actionable for parents: identify what specific areas need work and how to improve them. Parents also value indicators of their students' progress over time but not necessarily predictions on how students might perform in subsequent tests based on those results. Several respondents expressed interest in how their student or school compares to others by school, district, and nationally.
Reactions to Score Report Components
1 Level Descriptors: Overall, respondents found Level Descriptors clear, but they shared several concerns. Some parents, especially those who struggled in school themselves, expressed concern about the greater impacts and implications of lower levels on their children. Several respondents questioned why 3rd–8th grade students would connect to college readiness. Others added that college is not necessarily a goal for everyone. A few parents expressed hesitancy towards putting students into different levels and the use of conditional verbs invite uncertainty.
2 Reactions to Mid-Atlantic State Test Result Report: This report deploys a level identifier and a thermometer with color coding that parents found clear. The report also uses a progress graph, which parents noted easily gauged change in the student results over time. The report also deployed a topic area performance summary which provided important context for parents but also confused some parents. Several found the amount of text information overwhelming. Parents indicated it was helpful to have a link for additional resources to support their child.
3 Reactions to the Western State Test Result Report: This report deploys a color-coded bar graph that represents the students' results over multiple school years. Respondents appreciated seeing yearly progress and felt the color coding works as intended. However, the accompanying explanation generated confusion and frustration as it uses ambiguous language about predictive outcomes (i.e., "if this student were to test again"). In this report, an additional checkbox graph identified if a student was above, at/near, or below the standard across three concepts. Parents liked the specific skill identification but questioned how to make this information actionable or how to reconcile the scores in the bar graph with the checkbox. A few parents expressed a desire to see comparisons to other schools and districts.
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
Conclusions
This study reinforces the idea that year-end assessments and progress reports can be valuable tools for parents in understanding and supporting their children's academic progress. However, reports of student academic progress need to adopt parent-friendly language and must be actionable for parents by clearly identifying what specific areas need work and how to improve them.
Moreover, the study revealed what we have always known to be true—that teachers are essential partners and trusted messengers when it comes to conveying information about academic progress to parents.
Teachers are essential partners and trusted messengers when it comes to conveying information about academic progress to parents.
We must ensure that teachers are equipped to clearly understand, value, and appropriately communicate the purpose of assessments and provide support to help them explain to parents both student results and how they plan to utilize those results in the classroom. Teacher assessment system literacy, we believe, is just as important as parent literacy in understanding the role of assessments.
National PTA remains firm in its belief that assessments play a vital role in measuring student progress, so parents and educators have the best information to support teaching and learning, address learning gaps, improve outcomes, and ensure equity for all children. While one test should never be the sole determinant of a student's academic or work future, testing serves as one important tool that can be used in a comprehensive assessment system to evaluate and assess student growth and learning and provide parents with a more complete picture of their child's academic progress.
National PTA® comprises millions of families, students, teachers, administrators, and business and community leaders devoted to the educational success of children and the promotion of family engagement in schools. PTA is a registered 501(c)(3) nonprofit association that prides itself on being a powerful voice for all children, a relevant resource for families and communities, and a strong advocate for public education. Membership in PTA is open to anyone who wants to be involved and make a difference for the education, health, and welfare of children and youth. For more information, visit PTA.org.
FINDINGS FROM VIRTUAL FOCUS GROUPS AMONG PARENTS
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warm up
1 Quickly read the text and match these new cooking techniques with their pictures.
1 vacuum cooking
2 Gastrovac
New cooking techniques
Vacuum cooking at low temperatures cooks food in sealed containers with the air partially extracted. This reduces oxygen content, preventing oxidation, which spoils foods, and enables us to preserve food for a long time.
You can use this technique with all food types except for dried pulses, which do not absorb enough water and remain hard.
Green-leafed vegetables need to be blanched and put in appropriate packaging to stop them going brown. Both red and white meats can be vacuum cooked, but delicate meat cuts require short cooking and less tender meat cuts should be cooked long and slow. Vacuum cooking is particularly good when boiling or stewing, as it keeps meat tender and tasty and preserves nutrients. You need to brown meat separately as it is not possible with this
method. Vacuum cooking fish means we can preserve it for a period of time impossible with other methods, but it is too dangerous for frozen or deepfrozen fish. It is a simple and safe way of preserving the aroma, taste and colour of vegetables as they cook at only 90-92°C.
First pre-heat the vacuum-cooker, then foods are cooked at the required core temperature of 60°C for 30 minutes or 65°C for 15 minutes. Food is sterilised by bringing its external temperature to 75-85°C for just 1 minute.
Gastrovac or impregnation cooking uses a special appliance, which consists in a casserole dish equipped with a thermostat, inside which you can reduce the pressure, thus lowering water boiling temperature and creating particularly tender and delicate textured food.
Meanwhile, the re-injection of air into the casserole dish generates a sponge-effect, so-called impregnation. As atmospheric pressure is restored, the food reabsorbs oxygen and the liquids around it, allowing an infinite combination of flavours.Red and white meats, tubers and fish can all be Gastrovac cooked and the process is simple. First bring the appliance to a temperature of 72°C, meanwhile browning the meats in a side casserole, removing the cooking fat. Next put the food in the Gastrovac casserole dish and add aromas (juices, herbs, sauces, bases, wine, essences and spices). Seal the Gastrovac, creating a vacuum and cook for the necessary time.
Re-inject air, remove the product and keep it hot. Finally reduce the remaining base at a high temperature and filter it through a conical sieve.
reading comprehension
2
Read the text again and answer these questions with VC (vacuum), G (Gastrovac) or B (both).
Which cooking technique...
1 allows an infinite combination of flavours?
__
2 can cook all types of meat?
__
3 can help preserve fish longer?
__
4cannot be used for dried pulses?
__
5 cannot be used to brown meat?
__
6 cooks at low temperatures?
__
7 is filtered through a sieve before serving?
__
8preserves the aroma, taste and colour of vegetables?
__
9 requires the removal of cooking fat?
__
Module 4 - Worksheet 4
Excellent! © ELI
listening
3 8 You will hear somebody describing a recipe they followed for prawn cocktail using vacuum cooking (VC) and a recipe for lettuce sautéed with smoky bacon using a Gastrovac (G). Decide which sentences belong to which recipe.
a I cooked them for 55 minutes at 50°C and then allowed them to cool and drain well. G
b I cut the lettuce hearts in half.
c Finally I seasoned with salt, freshly-ground pepper and orange zest.
d I cooked the prawns for 15-35 minutes at a temperature of 55.6°C.
e I placed the meat stock, bacon, onions, carrots, rosemary and lettuce hearts into the Gastrovac.
f I salted and peppered the raw prawns.
g I served them in a blended sauce of tomatoes, garlic, peppers, honey, lime juice and some tomato purée to thicken it.
h Once the prawns were ready, I took them out of the bag and let them first dry and then chill.
i I placed a little melted butter and sugar in a frying pan, with the lettuce hearts flat side down and fried until golden brown.
j Then I sealed them in a bag with some rendered fat for flavour.
4 8 Listen again and put the instructions to both recipes in the correct order.
Vacuum cooked prawn cocktail
Lettuce sautéed with smoky bacon
1
n
___________________________________ ___________________________________
2
n
___________________________________ ___________________________________
3
n
___________________________________ ___________________________________
4
n
___________________________________ ___________________________________
5
n
___________________________________ ___________________________________
1
n
___________________________________ ___________________________________
2
n
___________________________________ ___________________________________
3
n
___________________________________ ___________________________________
4
n
___________________________________ ___________________________________
5
n
___________________________________ ___________________________________
f
I salted and peppered the raw prawns.
Excellent! © ELI
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ONE
Look at the following images. What weather does each one describe? Use the following words to complete the gaps.
rain / rainy tornado wind /windy rainbow hurricane storm / stormy sun / sunny snow / snowy clear cloud / cloudy partly cloudy sun and rain partly sunny
............................. ............................. ............................. .............................
............................. ............................. ............................. .............................
............................. ............................. ............................. .............................
TWO
On the next page there is a song. Click on the link below to access it on YouTube.
https://www.youtube.com/watch?v=PXatLOWjr-k
All of the words in the gaps are related to the weather. Can you guess them before you listen to the song?
Why Does It Always Rain On Me (Travis)
I can't sleep tonight Everybody's saying everything is alright Still I can't close my eyes I'm seeing a tunnel at the end of all of these lights
Chorus ________________ days, where have you gone? I get the strangest feeling you belong Why does it always ________________ on me? Is it because I lied when I was seventeen? Why does it always ________________ on me? Even when the sun is ________________ I can't avoid the ________________
I can't stand myself I'm being held up by invisible men Still life on a shelf when I've got my mind on something else
Chorus
________________days, …
Oh where did the blue ________________ go?
Oh why is it________________so?
It's so________________
I can't sleep tonight …
Chorus
________________days, …
Oh where did …
All images and logos have been searched on Google© using the ‘Labeled for non-commercial use’ filter search. Where available, the original source of the texts used has been acknowledged.
ANSWER KEY
ONE
Sun / sunny – partly sunny – partly cloudy – sun and rain
Rain / rainy – storm / stormy – snow / snowy – cloud / cloudy
Wind / windy – rainbow – tornado / hurricane – clear
TWO
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ALIGNMENT CHART
Florida Standards for Health Education
■ Second Step® Elementary Digital Program
■ Second Step® Middle School Digital Program
This alignment chart illustrates how the Second Step Elementary and Second Step Middle School digital programs and the Florida Standards for Health Education complement and support each other across key social-emotional concepts.
participating in an SEL program, students fared markedly better academically—by an average of 13 percentile points—than their peers who didn't participate in an SEL program. The meta-analysis also indicated that, regardless of race, socioeconomic background, or school location, students showed significant positive benefits one year after participating in an SEL program.
The Importance of Social-Emotional Learning
Social-emotional learning (SEL) is recognized as a key ingredient for school and life success. In a 2011 metaanalysis of 213 school-based SEL programs, researchers found that students in an SEL intervention demonstrated significantly improved social-emotional skills, attitudes, and behavior, as well as an 11-percentile-point gain in academic performance, compared to students who didn't participate in an SEL program. 1
A related meta-analysis in 2017 showed that conduct problems were reduced and emotional distress and drug use were much lower for students who took part in an SEL program than those who didn't, even years later. 2 Researchers found that almost four years after
1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
2. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Educators across the nation acknowledge the benefits of SEL in schools and agree that teaching students socialemotional skills is a necessary and valuable component of their education.
About the Second Step® Elementary and Second Step® Middle School Digital Programs
The research-based Second Step Elementary and Second Step Middle School digital programs are universal, webbased classroom programs designed to promote socialemotional competence to help increase students' school success and decrease problem behaviors. They help students cope with challenges, create positive relationships, and succeed both socially and academically. Skills are reviewed and expanded each year, gradually becoming more complex as students get older.
Lessons provide the tools for students to develop mindsets, knowledge, and skills to handle strong emotions, show kindness and empathy, build and strengthen friendships, make and follow through on good decisions, and solve problems with their peers.
Second Step® Elementary Digital Program Alignment with Florida Standards for Health Education for
Kindergarten
| Strand | Standard | Benchmark |
|---|---|---|
| Character Education | Character | HE.K.CE.1.1 Define and give examples of kindness and caring. |
| | | HE.K.CE.1.2 Identify and recognize basic feelings. |
| | Responsibility | HE.K.CE.2.1 Identify healthy decisions to improve personal health. |
| | Success Skills | HE.K.CE.3.1 Identify personal strengths and things I can do independently. |
| | | HE.K.CE.3.2 Identify when help is needed and who to ask for help in completing a task. |
| | Trustworthiness | HE.K.CE.4.1 Define and give examples of honesty. |
| | Respect | HE.K.CE.5.1 Identify the benefits of sharing and cooperation. |
| | | HE.K.CE.5.2 Describe ways to be respectful to others. |
| | Citizenship | HE.K.CE.6.1 Identify the importance of sharing thoughts and ideas as an individual and as part of a group. |
| | | HE.K.CE.6.2 Identify the roles and responsibilities of trusted adults. |
Key Skills and Concepts
| Focus attention | Recognize that attention helps them learn and stay safe | Recognize that skills improve with practice and effort | Understand that mistakes are part of learning | Identify familiar feelings from contextual and behavioral cues | Name and apply slow breathing as an emotion- management strategy | Name and apply asking an adult for help as an emotion-management strategy | Recognize the kind acts of others | Recognize their own kind acts | Demonstrate things they can say or do to show kindness to others | Manage strong emotions to feel calm before solving problems | State the problem | Ask for what they want or need in order to solve a problem | Demonstrate apologizing, taking turns, and sharing as solutions to problems |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | ✔ | ✔ | ✔ | ✔ | | | ✔ |
| | | | | ✔ | ✔ | ✔ | | | | | | | |
| ✔ | ✔ | ✔ | ✔ | | | | | | | | | | |
| | | ✔ | ✔ | | | ✔ | | | | | | ✔ | |
| | | | | | | | ✔ | ✔ | ✔ | ✔ | | ✔ | ✔ |
| ✔ | | | ✔ | | ✔ | | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ |
| | | | | | | | | | | | ✔ | ✔ | |
Key Skills and Concepts
Brain Builders
(Executive-Function Skills)
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
[x] ✔
Key Skills and Concepts
Key Skills and Concepts
Brain Builders
(Executive-Function Skills)
Unit 1: Growth Mindset
& Goal-Setting
Unit 2: Emotion
Management
Unit 3:
Empathy & Kindness
Unit 4:
Problem-Solving
Attention
Working memory
Inhibitory control
Use growth-mindset language
Replace unhelpful thoughts with
helpful thoughts
Persevere through challenges while
recognizing that mistakes are part of learning
Recognize that skills improve with practice,
effort, and asking for help
Identify complex feelings from contextual and
behavioral cues
Recognize that people can feel differently
about the same situation
Apply using helpful thoughts as an emotion-
management strategy
Define empathy
Recognize how empathy helps them identify
when and how to show others kindness
Apply empathy and perform kind
acts for others
Manage strong emotions to feel calm before
solving problems
State the problem without blame or
name-calling
Generate their own solutions to a
given problem
Recognize that some solutions work better
than others in a given situation
Standard
Benchmark
Character
HE.2.CE.1.1 Identify the benefits of showing kindness and treating others
with respect.
✔
✔
✔
Responsibility
HE.2.CE.2.1 Discuss when students need to be compliant.
Success Skills
HE.2.CE.3.1 Explain the importance of setting goals.
HE.2.CE.3.2 Identify strategies to help persevere in difficult situations.
✔
✔
✔
✔
✔
✔
✔
✔
✔
Trustworthiness
HE.2.CE.4.1 Describe the characteristics of trustworthiness.
Respect
HE.2.CE.5.1 Identify what a conflict is and how disagreements can happen.
✔
✔
Citizenship
HE.2.CE.6.1 Identify ways to make positive contributions to the well-being
of the school and the community.
✔
Second Step® Elementary
Digital Program Alignment
with Florida Standards for
Health Education for
Grade 2
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
[x]
[x]
| | | Key Skills and Concepts | | | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Brain Builders (Executive-Function Skills) | | | | Unit 1: Growth Mindset & Goal-Setting | | | Unit 2: Emotion Management | | | Unit 3: Empathy & Kindness | | | | | |
| | | Attention | Working memory | Inhibitory control | Cognitive l fexibility | Understand that the brain can grow and change | Recognize that skills improve with practice, effort, help from others, and trying a new way | Make an effective plan for how to get better at a skill | Describe the role and purpose of emotions | Identify and label similar emotions with different intensity levels | Recognize taking a break as an emotion- management strategy | Identify how kindness helps them make friends and strengthen relationships | Recognize that different people may prefer to be shown kindness in different ways | Demonstrate kind acts that recognize that people like to receive kindness in different ways | Manage strong emotions to feel calm before solving problems | State the problem without blaming or name-calling | Restate the wants and needs of each person in a problem situation |
| Standard | Benchmark | | | | | | | | | | | | | | | | |
| Character | HE.3.CE.1.1 Identify opportunities to serve or help others in the school or community. | | | | | | | | | | | ✔ | | ✔ | | | |
| Responsibility | HE.3.CE.2.1 Identify the characteristics of a responsible decision-maker. | | | | | | | | | | | | | | ✔ | | ✔ |
| Success Skills | HE.3.CE.3.1 Discuss how abilities can be improved through work. | | | | | ✔ | ✔ | ✔ | | | | | | | | | |
| | HE.3.CE.3.2 Describe ways to deal positively with failure and learn from adversity. | | | | | ✔ | ✔ | ✔ | | | | | | | | | |
| Trustworthiness | HE.3.CE.4.1 Identify strategies and describe ways to earn the trust of others. | | | | | | | | | | | | | | | | |
| | HE.3.CE.4.2 Discuss ways to be loyal to friends and family. | | | | | | | | | | | ✔ | ✔ | ✔ | | | |
| Respect | HE.3.CE.5.1 Define conflict resolution and options on how disagreements can be settled. | | | | | | | | | | | | | | ✔ | ✔ | ✔ |
| Citizenship | HE.3.CE.6.1 Identify leadership opportunities within the classroom, school, and the community. | | | | | | | | | | | | | | | | |
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
[x]
[x]
| | | Key Skills and Concepts | | | | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | Brain Builders (Executive-Function Skills) | | | | Unit 1: Growth Mindset & Goal-Setting | | | Unit 2: Emotion Management | | | Unit 3: Empathy & Kindness | | | | | | |
| | | Attention | Working memory | Inhibitory control | Cognitive l fexibility | Identify what a goal is and what an effective plan includes | Identify a shared class goal and make a plan to reach that goal | Monitor progress and modify a plan to reach a goal | Recognize that strong emotions make it hard to think clearly | Recognize that managing emotions is necessary to make good decisions | Apply reappraisal as an emotion- management strategy | Recognize that empathy and perspective- taking can help them get along with others | Apply perspective-taking strategies to help empathize with others | Recognize that another person’s point of view can change one’s own thoughts or actions | Manage strong emotions to feel calm before solving problems | Demonstrate speaking up for one’s self when solving a problem | State the problem without blaming and from all points of view | Generate solutions that take all points of view into consideration |
| Standard | Benchmark | | | | | | | | | | | | | | | | | |
| Character | HE.4.CE.1.1 Explain how attitudes and thoughts can influence your behavior and can impact others. | | | | | | | | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | | | |
| Responsibility | HE.4.CE.2.1 Discuss ways to take responsibility for one’s actions. | | | | | | | ✔ | | ✔ | | | | | ✔ | ✔ | | |
| Success Skills | HE.4.CE.3.1 Describe how perseverance leads to success. | | | | | | | ✔ | | | | | | | | | | |
| Trustworthiness | HE.4.CE.4.1 Discuss ways that trustworthiness can lead to school and career success. | | | | | | | | | | | | | | | | | |
| Respect | HE.4.CE.5.1 Describe how to agree to disagree with others to resolve conflicts. | | | | | | | | | | | | | | | | | |
| | HE.4.CE.5.2 Identify the benefits of treating others with respect. | | | | | | | | | | | ✔ | ✔ | | ✔ | | ✔ | |
| Citizenship | HE.4.CE.6.1 Describe the importance of considering the perspective of others when communicating. | | | | | | | | | | | ✔ | ✔ | ✔ | | | ✔ | ✔ |
| | HE.4.CE.6.2 Identify opportunities to actively participate as a responsible citizen in the school and the local community. | | | | | | ✔ | ✔ | | | | | | | | | | |
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
[x]
[x] ✔
Key Skills and Concepts
Key Skills and Concepts
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
[x]
[x]
Key Skills and Concepts
Key Skills and Concepts
Unit 3: Thoughts,
Unit 4: Managing Relationships
[x]
[x]
[x] ✔ ✔
[x]
2021 Committee for Children | SecondStep.org | Second Step® Elementary and Second Step® Middle School Digital Programs
Other Florida Standards for Health Education
Skills and concepts in the Second Step® Elementary and Second Step® Middle School digital programs closely align to the Florida Standards for Health Education's Character Education standards. Alignment to specific Character Education benchmarks is shown by grade in the previous charts. Additional skills and concepts in the Second Step® digital programs can help support students in meeting other Florida Standards for Health Education, as shown in the following table. A few grade-level examples are included.
| Interpersonal Communication Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. | All Grades • Identify and label emotions • Know how and when to ask for help • Demonstrate skills to resolve interpersonal conflicts Kindergarten • Recognize that paying attention helps them learn and stay safe • Ask for what they want or need to solve a problem Grade 4 Demonstrate speaking up for themselves when solving a problem | All Grades • Recognize how conflicts escalate • Describe the different perspectives of the people involved in a conflict • Apply a multistep conflict-resolution process |
|---|---|---|
| Decision-Making Demonstrate the ability to use decision- making skills to enhance health. | All Grades • Know strategies to help themselves feel calm and manage strong emotions • Know how and when to ask for help Grades 3–5 • Consider multiple points of view when solving interpersonal problems • Evaluate possible outcomes of solutions to an interpersonal problem | All Grades • Understand how emotions influence decision-making in positive and negative ways • Recognize and reframe unhelpful thoughts • Recognize the signs of stress and anxiety |
| Florida Standards for Health Education | Second Step® Elementary Digital Program Skills and Concepts | Second Step® Middle School Digital Program Skills and Concepts |
|---|---|---|
| Goal-Setting Demonstrate the ability to use goal- setting skills to enhance health. | Grades 3–5 Set goals and make plans to reach them Grades 4–5 Monitor progress toward a goal | All Grades • Set personal goals and create plans to achieve them • Determine how to adjust and persist after making a mistake • Apply personal strengths to develop an interest or get better at something new |
| Internal and External Influence Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. | Grade 2 Recognize their experiences affect how they feel Grade 4 Recognize that different experiences can lead to different points of view | All Grades • Identify the underlying emotions that influence unhelpful thoughts • Recognize and reframe unhelpful thoughts • Recognize common types of bullying and harassment |
| Self-Management Demonstrate the ability to practice advocacy, health- enhancing behaviors, and avoidance or reduction of health risks for oneself. | All Grades Know strategies to help themselves feel calm and manage strong emotions | All Grades • Recognize the signs of stress and anxiety • Apply stress- and emotion-management strategies |
| Advocacy Demonstrate the ability to advocate for individual, peer, school, family, and community health. | All Grades Know how and when to ask for help | All Grades • Determine the best upstander strategy for a situation • Understand students’ responsibility to create a positive school climate | | <urn:uuid:bff69e04-dfca-4680-9868-2792a4de3708> | CC-MAIN-2022-27 | https://cfccdn.blob.core.windows.net/static/pdf/alignment-charts/second-step-digital-el8-academic-alignment-fl.pdf | 2022-07-02T09:12:39+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00643.warc.gz | 205,241,675 | 4,353 | eng_Latn | eng_Latn | 0.839386 | eng_Latn | 0.981631 | [
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JUDICATURE
BY ZACHARY NEWKIRK
hen he was 16 years old during the summer of 1866, a recently freed slave named Alfred Jefferson rode his employer's horse without permission. A local criminal judge in Bradford County, Florida, fined the young man two hundred dollars plus court costs — approximately three thousand dollars in 2017. Unable to pay, Jefferson "was sold at public outcry" to a white planter, Allen Thomas, who assumed the fine in exchange for Jefferson's labor. The teenager was to work for three years. 1 W
ABOVE: A FREEDMEN'S BUREAU AGENT STANDS BETWEEN ARMED GROUPS OF WHITES AND FREEDMEN IN THIS 1868 SKETCH FROMHARPER'S WEEKLY, JULY 25, 1868. (ALFRED R. WAUD, 1828-91, ARTIST.)
4
Even though Jefferson was techni cally free, Thomas regularly whipped the teenager. On Oct. 11, 1866, Thomas, his son, and a third white man surrounded Jefferson "in a lot belong ing to Allen Thomas and tied his hands and feet, fastening his hands to an oak tree . . . and then whipped him" with a handsaw. The three men struck Jefferson more than 50 times, "thereby lacerating his skin and flesh." Appealing to an agent of the Freedmen's Bureau, the civil courts on a charge of Assault and Battery would in all probability result in an acquittal of Mr. Allen and the parties who assisted," he wrote. 3
Captain Grossman was one of count less men who served as a kind of federal judge presiding over ad hoc Freedmen's Bureau courts. These courts existed as federal tribunals that temporar ily existed after the Civil War to help freedpeople achieve justice. Technically under the aegis of the War Department,
In order to combat overt and state-sanctioned forms of discrimination, the federal government stepped in by rapidly expanding the judiciary through the Freedmen's Bureau courts.
Jefferson claimed "he knows of no reason why he should have been whipped in such a brutal manner." 2
If this episode had occurred two years before, the teenager Alfred would have had no recourse. As a slave, he would have been subject entirely to his master's punishment. In 1866, however, Jefferson was able to appeal to the federal government in the form of the Freedmen's Bureau. Even more, the Bureau agent that Jefferson met, Captain Frederick Grossman, was authorized to form a type of federal court to see that Jefferson could achieve justice — a Freedmen's Bureau Court. Writing to his superiors, Grossman was adamant that he shepherd Jefferson's case through the Bureau's alternative legal system. "To bring this case before these Bureau courts settled civil ian complaints, almost exclusively involving freedpeople facing extreme discrimination at the hands of Southern white people. After all, the abolition of slavery did not eradicate racial preju dice. Animus on the basis of race toward the now-free black people after the Civil War became especially apparent in legal proceedings in local and state courts across the South.
In the immediate post-Civil War South, violence and discrimination against black people was the norm. Among the more infamous institu tional mechanisms for discrimination were the so-called Black Codes, discrim inatory laws that Southern states passed in 1865 and 1866 to curtail the rights and freedoms of the newly emancipated slaves. These laws varied across the states but they, among other things, included provisions that prevented black people from renting land in specific areas such as cities, punished "vagrancy" — a nebulous term that encompassed every thing from idleness and disorderliness to "misspend[ing] what they earn" — limited freedpeoples' occupations to farmer and laborer, forced freedpeople into signing unfair labor contracts, and required black children into forced apprenticeships, which were essentially "an excuse for providing planters with the unpaid labor of black minors." 4
In order to combat overt and state-sanctioned forms of discrimina tion, the federal government stepped in by rapidly expanding the judiciary through the Freedmen's Bureau courts. These ostensibly temporary institutions represented a dramatic growth of federal judicial power — perhaps reaching the broadest jurisdiction that federal courts have had in American history — and appear to have gone unchallenged with respect to their constitutionality. These federal tribunals reached deep into legal areas that had long resided within the sphere of state and local courts and aimed to advance equal justice in disputes over property, contracts, wages, labor conditions, family matters, and crimes inflicted on the formerly enslaved men and women throughout the South.
BUREAU COURTS' ORIGINS
The federal government's efforts to place freedpeople on the same legal level of white people began long before the Civil War ended. Union armies march ing through the insurrectionary states generated not just battles and military casualties but also an exodus of black people from slavery's shackles. Escaped slaves flocked to the Union lines, buoyed early in the war by the pros
pect of freedom and later encouraged by increasingly more liberal federal policy, culminating in the Emancipation Proclamation. 5 The resulting influx of refugees necessitated aid and organi zation. The U.S. Army, for example, organized large-scale efforts to assist the freedmen. 6 But the need for government involvement in helping the freed slaves was even more clear during the latter stages of the war. 7
Nonmilitary federal assistance offi cially arrived on March 3, 1865, when President Abraham Lincoln signed "An Act to establish a Bureau for the Relief of Freedmen and Refugees." 8 Rep. Thomas Eliot, a Massachusetts Republican, originally introduced legislation in January 1863 to estab lish a "Bureau of Emancipation." He reintroduced the measure in December 1863; though it passed the House of Representatives, the bill stalled in the Senate as senators debated whether the Bureau ought to fall under the War or Treasury Department. 9 Ultimately, it organized under the War Department; Congress had "called for the nation's most advanced experiment in social welfare but had grafted it onto the most conservative of American institutions," one historian summarized. 10 During the 38th Congress's second session, both the House and Senate passed the "long squabbled over" Act on March 3 without division, overcoming "unusual expedients" and "dilatory motions." 11 The United States government thereby committed itself to assisting freed slaves — it had, in the words of Bureau chron icler George Bentley, "terminated the old status of the Negroes in society; so it owed them a new and it was to be hoped a better status." 12
The March 1865 Act creating the Bureau was short and vague. Among its clearer provisions was the explicit stipu
lation that the Bureau would last for one year after the war's end, that a commis sioner would be appointed by the President and confirmed by the Senate, that the commissioner would have a staff of clerks and no more than ten assistant commissioners, and that the Bureau would direct provisions, food, and shelter to freedpeople and refugees.
Less clear, however, was the stat ute's authorization to take "control of all subjects relating to refugees and freedmen from rebel states." 13 The commissioner of the Freedmen's Bureau, 34-year-old General Oliver O. Howard, took this command to heart. To him, the Bureau inspired "vast work under taken and accomplished in the interest of humanity." 14 The result, then, was an enormous range of responsibilities. Bureau agents wore the many hats of "diplomat, marriage counselor, educa tor, supervisor of labor contracts, sheriff, judge, and jury," according to leading Reconstruction historian Eric Foner. 15 Howard accepted his appointment to head the Bureau on May 12, 1865. The following weeks were a flurry of activ ity as he appointed his staff, settled into Bureau headquarters (formerly the home of a senator-turned-Confederate), digested reports on the status of the freedmen across the South, and sent out orders for the new agency. 16
One of the earliest and most conten tious conflicts the new Bureau faced was its relationship with new state govern ments then forming in some Southern states. Unsurprisingly, conflicting notions of law and justice for black people became a point of conflict. The hopes that Southern state institutions would give freedpeople access to the courts, the right to testify, and equal punishment for similar crimes ran against centuries of practice. 17 Despite clear opposition, the Bureau began the erosion of these customs to grant the freedpeople legal rights. In his auto biography, Howard said he took pride when the Bureau "took the lead" in "obtaining recognition of the negro as a man instead of a chattel before the civil and criminal courts." Bringing freed people "under the title of justice was the first active endeavor to put the colored man or woman on a permanent basis on a higher plane." 18
THE AMBIGUITIES AND SCOPE OF THE BUREAU COURTS
General Howard credited the Bureau courts' creation to a visit with a group of concerned Virginia planters. Many planters, he remembered, were "quite in despair [about] how to make or execute contracts with ex-slaves." In response, Howard recommended creating a court limited to minor cases involv ing less than $200 and staffed with a three-member tribunal: a Bureau agent, a representative of the planters, and a representative of the freedmen. Howard predicted that the freedmen's represen tative would overwhelmingly be "an intelligent white man who has always been their friend." The planters were apparently "pleased" with the concept and the idea proceeded into practice. 19
Despite the original statute's bare provisions, General Howard issued a sweeping circular to his assistant commissioners on May 30, 1865. The order allowed the Bureau to assume judicial control from the states in certain broad circumstances. These situations included "places where there is an inter ruption of civil laws, or in which local courts, by reason of old codes . . . disre gard the negro's right to justice before the law . . . in not allowing him to give testimony." Where the state courts were committed to antebellum-style justice, Howard permitted assistant commis4
sioners or their subordinate officers to adjudicate "all difficulties" involving black people. 20 Thus, the Bureau courts were born.
To the actors on the ground — the professionally trained lawyers, judges, and lawmakers of varying ideologies — it was not clear in 1865 or 1866 where and when the new extension of the federal judiciary would end. 21 To Southern whites and black freedpeo ple in 1866, the federal government's role in their futures seemed on the rise. Although federal legislation creat ing the Bureau and its courts gave it a temporary existence — they were to expire in 1868 according to the stat ute passed in July 1866 — and the number of Union soldiers were steadily decreasing throughout the South, the persistence of federal power seemed very real. The end of Reconstruction, which began in the 1870s and was essentially over by 1877, was not yet an imminent possibility in 1866.
Far-reaching as it was, Howard's May 30th circular drew some lines that defined the Bureau's scope. If a state court permitted testimony from black people to enter into evidence, for exam ple, a Bureau court would no longer be necessary. Allowing freedpeople to fully participate in court proceedings would restore state court jurisdiction and allow state courts an end-run around federal judicial interference. But even under the limiting contours of the May 30th circular, the Bureau courts popped up across the South in 1865 and into 1866 as Southern states failed to allow black people to testify in court.
From a constitutional perspective, the Bureau courts operated within a nebulous region between the Constitution's Article I, Article II, and Article III. Officially under the control of the executive War Department as authorized by Congress, the courts exercised broad Article III jurisdiction under a temporary expansion of what gave rise to a federal question. Broadly speaking, controversies that related to freedpeople — particularly unequal treatment between white people and freedpeople — became federal ques tions and were sent to the federal Bureau courts. Research yields no record of a challenge to the constitutionality of the Bureau courts.
Still, there was no shortage of crit ics for this unprecedented expansion of federal judicial power. President Andrew Johnson was perhaps the most prominent critic of the Bureau's expansive reach into the federal judiciary. In his veto of a measure to reauthorize the Bureau, Johnson expressed deep concern that the president would have ultimate author ity to create the rules and regulations of the courts, since the Bureau's authoriz ing statute created the courts "without the intervention of a jury and without any fixed rules of law or evidence." The final power over "an almost countless number of agents established in every parish or county in nearly a third of the States of the Union," Johnson wrote, "ought never to be intrusted [sic] to any one man." 22 Ultimately, Congress over came Johnson's veto and reauthorized the Bureau for two years, continuing the very broad jurisdiction of this particular form of federal judicial power.
The time between the summer of 1865 and the fall of 1866 saw many Bureau courts appear, disappear, and reemerge. As state courts reopened during the summer of 1865, many of them reverted to state laws prohib iting testimony from black people. Accordingly, the Bureau's assistant commissioners across the South estab lished Bureau courts. 23 They were backed by the imprimatur of the federal government and the U.S. Army — still present in significant numbers in the Southern states, particularly in urban areas. As states began to allow black people to testify in their courts, the Bureau courts folded.
But admitting testimony was not the same as granting equal rights, and racial equality statutes "were frequently not translated from the law books into courtroom practice." 24 Congress's passage of the Civil Rights Act of 1866 — the first-ever civil rights act in the United States — failed to stem the tide of continued racial discrimination in the courts. The need for Bureau courts seemed to grow as Southern states gave freedpeople only "the mere, bare forms of due process." 25 So even though regu lar federal district courts theoretically provided civil remedies under the Civil Rights Act, 26 which expanded federal jurisdiction to the rights of freedpeople then enjoyed by white citizens notwith standing "any law, statute, ordinance, regulation, or custom" at the state or local level, 27 the Bureau courts contin ued in force and remained the venue in which freedpeople preferred to take legal action.
In addition, the regular federal courts in the Southern states were often far from freedpeople, travel could be diffi cult and expensive, and freedpeople lacked consistent legal representation. 28 Southern federal courts also were hampered by wartime loyalty oaths that continued after the war. For exam ple, in January 1865, Congress required attorneys to take a strict loyalty oath pledging allegiance to the United States before they could be admitted to the bars of the Supreme Court, circuit courts, district courts, and the import ant court of claims. 29 Because so many people would not make the pledge, the attorney oath requirement severely eroded administrative efficiency by
slowing down federal court operations through the South after the war. 30
In July 1866, the Bureau courts were reauthorized in another federal statute passed over President Johnson's veto. The president had successfully vetoed a previous reauthorization bill, specifically citing the Bureau courts as a reason for the veto. The freedmen deserved legal protection, Johnson wrote, but through civil authorities in the states. Expanding the jurisdiction of the Bureau and the military was wrong headed, he believed. 31
pensive agency," according to historian Donald Nieman, leading to a "tight fisted" mentality over appropriations to support the Bureau. 33 As a result, many Bureau courts faced delays, poor liti gants largely shouldered the court costs, and many could not access the courts because of the "sheer distance from the farms to the Bureau offices." 34
On the whole, the Bureau courts lacked a uniform structure, procedure, or staffs of legal professionals. They "tended to be extremely informal and very irreg ular." 35 Some were run by three-member
Despite congressional authorization, the Bureau courts faced practical limitations in the form of a scarcity of financial resources, a lack of uniformity, and insufficient legal personnel.
The Bureau's reauthorization discounted Johnson's concerns and included sweeping judicial powers. It expanded jurisdiction to all cases in which there was racial discrimination and, among other provisions, where black people "are subjected to any other or different punishment, pains, or penalties, for the commission of any act or offence, than are prescribed for white persons committing like acts or offences." 32
Despite congressional authorization, the Bureau courts faced practical limita tions in the form of a scarcity of financial resources, a lack of uniformity, and insufficient legal personnel. Congress had imagined a "small, temporary, inex
panels (as Howard initially conceptual ized), a single Bureau agent, or a single "judge" appointed by the Bureau. These appointed "judges" could be military officers or local civilians familiar with the law. 36 But there was little to guide these Bureau courts; oftentimes agentsturned-judges "heard and decided cases according to their notions of equity and justice." 37 Most cases were limited to rela tively minor civil disputes. 38 Many cases of violent crimes were referred to other judicial fora, such as a military, provost, or a state court deemed to be fair. 39
The Bureau courts varied greatly by state and locality. 40 They were more like a patchwork of judicial entities, loosely bound by a vague federal statute and Howard's orders, fluctuating in reach and enforcement, and shifting with the change of state courts' commitment to blacks' legal equality and changes in personnel. Still, they represented the reach and power of the federal authority. The Texas assistant commissioner char acterized the Bureau courts in his state as "irregular," which resulted in lowerlevel agents who, "having no uniform instructions, variously interpreted their powers and prerogatives, and often acted at variance with each other." 41
State-level orders from assistant commissioners ranged in their clarity. In Tennessee, for example, assistant commissioner Clinton B. Fisk mirrored Howard's ambiguous circular and directed his agents to assume "exclu sive jurisdiction in the adjudication of differences" when state courts "exclude the testimony of colored citizens." 42 In Mississippi, on the other hand, Bureau officials took jurisdiction over a more specific description of disputes: "petty cases such as theft, disobedience and breach of the peace" involving black people as well as "cases of cruelty and abuse of freedmen." 43
The teenager Alfred Jefferson's case sheds light on the struggles and successes the Bureau courts faced. The Bureau charged the white planter who had bought Jefferson's labor, Allen Thomas, and his two conspirators with unlawfully striking and assaulting Jefferson, tying him to a tree, and removing his pants to "strike and whip" him, "inflicting upon the naked part of his body, exposed by the removal of his britches, more than fifty severe blows." The Bureau further charged Thomas and his conspirators with another beating that resulted in "forty severe blows" after Jefferson presented a note from the Bureau agent demanding that Thomas cease beating him. Thomas4
responded to the charges by asserting that rather than 90 total "severe blows" he only inflicted about 18 "moderate blows." He also admitted that he struck Jefferson after receiving Grossman's note and that he did so explicitly "in defi ance of such notification and warning" — exemplifying the troubles the Bureau had in commanding respect from local white Southerners. 44
Grossman was remarkably transpar ent about his own limitations in forming the Bureau court. Posted in rural north ern Florida, he received little guidance from his superiors and "no rules for the action of the members and the manner in which the proceedings were to be recorded." He then formed "as nearly as possible the usual forms and rules by which Courts Martial are regulated." As a longtime soldier — he enlisted in 1855 — these military courts were probably the judicial bodies with which Grossman was most familiar. 45 He also sought two additional members, one chosen by each party, to serve as judges on the court.
Alfred Jefferson selected Simon B. Conover, then an army surgeon (and later U.S. senator from Florida), as his lawyer; the defendants selected a local planter, Garrett Vanzant. Grossman saw that Thomas was well-represented but he realized the court needed a prosecu
1 Letter from Captain F.E. Grossman to Lt. L.H. Lyman, (Oct. 19, 1866) Letters Received Volume 1, D-J, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
2 Affidavit of Alfred Jefferson, enclosed in Letter from Captain F.E. Grossman to Lt. L.H. Lyman, (Oct. 19, 1866) Letters Received Volume 1, D-J, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
3 Letter from Captain F.E. Grossman to Lt. L.H. Lyman, (Oct. 19, 1866) Letters Received Volume 1, D-J, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
tor. Because the other two judges of his court staff were not "acquainted with the rules of Military Tribunals this duty devolved upon me."
The Bureau agent, then, wore multi ple hats: judge, prosecutor, and recorder of the court, because no one else knew the proper recording procedures. Grossman urged that future Bureau courts employ some sort of prosecutor because the defendants employed "talented counsel and all the arguments on their side will certainly have the advantage." 46
The Bureau court invoked the United States of America when it swore to "duly administer justice according to our conscience, the best of our under standing and without partiality, favor, or affection." 47 Grossman was clear in stating that "in accordance with the laws of the land [Jefferson] enjoys the same privileges as a white man." So when Jefferson "was tied up without authority of law and then whipped," the perpetrator had violated the law. 48 Ultimately, the three-judge Bureau court fined Thomas $75 to be paid to the United States. It is unclear what happened to young Alfred Jefferson at the conclusion of the case. 49
For a brief period of time following the Civil War, the federal judiciary
4 Eric Foner, Reconstruction: America's Unfinished Revolution 199–201 (1988).
5 See generally Ira Berlin, ed., Slaves No More: Three Essays on Emancipation and the Civil War (1992).
6 George Bentley, History of the Freedmen's Bureau 21–24 (1955).
7 Oliver O. Howard, Autobiography of Oliver Otis Howard, vol. 2 197–98 (1907) (describing national conference of freedmen's associations and their disappointment in Congress's failure "to establish any bureau of freedmen's affairs").
expanded to protect the rights of freed people. The federal government's efforts to secure justice for freedmen and freed women brought relief to thousands of in an otherwise turbulent time. The Bureau was instrumental in combatting discriminatory state courts and state procedures by providing an alternative legal forum for black people to gain dignity and equality — and, perhaps, justice in the face of violence that formerly enslaved people like Alfred Jefferson endured. Although the end of Reconstruction would beget the rise of Jim Crow, from 1865 through 1867, freedpeople "stood a brief moment in the sun," as W.E.B. DuBois wrote, due largely to a federal judiciary at the zenith of its power. 50
ZACHARY NEWKIRK graduated from Duke Law School in 2017 with a J.D. and a master's degree in history.
He is a clerk for Judge Mark E. Walker of the U.S. District Court for the Northern District of Florida. As a law student, he served as a student editor for Judicature.
8 An Act to Establish a Bureau for the Relief of Freedmen and Refugees, 13 Stat. 507 (1865).
9 Howard, supra note 7, at 199-201; Bentley, supra note 6, at 36–49.
10 William S. McFeely, Yankee Stepfather: General O.O. Howard and the Freedmen 65 (1968).
11 Howard, supra note 7, at 201. For instances of congressional arguments on the Bureau, see Cong. Globe, 38 th Cong., 2nd. Sess. 990, 1348, 1402 (1865).
12 Bentley, supra note 6, at 38.
13 Bureau Act, 13 Stat. 507.
14 Howard, supra note 7, at 204.
15 Foner, supra note 4, at 142–43.
16 See generally Howard, supra note 7, at 206–38.
17 Bentley, supra note 6, at 65.
18
Howard, supra note 7, at 251.
19 Id., at 252.
20 Circular No. 5, Freedmen's Bureau Headquarters, Washington, D.C., May 30, 1865, House Executive Documents, 39 th Cong., 1st sess., no. 70 (serial 1256), 10.
21 Robert J. Kaczorowski, The Nationalization of Civil Rights Constitutional Theory and Practice in a Racist Society, 1866-1883 (PhD diss., University of Minnesota, 1971), 126. "[T]he Civil Rights Act and the Freedmen's Bureau Act were intended to strengthen and make permanent and universal the federal protec tion offered by the Bureau and military in the South."
22 Veto Message of Andrew Johnson over the Second Freedmen's Bureau Bill, Feb. 19, 1866, available at www.presidency.ucsb.edu/ ws/?pid=71977.
23 Donald G. Nieman, To Set The Law In Motion: The Freedmen's Bureau and the Legal Rights of Blacks, 1865-1868, at 8, (1979).
24 Bentley, supra note 6, at 157.
25 Id., at 158.
26 Id., at 158–59, discusses their re-emergence even after southern states permitted blacks to testify in court. See also Nieman, supra note 23, at 23–28, discussing the Bureau's disap pointment with ending the courts as states moved "no further than absolutely necessary in expanding blacks' civil rights."
27 Civil Rights Act of 1866 (emphasis added).
28 See generally Howard C. Westwood, Getting Justice for the Freedmen, 16 Howard L. J. 530 (1971).
29 Harold Melvin Hyman, Era Of The Oath: Northern Loyalty Tests During The Civil War And Reconstruction 159 (2011).
30 Id. at 56-57. Hyman discusses how federal court operations were impeded in South Carolina, North Carolina, Texas, Alabama,
Georgia, and Virginia because many jurists and judicial employees were unable to take the ironclad test oath.
31 U.S. Congress, Senate Executive Document, 39th Cong., 1st Sess., no. 25, Feb. 19, 1866.
32 An Act to continue in force and to amend "An act to establish a Bureau for the Relief of Freedmen and Refugees, and for other Purposes," 14 Stat. 173 (July 16, 1866).
33 Nieman, supra note 23, at 3.
34 James Oakes, A Failure of Vision: The Collapse of the Freedmen's Bureau Courts, 25 Civil War Hist. 66, 72 (1979).
35 Bentley, supra note 6, at 160.
36 Id., at 154. See also Paul S. Peirce, The Freedmen's Bureau: A Chapter in the History of Reconstruction 144 (1904).
37 Nieman, supra note 23, at 9.
38 Howard, supra note 7, at 252. See also Bentley, supra note 6, at 160 (discussing how "[a] large majority of the cases tried by these Bureau courts involved disputes over contracts and wages.").
39 Nieman, supra note 23, at 9 (discussing how Bureau and military officials were "unwilling to permit individual officers and agents, most of whom had had no legal training, to try such serious matters as grand larceny, burglary, arson, rape, assault with intent to kill, and murder").
40 One thesis had summarized how "[t]he histor ical record does not reveal precisely how many courts the Bureau established in each state. The numbered varied within each state depending upon the number of agents, the activity of the military and state authorities in providing alternative sources of justice, and the condi tions prevailing within particular counties." Harry August Volz III, The Administration of Justice by the Freedmen's Bureau in Kentucky, South Carolina, and Virginia (master's thesis, University of Virginia, 1975), 14.
41 U.S. Congress, Senate Executive Document, 39th Cong., 2nd Sess., no. 6, Jan. 3, 1867, p. 145.
42 U.S. Congress, House Executive Document, 39th Cong., 1st Sess., no. 70, Mar. 20, 1866, p. 46.
43 Mary Farmer-Kaiser, Freedwomen and the Freedmen's Bureau: Race, Gender, and Public Policy in the Age of Emancipation 145 (2010).
44 General Orders No. 1 (Nov. 17, 1866) Letters Received Volume 1, D-J, Florida: BRFAL, M1869, (Ancestry.com), accessed 2016.
45 For a brief biography of Grossman, see Guy Henry, Military Records of Civilian Appointments in the United States Army, vol. 1 327 (1873).
46 Letter from Captain F.E. Grossman to Lt. L.H. Lyman, (Nov. 10, 1866) Letters Received Volume 1, D-J, Florida: BRFAL, M1869, (Ancestry.com), accessed 2016.
47 Oath of Members, Proceedings of a Bureau Court in Lake City, Fla., enclosed in Letter from F.E. Grossman to L.H. Lyman, (Nov. 10, 1866) Letters Received Volume 2, G-S, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
48 Reply to the Defense Offered of the Accused, Proceedings of a Bureau Court in Lake City, Fla., enclosed in Letter from F.E. Grossman to L.H. Lyman, (Nov. 10, 1866) Letters Received Volume 2, G-S, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
49 Proceedings of a Bureau Court in Lake City, Fla., enclosed in Letter from F.E. Grossman to L.H. Lyman, (Nov. 10, 1866) Letters Received Volume 2, G-S, Florida: BRFAL, M1869, (Ancestry.com), accessed 2017.
50 W.E.B. DuBois, Black Reconstruction in America: 1860-1880 at 30 (1998).
Invitation to Judges
JOIN THE GDPR PROJECT
The EU's new General Data Protection Regulation takes effect May 25, 2018, and U.S. businesses, law firms, and government agencies are not prepared. Duke Law EDRM has formed a project to develop guidelines, which may lay the groundwork for a model "code of conduct" for complying with GDPR. Judges are needed to provide a judicial perspective and to assist in editing final content. Please email Jim Waldron at james.waldron@ law.duke.edu for details. | <urn:uuid:8ddb85ef-e8c0-4d46-82d2-f6a5e08a6cf3> | CC-MAIN-2022-27 | https://bolch-test.law.duke.edu/wp-content/uploads/2018/01/JUDICATURE101.4-newkirk.pdf | 2022-07-02T08:17:09+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00646.warc.gz | 190,747,691 | 6,881 | eng_Latn | eng_Latn | 0.988759 | eng_Latn | 0.996489 | [
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Being…
an artist a designer
a computer user
Term: Autumn
a geographer a historian
| I know how to… | I know how to… | I know how to… |
|---|---|---|
| Show that they can be both safe and hygienic in a kitchen Work within a budget | Discuss the risk of online use of technology Identify how to minimise risks Understand that you have to make choices when using technology and that not everything is true and/or safe Select, use and combine software on a range of technology for a specific project Use technology to control an external device Understand how search results are selected and ranked Use technology to control an external device | Explain how a location fits into a wider geographical location with reference to human and economical features Answer questions by using a map Use maps, aerial photographs, plans and e- resources to describe what a locality might be like. Explain how a location fits its wider geographical location with reference to human and economical features I know how to present geographical fieldwork using a range of methods |
| a sports person | a musician | an international speaker |
| Compose own dances in a creative way Perform to an accompaniment Dance shows clarity, fluency, accuracy and consistency Make complex extended sequences Combine action, balance and shape, perform consistently to different audiences Combine own work with that of others Link sequences to specific things Develop sequences in a specific style | Sing and play from memory with confidence Take turns to lead a group Maintain own part in a round/sing a harmony/play accurately with awareness of what others are playing Show control, phrasing and expression in singing Hold part in a round Perform in solo ensemble contexts using a variety of techniques, confidently, expressively and in tune Create own songs Identify where to place emphasis and accents in a song to create effects | exchange French greeting (Y3 and 4 recap) use the question qu’est-ce que c’est and reply with C’est say Dans le sac and il y a in a sentence J’ai faim and J’ai soif Ce n’est pas in a sentence I know the colours blanc, noir, orange, rose, brun | | <urn:uuid:34d2e593-bcc9-4a33-b369-15f98b55c938> | CC-MAIN-2022-27 | https://www.stpeterscep.co.uk/_files/ugd/b0950a_714d36e95c0e4dbeb8c89d44b379d9b7.pdf | 2022-07-02T07:54:03+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00644.warc.gz | 1,057,866,601 | 510 | eng_Latn | eng_Latn | 0.919921 | eng_Latn | 0.919921 | [
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Basic Geometry Questions
Define the following:
1. a collection of points that continue forever in 2 directions - ______________________
2. a collection of points with a definite beginning and end - ________________________
3. a directed line segment - _________________
4. it is created when 2 rays that converge on one point - ___________________________
5. a straight angle has -________________ degrees
6. a right has - _________________ degrees
7. an acute angle has ____________ degrees
8. an obtuse angle has ___________ degrees
9. two angles added together equal 90 degrees are called __________________ angles
10. two angles added together equal 180 degrees are called _________________ angles
11. two lines in the same plane that do not intersect are called __________________ lines
12. two lines that intersect and form 2 right angles are called __________________ lines
13. a three sided closed figure is called a ___________________
14. a four sided closed figure is called a ___________________
15. parallelograms with right angles are called _______________________ | <urn:uuid:c28f76a0-db17-4bd0-9b1b-8a4aba329330> | CC-MAIN-2022-27 | https://stclaircollege.ca/sites/default/files/inline-files/student-services/learning-math/ch11-questions.pdf | 2022-07-02T08:12:37+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103989282.58/warc/CC-MAIN-20220702071223-20220702101223-00647.warc.gz | 564,128,240 | 215 | eng_Latn | eng_Latn | 0.998443 | eng_Latn | 0.998443 | [
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Some Fundamentals www.sdkrashen.com
; twitter = skrashen
The Acquisition-Learning Hypothesis:
ACQUISITION – subconscious = "picking up" a language - While it is happening, we are not aware that it is happening.
- Acquired knowledge is stored in our brains subconsciously.
The language acquisition device never shuts off.
Acquisition - What the brain does well.
LEARNING – conscious = "rules", "grammar"
Error correction helps learning. When we are corrected, we are supposed to change our conscious version of the rule.
Learning – What the brain does poorly.
The Natural Order Hypothesis: acquisition, not learning. (1) You can't change it (2) not simple to complex. (3) not the syllabus
The Monitor Hypothesis: Consciously learned language only available as
Monitor, editor - before we say/write or after.
Conditions for Monitor use: (1) Know the rule; (2) Think about correctness (focus on form) (3) Time.
Conditions fully met: When we take a grammar test.
Monitor weak but not useless: In editing stage of composing process: e.g. it's/its, lie/lay
The Comprehension Hypothesis: We acquire language only when we understand messages.
AMAZING FACTS about language acquisition: (1) Effortless: (2)
Involuntary: Given comprehensible input, you must acquire.
Corollary: Talking/writing is not Practicing
1) we acquire language by input, not output: more output does not result in more language acquisition
2) ability to speak: the RESULT of language acquisition
The Affective Filter Hypothesis: Affective variables prevent input from reaching the "Language Acquisition Device"
Affective variables: motivation, anxiety, self-esteem
FILTER (block) prevents input from reaching Language Acquisition Device.
OUTSIDE the Language Acquisition Device.
COMPELLING comprehensible input: so interesting you forget it is in a second language;
in FLOW (Mihaly Csikszentmihalyi)
The case of "Paul": The power of children's television. Lao, C. and Krashen,
S. 2014. Language acquisition without speaking and without study.
https://tinyurl.com/yalk5xx9
Language acquisition - not just pleasant but ecstatic.
Krashen, S. 2015. The end of motivation. www.disal.com.br/newr/
Language acquisition is GRADUAL.
Each time you encounter a new item in a comprehensible context you acquire a small amount (5 to 10%) of the meaning (and form) (eg Nagy, W., Herman P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.) Can we trust context? YES. Beck, McKeown and McClaslin, (1983) 61% provide clues to the meanings of unfamiliar words, 31% of no help, only 8% were "misdirective." Beck, I., McKeown, M. and McCaslin, E. (1983). Vocabulary development: Not all contexts are created equal. Elementary School Journal 83: 177-181.
APPLICATION: THE CONDUIT HYPOTHESIS
STAGE ONE: STORIES
L1 (a) positive impact on language (b) they like it (c) leads to reading
L2 (storiesfirst.org)
Story Listening (Beniko Mason): stories of universal interest; language comprehensible with drawings, occasional translation, gestures. Krashen, S., Mason, B., & Smith, K. 2018. https://tinyurl.com/y7zbem9g]
Students NOT responsible for remembering the words; goal = enjoy the story: BUT more vocabulary acquisition than with direct instruction.
Efficiency! Mason, B. & Krashen, S. 2004. Is form-focused vocabulary instruction worthwhile? https://tinyurl.com/y2ezzp8k
Delayed test = five weeks later (surprise)
Words acquired per minute
STAGE TWO: READING (eventually self-selected) > vocabulary, grammar, writing, spelling; knowledge (science, history, practical); habits of mind (empathy, tolerance of vagueness)
Research on READING and LITERACY
(a) one hour = .6 points on TOEIC! Mason, B., & Krashen, S. 2017. Self-selected reading and TOEIC performance: Evidence from case histories. https://tinyurl.com/yc9tc8ha
(b) UK study: fiction best predictor of vocabulary knowledge. Sullivan, A. & Brown, M. (2014). Vocabulary from adolescence to middle age. London: Centre for Longitudinal Studies, University of London.
READING and KNOWLEDGE: history, literature, science.
West, R., K. Stanovich, & Mitchell, H. 1993. Reading in the real world and its correlates. Reading Research Quarterly 28: 35-50.
READING and HABITS OF MIND: capacity to empathize. Kidd, D., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342 (6156), 377-380.
Greater tolerance for vagueness. Djikic, M., Oatley, K. & Moldoveanu, M. (2013). Opening the closed mind: The effect of exposure to literature on the need for closure. Creativity Research Journal, 25(2), 149-154.
Reading stage begins with GUIDED SSR (stage 2a)
GUIDED SSR (Beniko Mason): EASY AND INTERESTING
Mason, B. 2019. Guided SSR before Self-Selected Reading. http://beniko- mason.net/content/articles/2019-GSSR-before-SSR.pdf
Most neglected part of foreign and second language education.
Truly compelling, comprehensible stories for beginners to read: not available in many languages, rarely required, encouraged, or even mentioned.
Self-selected with teacher guidance, pre-selected at first, gradual movement to full selfselection. This takes time!
Students start from the lowest level of graded readers = successful, stress-free reading on the very first day. "Simple Authentic reading" after several years.
(Current approach in foreign language: very little easy reading, rarely interesting, premature reading of difficult authentic texts.)
The importance of ACCESS!!!! Libraries and Librarians!!!
B. Mason: access to 5000 graded readers in English for 500 students.
State 2b: Self-selected authentic reading.
Stage 3: Self-selected specialized reading
Rolls & Rogers: one million words of reading science-fiction/fantasy, readers encounter nearly all of 318 science words (92%) that appear in different areas of science; 44% appear 10 or more times. McQuillan, J: "Where Do We Get Our Academic Vocabulary? Comparing the Efficiency of Direct Instruction and Free Voluntary Reading" http://www.readingmatrix.com/files/20-d7ceydef.pdf
School responsible for stage 1 (stories) and stage 2a (GSSR).
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My Y11
Balfour Journey
relationships and sex education
Core themes
RESPECTFUL RELATIONSHIPS INCLUDING FRIENDSHIPS
respect, kindness and
School value:
compassion for ourselves and others
NAME: ____________________________________
RSE TEACHER NAME: ________________________
CLASS ROOM: _________
Learning intention:
To have the confidence to report abuse when it happens, support others and where to find support from trusted adults
Success criteria:
To understand what different rights a person should have within different relationships and see how they are similar
To show that I can identify what abuse can look like in different relationships
To identify what the barriers to reporting abuse are
To be able to provide advice to someone who has been abused when they may not want to report is
Base line assessment:
Note on the continuum below your opinion on the statement below.
'I know where and how to report abuse in all it's forms'
Lesson 1
Read through the rights outlined below. Why do you think rights in family relationships differ from those in personal relationships?
* Rights in family relationships – to be cared for by parents, to not be illegally separated from parents, to an adequate standard of living, to have their basic needs met, to have opportunities relax and play, for others to act in their best interests
* Rights in personal relationships – to set boundaries around intimacy, to be an individual as much as part of a couple, to choose how and when to spend time together, to consent to different levels of intimacy
* Shared rights in both relationships - to feel safe, to be respected, protection from violence or abuse, to express views and be listened to, right to privacy
Read through the scenarios and answer the questions for each below.
Scenario 1
Stacey's older cousin came to stay at her house with the rest of her family. He lived in a shared house and couldn't afford the rent, so everyone thought it would be better for him to be with them. At first Stacey was pleased; she looked up to her cousin and he made her laugh. But as the time went on, Stacey started to feel unsettled around him. She felt like he was looking at her strangely across the dinner table, and always seemed to end up sitting next to her on the sofa and pushing really close against her, which made her feel uncomfortable. One evening he came into her room after everyone else was asleep and climbed into her bed… The next morning, he acted like everything was normal, and a few days' later he went back to his house. Stacey hasn't told anyone what happened that night and isn't sure what her parents will say. She's starting to wonder if maybe it was a dream and didn't happen at all?
1. What rights are being denied in each of the characters' situations?
2. What might indicate to the character that what is happening to them is abuse?
3. What might indicate to someone else that the character is experiencing abuse?
Scenario 2
Over the summer, Ajay started receiving some really aggressive messages online. They were making offensive comments about where he is from and commenting on the colour of his skin. Someone set up a website dedicated to making jokes about him called 'We hate Ajay' and has posted loads of photos of him with offensive language scribbled all over them. People have been commenting on them anonymously and he's feeling really humiliated and angry. He's pretty sure it's someone from school who must have started it, but he doesn't know who. Now he's back at school it seems like everyone is talking behind his back and laughing at him. Yesterday, there was a death threat left in his locker. He's feeling really afraid and doesn't know how to deal with the situation without looking weak or making everything worse.
1. What rights are being denied in each of the characters' situations?
2. What might indicate to the character that what is happening to them is abuse?
3. What might indicate to someone else that the character is experiencing abuse?
2. What might indicate to the character that what is happening to them is abuse?
3. What might indicate to someone else that the character is experiencing abuse?
Scenario 3
Ryan has been in a relationship with Dina for a few months but did not live close to one another. At first it was fine because they were messaging and face-timing loads. But as time went on, Dina started accusing Ryan of not having any time for her, ignoring her messages and taking ages to reply. Ryan didn't think that was fair; he usually only left it for a few minutes, and sometimes he couldn't reply straight away because he was doing online lessons. When he tried to explain, Dina starting saying nasty things about him and criticising everything about him, saying he was a lousy boyfriend and she deserved better. A few weeks later, she posted on her social media that she suspected he was cheating on her. Loads of their friends got involved and some people have fallen out with Ryan about it, even though it wasn't true. When Ryan met up with her to talk it through, she called him a liar and slapped him, leaving a mark. He wants to tell his friend about what is going on but is worried he will laugh at him for being hit by a girl, and maybe everyone has already taken Dina's side anyway?
1. What rights are being denied in each of the characters' situations?
2. What might indicate to the character that what is happening to them is abuse?
3. What might indicate to someone else that the character is experiencing abuse?
We will then have a class discussion
What barriers may prevent the individuals from disclosing their abuse?
Sources of Support
* Something's Not Right: www.childline.org.uk/somethings-not-right
* Childline: www.childline.co.uk
* Victim Support: www.victimsupport.org.uk
* Make a report to CEOP: https://www.ceop.police.uk/safety-centre
* Make a report to the Police www.police.uk/pu/contact-the-police/report-a-crime
Lesson 2
Learning intention:
To be able to identify signs of abusive behaviour
Success criteria:
To be able to describe warning signs of abusive behaviours in different contexts, including online
To confidently explain or demonstrate when, why and how to report abuse
To evaluate the appropriateness of different sources of support and identify most relevant support in different circumstances
Write below add any knowledge, understanding, opinions and beliefs of the following;
* What 'abusive behaviour' means
*
Warning signs of abusive behaviours
* Where and how to seek support
Read through the three scenarios and, in pairs, underline /annotate what they think all the 'warning signs' might be that the individual in each scenario is experiencing some form of abusive behaviour.
We will then discuss what the scenarios have in common and take some feedback.
Remember the different types of abuse;
* Neglect - the ongoing failure to meet someone's basic needs, for example food, clothing, providing shelter
* Physical abuse – intentionally hurting or harming someone (including making up the symptoms of an illness or causing someone to become unwell)
* Emotional abuse - any type of abuse that involves the continual emotional mistreatment of a someone. This can involve deliberately trying to scare, humiliate, isolate or ignore them
* Sexual abuse – when someone is forced or tricked into sexual activity. This can happen in person or online
* Financial abuse – controlling someone's finances by withholding money or stopping someone earning. [2]
Scenario 1
Nula got a part time job last year, working for a friend of her Dad's. She works in quite a small office and, found herself alone with just her boss during several shifts. While her boss has made comments about her body in the past that have made her uncomfortable, she's always brushed them off as being 'banter' and joined in the jokes with her other colleagues. However, since the two of them have been alone, her boss has made more explicit comments and has found opportunities to touch her body when moving around the office. Although she was really upset after the most recent incident, she received a text from her boss later joking about it. Now she wonders if she's just being too sensitive.
Scenario 2
Lance moved in with his boyfriend, it was rushed — they'd only been going out for a few months — but it felt right in the circumstances. But Sam started acting oddly — he really didn't like Lance speaking to friends, saying he needed to study, so loud conversations were distracting. He also made lots of negative comments about Lance's appearance, but then was always kind to him afterwards. This felt really odd and upsetting, but Sam kept telling him that he loved him, even though everyone else was always talking about Lance behind his back. Lance had planned to move back home after lockdown, but Sam keeps telling him that his parents won't want him back. Lance is starting to think that Sam is right and that he should be glad that at least Sam wants him.
Scenario 3
Katie and her boyfriend broke up. She was the one to initiate the break up and her boyfriend didn't take it very well. Initially he kept messaging her to ask if they could get back together because he couldn't live without her, and making her lots of promises about how good things would be once they could see each other in person again. However, when she asked him to leave her alone, he became more aggressive. Now he's sending her messages saying nasty things about her and threatening to post some intimate images of her online, if they do not get back together. Katie knows he has the images and is really worried about what people will think of her if the pictures go live, but she doesn't know if he'll really go through with it.
In 3s choose one of the scenarios and follow the flow diagram to decide the pros and cons of making a disclosure
Take what you learnt this lesson and note below why CJ would not want to disclose their abuse.
CJ has been fighting with their parents a lot. They have always argued, but recently the fights become more frequent and recently turned violent. CJ's parents won't let CJ go out and are always making negative comments about CJ's friends. It was easy for CJ to hide their injuries during lockdown, but now they are back at school it's becoming increasingly difficult to act like nothing is wrong. CJ's friends have noticed that CJ is more subdued than usual and one day CJ's friend Amber asks what is going on. CJ tells Amber about the fights, but tells her not to worry as they will be leaving home soon to go to university, so there's no point 'causing a fuss' and making the situation any worse.
Lesson 3
Learning intention:
To understand what is meant by consent and the consequences that someone may face by not receiving consent within a sexual relationship
Success criteria:
To be able to explain what is meant by the term consent
To be able to organise myths and misconceptions of consent into true, false or maybe
To be able to identify the non-verbal signs of consent
Write down below what you think is meant by the term consent
REMEMBER
* Good communication between both partners ensures understanding about sex or physical closeness. Check with your partner by asking if they are enjoying what you are doing and asking if they want to continue.
* Reading body language is also important. If your partner is relaxed it is likely that they feel comfortable. If they are tense, they may be nervous or frightened and trying to hide how they really feel.
* Look out for signs of someone not consenting to sex – sometimes people might find it hard to say anything at all if they don't want to have sex, If someone stops kissing you or doesn't want to be hugged or held, this could be a sign of non-consent. Don't ignore it.
* If one person doesn't want to have sex, the other person needs to accept that. It's not ok to try and change their minds, as pressuring someone into sex is rape. This also applies to pressurising someone to have sex without using contraception.
Every action has consequences – an effect on something or someone.
Consequences can be positive or negative, and can have a lasting impact on people's lives. Sex or physical closeness without consent can have extremely damaging consequences for both people involved
Identify on the 'Consequences' cards: 'physical', 'emotional' and 'legal'
What was our Success criteria and how do we know we
have been successful? 'I know where and how to report abuse in all it's forms'
End of unit assessment:
Note on the continuum below your level of understanding following these series of lessons
'I know where and how to report abuse in all it's forms'
Student comment: what is the most important thing you learnt during this topic?
RSE teacher acknowledgement
4
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LEARN THROUGH PLAY
Eggy number puzzles
You'll need:
* Marker pens
* Paper or card
* Scissors
Method:
* Draw a number at the top of the egg shape and the same number of dots at the bottom
* Using the marker pen, draw several egg shapes on the paper
* Your child can get involved at this stage by decorating/colouring the eggs
* Cut the egg shapes in half - use different patterns: waves, zig-zags, etc.
* Cut the egg shapes out of the paper
LEARN THROUGH PLAY - Eggy number puzzles
to make it more interesting when your child joins the two pieces back together
* Ask your child to match the puzzle pieces
* Time to play!
* Did they get it right? Well done. As they complete the puzzle point out the numbers at the top and count the dots at the bottom
Why not?
* Start off with numbers 1 to 5 and then add more numbers as your child learns?
The benefits of this activity:
* It will help with your child's number recognition and counting skills
CAUTION: Close supervision is needed when using scissors! | <urn:uuid:171d211b-ab15-4a38-a7df-daa7ac258fbc> | CC-MAIN-2025-08 | https://www.conwy.gov.uk/en/Resident/Social-Care-and-Wellbeing/Children-and-families/Conwy-Family-Centres/Family-Life/assets/documents/Early-Years-Activities/Learn-Through-Play/Learn-Through-Play-Eggy-Number-Puzzles-E.pdf | 2025-02-17T05:11:53+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00235.warc.gz | 650,866,384 | 236 | eng_Latn | eng_Latn | 0.995898 | eng_Latn | 0.997008 | [
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