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English Questions for CLAT Exam
CLAT English Quiz 25
Directions: In this question four alternatives are given under each sentence and you are required to select the most suitable alternative to fill in the blank/blanks in the sentence to make it meaningful.
1. But, judging from the frequent accidents which occur, they sometimes dispense _____________ this precaution.
A. from
B. with
C. for
D. about
2. To accomplish such a herculean task in hardly three days is an enterprise _____________ with difficulty.
A. fraught
B. devoid
C. likely
D. composed
3. The _____________ remark made by the author in the beginning was a warning that what followed later in the text was mere opinion and not fact
A. ardent
B. garrulous
C. hieratic
D. prefatory
4. The invention of republic citizenship in India was indeed a historic event, and a _____________ with the past
A. discourse
B. consolidation
C. rupture
D. lexicon
5. The creation of India as a sovereign, independent republic was, in some profound sense, the _____________ of a bold experiment in political affairs.
A. commencement
B. discovery
C. investment
D. affect
6. The issue carries articles by eminent scholars and policy makers which would surely _____________ informed debate on this subject and clarify a lot many questions in our minds.
A. garner
B. flaunt
C. spur
D. mollify
7. After the bank robbery, the police _____________ the robbers.
A. went after
B. went through
C. looked after
D. ran through
8. The Indian cricket team will _____________ against their rival next Wednesday.
A. go up
B. take on
C. take off
D. take up
9. Vets are worried about the _____________ trade of the wild animals.
A. hereditary
B. illicit
C. inconvenient
D. garrulous
10. There was hardly anything original in the documentary; it was all _____________ information.
A. equivocal
B. illicit
C. prevalent
D. banal
Correct Answers:
1 2 3 4 5 6 7 8 9 10 B A D C A C A A B D
Explanations:
1. Dispense (Verb):
manage without or get rid of or give special exemption from (a law or rule).
Ex. The Secretary of State was empowered to dispense with the nationality requirement in individual cases.
Clearly, the verb 'dispense' is followed by the preposition 'with'.
Option B is hence the correct answer.
2. 'devoid' and 'composed' must be followed by 'of' and not 'with'. 'likely' must be followed by 'to' and not 'with'. Hence we are left with 'fraught' which is the answer.
Besides, 'fraught' means 'filled with' or 'full of'. It is the only option that fits the narrative perfectly.
Hence option A is correct.
3. 'garrulous' is aomwone who is excessively talkative. 'heeratic' means 'of or concerning priests'.
An ardent person is very enthusiastic or passionate anout something. Whereas 'prefatory' refers to 'introductory'.
A remark cannot be garrulous, or ardent. 'heiratic' doesn't fit the context. Besides, the sentence talks about the remark being made in the beginning and concerning what followed later. Hence, prefatory fits the narrative perfectly, as it refers to a remark made in the introduction to whatever piece the author had written.
6.
Hence option D is the correct answer.
4. To rupture is to breach or disturb.
Consolidation refers to the action or process of making something stronger or more solid.
Discourse is written or spoken communication or debate.
Lexicon is a dictionary.
Clearly, Discourse and Lexicon are irrelevant to the context. And if we look further, we can see that the sentence refers to the past. Hence 'rupture' becomes more meaningful and contextually appropriate than consolidation.
Hence option C is correct.
5. 'affect' or 'investment' in an experiment are absurd.
'discovery' of an experiment is grammatically correct, but since the sentence talks about 'creation' of a country, 'commencement' is more accurate and contextually appropriate than 'discovery'.
Hence, option A is the correct answer.
To flaunt is to display (something) ostentatiously.
To garner is to gather or collect.
To mollify is to appease i.e. to make someone less angry or upset.
To spur is to prompt someone or something.
Clearly, one cannot flaunt, garner or mollify informed debates. Whereas to spur informed debates through articles by eminent authors makes complete sense.
Hence option C is the correct answer.
7. 'Went through' is absurd. To go through someone is to either physically go through them which is impossible or to use someone as an intermediary, which again is incorrect here. The same goes for 'ran through.'
'Looked after' is grammatically correct, but it doesn't fit the context. To look after is to take care of. Police doesn't take care of robbers, it catches them. Hence 'went after' is the correct answer.
To go after someone is to try to get by working or actually chasing. For example, Joe went after her to make sure she was unhurt.
Hence option A is the correct answer.
8. To take up means to 'become interested or engaged in a pursuit' but it doesn't fit with the 'against' present in the sentence.
To take off is to depart hastily, which is absurd in this case.
To take on is 'to contend with as an opponent' which fits the narrative, but is incompatible with the word 'against' present in the sentence.
To 'go up against someone' is an idiomatic expression which means 'to compete with someone.' For example, 'She is going up against Rodney in the spelling bee.'
Hence A is the correct answer.
9. 'Hereditary' means something that is transmitted or transmittable from parent to offspring.
'Garrulous' means 'excessively talkative'. Clearly, both the options are absurd.
'Inconvenient' doesn't make total sense, either.
'Illicit,' on the other hand, means illegal or forbidden, fits the narrative perfectly.
Hence option B is the correct answer.
10. 'Equivocal' means ambiguous. 'Prevalent' means widespread. Clearly, both the options are absurd and hence, incorrect.
Illicit means illegal and banal means boring and lacking in originality. The sentence already talks about 'There was hardly anything original' and hence 'banal' fits the narrative better and is the correct option.
Hence option D is the correct answer. | <urn:uuid:bae16989-88c8-429c-b4eb-9fa7e05c2180> | CC-MAIN-2025-08 | https://www.smartkeeda.com/pdf/CLAT_English_Quiz_25.pdf | 2025-02-17T04:13:05+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00234.warc.gz | 886,134,936 | 1,462 | eng_Latn | eng_Latn | 0.998877 | eng_Latn | 0.999021 | [
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BIG GAME MAMMALS
After watching Fascinating Facts: Big Game Mammals, we learned some incredible things about these 4 species. Read the "I" statements and draw a line from the dot beside the statement t o the animal who would have said it.
I can grow up to 2.5cm of antlers per day
I am born during winter in a den
I can run up to 50 km/hr and jump as high as 2.5m high
I can swim as fast as 10 km/hr
I stay with my mother until my second spring season
I can outrun a human at 5 days old
I was locally extinct from Ontario but have been reintroduced and am now thriving.
I make a sound called a bugle during mating season
I am able to jump the length of two cars
I am able to put on as much as 1 to 2.5 kg of weight a day when I am a calf
I do not actually hibernate, but enter a state called torpor during the winter, where I can become active at times
I grow antlers which grow about 1cm per day, and fall off each winter.
Elk
Black Bear
Moose
White-tailed Deer
BIG GAME MAMMALS
After watching Fascinating Facts: Big Game Mammals, we learned some incredible things about these 4 species. Read the "I" statements and draw a line from the statement to the animal wh o would have said it.
I can grow up to 2.5cm of antlers per day
I am born during winter in a den
I can run up to 50 km/hr and jump as high as 2.5m high
I can swim as fast as 10 km/hr
I stay with my mother until my second spring season
I was locally extinct from Ontario but have been reintroduced and am now thriving.
I can outrun a human at 5 days old Answer Key
I make a sound called a bugle during mating season
I am able to jump the length of two cars
I am able to put on as much as 1 to 2.5 kg of weight a day when I am a calf
I do not actually hibernate, but enter a state called torpor during the winter, where I can become active at times
I grow antlers which grow about 1cm per day, and fall off each winter.
Elk
Black Bear
Moose
White-tailed Deer
BIG GAME MAMMALS
After watching Fascinating Facts: Big Game Mammals, you learned some interesting facts about these large inhabitants of Ontario. Read each fact below, and next to it label the fact with th e correct abbreviation. Use WT for White-tailed Deer, BB for Black Bear, M for Moose and E for Elk.
This species is born during the winter inside a den 1.
This species is capable of growing their antlers at a rate of up to 2.5 cm per day! 2.
Calves of this species can put on up to 2.5kg of weight per day later in their first year of life. 3.
Members of this species are able to jump as high as 2.5m and as long as 9.5 m in a singl e jump. 4.
This species is found throughout the province of Ontario, except in the James Bay an d Hudson Bay regions. 5.
This species was once regionally extinct from Ontario, but has been reintroduced and has a growing population now. 6.
In winter, this species enters a state called Torpor, not true hibernaton. 7.
This species is excellent in the water and capable of diving underwater for up to 3 0 seconds at a time. 8.
BIG GAME MAMMALS
After watching Fascinating Facts: Big Game Mammals, you learned some interesting facts about these large inhabitants of Ontario. Read each fact below, and next to it label the fact with th e correct abbreviation. Use WT for White-tailed Deer, BB for Black Bear, M for Moose and E for Elk.
This species is born during the winter inside a den. 1.
BB
This species is capable of growing their antlers at a rate of up to 2.5 cm per day! 2.
Answer Calves of this species can put on up to 2.5kg of weight per day later in their first year of life. 3. Members of this species are able to jump as high as 2.5m and as long as 9.5 m in a singl e jump. 4.
Key This species is found throughout the province of Ontario, except in the James Bay an d Hudson Bay regions. 5.
This species was once regionally extinct from Ontario, but has been reintroduced and has a growing population now. 6.
In winter, this species enters a state called Torpor, not true hibernaton. 7.
This species is excellent in the water and capable of diving underwater for up to 3 0 seconds at a time. 8.
E
M
WT
WT
E
BB
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Fill in the blanks Questions for IBPS PO PRE, SBI PO PRE, SBI CLERK MAINS & IBPS CLERK MAINS
Fill in the blanks Quiz 7
Directions: The following question has two blanks, each blank indicating that something has been omitted. Choose the set of words for each blank that best fits in the context of the sentence.
1. In this age of technology, banks have ___________ on a slew of innovative strategies to ___________ the general public.
A. carried, attract
B. followed, lure
C. start, draw
D. embarked, woo
E. commenced, intrigue
2. The department of heavy industries plans to _________ a vibrant ecosystem for the capital goods sector to ___________ manpower issues.
A. organize, unfold
B. create, address
C. export, resolve
D. constitute, answer
E. start, decide
3. While he once had the wish to learn Portuguese, his ________ to master the language faded after ________ how difficult it really is.
A. efforts, acknowledging
B. ability, executing
C. enthusiastic, knowing
D. passion, placating
E. alacrity, realizing
4. The _________ levels of inequality are a result of a _________ distribution of wealth resources and power legally enforced.
A. rising, even
B. high, complementary
C. endearing, nominal
D. staggering, skewed
E. demeaning, joint
5. The Centre is funding a research project on 5G technology being __________ by the country's premier academic institutions with an _________ of Rs. 37 crore.
A. tried, investment
B. undertaken, outlay
C. launched, income D. attempted, expense
E. tackled, expenditure
6. The Supreme Court was hearing an application which has ______ its nod to cut around 450 trees there in an around 80 km stretch on which the ______ railway track would be laid between Mathura and Delhi.
A. demanded, necessary
B. expressed, present
C. approved, other
D. asked, advanced
E. sought, additional
7. Law as a profession has been held in _______ as well as equal confusion for its intricate complexities by the common man seeking justice from the _______ of law-the courts.
A. captivity, keep
B. acquaintance, fortress
C. prejudice, stronghold
D. proximity, dungeon
E. awe, citadel
8. The government keen to ________ consumer spending, has gone out of the way to _______ the festival.
A. bolster, facilitate
B. reassure, dictate
C. oversee, induct
D. revamp, obstruct
E. organize, lament
9. As a part of a radical 'privatisation project', the Health Ministry and the NITI Aayog ________ developed a framework to ________ private hospitals run select services within district hospitals, on a 30-year lease.
A. has, legalize
B. had, prevent
C. collectively, disallow
D. purportedly, make
E. have, let
10. A universal income transfer to all citizens in _________to address the twin problems of poverty and unemployment is undoubtedly a proposal that ________ serious consideration.
A. Order, merits
B. According, deserve
C. Obligation, credits
D. lieu, entitles
E. calibration, warranting
Correct Answers:
1
2
3
4
5
6
7
8
9
10
D
B
E
D
B
E
E
A
E
A
Explanations :
1. Out of the given choices for the first blank either of the two choices - "embarked" and "commenced" the former fits the blank more appropriately as the verb embark is followed by the preposition 'on'. Ex. Religion, for example, seems altogether too vast a theme for him to embark on, and he usually prefers to deal with some single element or aspect.
Option D is hence the correct answer.
2. If we observe the options for the second blank both 'address' and 'resolve' are used as verbs and they mean to think about a problem or a situation and decide how you are going to deal with it. But if we observe further, we can infer that the word 'export' is not meaningful for the first blank in the given context of the sentence. This eliminates option C and confirms option B as the correct answer.
Option B is hence the correct answer.
3. In option A, 'acknowledging' would be a correct choice but the word 'efforts' would be wrong here. Efforts can decrease, efforts can lessen but 'efforts faded' is something we don't use often. This eliminates option A.
Option B gets eliminated as well as the word 'executing' for the second blank doesn't fit in the context of the passage.
Option C would have been correct had the word for the first blank been 'enthusiasm' instead of 'enthusiastic'.
In option D, the word 'placating' which means 'to make (someone) less angry or hostile' would be absurd in the given context of the passage.
In option E, the word 'alacrity' which refers to 'brisk and cheerful readiness' and the word 'realizing' which means 'to get to know or understand something' fit the first and the second blank respectively and most appropriately.
Option E is hence the correct answer.
4. In option A, though the word 'rising' is suitable for the first blank, the second word 'even' would be inappropriate for the second blank both grammatically (because article 'an' must be used before the word) and contextually. The word 'uneven' would have been correct in its place.
In option B, the word 'complementary' doesn't make any sense if used for the second blank. And similarly, in option C, the word 'endearing' and in option E, the word 'demeaning' would be illogical or absurd if used for the first blank in the sentence. Clearly, options B, C and E hence get eliminated.
In option D, the word 'staggering' which means 'very shocking and surprising' and the word 'skewed' which means 'not even' fit the blanks both grammatically and contextually.
Option D is hence the correct answer.
5. If we observe the words in the options for the first blank, we find that the context is about the acceptance and responsibility for a research project. Therefore any of the words 'launched', 'tackled', or 'attempted' does not fit the first blank. 'Tried' is also unsuitable as the sense doesn't go to effort here. It goes to responsibility.
Further, the 'outlay' is the amount of money that you have to spend in order to start a project and it goes well with the context of the sentence.
Clearly, option B is the correct answer.
6. Here, the Supreme Court was hearing an application and this application was seeking the Supreme Court's assent to uproot around 450 trees for a railway track. Clearly, neither of the words 'expressed' and 'approved' fits the first blank contextually.
'Asked' is also wrong as means either to ask a question or to say something. If the verb had been 'asked for' the choice would have been correct.
Though 'demanded' would suit the first blank, 'necessary' railway track doesn't make sense.
Clearly, option E is the perfect match and thereby the correct answer. 'Sought' is the past participle form of 'seek' and it means to look for something. Plus, the second word 'additional' also fits the blank appropriately.
Option E is hence the correct answer.
7. Option A has the word 'Keep' for the second blank but usage of 'keep' for the blank does not make any sense in the context. 'Fortress' is also unsuitable as it means a building to defend against an attack.
'Dungeon' is a dark prison so it is also inappropriate in the context. Option D also gets eliminated immediately.
Similarly, either of the words 'acquaintance' which refers to 'knowledge or experience of something' or 'prejudice' which refers to 'preconceived opinion that is not based on reason or actual experience' doesn't add any meaning to the context either and thus option B and C get eliminated too.
Here, the presence of word 'confusion' in the sentence makes us clear that we need a contrary word in the first blank to comprehend to the context of the sentence. As a result, only "awe" from option E, which can be portrayed as the perfect contrarian to confusion, will be the correct answer. Other options when matched with 'confusion' on the contrarian basis, will not make any sense here. Plus, usage of the word 'Citadel' which means stronghold or bastion, goes well with the context, if used for the second blank.
Option E is hence the correct answer.
8. If we observe the context of the sentence, we can clearly infer that the discussion is regarding the increment in the consumer spending.
Hence, from the options, only the word 'facilitate' which means 'make (an action or process) easy or easier' fits the second blank most appropriately.
Besides, the word 'bolster' which means 'to support or strengthen' fits the first blank both grammatically and contextually.
Clearly, option A is the correct answer.
9. Here the subject is plural, so the helping verb must be plural too. This eliminates option A immediately. Usage of the word 'Prevent' is wrong because the work has been done for a good cause.
Option C is also incorrect as 'disallow' is conceptually wrong here.
If we say that something has 'purportedly' been done, we mean that it appears or is stated to be true, though not necessarily so. Clearly, the word 'Purportedly' doesn't make sense here. Option D also gets eliminated.
From option E, both the words 'have' and 'let' fit the blanks grammatically and contextually.
Option E is hence the correct answer.
10. Universal income would lead to tackling issues like poverty and unemployment. Thus Option D can be eliminated as universal income would eradicate both the issues and not take their place.
Options B and E are grammatically incorrect.
Option C portrays universal income as an obligation and is contextually incorrect.
Similarly, if we look at blank two, options C, D and E are grammatically wrong. Option B makes sense but the first blank as stated above, is incorrect.
Option A fits in with both the blanks perfectly.
Hence, Option A is correct. | <urn:uuid:2b890968-5c0e-4075-83b9-a638706a9042> | CC-MAIN-2025-08 | https://www.smartkeeda.com/pdf/Fill_in_the_blanks_Quiz_7.pdf | 2025-02-17T04:26:51+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00238.warc.gz | 896,894,753 | 2,246 | eng_Latn | eng_Latn | 0.996905 | eng_Latn | 0.998955 | [
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Plastic & Our Oceans
Plastic litter is a big problem for our oceans. Every day millions of single-use plastic products are thrown away, but unfortunately there is no "away", and many of these items end up polluting our oceans and seriously harming wildlife.
Over time plastic litter breaks down into smaller and smaller pieces creating a "plastic soup" in the ocean.
Look at the items in the Plastic Soup image above, are you surprised that these might end up in the ocean?
Plastic Soup Activity...
Using a pen and paper draw a table with three columns.
In the second column write the heading "Source" and put down one way you think each of those items might have ended up in the sea (try to come up with as many ideas as you can!)
In the first column, write the heading "Item" and list all the litter items pictured in the Plastic Soup image above., if you think of more plastic litter items add them in too!
In the third column, use the heading "Alternative" and write down an alternative to using that plastic item - could you get the same thing made from a more sustainable material? Do you really need that item in the first place? See the table below as an example!
How can I help reduce single-use plastics?
People are becoming more and more aware of the dangers of single-use plastics for our environment, especially our marine environment! There are lots of easy ways to cut down on the amount of single-use plastics you use. Check out GreenSchools new "Let's Go Plastic Free" tips booklet and poster, or make a plastic free pledge! There's lots of ideas that work both in school and at home! | <urn:uuid:3259e411-23f6-4588-88d6-6eab0d77152e> | CC-MAIN-2025-08 | https://greenschoolsireland.org/wp-content/uploads/2024/01/Plastic-Soup-Marine-Infographic.pdf | 2025-02-17T04:27:06+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00236.warc.gz | 260,106,862 | 344 | eng_Latn | eng_Latn | 0.998863 | eng_Latn | 0.998863 | [
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Heinemeyer, Catherine ORCID logoORCID: https://orcid.org/0000-0001-6300-5544 (2019) The whole story, the whole student: 'big' stories as a playground for dialogic learning. The Use of English, Spring.
Downloaded from: https://ray.yorksj.ac.uk/id/eprint/3754/
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The whole story, the whole student: 'big' stories as a playground for dialogic learning
The (hopeless?) case for everyday storytelling in schools
I have spent much of the past few years trying to work out whether storytelling has become an endangered species in schools, whether it's on the Red List or simply vulnerable, and what kinds of learning are at risk from its decline (see for example Heinemeyer and Durham 2017; Heinemeyer 2018). Through hundreds of hours of practice research as a storyteller within secondary classrooms and other educational settings, I (and my teacher-collaborators) have seen students become deeply immersed in story-worlds of other places and times, and come back from them with imaginative riches of their own. We are struck over and over again by the contrast between, for example, their eloquent responses to the experience of a particular escaped slave, and their much more limited ability to articulate their general views on slavery. Their drama, poetry and artwork in response to stories repeatedly underscore Michael Oakeshott's passionate reminder that '"teaching by example", which is sometimes dismissed as an inferior sort of teaching […] is emancipating the pupil from the half utterances of rules by making him aware of a concrete situation' (1989, cited in Kazepides 2012). It is not in naming 'issues', but in exploration of the intricacies of concrete situations – for that is what stories are – that students learn how to live.
I am the first to admit that it's easy to be bewitched by these experiences of communitas and shared creativity, into losing sight of the other half of the educational picture: students also need to develop analytical language skills, to master the grammar and usages of their language so they can claim their own platforms to speak to the world.
However, what is undeniably true is that the telling of a whole story – or even the experience of being immersed in a whole novel – has become an awkward fit within the UK English curriculum. It is rarely the quickest or most certain path to fulfilling closely specified learning objectives, and even less to demonstrating they have been achieved. This is, however, only part of the picture; stories have become an unintended casualty of some much-needed developments in education. Emphases on active listening and learning have led to a suspicion of any activity that leaves a class in apparently 'passive' receptive mode for anything like the fifteen minutes it might take to narrate a meaty story. Meanwhile, recent rediscoveries of 'creativity' and oracy have refocused teachers on developing students' problem-solving abilities and ability to articulate a point, but have a 'blind spot' where narrative and story are concerned. Oracy textbooks such as Holderness and Lalljee (1998) and Jones and Hodson (2012) hive storytelling off into a single 'special interest' chapter, while guides to creativity in learning such as Fautley and Savage (2007) give narrative no mention at all.
A further factor in story's endangered status is teachers' own reticence to adopt the role of storyteller. To tell a story, whether a personal anecdote or a long fictional narrative, demands confidence in performance – albeit an informal kind of performance – as well as in speaking from one's own knowledge, wisdom and experience. This is difficult for a generation of teachers trained in a period of compliance with a centrally defined curriculum, who have become used to acting as 'the deliverers of other people's messages' (Lowe 1998: 98).
And yet, as Betty Rosen's guides for teachers who would be storytellers (1988, 1993) reminds us, most teachers, especially English teachers, are potential storytellers. These two books, which were much-loved and very influential following their publication, reflect a time not so long ago when there was less anxiety to pre-specify the outcomes of learning. Rosen speaks from her own storytelling experiences with her inner-city secondary pupils, at first tentative experiments, later infusing traditional, fictional and factual oral storytelling throughout her teaching. They provide ample evidence that listening to an oral telling can scarcely be surpassed as a rich language experience, and that every retelling by a student is in fact a creative piece of writing. As she points out, individual young people can bring aspects of their own life experience and cultural inheritance to the task of making a story their own; retelling a story thus becomes a means of learning from life, stitching one's own life experience into the fabric of human knowledge.
This last observation also hints at what may be the strongest argument for including whole stories in teaching today. We are living in a time when young people's mental health appears to be at an unprecedented low point, when their futures look economically and ecologically precarious, and political institutions on every level are too polarised and fragmented to command their faith. More than ever before, young people need space to make sense of themselves and the world around them in dialogue with caring adults. Providing this is the least we can do, and it's perhaps all we can do. Yet, as Kazepides (2012) reminds us, the ability to engage in dialogue is not an innate attribute but something that must be nourished by abundant examples and everyday practice. Moreover, we need to do this in ways that are not 'therapy', not intrusive nor prescriptive, but exploratory and open-ended. The literary or mythic stories we read and tell with students provide meaty fictional frames into which they can introduce themes of importance to them, and we can stand ready to facilitate exploration of these themes.
Stories, to paraphrase Claude Levi-Strauss (1964), are 'good to think with'. To illustrate exactly why, I'd like to tell the story of a brief project, Journeys We Make, at two Yorkshire secondary schools, initiated by myself (a storyteller and theatre researcher at York St John University) and Dr Michalis Kakos, a teacher educator at Leeds Beckett University.
Journeys We Make
The project originated in the aspiration to facilitate dialogue about students' experiences of migration, in two ethnically diverse secondary schools. Teachers rightly wish to understand and meet the needs of recently arrived pupils from refugee and EAL backgrounds, and to allow these pupils to tell their stories to others. Yet this intention can come into conflict with those students' desire to move past the stigmatised identity of 'refugee' or 'new arrival'. After all, other journeys may be of greater significance to a young person than their geographical migrations - their journey towards adulthood, for example.
We decided to choose a mythic framework which could accommodate many interpretations of the word 'journey', and draw pupils of diverse backgrounds into a creative exploration of it through poetry and animation. Following initial discussions with teachers and the artists with whom we aimed to work, we chose Homer's Odyssey, a huge and complex canvas which abounds in 'generative themes' (Arizpe et al 2014) of personal development and migration, without neatly resolving any of them. It is also, vitally, already the common property of many cultures, thus part of the patrimony of every student involved in the project.
Both schools agreed to open up the project to pupils from any year group, and provide a whole day for the mixed-age group to work together with us. Each workshop day started with my retelling of part of the Odyssey (each school worked with a different section of it), physicalized to help those who were EAL learners. We then used drama techniques to allow pupils to home in on those characters, moments and themes that intrigued them, and facilitated various poetry writing exercises to explore these. Pupils then produced further 'retellings' of these moments and themes through stop-motion animation using handmade paper puppets – creating an arresting combination of striking visual and verbal images.
We subsequently met pupils to plan a sharing event at a local arts centre. On the day of the sharing, pupils entered the studio somewhat shyly, but were soon gathered in a single circle. The only thing they were sure of having in common was their shared experience of the Odyssey, and this proved to be a solid enough meeting ground: while all the adults in the room were busy with AV equipment, they initiated their own warm-up game of 'Greek whispers'.
The energy the pupils chose to put into preparing their sharings - rehearsing, preparing displays, meeting over lunchtime, and overcoming their anxiety to travel across town to meet strangers from another district - was testament to their feeling that the project had been 'worth it'. This project, though short and disconnected from the rest of school life, seemed to have an intrinsic value for them. Yet after the videos and poetry had been shared, one girl asked: 'I have a question. Why did you come and tell us this story?'
The question was understandable. The pupils could see we had put what appeared to be a disproportionate amount of time into something with no apparent link to their curriculum. We found ourselves in an extended conversation between pupils, teachers and visiting artists to articulate what, collectively, we thought our exploration of the Odyssey had been about. My own thoughts on this question, some months later, are best articulated through some vignettes from the process.
Why start with a story?
It 'raises the floor'…
To research a historical topic or read a long novel takes many days. Each of my starting tellings of parts of the Odyssey had only taken half an hour. It had introduced the students to ten or more characters and numerous decisions and points of tension: a desperate stranger begging for transport across the ocean, a queen who had to make an instinctive judgement whether or not to host Odysseus, another queen in another land torn between faithfulness and pragmatism, a servant who went behind her mistress' back to facilitate her son's dangerous journey, an elderly swineherd whose true origins as a trafficked child had remained hidden all his life, a young man who needed to throw off his childhood to protect his home….
That is, a story is a very rapid way to set up a complex framework for debate and exploration, taking listeners directly to the heart of real, challenging situations. The ratio of reward to effort, in other words, is very high. The story can 'raise the floor', bringing the whole group up to a higher level of understanding and dialogue than would otherwise be possible – particularly for young people, with their limited life experience. Over-simplifications and sweeping statements become impossible as students grapple with the circumstances of particular characters – as was evident in students' poetry in particular. They were in effect 'cleverer within the story'.
In the case of EAL students, the access the physicalized storytelling gave them to the storyworld was of especial importance. One girl in our discussion raised her hand to say, "My English is not very good. But with the story, it made us remember it and be able to tell it." There was vigorous nodding around her.
It allows students' own cultural languages to enrich classroom language….
When we remarked on the lyrical tone of some of the students' contributions in the drama and poetry activities – 'My watchful eye never rests / I am time and space itself' – one student said that the story reminded her of some of the Koranic passages she had learnt. Others agreed and demonstrated the reciting style in which they had been taught these verses.
Students may find that the often 'timeless' language register of oral storytelling gives them 'permission' to use such inherited language styles and codes. A student recently arrived from Ghana seemed to invoke the stately language of African folktale in her poem about Princess Nausicaa, which she read out in declamatory style:
My name is Princess Sunshine.
I am as precious as a diamond to my parents and my people
Because I am their king's only child.
I am proud to be their daughter.
My heart was beating as fast as a sprinter as I approached this stranger
Who was hiding himself behind a bush.
It allows students to learn from their life experience and that of others…
The decisive step for each student in making their own mark on the story was the act of choosing a moment or character to explore. Invariably, this was a moment about which they felt themselves to have insider knowledge, or questions that needed to be answered.
The outstanding performer in the drama exercises following the oral telling in one school was a student who had, staff informed us, arrived as an unaccompanied minor to the UK less than 12 months previously. His English was still limited. Nonetheless he had a firm grip on every turn of the story of Odysseus' arrival in Ithaca, and recalled key details to his classmates' memories, urging them to make frozen images of what struck him as the vital points in the story. In particular, he worked with two friends to show the moment when Odysseus leaves the hospitable king of the Phaecians and arrives on the unrecognised shore, lost and alone, and a shepherd (the goddess Athene in disguise) advises him where to go for refuge and advice. He told the class, in explanation, that the goddess had become a shepherd because 'Shepherds are good people,' and went on to talk about his own experience as a shepherd back home.
Another student was interested in the often-ignored character of Eurycleia, Odysseus' and Telemachus' old nurse, who facilitates Telemachus' own mini-odyssey by gathering supplies in secret, and managing his mother Penelope's grief at his departure. The student said Eurycleia reminded her of her mother, who served everyone else before thinking about herself, and was never recognised for it. Her succinct poem restored Eurycleia to her proper place:
```
Like a mother she was, Helping and giving, but never receiving, Loving and caring, but never cared for. Baking and cooking, but eating last. She raised strong men and she brought up strong women. Eurycleia was her name,
```
Let us not forget it.
It can act as a jumping-off point to test ideologies and discourses that surround them…
Betty Rosen (1988) points out that while every retelling involved some creative interpretation by students, there are invariably some individuals who have a strong response to a particular aspect or theme in a story, and choose to use it for their own purposes – often, to explore or challenge a cultural ideology. Such retellings move well beyond the story's original territory.
This can be seen in two treatments of Queen Helen of Troy by two different students in the same school – a school which seeks to give girls a space to articulate their own identities as young women of mostly Muslim backgrounds. This extract from the first seemed to allude to the ongoing tendency to judge and criticise women in positions of power:
Why should I care about opinions
Of those decades younger than me,
Those who think of me
As a fictional character in a book,
As an underappreciated, objectified and tainted woman.
But I am real.
Women like me are alive today.
The second seemed to assert Helen's right to be a complex and morally ambiguous character, a mature woman and a beauty:
I am Autumn,
Sweet and bitter,
From green to brown,
Changing like Proteus,
The old man of the sea,
A great destroyer of mankind.
I am Autumn.
It was equally evident in another student's poem about the stranger who begs for passage on Telemachus' ship – a stranger about whom we know very little. The student filled in the details to make a strong point, as in this extract:
```
I am alone, hungry and tired. No-one wants to help a black person, Even for money. I'm dirty, they said. Dirty like a pig. If only they knew that I was a prince, Soon to be king. I am so close to my freedom. Telemachus. My way out. And soon….the roles will reverse. I will be the lion And they will be my prey.
```
It leads naturally to exploration of the possibilities of different artforms and media…
The drama, poetry and animation activities drew out different kinds of responses from the young people. If I were to attempt to sum up the distinctions, I would observe that drama was a vital gateway, allowing students to take the big and meaty story they had just heard into their own bodies before creating something original in response. Students tackled the poetic task as a means to mythologise or dignify their own experience, or those of characters with whom they identified. The animation, in contrast, seemed to make an invitation to contemporise and even satirise the story – translating it into social contexts they recognised. At one school, the behaviour of the suitors who invade Odysseus' house and disrespected his family seemed to map onto the behaviour of gangs. One group of students scripted and recorded a dialogue about the ways gangs lure people in, the difficulties of being accepted, and the pressure to change yourself to meet others' expectations. Their animation featured the exchange of Nike trainers for prestige outside a school building. Moreover, the 'craft' nature of animation required students to spend considerable time creating just one short sequence of images – forcing them to make editorial choices, stripping the complexities of the story down to what they perceived as its essentials.
Working in multiple artforms may be a luxury which teachers can rarely provide within the constraints of budget and curriculum, but the experience of Journeys We Make reiterates the importance of offering pupils multiple creative accesses to a narrative or text.
Conclusion
Storytelling projects are too often 'special' events like the one I have described, involving visiting artists and considerable investment. This cannot substitute for empowering teachers themselves to act as storytellers when they see fit, and giving them the space to cultivate this art among their pupils.
It's fitting to finish with the words of Harold Rosen (cited in O'Connor 2010: 41), Betty's husband, another crusader for story in schools:
Narrative must become a more acceptable way of saying, writing, thinking and presenting. I am not proposing that anecdote should drive out analysis but that narrative should be allowed its honourable place in the analysis of everything, that stories-in-the-head should be given their chance to be heard.
REFERENCES
Arizpe, E., Bagelman, C., Devlin, A.M., Farrell, M. and McAdam, J.E. (2014) 'Visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach', Language and Intercultural Communication 14:3, 304-321.
Fautley, M., and Savage, J. (2007) Creativity in Secondary Education. Part of the Achieving QTS series. Exeter: Learning Matters.
Heinemeyer, Catherine and Durham, Sally (2017) 'Is narrative an endangered species in schools? Secondary pupils' understanding of "storyknowing"'. Research in Education 99(1): 31-55.
Heinemeyer, Catherine (2018) 'The dying art of storytelling in the classroom'. The Conversation.com 11/04/2018.
Holderness, J. and Lalljee, B., eds. (1998) An Introduction to Oracy: Frameworks for Talk. London: Cassell.
Jones, D. and Hodson, P., eds. (2012) Unlocking Speaking and Listening. London: Routledge.
Kazepides, Tazos (2012) 'Education as Dialogue', in T. Besley and M.A. Peters, Interculturalism, Education and Dialogue. New York: Peter Lang Publications. Pp. 76-86.
Levi-Strauss, Claude (1964) Totemism, tr. Rodney Needham. London: Merlin.
,
Lowe, R. (2007) The death of progressive education: how teachers lost control of the classroom. London: Routledge.
Luttrell, Wendy (2003) Pregnant Bodies, Fertile Minds: Gender, Race, and the Schooling of Pregnant Teens. New York: Routledge
Peter O'Connor (ed.) (2010) Creating democratic citizenship through drama education: the writings of Jonothan Neelands. Stoke on Trent: Trentham Books.
Rosen, Betty (1988) And None Of It Was Nonsense: The power of storytelling in school. London: Mary Glasgow Publications.
Rosen, Betty (1993) Shapers and Polishers: Teachers as Storytellers. 2nd ed. London: Harper Collins.
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Part 1: Model Answer
What kinds of music do you like to listen to?
Well, I've got a pretty eclectic taste in music. When I was younger, I used to only listen to electronic music. But nowadays, I find that I like different music for different occasions. In the mornings, I prefe r to listen to funk and reggae- especially at the weekend or when it's sunny. Then, while I'm cooking, I like to listen to jazz. I still love electronic music, but I'll only listen to it at the gym or when I want to boost my mood.
Useful expressions
An eclectic taste in music
A broad and diverse taste in music. It means that you like lots of different types of music.
"I've got a pretty eclectic taste in music."
When I was younger, I used to + verb phrase. But nowadays, I + verb phrase.
Used to talk about things that were true in the past, but are not true now.
"When I was younger, I used to only listen to electronic music. But nowadays, I find that I like different music for different occasions."
Boost my mood
Do something to make me feel happier.
"I still love electronic music, but I'll only listen to it at the gym or when I want to boost my mood.
"
All sorts of music except for …
Meaning that you like lots of different genres of music. However, there are some that you don't like. "I like all sorts of music except for heavy metal music."
To be a huge fan
To really like someone or something.
"I'm a huge Taylor Swift fan. I'd love to see her perform live."
I like to listen to music when…
"I like to listen to music when I'm cooking."
Unwind
Relax
"I like to listen to classical music because it helps me to unwind."
Write your answer
© English Pro Tips
What kinds of music do you like to listen to?
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Research to Practice Paper:
Inclusive Education and the Global Development Agenda: Promoting Social Connectedness for Children with Disabilities
Jeremy Monk
INTD 497
Lessons of Community and Compassion: Overcoming Social Isolation and Building Social Connectedness Through Policy and Program Development
McGill University Professor Kim Samuel
The United Nations' Millennium Development Goal 2 (MDG) and UNESCO's Education For All (EFA) initiative both put forth the global goal of increasing access to basic, quality education for all children. The international commitment to achieve MDG 2 and EFA has been successful on the surface. According to the 2015 Millennium Development Goals Report, primary school net enrollment rate in the developing world has increased 8 points since 2000, reaching 91 percent, and the number of out of school children worldwide has fallen by nearly half to an estimated 57 million. 1 These macro-statistics present a rhetoric that enrollment increases in safe, quality schools have impacted a wide range of children. However, this is not the case. While the international community must be applauded for its accomplishments over the past three decades regarding access to education, smaller cohorts within the global data still face obstacles in accessing education. Amongst those who have not reaped the benefits of international efforts to increase access to education are children with intellectual and physical disabilities.
In large scale global data, such as the MDGs and the EFA plan, the overall positive statistics supersede the smaller, often not as successful evidence. The case of access to quality schools for children with disabilities falls under the latter of the statistical analysis. According to a 2011 UNICEF report on the rights of children
1 Inter-Agency and Expert Group on MDG Indicators, The Millennium Development Goals Report 2015 (New York: United Nations, 2016), 4, http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201).pdf.
with disabilities, "children with disabilities have remained relatively invisible in the efforts to achieve universal access to primary education." 2 For example, 2011 household data from four southern African states demonstrate that children with disabilities were two to three times less likely to attend school than children without a disability. 3 Current global initiatives have neglected to examine concrete national and community solutions that would aide children with disabilities to access schooling. In order to rectify the neglect of children with disabilities, targeted measures to help these students overcome barriers and inclusive education systems must be explored.
In response to the failures of international, national and local communities to address the educational needs of children with disabilities, initiatives must be put in place to include these children in the promotion of the right to education. This paper will examine the growing phenomenon of inclusive education, which not only attempts to ensure that children with disabilities access quality education, but dismantles the often forgotten, yet pervasive problem of social isolation. In order to ensure that children with disabilities attend schools where they are seen as equally important members of society, national and local governing bodies must implement policies where these children, beginning in pre-school, are included in
2 United Nations Children's Fund, The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education in the CEECIS Region (Geneva: UNICEF, 2011), 4, https://www.unicef.org/ceecis/Background_NoteFINAL(1).pdf. 3
World Health Organization, World Report on Disability (Geneva: WHO, 2011), 207,
http://www.who.int/disabilities/world_report/2011/chapter7.pdf.
the education system. It is only by building inclusive schools that communities can become inclusive, allowing all people to connect, promoting compassion and viewing each other for their positive contributions to the community.
Social Isolation, Inclusive Schools and Children with Disabilities
The 1994 UNESCO Salamanca Statement led to the inception of inclusive education as a part of the global development agenda. The Salamanca Statement reaffirmed the goals of the 1990 EFA program, but specifically focused on how to best include children with disabilities. 4 The Statement proclaims that "those with special educational needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs." 5 The Salamanca Statement was the first global initiative to specifically target children with disabilities and schooling. UNESCO statistics regarding the inclusion of children with disabilities are inadequate, demonstrating a lack of responsibility by the international community as a whole to promote and monitor inclusive education. A global refocus on inclusive education occurred in 2008 with the development of the UN's Convention of the Rights of Persons with Disabilities (CRPD). Article 24 of the CRPD focuses on education, and, in similar fashion to
4 See Secretariat of the International Consultative Forum on Education for All, World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs (Paris: UNESCO, 1990),
http://unesdoc.unesco.org/images/0012/001275/127583e.pdf
5 World Conference on Special Needs Education and United Nations Educational, Scientific and Cultural Organization, The Salamanca Statement and Framework for Action on Special Needs Education (Paris: UNESCO, 1994), viii, http://www.unesco.org/education/pdf/SALAMA_E.PDF
the Salamanca Statement, states that signatories must ensure that "persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live." 6 Inclusive education as a tool to deepen social connectedness and promote social and economic opportunities for children with disabilities has been a part of the global development agenda for the past three decades, yet is often forgotten when examining education rights.
UNESCO defines inclusive education as "a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education." 7 . The process of including children with disabilities in a classroom has two primary benefits for these children: improved academic achievement and improved social connections with their peers. Gary Bunch, professor of critical disability studies at York University, provides a basic, yet important conclusion about the effects of inclusive education. Bunch states that "students experiencing disabilities do better academically and socially when educated with their typical peers, and less well when educated in segregated settings." 8 Specific to social isolation, inclusion in the education system breaks down barriers that students with
6 United Nations General Assemby, Convention on the Rights of Persons with Disabilities (New York: UN, 2008), http://www.un.org/disabilities/convention/conventionfull.shtml.
8 Gary Bunch, "Disability and Student Well-Being Impact of Inclusion Education," Ontario Independent Facilitation Network, last modified January 23, 2015, http://www.oifn.ca/disability-and-student-well-being/.
7 United Nations Children's Fund, The Right, 4.
disabilities face in their desire and need for connections as equals. The World Health Organization's (WHO) 2011 World Report on Disability states that "inclusive education is better able to reach the majority and avoids isolating children with disabilities." 9 To dismantle the crippling effects that social isolation has on children with disabilities, the international community must promote the creation of comprehensive, inclusive education systems to national and local governments.
The case studies below will examine the impacts, both positive and negative, that education can have on children with disabilities. Each will be broken down into three themes: non-inclusive education and its impact, inclusive education systems that need reforms, and a successful, inclusive school that creates social connectedness.
Case Studies
Although inclusive education has been a goal of the global development agenda, there are countries that have not created inclusive schools and more that have even restricted access to education for children with disabilities. Serbia, a country that is a candidate for membership in the European Union, demonstrates a disturbing case of an illegal, non-inclusive education system, which purposefully
9 World Health Organization, World Report, 226.
isolates children with disabilities. In 2016, Human Rights Watch (HRW) published the report, 'It is My Dream to Leave This Place': Children with Disabilities in Serbian Institutions, which explores the coerced placement of children with disabilities into state-run institutions. In short, the placement of children with disabilities in these underfunded, understaffed and unloving institutions had led to "children's stunted physical, emotional and intellectual development." 10 While the lack of basic child services has been detrimental to children's health, the government has also segregated, separated or prohibited children with disabilities from attending school. HRW research found that approximately 50 percent of children with disabilities are not even enrolled in a school, and that the majority of children with disabilities that did attend school did so in segregated "special classrooms." 11 The forced segregation of children with disabilities in school has ensured that these children remain isolated and ultimately shunned from society at large. Although Serbia is a signatory to the CRPD, and whose own education laws enforce inclusive schools to promote achievement and social connections, the government's actions have created wards of social isolation for children with disabilities. While Serbia is a disturbing case study regarding the lack of inclusive education and its consequences for children with disabilities, it is not the only country to reject inclusive education.
10 Emina Cerimovic, "It is My Dream to Leave This Place": Children with Disabilities in Serbian Institutions (New York: Human Rights Watch, 2016), 3.
11 Ibid., 41.
Implementing inclusive education systems and classroom plans will not suddenly reverse the trend of social isolation that plagues children with disabilities. Inclusive education is definitely the most important first step in combatting social isolation, but to truly ensure that children with disabilities connect and achieve in their communities, inclusive systems must be implemented properly and thoughtfully. A case study of inclusive education in the Netherlands, a global leader in progressive education, demonstrates the difficulty of ensuring social connectedness for students with disabilities. The authors of the study state that "including students with special needs does not automatically lead to an increase of friendships." 12 The study included 180 classes in 119 different primary schools in the Netherlands, in which there were 234 children with disabilities. The study concludes that in terms of friendships, interactions and acceptance by classmates, students with disabilities engage less in social participation in the classroom and continue to feel isolated even within an inclusive school. 13 This study, along with others which provide similar results, prove that implementing an inclusive education system in a vacuum will not change the social opportunities of children with disabilities. 14 Other factors must be taken into account that work alongside the
12 Marloes Koster et al., "Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands," International Journal of Disability, Development and Education 57, no. 1 (March 2010): 59.
14 See Buysse, Virginia, Barbara Davis Goldman, and Martie L. Skinner. "Setting Effects on Friendship Formation among Young Children with and without Disabilities." Exeptional Children 68 (July 2012): 503-17, and Guralnick, Michael J., Brian Neville, Mary A. Hammond, and Robert T. Connor. "The Friendships of Young Children with Developmental Delays: A Longitudinal Analysis." Journal of Applied Developmental Psychology 28, no. 1 (January 2007): 64-79.
13 Ibid., 69.
inclusive setting to actually improve the standing of students with disabilities. These factors will be explored further in the recommendations section below.
The final case to be explored concerns one inclusive school that has succeeded in raising achievement and social connectedness for students with disabilities in the classroom. While the sample size for this study is small, the goal was to find specific initiatives that worked well for students with disabilities in an inclusive setting. The examined school was Creekside Elementary School (CES) in Florida, which enrolls 480 students and closely mirrors socio-economic demographic averages of the state. CES was chosen particularly because it changed from a school performing slightly above district and state averages concerning inclusivity in 2005, to, as the Florida Department of Education defines, a completely inclusive school in 2009. 15 CES's development from a school with separate classrooms for students with disabilities to an inclusive school corresponded to increases in academic achievement for both students with and without disabilities, and in sentiments of inclusion for children with disabilities. The school's transformation into a "highly effective, inclusive elementary school" did not occur simply by putting all students, regardless of ability or disability, into the same classroom. The study demonstrates several fundamental initiatives that the school and the community established in order to ensure increased achievement
15 James McLeskey, Nancy L. Waldron, and Lacy Redd, "A Case Study of a Highly Effective, Inclusive Elementary School," The Journal of Special Education 48, no. 1 (2014): 61.
and connectedness. Teachers accepted and learned methods to best educate students with disabilities as part of their typical classroom activities. Improved tracking systems were put into place by teachers and administrators to measure both achievement and social opportunities, and additional resources for students with disabilities were used efficiently and effectively. 16 Although the CES study examines one school, the methods, initiatives and effort put forth by the school to create a successful inclusive school for all students can be used as criteria in the development of inclusive education systems.
Recommendations and Conclusions
Inclusive schools are an important first step in defeating the devastating effects of social isolation on children with disabilities worldwide. By promoting inclusive education as well as acceptance, not just tolerance, of people with disabilities at a young age, communities can develop in a way that allows all people to feel connected and respected. However, as is the case in the majority of development studies and development initiatives, there is not an easy, conclusive way to fix this problem. There needs to be multi-step approaches to combat social isolation in schools for children with disabilities. This paper will recommend
16 Ibid., 59-60.
several philosophical and political initiatives that can be taken in the future in order to increase inclusivity in schools.
1. Bottom-Up Approach
The MDGs, and the UN's current primary development agenda, the Sustainable Development Goals (SDG), have attempted to expand the worldwide access and quality of primary and secondary education. As stated above, the general statistics demonstrate an increase in both of these measurements in the past two decades, an improvement that has helped the economic and social statuses of millions of children. However, while the MDG progress report does address vulnerable groups like girls and Indigenous children, it does not go far enough in examining children with disabilities and their plight in terms of accessing quality education. Leading international organizations, especially UNICEF and UNESCO, should not only imply that inclusive education is good for society, they must attempt to create meaningful changes. To do so, this paper recommends that international organizations focus primarily on community initiatives that engage local communities, schools and education systems to create inclusive educational spaces. This recommendation will take many forms depending on the community and the severity of the problem. For instance, HRW successfully made local governments, as well as the national government in Serbia, aware of their mistakes,
and has worked individually with institutions to send children with disabilities to schools. 17 It is only by working with local institutions that international organizations can promote inclusive education as a developer of increased social connections and of community building.
2. Teacher Training and Buy-In
The most important recommendation concerns the ability of teachers. While including children with disabilities in the classroom is the first step, achievement and connectedness outcomes will not be possible unless the teacher is equipped to work with children who have a disability and they believe in the ideals of inclusive education. The two case studies on inclusive schools demonstrate the need for properly trained teachers. In the Netherlands, teachers interacted with children with disabilities in the classroom, but were not necessarily successful in ensuring all children interacted and connected. 18 However, at CES, more than half of the teachers received graduate training in a field pertinent to classroom education, which surely made them more aware of the need for children with disabilities to interact with other students. 19 Teachers are the most important actors in ensuring that classrooms truly become inclusive and respectful. Teachers should "be able to make accurate assessments of students' social participation, in order to notice
17 Cerimovic, "It is My Dream, 67-68.
19 McLeskey, Waldron, and Redd, "A Case," 60.
18 Koster et al., "Social Participation," 65.
problems in a timely manner," and adjust the classroom climate accordingly to ensure that children with disabilities are included and connecting with their peers. 20 This paper recommends that additional teacher workshops and teacher college courses be offered regarding inclusive classroom management and diverse learning needs. While this may not be as feasible for countries that have a shortage of teachers and/or a shortage of funds for teacher training, some improvement must be made if the ideals of inclusive education become local realities.
3. Inclusive Pre-School Education
While most studies examining inclusive education occur in primary and secondary schools, inclusivity must be part of pre-school education as well. The experience of educational segregation at the pre-school level does directly threaten a child's social development. 21 In order to ensure social opportunities and development of children with disabilities at a young age, inclusivity in the classroom must begin at the pre-school level. This does not mean that young children with disabilities must be in the classroom all the time, but that there must be some interactions between children with and without disabilities in an educational setting. Local and national pre-school education systems need to allow
20 Koster et al., "Social Participation," 71.
21 W. N. Bender and M. E. Wall, "Social-Emotional Development of Students with Learning Disabilities," Learning Disability Quarterly 17, no. 4 (Fall 1994): 321.
children with disabilities, with the help of parents and resource teachers, to engage with other students at the pre-school level.
Children with disabilities have the right to access safe and quality schools, just like their non-disabled peers. In order to create a global society where people with disabilities are accepted and viewed as positive contributors, children must experience and learn these values firsthand. The best way to do so is to promote and implement comprehensive, inclusive educational policies. While the global development agenda has asked states to pursue inclusive schools, the actual work must be done locally, in classrooms and school systems, to create spaces where children with disabilities can connect, learn and grow as equals.
In October 2016, at the Global Symposium on Overcoming Social Isolation and Deepening Social Connectedness at McGill University, Tim Shriver, Chairman of Special Olympics International, powerfully stated that when children with disabilities connect with children without disabilities, the gap between perceived disability and ability disappears and communities become stronger. 22 Inclusive schools ultimately will allow this positive vision of community development to take place and to flourish. When children with disabilities are included in the learning process, they will also be included in all other aspects of societies as equal citizens and contributors.
22 Timoty P. Shriver, "Social Connectedness and Movement Building" (speech, Global Symposium on Overcoming Social Isolation and Deepening Social Connectedness, McGill University, QC, October 25, 2016).
Bibliography
Bender, W. N., and M. E. Wall. "Social-Emotional Development of Students with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (Fall 1994): 323-41.
Bunch, Gary. "Disability and Student Well-Being Impact of Inclusion Education." Ontario Independent Facilitation Network. Last modified January 23, 2015. http://www.oifn.ca/disability-and-student-well-being/.
Cerimovic, Emina. "It is My Dream to Leave This Place": Children with Disabilities in Serbian Institutions. New York: Human Rights Watch, 2016.
Inter-Agency and Expert Group on MDG Indicators. The Millennium Development Goals Report 2015. New York: United Nations, 2016. http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015 %20rev%20(July%201).pdf.
Koster, Marloes, Sip Jan Pijl, Han Nakken, and Els Van Houten. "Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands." International Journal of Disability, Development and Education 57, no. 1 (March 2010): 59-75.
McLeskey, James, Nancy L. Waldron, and Lacy Redd. "A Case Study of a Highly Effective, Inclusive Elementary School." The Journal of Special Education 48, no. 1 (2014): 59-70.
Shriver, Timoty P. "Social Connectedness and Movement Building." Speech, Global Symposium on Overcoming Social Isolation and Deepening Social Connectedness, McGill University, QC, October 25, 2016.
United Nations Children's Fund. The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education in the CEECIS Region. Geneva: UNICEF, 2011.
https://www.unicef.org/ceecis/Background_NoteFINAL(1).pdf.
United Nations General Assemby. Convention on the Rights of Persons with Disabilities. New York: UN, 2008. http://www.un.org/disabilities/convention/conventionfull.shtml.
World Conference on Special Needs Education, and United Nations Educational, Scientific and Cultural Organization. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO, 1994. http://www.unesco.org/education/pdf/SALAMA_E.PDF.
World Health Organization. World Report on Disability. Geneva: WHO, 2011. http://www.who.int/disabilities/world_report/2011/chapter7.pdf. | <urn:uuid:2363c97e-71cd-4e08-afa5-6295158c1fde> | CC-MAIN-2025-08 | https://www.socialconnectedness.org/wp-content/uploads/2019/12/Jeremy-Monk-Inclusive-Education-and-the-Global-Development-Agenda-Promoting-Social-Connectedness-for-Children-with-Disabilities.pdf | 2025-02-17T04:54:33+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00245.warc.gz | 865,958,280 | 4,572 | eng_Latn | eng_Latn | 0.932564 | eng_Latn | 0.994908 | [
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Smartphones in the lab: how deep is your blue?
Exploring coloured chemistry using smartphones
By Marc Montangero, Daniel Bengtsson, Márta Gajdosné Szabó, Miroslaw Los and Lilla Jónás
W hen copper is dissolved in an aqueous solution of nitric acid, the solution turns blue. The more copper is added, the more intense the colour becomes. But how can you work out exactly how much copper was used by only looking at the colour?
produces the colour, is proportional to the concentration of the dissolved colorant (according to the Beer–Lambert law). In this activity, students aged 13–18 test this law using free colour match apps on their smartphones.
People know that when you dilute a coloured syrup, it turns lighter. This is because the absorption of light, which
REVIEW
This activity is intended for a chemistry lesson, but can be modified for a mathematics class. This activity gives students an opportunity to practice the scientific method. They have a question to answer – how much copper did my teacher dissolve? They must then choose what method to use before taking the measurements, collecting data, organising the data in a table, and making a graph to
Chemistry
Age 15+
I have seen this demonstration in my school from one of the authors, Marc Montangero. The article is a new approach to teaching the Beer–Lambert law without a spectrophotometer – a smartphone is used instead and so the necessary equipment is very simple. However, a special program has to be installed on any given smartphone.
This activity could be used to begin discussions when teaching molar and mass concentration; the relationship between colour and wavelength; the Beer– Lambert law; and the visible spectrum.
Maurice Cosandey, Ecole Polytechnique Fédérale de Lausanne, Switzerland
Image courtesy of OlgaLebedeva / iStockphoto
estimate the amount of dissolved copper.
* A classic cookbook protocol, which provides all of the details on how to carry it out.
Here we suggest four different protocols:
* A protocol for a mathematics class, in which all the solutions have been prepared in advance; the students only make the measurements and carry out the analysis.
* A co-operative protocol, which suggests collaboration between schools.
* An open protocol, in which the students receive a small amount of information and a question to answer.
Chemistry cookbook protocol
The teacher or technician needs to prepare a copper solution of unknown concentration at least one day in advance (see box). After this preparation, the students do the work during the activity, which should take around 1.5 hours.
Make the reference scale
Materials
* Distilled water
* 30 g copper nitrate hydrate (Cu(NO3)2 ∙ 3H2O)
* Three 100 cm 3 flasks
Procedure
2. Take each flask and add 5, 10 or 15 g of Cu(NO3)2 ∙ 3H2O. Calculate the exact masses m1, m2 and m3 of pure copper in each flask.
1. Label the flasks 1, 2 and 3.
3. Add water until the total volume is 100 cm 3 ; close the flasks and shake well. This makes the scale with numbers 1, 2 and 3.
Note: You can also replace Cu(NO3)2 ∙ 3H2O, which is moisture sensitive, with hydrated copper sulfate (CuSO4· 5H2O – do not change the
Making the copper solution of unknown concentration
Safety note: Nitric acid (HNO 3 ) is corrosive, so use gloves, glasses and a fume hood. The reaction of copper produces such large amounts of toxic gases that this must be done in the hood at least one day in advance.
Materials
* 1.5–3.5 g pure copper
* 7.5–17.5 cm 3 65% HNO 3
* Distilled water
* 50 cm 3 beaker
* 100 cm 3 flask
Procedure
1. Take between 1.5 g and 3.5 g of pure copper (note the exact mass, m (Cu) ).
2. Pour 5m (Cu) cm 3 of 65% HNO 3 into a 50 cm 3 beaker (e.g. if you took 2 g of copper, use 5 x 2 = 10 cm 3 of nitric acid).
3. Add the copper (little by little if it is in powder form), close the fume hood and wait until all the copper has been dissolved.
4. After the copper is completely dissolved, add dropwise to 30cm 3 of water, then transfer the solution to a 100 cm 3 flask, dilute with water to 100 cm 3 and close the flask. Stir well.
quantities) or anhydrous CuSO4 (use about 3.3 g, 6.6 g and 10 g in this case).
Measure the H-values with a smartphone
Materials
* Flasks 1–3 (from the 'Make the reference scale' procedure above)
* Large sheet of white paper
* Smartphone with Color Grab (android) or ColorAssist Free Edition (iOS) app installed w1
* Pencil
Procedure
Image courtesy of Science on Stage
1. Put flask 1 on a piece of white paper (the paper should rest against a vertical support so that it forms
Making the unknown copper solution
I
Chemistry
Physics
both a white base and background) and use the pencil to mark the exact position of the flask on the paper.
3. Use the app on your phone to read the H-value (of the HSV or HSL colour model, explained further down in the article) and note it.
2. Fix your smartphone on the table so that the centre of the camera points at the largest part of the flask (the viewing angle should be horizontal). The distance between the background and the flask should be about 4 cm, and between the smartphone and the flask should be about 14 cm.
4. Repeat this with flasks 2 and 3 using the same geometry.
Identification of the unknown solution
1. Use the values for m1, m2, and m3 calculated earlier to plot a graph of the H-value as a function of the mass of copper. The H-value is proportional to the concentration of the solute and so this graph should be a straight line.
3. Use your graph to determine the mass of copper in the unknown copper solution.
Students measuring the H-value with the smartphone
Image courtesy of Science on Stage
Mathematics class protocol
The teacher makes the four solutions in advance as above and labels the reference scale flasks with the equivalent mass of pure copper on the flasks. The equipment that the students will probably need or ask for to carry out a fair test should be prepared. This experiment should easily be completed in around 45 minutes.
Procedure
1. Install one of the colour apps on your phone and work out the best way to measure the colour. Try to learn how to pause the measurement and how to use the smartphone's flash to assist with the measurement.
3. Draw a graph of the relationship between the H-value and the mass of copper. The more copper the solution contains, the darker it is.
2. Measure the H-values of the solutions in the three flasks, which are labelled with the mass of copper that they contain.
4. A fourth flask contains an unknown mass of copper. Measure the H-value of this solution and use the graph to determine the mass of the copper in this flask.
Open protocol
2. Using the protocol as above, measure the H-value of the unknown solution.
Ask your students to install the app and tell them how to use it. Give them the three flasks with the masses of copper written on them and ask
Image courtesy of Science on Stage
them to devise a fair test to determine the mass of copper in the fourth flask using the H-value.
Co-operation option
(navy blue, denim blue, cornflower blue, etc.). This value can be used instead of absorption in a certain range of concentrations.
The students carry out the experiment and also use their smartphones to make a video that explains how to do the experiment. This video is sent to another class (in the same school or internationally), who should then follow the same protocol.
How the apps work
The colour match apps measure colour using the phone camera and express its values in terms of a colour model (RGB, HSV, LAB, etc.). This can be useful when you want to buy paint of a particular colour: you can measure the colour with your smartphone and ask the paint shop for the same colour.
The RGB system is the most commonly used colour model (it's how colours are expressed on your computer screen, for example), but these values are not related to the wavelength of the colour. Instead the RGB system uses only one wavelength of each primary colour. The hue value (H) of the HSV or HSL colour model distinguishes between different blues
We have tried to use this procedure with the well-known red cabbage colour experiment but it did not work because the wavelengths of the different colours of red cabbage do not vary linearly with pH. The app was not even able to differentiate the hues between pH 3 and 10, and could therefore only give us the basic colour of red cabbage (pink, purple, green or yellow) from which we could deduce a range of possible pH values. As we usually do that by eye, it makes no sense to use the smartphone for this purpose.
Although we did not try it, we think the same procedure could be used with other coloured solutions (e.g. potassium permanganate or food colouring solution). You would have to identify the range of concentrations for which the H-value is proportional to the concentration of the solution.
Acknowledgement
This activity was first developed by Science on Stage and published in their collection of articles on using smartphones in science teaching, iStage 2 w1 . At a workshop in Vienna, Austria – and later over e-mail and the open-source learning platform, moodle – 20 teachers from 14 European countries worked together to develop 11 teaching units that show how smartphones and apps can be used in maths, physics, chemistry or biology classes.
iStage 2 provides a unique summary of practical examples from all over Europe of how to integrate smartphones in daily classes. The brochure is the second publication of the iStage series that deals with new digital media in STEM classes. It is available online, and in print in English and German, funded by SAP. As well as the print and online versions, the brochure can be downloaded as an ibook.
Web reference
w1 – All of the materials and apps can be found on the Science on Stage website. See: www.scienceonstage. de or use the direct link: http://tinyurl.com/q65zxuc
Marc Montangero, Daniel Bengtsson, Márta Gajdosné Szabó, Miroslaw Los and Lilla Jónás are secondaryschool teachers from all over Europe who worked together to develop this activity as part of the Science on Stage iStage 2 project.
CC BY-NC-SA
I
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Chemistry
Physics | <urn:uuid:e2ccd33f-cd4d-49e9-af8f-ce318a02521a> | CC-MAIN-2025-08 | https://www.scienceinschool.org/wp-content/uploads/2015/09/smartphones.pdf | 2025-02-17T05:30:06+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831953161.11/warc/CC-MAIN-20250217025937-20250217055937-00241.warc.gz | 874,012,336 | 2,367 | eng_Latn | eng_Latn | 0.996475 | eng_Latn | 0.997536 | [
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Standard Laboratory Operating Procedure #200 Set-Up and Maintenance of Aquaculture Systems
Laboratory: Biotechnology/Environmental
Location: Science Lab
SOP prepared by: R. Sanders
Last Revision: 14 Aug 2014
General: The term "food security" refers to the availability of food and one's access to it. Many people believe that sustainable aquaculture is a part of the solution to the global food crisis. Aquaculture is the world's fastest-growing animal agricultural industry. Aquaculture producers are seeking more efficient and sustainable ways to cultivate healthy species to satisfy growing market needs in a world whose population and food requirements are growing rapidly.
Safety:
N/A
Materials:
2 ½ Countertop Aquaponics Systems from R&D Aqua Farms
http://rdaquafarms.com/CTAAP.html Chlorine free water Fish (Tilapia)
Procedure:
Aquaculture System Set-Up:
1. Once the system has been constructed per specifications from R&D Aqua Farms, fill each tank with chlorine and chloramine-free water and allow to circulate for 1 week.
2. Make sure all pump components are functioning and there are no leaks in the system.
3. Add fish at 20% of stocking density. Use the following to determine fish stocking density:
a. Tank size = _____ gallon
b. Total fish weight = ______gallon X 0.25lbs. fish per gallon (recommended constant)
c. Number of fish = _____ lbs. (total fish weight)/____lbs. (final grow out weight of fish)
d. Start up fish at 20% total capacity= Total number of fish X 0.2
Example:
Tank Size: 100 gallon
Total fish weight = 100 gallon X 0.25 lbs. of fish per gallon = 25 lbs. Number of fish = 25 lbs./1.5 lbs. (grow out weight for Tilapia) = 17 fish Start up fish at 20% total capacity= 17 fish X 0.2 = 3 fish
4. Make sure that the temperature and dissolved oxygen levels are no more than +/- 2 points different from the fish shipping water to reduce stress on the fish.
5. Take the bag of fish and without opening it float it in the tank for a minimum of 15 minutes.
6. Open the bag and roll down the top edge of the bag two or three turns. This will help the bag float with the opening up. A small airstone can be placed in the bag at this point.
7. Now add water from the tank to the open bag. Over the next 10 to 15 minutes add one to two gallons of tank water to the bag.
8. Put the fish into the new tank by grabbing the bottom of the bag and turning the bag upside down.
9. Next, feed fish slowly, watching to see that they eat all that is offered. Refer to SLOP #202: Calculating feed amounts for growth rate of tilapia.
10. Monitor water quality to ensure proper levels for ammonia, dissolved oxygen, pH, nitrate, nitrite and temperature. Refer to SLOP #201 Maintaining Water Quality for Aquaculture System. | <urn:uuid:a0274f54-cd62-42b0-8d23-5514c2306f1d> | CC-MAIN-2017-26 | https://grownextgen.org/workspace/uploads/files/aquaculture-set-up.pdf | 2017-06-26T08:56:50Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00675.warc.gz | 774,433,713 | 663 | eng_Latn | eng_Latn | 0.982159 | eng_Latn | 0.98688 | [
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May 2015
What is norovirus?
Norovirus is a virus that causes diarrhea and vomiting in people. Some people mistakenly call it "the stomach flu."
What are the symptoms?
Symptoms of norovirus usually start within 12 to 48 hours after exposure, but can happen as early as 10 hours after exposure. Symptoms include nausea, vomiting, watery diarrhea, and stomach cramps. Some people may have a fever, chills, headache and muscle aches. For most people, the illness is brief, lasting only a few days.
How serious is nororvirus?
Norovirus is usually not serious, but people may feel very sick. Most people get better within a few days, and have no longlasting health effects from the illness. Sometimes people are unable to drink enough liquids to replace what they lose from vomiting and diarrhea, become dehydrated and need to see a doctor. Usually only the very young, the elderly and persons with weakened immune systems experience this complication.
How is norovirus spread?
Noroviruses are highly contagious and spread easily from person to person. The virus is found in the stool and vomit of infected people. People become infected in several ways, including:
* Direct contact with someone who is infected or taking care of an infected person;
* Touching surfaces or objects contaminated with norovirus and then putting their hands in their mouths;
* Eating food or drinking liquids that are contaminated with norovirus; and
* Inhaling virus released when an infected person vomits.
People who have norovirus are contagious from the moment they begin feeling ill to at least 48 hours after symptoms end.
Norovirus
How is norovirus diagnosed?
Diagnosis is usually based on the person's symptoms. Laboratory testing for norovirus can be helpful when trying to determine the cause of an outbreak (like in a hospital or longterm care facility).
What treatment is available?
Currently, no specific medication or vaccine exist for norovirus, and it can't be treated with antibiotics. Instead:
* Drink plenty of fluids so you don't become dehydrated;
* Wash your hands often;
* Get plenty of rest; and
* Call your health care provider if you have questions or concerns.
Can norovirus be prevented?
You can decrease your chance of becoming ill with norovirus or spreading norovirus to others by:
* Frequently washing your hands with warm water and soap (especially after using the toilet, changing diapers, before eating, and before preparing food);
* Promptly cleaning then disinfecting contaminated surfaces with household chlorine bleach-based cleaners;
* Washing soiled clothing and linens with detergent and hot water, then dry thoroughly in a dryer;
* Avoiding food or water from sources that may be contaminated; and
* Not preparing food for others for at least 48 hours after symptoms have ended.
Tacoma-Pierce County Health Department, Communicable Disease Control information line (253) 798-6410. | <urn:uuid:55a2ceba-9082-4fff-b541-baae3ac96afb> | CC-MAIN-2017-26 | http://www.tpchd.org/files/library/8b6a0b3caaee4c46.pdf | 2017-06-26T08:52:13Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00678.warc.gz | 664,136,295 | 611 | eng_Latn | eng_Latn | 0.997773 | eng_Latn | 0.997773 | [
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Detailed Report Outline
The following is a report template that can be used and adjusted to the particular project or assignment. It is a guide. Not all items listed here are relevant to all projects. Read the questions in each section to help you decide what to write in that section.
Title
A descriptive title for the project.
Author
Your Name.
Group members
Others with which you collaborated.
Date
The Date of the report.
Assignment name and number
Name of the project given by the instructor.
Objective (or Introduction)
1. Problem statement. What you want to answer with this project.
2. Why is this problem important?
3. What you intend to accomplish?
Background
1. Review the work of others who have used the proposed project.
2. Review related approaches that are important to decisions you have made on this project.
Study Site
1. Describe the place including
o Name of area, additionally include city, county, state, and country if necessary.
o It may be necessary to describe the site by using a legal description, UTM or Longitude-Latitude. system as appropriate.
o If appropriate, give directions to study site such as road names and distances.
o If relevant to study, describe the physical environment, slope position (ridge back slope, toe slope, upland drain, flood plain), geology, soils, aspect, slope, and proximity to water.
Methods
Natural Resource Biometrics
1. Describe the technique used and how it helps you answer your stated problem. Start with the general concept and then move to more specific details.
2. Describe Sample type (systematic, random, stratified, the probability of sampling)
3. Describe the sample or plot layout.
4. Describe the sample or plot size and shape.
5. Describe data collection.
6. List variables and method of measurement.
7. Provide details necessary for others to understand your results (e.g. were weights fresh or dried or was there a minimum size).
Analysis techniques
1. List each analysis technique from simplest to most complicated.
2. Describe how that technique will help you answer your general problem.
Results
1. What were the results for each analysis?
o Tables and figures make this information easier to understand.
o Explain the figures and tables to the reader pointing out the items they should note in each. You are explaining the results of your work and need to let the reader know that you understand the data.
o Numbers in the text are difficult to find. Avoid this as the only method of presenting results if possible.
o The order of results discussed should correspond with the order of the techniques listed above in Methods and /or Analysis.
Discussion
1. What is your interpretation of each result?
2. This should correspond with the techniques and results listed above.
3. This is the place to speculate on your results or explain special circumstances.
Conclusion
1. What does all this stuff mean? This is the concise meaning of the project.
2. What should the reader remember from your work?
3. Remember that most reports are not read as prose. The document is usually skimmed and then sections are read in detail when more information is required.
References
1. Cite others work used in this report in a style of your disciplines journals.
Natural Resource Biometrics
2. The citations for the text books or WWW page can be found on information page.
3. Check the style of citations in the journals used in the discipline.
4. Refer to American Physiological Association (APA) Style Manual or Chicago Manual of Style if necessary. | <urn:uuid:4b03dec3-41c8-4b79-b3f5-42fea468227b> | CC-MAIN-2017-26 | http://oak.snr.missouri.edu/nr3110/pdf/report.pdf | 2017-06-26T08:42:59Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00674.warc.gz | 289,408,869 | 722 | eng_Latn | eng_Latn | 0.994528 | eng_Latn | 0.99698 | [
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How to Communicate with Dairy Consumers about FMD
by
Richard P. Horwitz, NESAASA Consultant, April, 2013
Contents
Introduction
Two of the most useful, recent studies of strategies for communicating with consumers about Foot-and-Mouth Disease (FMD) were conducted in 2007 for the National Cattlemen's Beef Association and in 2008 for Dairy Management Inc. The following is a summary of key common findings. They suggest that an outbreak of this disease would incite consumer fears, especially about personal health effects. Demand for foods that consumers associate with FMD, including dairy products, would likely drop. The duration and depth of the drop could be minimized with straightforward – clear, consistent, respectful, and honest – assurance that these products are safe.
Consumer Confidence
The vast majority of Americans ordinarily trust that their food is safe. Dairy products are considered especially wholesome and prominent among people's favorite foods. Virtually everyone eats some ice cream, yogurt, or cheese at least once per week. Nearly as many (95 percent) say that their household buys milk as often, and about half of them say they drink it every day.
More than nine out of ten Americans say that milk is at least as safe or even safer than alternatives, including packaged foods, meats, fruits, and vegetables. In general, the more milk they drink, the greater their agreement and degree of confidence that buying and drinking milk is compatible with good health.
FMD Concerns
By far Americans' biggest food-safety concern is contamination, the chance of something harmful finding its way into their diet. About 80 percent of people surveyed say they worry about it occasionally, and half say they worry about it a lot. Bacteria or germs are the contaminants that worry them most.
Public understanding of FMD is very limited, but it readily incites fear. In particular, about 80 percent of Americans say that in an outbreak they would worry about getting infected, despite the fact that humans are not susceptible to the disease. Their chief concern is protecting themselves and their families from harm.
Common responses: "How would I feel if I heard that there was an outbreak of FMD?"
1
Popular concern is also apt to rise because of confusion between "Foot-and-Mouth Disease" (also known as "hoof-and-mouth disease" – not a pathogen for people) and unrelated maladies such as "mad cow disease" (Bovine Spongiform Encephalopathy, BSE) or "Hand, Foot, and Mouth Disease" (HFMD) which commonly infects children. In fact, Internet searches for FMD tend to bring up information on HFMD, counseling confusion of livestock and human disease.
Worry is apt to be strongest among people who are the most frequent milk drinkers, mothers of young children, and the elderly. Reactions are also likely to be stronger among people who live near an outbreak or who are otherwise anxious about their diet.
Conversely, worry is apt to be weakest among young adults, people who ordinarily don't drink much milk, who trust government capabilities, who live far from an outbreak, or who are already convinced that the disease cannot harm them.
Although no one can be sure how consumers will respond to actual (vs. hypothetical) circumstances, nearly half of Americans polled say that in an FMD outbreak they would stop or suspend buying milk until convinced otherwise by appropriate authorities.
1 KRC Research for Dairy Management Inc., DMI Consumer Crisis Messaging Results Webcast (September, 2008), Slide 29.
In short, concerns about food contamination, germs, and FMD in particular are apt to shape public response to FMD, and dairy consumption is apt to decline accordingly.
Mindset of FMD response among consumers 3
2 Dairy Management Inc. (DMI), Communicating Dairy Safety during an FMD Outbreak: Best Practices Based on Dairy Industry Crisis Messaging Research (2011), p. 1.
3 KRC Research for Dairy Management Inc., DMI Consumer Crisis Messaging Results Webcast (September, 2008), Slide 33.
Trusted Sources
In an outbreak, consumers will be wary of advice they receive. They are especially likely to resist advice that could be considered patronizing or self-serving.
How people filter information 4
For example, in the absence of independent corroboration, representatives of the dairy industry will be expected to belittle actual health risks for consumers, to care more about business as usual than the public concerns.
Since consumers feel the most reassured and informed about food and food safety when consistent information comes from the dairy industry, government and independent food safety organizations and experts, it is essential that the industry continues to work with third-party experts, universities and government agencies to ensure that consumers receive accurate, informative and useful information during a milk safety crisis. Both "moms" and mature adults should be considered high priority audience segments. 5
Americans are most inclined to trust their personal primary health care provider, followed by well-respected national scientific and medical organizations.
4 KRC Research for Dairy Management Inc., DMI Consumer Crisis Messaging Results Webcast (September, 2008), Slide 38.
5 Dairy Management Inc. (DMI), Research Brief: What Consumers Need to Hear in a Dairy Crisis (October 2008), p. 6.
Who do consumers say they would trust the most for accurate information about food and food safety: 6
1. My doctor
2. Centers for Disease Control (CDC)
3. Food and Drug Administration (FDA)
4. U.S. Department of Agriculture (USDA)
5. Pediatricians
6. The Surgeon General
7. American Dairy Association
8. Department of Health and Human Services (DHHS)
9. Veterinarians
10. My state health officials
Messages from all of these sources gain trust when they are honest, useful, and agree.
Key Messages
In general, when thrust into a situation that they fear, people will change not only the way they feel but also the way they seek and receive relevant information. Messages intended to reassure consumers should anticipate such challenges and a good deal of skepticism.
When stressed or concerned, people typically:
- Have more difficulty hearing, understanding, and remembering information. So, make no more than three points at a time.
- Want to know that you care before they care what you have to say. So, show honest empathy within the first thirty seconds.
- Focus most on what they hear first and last.
So, repeat each point three times.
- Focus much more on negative information than positive information. So, avoid repeating unfounded rumors or false allegations.
- Process information at well below their education level. So, aim for 27/9/3: 27 words in 9 seconds for 3 messages.
- Actively seek out additional sources of credible information.
So, prepare three supporting messages or credible sources for each point.
Kinds of messages to avoid:
- Absolutes (e.g., never, always, everywhere)
- "Spin" that seems to diminish the problem or unfairly shift the context.
- Repetition of false rumors or unproven allegations
- Broad assertions without substantial proof or signs of action (e.g., "Safety and security are our top priorities.")
- Self-congratulations or unqualified praise for the industry (e.g., "The dairy industry is often cited as a leader . . ."
6 KRC Research for Dairy Management Inc., DMI Consumer Crisis Messaging Results Webcast (September, 2008), Slide 24. See also Ready, Set, Go in 30 Minutes or Less: Working Together for Effective Dairy Response via Social Media (DMI webinar, recorded October 16, 2012).
Impacts of information on consumer worries 7
Kinds of messages to use:
- Show that you care and are open to everyone's concerns.
- Prepare to answer frequently asked questions, such as:
o What is the problem?
o What is being done to control the problem?
o What can consumers do to help or to learn more?
- Use examples, describe specific steps in action and share relevant findings when they are available.
- Balance bad news with positive, constructive developments.
Alternatives to "I Don't Know" or "No comment":
1. Express a wish that you could answer.
2. Explain why you can't answer, such as:
o "I don't know the answer."
o "I am not the right person or in the right position to answer."
o "I don't yet have enough information or adequate data" (e.g., because it is still under investigation).
o "I am limited in what I can say" (e.g. because of security, litigation, privacy).
3. Explain specifically how to redirect the question (e.g., to the Public Affairs Officer, to the Joint Information Center, or to you again at a particular time, phone number, or place).
4. Segue to what you can say.
7 Dairy Management Inc. (DMI), Research Brief: What Consumers Need to Hear in a Dairy Crisis (October 2008), p. 4.
Messages that communicate milk is safe to drink:
- Consumers can continue to drink milk. Although Foot-and-Mouth Disease is a serious animal disease; it does not affect food safety or human health.
- Pasteurization of dairy products effectively eliminates Foot-and-Mouth Disease Virus, so it does not affect food safety or human health.
Note: Simply asserting that FMD doesn't affect human health is not sufficient to communicate milk safety in a climate of fear. People want to know why. Knowledge that pasteurization effectively eliminates the FMD virus helps convince them that milk is safe to drink
- Foot-and-Mouth disease has never been transmitted from pasteurized dairy products to humans. There is not a single case on record.
- Foot-and-Mouth Disease has been reported to affect human health in very few, rare cases. Human health effects are so rare that no major scientific or public health organization considers it a significant risk. Even in those very rare cases, the person who was supposedly affected had worked closely with FMD-infected livestock and recovered quickly.
8 Multi-State Partnership for Security in Agriculture, Message Maps for Common Food and Agricultural Threats, Foot-and-Mouth Disease (2012). Note that USDA/APHIS has been preparing to release its own version since August, 2011.
Risk Communication Resources:
Message Maps for a FMD outbreak
Multi-State Partnership for Security in Agriculture, Message Maps for Common Food and Agricultural Threats, Foot-and-Mouth Disease (2012). Note that USDA/APHIS has been preparing to release its own version since August, 2011.
E-resources
Crisis Communication Update: Messages and Channels. Presentation by Stacey Stevens for DMI at the National Institute for Animal Agriculture (NIAA) FMD Symposium in Lousiville, KY, April 17-18, 2013 (YouTube, 2013).
Crisis Preparedness Toolkit. A step-by-step guide for dairy processors on building a crisis communications plan (DMI, 2014).
Dairy Emergency Response Network (Linedin.com). Website maintained by national dairy organizations – Dairy Management, Inc. (DMI), National Milk Producers Federation (NMPF), International Dairy Foods Association (IDFA), Milk Processor Education Program (MilkPEP) and U. S. Dairy Export Council (USDEC) – in association with state and regional dairy organizations, aiming to speak with one voice and manage crisis communications to protect public health and business continuity.
Dairy Response Center. Website initiated by the dairy checkoff, with links to tools for communication with consumers and producers about animal health issues.
FMD Newsroom. USDA website with the latest news and links to additional information about FMD.
Foot-and-Mouth-Disease Information. National Cattlemen's Beef Association (NCBA) website with information resources for producers and for consumers, plus answers to Frequently Asked Questions.
Latest Dairy News. Password-protected source of information for producers.
Guides to Communication with Consumers about FMD
Communicating Dairy Safety during an FMD Outbreak: Best Practices Based on Dairy Industry Crisis Messaging Research (DMI, 2011).
Consumers Want a Human Health Reassurance Message in the Event of an FMD Outbreak, Research Brief by Rick McCarty for the National Cattlemen's Beef Association, Issues Update (September-October, 2007), pp. 47-48.
Dairy Industry Crisis Preparedness Websites Overview
(DMI, 2013).
DMI Consumer Crisis Messaging Results Webcast (KRC Research, September, 2008).
Issues Management Message Manual (National Dairy Council, 2010).
Ready, Set, Go in 30 Minutes or Less: Working Together for Effective Dairy Response via Social Media (DMI webinar, recorded October 16, 2012). A slightly earlier version is also available as a set of slides, Social Media and Crisis Response: A Strategy for the Dairy Industry (March 18, 2011).
Research Brief: What Consumers Need to Hear in a Dairy Crisis (DMI, October 2008).
Speaking Out: Animal Health and Dairy Product Safety and Communications Tips and Techniques pocket reference (DMI, Dairy Response Center, 2011).
General Guides to Risk Communication and Message Mapping Advanced Risk Communication Templates , a pocket guide (Vincent Covello, 2008).
Best Practices in Effective Risk Communication, one page of bulleted points, The Ten Best Practices for Risk and Crisis Communication, on-line training, and Risk Communication Message Development Template, twopage guide for developing your own message map, (National Center for Food Protection and Defense, University of Minnesota, 2008-2010).
Communicating in a Crisis: Risk Communication Guidelines for Public Officials (U.S. Department of Health and Human Services, 2002)
Crisis and Risk Emergency Communication (Centers for Disease Control and Prevention, September 2002) and CREC Basic Quick Guide (CDC, 2008)
Effective Media Communication During Public Health Emergencies: A WHO Field Guide, a compact Wall Chart, or the full Handbook (Randall N. Hyer and Vincent T. Covello for the World Health Organization, July 2005).
Effective Risk and Crisis Communication during Water Security Emergenices: Summary Report of EPA Sponsored Message Mapping Workshops (U.S. Environmental Protection Agency, 2007).
Questions Commonly Asked by Journalists During an Emergency or Crisis
Health Communicator's Social Media Toolkit (CDC, July 2011). (Vincent T. Covello (2005).
Risk and Crisis Communication: Communicating Effectively in High Concern, High Stress, or Low Trust Situations, a presentation by Vincent T. Covello (August 2010).
Risk Communication Planning Guide. (National Center for Food Protection and Defense, January 20, 2007).
Risk Communicator Training for Food Defense Preparedness, Response and Recovery (International Food Information Council Foundation, March 19, 2010).
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What is a Standards What is a Standards-Based Based Report Card?
A standards-based report card lists the most important skills students should learn in each subject at a particular grade level based on the state standards. For example, in math, a first grade report card might list these skills:
- Count by 1's, 2's, 5's, and10's
- Use addition to solve problems
- Recognize/write numbers 0-100
Instead of letter grades, students will receive a plus (+) if their progress shows at least 80% mastery of an individual skill, and a minus (-) if their progress shows below 80% mastery of an individual skill. Students will also receive these same markings for effort and work habits. Teachers will use checklists, rubrics, observation, detailed notes, and written assessments to show student mastery.
How can parents help children succeed in school? school?
♦ Help your child with homework.
♦ Encourage your child to spend more leisure time reading rather than watching TV.
♦ Talk with your child and communicate positive behaviors, values, and character traits.
♦ Keep in touch with the school.
♦ Express high expectations for your child and encourage his/ her efforts to achieve.
♦ Read to your child often.
♦ Make sure your child gets plenty of rest.
Families play an important role in educating children and developing a lifelong love of learning! learning!
Why Use Content Standards? Standards?
♦ The standards-based reform is an effort to increase student achievement by setting high academic standards and working to help all students achieve the standards.
♦ All students are expected to be proficient in their grade level standards by the end of the school year.
♦ A complete list of the grade level standards can be found on the Mississippi Department of Education Website, www.mde.k12.ms.us .
What are State Standards?
State standards are the list of skills that stu- dents should learn at each grade level and subject area from kindergarten through high school. These lists are the state content and learning standards. In Mississippi they are re- ferred to as ferred to as "The Framework" "The Framework" "The Framework" or or or "The Compe- "The Compe- tencies". tencies". Teachers are responsible for teaching Teachers are responsible for teaching the skills listed for their students' grade level. The The No Child Left Behind Law No Child Left Behind Law No Child Left Behind Law drives schools drives schools and educators across the country to center their teaching on content and learning stan- dards. dards.
How will the Standards How will the StandardsBased Report Card Help Students? Students?
♦ Students know their academic expectations.
♦ Students can get help on academic skills sooner.
♦ Students are focused on learning goals from the very beginning of the year.
♦ Students are able to make connections between classroom lessons and the content standards.
♦ Students are able to distinguish between level of performance to meet personal academic goals.
What does DOK mean? What does DOK mean?
DOK means Depth of Knowledge. Each objective of the Mississippi Curriculum Framework has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators, teachers, and parents understand the objective in terms of the complexity of what students are expected to know and do. Standards vary in terms of complexity. Some objectives expect students to reproduce a fact or complete a sequence of steps, while others expect students to reason, extend their thinking, synthesize information from multiple sources, and produce significant work over time. Four levels are used in the frameworks: Level 1 (Recall), Level 2 (Skill/Concept), Level 3 (Strategic Thinking) and Level 4 (Extended Thinking). More information about DOK can be found at www.mde.k12.ms.us .
How will the Standards How will the StandardsBased Report Card Help Parents? Parents?
♦ The revised report card will provide parents with detailed information about their child's academic progress toward achieving grade level standards.
♦ Parents can identify their child's academic strengths and needs.
♦ If a child struggles in learning a standard, parents will know exactly what area to provide review and practice at home.
♦ The Standard-Based Report Card provides a focused and detailed profile of a child's academic performance.
The mission of the Lamar County School District is to empower all students with the knowledge and skills to create their own futures; to become passionate, lifelong learners; and to contribute cooperatively to a diverse and changing world.
Created August 2009
Kindergarten Kindergarten and and First Grade First Grade Standards Standards-Based Based Report Cards Report Cards
Lamar County School District Lamar County School District
300 North Street Purvis, MS 39475 601 794-1030 Fax 601 794-1012
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Persistent Pain- Why is this happening to me?
We can all recognise that pain can often be associated with some sort of tissue damage and inflammatory response. Such as when you sprain you ankle, there is firstly an inflammatory response which can contribute to pain sensitive chemicals and swelling. This inflammatory response is an essential part in normal tissue repair. Typically all tissues repair with time and our bodies natural healing processes. Some tissues are faster (such as skin) and other tissues are a bit slower (such as bones or tendons).
So why can pain sometimes persist despite enough time passed to allow tissue repair?
There are a few reasons for this and for each person different contributing factors can be present.
* Firstly the injured tissues (muscles, tendons, bones) may have repaired or healed, but are not yet operating in a healthy way. Such as when we have underused our muscles for a period of time resulting in weakness or muscle imbalance. As an example this can occur if we have to use crutches for a period of time resulting in some muscles being weak and others tight, even though our knee has healed.
* Secondly, sometimes we can change our posture to adapt to our injury (such as limping with an ankle sprain, or avoiding shoulder movement after a shoulder injury) which can sometimes result in persistent postural habits that can overload even healthy tissue.
* Thirdly, sometimes our nervous system (our brain, spinal cord and nerves) can become over sensitised. Let's explore this in more detail.
How does the brain and nervous system affect pain?
There has been lots of research recently on persistent pain and the brain and how it can affect our experience of pain. Some of the results of this research are complex but nearly all of it highlights how important our brain is in our experience of pain. Here are some highlights from recent research:
.
1) Pain is an output from the brain, not an input from the tissues
That's right. It's not our tissues (torn muscles, broken bones) that create the experience of pain, but simply a message that comes OUT of our brain. This message is sent out in response to perceived threat.
So in a nutshell, what happens in our bodies is that we have nerves that send messages to the brain (such as: "I touched a hot stovetop" or "I stepped on a sharp piece of glass" or "something just scratched my leg!"). The brain then collects that information and quickly puts it into its data processing centre to decide "Is this dangerous? Do I need to let you know about this?" It bases this decision on many things, including what we see, the environment we are in, our beliefs, our emotions and our past experiences.
Once the brain has decided that this sensation input could be dangerous, it quickly sends out a message of pain to alert you to change what you are doing. This message is very useful in protecting us from burning ourselves, cutting ourselves and damaging ourselves further. However, because the brain makes this decision to send pain out based on a lot of data in the processing centre, sometimes pain can be sent out as a message even though there is no real danger or damage. It is just that the brain, for some reason, has perceived the situation as dangerous.
For example a simple scratch on the leg could be perceived as more painful if you were walking through the jungle (Was that a deadly plant? Or a snake?), than if you were walking down the hall at home (the kids have left their toys on the floor again!). This is the result of the brain sending out pain signals of different volume depending on our current environment.
Another example of our changing 'pain output' or perceptions could be this; If you imagine the World Cup Football final comes down to a penalty shootout. If the striker and the goal keeper both have exactly the same ankle sprain at that moment when a goal is finally scored, both of those players will experience very different symptoms of pain. One player has just won the World Cup for his team, so his ankle sprain might not feel too bad! The other player has lost the World Cup for his team, and his ankle sprain will probably feel a lot worse! This is the result of the brain sending out pain signals of different volume depending on our current emotional state.
Likewise our past experiences (previous injuries, past traumas and difficulties) and our beliefs can all have an impact on the brain deciding whether to send a pain message out or not.
So your experience of pain is an output from your brain. It decides to send out that signal based on what it perceives to be threatening. It makes this decision based on your past experiences, your beliefs, your environment and your emotional state. Sometimes this pain message gets sent out too readily which can result in the persistence of the painful experience beyond normal tissue repair.
2) Pain is not ever indicative of tissue damage
This concept always seems strange. But it is true and we know it to be true. Ever stubbed your little toe? The agony! But is there tissue damage? Not usually. What about a paper cut? That can really hurt too! But is there much damage? Not really, it heals by itself without anything needing to be done.
How is it that these simple things can hurt so much, yet it is known that we can have cancerous growths (lots of tissue damage) without any pain?
This is because the volume of pain that is sent out from the brain is a very unreliable in determining tissue damage. Pain is always sent out from the brain in response to perceived threat (is this bad?) but the amount of pain that is sent out will vary a lot! The pain output message is a great on/off switch that lets you know you need to change something (such as dropping a hot saucepan or getting off that sharp piece of glass underfoot). It's just not a very good volume switch!
There have been stories in the past of people who have had limbs taken by shark attacks, nail gun injuries through the head, major arteries severed in accidents (lots of damage!) and these people will not report a lot of pain. Yet something as small and insignificant as a kidney stone can leave someone writhing in pain, with very little long term damage.
So if you have been experiencing lots of pain, you can be assured that this does not actually indicate lots of "damage" as the two are never related.
3) Our nervous system can become more sensitive if we are under stress
The brain relies on input messages from your tissue, and these messages are sent along our peripheral nerves to our brain. Messages could include "I touched something hot" or "something just scratched my arm".
It has been found that these nerves that carry the messages to the brain can become more sensitive (that is, carry more information quickly with more receptor cells along the nerve) when we have periods of stress which can make us more alert to danger.
Likewise, our brain can also 'listen' to messages from the incoming nerves more readily when we are under stress. Normally our brain can ignore some of our daily input messages. Which will explain why we sometimes have that 'mystery bruise' (how did that get there?) when our brain has just ignored something it has perceived as uneventful or irrelevant. But when we are stressed and have increased stress hormones in our body, our brain goes on high alert and listens to more incoming messages.
So in periods of stress our incoming nerves can send more messages and our brain can suddenly start paying a lot more attention to these messages. This can contribute to a very sensitive nervous system that sends pain signals out more readily than it should.
From this it is important to understand how to manage stressful situations and your own responses, as stress can make our nervous system more sensitive than it needs to be.
This might mean you try some relaxation techniques, try to worry less about small things, have gratitude for the positive things in your life and try to focus on your own internal dialogue- is your own stress response benefiting you? Can you change your own internal thoughts and be calm? Can you do an activity you enjoy with friends to lighten your mood? Can you try some breathing techniques or understand your negative emotions will always pass like a cloud in the sky if you don't spend too much time focussing on them?
In summary there has been a lot of research into pain and pain is certainly complex. In addition to the information provided here there are also signs to suggest our immune system and our endocrine system may play a role in our experience of pain. There is definitely more to learn and understand in the coming years. But what we know and understand so far:
1) Pain is an output message from the brain in response to perceived threat.
2) Pain is never related to tissue damage.
3) Our nervous system can get more sensitive if we are stressed or worried.
Understanding this information can sometimes help calm us down and help us move forward.
For more information and reading on pain:
Reading resources:
Painful Yarns: Metaphors and stories to help understand the biology of pain.
Lorimer Moseley 2007
Explain Pain: David Butler and Lorimer Moseley 2003.
Available fromwww.noigroup.com
Online resources:
Ted Talks with Lorimer Moseley "Why Things Hurt" http://www.youtube.com/watch?v=gwd-wLdIHjs | <urn:uuid:23c38de3-88e9-41be-8011-e8e974c7da2c> | CC-MAIN-2017-26 | http://synergyphysio.com.au/wp-content/uploads/2015/01/Persistent-Pain.pdf | 2017-06-26T08:43:37Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00678.warc.gz | 374,793,714 | 1,939 | eng_Latn | eng_Latn | 0.998612 | eng_Latn | 0.999049 | [
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Pinkeye (Conjunctivitis)
Feb. 2015
Date:
Dear Parent or Guardian:
Your child may have recently been exposed to conjunctivitis, commonly called pinkeye. Pinkeye is common among children and is usually caused by a virus or bacteria, but may be caused by an allergen or some other eye irritant. Pinkeye is an inflammation of the thin tissue covering the white part of the eye and the inside of the eyelids.
What are the symptoms of pinkeye?
Symptoms may include redness, itching and burning of the eyes, watering or discharge from the eyes, eyelids that stick together and swollen eyelids. It may affect one or both eyes.
How is pinkeye spread?
Pinkeye caused by a virus or bacteria may spread when hands become contaminated by direct contact with discharge from the infected eye, or by touching surfaces that have been contaminated by the secretions from the child's eye. Touching one's eye with unwashed hands is a common way for viruses and bacteria to enter the eye.
How is pinkeye diagnosed and treated?
A healthcare provider will make the diagnosis of conjunctivitis through direct observation of the infected eye(s). Bacterial conjunctivitis (e.g., redness and white or yellow discharge) is treated with antibiotic eye drops. Viral conjunctivitis (e.g., clear, watery eye discharge without eye pain or redness) does not respond to antibiotics and is treated with cool, wet compresses.
How do you control the spread?
- Careful and thorough handwashing before and after touching the eyes, nose, and mouth.
- Careful disinfection of objects that are commonly touched by hands or faces such as table, doorknobs, telephones, and toys.
- People with white or yellow discharge should see their healthcare provider for assessment before returning to school.
How do I get more information?
For more information about pinkeye, contact your healthcare provider or Tacoma-Pierce County Health Department at (253) 798-6410 and press "0".
CD-1072-10-012 Reviewed 02/15
Tacoma-Pierce County Health Department • www.tpchd.org page 1 of 1
Communicable Disease Division 3629 South D Street, Tacoma, WA 98418 (253) 798-6410 (phone) • (253) 798-7666 (fax) | <urn:uuid:5e8a8b48-114a-484c-a18b-5b4ef441b0db> | CC-MAIN-2017-26 | http://www.tpchd.org/files/library/66a9dd3df5569546.pdf | 2017-06-26T08:48:29Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00677.warc.gz | 681,665,505 | 501 | eng_Latn | eng_Latn | 0.99691 | eng_Latn | 0.99691 | [
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Photo by Tanya Rucosky
UMCCC – Upper Murrumbidgee Catchment Coordinating Committee
GROUNDWATER
IN THE UPPER MURRUMBIDGEE - understanding your bore
What is groundwater?
.
Groundwater is water found beneath the surface of the earth and it is an important part of the water cycle. When it rains on land, some water evaporates, some flows into creeks and rivers and some soaks into the soil and is used by vegetation. Excess water may soak into the soil beyond the plant root zone until it reaches the saturation zone. At this point all spaces in the soil and rock are full of water. This water is called groundwater
Groundwater is stored in and moves slowly through layers of soil, sand and rock called aquifers. The top of the groundwater zone is called the water table. The depth to the water table varies greatly within the landscape and may be a few centimetres or many hundred metres down.
Groundwater may come to the land surface naturally, from a spring or flow into creeks and wetlands. Groundwater can also be accessed by drilling a bore into the aquifer. A bore is simply a pipe in the ground that fills with groundwater. A pump will usually be needed to bring the water to the surface though some groundwater can flow under natural pressure.
In general there are two groundwater systems – sedimentary rock aquifers and fractured rock aquifers. Typically sedimentary aquifers yield and store more groundwater than fractured rock systems. The upper Murrumbidgee catchment is predominantly fractured rock.
Once, groundwater 'belonged' to the landholder. Now groundwater is managed by the States and Territories – it is treated as a shared resource.
Figure 1 The natural water cycle (WA Dept of Water)
Landholders may acquire the rights to use a portion of groundwater but can no longer look at groundwater access as a 'right'.
1
Groundwater & surface water
Groundwater and surface water in a catchment are part of the same system; they are connected. In order to manage both groundwater and surface water systems sustainably the connection between the two needs to be understood. Rainwater drains into creeks and streams and may raise their levels but the baseflow in creeks and streams is a result of the watertable being exposed at the ground surface. Creeks and streams will dry up if the water table drops far enough.
What is a catchment?A catchment is an area where water is collected by the natural landscape. In a catchment, all rain and run-off water eventually flow to a creek, river, lake or ocean, or into the groundwater system. Natural and human systems such as rivers, bushland, farms, dams, homes, plants, animals and people can co-exist in a catchment.
The amount of groundwater that can be extracted from an area before creek or stream water flows are affected differs in each catchment. Every litre of groundwater extracted via a bore, is a litre of water lost from another part of the system – though the loss may not become evident for many years.
If too much water is taken out of the system:
water tables may be lowered and yield from bores may decline; •
in extreme cases bores, lakes, creeks and streams may also dry up; •
ecosystems within catchments that are dependent on • groundwater such as wetlands may suffer;
water of poorer quality (often salty) can move into the aquifer; •
there may be a reduction of flow from groundwater in to local • creeks and streams.
Groundwater availability
The amount of rainwater that enters a system depends on the rainfall and the ground cover in the catchment. A large proportion of rainfall is lost to evaporation and significant recharge to groundwater systems may only occur during prolonged rainfall. Many rainfall events will not contribute at all to groundwater recharge.
The availability of groundwater is also controlled by the geology of the area. The type of rock, sediments and the size of spaces (known as voids) available to fill with water all affect the amount of groundwater.
The rate at which water enters the aquifer (recharge) compared to the rate at which it is taken out (extraction) also affects how much groundwater remains available.
2
How does groundwater move?
Groundwater is constantly moving, albeit very slowly. Groundwater moves from an area of recharge (rainfall on the hills) into a saturation zone or aquifer before moving towards a discharge area such as a spring, wetland or creek. Groundwater flow generally follows the surface topography of the land in a downhill direction.
Water moves very slowly - often measured in centimetres per day – and may take hundreds of years to reach its natural discharge area. This depends on the local geology, recharge rates and groundwater extraction rates.
Along the way it may be intercepted by a bore and accessed for use. Groundwater accessed by a bore may have been underground for a few days or for millions of years.
Groundwater recharge
Groundwater recharge is an important part of the water balance of a catchment. Changes in rates of recharge influence both groundwater and surface water quality and quantity.
Groundwater is recharged in three main ways:
by rainfall (sometimes quite remote from the aquifer); •
by leakage from creeks, lakes, dams when water tables are low; • and
by water rising from a deeper aquifer. •
The key factors that control groundwater recharge are:
the amount and intensity of rainfall and evaporation; •
the amount of water already in the soil from recent rainfall events; •
the type of soil and geology; •
the type of vegetation and landuse; and •
the topography. •
On a longer time scale, changes in climate can have a significant impact on groundwater availability. In some areas groundwater currently being accessed via bores entered the system when the climate was much wetter. Recharge is not happening at a similar rate today and accessible groundwater will decline if too much is extracted.
Can I have a bore and how do I get one?
It is no longer an automatic right to be able to have a bore and access groundwater. Access to groundwater is managed to allow equitable use for human and environmental needs.
Different laws apply in NSW and the ACT.
In NSW
Before you sink a bore in NSW you must obtain consent to 'construct the bore' from the Department of Water and Energy.
After the bore is constructed you do not need a licence to take groundwater for domestic or stock use.
However, if you wish to use groundwater for a commercial use such as irrigation, aquaculture, guest accommodation or feedlots you must obtain consent to construct the bore and take water from it.
The contractor who sinks the bore must be a licensed driller registered by the Department of Water and Energy.
It is the responsibility of the landholder to ensure the driller is appropriately licensed in NSW – penalties apply for using unlicensed drillers.
In the ACT
In the ACT a licence is required to take and use groundwater for any purpose and a licence is required to drill a bore. Groundwater licences are only available within the constraints of the ACT catchment water sharing plans.
To apply for a licence contact Canberra Connect on 13 22 81 to obtain the application forms. A site inspection will follow.
Only qualified drillers licensed in the ACT may construct, modify, or seal a bore. A list of licensed drillers is available when consent is given to extract groundwater.
It is the responsibility of the landholder to ensure the driller is licensed in the ACT – penalties apply for using unlicensed drillers.
For further information see www.act.gov.au or call Canberra Connect on 13 22 81.
For further information see www.dwe.nsw.gov.au
Now I have a bore, how do I know the groundwater is OK to use?
Groundwater quality can vary hugely in location and over time.
It is wise to get your groundwater tested to ensure you can use the water in the way you want. Getting your groundwater tested annually can be a condition of an access licence.
Water quality guidelines show you what groundwater can be used for safely. There are guidelines for drinking water, other domestic use such as toilet flushing, stock use and irrigation. See www.mincos.gov.au/publications
The quality of your groundwater will determine what you can do with it.
It may not be suitable for domestic use – it may stain, it may taste unpleasant, soap won't lather, clothes won't wash clean and your kettle and hot water system elements get covered in calcium deposits. However the same water may be perfectly adequate to flush toilets and water the vegetable patch.
Alternatively it may not be suitable for any irrigation but be okay for you to water stock over summer.
Where do I get my water tested?
There are a number of places that will test groundwater quality. Ensure that you tell them what you want to use the water for. You should receive a simple written report as well as the chemical analysis.
Ecowise Labs in Fyshwick, ACT www.ecowise.com.au offer a number of water analysis packages such as Domestic Stock and Irrigation Package, Irrigation and Stock Package, Water Tank Package. They also offer a Complete Package for sensitive crops.
NSW Department of Primary Industries' Environmental Laboratories also provide a water testing service. Sampling kits are available from all Departmental offices. Standard laboratory reports provide detailed information on pH, salinity, chloride, alkalinity, turbidity, hardness, saturation index, sodium absorption ratio and electrical conductivity. See www.dpi.nsw.gov.au/agriculture/vetmanual/submission/water_testing
Photos by Lynton Bond
This page
3
4
Protecting your groundwater quality
You live above your groundwater resource. Your land use, water use, and waste disposal will affect your groundwater supply and quality.
Contaminants such as microbes from sewage and effluent, heavy metals, petroleum fuels and solvents, nutrients such as phosphates and nitrogen, salt and detergents can all enter the groundwater system. Herbicides can pollute shallow groundwater systems and high nitrate levels can occur with high stock numbers.
It is far better to prevent groundwater contamination than have to try to fix a problem.
Things you can do to protect your groundwater
Be aware of your catchment area, identify and manage recharge areas.
Have your bore sunk by a professional.
Avoid a bore anywhere near sewage or septic tanks. Ensure bores are well capped and kept clear of debris, overland runoff and fenced from stock.
Test your bore water quality annually.
Keep household and farm chemicals, paints and oils well away from waterways and bore. Dispose of them responsibly at a waste collection site. Limit the use of pesticides and herbicides on your property.
Conserve water in the home and on your property so you don't use more than you need to.
For more information contact
NSW
Department of Water and Energy www.dwe.nsw.gov.au Phone 1800 353 104 or email firstname.lastname@example.org
ACT
Department of Environment, Climate Change, Energy and Water (DECCEW) – www.act.gov.au
Canberra Connect13 22 81
Useful publications:
Bureau of Rural Sciences
Science for Decision Makers – September 2007
"Managing non-renewable groundwater resources"
"Groundwater recharge"
"Understanding groundwater"
Publication Sales
1800 020 157
email@example.com or www.brs.gov.au/shop
Drilling Rig
Photo by Lynton Bond
Acknowledgements
This fact sheet was produced with the assistance of funds from the Australian Government, and was compiled by Jo Perkins.
The UMCCC would like to thank the technical committee for their contribution to this project: – Heath Chester, Jo Harding, Tom Nilsen and Tanya Rucosky Noakes. Thanks also goes to the review group — Steve Welch, Lynton Bond, and Peter Duffy.
The Upper Murrumbidgee Catchment Coordinating Committee (UMCCC) brings together local government, community groups, and relevant ACT and NSW government agencies in the Upper Murrumbidgee Catchment with an interest in natural resource management (NRM). The Committee provides a network for the exchange of information, ideas and experiences and facilitating awareness about regional NRM issues.
Figure 1 The Natural Water Cycle used with permission of the Western Australia Department of Water. Water and Rivers Commission 1998 Water Facts 7 The Water Cycle available at: http://portal.water.wa.gov.au/portal/page/portal/WaterQuality/Publications/WaterFacts/Content/WRCWF07.pdf
Phone: 02 6207 2999 Mail: PO Box 1348, Dickson ACT 2602
Layout by
Graphic Ark www.graphicark.com.au
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Issue 70 - May 2015
Sufi Service Committee of Boston
Addressing the most pressing needs of our community
Happenings
Over this past month, we reflected on the act of giving through the perspective of women and on the importance of volunteering at a young age. Many schools in the area have faced a common theme of charities denying underage volunteers based on legal concerns. These institutional barriers to
charity can prevent young people from engaging in service during the most crucial period of early
learning - the development of values that become ingrained in the mind and soul before socially conditioned biases are superimposed. Children and young adults who engage in service may grow up with less of a stigma towards those perceived as "other", and will be likely to carry values of selflessness into their future endeavors. The Sufi Service Committee is proud to be an environment that fosters the participation of young volunteers, bringing them to the complex challenges and joys of service.
Ultimately it is occasions of joy that bring meaning to our service. This past month we had the pleasure of celebrating Nowruz, the Persian New Year, with our friends at the residence. In the words of one of our volunteers, Dr. Nader Gandevani: "Nowruz is a messenger of hope and prosperity. It proclaims the victory of nature in spite of all hardship and darkness; it declares the triumph of spring over winter, hope over despair, altruism over animosity and peace over war." In celebration of this event, volunteers prepared special food such as a traditional dish of fish and rice. Engaging in festivities creates a shared experience that blurs the lines between server and served, and works to break down the barriers of "otherness" that we must overcome in order to embrace the selfless.
Photos:
Chickpea fritter patties with grapes, pasta and tangerines
We celebrated Moh's birthday with a delicious vanilla and chocolate cake
Quotes of Note
"I would like to take this opportunity to express my sincere admiration for the work you do. The service you provide has impacted the lives of the poor in such a positive way".
- Volunteer
"We are always happy when you guys are here."
- Resident
Giving and caring are many times considered to be second nature for a woman. In fact in most communities, it is the women who lie at the heart - sharing their nurturing nature and inspiring others. Indeed, they are often a light that illuminates others, and gives them warmth.
In this world of many pressing needs, women find themselves on both sides of the spectrum as givers and receivers - acting from a place of compassion and inclusivity to address any vulnerability and also at times in most need of care and compassion.
Inevitably, there is a transformation or rite of passage most women must go through. Even in the initial careless and innocent days of youthful dreaming and thinking big, one is encouraged to think beyond oneself. One's formative years are spent being a helpful daughter, a caring and protective sister and a reliable friend.
At a young age, the responsibilities may seem high. Yet, as long as one is reinforced by encouragement from those around to be creative and bold, to take risks, and to find strength, one is made to feel equally appreciated and cherished. These roles can be a source of lifelong joy rather than affliction.
On the other hand, if instead of support a woman is made to feel shame, constraint and inadequacy, her growth and capacity to give may be impeded. These negative feelings of self-worth may prevent her from believing in herself and in her ability to create impact. Later in life, in the absence of having this grounding, a woman may find it very overwhelming and draining to have others depend on her for their physical and emotional wellbeing - despite compassion and giving being her second nature.
Rumi, one of the most revered sufi saints, writes, "Woman is a ray of God. She is not just the earthly beloved; she is creative, not created". For women to truly live to their potential, to fully shine as these rays of God, and work as agents of harmony in society, the first act of charity must begin with themselves. They - we - must seek, foster and protect this light, our ability to give, to receive, to support and to celebrate others, be they men or women.
Photos:
Moh and Shakina glowing
Fruit is a necessary component of Brunch Service
Zaid surprises Moh with a birthday celebration
HOW TO GET INVOLVED
1. Volunteer! Sunday Brunch is a time commitment of only a few hours. Help us cook and clean or just spend time with our friends in need!
2. Monetary and in-kind donations: If you would like to make a contribution to the Sufi Service Committee Inc., you can write a check, use any credit card, or wire money through PayPal. We are always in need for milk, eggs, fruit, plastic bags, etc. for our Sunday Brunch. We also accept donations of clothes, household goods and furniture. Currently we need more clothes than household items. All donations are tax-deductible.
3. Drive! We need volunteers throughout the week to pick up bakery and food donations and deliver them to food pantries and shelters.
Contact:
Moh Nooraee Sufi Service Committee of Boston 84 Pembroke Street, Boston, MA 02118 email@example.com www.nimatullahisufiboston.org/charity.html | <urn:uuid:4d0f33f9-26da-4674-92c6-291d0c18fa31> | CC-MAIN-2017-26 | http://nimatullahisufiboston.org/1505brunchupdate.pdf | 2017-06-26T08:38:17Z | crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00682.warc.gz | 275,190,604 | 1,121 | eng_Latn | eng_Latn | 0.837222 | eng_Latn | 0.998495 | [
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Phelps Helps Volume 14, Issue 2 H o l d re g e A r e a G e n e a l o g y C l u b
Page
Phelps Helps
Volume 14, Issue 2
Certificate of Appreciation for Lourie Johnson
Holdrege Area Genealogy Club wish to nominate Lourie Johnson for the Nebraska State Appreciation award.
When a young girl, Lourie became interested in family history because so many of her friends had relatives nearby and she had none. This started her interest in finding out who her relatives were
In 1986, she had another opportunity to search for family history when visiting a L. D. S. Library, near her home in Oregon.
Summer 2006
and joined Holdrege Area Genealogy Club and has assisted in many of our projects.
Lourie volunteers at our library at the Nebraska Prairie Museum one afternoon a week and works on our scrapbooks and helps with our research requests. She is currently collecting information on the sod houses that were located in Phelps County.
She is dedicated to genealogy and preserving the history of Phelps County.
It is a pleasure to work with Lourie because of her cheery disposition and she works well with others.
Lourie moved back to Holdrege, Nebraska two years ago
Thank you Lourie for the many volunteer hours in our Genealogy Library and all you do for Holdrege Area Genealogy Club.
Don O. Lindgren Library
We have a dedicated group of people who come to help at the library. This quarter we recognize Harry Stuart. Harry does a great deal of indexing of our books and records housed at Nebraska Prairie Museum. Below is a listing of records he has indexed.
* Obituaries – 15,107
* Special People books – 15,957
* 1903 Phelps County Atlas -2,610
* 1920 Phelps County Atlas 193 names
* Probates – 1,204 names
* Weddings -9,216
* Records Room records – 100,867
* Shelf list -5,013 (includes books and maps housed in our library.)
* Military Records list for Phelps County – 3,672
Meetings held at the Nebraska Prairie Museum on the first Monday of the month at 2:00 PM.
The public is welcome!
Visit us on the Web! Phelps Helps Web Page via http://users.atcjet.net/p/ psdesigns
Inside this issue:
2
OLD SETTLERS MEETING
From the Nebraska Nugget - 2 July 1884
As per call, a meeting of the citizens of Phelps County, who made settlement prior to 1879, was held on Saturday evening, June 21st. The following is a report: Meeting was called to order at 8 o'clock by T.M. Hopwood who stated the object of the meeting. Upon motion T. M. Hopwood was chosen as Permanent Chairman; C. N. Sears, Permanent Secretary, and L. Banta, Treasurer, after which the Chairman proceeded with the program as previously published.
The first on the program was Mr. H. Dequine, who was to respond to the following: Old Land-marks in 1874, but was not there.
Next, Buffalo Hunts, responded by Dr. J. S. Hoyt. Dr. Hoyt gave interesting incidents of some of his famous exploits. The gentleman passed through this county in 1868, traveling west into the Deadwood country. The Doctor referred to his race with a buffalo on the Platte in the north part of this county; he had wounded the animal and the critter turned on him; he emptied his little 83 caliber pop and then words, "run the thing down" The Doctor then referred to many other of his numerous buffalo exploits none the less interesting. Referred also to driving and practicing his profession in Harlan and adjoining counties; he drove from December to July without charging a cent; the homesteaders were too poor to pay anything; had nothing to pay with; he told where he had been called upon by a well-known and now prosperous family in Harlan County; The lady of the house was sick and dangerously so. The doctor recommended a change of clothing and a bath. She informed him that the dress she had on was her all. He went and purchased canton flannel, enough to make her two suits of underwear and Mother Wright, of Harlan County made one and the Doctor's wife the other and the suits were delivered by the Doctor. The Doctor remembered when the grass hoppers came down, and in forty minutes ate up a field of corn of forty acres. Bone-Pickers, by S. P. Moser, was not present.
Green backers first in the county, by C. E. Smith. Mr. Smith referred to the times when he arrived in Phelps County, not a greenbacker to be found, but now the followers of the General Weaver can be counted by the dozens. Mr. Smith spoke of the advantages of the Greenbacks.
First Settlers of Phelps County, by James Sweezy. Mr. Sweezy came to Phelps County in 1873; there was not a house on the divide in Phelps County. He was a guest of the grasshopper, hauled bones to Kearney and got $5 a ton, which bought him 100 pounds of poor flour; he had plenty of buffalo meat and had to fight for a pair of cow-hide shoes and a little flour and refuse that had been sent as aid to the grasshopper suffers on the U. P. R..R. to Plum Creek. Mr. Sweezy's reminiscences were very interesting.
Hunting the Antelope by William Shilling, but was not present. Grasshoppers by N. C. Christenson, but was not present.
Black-eyed Peas and Batching It, by C. N. Sears, was responded to. The old bachelor, old is experience, first told of how he made biscuit, of how he put in saleratua, of how he put in sorghum and how very nice and polished they looked when the came out of the oven, but with characteristic caution he corralled his dog Keyser, who hungered and emaciated though he was would take nary a bite. Thoughtful Sears, lucky dog; his black-eyed pea story was too good for anything, the constant, over-flowing, upheaving, swelling, distending, expanding, everlasting black-eyed pea is never to-beforgotten reminiscence of the early days of Phelps County.
Ring Rule of County Government by P. O. Hedlund. Mr. Hedlund was president, but excused himself on the found of now preparation.
The first newspaper by B. O. Wilson. Mr. Wilson gave a graphic account of his trip west and the motives which prompted him hither; he wanted to be an old settler, grow up with the county, kill an "Ingun", marry a squaw and raise children. He walked from Kearney in the spring of 1870, drove his toes through his shoes, thought Phelps County needed a paper, started the Phelps County Pioneer with a handful of type and a piece of brown paper 5x7 inches in size, built a sod house 10x16 feet and lived on greens, parched corn and dried apples for breakfast, drink water for dinner and they swelled up for supper. He stood the postmas-
(Old Settlers Continued on page 5)
Harlan County, Nebraska
From 1879 Gazetteer
Harlan County is on the south line of the state, and is bounded north by Phelps, east by Franklin, south by Phillips, Kansas and west by Furnas. It was organized in 1871 and
NOTE: The Phelps Helps Newsletter highlights Harlan County in this section. With many of our subscribers interested in and from Harlan County, and since Harlan County is a connecting county to Phelps County, the Phelps Helps will publish history information on Harlan County.
has an area of 576 square miles, with a population of 2,388. During 1878, the returns show that the crops were as follows: 132,500 bushels of wheat, 280,000 bushels of corn, 35,000 bushels of barley, and 15,000 bushels of rye. The property in livestock is given as consisting of 952 horses, 127 mules, 2,694 cattle, 709 sheep and 1,840 swine. There are at present 35 schools, 3 flouring and 2 saw mills, and 5 churches. In 1870 the county was without an inhabitant; today its assessed value is $250,000. The above figures constitute an eloquent comment upon its capabilities, and the nerve if its people. The county is situated in the Republican Valley, and includes portions of the valleys of the Republican River, Prairie Dog, Sappa, Turkey Creek and other streams, all skirted with timber. The surface of the county is rolling prairie, easily tilled and so productive as to receive from Prof. Aughey the designation of the Rhine Valley of America. The formation of the county makes it equally favorable for stock raising and agriculture. The people are confident that in the event of a railroad passing up the Republican Valley, it will traverse the county and enhance the value of real estate of at least three-fold.
ALMA
Alma is the county seat of Harlan County and is located on Cook creek, in the southeast portion of the county. It is abut 6 miles distant from Republican City, and the same from Orleans. It was laid out in 1873 by M. Jurell, and was resurveyed in 1876, being the property now of R. C. Willits. It was named after Alma Cook, the daughter of M. P. Cook, an early settler in the county. The child has passed away, and the town if not revived by a railroad, will soon do likewise. The present population is 30. It holds its dignity as the county seat through the jealous rivalry of the other towns, and it is probable that litigation not in progress will soon lead to relocation.
HARLAN COUNTY OFFICERS
Judge- A. C. Robbins
Clerk – W. Downs
Treasurer – James Billings
Sheriff – S. D Main
Coroner – G. Dean
Superintendent Public Instruction –
J. W. Lohr
Commissioners – S. M. Bowles,
J. H. Olson, V. B. Been
Alma House – G. C. Borden, Proprietor
Billings & Dawson –
Agricultural Implements
Dixon, Jacob – hardware
Guyer, L. E., postmaster and general merchandise
* * * * * * * * * * * * * * * * * * * * * * * * * *
HIGHSCHOOL CLASS OF 1920 WILCOX, NEBRASKA COMMENCEMENT EXERCISES
Friday Evening, May 7th at 8:00 Methodist Church
Class Motto: Labor Conquers All Things
Class Colors: Light Blue and White
Class Flower: White Carnation
Class Roll:
Melvin G. Newton; Glen Paul Bahr; Clarence R. Zulauf; Sidney E. Sloan; Elizabeth Harms; Anna C. Hopmann; J. Everett Meyers; Howard H. Rhoades; Grace L. R. West; Jotham C. Blackburn; R. Russell Davenport; Viola L. Hawkinson; Clara E. Tipping;
Ruth A. Beitel, Principal; Lesta B. Escher, Superintendent.
New Members & Their Queries
1. Susan McAdam 6018 Poppleton Ave. Omaha, NE 68106-1534
4. Arden, Elden 1775 South Lexington Ave., Unit #1 Lilydale, MN 55118
Researching the Polhemus family who lived in the Rock Falls Township, Phelps County, Nebraska.
2. Bertrand Herald P. O. Box 425 Bertrand, NE 68927
3. John and Connie Dahlstet 3505 Golden Circle Kaysville, UT 84037 firstname.lastname@example.org
The Dahlstet family was early pioneers of Phelps County.
Atlanta, Nebraska News
Holdrege Citizen, March 9, 1893
The M. E. church held their quarterly meeting March 7th, in the Atlanta Church.
Frank Shelburn returned from Iowa Sunday. He reports snow plenty there.
Miss Pealstick returned from Adams county Sunday.
Messrs. Wolf & McManagile our new grocery firm are busy taking in new goods; also they have a supply of farm implements.
The new lumber man is going to build a new residence near the school house. His family is at Nelson yet. He goes home on Saturday.
Ben McDougall has his house nearly up.
Frank Shelburn has purchased the meat market but will not take possession this year. Fie Zaggers will run the meat market the coming year.
Mrs. A Boss has a son. Dr. Holmes attended her.
Dr. Palmer came down from Holdrege the other night and in the morning there was a 10 pound girl at Dr. Roberts. There is a smile at the Doctor's house. Come again Dr. Palmer.
Researching John & Jennie Erickson, who came to Phelps County in 1882. Their children were Hattie; Johan "Albert"; Johanna Christina "Olive"; Lawrence; Carl; Ruth; Simon; Walter, Jennie; Evaline; Harold; Josek "Philip" and Irene.
Van Been and family returned from California March 6th.
George M. Case was at St. Joe, Missouri last week buying goods for the coming season. He stopped at Kansas City visiting his son C. M. Case, who works in the Western Union Telegraph office there.
John Hopkins has moved into his farm near Groft.
We hear that Mr. Hefner of Illinois has come here to buy himself a farm. We welcome all such.
J. B. Pickering has moved to Orleans to live for a short time.
New Books On Our Shelf
* "Class of 1952, 50 years, Holdrege, NE"
* 1873 Centennial Issue, Phelps County – Compiled by Mary Lou Abramson.
* "B. R. Lakin "A Country Preacher"
* "The Amazing Story of the Ridgley's In America" – Given by Brian Ridgley.
(Old Settlers Continued from page 2)
ter off for stamps to send his paper; his subscribers paid for the paper in watermelons and black beans. Moved to Phelps and enlarged the paper. Tried to get elected to office and failed because of the lack of votes; said he was going to stay in Phelps County if the people would let him.
What We Burned, by J. C. Stanley, but was not present.
Prairie Fires by John Lindboom. Mr. Lindboom gave an interesting account of his settlement and a trip to Kearney soon after he settled. There was no road to Kearney at that time and not a well to be found from his place to Kearney; almost died for water. Was caught in a hail storm and thought every hail was a mountain.
Old County Seat by T. M. Hopwood. Mr. Hopwood gave an interesting account of his first settlement here in the county in the spring of 1878, and lived in a sod chicken coop until he was elected County Commissioner in the fall; had a hard time to find real estate owners to go his bond, but at last he succeeded. Rode horse back on a dilapidated mule through the sand hills to Williamsburg, then the County Seat of Phelps County. Life had been burnt out three times. Lived on the wind and is still in the land of the living and has now a better mule quit riding on its sore back and has a couple of dollars in his pocket and a few crackers left at home for him and friends.
Keeping a Ranch, by Jonas Peterson, but was not present.
Closing address by Prof Worden. Mr. Worden Crossed over this county to the west thirtythree years ago. He advised the people to not be deceived, but to stand shoulder to shoulder. The old settlers need to lend to each other, especially their good will and support and deemed it justice that your offices in the county be filled with these sturdy old settlers who have gone through all the hardships of the county, endured privations known only by the pioneer. Prof Worden advised the old settlers to look well to their future welfare and not be bound by hardship of a mortgage.
At the conclusion of Prof. Worden's address, Mr. Magill was called upon and made some very appropriate remarks.
Upon motion the chairman was instructed to appoint a committee on Bylaws and Constitution for the government of the organization. The Chair appointed as such committee, Messrs. B. O. Wilson, A. E. Whitcomb and Mr. Rodstrom. The chairman was also instructed to appoint a committee on Programs to be appointed in time for preparation before next meeting. Upon motion it was decided that there would be another meeting held on the last Saturday in the Month of August, commencing at 10 o'clock a.m.
Everybody cordially invited to attend.
T. M. Hopwood Chairman
Charles A. Sears, Secretary
Nebraska Nugget Newspaper
Phelps Center, Nebraska - February 7, 1883
Mr. R. Seaman, who is with Halgren and Hanson, the successful land agents of Kearney, was in town last week. He stated that the firm had sold over 50,000 acres of land in the past six months and that the greater part of it was in Phelps County. Nearly all this land will be occupied by actual settlers this spring.
Six new buildings will be erected immediately in Phelps Center. Not town or county ever had a bigger boom than is now in the prospect for Phelps Center in the year of 1883. All over eastern Nebraska the story is being circulated that Phelps County is the garden spot of the west, and it has created an anxiety and a curiosity to see which can only be satisfied by an actual survey of our rich beautiful, and cheap lands. The certainty of the rail road which is to be built through the center of this great rich Divide, between Hasting and Arapahoe, this coming spring, adds a new charm to our country, and already the gain of a long line of immigration has reached us. They are coming not only from eastern Nebraska but from Iowa, Illinois, Minnesota, Michigan, Wisconsin, Indiana, Kansas, Missouri, Ohio and all the far eastern and southern states. Not long since a letter reached us from New Jersey, 2,000 miles away, from a Nugget subscriber, saying buy me a lot. I will be there in the spring. Seventy lots have been sold and occupied in the town of Phelps in the past year. Almost every mail we are called upon for letters of the information or sample copies of the Nugget and our citizens may rest assured that none of these calls are neglected. We cordially invite home seekers to come and see us. Come and get acquainted with our people, examine our
Early Phelps County Had More People
Article from the Holdrege Daily Citizen, March 21, 1977
(This is one of a series of articles written by John E. Erickson of Funk, NE)
This is the beginning article of a short history of the settling of Phelps County, starting with the Surveying of the county in 1870, and relating the experiences that the early settlers had to go through.
In looking back it is almost impossible to realize that the years of this story covers, the population of Phelps County had gone from zero in 1870 to an all time high in 1900 to 1l,771 persons according to the 1900 census. This figure has never been topped in the last 75 years.
soil, and see our products. Look at our schools, our churches, our market advantages and our natural resources and outlets. Phelps County people are proud of their home and they want you to see it.
The best way to reach Phelps County is by rail to Kearney, from which point a daily state runs to Phelps, our flourishing County Seat.
We already have 3,000 inhabitants, twelve post offices and five different trading posts.
Phelps has two hotels, either of which affords good commendations.
To give the reader some idea of our agricultural resources and productions we might state that $30,000 work of implements were sold at Phelps alone in the year 1882.
Come see us and you will stay.
(Early Phelps Continued from page 6)
My father, Peter Erickson, took up his homestead approximately three miles east of Funk in the southwest quarter of section 24 in Divide Township, on April 5, 1878. He also bought the timber claim Preemption right for Southeast quarter for $50, which made him the owner of the South one-half of section twenty-four in Divide Township.
I did not go through the experience of the early settlers, but as a young man I enjoyed listening to the early pioneer stories telling of the hardships they went through, so that I almost felt as if I had actually lived at that time.
In the later years of my father's life he would live in the past telling especially of the various trails as they were before the arrival of the railroads in Phelps County.
The rapid settlement of Nebraska was due to two historical events. The first was the Homestead Act passed by Congress contracting with the Union Pacific Railroad Company to build a railroad from Omaha to the west coast, with Salt Lake City as the first objective.
This contract was let out in 1863. After the Union Pacific Railroad company had received the contract to build the railroad, they asked Congress to help in finance the project. To help speed up the work Congress donated a strip of land twenty miles wide on either side of the right of way, in which the rail road was to receive every odd number section. The even number sections were reserved for Homesteads, Timber Claims and Soldier Claims.
Work on the project was started immediately and a survey had to be made. The railroad company chose to follow the Platte River Valley staying on the north side of the river.
This proved to be a good plan because of the level terrain of the land. Very few bridges had to be built and no large cuts had to be made in the going through hills. Construction was started in the fall and continued along the surveyed right of way. By 1866 they were well past Kearney. Traffic on the railroad was maintained as fast as the railroad was built.
Kearney then became an important trading center for the whole area north of the Platte River, There were no wagon bridges across the river in this part of the state and the area south of the river was not yet ready for homesteading as the land had not been surveyed. The survey of the area south of the river started in 1869, starting at the KansasNebraska border and proceeding north from there. Harlan County was surveyed in 1869 and Phelps County in 1870. Settlers started to take up claims in Harlan County in 1870, coming in from the south and taking up claims along the creeks and the Republican River because of the supply of water and wood there. Their first homes were mostly dugouts and in hillsides which were covered with brush and dirt. Some said that they resembled swallow nests on the hillsides.
When Harlan and Phelps Counties were surveyed, the surveyors lived in the fields. They had their own tents and cook wagon, but they had to come to Kearney for their supplies as that was the nearest railroad town in this area. Their difficulty in getting to Kearney was to cross the Platte River. There was no bridge at that time and so to cross they had to drive in the river. This was very dangerous because of quick sand.
To overcome this, the soldiers at Fort Kearny were kept busy hauling hay and brush into the river to make a roadbed that was reasonably safe to drive on. Poles were set in the river to mark the place where to drive.
The early settlers in Harlan County had to come to Kearney for their supplies. Without knowing where to drive, they saw the marks in the prairie grass where the surveyors had driven while surveying the county and found that by following those trails this was the best way to get to Kearney.
So when the early settlers came to Phelps County these trails were pretty well established and easy to follow. The Phelps County settlers also had to use those trails to get to Rock Falls Township to get wood and poles for their sod houses. Along Spring Creek there was a
Senior Sneak Day is Memorable
(Holdrege Duster School Newspaper–May 27, 1925)
The sun rose the same as usual, round and red, and the wind blew through the trees. It was May 12, 1925, and things were moving about rapidly. Under a closer view, these objects proved to be cars which whizzed up and down the streets at places and picking up passengers.
What was it all about? The Seniors were going to sneak despite the fact that the (brilliant?) Junior Class had their hawk-eyes peeled for big game.
Assembled, at the outside of the race track were about 10 cars. The signal was given and the laughing, joking, bunch started.
Nothing happened on the way to Crystal Lake that was unusual, except accidents, time trouble, cake eating and losing the routes, which are not counted.
Upon arriving at the beautiful wooded slopes boarded by the leaping waters of Crystal Lake, breakfast was started with a will. Eggs, bacon, bread and butter
(Early Phelps Continued from page 7)
good supply of trees for poles and fuel.
Some of the earliest settlers took up homesteads along the Platte River staying close to the Oregon Trail. The earliest ones settled in 1870 just after the Phelps County survey was completed. Williamsburg was the center of those settling there and became the first post office, and when the county was organized in 1873 it was designated as the first county seat.
There were only four small frame buildings there. One if them was designated to be the official county seat and the others were resident's houses. A small store was located in one of them were a limited supply of necessary articles for the settlers was available.
and who knows perhaps a few grasshoppers were eaten. That is all right, for didn't Will Rogers or someone live in the desert for forty years eating only locusts and honey?
Boat-rides, site seeing, carving of names and exploring followed. Oh yes, Mr. Nicholes, Forest Nyberg, William Dahl, Bert Landquist Ed Abrahamson and Bernie Johnson did a grand stand act and went fishing under a slicker. It was raining, don't-cha-know, and the boys did not want to get wet. See? About eight whales were caught.
Another fast was broken by the disappearance of a stack of pork chops, bread and butter, jam, potatoes, salad, pickles, olives, coffee, cake and ice cream.
An important class meeting followed and it was decided to return to Holdrege because of the moisture in the air.
Arriving in Holdrege, a show was enjoyed followed by lunch at the Business Girl's Room.
The wagon bridge across the Platte River was built during the summer of 1875 and this made it more convenient for people to get to and from Kearney.
Civil War Veteran Celebrates Birthday
(Popular Holdrege Physician was eighty-one, talks of early days)
April 15, 1926 Holdrege Newspaper
On Friday April 16th Dr. S. F. Sanders will celebrate his eighty-first birthday. The doctor has been under the weather more or less all winter but is feeling much better at this time.
In conversation with a representative of this paper recently, Dr. Sanders recalled his first visit to Holdrege in 1884. About that time the Prohibition Party was quite active in Good Hope, Illinois, where the doctor practiced medicine for twenty years. The Sanders home was the stopping place of prohibition speakers. Upon his initial visit he came across a man whom he had heard speak and entertained in his home. The renewed acquaintance, the man borrowed a dollar and when they met a few hours later the man had became gloriously drunk on the doctor's dollar.
Dr Sander's is not a believer in the "good old days." He says moral conditions are much better in this community today than they were forty years ago. At that time he says "more than half the people were bad."
Dr. Sanders received his medical training in Illinois. He spent three years as an apprentice in the doctor's office prior to taking up work in a medical college. In 1868 he began the practice of his profession; coming to Holdrege in 1888.
He has always kept abreast of the times, traveled extensively, attending convention whenever, he felt that by doing so he would be better qualified for his practice. The first convention he ever attended was held in Louisville, Kentucky in 1875.
Dr. Sanders took his first airplane ride some time last summer and is now quite a fan. He has been looking forward to making a flying trip to Lincoln ever since.
The doctor served with company I, 137th Illinois regiment, was captured August 21, 1864, and taken to Cahoba prison in Alabama, where he remained until the lose of the war. He subsisted each day during the eight months in prison on a pint of ground corn.
Dr. Sanders is a charter member and one of the organizers of Mt. Elias Commander, Knights Templar. He was elected its first Prelate, which position he has held continuously since. He was among the first members taken into the Presbyterian Church by letter and has always been one of the most faithful members and for many years one of its most efficient officers.
In May of 1924, Dr. Sanders was elected Department Commander of the Nebraska G. A. R. and the Jewel presented him at the end of his term of office is one of his most cherished possessions.
Dr. Sanders enjoys a wide circle of acquaintances who join us in extending congratulations and wishing his many more happy birthdays.
Holdrege Area Genealogy Club Receives Memorials
We wish to thank Harry Dahlstrom and his daughter Jane Dahlstrom Quin for their $500 memorial to the Library at Nebraska Prairie Museum in Memory of Ev Dahlstrom. Ev and Harry Dahlstrom have been members of Holdrege Area Genealogy Club for many years. Ev was very interested in family history and spent many hours getting the Phelps County History book ready for publication in 1980. It was always a joy to visit with Ev and we will miss her.
Holdrege Area Genealogy Club voted to buy a microfilm of old Holdrege newspapers in memory of Evelyn Dahlstrom. Those who gave memorials were Sally Massey, Elizabeth Schlatz, Agnes Johnson, Robert and Sandra Slater and Ada Hinson.
A donation in memory of Joyce Glandon
Holdrege Area Genealogy Club
PO Box 164 Holdrege, NE 68949
was given by Douglas W. McNiel, which will be used to buy microfilm. We appreciate receiving these Memorials and wish to thank everyone who gave them.
We plan to buy a CD Burner and the following Holdrege Newspapers on microfilm for our library.
Newspapers from Holdrege Progress, Holdrege, NE:
Reel 1 October 11, 1895-August 27, 1897 Reel 3 May 11, 1900-January 31, 1902 Reel 4 February 7, 1902-October 30, 1903 Reel 5 November 6, 1903-March 16, 1906 Reel 6 March 22, 1906-May 16, 1907 Reel 7 May 23, 1907-January 14, 1909
Newspapers from the Holdrege Citizen:
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Getting Fit to Serve
From the desk of Shirnett Matthews, MD
March/April 2015 Volume 1, Issue 2
OBESITY IN AMERICA: IT'S GETTING WORSE
Nearly, 2/3 or 66% of adult Americans are overweight or obese. This is overwhelming and disappointing because the prevalence of obesity in the United States has more than doubled over the past four decades despite much attention by health professions, the media and mass educational campaigns—focusing on the benefits of healthier living (diets and exercise) and the devastation of excess weight on health and the body. The medical community is now at a loss—we do not know what to do to motivate our patients and the public in general to face this crisis and take charge of their lives and make the choice to LIVE!
There is no right answer—the cold, hard fact is that it is up to each of us to decide that it's time to make a change and do it. What I know, is what you already know—successful weight loss results from a combination of motivation, physical activity, and caloric restriction. Maintaining weight loss requires a lifelong commitment to balancing caloric intake and energy expenditure.
Simply put—EXCESS CALORIES LEADS TO WEIGHT GAIN. YOU MOVE IT AND YOU WILL LOSE IT!
BUT, what and how much you EAT matters! Use a smaller plate. Half your plate should be veggies.
But, the type of calorie does matter. Basically, energy intake is not independent of energy expenditure, and the type of calories you eat does affect your energy output. The food we eat elicits hormonal responses that determine how energy is stored in the body (i.e., in the form of body fat). Sugar, high-fructose corn syrup and high glycemic carbohydrates (pasta, bread, potatoes, etc.) drive an enormous insulin response. Insulin is a "storage" hormone, causing the body to stop using fat as energy, and store it instead. Fat is not the main culprit at all. On the flip side, low glycemic carbohydrates (veggies and some fruits) produce higher levels of glucagon. Glucagon promotes the use of fat for energy. In summary, the storage or release of fat from our adipose tissue (fat cells) is hormonally driven and is directly related to what types of food we eat. EXCESS FAT IS STORED ENERGY.
So, what is the most effective diet for fat loss? A diet, where the bulk of carbohydrate consumption comes from vegetables and some fruits, promotes amazing fat loss. This means nixing or limiting the breads, pasta, potatoes and even whole grains from your diet. There is nothing in these foods that you cannot get tenfold from replacing them with a variety of vegetables (remember, it worked for the 3 Hebrew boys— the now popular Daniel Diet). Moderation is the key.
PUTTING THINGS IN PERSPECTIVE
- Worldwide obesity has more than doubled since 1980.
- In 2014, more than 1.9 billion adults, 18 years and older, were overweight. Of these over 600 million were obese.
- 39% of adults aged 18 years and over were overweight in 2014, and 13% were obese.
- Most of the world's population live in countries where overweight and obesity kills more people than underweight.
- 42 million children under the age of 5 were overweight or obese in 2013.
OBESITY IS PREVENTABLE!
Obesity is a term that means you weigh at least 20% more than what is considered normal weight for your height.
Obesity (excess body fat) makes you more likely to have many bad, preventable health conditions
- Heart disease and stroke
- High blood pressure
- Diabetes
- Some cancers (colon, breast, endometrium (uterus cancer), kidney, esophagus, gallbladder, ovaries, and pancreas).
- Osteoarthritis—disease that destroys the joints
- Gallbladder disease and gallstones
- Gout
- Breathing problems, such as sleep apnea (when a person stops breathing for short periods during sleep) and asthma
- Infertility problems
- High total cholesterol or high levels of triglycerides
- Acid reflux (indigestion) - which can lead to cancer
Not everyone who is obese has all of these problems; but being obese increases your risk of developing these issues. The risk rises if you have a family history of one of these conditions.
WHERE YOU STORE EXCESS FAT MATTERS
Body fat that accumulates around the stomach areas poses a greater health risk than fat stored in the lower body.
Men are more prone to pot bellies "apple shape" and women are more prone to fat collecting around hips, buttocks, and thighs—more "pear shaped".
People with apple shapes are more likely to develop diabetes, high blood pressure, heart disease, and certain types of cancers than those who are pear shaped. Why? Because your organs live in the midsection of your body and therefore fat would surround those organs.
This is somewhat of an inherited tendency; women tend to store fat in their lower bodies for use as energy during pregnancy and breast-feeding. But don't be fooled, this changes after menopause. So, prevention is important.
LET'S GET MOVING
WHAT IS BMI?
- BMI stands for "Body Mass Index," a ratio between weight and height.
- BMI is a standard "tool" for helping you judge your body weight and the amount of body fat you have.
- For older adults, the BMI normal range is 18-25.
- People with a higher percentage of body fat tend to have a higher BMI, except for body builders.
- The higher the BMI number above the normal range, the greater the degree of overweight.
- BMI for children and teens are calculated the same way but are placed on a growth chart to find out what it actually means. BMI is used in reference to percentile on the chart. Greater than 95th percentile is overweight.
- Carrying excess body fat, not muscle, puts you at greater risk for health problems.
WHAT SHOULD MY BMI BE?
HOW CAN I IMPROVE MY BMI?
For adults:
- Normal BMI 18.5-24.9
- Underweight BMI <18.5
- Overweight BMI 25-29.9
- Obesity BMI 30-39.9
- Extreme obesity BMI ≥40
- There is no magic pill or diet—eat less fats and sugars and move more.
- Make lifestyle changes; balance the foods you eat with daily physical activity.
What causes obesity and overweight?
I believe many people (health professionals and scientists alike) make this explanation too difficult or put too many variables in the equation. Yes, there will always be outliers to every situation, but I like to keep things simple.
WE EAT TOO MUCH AND WE DON'T MOVE ENOUGH.
The fundamental cause of obesity and overweight is an energy imbalance between calories consumed (eating) and calories expended (moving).
crease in physical inactivity due to the increasingly sedentary nature of many forms of work, changing modes of transportation, and increasing urbanization (World Health Organization, 2015)
This is also seen worldwide. Globally, there has been: an increased intake of energy-dense foods that are high in fat; and an in-
How can overweight and obesity be reduced?
a better YOU!
Hear this! Being overweight and/or obese (and therefore the diseases that they cause) are preventable. WHY? Because you have a choice about what you put in your body. If you decide to be healthy and make healthier choices you affect your household therefore having a positive change on generations to come. Promoting a POSITIVE CHAIN REACTION. It starts with you! Make a change today (right now) - take up the challenge to LIVE and live a healthier life and be
Decide to:
increase consumption of fruit and vegetables, as well as legumes, whole grains and nuts;
limit energy intake from total fats and sugars;
engage in regular physical activity (60 minutes a day for children and 150 minutes per week for adults).
Make a goal to burn at least 250 calories each day.
Remember this, you are an ambassador for Christ, you are strategically placed by God in your family, in your neighborhood, on your job to be an example and to be a witness for God. No one else can do what God has called you do. For you be continually effective in your personal mission field you MUST be healthy. God has personally equip you with the necessary tools to be "the key" right where you are. To carry out God's purpose for your life, in this season—you must be healthy. The choice is yours! Paul says it like this in 1 Corinthians 9:24-27. "You've all been to the stadium and seen the athletes race. Everyone runs; one wins. Run to win. All good athletes train hard. They do it for a gold medal that tarnishes and fades. You're after one that's gold eternally. I don't know about you, but I'm running hard for the finish line. I'm giving it everything I've got. No sloppy living for me! I'm staying alert and in top condition. I'm not going to get caught napping, telling everyone else all about it and then missing out myself" The Message
- Decrease your weight
- Start slowly with achievable goals; usually 10% of your current weight
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Dexterity Exercise on the G string
4
..
..
..
..
..
* Practice these exercises first slowly paying extreme attention to intonation.
* Repeat each measure over and over till it is as perfect as possible before moving to the next measure.
* Play them again as 8th notes the same way
* Play them as 16th notes, continue to increase speed over time.
* These exercises are great to play on a daily basis and perfect warm-ups
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Inclusive and Quality Education for All
Lessons from
Effectiveness Reviews of Misean Cara Education Projects
Background
There are few who would argue that a quality education is essential to each individual's overall development, to availing of both career and personal opportunities. But, while primary school enrolment in developing countries is at 91%, there are still 57 million children not attending school. And, according to UNESCO 1 , if current trends persist, only 70% of children in low income countries will complete primary school in 2030, a goal that should have been achieved in 2015; universal primary completion will be achieved in 2042, universal lower secondary completion in 2059 and universal upper secondary completion in 2084. Even for those who access the system, the often poor quality of the education provided means that, today, over 114 million young people lack basic literacy skills, with 60% of these being women.
In 2015 and 2016, Misean Cara commissioned effectiveness reviews of eleven education projects across five countries. This current document summarises the two consultants' reports, and identifies lessons learned to inform future work.
Delivering Results
At an overall level, the consultants found:
All the projects were highly relevant to the context in which they operated, and to the needs of a range of beneficiaries.
While focussed on education, all projects were attempting to address more fundamental issues of poverty and discrimination, seeing education as a way out of a life of vulnerability. This is entirely consistent with the holistic missionary approach to development.
Enrolment and attendance rates were high across all projects – reflecting both the high level of need for the services provided and the good reputation of the projects themselves.
Nearly all of the projects were well linked in with other stakeholders or service providers. This made possible, in many cases, access to additional resources or services.
At the level of individual projects, the following results in particular were noted:
In one project in Zimbabwe, expertise developed by the project in the area of Accelerated Literacy & Numeracy Education has been shared with other organisations in Mozambique, Namibia, Zambia and
1 Global Education Monitoring Report, 2016
Kenya. And the project's methodology has directly influenced a new UNICEF programme, which is now being implemented nationally. Observations from the project show that the majority of children gain confidence and are prepared to enter mainstream education after one year. Zimbabwe 2015
In Peru, home visits by teachers to families of children with special needs are helping to break down barriers, promote acceptance and reduce discrimination on the part of the wider community. Peru 2015
An accelerated learning project in Manila, the Philippines, is targeted at teenagers who have left formal education, but there has also been success in bringing parents back to education, thus creating a double benefit of enhancing the parents' selfesteem and ensuring ongoing support for the children's education. The Philippines, 2015
"Enrolment and attendance rates were high across all of the sampled projects. This speaks both to the high level of need for these services and for their reputation as trusted providers of good quality education." Coffey, 2015.
Sr. Perpetua Gomba, Project Director (second from left), with members of the Classic Leatherworks Group at Tongogara Refugee Camp, Zimbabwe. After training provided by Misean Cara member organisation, Jesuit Refugee Services, the Group is now running its own business. In 2015 and 2016, the group produced shoes for children attending the secondary school in Tongogara Camp. Zambia 2016a.
In Zambia, a project for children with special educational needs has become a centre of excellence, recognised by the government and by other educational institutions. The project has successfully campaigned for children with special needs to have a writer assigned to them when sitting examinations. Through their skills training programme, the project organises work experience, and was successful in bringing about a change in hiring practices at a local supermarket, opening up the opportunity for people with special needs to be hired (see Box 1). Zambia 2015
In South Africa, the introduction of a peer mediation approach to dealing with conflict in five schools reduced the levels of conflict between learners themselves, and between learners and teachers. This resulted in the traditional punitive justice approach to managing conflict being replaced by a new approach, focused on resolution. Overall, there are reports of improved behaviours and increased self-confidence. South Africa 2016a
The provision of vocational training for over 150 people living in a refugee camp of up to 12,000 inhabitants led to over 70 businesses being set up, providing both an occupation and an income for the participants. Zimbabwe, 2016a
The building of new classrooms in one school, to allow for a proper integration of the school campus, ended the use of an insecure location, improving school security and reducing significantly the risk of violence to students. While this may appear on the surface to have been an infrastructure project, the long-term impact of having a safe learning environment is invaluable to staff and students alike. South Africa 2016b
In another school, the construction of new classrooms allowed for a reduction in student/teacher ratios, and an increase in the services available to disadvantaged and vulnerable children, including speech & language therapy, occupational therapy, play therapy, remedial support and counselling. South Africa 2016c
In a third school which benefitted from an extension, enrolment increased by 154 students, ahead of the target of 120. Despite this, average class size reduced from 65 to 40. Zimbabwe 2016b
The Special Needs Unit is part of the Nano Nagle Childcare and Learning Centre. The pre-school is run by Misean Cara member organisation the Presentation Sisters. Photo: Presentation Sisters. The Philippines, 2015b.
1 - Mobilising Resources for Special Needs Education in Lusaka, Zambia
The Sisters of the Sacred Hearts of Jesus and Mary have been running a special needs educational project in the Bauleni area of Lusaka for over 15 years. In 2015, the project catered for 581 pupils, 140 of whom had special educational needs. Part of the project involves an outreach programme, providing home schooling for children with disabilities in many cases too profound to be catered for by the formal education system. There are others who do make the transition from home schooling in to full-time special needs education (65 in 2015) and from special needs education into the formal system (20 in 2015). The project has established itself as a centre of excellence recognised by the government and other institutions.
One remarkable aspect of the project is the manner in which the Sisters have managed to leverage resources to support their work. Lobbying with the Ministry of Primary and Secondary Education resulted in the provision of 27 new teachers for the schools. Contacts with Standard Chartered Bank, one of the biggest banks in Africa, yielded a brand new library, while advocacy with a local supermarket chain brought about a change in recruitment policy that resulted in people with special needs being offered employment.
Yet another example of resource mobilisation is the range of income generating activities (IGAs), almost all
of which turn a profit for further investment into the project. Students in the schools participate in the IGAs,
acquiring life skills, and the farm-based activities provide the school with produce for student meals. The various
products have earned a reputation for quality in the local community, with people coming to buy bread and other
groceries. There is a fish pond which has been used by the government for an aquaculture demonstration.
This wide diversification of sources of income and other resources, typical of missionary work, is a major
contributory factor to the sustainability of the project.
Zambia 2015
Lessons Learned
The following points were noted as contributing significantly to project-level success.
What Went Well
One powerful contributor to change in attitudes and behaviours in relation to education is the evident success of participating students. Where successful students act as advocates for education, the stigma associated with the pursuit of learning is eliminated, and others consider returning to education themselves.
The involvement of parents, in particular, is a major contributory factor in the success of education projects. In one project, when a child dropped out, or was in danger of dropping out, of school, the parents themselves were encouraged to consider the advantages of returning to education. The positive experience thus created for the parents ensured that their children were supported to return to the classroom. In another case, parents were provided with a checklist of activities to follow up at home, in order to support their child's education.
In the case of children with disabilities from poor backgrounds, ensuring retention in non-formal or formal education requires a diverse range of interventions outside the classroom, such as income generation, community volunteers working to encourage acceptance of education, the provision of school meals, and promoting the involvement of parents.
Bringing children with special educational needs into the formal education system will continue to meet significant challenges, as state-run schools are often ill-prepared, in terms of equipment and staff capacity, to cater for such needs. This constraint applies also to children with special needs being able to progress within the formal system.
The long-term presence of a project within a community, and the long-term presence of core staff within a project, are key factors in developing high levels of trust between community members and project staff. This trust is, in turn, a major factor in project success.
Across the two years of evaluations, the following points were identified as areas where improvement could further enhance project success:
In a vicious circle, poverty will continue to be a barrier to education, as poor families will be forced to prioritise the immediate economic value of a child's labour over the longer-term benefits of their education. The lack of an education will then contribute to continuing poverty. One project was particularly successful in addressing this challenge, but more, and more innovative, strategies must be found to break down this barrier.
The good work being done on the ground is not always reflected adequately in project proposals and reports. Not all potential donors will have the opportunity to visit a project and observe firsthand what is going on, thus coming to an understanding of the rationale for the project and the change it is trying to bring about. It's important, therefore, that what is written about the project does justice to what is happening on the ground, in a way that convinces donors that supporting the project is a worthwhile investment. Ten volunteer leaders take part in an intense Edmund Rice Camp group work session to obtain their certificates in Community Leadership. The workshop was facilitated by the Rural Development Support Program. Photo: Edmund Rice Camps.
While project activities and outputs are clearly stated from the outset, the expected longer-term development outcomes are sometimes not wellexpressed, thus making it difficult to assess the overall impact of a project. This is important for any type of intervention, even a relatively straightforward construction project, but is all the more important for complex projects promoting behaviour change and life-skills development.
Linked to the previous point, monitoring, evaluation and learning is an area that could benefit from some degree of strengthening. Documents produced at the time of a funding proposal, such as a Results Framework, should be taken forward and used as ongoing support documents during project implementation.
In some cases, while it was clear that the projects targeted marginalised and vulnerable communities, more might have been done from the outset to target particularly vulnerable groups such as people with disabilities, people living with
HIV & AIDS, or orphans. Tailored interventions could then have been built into the project design to cater for the specific needs of such groups.
"The application of a faith-based approach…had a very powerful effect on participants, with particular regard to the importance of personal values, and the dignity of each individual – aspects of education that are often overlooked in conventional education projects that often focus exclusively on academic achievement. The schools peacebuilding project and the leadership training project in particular have the potential to be ground-breaking in this regard."
Williams, 2016.
In Parola and Patayas, two of the poorest areas in the Philippine capital, Manila, the Alsa Buhay project provides support to young people who have dropped out of formal education, and use an Alternative Learning System to educate them up to an equivalent standard. This photo shows a group of teenagers from Parola attending class. In the background on the left is Daniela Coppola from Misean Cara member organisation the Society of the Divine Saviour. Photo: Society of the Divine Saviour. The Philippines, 2015a.
2 - Promoting Self-esteem in the Western Cape
Ten volunteer leaders take part in an intense Edmund Rice Camp group work session to obtain their certificates in Community Leadership. The workshop was facilitated by the Rural Development Support Program. Photo: Edmund Rice Camps.
Edmund Rice Camps (ERC), an offshoot of the Christian Brothers, is working with some of the most marginalised and vulnerable children and young adults living in extremely difficult circumstances in parts of the Western Cape, South Africa. The purpose of the recreational and life-skills camps (2-3 days in duration) is to build the selfesteem of vulnerable and marginalised 7-16-year-olds, while at the same time developing the leadership skills of young adult (17-30 years old) volunteers.
Participants include individuals who are highly vulnerable, who have experienced neglect or abuse, or who are orphans or refugees. Vulnerable parents, often with poor parenting skills, are also reached through the project.
The camps are, in the words of the consultant, "having a powerful impact on the individuals that participate in them". There is evidence of children using their improved life skills to improve school work, relationships and feelings of self-worth. ERC staff and volunteers (themselves drawn from the target group) are "well trained, very professional and technically very competent."
South Africa 2015d
The Projects
The projects evaluated were:
In 2015, the evaluations were carried out by a team of five from Coffey International (UK), led by Peter Mayers, while the work in 2016 was done by Mike Williams.
About Misean Cara
- Uphold the right to sustainable livelihoods
- Uphold and advocate for human rights
- Enhance and promote the missionary approach to development.
Further expressing our desire to reach the most vulnerable and marginalised, the Strategy will see Misean Cara bringing a particular focus to bear on targeting five groups: women, children, refugees, displaced people and people with disabilities.
©Misean Cara 2017
This material may be used freely for purposes of education, research, development, public awareness and other not-for-profit activity, provided the original source is cited.
Established in 2004, Misean Cara is an international and Irish faith-based missionary development movement made up of 90 member organisations working in over 50 countries. We work with some of the most marginalised and vulnerable people in developing countries. Adopting a human rights focus, we support communities addressing basic needs in the areas of education, health, and livelihoods, as well as advocating for economic, social, cultural, civil and political rights. At times of humanitarian crisis, the trusted and long-term presence of missionaries in affected communities also allows for rapid, efficient and targeted responses.
Misean Cara and our members work collectively and individually through the missionary approach to development. This framework is based on five values: respect, justice, commitment, compassion and integrity. Together, these establish the basis for the approach of missionaries to good development practice.
Our Strategy 2017-2021 identifies five goals:
-
Uphold the right to quality education
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Aikido glossary
Aikido: (ai: harmony; ki: spirit, energy; do: way, path, method)
Ai-hanmi: (ai: same; han: half; mi: body) Uke and nage stand facing each other with the same foot forward: right/right or left/left.)
Aiki Jinja: ( jinja: Shinto temple) The temple built by O-sensei in Iwama in honor of the deities of Aikido)
Anza: (the lotus position)
Ashi: (foot or leg)
Atama: (head)
Atemi: (ate: to strike; mi: body) A strike or blow used during a technique, directed toward the vulnerable parts of the body.
Awase: (awase: to harmonize) To coordinate and fit your movements to the movements of the attacker.
Barai/harai: (sweep)
Bokken/bokuto: (bo/bok-: wooden; ken/to: sword) Wooden sword.
Budo: (bu: martial; do: way,path, method) The Way of the Warrior. Martial arts including fighting
techniques,strategy, physical and spiritual training, mental discipline and etiquette.
Bukiwaza: (buki: weapons; waza: technique) Weapons techniques.
Chudan: (chu: middle; dan: level)
Damé: "Wrong", "bad!"
Dan: (dan: level, grade) black belt level.
* Yudansha: (yu: to have or possess; sha: person) Person who is a graded black belt.
(sho: first) First dan.
* Nidan: Second dan.
* Shodan:
Third dan.
* Sandan:
Fourth dan.
* Godan: Fifth dan.
* Yondan/Yodan:
Sixth dan.
* Nanadan: Seventh dan.
* Rokudan:
*
Hachidan: Eighth dan.
* Kudan/ Kyudan: Ninth dan.
Tenth dan.
* Judan:
Deshi:
(de: youngerbrother; shi: child) A student training under a master.
Do:
(way, path, method)
Dojo:
(do: way; jo: place) Place for training.
Domo Arigato Gozaimasu/gozaimashita: Most polite form of thanks in present tense, past tense.
Dori/Tori:
(grab/ grasp)
Dozo:
(please, go ahead, begin)
Eri: (collar)
Furikaburu: (furi:to raise a weapon over the head; kaburu: to carry on or over the head) The movement of raising a ken or jo over the head to the position used for a downward strike.
Futari-dori:
(futari: two people; dori: hold, grasp) Two people holding nage.
Gaeshi/Kaeshi:
(turn, reverse)
Gedan:
(ge: lower; dan: level)
Gi: (gi: clothes) In Japanese most often called dogi (do: way) or keikogi (keiko: training) A training outfit for martial arts.
Gyaku-hanmi: (gyaku: opposite; han: half; mi: body) Uke and nage stand facing each other with the opposite foot forward: right/left or left/right.
Ha: The edge of a sword
Hai: (hai: yes)
Hajime:
(command) Begin.
Hakama: Traditional Japanese pleated, skirt-like wide trousers. Worn by 1 dan holders; in Scandinavia from 3rd kyu.
Hanmi: (han: half; mi: body) Aikido stance in which the front foot is pointing straight forward and the rear foot is at an approximate 90 degree angle as in an upside-down T-shape. The same hip as the front foot and upper body are turned slightly sidewise to make the body a smaller target.
Hanmi-handachi: (han: half; mi: body; han: half; dachi: standing) Uke is standing and nage is sitting (in seiza).
Hantai:
(opposite)
Happo-giri:
(ha-: eight; po: direction; giri: cut) Eight directional cut with the sword/bokken.
Hara: (stomach) The lower region of the abdomen- the physical and spiritual center of youself. The point in which you focus and center your balance and awareness.
Hayagaeshi: (haya: quick; gaeshi: turn) The turning movement usually from Tsuki No Kame and directly into yokomen uchi without stopping for the blocking position which is part of this transitional movement.
Henka-waza: (henka: variation; waza: technique) Variation of a basic technique.
Hidari: left
Hiji: elbow
Hito-e-mi: (hito: one; e: Japanese counting prefix; mi: body) An Aikido stance resembling hanmi but with the hips pulled further back to the side. Used in irimi-nage for instance.
Hiza: knee
Ho: (1): direction
(2): method
Iie: (iie: no)
Irimi: (iri: entrance, enter; mi: body) Techniques in which nage places him/herself behind uke.
Jiyu-waza: (jiyu: free; waza: technique) Type of practice where nage improvises, freely choosing the techniques to be used.
Jo: (jo: staff) Wooden staff, usually approximately 1 1/2 meters long.
Jodan: (jo: upper; dan: level)
Jo-dori: (jo: staff; dori: grab, grasp) Techniques used to take the attacker's (uchi's) jo. Approximately 10 variations.
Juken: (ju: gun; ken: sword) Rifle with bayonet.
Kaicho: (kai: organization; cho: leader)
Kaiso: (kaiso: founder of a style) Term used for O-sensei Ueshiba.
Kaiten: (rotate, turn)
Kaeshi-waza: (kaeshi: reverse, return; waza: technique) Counter technique.
Kamae: ( kamae: stance) Aikido stance, encompassing an attitude of hightened mental awareness and readiness to unleash techniques.
Kakari-geiko: (kakari: to attack or swarm over; geiko/keiko: practice) Attackers (uke) in a row attack
one after the other.
Kansetsu: (joint)
Kao: (face)
Karada: (body)
Kata: (1) Shoulder
(2) Predetermined sequence of movements. Used to learn techniques and principles
in Aikido weapons practice
Katana: Japanese sword.
Katate: (kata: one; te: hand) One-handed grab.
Katame-waza: (katame: to hold or pin; waza: technique) Techniques ending in a hold.
Keiko: ( actual meaning: to study old things) Training/ practice.
Ken: Japanese sword.
Ken-tai-jo: ( ken: sword; tai: against; jo: staff) A series of weapon techniques using the jo to defend against a sword/bokken.
Ki: ( ki: energy, spirit, intention) The vital life-force of the body.
Kiai: (ki: energy,spirit, intention; ai: harmony) A powerful yell or shout originating from the pit of the abdomen, used to unleash physical and spiritual energy from the body.
Kihon: (ki: important, valuable; hon: basic) Basic techniques.
Ki-musubi: ( ki: energy, spirit, intention; musubi: to tie together, to bind) The feeling of becoming one with the intentions and movements of your opponent.
Ki-musubi no Tachi: ( ki: energy, spirit, intention; musubi: to tie together, to bind; no: belonging to;
tachi: sword)) The sixth kumi-tachi (paired sword practice in Aikido). Also known as Otonashi no Ken:
The Sword of No Sound. This practice is based on the feeling of ki-musubi.
Ki no Nagare: (ki: energy, spirit, intention; no: belonging to; nagare: flow) Advanced type of training using flowing movements.
Kohai: (ko: behind, after; hai: colleague) Fellow junior practitioner.
Kokyu: (kokyu: breath) Coordination of breath, energy and body movement.
Komi: (-komi: thoroughly,decisevly, strongly) A suffix used to express a thoroughly completed or a strong action or movement. As in uchikomi: uchi: strike; komi: strong or decisive.
Kokyu-ryoku: (kokyu: breath; ryoku: power) The power gained through kokyu training.
Koshi: (hip)
Kotai: (change) Command, given when for instance attacker and defender are to change
roles.
Kote: (ko: small; te: hand) Wrist.
Kubi: (neck)
Kuden: (ku: oral; den: convey, transmit) The oral teachings of Ueshiba used to explain important points in Aikido techniques.
Kumi-tachi: (kumi: to unite, group; tachi: sword) Advanced partner practice with the sword/bokken encompassing 5 basic forms plus variations.
Kumi-jo: (kumi: to unite, group; jo: staff) Advanced partner practice with the jo encompassing 10 basic forms.
Kuro-obi: (kuro: black; obi: belt)
Kuzushi:
(kuzushi: to break) The movement used to unbalance your opponent.
Kyu: (kyu: student level) Student level, in Aikido beginning at 6th kyu and advancing to 1st kyu toward
1st dan.
Ma-ai: (ma: distance; ai: harmony) The proper distance between nage and uke.
Mawatte: (mawatte: turn, turn back) Command used when practitioners should turn and
move in the opposite direction.
Me: (me: eye)
Men: (men: face, head)
Menkyo kaiden: (menkyo: license, diploma; kai: everything, den: convey, transmit) Highest diploma
representing the acquisition of all the techniques in a given martial art system.
Migi: (migi: right)
Mo ikkai: (mo: again; ikkai: one time) Command: Do it again.
Mo ichido: ( mo: again; ichi: one; do: time) Same as above.
Mudansha: ( mu: none; dan: level; sha: person) Person not graded to black belt.
Moku-roku: (moku: eye; roku: document) A document or diploma including technical explanations given
in traditional martial art systems.
Mune (muna-): (chest, chest area)
Mushin: (mu: nothing; shin: spirit) The state of no thought stived for in martial arts; a feeling of being able to react instinctively.
Musubi: ( musubi: to tie, bind) The same as ki-musubi: The feeling of becoming one with the intentions and movements of your opponent.
Nage: (1) (nage: throw) Aikido throwing technique.
(2) In Aikido, the person performing the technique.
Nagare: (nagare: flow)
Ni-nin gake: (ni: two; nin: person, gake: attack) Two uke attacking nage.
Obi: (obi: belt)
Omote: (omote: front)
Omoto-kyo: ( o: great; moto: foundation; kyo: belief) The name of the Shinto group lead by Onisaburo Deguchi,the most important source of spiritual inspiriation for O-sensei Ueshiba.
Onegaishimasu: (o-negai: wish; shimasu: verb conjugation) Japanese standard expression when requesting or wishing for something. Used for instance at the beginning of practice or for requesting someone to practice with you.
O-sensei: (o: great; sensei: teacher, master) Morihei Ueshiba, founder of Aikido (1883-1969). Also called Kaiso: founder.
Osae-waza: (osae: lock; waza: technique) Techniques ending in a lock.
Owari/owarimasu:(owari: finish, end; masu: verb conjugation)Command used to indicate the end of a training session for instance.
Oyo-waza: (oyo: application; waza: technique) Variations of basic techniques in advanced training. The practical usage of Aikido techniques in a more self-defense based context.
Randori: (ran: disorder; dori: grab, grasp) Free style, improvisational practice with several
attackers, where the types of attack are not predetermined.
Rei: (rei: bow, thanks, politeness) Command used in Budo: bow.
Reigi: (rei: bow, thanks, politeness; gi: rule, ceremony) Correct behaviour in as well as outside of the dojo. Also called : reishiki ( shiki: ceremony).
Renshu: (ren: to discipline, shu: study) Training, practice.
Renzoku: (ren: to bring with; zoku: to continue) One after the other, continuous.
Riai: (ri: logic, reason; ai: harmony) The common principals in Aikido connecting empty-handed techniques, sword and staff.
Ryu: (ryu: school, flow) A prefix meaning of a certain style in Budo context.
San-nin dori: (san: three; nin: person; dori: grab, grasp) Three attackers holding nage.
San-nin gake: (san: three; nin: person; gake: attack) Three people attacking nage.
Saya: (saya: sword sheath)
Sempai: (sem: in front, before; pai/hai: colleague) Fellow senior practitioner.
Sensei: (sen: before, in front; sei: to be born, live) Teacher/master: one who is born before you.
Seiza: (sei: correct; za: seat, sit) The traditional Japanese way of sitting on your knees.
Shihan: (shi: teacher; han: example) A representative of a Budo system, graded 6th dan or higher.
Shiho: (shi: four; ho: direction)
Shiho-giri: (shi: four; ho: direction; giri: cut) Practice of cutting in four directions with the sword.
Shiho-tsuki: (shi: four; ho: direction; tsuki: thrust) Practice of thrusting with the jo in four directions.
Shikko: (knee walking)
Shime/-jime: (shime: to squeeze, strangle)
Shisei: (shi: form, appearance; sei: power) Posture.
Shiro-obi: (shiro: white; obi: belt)
Shomen (1): (sho: correct; men: front) The wall in the dojo towards which you bow before starting
practice, usually where there is a picture of O-sensei.
Shomen (2): (sho: correct; men: face, front) The face or head.
Sode: (sode: sleeve)
Sode-guchi:
(sode: sleeve; guchi/kuchi: mouth) The opening of the sleeve.
Soto: (soto: outside)
Soto-deshi:
(soto: outside; deshi: student) Student who lives outside of the dojo, not a live-in student.
Suburi:
(su: origin; buri: to swing a sword or staff) A basic strike or thrust with a jo or bokken.
Suki:
(suki: opening) An opening or weak point in a technique which leaves you open to a counter- attack.
Suwari-waza:
(suwari: sit; waza: technique) Seated techniques, performed in seiza.
Tachi-dori: (tachi: sword; dori: grab, grasp) Empty-handed techniques defending against sword attacks. Approximately 10 variations.
Tai: (tai: body)
Tai-jutsu: (tai: body; jutsu: technique) Empty-handed Aikido techniques.
Tai no Henko: ( tai: body: no: belonging to; henko: to turn around) Basic practice in turning 180 degrees while uke is grabbing nage's wrist.
Tai sabaki: (tai: body; sabaki: to move, evade) Movements off the line of attack.
Takemusu Aiki: (take: martial; musu: to give birth to; ai: harmony; ki: energy, spirit, intention) A term used by O-sensei to describe the most advanced level of practice in Aikido: the spontaneous use and creation of techniques through a complete understanding of the basic principals.
Taninzu gake: (taninzu: a group of people; gake: attack) A group of people attacking nage; the same as randori.
Tanren Uchi: (tan: to forge,train; ren; to practice; uchi: strike) The practice of striking a tire with a suburi bokken in order to obtain hip strength and to learn to unleash power at a maximum. Tanren is also used in for instance "Yokomen no Tanren", the practice of striking yokomen with the hand while your partner blocks the strike.
Tanto: (tan: short; to: sword) Knife.
Tanto-dori: (tan: short; to: sword, dori: grab, grasp) Knife disarming techniques.
Tegatana: (te: hand; k/gatana: sword) The edge of the hand.
Tsuba: (tsuba: sword guard) The small disc-like decorative object which is found between the blade and the hilt of the Japanese sword.
Tsuka: (tsuka: hilt) The hilt or handle of the Japanese sword.
To:
(to: sword)
Tobu ukemi: (tobu: jump, fly; ukemi: breakfall) A high breakfall.
Tsuki:
(tsuki: thrust) A thrust with a jo or bokken, or a straight punch.
Uchi (1): (uchi:strike) Strike, most often from above the head in a downwards motion.
Uchi (2): (uchi: strike) The term for the attacker in jo techniques.
Uchi (3):
(uchi: inside) Inner or inside.
Uchi-deshi:
(uchi: inside; deshi: student) A live-in student who trains under and assists a sensei on a full time basis.
Uchi-tachi: (uchi: strike; tachi: sword) In sword partner practice: the attacker.
Uke (1): (uke: to receive) The person receiving the technique; in empty-handed techniques the person who is thrown; the attacker.
Uke (2): (uke: to receive) In jo practice, the person who is defending.
Ukemi: (uke: to receive; mi: body) To receive (the technique) through the body: Breakfalls.
Uke-tachi: (uke: to receive; tachi: sword) In sword partner practice, the person who is defending.
Ushiro: (ushiro: behind, in back)
Waza: (waza: technique)
Yamé:
(yamé: stop) Command: stop.
Yari: (yari: spear)
Yoko: (yoko: side)
Yokomen: (yoko: side; men: face) The side of the head. Often used as a shortened form for the the following strike:
Yokomen-uchi: (yoko: side; men: face; uchi: strike) Strike with the edge of the hand, jo, bokken or tanto to the side of the head/ temple.
Yoko ukemi: (yoko: side; ukemi: breakfall) Sideways breakfall.
Yubi: (yubi: finger)
Yudansha: (yu: to possess; dan: grade; sha: person) Black belt graded person.
Zanshin: (zan: to remain; shin: spirit) The mental connection between you and your partner even after completion of a technique. This manifests itself in the person performing the technique holding the final position while channeling a surge of energy outwards; the feeling of the power continuing to pour out even after the movement is over.
Zenbu: ( zen: everything; bu: part) Everything, all.
Zengo-giri: (zen: forward; go: backward; giri: cut) The practice of cutting with the sword to the front and rear consecutively.
Zengo- tsuki: (zen: forward; go: backward, tsuki: thrust) The same practice as above, but thrusting with the jo instead. | <urn:uuid:4c83a1fc-a515-46df-a305-26e66c264751> | CC-MAIN-2019-04 | http://www.aiki-shuren-dojo.com/main_files/Aikido%20glossary.pdf | 2019-01-20T19:18:39Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00207.warc.gz | 258,384,718 | 4,499 | eng_Latn | eng_Latn | 0.937979 | eng_Latn | 0.949466 | [
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Introducing Children Count — Abantwana Babalulekile
Katharine Hall and Lori Lake (Children's Institute)
South Africa's commitment to the realisation of socio-economic rights is contained in the Constitution, the highest law of the land, which includes provisions to ensure that no person should be without the basic necessities of life. These basic necessities are specified in the Bill of Rights, and particularly section 26 (access to adequate housing); section 27 (health care, sufficient food, water and social security); section 28 (the special rights of children) and section 29 (education).
is an array of administrative data sets, and the national statistics body, Statistics South Africa, undertakes regular national population surveys which provide useful information on a range of issues. However most information about the social and economic situation of people living in South Africa does not focus on children, but rather counts
Children are specifically mentioned and, as well as the general rights, every child has the right to basic nutrition, shelter, basic health care services and social services. These form part of what are collectively known as socio-economic rights. While these rights are guaranteed by the Constitution, the question is: How well is South Africa doing in realising these rights for all children? In order to answer this question, it is necessary to monitor the situation of children, which means there is a need for regular information that is specifically about them.
A rights-based approach
Children Count – Abantwana Bablulekile, an ongoing data and advocacy project of the Children's Institute, was established in 2005 to monitor progress for children. It provides reliable and accessible child-centred information which can be used to inform the design and targeting of policies, programmes and interventions, and as a tool for tracking progress in the realisation of children's rights.
Child-centred data
Any monitoring project needs regular and reliable data, and South Africa is fortunate to be a fairly data-rich country. There
96
South African Child Gauge 2009/2010
all individuals or households. This is the standard way for central statistics organs to present national data, but it is of limited use for those interested in understanding the situation of children.
'Child-centred' data does not only mean the use of data about children specifically. It also means using national population or household data, but analysing it at the level of the child. This is important, because the numbers can differ enormously depending on the unit of analysis. National statistics describe the unemployment rate, but only a child-centred analysis can tell how many children live in households where no adult is employed. National statistics show what proportion of households are without adequate sanitation, but when a childcentred analysis is used, the proportion is significantly higher.
Counting South Africa's children
Children Count – Abantwana Babalulekile presents child-centred data on many of the areas covered under socio-economic rights. As new data become available with the release of national surveys and other data sources, it is possible to track changes in the conditions of children and their access to services over time. This year, Children Count – The numbers presents national survey data for each year from 2002 to 2008, and many of the indicators in this issue compare the situation of children over this seven-year period.
The tables on the following pages give basic information about children's demographics, care arrangements, income poverty and social security, education, health and nutritional status, housing and basic services. Each table is accompanied by commentary that provides context and gives a brief interpretation of the data. The data are presented for all children in South Africa and, where possible, by province.
The indicators in this South African Child Gauge are a subset of the Children Count – Abantwana Babalulekile indicators on demographics and socio-economic rights.
The project's website contains the full range of indicators and more detailed data, as well as links to websites and useful documents. It can be accessed at www.childrencount.ci.org.za.
Data sources
Children Count – Abantwana Babalulekile uses a number of data sources. Some are administrative databases used by government departments (Health, Basic Education, and Social Development) to record and monitor the services they deliver. Some of the HIV/AIDS data are from the ASSA model, a statistical model developed by the Actuarial Society of South Africa, which uses many different types of data sources to derive estimates of the incidence of HIV, and treatment needs. Most of the indicators presented are unique to the project, and are derived from the General Household Survey of Statistics South Africa. Data sources are carefully considered before inclusion, and the strengths and limitations of each are outlined on the website, and on pp. 132 – 134. Definitions and technical notes for the indicators are included in the accompanying commentary, and can also be found on the website.
Confidence intervals
Sample surveys are subject to error. The proportions or percentages simply reflect the mid-point of a possible range, but the true values could fall anywhere between the upper and lower bounds. The confidence intervals indicate the reliability of the estimate at the 95% level. This means that if independent samples were repeatedly taken from the same population, we would expect the proportion to lie between upper and lower bounds of the confidence interval 95% of the time.
It is important to look at the confidence intervals when assessing whether apparent differences between provinces or sub-groups are real: The wider the confidence interval, the more uncertain the proportion. Where confidence intervals overlap for different sub-populations or time periods, it is not possible to claim that there is a real difference in the proportion, even if the mid-point proportions differ. In the accompanying bar
For more data, visit www.childrencount.ci.org.za graphs, the confidence intervals are represented by vertical lines at the top of each bar (I ).
Healthy children: From survival to optimal
development
This issue of the South African Child Gauge focuses on child health and the data analyses on the following pages can be used to show how children's living conditions and access to services impact on their survival and optimal development. A series of 12 indicators speak directly to children's access to health care services including child and infant mortality, distance to clinics, immunisation coverage, adolescent sexual risk behaviour, HIV prevalence, coverage of antiretroviral therapy, reported child hunger, malnutrition and micronutrient deficiencies. Other indicators monitored by Children Count – Abantwana Babalulekile speak to the relationship between children's health and living conditions, such as income poverty and social grants, orphaning and child-headed households, housing quality and basic services.
Each domain is introduced below and key findings are highlighted.
Demography of South Africa's children
(pages 99 – 104)
This section provides child population figures and gives a profile of South Africa's children and their care arrangements, including children's co-residence with biological parents, the number and proportion of orphans, and children living in childonly households. There were 18.7 million children in South Africa in 2008. Twenty-one percent of children are orphans who have lost a mother, father or both parents; 23% of children do not live with either of their biological parents; 0.5% of children live in child-only households.
Income poverty, unemployment and social grants
(pages 105 – 109)
In 2008, nearly two-thirds of children (64%) lived in households with a per capita income of less than R569 per month, and about 34% lived in households where no adults were employed. Social assistance grants are therefore an important source of income for caregivers to meet children's basic needs. Just over 9 million children received the Child Support Grant in July 2009, almost 110,000 children received the Care Dependency Grant, and a further 511,000 children received the Foster Child Grant.
PART 3
Children Count – The numbers
97
Child health: The general context
(pages 110 – 114)
This section monitors child health through a range of indicators. The most recent and reliable estimates for under-five mortality date back to 63 deaths per 1,000 live births, while infant mortality stood at 87 per 1,000 live births. Forty percent of children live far from their nearest primary health care clinic – this situation has worsened since 2002. Over the same period, immunisation coverage has increased to 90%. Adolescent sexual risk behaviour is an important measure of prevention programmes. In 2003, 43% of teenagers aged 15 – 19 years had had sex, and 73% of young men in this age group reported using a condom during high risk sex.
Child health: HIV/AIDS
(pages 115 – 119)
This section looks at indicators of HIV prevalence in pregnant women; access to prevention of mother-to-child transmission programmes (PMTCT); and access to antiretroviral therapy (ART) in pregnant women and children. 2008 data show that close to one-third of pregnant women (29%) who accessed antenatal clinics were found to be infected with HIV, and 81% of pregnant women received voluntary counselling and testing as part of PMTCT. While access to treatment has increased significantly since 2002, a large number of people are still not receiving treatment. Less than half of adults (43%) newly eligible for ART and 37% of children eligible for ART started treatment in 2008.
Child health: Nutrition
(pages 120 – 123)
This section focuses on children's nutritional status. While 18% of children lived in households that reported child hunger; 18% of children aged 1 – 9 years were found to be stunted in 2005, which indicates chronic undernutriton. Nine percent of children in this age group were underweight, and 5% were wasted. Micronutrient deficiencies are also a problem: In 2005, 64% of children aged 1 – 9 years had an inadequate vitamin A status, and 8% experienced iron deficiency anaemia.
98
South African Child Gauge 2009/2010
Children's access to education
(pages 124 – 127)
Many children have to travel long distances to reach their nearest school. A fifth of children (21%) live far from their nearest primary school and this increases to a third of children (33%) in high school. Despite these barriers, South Africa has made significant strides in improving access to education with a gross attendance rate of 96% in 2008. However this does not necessarily translate into improved educational outcomes.
Children's access to housing
(pages 128 – 129)
This section presents data on children living in adequate housing and over-crowded dwellings. In 2008, 71% of children lived in formal housing, while almost 2.3 million children lived in backyard dwellings and shacks in informal settlements. Nearly a third of children (30%) lived in over-crowded households.
Children's access to basic services
(pages 130 – 131)
Without water and sanitation, children face substantial health risks. In 2008, less than two-thirds of children (64%) had access to drinking water on site, while children's access to adequate toilet facilities rose to 61%.
The Children Count monitor has been updated with the financial support of the Programme to Support Pro-Poor Policy Development (PSPPD), a partnership programme of the Presidency, Republic of South Africa and the Delegation of the European Union. | <urn:uuid:8f96f890-863f-4e54-ae6f-8c8e57da5d2d> | CC-MAIN-2019-04 | http://www.ci.uct.ac.za/sites/default/files/image_tool/images/367/Child_Gauge/South_African_Child_Gauge_20092010/sa_child_gauge09-10_introduce_childencount.pdf | 2019-01-20T19:53:25Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00207.warc.gz | 277,452,448 | 2,353 | eng_Latn | eng_Latn | 0.997518 | eng_Latn | 0.997806 | [
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What is a portion size?
As our Nation's waistline expands, we need to remind ourselves of what a "portion" of food really is. Basically, when we talk about a portion size, we are talking about the amount of food that is present on a food label for which the nutritional facts have been based. Does it mean that is all you can have of any particular food? Absolutely not. What you learn when reading a food label is that for a particular amount of food there are this many calories, calories from fat, grams of fat (saturated and unsaturated), amount of carbohydrates, fiber, etc.. It is a guide to help you make an educated decision. It is a "tool" to help you raise your awareness.
Here is a list of portion sizes, listed by food group, with visual example of everyday items. If you would like to know how many daily servings you need from each group, go to www.nal.usda.gov:8001/py/pmap.htm.
A serving of bread, cereal, rice and pasta equals:
* 1 slice of bread, ½ hamburger roll, or a small pancake – about the size of a CD.
* One-half small bagel or small muffin – about the size of a hockey puck.
* One-half cup cooked rice, pasta, or hot cereal – about a cupcake wrapper full.
* 1 ounce dried cereal – a heaping handful
A serving of fruit equals:
* 1 medium fruit – about the size of a tennis ball
* One-half cup fresh or canned fruit – about the size of a single-serving pudding cup.
* One-fourth cup of dried fruit – about the size of a large egg or a small handful.
* Three-quarters cup of 100% fruit juice – same as 6 oz. or one small can.
A vegetable serving equals:
* One-half cup cooked, canned or fresh veggies – about the size of a standard light bulb.
* 1 cup of leafy greens (lettuce, spinach or others)
* A medium potato – about the size of a computer mouse.
A meat, fish or poultry serving equals:
* 3 ounces of meat – about the size of a deck of cards or a cassette tape.
* 3 ounces of grilled fish – about the size of a checkbook
* 1 egg
* 1 cup of cooked beans,peas or lentils
* 2 tablespoons of peanut butter – about the size of a ping pong ball
* 1 ounce nuts – a small handful or a shot glass
A serving of dairy foods equals:
* 8 ounces of milk – one of those famous square cartons.
* 8 ounces of yogurt – one of those little yogurt cartons.
* 1 to 1 ½ ounces of natural cheese – about the size of a 9-volt battery or a bar of hotel soap. | <urn:uuid:9748c7f9-0c6e-4a1c-a229-4e74a2e04c38> | CC-MAIN-2019-04 | http://meet.nmu.edu/dining/wp-content/uploads/2013/11/What-is-a-portion-sizePDF.pdf | 2019-01-20T20:12:13Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00209.warc.gz | 152,006,490 | 589 | eng_Latn | eng_Latn | 0.998625 | eng_Latn | 0.998625 | [
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Children and inequality: Closing the gap
"It is possible to eliminate poverty and to sharply reduce inequality by 2030." 1 This is the optimistic vision of the National Development Plan, which calls for new and collaborative approaches to tackle persistent poverty and inequality. One of the ways to do this is by intervening in the early years: to break intergenerational cycles, equalise opportunities and shift the life chances of those born into poverty.
This brief provides an overview of some of the key findings and recommendations from the South African Child Gauge™ 2012. It briefly outlines equality principles contained in the Constitution, and describes on the inside pages some dimensions of inequality among South Africa's children. The back page outlines some of the challenges and opportunities for policy-makers and practitioners.
Equality rights and children
Equality is both a founding value of the Constitution, and a fundamental right. But what does this "equality" mean in practice, and what does it mean for children?
Formal equality versus substantive equality
"Formal equality" means treating everybody the same. For example "one person, one vote" is a common way of achieving equality in the realm of civil and political rights. However this approach is not sufficient to address deep-rooted patterns of discrimination and socio-economic disadvantage. In order to achieve "substantive equality", or equal outcomes, it may be necessary to treat people differently to compensate for past inequities and to correct imbalances. Focusing on children provides important opportunities for intervening in substantive ways.
Levelling up or levelling down?
One possible way to achieve equality is to "level down" so that everyone receives the same level of service or benefit. However, the courts have indicated that it is preferable to "level up" by extending benefits to those who were previously excluded. This approach is in keeping with the principle that socio-economic rights should be realised progressively.
Non-discrimination
The Constitution prohibits unfair discrimination. This may require differential treatment for certain groups of children, including special measures for disadvantaged children and their caregivers. Achieving substantive equality requires moving beyond a one-size-fits-all approach. Policy-makers and practitioners need to consider factors such as children's age, race, sex, location, caregivers' income and relationship status in policy and programme design.
The right to what?
The Constitution defines equality to include "the full and equal enjoyment of all rights
2
and freedoms", implying that the right to equality extends to the whole Bill of
Rights including children's socio-economic rights. Policy-makers and child rights advocates will need to draw on both children's equality and their socioeconomic rights to address the impact of discrimination and socio-economic deprivation on children's lives.
Source: Southern Africa Labour and Development Research Unit (2012) National Income Dynamics Study 2008, Wave 1 [dataset]. Version 4.1. Cape Town: SALDRU, UCT [producer], DataFirst [distributor]. Calculations by Ingrid Woolard, SALDRU, UCT.
Average monthly income per person, 2008
Rising inequality and a disproportionately poor child population
Contrary to expectations, income inequality has continued to rise since the end of apartheid. This is driven largely by a rise in inequality within race groups, although the most striking dimension of inequality remains between races. 3 The poorest 10% of the population receives less than 1% of the national income while the richest 10% receives more than half (57%). 4 Inequality is firmly rooted in the labour market and is related to high rates of unemployment and extremely unequal wages.
In 2010, 60% of South Africa's 18.5 million children lived in households with an income of less than R575 per person per month. Child poverty rates have fallen since 2003, but the gap between rich and poor is widening. There are also glaring racial disparities: two-thirds (67%) of African children live below this poverty line, compared with only 2% of White children. 5
Source: Statistics South Africa (2011) General Household Survey 2010. Pretoria: Stats SA. Calculations by Katharine Hall, Children's Institute, UCT.
Children are more likely than adults to live in poor households. Forty-one percent of children live in the poorest 20% of households (quintile 1) while 8% of children live in the richest 20% of households (quintile 5).
Multiple, overlapping inequalities for children
Like poverty, inequality takes many forms. These dimensions are often interrelated, leading to cumulative disadvantage and further entrenching inequality. For instance, poor living environments can lead to poor health and poor educational outcomes. Children in relatively wealthy households are consistently better off and are likely to have better opportunities in life than those who are born poor. In this way inequalities are reproduced across generations.
Particular groups of children – very young children, children in poverty, many African children, children with disabilities, and children living in the former homelands and informal settlements – appear to experience multiple deprivations. Diseases of poverty like diarrhoea and acute respiratory infections drive the high child mortality rates in South Africa and over 65% of child deaths in hospital are associated with malnutrition. 6
Spatial inequality
The spatial dimensions of inequality in South Africa continue to reflect the legacy of apartheid: the most deprived areas remain concentrated in the former homelands. Nearly half of all children (43%) in South Africa live in the former homelands, compared with 31% of adults. 7 Further policy-related work is required in the areas of governance and regional planning to strengthen services and opportunities for families and children in these areas.
Parental co-residence and inequality
Only a third of children in South Africa live with both their parents, and nearly a quarter live with neither parent. Children living with both parents are more likely to be living in urban areas and to have higher incomes (when household income is divided by all household members) than those living with their mother or with neither parent. Children in the poorest quintiles are more likely to be living in the former homelands. These patterns of care have their origins in the migrant labour system. Many children remain in the care of relatives in the former homelands, while parents seek work in the cities.
Unequal access to health care services
South Africa has made progress in providing free health care and expanding the network of public health clinics. But resources are thinly stretched: while the vast majority of children rely on the public health service, only a third of medical practitioners and a quarter of specialists work in the public sector. 8 Nearly half of all health care expenditure in South Africa goes to the private sector, which serves only 15% of the population.
Mother-to-child transmission of HIV has been reduced to an estimated 2.7% at six weeks after birth. 9 This is a great improvement, but inequalities remain. Services are better in urban centres, where 60% of infants born to HIV-positive mothers are tested at their six-week immunisation visit, compared with 41% living in deprived rural districts (41%). 10 Only 12% of doctors and 19% of nurses work in rural areas. 11
Unequal education
Investment in public education is high and accounts for over 17% of government expenditure. 12 While school attendance rates are over 95%, outcomes are poor – particularly for children attending school in poor areas. National assessments point to problems with teaching and learning from the foundation phase onwards. Grade 3 learners scored only 35% in literacy and 28% in numeracy in 2011. 13
Income inequality is strongly related to educational progress and outcomes. In 2010, only 54% of 16 – 17-year-old children living in the poorest quintile had completed grade 9, compared to 89% of children in the richest households. 14 Similarly, by 2008, only 25% of 20 – 24-year-olds in the poorest quintile had completed matric compared to 70% in the richest 20% of households. 15
References
1 National Planning Commission (2012) National Development Plan 2030. Pretoria: The Presidency: 1.
2 Constitution of the Republic of South Africa, 1996. Section 9.
3 Leibbrandt M et al (2011) The Policies for Reducing Income Inequality and Poverty in South Africa. SALDRU working paper no. 64. Cape Town: SALDRU, UCT.
4 SALDRU (2012) National Income Dynamics Study 2008, Wave 1 [dataset]. Version 4.1. Cape Town: SALDRU, UCT [producer], DataFirst [distributor]. Calculations by Ingrid Woolard (SALDRU, UCT).
5 Statistics South Africa (2011) General Household Survey 2011. Pretoria: Statistics South Africa. Calculations by Katharine Hall (Children's Institute, UCT).
6 Bamford LJ (2011) An overview of five years of child PIP data. In: Stephen CR et al (eds) Saving Children 2009: Five Years of Data. A Sixth Survey of Child Health Care in South Africa. Pretoria: Tshepesa Press, Medical Research Council & Centre for Disease Control and Prevention.
7 See no. 3 above.
8 Day C & Gray A (2008) Health and related indicators. In: Barron P & Roma-Reardon J (eds) South African Health Review 2008. Durban: Health Systems Trust.
9 Goga A et al (2012) Impact of the National Prevention of Mother-to-Child Transmission of HIV Programme on Perinatal Mother-to-Child Transmission of HIV: Results of the First Year of Implementation of the 2010 PMTCT Guidelines Recommended by the World Health Organisation (WHO). Presented at XIX International AIDS Conference, Washington DC, July 2012.
10 Day C et al (2012) District Health Barometer 2010/11. Durban: Health Systems Trust.
11 Hamilton K & Yau J (2004) The global tug-of-war for health care workers. Washington, DC: Migration Policy Institute. In: Cooke R & Versteeg M (2011) The WHO Global Policy Recommendations on Increasing Access to Health Workers in Remote and Rural Areas through Improved Recruitment and Retention: The South African Context.
12 Department of Basic Education (2011) Macro-Indicator Trends in Schooling: Summary Report 2011. Pretoria: DBE.
13 Department of Basic Education (2011) Report on the Annual National Assessments of 2011. Pretoria: DBE.
14 See no. 3 above.
15 See no. 2 above. Calculations by Nicola Branson (SALDRU, UCT) and Tia Linda Zuze (Wits Business School).
16 See no. 2 above. Calculations by Ingrid Woolard (SALDRU, UCT).
17 Woolard I & Leibbrandt M (2011) The Evolution and Impact of Unconditional Cash Transfers in South Africa. SALDRU working paper no. 51. Cape Town: SALDRU, UCT.
18 Agüero JM et al (2006) The Impact of Unconditional Cash Transfers on Nutrition: The South African Child Support Grant. Washington DC: Center for Global Development.
19 Heckman J (2006) Skill formation and the economics of investing in disadvantaged children. Science, 312 (5782): 1900-1902.
20 Equal Education (2009) Comment on Regulations relating to the Prohibition of the Payment of Unauthorised Remuneration of the Giving of Financial Benefit or Benefit In Kind to Certain State Employees. Khayelitsha, Cape Town: EE.
Child outcomes
Children living in
Children living in
Suggested citation:
Hall K, Woolard I, Lake L & Smith C (2012) Children and inequality: Closing the gap. Cape Town: Children's Institute, University of Cape Town [policy brief]
This brief is based on: Hall K, Woolard I, Lake L & Smith C (eds) (2012) The South African Child Gauge 2012. Children and inequality: Closing the gap. Cape Town: CI, UCT.
It draws directly on the work of various authors who contributed to the Child Gauge 2012. The full set of essays and statistical tables is available at www.ci.org.za.
For more information contact Katharine Hall (firstname.lastname@example.org) or Lori Lake (email@example.com).
For more child-centred data, see www.childrencount.org.za
Design: Jenny Young
© 2012 Children's Institute University of Cape Town 46 Sawkins Road Rondebosch Cape Town, 7700 South Africa
Tel: +27 (0)21 689 5404
Fax: +27 (0)21 689 8330
E-mail: firstname.lastname@example.org
Web: www.ci.org.za
Closing the gap: Opportunities and challenges
Social grants – an essential safety net
Children are dependent on adults and will benefit from inclusive growth and a more labourintensive economy. In the meantime, grants are the primary source of income for poor households and, along with progressive taxation, have helped to prevent inequality from rising even further. More than half of the income flowing into the poorest 40% of households comes from social grants. 16 Although only R280 per month, the Child Support Grant is associated with increased school attendance, less hunger and better nutrition. 17
* The low take-up of grants for children under six months should be addressed urgently, particularly as access to the Child Support Grant early in life improves children's growth and reduces stunting. 18
* A higher value Child Support Grant would achieve greater poverty and inequality impacts. It would also reduce the incentive to favour the administratively burdensome Foster Child Grant when considering options for poor orphans living with relatives, freeing up resources for child protection services.
Early childhood development – a window of opportunity
The first few years are a particularly sensitive period for brain development. Investments in early childhood services offer children a good start in life and provide good economic returns. 19 The government has committed to delivering a comprehensive package of care and support for young children.
* Grade R is moving towards universal access, yet early childhood services are failing to reach younger children, children with disabilities and those living in households that cannot afford to pay fees.
* Greater investment is needed in home- and community-based services which can reach young children, link them to grants and other services, and provide support for caregivers.
Health care – new reforms
National Health Insurance and the reengineering of primary health care aim to achieve a more equitable distribution of resources between public and private sectors, and to strengthen child health at district level through the leadership of community paediatricians and the establishment of a well-functioning community health worker programme.
* The success of the NHI depends on reducing disparities in general – between rich and poor, urban and rural, private and public sectors. This requires large investments in physical infrastructure (such as housing and water), social programmes (such as welfare and education services/programmes) and human resources for health.
* It will be important to disaggregate data on child health and living environments in order to give priority to districts with the poorest living conditions and highest rates of malnutrition and HIV infection.
Education – a great equaliser
Inequalities persist despite the introduction of pro-poor policies such as no-fee schools. This is partly because schools in richer communities can charge fees and pay for more or better qualified teachers than schools in poor communities. 20
* Equitable personnel expenditure across schools could alleviate some of the burden placed on teachers in overcrowded and under-resourced classes.
* Improvements in infrastructure, access to books, teacher training and support, and school management are essential if all children are to have an equally good education.
Closing the gap – the new imperative
Children born in 2012 will turn 18 in 2030. If we are to achieve the National Development Plan's goal of reducing inequality in the next generation, we need to shift opportunities for children in the present. This extends beyond poverty alleviation and requires levelling the playing field to promote children's optimal development irrespective of their characteristics and the circumstances into which they are born. | <urn:uuid:b4fa2721-1a04-4785-a94f-aae3b78edf9f> | CC-MAIN-2019-04 | http://www.ci.uct.ac.za/sites/default/files/image_tool/images/367/Child_Gauge/South_African_Child_Gauge_2012/SA%20Child%20Gauge%202012%20policy%20brief.pdf | 2019-01-20T18:58:49Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00208.warc.gz | 277,718,934 | 3,376 | eng_Latn | eng_Latn | 0.984977 | eng_Latn | 0.995077 | [
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OXFORDSHIRE HOSPITAL SCHOOL
EARLY YEARS FOUNDATIONSTAGE POLICY
June 2017
Policy History
Principles that shape practice
We believe that:
* every child is a unique child, who is constantly learning
* children learn to be strong and independent through positive relationships;
* children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between teachers and parents and/or carers
* children develop and learn in different ways and at different rates and all are valued equally.
Learning and development
- The curriculum is based on the DfE Statutory Framework for the Early Years Foundation Stage March 2017.
- Each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is seen as essential for children's development, building their confidence as they learn to explore, to think about problems, and where possible relate to others.
- We try to maintain a balance between teacher initiated and child led activities.
- We take into consideration the child's individual needs: their medical needs (which always take priority), interests, and stage of development. We use this information in our planning.
- In planning and delivering activities, we consider the different ways that children learn: through playing and exploring, active learning and creative and critical thinking (Characteristics of Effective Learning).
- Despite being in a hospital setting, we provide a stimulating environment by utilizing a range of accessible resources, attractive board displays and varying themes and activities.
- Phonics is taught in line with each child's home school programme so teachers use the Primary National Strategy's 'Letters and Sounds', the Read, Write Inc. reading programme, Jolly Phonics and other programmes as appropriate to each individual child.
- We foster appropriate behaviour and personal and social development by using positive encouragement and reinforcement. We use stickers, reward charts and head teacher's certificates to reinforce appropriate behaviour. We encourage children to have a 'growth mindset' and award certificates where appropriate. We can tailor systems for each child e.g. Where necessary we may use a social story or a PSHE activity to help a child with a specific area of need.
- A lot of hospital teaching is 1 to 1, but wherever possible we provide opportunities for children to interact with others, in mixed age workshop settings and in groups with children of a similar age. We strongly believe that social skills are important at this age and this is an area that many of our children struggle with as interaction can be limited due to medical constraints.
Assessment
- Ongoing assessment is an integral part of the learning and development process. Children are observed to understand their level of achievement, interests and learning styles, which then shapes future planned learning experiences. We value the input of parents, home school and home tutors in this process.
- Individual Learning Journeys provide a snapshot of learning and development and include contributions from parents. If a child is with us for a short time we will contribute to the learning journey set up by their home school. If we provide the majority of a child's education during their F1 year then we will provide the journal and ask home school and home tutors to contribute where appropriate.
- Progress and development are recorded in the child's learning journey and samples of evidence are kept for each child. Reference will be made to the 17 Early Learning Goals
- Children considered to be 'exceeding' in maths and literacy can begin to access the year 1 curriculum where appropriate.
- The key teacher will speak to the child's home school about the EYFS profile which is completed towards the end of the summer term. If the child has been in the hospital school but has spent very little of their F1 year in their home school then the Hospital School key teacher will complete the profile and return it to the home school (often sharing it face to face). If the child has significant time in both their home school and the Hospital School then the key teacher will suggest that a meeting is held between the key teacher, class teacher and any home tutors to compile the profile together. If a child has spent most of the year in the home school then the key teacher will feed information back to the class teacher for inclusion in the profile.
Safeguarding and Welfare
The OHS will ensure that all staff understand and support the purpose and aims of the EYFS policy and that they are aware of their professional roles and responsibilities as determined by current legislation and follow the school's guidelines, OHS child protection and safeguarding policies and procedures.
Also see Child Protection Policy, behaviour policy, SEN policy, equal opportunities, health and safety policy, complaints procedure. | <urn:uuid:bbb28ff0-220e-42eb-aa3e-1ec4a0eafd89> | CC-MAIN-2019-04 | https://ohs.oxon.sch.uk/wp-content/uploads/2017/07/POLICY_EYFS.pdf | 2019-01-20T20:12:30Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00207.warc.gz | 595,240,172 | 967 | eng_Latn | eng_Latn | 0.832012 | eng_Latn | 0.998778 | [
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Anita Louise Trail
SkyQuest 2016
When it comes to weather, Lake Linganore is an exciting place to live. We see a wide variety of conditions – hot and cold, humid and dry, windy and calm. Summertime thunderstorms sometimes produce very heavy rain, gusty winds and hail. During the winter, we often get snow, sleet and freezing rain.
The goal of this quest is to learn about observing weather conditions, how to create a weather log, and above all have fun!
For this quest, take a trip (drive, bike, walk, etc.) to the Linganore Pinehurst Bowl and walk around the Lake Anita Louise Trail (Trail 4). Before leaving, make sure to check the latest official observation at nearby Frederick Airport at http://w1.weather.gov/data/obhistory/KFDK.html. For your first weather log entry, enter the most recent observation information from Frederick Airport.
Parking: Small parking area on Hemlock Point Road next to the Bowl can take 2, maybe 3 cars. Larger parking area down the road toward the gazebo/bus stop can take about 6 cars.
Recommended Equipment: Internet, Pencil, Paper, Clipboard, Camera, Lake Linganore ID card, LLA Trail Map, Compass, Hat, Umbrella, Kite
Your Quest starts at the benches near the Bowl parking area and Dog-I-Pot station.
1. Take notes on the sky. Are there any clouds? For your second weather log entry, describe what you see. Make sure to list the time of day! Compare what you see to the clouds listed and pictured on http://www.srh.noaa.gov/jetstream/clouds/cloudchart.htm. You may want to take a picture of the sky for your records, but do so safely… don't look directly at the sun!
2. Direction is a key component of recording weather conditions, especially wind. While still at the benches, make note of which way the wind is blowing. If the wind is blowing from South to North, then that is a South (S) wind. A wind blowing from West to East is a West (W) wind. Other abbreviations for wind directions: N for North, NE for Northeast, E for East, SE for Southeast, SW for Southwest, NW for Northwest.
3. Walk down the hill from the benches toward the north side of Lake Anita Louise. Do you notice a difference in the wind direction or wind speed? If so, enter your thoughts and observations for your next weather log entry.
4. An anemometer would allow you to measure the wind speed, but you don't have one with you. Can you estimate it by looking at the trees? See the descriptions and pictures on http://www.kiteworks.ca/tips/beaufort3.htm for help. If you brought a kite, is it windy enough to fly your kite today? If so, make sure to take a picture of you flying your kite. Don't forget to add notes to your weather log!
5. Continue walking and turn left into the woods to enter the Lake Anita Louise Trail. Now that you're in the woods, do you notice a difference in the winds? How about the temperatures. Write notes on each for your next weather log entry.
6. Stop at the Lake Anita Louise dock and take a picture of the lake. Where does the water come from? Obviously, we need rainfall to help fill the lake. Meteorologists use rain gauges to measure how much rain falls. Radar can help a meteorologist estimate how much rain fell during a given storm, but it is much better to have direct observations. Do you have a rain gauge at home? If not, consider getting one!
7. Every day, meteorologists record these weather variables, and more! Variables not included in this quest include visibility (did you see any fog or haze today?), dew point and humidity (was it humid today?), and pressure.
To complete this quest, make sure to create a weather log similar to the Sample Log Sheet below. Include a print-out of your weather log in the Lake Quest log book. Email any photos to <quest email address>.
Bonus math challenge:
Approximately how many gallons of water fall into Lake Linganore when we get 1" of rain? Hint: Use the acreage of Lake Linganore (https://en.wikipedia.org/wiki/Lake_Linganore,_Maryland) and the number of gallons of water in one inch of rain (http://water.usgs.gov/edu/earthrain.html).
Sample Log Sheet
Bonus math challenge answer: | <urn:uuid:034ac9ae-a195-46cd-9900-01fecfed7566> | CC-MAIN-2019-04 | https://www.lakelinganore.org/wp-content/uploads/2016/03/Anita-Louise-Trail_SkyQuest-2016.pdf | 2019-01-20T19:54:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00209.warc.gz | 832,502,546 | 943 | eng_Latn | eng_Latn | 0.997573 | eng_Latn | 0.997646 | [
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English
Pupils will explore and use a variety of grammatical devices (perfect form of verbs, expanded noun phrases, adverbs etc.). This will lead to the retelling of famous Anglo Saxon legend of Beowulf.
Maths
We will be securing our understanding of place value (which includes ordering and comparing numbers, counting forwards and backwards, rounding whole numbers. We will also be learning to use a range of written and mental methods for addition and subtraction as well as interpreting line graphs & data.
Science
Our focus for this term is to develop our understanding of forces in everyday life. Through investigations, children will explore friction, gravity, and air / water resistance. We will be explaining and justifying outcomes of investigations using graphs and tables. Year 5's focus scientist for this term is Sir Isaac Newton.
Foreign languages - Spanish
Year 5 will be learning how to express a range of feelings and thoughts in Spanish. This will including recapping on concepts taught in previous years learning.
Computing
Children will be learning about E-safety and developing their computing literacy using PowerPoint software.
Theme:
Invaders and Settlers:
The Awesome Anglo-Saxons and Scots
Art & Design:
Children will be designing and making their own illuminated letters. During the course of the term, Year 5 will be evaluating and analysing creative works and improve their mastery of drawing.
History
Year 5 will study Anglo-Saxons and Scots covering everyday life, reasons for why they invaded Britain, understanding the role of a king and explaining religious beliefs. Children will be developing historical questions linked to artefacts.
Music:
We learn about 'Dem Bones' and explore how to use actions and sound makers to enhance musical expression. During this term, children will also develop their understanding of Black History Month (with a focus on slave spirituals and songs of the Civil Rights) Movement
PE:
We will focus on the core skills through 'REAL PE'. Year 5 will use running, jumping, throwing and catching within our invasion games. They will develop flexibility, strength, technique, control and balance to improve skills for football and hockey.
RE
Pupils will study Sikhism and will answer the question, 'How far would a Sikh go for their religion?' We will think about commitment in religious contexts.
PSHE
We will cover the theme of 'Going for Goals' in which we will develop the skills of setting our own targets and being an effective learner. We will also cover our School Values.
Important Information
All homework will be set on Fridays. This must be completed by the following Friday.
Value of the month
September: Friendship
October: Co-operation
Homework:
Mathematics and Rising Stars homework will be assigned on Mathletics each week for pupils to complete online. Science/Topic homework will be set when appropriate. Reading to an adult every evening for 15 minutes. Reading books and reading record books should be brought in every day. Please sign and comment in your child's reading record book after you have heard your child read each day.
Children must have PE kits in school each day (shorts/leggings, T shirt and plimsolls or trainers (in a named bag.) They will be sent home at the end of each half term to be washed.
PE kits:
Please find your child's teacher after school if you have any concerns or questions. We are always happy to help! | <urn:uuid:86cf5afc-df01-4204-b8d6-c64d1ef86ebd> | CC-MAIN-2019-04 | http://www.stmarys.slough.sch.uk/UFiles/Curriculum/Letters/Aut1/Y5Aut1.pdf | 2019-01-20T20:27:32Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00210.warc.gz | 381,848,077 | 690 | eng_Latn | eng_Latn | 0.998606 | eng_Latn | 0.998606 | [
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Between the Lines: Reading about the Civil War Book Discussion Group
A Partnership between Linebaugh Library and the Tennessee Civil War National Heritage Area
On the Occasion of My Last Afternoon (1998), by Kaye Gibbons
Questions
How does the novel evoke the time period of the Civil War era, especially the antebellum period?
How is slavery portrayed in the novel?
Does Samuel Tate have any redeeming characteristics?
What aspects of the home front that you were familiar with came through in the novel? What seemed new or different?
Were there really southern women like Emma Garnet?
How is Reconstruction portrayed in the novel?
What caused the Civil War, in Emma's opinion?
What is her view of the war—is it realistic or romantic?
By the end of the war, what has Emma lost?
How is her loss reflective of the loss experienced by other women during the war?
How is Reconstruction portrayed in the novel?
What Civil War novels that present a woman's point of view do you recommend? | <urn:uuid:acc12a5e-d6d1-4c9c-8ba5-3e95e446abf0> | CC-MAIN-2019-04 | http://www.sitemason.com/files/eUvPlm/Last%20Afternoon.pdf | 2019-01-20T19:55:38Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00210.warc.gz | 375,590,831 | 205 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998718 | [
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Why are parents important?
Teens consistently report that parents influence their decisions about sex the most, more than peers, music and internet. Overall closeness between parents and their children, shared activities, parental presence in the home, and parental caring and concern are all associated with a reduced risk of early sex and pregnancy. Research has also found that good parent-child communication is linked to teens avoiding sex, a later age of first sexual activity, increased communication between partners, and increased condom use among sexually active teens.
For tips on how to communicate with your teen about sex visit the following link: http://www.cdc.gov/healthyyouth/protective/pdf/ talking_teens.pdf
Who We Are
About Us
The Will County Health Department, in partnership with the Valley View School District, has been awarded a grant to address the higher than average teen birth rate and higher than average teen sexually transmitted infection rates in the Village of Bolingbrook.
The Making a Difference! Curriculum will be implemented in all Bolingbrook middle school 8 th grade health classes to help address this issue.
Contact Us
Will County Health Department Teen Pregnancy Prevention Program 501 Ella Avenue Joliet, IL 60433 815-727-8824
MAKING A DIFFERENCE! CURRICULUM
An evidence-based, abstinence approach to teen pregnancy and STI/HIV prevention
Making a Difference! Curriculum
The Making a Difference! Curriculum will be implemented in all 8 th grade health classes at Hubert Humphrey Middle School, Jane Addams Middle School, and Brooks Middle School.
* The curriculum was developed for middle schools and designed to fit a school schedule
[x] 13 modules, 40-minutes each
* The curriculum focuses on providing adolescents with the knowledge, confidence, and skills necessary to reduce their risk of sexually transmitted infections (STIs) and pregnancy
[x] Abstinence from sex is the only way to eliminate risk
[x] Postpone sexual activity
[x] How to protect themselves if they choose to not be abstinent
* Goal: to empower young adolescents to change their behavior in ways that will reduce their risk of pregnancy, HIV, and other STIs
Curriculum Overview
The curriculum modules include:
* Getting to know you and steps to making your dreams come true
* Understanding adolescent sexuality
* Understanding abstinence, giving advice and attitudes about abstinence, and problem solving to stay abstinent
* The consequences of sex: HIV infection, STIs, and pregnancy
* Peer pressure and partner pressure
* Refusal and negotiation skills
* Contraceptive methods
The goals of the Making a Difference! Curriculum are to:
* Help young people change behaviors that place them at risk for HIV, STIs, and pregnancy
* Delay the initiation of sex among sexually inexperienced youth
* Reduce unprotected sex among sexually active youth
* Help young people make proud and responsible decisions about their sexual behaviors
To learn more about this evidence-based curriculum visit:
http://www.etr.org/ebi/programs/making-adifference/
Why is this needed?
According to the Illinois Department of Public Health, Bolingbrook has a higher than average rate of teen pregnancy and sexually transmitted infections (STIs).
Among Illinois high school students, according to the 2015 Illinois High School Youth Risk Behavior Survey:
* 17.9% of all 9th graders have had sexual intercourse
* 63.8% of all 12th graders have had sexual intercourse
Condom use protects against unplanned pregnancy and STIs. Percent of high school students who did not use a condom during last sexual intercourse:
*Source: Illinois High School Youth Risk Behavior Survey, 2015 Sexual Behaviors. | <urn:uuid:ce4750d0-6a1d-4fcc-8bc4-8b77b8b41e15> | CC-MAIN-2019-04 | https://willcountyhealth.org/wp-content/uploads/2018/12/Making_A_Difference_Brochure.pdf | 2019-01-20T19:18:43Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00210.warc.gz | 676,530,362 | 756 | eng_Latn | eng_Latn | 0.9952 | eng_Latn | 0.995271 | [
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LAKEWORTHDRAINAGEDISTRICT
Get the facts...
S EVEN F AST F ACTS ON FLOOD CONTROL
The Lake Worth Drainage District
The following Seven Fast Facts will help get you started on becoming an informed partner in providing quality flood control
Lake Worth Drainage District (LWDD) is a Special District of the State of Florida that manages flood control for 200 square miles in southeastern Palm Beach County. It is one of the largest water control districts in the state with over 500 miles of drainage canals and associated rights-of-way.
In addition LWDD provides water supply to several municipal well fields.
LWDD was created in 1915 for the purpose of reclaiming the lands within its boundaries and for the further purpose of providing water control and water supply for settlement and agriculture.
Lake Worth Drainage District 13081 South Military Trail Delray Beach, FL 33484 Direct Line—561.498.5363 Toll Free—844.306.5933 Fax—561.495.9694 www.lwdd.net email@example.com
Fast Fact 1 The community or neighborhood drainage system is always operating. Stormwater continually discharges from community systems until the designed water elevation is achieved.
Fast Fact 6 Rainfall affects within the boundaries of LWDD:
Fast Fact 2 The community cannot open its discharge control structure without authorization from LWDD. Doing so can put the community in jeopardy because canal water may back-flow into lake systems.
Fast Fact 3 Authorization to open a discharge control structure is only given under emergency conditions and when LWDD canals are able to accept the additional increase of stormwater.
Fast Fact 4 Severe Flooding most often occurs in older communities without modern stormwater systems, neighborhoods with poor maintenance practices and rainfall exceeding the drainage design.
Fast Fact 5 Community drainage (neighborhood) systems discharge into LWDD canals (local system) which discharge into South Florida Water Management District canals (regional system). Each entity must capture and hold stormwater as well as coordinate discharges at appropriate times and rates.
- 5 to 6 inches of rainfall in a 24 hour period, expect standing water in yards, swales and ditches. Crowns of community road should remain dry and passable.
- 7 to 9 inches of rainfall in a 72 hour period, expect community swales, roads, lawns and driveways to flood as designed. Finished floors of homes should remain dry.
- 15 to 23 inches or more of rainfall in a 72 hour period, expect that some houses and businesses may experience finished floor flooding.
Fast Fact 7 Homeowners can help prevent flooding by NOT placing trash bags in road swale or throwing debris into lakes or canals thus blocking the flow of water. Avoid planting or placing encroachments in the canal rights-ofway which can restrict access and cause delays for emergency response.
It's easy to increase your knowledge about community flood protection. Visit the LWDD website at www.lwdd.net or send your questions and comments to firstname.lastname@example.org. | <urn:uuid:f40ed01d-2647-4639-82cf-7242a21d2529> | CC-MAIN-2019-04 | http://www.lwdd.net/wp-content/uploads/2016/03/7-Fast-Facts-03222016.pdf | 2019-01-20T18:45:42Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00209.warc.gz | 341,385,926 | 645 | eng_Latn | eng_Latn | 0.995617 | eng_Latn | 0.995617 | [
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Activity: Agricultural Products
Activity Level: Basic
Source: Nebraska Agriculture in the Classroom
Purpose
Connect how common items used every day contain agriculture products.
Example Topics It Supplements
Following directions; reading comprehension; observe properties of water; measuring items (cups, teaspoons, etc.)
Activity Snapshot
1. Organize and Prepare Supplies
2. Read Background Information
3. Interest Approach
4. Conduct Activity
Distribute Ag Products Activity Card(s). Conduct select activity/activities as individual, groups, or entire class. Make a creative agriculture project with the item(s) produced.
5. Ask follow up questions and make the connection to agriculture.
* What supplies did we use?
* What agricultural products did those come from?
* What does that tell us about agriculture?
* What can we tell our family and friends about what we did today?
State Standards It Supports
SS 2.2.2.a—Various goods and services that can be produced with the same list of resources.
SC 2.2.1.a—Observe physical properties of objects.
MA 3.3.3.d—Identify and use the appropriate tools and units of measurement, both customary and metric, to solve real-world problems involving length, weight, mass, liquid volume, and capacity.
LA 2.3.2.—Complete a task using multi-step directions.
Materials
* Ag Products Activity Card(s):
o Play Dough
o From Milk to Glue
o Rainsticks
o Fruity Fundough
Materials vary with each activity. Read specific items needed on Ag Products Activity Cards
o Corn Putty
What's the Connection to Agriculture?
The food we eat comes from agriculture. And so do many of the items we use each day at school and at home. We use products from agriculture to make lots of things we can use and various goods can be produced from the same resources. It is important to be aware of how agriculture is a part of our everyday lives.
PROCEDURES:
1. Organize and Prepare Supplies
activity/activities. Make copies of the Activity Card(s) for students—either to work individually or in groups.
See "Materials" on cover page. Pre-select the Activity Card(s) that the students will do. Prepare supplies to complete the
2. Background Information
Students often have an awareness or understanding that the food they eat each day comes from agriculture. It is important to know that agriculture isn't just responsible for meat, milk, and eggs. Many don't make the connection that products we use each day are made up of components produced in agriculture. In fact, farm animals and plants contribute to many things Americans rely on or come in contact with nearly every day. From transportation necessities to musical instruments and everything in between, agriculture impacts our daily lives in ways many people may not realize.
Farm products can be found in:
* Natural clothing materials
* Vitamin and mineral supplements
* Sporting goods, including baseballs and bats
* Plastic and rubber
* Household cleaners and polishes
* School supplies, such as crayons and textbooks
* Instruments, including drums and pianos
* Construction materials
The activities in this lesson will focus on simple items students will make and use that highlight agricultural products.
3. Interest Approach
Ask the students to look around the classroom. Have the students work individually or in pairs to create a list of items in the room that they think comes from agriculture and what agricultural item it comes from. (Examples might include: clothes—cotton; crayons—soybeans; glue—animal byproducts; paper—trees, etc.)
Explain that most of the items we find in our homes and in our classroom come from agriculture. Tell students that even some of the most common supplies we use come from agriculture—and today we will create something using agriculture products.
4. Conduct Activity
a) Provide Activity Card(s) to students and complete the activity as a class, individual, or group of students.
b) Each activity has agriculture products to highlight:
* Play Dough: liquid oil—soybeans, food coloring; flour—wheat; water—a staple for crops and animals to grow.
* Rainsticks: seeds—corn, soybeans, etc.; paper towel tube—trees (forestry); talk about how rain is important for plant growth.
* From Milk to Glue: milk—dairy.
* Fruity Fundough: flour—wheat; cornstarch—corn; water—a staple for crops and animals to grow.
* Corn Putty: cornstarch—corn; water—a staple for crops and animals to grow.
c) Use whatever product(s) created (Play Dough, Glue, etc.) and have the students create an agriculture project: i.e., cut pictures out of magazines or papers that represent agriculture products. Use the glue to create an agriculture information poster; use play dough to create animals and items found on a farm (tractors, etc.)
5. Ask Follow Up Questions and Make the Connection to Agriculture
* What supplies did we use? See individual activity card(s) for what was used
* What agricultural products did those come from? (see individual Activity Card(s))
Rainsticks: seeds—corn, soybeans, etc.; paper towel tube—trees (forestry); talk about how rain is important for plant growth
Play Dough: liquid oil—soybeans, food coloring; flour—wheat; water—a staple for crops and animals to grow
From Milk to Glue: milk—dairy
Corn Putty: cornstarch—corn; water—a staple for crops and animals to grow
Fruity Fundough: flour—wheat; cornstarch—corn; water—a staple for crops and animals to grow
* What does that tell us about agriculture? Agriculture is a big part our everyday lives. Both our food and items we use come from
agriculture and agriculture products.
* What can we tell our family and friends about what we did today?
important to be aware of how agriculture is a part of our everyday lives.
The food we eat comes from agriculture. And so do many of the items we use each day at school and at home. We use products from agriculture to make lots of things we can use. It is
Activity Card #1—Play Dough
Materials:
2 containers (one microwaveable)
2 cups water
2 ½ cups flour
2 Tbsp. liquid oil
½ cup salt
Food Coloring
1 Tbsp. alum
Procedure:
1. Mix flour, salt, and alum in a container (container 1)
2. Mix water, liquid oil, and food coloring in the second container (container 2)
3. Place container 2 in the microwave until boiling
4. Pour heated liquid (container 2) over the dry ingredients (container 1)
5. Mix with a spoon
6. When cooled, knead the play dough with hands. Add more flour if the dough sticks to your hands.
7. Have fun!
Activity Card #2—Rainsticks
Materials:
Paper towel tube
Construction paper
Seeds (corn, soybeans, etc.)
Glue/Tape
Aluminum foil
Scissors
Procedure:
1. Glue or tape construction paper to cover one end of the tube
2. Twist two thin pieces of aluminum foil that are 1 ½ times the length of the paper towel tube into a spring shape
3. Put the aluminum foil in the tube and add 1/10 full of seeds
4. Glue or tape construction paper to cover the other end of the tube
5. Decorate the tube
6. Turn the tube back and forth to create the sound of rain! Discuss why rain is important in agriculture.
Activity Card #3—Corn Putty
Materials:
1 cup cornstarch
1 ¼ Tbsp. water
Food coloring
Container/bowl
Procedure:
1. Put all the materials in a container or bowl
2. Blend mixture with fork
3. Mixture should flow when the bowl is tipped, but feel solid when you touch it
4. If it is too thick, add a little water/if too runny, add a little cornstarch. Enjoy!
Activity #4—From Milk to Glue
Materials:
½ cup milk
Small cooking pot
2 tsp. vinegar
Small mixing bowl
¼ tsp. baking soda
Procedure:
1. Pour ½ cup milk into a small cooking pot
2. Heat the milk slowly, stirring the milk until it is hot, but not boiling
3. Remove the pot from heat
4. Add 2 tsp. vinegar and stir; lumps will begin to form
5. Pour off the liquid and rinse the lumps in cold water. These lumps are called casein, which is milk protein
6. Pour the lumps into a small mixing bowl and add ¼ tsp. of baking soda
7. Slowly add a little water and stir until mixture becomes pasty
8. You have made milk glue!
9. Store in a covered container in the refrigerator to keep from drying out
Activity #5—Fruity Fundough
Materials:
¾ cup all-purpose flour
1 envelope (.15 oz) soft drink mix (e.g. Kool-Aid)
½ cup salt
¾ cup boiling water
½ cup cornstarch
Medium mixing bowl
Dishcloth
Procedure:
1. In a medium mixing bowl thoroughly blend flour, salt, cornstarch, and drink mix
2. Gradually add boiling water, stirring constantly with a wooden spoon until mixture forms a ball (mixture will not look blended)
3. Cover dough with a damp dishcloth and let stand five minutes
4. Knead warm mixture until smooth and blended, about three minutes
5. Cover dough with a damp dishcloth and let stand for 10-15 minutes until completely cooled. Play!
6. Store dough in a sealed container | <urn:uuid:732114bc-d325-4f24-8f2b-fac82fb81d75> | CC-MAIN-2019-04 | https://www.nefbfoundation.org/images/FOUndation/Educators/Enriching-Activities/Agricultural-Products.pdf | 2019-01-20T19:50:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00212.warc.gz | 871,792,393 | 2,036 | eng_Latn | eng_Latn | 0.99247 | eng_Latn | 0.994452 | [
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California School Nurses Organization
Position Statement
SUBSTANCE USE AND ABUSE
STATEMENT
The California School Nurses Organization strongly supports comprehensive, age appropriate, medically accurate and research based health education about the use and abuse of various substances, including the biology of addiction. Substance use/abuse education should include but not be limited to alcohol, tobacco, illegal drugs, prescription and non prescription drugs, inhalants and anabolic steroids.
Credentialed school nurses should initiate, participate and/or cooperate in school and community activities designed to prevent and/or treat the problem of substance use and abuse. Credentialed school nurses, by virtue of their education and preparation, are qualified to provide counseling regarding health issues associated with substance use and abuse and to advocate for students by providing information and education that helps in the prevention of student participation in harmful activities. The credentialed school nurse may also assist students and families with resources for cessation, treatment and recovery programs and may provide ongoing support and encouragement.
The California School Nurses Organization also supports legislation to assist in prevention and treatment programs, as well as encouraging public and private agencies to develop programs that increase the availability of information regarding the health consequences of substance use and abuse.
RATIONALE
Substance use and abuse is recognized as a community health problem, medical disease and a symptom of physical, social and/or emotional problems among children and youth. Student surveys show that substance use and abuse is still a significant problem. It is the largest preventable cause of illness and premature death among youth in the United States. Health counseling and education provide students with knowledge and skill in decision-making, personal value identification, problem solving, communication and contact with a trusted adult, all of which strengthen the student's ability to make healthier choices.
References:
California Healthy Kids Survey and the California Student Survey: Drug, Alcohol and Tobacco Use.(2008). Retrieved June 17, 2010 from West Ed Website: http://www.wested.org
National Association of School Nurses Issue Brief: Substance Use and Abuse.( 2003). Retrieved June 17, 2010 from National Association of School Nurses Website: http://www.nasn.org
National Youth Risk Behavior Survey:(2009), Retrieved June 17, 2010 from the Center For Disease Control Website: http:// www.cde.gov/yrbss.
California School Nurses Organization Position Statement Adopted: 2/87, Statement last revised: 11/10 Board of Directors, California School Nurses Organization | <urn:uuid:e879627b-f3c1-4e65-b08a-ce07fca9528c> | CC-MAIN-2019-04 | https://www.csno.org/uploads/1/7/2/4/17248852/substance_use_and_abuse-2010.pdf | 2019-01-20T19:51:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00213.warc.gz | 740,018,648 | 502 | eng_Latn | eng_Latn | 0.987265 | eng_Latn | 0.987265 | [
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Preventing Childhood Injuries
ccording to the National Safety Council, the leading cause of death for children between the ages of one and four is unintentional injury, with almost 4,000 fatalities a
year. More than 4.5 million American children are injured every year.
Leading causes of unintentional childhood injury and death in Florida include
A
falls, drowning, burns and poisoning.
The following pages outline steps parents and caregivers can take to help prevent childhood injuries. Childproofing is an on-going task that increases the amount of time it takes for children to get into dangerous situations, but it is no substitute for adult supervision. Adult supervision is the most effective strategy for preventing childhood injuries.
Preventing Childhood Injury from Falls
Falls are the leading cause of unintentional injuries to
children. The majority of fall-related injuries in children ages birth to 5
occur at home.
Most infant falls are from furniture, stairs or baby walkers. Caregivers should cover sharp furniture corners with padding, use safety gates to block access to stairs and avoid using mobile baby walkers. Babies can be injured by rolling off of furniture such as a changing table, an adult bed or a sofa. Use the safety strap that comes with the changing table or place the changing pad on the floor to change the baby. Always put babies to sleep on their backs in a crib that meets current safety standards. For information on crib safety, visit www.safekids.org or call 1-800- FLA-LOVE.
Most toddler falls are from windows and balconies. Caregivers should move furniture away from windows to prevent children from climbing to windows. Screens are designed to keep bugs out; they don't keep children in. Caregivers should install window guards and secure balcony doors with child-resistant latches.
Most falls involving older children are from bikes, skateboards, scooters and playground equipment.
Avoid hard-surfaced play areas. Seek out playgrounds with wood chips, sand or rubber surfaces.
Insist that children wear a helmet when riding a bicycle—it's the law! Helmets and protective padding will also decrease the risk of injury from falls off scooters or skates/skateboards.
Children of all ages are often injured when jumping on furniture or running on slippery surfaces.
These activities should be replaced with more appropriate choices such as playing outside in an environment designed for safe physical activity.
Drowning is the leading cause of unintentional injury-related death for children ages
one to four. Most drowning incidents occur in swimming pools; however, young children can drown in less than two inches of water. Pool submersions involving children happen quickly and silently, with most
child drowning victims missing from sight for less than 5 minutes.
Fences, barriers and alarms add an extra layer of protection.
Install fencing, pool alarms, door locks or other barriers whenever possible.
Always secure safety covers and barriers to prevent children from gaining access to pools, spas or hot tubs when not in use.
Never disable an alarm or prop open the gate to a pool barrier.
Learn to swim and teach children how to swim.
Flotation devices and swimming lessons are not a substitute for adult supervision.
Remove toys from in and around the pool area, especially riding toys.
Each year children drown in bathtubs, buckets, coolers, ponds, ditches, fountains, hot tubs, toilets, pet water bowls and wading pools.
Most childhood drowning deaths occur when the parent or caregiver becomes distracted by the telephone, doorbell or chores around the home. Children can drown in a matter of seconds. If a child is missing,
check the water first.
Children must always be supervised by an adult when playing in or around water.
Never allow a young child to be responsible for a younger sibling or playmate.
Empty buckets immediately after use and store them upside down and out of a child's reach.
Keep toilet seats down and consider using a lock or toilet clip to prevent toddlers from opening the toilet.
Preventing Childhood Poisoning
A poison is any substance that can cause harm to your body. Children can be poisoned by swallowing or inhaling poisons or absorbing poisons through the skin.
Common poisons include:
Cleaning products
Cosmetics and personal hygiene products
Art supplies
Alcoholic beverages
Houseplants
Pesticides
Lead
Prescription and over-the-counter medicines
Overdoses of iron-containing supplements, including pediatric multi-vitamin supplements
Carbon monoxide from unvented supplemental heaters
Most unintentional poisonings occur in the home:
Know which household products are poisonous
Never leave poisonous products within children's reach
Keep foods and household products separated
Keep all products in their original containers
Do not mix cleaning solutions together
Always read medicine labels and follow dosage instructions
Always turn on the light when giving or taking medicine so you can clearly see that you have the right medication and dosage
Never refer to vitamins or medicine as candy
Avoid taking medicines in front of children and never drink medicines from the bottle
Store household products and medications in high cabinets and use child resistant cabinet locks
Remove poisonous plants from in and around the home
Teach friends and relatives to keep their medications and other potentially poisonous items out of children's reach.
The Poison Control Information Hotline is just a phone call away: 1-800-222-1222.
Preventing Childhood Burns
Keep matches and lighters out of children's reach.
Avoid using portable heaters in rooms where children play or sleep.
Never leave children alone in a room with candles, space heaters or a burning fireplace.
Don't allow children to play around outdoor grills or open fires.
Install a fire extinguisher in the kitchen.
Smoke detectors are the greatest advance in fire safety and burn prevention in the last decade. Install smoke detectors on every level of your home and outside all sleeping areas. Test smoke detectors every month and replace the batteries every six months.
Practice a fire escape plan with your children and make sure children have a safe way to reach the ground from upper floors, such as a non-combustible escape ladder.
Most burns in children under five are caused by scalding liquids.
Lower the water heater thermostat to 120 o Fahrenheit or below.
Use a cool-mist humidifier in place of a hot water vaporizer to avoid steam burns and scalds often caused by hot water vaporizers.
Keep hot items in the center of the table and avoid using a tablecloth because children can pull on the cloth causing hot foods or drinks to fall onto the child.
While cooking, keep children at least three feet away from the stove, use back burners whenever possible and turn pot handles toward the back of the stove.
Never leave a child alone in the kitchen when food is cooking.
Never carry a child and hot liquids at the same time.
Never warm a baby bottle in the microwave. Microwaves heat unevenly and a child may be burned by hot spots.
Stir and test the temperature of foods before giving them to children.
Not all burns are treated the same way; if your child is burned or scalded, call the child's doctor immediately. | <urn:uuid:fd462cae-a158-41e1-91af-2e7792a79b90> | CC-MAIN-2019-04 | https://ounce.org/cap/injuries.pdf | 2019-01-20T19:02:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00213.warc.gz | 578,780,023 | 1,675 | eng_Latn | eng_Latn | 0.998529 | eng_Latn | 0.998521 | [
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Qualifications
A middle school counselor in Harford County Public Schools has at least a Master's Degree in school counseling and is certified by the Maryland State Department of Education.
Student Services
School counselors, pupil personnel workers, school nurses, school social workers, and school psychologists are a team of persons, within the school system and the Division of Student Services. They are available to ensure opportunities for students to develop their full potential.
.
Middle School Counseling Program
Harford County Public Schools Office of School Counseling
Phone: 410-588-5245
Why Middle School Counselors?
Middle school years can be positive ones of self-discovery for children.
Together, professional middle school counselors, parents, teachers, administrators, and community members can help students focus on the journey of transition through a collaborative effort using a National Standards-based counseling program, patience, understanding, and above all, caring.
Counselor:
Classroom guidance
*
Small group counseling
*
Individual counseling
Collaborator:
Classroom visitation
*
Teacher/counselor planning
*
Conferences with teacher, parent, counselor and child
*
In-services for teachers
Consultant:
Referral to community resources and agencies
*
Parent conferences
*
Parent study groups/newsletters
*
PTA meetings
The middle school counselor functions within the educational framework and within the child's total environment to enable each student to learn to make choices that lead to responsible behavior.
The school counseling program provides middle school students with assistance in many areas.
Adjusting to a new school or a new grade level
*
Advising students concerning academic planning
*
Introducing college as a real option for all students
*
Exploring their individual interests and abilities as they relate to academic and career choices
*
Learning to make decisions
*
Developing pro-social skills needed to work cooperatively with others
*
Talking about educational, personal, or social concerns
*
Developing and practicing good character
*
Assisting them and their parents in the often tumultuous journey from childhood to adolescence
The School Counseling programs in Harford County Public School are based on the American School Counselor Association's (ASCA) National Standards.
These National Standards facilitate student development in three broad content areas:
Academic Development
Career Development
Personal/Social Development
The standards:
* Establish school counseling as an integral part of the academic mission of schools;
* Encourage equitable access to school counseling services for all students;
* Identify the key components of a developmental school counseling program;
* Identify the attitudes, knowledge and skills that all students should acquire as a result of the K – 12 school counseling program; and
* Ensure that school counseling programs are comprehensive in design and delivered in a systematic fashion for all students. | <urn:uuid:9c86b6ed-6637-4735-aad3-62d134bbaf30> | CC-MAIN-2019-04 | http://www.hcps.org/departments/docs/studentservices/schoolcounseling/middle_counseling.pdf | 2019-01-20T18:47:50Z | crawl-data/CC-MAIN-2019-04/segments/1547583730728.68/warc/CC-MAIN-20190120184253-20190120210253-00214.warc.gz | 302,685,615 | 550 | eng_Latn | eng_Latn | 0.993916 | eng_Latn | 0.993543 | [
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Breaking Down the Carbohydrate
The Good, the Bad and the Necessary
Carbohydrates get a bad rap.
Many diets seek to curb or cut carbohydrates entirely but is that really the key to healthy weight loss? It's not! In fact, carbohydrates are an essential part of any healthy diet. NorthShore University HealthSystem takes a closer look at carbohydrates to help you start thinking in terms of quality rather than quantity.
Carbs are the primary source of energy for the human body. You can't do without them!
The Journey of the Carb
ENERGY
The energy made is used
during physical activity,
Glucose is stored or used throughout the day to maintain steady energy levels mental work and more
TIP FOR
It's important to keep track of your carb intake to keep glucose levels within a healthy range.
DIABETICS:
Aim for 45-60 grams of carbs per meal.
It's Simple…
or Complex!
Simple Carbs
Simple carbs are just that—simple. They are composed of 1 to 2 easy-to-digest sugars and, in most cases, are of little nutritonal value. Try to limit your consumption.
SUGAR RUSH!
Rapid digestion means
peaks and valleys in sugar
and energy levels
"Sugar Crash"
Sudden fatigue when
blood sugar levels drop
soda/juice
sugary desserts
white bread
white rice
Examples:
low blood sugar
STORE IT!
Insulin hormone levels, which spike and tell the body
Complex Carbs
They consist of a series of sugars which take longer to digest, providing the body with a consistent level of energy throughout the day.
Examples:
whole grain pasta/bread
legumes
nuts/seeds
FIBER
Complex carbs are often
high in fiber and keep
you feeling fuller longer
+
SLOW & STEADY
Slower digestion means
sugars are released
into the blood at a
more consistent rate
Fruits & some vegetables are considered simple carbs but are high in fiber, making them behave more like complex carbs in the body.
storage, are responsible for regulating fat
to turn carbs into fat
CARBS
FAT
It's easy to separate the good from the bad when it comes to carbs. Quality is key. Focus on high-fiber, nutrient-rich foods!
Good Carbs: Make the Switch
Carbs that are high in fiber get absorbed at a slower rate, helping
Try these healthy, high-fiber carbs:
you avoid highs and lows in blood sugar levels.
Surprise! These Foods are High in Carbs
40 g carbs
/
cup
52 g carbs
/
cup
25 g carbs
/
12 oz. cup
Caramel Macchiato
Tips For Eating The Right Carbs
Check the ingredient list st
Look for the following items to be listed first in an ingredient list: whole wheat, brown rice, buckwheat and/or rolled oats
1
northshore.org shape.com/healthy-eating
womansday.com huffingtonpost.com
146 g carbs
/
standard order size
Choose snacks like popcorn, whole grain cereal, dried fruit or unsalted nuts Mix in whole wheat flour with white flour in pancake, waffle and muffin recipes
livestrong.com diabetes.org
nutritionmd.org webmd.com
Sources | <urn:uuid:19f1f1dc-b55c-4c08-8d29-b9b3576f1666> | CC-MAIN-2018-47 | https://www.northshore.org/globalassets/healthy-you/2014_10_30_nshs_carbs_infographic.pdf | 2018-11-15T08:33:37Z | crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00438.warc.gz | 928,408,920 | 712 | eng_Latn | eng_Latn | 0.995943 | eng_Latn | 0.995943 | [
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STROKE PREVENTION THROUGH DIET AND EXERCISE
In partnership with POTENTRx
What is a Stroke?
Stroke, or cerebrovascular accident (CVA), occurs when parts of the brain are deprived of oxygen. There are two types of stroke: (1) hemorrhagic stroke and (2) ischemic stroke. A hemorrhagic stroke refers to either a brain aneurysm burst or a weakened blood vessel leak that causes blood to accumulate in and around the brain. This results in swelling and increased cranial pressure, ultimately damaging brain tissue. An ischemic stroke pertains to a blood clot that blocks a blood vessel carrying blood to the brain. When brain cells are cut off from their supply of oxygen, they die, resulting in partial loss of brain function. What is lost is dependent on the location of the stroke and the amount of the brain affected.
Know Your Facts!
Q: What are the symptoms of stroke?
A: Sudden numbness or weakness of your face, arm or leg, especially on one side of the body, sudden confusion, trouble speaking or understanding, sudden trouble seeing in one or both eyes, sudden trouble walking, dizziness, loss of balance or coordination, sudden severe headache with no known cause.
February 2015
Stroke is the 4th leading cause of death in the United States, but up to 80% of deaths caused by strokes are preventable.
Stroke.org
Q: What are the risk factors of stroke?
mm Hg A: Some of the common risk factors include hypertension, high total cholesterol levels (≥200 mg/dL), smoking, diabetes, atrial fibrillation, other heart diseases such as heart failure and dilated cardiomyopathy, peripheral artery disease and carotid artery disease, obesity, sickle cell disease, physical inactivity and poor diet.
Q: I had temporary stroke symptoms; should I be worried?
Normal Blood Pressure A: Temporary stroke symptoms are caused by a transient ischemic attack (TIA) and result in temporary blood flow loss to the brain. Although TIA does not cause permanent brain damage, 40% of people who have had a TIA will have a stroke. If you have experienced a TIA, contact your health provider immediately so you can learn how to properly manage your health to prevent a future stroke.
Q: Is there anything I can do to prevent a stroke aside from taking medication? A: Yes! There are many modifiable risk factors that contribute to strokes. Please refer to the reverse side for lifestyle changes that can help to prevent stroke.
Factors of Stroke
There is no one, definite cause of stroke, but the following are known to increase the risk for stroke:
Modifiable Risk Factors
Obesity or being overweight, smoking, lack of physical activity, stress, poor diet, alcohol consumption, high blood pressure (#1 cause of stroke), and circulation problems.
Non-Modifiable Risk Factors
Family history of stroke, age, ethnicity (African-Americans have a higher risk than Caucasians), diabetes, atrial fibrillation, fibromuscular dysplasia,
What Can Exercise Do For Stroke Prevention?
Regular exercise can lower blood pressure 4 to 9 mm Hg, which is equivalent to the effect of some medications. 150 minutes per week of moderate aerobic exercise is recommended. This can be broken up to thirty minute sessions, 5x per week or further broken down into three 10 minutes sessions of exercise, 5x per week. Recommended exercise includes walking, jogging, biking, swimming, or household chores that increase your heart rate for extended periods of time. In addition to lowering blood pressure, exercise can help manage your weight and cholesterol levels.
What Can Lifestyle Changes Do For Stroke Prevention?
There are many effective lifestyle changes to prevent stroke— the primary being reducing your blood pressure. You can manage your blood pressure through exercise and a healthy diet like the DASH diet. You should also be aware of the amount of cholesterol you are ingesting (avoid trans and saturated fats). A healthy diet in combination with regular exercise will help control your weight. You should stop smoking and reduce the amount of alcohol you drink to 2 drinks per day for men, and 1 drink per day for women.
STROKE SYMPTOM MANAGEMENT THROUGH EXERCISE
In partnership with POTENTRx
January 2015
Residual Negative Effects of Stroke
Hemiparesis (weakness on 1 side), hemiplegia (paralysis on 1 side), spasticity (increased muscle tone and an inability to control those muscles), cognitive dysfunction, speech difficulties, reduced ability to perform activities of daily living (ADLs), sedentary lifestyle, physical deconditioning, balance deficits, and increased risk of recurrent stroke and other forms of cardiovascular disease.
Common exercise program goals
Develop and maintain a physically active lifestyle, meet current physical activity needs, improve strength and cardiorespiratory fitness, help regain/exceed post-stroke levels of physical activity, improve gait and walking abilities, improve upper extremity function, improve motor skill performance and ability to perform self-care tasks, prevent recurrent strokes and reduce risks and occurrence of other cardiovascular diseases.
What Can Exercise Do For Stroke Management?
Aerobic training has been shown to increase aerobic capacity and mobility function, reduce blood pressure and energy expenditure at submaximal work levels, and reduce overall CVD risk.
Exercise Precautions:
It is important to see a physician to determine the severity of your stroke because your exercise goals will be based off of the evaluation. Make sure to get a pre-exercise assessment to determine whether or not exercise is safe for you. You should also get a medical examination to identify any other conditions or stroke-related limitations that could affect your exercise capabilities. The pre-exercise assessment and medical examination will tell you if you are capable of exercising, or if you need to exercise with supervision.
Resistance training has been shown to improve lowerextremity muscle strength, power, and endurance, balance upper limb strength and function, and induce skeletal muscle hypertrophy (to grow or increase in size). | <urn:uuid:868fbac1-36a1-4e5d-8635-3cfbb0ef1694> | CC-MAIN-2018-47 | https://sa1s3.patientpop.com/assets/docs/1665.pdf | 2018-11-15T08:55:19Z | crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00437.warc.gz | 739,267,093 | 1,245 | eng_Latn | eng_Latn | 0.992484 | eng_Latn | 0.996746 | [
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MINISTRY OF EDUCATION RESOURCE SUPPORTS FOR EARLY LEARNING
For more information about child care or full-day kindergarten visit our website at: http://www.edu.gov.on.ca/kindergarten/ or http://www.edu.gov.on.ca/childcare/
Early Learning Framework (2011)
Based on the Best Start Expert Panel document Early Learning for Every Child Today: A framework for Ontario early childhood settings (2007), this web-based resource is a guide to support program development in child care and other early childhood settings. The website highlights the Framework's guiding principles which set the foundation for optimal learning and development. The website includes videos of educators and experts sharing their ideas on how to put the principles into practice, photos of learning environments and questions that provide a starting point for reflection and discussion.
http://www.edu.gov.on.ca/childcare/oelf/
Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6 (2005) http://www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html
This report provides teachers with strategies that will help them teach literacy and numeracy more effectively to students with diverse strengths and needs; show them how to develop a learning profile of classrooms and of individual students; provide assessment, evaluation, and planning strategies; and provide detailed information on instructional support and assistive technology.
The Extended Day Program (2010 Draft)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kinderProgram2010.pdf
The extended-day program is complementary to the core program and aligned with it in order to provide a seamless and consistent experience for children
The Full-Day Early Learning-Kindergarten Program (2010 Draft)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf
This document provides program direction for full-day kindergarten, including descriptions of playbased learning and the roles of the teacher and early childhood educator team. The document also provides an overview of the six learning areas with program expectations.
Full-Day Kindergarten for Four- and Five-Year Olds Fact Sheet http://www.edu.gov.on.ca/kindergarten/EarlyLearnFS.pdf (Service Ontario #232557)
Full- Day Kindergarten: A Question and Answer Guide for Parents http://www.edu.gov.on.ca/kindergarten/QsAsguide.pdf (Service Ontario # 232558)
In Conversation http://www.edu.gov.on.ca/eng/policyfunding/leadership/Winter2011.pdf
In Conversation is a series of papers developed to support Ontario school and system leaders containing thought-provoking ideas on strategic and topical issues that are intended as a springboard for professional dialogue and learning. A title in this series is Strong Roots, Bright Futures: the Promise of Education and early human development by Dr. Fraser Mustard (Winter 2010/11).
1
Kindergarten Matters: Intentional Play-Based Learning (2011) http://www.edu.gov.on.ca/eng/literacynumeracy/publications/fall_2011.html
This two-disc DVD set was included in the Literacy and Numeracy Secretariat's Fall 2012 resource package. It explores how educators are re-thinking teaching and assessment practices in order to engage young children in thinking creatively, solving problems and sharing their learning with others. Some other supports from the Literacy and Numeracy Secretariat include: Thinking About Thinking: Setting the Stage for Independent Reading, Developing Inquiring Minds and Precision Teaching in the Primary Classroom.
Learning for All K-12 (2011)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2011.pdf
This resource describes an integrated process of assessment and instruction supporting the learning of all students from Kindergarten to Grade 12 and includes evidence-based and researchinformed educational approaches including Assessment for Learning, Universal Design for Learning and Differentiated Instruction.
Modernizing Child Care in Ontario: Sharing Conversations, Strengthening Partnerships, Working Together (2012) http://www.edu.gov.on.ca/childcare/Modernizing_Child_Care.pdf
Modernizing Child Care in Ontario: Sharing Conversations, Strengthening Partnerships, Working Together began a conversation that will help move Ontario towards a high quality, accessible and co-ordinated early learning and child care system. The discussion paper was developed to encourage feedback from families and partners to help guide the modernization of the child care system. A formal 90 day comment period closed on September 24, 2012. The advice received will help to inform the next steps towards the modernization of child care in Ontario.
Monographs: What Works: Research into Practice and Capacity Building Series
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html
What Works: Research into Practice monographs are concise research summaries designed to help practitioners put evidence-tested ideas into practice at the classroom level. A title in this series is Language and Literacy by Janette Pelletier (October 2011).The Capacity Building monographs provide research and practical strategies on key topics for 21 st century educators. Some titles in this series include: Maximising Student Mathematical Learning in the Early Years (2011), Pedagogical Documentation (2012) and The Third Teacher (2012).
The Ontario Early Years Policy Framework (2013) http://www.edu.gov.on.ca/childcare/OntarioEarlyYear.pdf
The Ontario Early Years Policy Framework builds on our collective progress and provides a vision for the early years to ensure children from 0-6 years of age have the best possible start in life. The framework is supported by a set of principles and is meant to provide strategic direction to our early years partners both within and outside of government.
Planning and Design Guidelines for Child Care Centres (2006) http://www.edu.gov.on.ca/eng/parents/planning_and_design.pdf
This guide provides guidance in the planning, design and renovation of licensed child care centres and licensed nursery school facilities. It is intended to support the development of facilities that are child and family oriented, environmentally safe and secure, promote healthy growth, are aesthetically pleasing, functional in their design, and cost effective to operate.
2
Planning Entry to School: A Resource Guide (2005)
http://www.edu.gov.on.ca/eng/parents/planningentry.pdf
This resource guide identifies evidence-based research and effective practices and processes to facilitate transitions into school. It is designed to help school staff to work with parents and community partners as they plan students' entry to school.
Principals Want to Know Tip Sheets
(February 2012) (PDF, 140 KB)
Principals Want to Know#15: Documenting in FDK – Making Children's Learning Visible
Principals Want to Know#16: Supporting Strong Educator Teams for Full-Day Kindergarten (February 2012) (PDF, 136 KB)
Principals Want to Know#17: Intentional, Play-Based Learning (February 2012) (PDF, 140 KB)
Principals Want to Know is a series of tip sheets to support instructional leadership practice. They respond to requests by principals to assist with focusing resources on practical issues they are facing in schools. Each tip sheet features a question from a principal and then provides tips for success.
Supporting English Language Learners in Kindergarten: A Practical Guide for Ontario Educators (2007) http://www.edu.gov.on.ca/eng/document/kindergarten/index.html
This resource is designed for school staff as they support English Language Learners in achieving the overall expectations of the Kindergarten program. It provides a rich source of research findings, practices, and strategies that can be put to immediate use in the classroom.
The Kindergarten Program (2006)
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindercurrb.pdf
The Kindergarten Program (2006) document outlines the overall and specific learning expectations that children are expected to achieve by the end of Kindergarten. This document may be used by schools yet to offer full-day kindergarten.
EL Memos
Links to EL Memos can be found at http://www.edu.gov.on.ca/kindergarten/memosummary.html
The Ministry of Education communicates directives, guidelines and new developments to school boards and other partners through memos. For Full-Day Kindergarten and child care, most of the memos are "EL" or early learning memos are numbered chronologically in the year that they are issued.
Legislation & Regulations
Day Nurseries Act
O. Reg. 262
http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90d02_e.htm http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_900262_e.htm
Education Act
O. Reg. 224/10 Full-Day Junior Kindergarten and Kindergarten Program www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm
www.e-laws.gov.on.ca/html/regs/english/elaws_regs_100224_e.htm www.e-laws.gov.on.ca/html/regs/english/elaws_regs_110221_e.htm
O. Reg. 221/11 Extended Day and Third Party Programs
3
Websites
Kindergarten GAINS http://www.edugains.ca/newsite/fulldaykinder/index.html#
Kindergarten GAINS provides educators with resources to support implementation of The Full-Day Early Learning Kindergarten Program (Draft 2010). Background information about the program, related links and resources including 8 video resources, accompanied by viewer guides, are available on the site. Additional resource materials are in development and will be posted on the site as they become available.
Licensed Child Care Website www.ontario.ca/licensedchildcare
The Licensed Child Care Website provides parents with information about licensed child care in Ontario. A search tool allows parents to search for child care by city, postal code, type of program, age group, program name, operator name and/or language of service delivery. The website provides the status of a licence and the terms and conditions of the licence for any licensed program. It also includes: the date of the last licensing inspection and overall compliance level for the inspection; a licensing inspection summary; and detailed inspection findings.
The Day Nurseries Act for Child Care Supervisors of Ontario Website http://www.childcarelearning.on.ca/
This interactive website is designed to support supervisors in Ontario's licensed, centre-based child care programs to better understand provincial licensing requirements. The website provides easy to understand information about the Day Nurseries Act regulations with videos, graphics and an interactive self-test feature. It can be used by child care supervisors, operators, early childhood educators, program staff, students, parents and anyone who is interested in learning more about licensed child care.
Web Conferences, Webinars and Webcasts
It's About Learning- Reframing Kindergarten Practice Web Conference
In this five-part web conference series, intentional play-based learning is explored in the context of Kindergarten classrooms. Five web conferences explore misconceptions about play-based learning. Copies of the PowerPoint presentations (PDF Format) and Chat Transcripts from the sessions are archived in a forum which can be accessed by visiting: http://lns.immix.ca http://resources.curriculum.org/secretariat/kindergarten/index.html
Webcast- 2010:EL12 Overview and Extended Day Fee Calculation Tool Demo (original broadcast Jan. 12, 2011)
* Click on EL12 Webcast Sessions. Enter the following password: EDU
* Go to http://mcast.digitalmedia.telus.com/1/page/Published.aspx
Webcast- Full-Day Kindergarten Extended Day (original broadcast Feb. 25, 2011)
* Click on EDU FDK-Extended Day. Enter the following password: EDU
* Go to http://mcast.digitalmedia.telus.com/1/page/Published.aspx
Webcast- Child care Licensing, Before and After School Programs (original broadcast February 26, 2013)
* Go to http://events.digitalmedia.telus.com/ops/022613/index2.php?page=register
Webinar: Overview of Changes to Extended Day and Third Party Programs
(original broadcast June 14, 2011
)
http://events.digitalmedia.telus.com/ontarioeducationeld/061411/index.php
Webinar: New Policy Requirement for Child Care Operators: Serious Occurrence Notification Form Posting (original broadcast October 12, 2011)
http://events.digitalmedia.telus.com/ontariochildcare/101211/index.php http://events.digitalmedia.telus.com/ontariochildcare/092011/index.php
Other helpful information:
Parent Engagement resources including tips, tools and video podcasts for parents: http://www.edu.gov.on.ca/abc123/eng/ http://www.edu.gov.on.ca/eng/parents/getinvolved.html
Safe Schools resources: http://www.edu.gov.on.ca/eng/parents/safeKit.html
Ontario Leadership Strategy resources: http://www.edu.gov.on.ca/eng/policyfunding/leadership/index.html
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今日のフレーズ PHRASE OF THE DAY 1
I really need to talk to Mr. Brown. ブラウン氏と話す必要があるのです。
SITUATION
状況 2
Ms. Yamamoto has an urgent matter that she wants to discuss with Mr. Brown. 山本さんは、ブラウン氏とすぐに話し合わなければならない ことがあります。
DIALOGUE ダイアログ 3
Directions: First repeat after your tutor and then practice each role. 課題： 先生の後に続いてくり返した後、それぞれの役を練習してみましょう。
Ms. Yamamoto: Hi Kate. I have an emergency situation. I really need to talk to Mr. Brown. Is he there?
Kate : Mr. Brown is moving to San Francisco from Los Angeles this morning. What's the matter ?
山本：
ケイト、緊急事態が起こったので、ブラウ ンさんと話したいのだけど、彼はいるかし ら？
ケイト： ブラウン氏は今朝ロサンゼルスからサンフ ランシスコに向けて移動中です。何があっ たんですか？
Ms. Yamamoto: Well, Essex Company's computer system has gone down.
山本：
エセックス社のシステムが止まってしまっ
たのよ。
ケイト：
それは緊急事態だわ！ブラウン氏の便は
10
時
45
分にサンフランシスコ到着予定な
ので、その時間なら連絡がつくはずよ。
Kate : That's urgent! His flight will arrive at 10:45am at SFO Airport. You can catch him at that time.
Ms. Yamamoto:
OK, I'll call him as soon as he arrives.
Kate : I hope you find a solution with Mr. Brown.
山本：
わかったわ。彼が到着する時間にすぐに
電話を入れるわ。
ケイト：
ブラウン氏と共に良い解決策が見つかる ことを祈っています。
VOCABULARY 語い 4
SFO solution
サンフランシスコの略
解決策
emergency 課題：
緊急
go down (stop functioning)
ダウンする、故障する
urgent
至急
Directions: First repeat after your tutor and then read aloud by yourself.
先生の後に続いてくり返した後、今度はひとりで発音してみましょう。
Copyright (C) 2012 Sankei Human Learning Co., Ltd.
I really need to talk to Mr. Brown.
ブラウン氏と話す必要があるのです。
Asking to Speak to Someone and the Response
誰かと話す依頼の仕方とその返答
Directions: First repeat after your tutor and then read aloud again by yourself.
課題： 先生の後に続いてくり返した後、今度はひとりで発音してみましょう。
ASKING TO SPEAK TO SOMEONE
誰かと話す依頼をしたい時
I really need to speak to Mrs. Hampton. It's quite urgent.
Could I speak to Mr. Winston please?
Is it possible to speak to Mrs. Morgan please?
Is Mr. Williams available please?
RESPONSES
I'm sorry he's in a meeting at the moment. Could I take a message?
I'm afraid she's out of the office. I can get her to call you back later.
Yes, certainly, just a moment.
He's just having lunch. If you call back in half an hour, he should be available.
ハンプトンさんと話す必要があるのですが。 緊急なのです。
ウィンストン氏とお話しできますか。
モーガンさんにとお話しできますでしょうか。
ウィリアムズさんは、いらっしゃいますか。
返答
申し訳ございません。彼は会議中です。 伝言を承りましょうか。
すみませんが、彼女は社外に出ております。 後でかけ直させましょうか。
はい、もちろんです。お待ちください。
ちょうど昼食に出ております。３０分後にお電話 いただけるようでしたら、対応できるはずです。
Directions: Practice the phrases you've just learned with your tutor, using the following to substitute. 課題： これまで学習したフレーズに以下の状況をあてはめて、先生と練習してみましょう。
練習
1. You are Mr. Sato from Meredith Company.
You want to know where Mr. Feldman is. He is having a meeting with his staff now.
2. You are Mr. Iguchi from Yamato Corporation.
You want to know if the proposal has been approved or not. It's pending now.
Hints
Business Trip - 出張
ヒント
departure arrival delay
出発 到着 遅延
immigration customs declare
入国審査
reimbursement
税関
申告
立替（金）
itinerary
行程表
entertainment expenses
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Discovering Solar PV technology and its Uses
Science
Curriculum Levels 5-6
Activity Description
This inquiry learning resource guides students to investigate photovoltaic technology and its amazing applications and potential for the 21st Century and beyond. This resource addresses the ancient word origins of many scientific words, and then takes a closer look at the chemistry, physical properties and physics that are the basis of this technology.
Teaching Rationale
This resource allows students to conduct their own science-focused inquiry into a key technology for utilising the sun's energy to generate electricity.
Four mini-inquiries require the students to carry out some targeted background research around the general topic of photovoltaic technology. Each inquiry has 3 or 4 "supporting" questions to be considered before addressing the central question. This helps students break down a complex or multifaceted question into smaller more specific chunks.
Students carry out their own research about photovoltaic technology individually or in a small group. Students should be encouraged to explore around each question in the spirit of inquiry.
3. The third inquiry topic guides students to consider how the properties of materials used in PV panels relates to chemical structure, and how this relates to how they can be used.
4. The final inquiry has students think about the physical aspects of generating their own electrical energy at home – how much solar radiation is received by their roof, how much north-facing area they might have, and how much electrical energy this could generate?
1. The first inquiry guides students to consider the origins of the word photovoltaic and could be seen within the Nature of Science strand of the New Zealand Curriculum, as it prompts the student to consider the usefulness of specific words with a precise meaning while appreciating the historical context.
2. The second inquiry guides students to recognise the extremely varied uses of electricity generated from sunlightfrom a pocket calculator to the International Space Station. Students are also asked to consider beneficial ways in which they could apply/use solar generated electricity in their own lives.
New Zealand Curriculum Links
See below for Student Inquiry worksheets - Discovering Solar PV technology and its Uses
Student worksheet
Discovering Solar PV technology and its Uses
Inquiry 1
Discuss the meaning and origin of the scientific word "photovoltaic"?
Before you try to answer Inquiry 1, have a go at answering supporting questions 1A, 1B and 1C below. The resources below may help you research information on these questions.
Resources:
* Renewable Electricity from Solar Photovoltaic Cells - see factsheet below.
* Ancient Origins of Words- http://en.wikipedia.org/wiki/Greek_and_Latin_roots_in_English
Supporting Question 1A
What are the 2 "mini" words in photovoltaic? What do they mean? What is their historical origin?
What are some other words that use the root: photo?
Supporting Question 1B
Explain the difference between a photovoltaic panel and the solar panel that heats water? (It might help to think about energy transformations)
Supporting Question 1C
Why do you think scientists often use unfamiliar sounding words from Ancient Greece (about 500 BC) or other historical sources?
Inquiry 2
What are some beneficial or innovative uses for photovoltaic panels?
Before you try to answer Inquiry 2, have a go at answering supporting questions 2A, 2B, 2C and 2D below. The resources below may help you research information on these questions.
Resources:
* Renewable Electricity from Solar Photovoltaic Cells - see factsheet below.
* Solar Plane: http://aroundtheworld.solarimpulse.com/
* Solar Boat: http://www.planetsolar.org/
* Waka-waka Solar Light: http://waka-waka.com/
Supporting Question 2A
State at least 5 places you might find photovoltaic technology used:
Supporting Question 2B
In 2012 a boat circumnavigated the world using only solar energy. In 2016 a solar powered plane flew around the world. What are they trying to prove about photovoltaic technology? Briefly research these vehicles.
Supporting Question 2C
What other electrical devices, apart from photovoltaic cells, are required to use the solar energy to achieve the bold aims of these adventures?
Supporting Question 2D
Apply solar energy in your own life: How could you personally benefit from photovoltaic technology? (Be practical and/or creative!)
Inquiry 3
Identify key materials used to create and protect photovoltaic cells?
Before you try to answer Inquiry 3, have a go at answering supporting questions 3A, 3B, 3C and 3D below. The resources below may help you research information on these questions.
Resources:
* Renewable Electricity from Solar Photovoltaic Cells - see factsheet below.
* Periodic Table of the Elements (interactive): http://www.rsc.org/periodic-table
* How photovoltaic cells form solar panels and solar arrays:
* http://www.fsec.ucf.edu/en/consumer/solar_electricity/basics/cells_modules_arrays.htm
* Make your own solar PV panels http://www.builditsolar.com/Projects/PV/pv.htm#MakePV
Supporting Question 3A
Which common chemical element is used to make a typical photovoltaic cell? Write its chemical symbol, atomic number and mass number, and draw its atomic structure. How many electrons are in the valence (outer) shell? What kind of chemical bonds does it make with other atoms of the same kind?
Supporting Question 3B
What chemical reactions can be used to extract the desired element from the other atoms in sand?
Supporting Question 3C
What chemical element is typically used to conduct electricity from the top (front contact) of the photovoltaic cell to the circuit? Do the same as for 3A.
Supporting Question 3B
What chemical reactions can be used to extract the desired element from the other atoms in sand?
Supporting Question 3C
What chemical element is typically used to conduct electricity from the top (front contact) of the photovoltaic cell to the circuit? Do the same as for 3A.
Supporting Question 3D
AYou can buy photovoltaic cells by themselves and make your own panels but you need to find a way to protect the very brittle photovoltaic cells. To be useful they must be protected by more durable materials. What do they need to be protected from? How long do they need to last for?
Inquiry 4
How much electricity can photovoltaic panels generate on my roof?
Before you attempt this inquiry, have a go at answering supporting questions 4A -E below. The resources below may help you research information on these questions.
Resources:
* Renewable Electricity from Solar Photovoltaic Cells - see factsheet below.
* Find solar PV in a NZ school - http://www.schoolgen.co.nz/solar-schools/
Supporting Question 4A
Outline the energy transformations involved in a photovoltaic cell generating electricity. Illustrate each step with a diagram or picture.
Supporting Question 4B
How much solar energy shines on the area where you live? How much does this vary between summer and winter? (You might like to show this with a graph).
Supporting Question 4C
A single photovoltaic panel, depending on brand/model, can generate a voltage of about 30 volts and a current of about 9 amperes in perfect sunny conditions. How much power is each panel generating? If there are 8 panels connected together (series), how much power is the whole system generating? Show your working and remember to state the unit of power.
Supporting Question 4D
Supporting Question 4E
What type of photovoltaic system would you select for your house if you had the option?
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B.COM. (HONS.) SEM IV
COMPUTER APPLICATION IN BUSINESS
MULTIPLE CHOICE QUESTIONS
Q1. Name of the screen that recognizes touch input is:
A. Digital screen
B. Point Screen
C. Touch Screen
D. Android Screen
Answer: Option C
Q2. Identify the device through which data and instructions are entered into a computer:
A. Software
B. Output device
C. Input device
D. Memory
Answer: Option C
Q3. Computer monitor is also known as:
A. DVU
B. UVD
C. VDU
D. CCTV
Answer: Option C
Q4. Arrange in ascending order the units of memory TB, KB, GB, MB:
A. TB>MB>GB>KB
B. MB>GB>TB>KB
C. TB>GB>MB>KB
D.GB>MB>KB>TB
Answer: Option C
Q5. Which one of these stores more data than a DVD ?
A. CD Rom
B. Floppy
C. Blue Ray Disk
D. Red Ray Disk
Answer: Option C
Q6. The output shown on the computer monitor is called
A. VDU
B. Hard Copy
C. Soft Copy
D. Screen Copy
Q7. Eight Bits make up a:
A. byte
B. megabyte
C. kilobyte
D. None
Answer: Option C
Answer: Option A
Q8. Which one of these also known as read/write memories?
A. ROM
B. RAM
C. DVD
D. Hard Disk
Q9. The printed output from a computer is called:
A. Copy
B. Soft Copy
C. Hard Copy
D. Paper
Answer: Option B
Answer: Option C
Q10.
...............represents raw facts, whereas.................is data made meaningful.
a. Information, reporting
b. Data, information
c. Information, bits
d. Records, bytes
Answer: Option B
SHORT ANSWER TYPE QUESTIONS
Q1. What are the differences between impact printer and non-impact printer?
Q2. What are the basic functions of an operating system?
Q3. What is the relationship between hardware and software?
Q4. What are ports? Give example.
Q5. Write a short note on Bluetooth.
Q6. Differentiate between Routers and Switch.
Q7. Differentiate between LAN and WAN.
Q8. What is NIC?
Q9. What do you understand by network topologies?
Q10. What is a payment gateway? How it works?
LONG ANSWER TYPE QUESTIONS
Q1. What are the different functional units of a computer? Explain with the help of a diagram how do these interact with each other for data processing?
Q2. Discuss the components of a computer. What is the relationship between computer hardware and software?
Q3. Explain the various types of computers on the basis of
- Purpose or use;
- Size and capacity.
- Technology used;
Q4. "An operating system is an interface between a user and the computer system." Do you agree with the statement? Explain the functions performed by an operating system.
Q5. What do you mean by multiprocessing? How is it different from multiprogramming?
Q6. How is application software different from system software?
Q7. What do you mean by application software? Briefly explain the different types of application software.
Q8. What do you mean by a wide area network? How does it differ from a local area network?
Q9. What do you understand by the term net etiquette? Identify the Principles of net etiquette that a user should follow.
Q10. Explain in detail Webpage and Website. Give example each of primary domain name, secondary domain and geographical domain name. | <urn:uuid:4b414563-8a87-452d-ac06-14317f0b471e> | CC-MAIN-2018-47 | http://jdm.du.ac.in/question-bank/question-bank/B.comH2yearComputerApplicationinBusiness.pdf | 2018-11-15T07:59:23Z | crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00441.warc.gz | 162,104,530 | 797 | eng_Latn | eng_Latn | 0.943572 | eng_Latn | 0.991134 | [
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今日のフレーズ PHRASE OF THE DAY 1
本店を訪れるのは今回初めてですか。
Is this your first time to visit the main branch?
SITUATION 状況 2
Mr. Yamada is meeting Mr. Campbell for the first time at the main branch. ヤマダさんは本店で初めてキャンベルさんに会います。
Directions: First repeat after your tutor and then practice each role. 課題： 先生の後に続いてくり返した後、それぞれの役を練習してみましょう。
Mr. Campbell: Nice to meet you, Mr. Yamada.
My name is Edward Campbell.
Is this your first time to visit the main branch?
Mr. Yamada : Yes. This is my first time. There are more people working here than I expected.
Mr. Campbell: Yes. More than one thousand people are working here.
キャンベル： ヤマダさん、初めまして。 私はエドワード・キャンベルです。 本店を訪れるのは今回初めてで すか？
ヤマダ： そうです。これが初めてです。 思っていた以上に多くの人が働い ていますね。
キャンベル： そうです。ここでは1000人以上の 人が働いているんですよ。
VOCABULARY 語い 4
Directions: First repeat after your tutor and then read aloud by yourself.
課題： 先生の後に続いてくり返した後、今度はひとりで発音してみましょう。
visit expect main branch thousand
訪問する、訪れる
予想する
本店
１０００
Copyright (C) 2012 Sankei Human Learning Co., Ltd.
5
LANGUAGE FOCUS
Is this your first time to visit the main branch?
今日のポイント
本店を訪れるのは今回初めてですか。
Small Talk / Safe Topics
軽い会話/無難な話題
Directions: First repeat after your tutor and then read aloud again by yourself.
課題： 先生の後に続いてくり返した後
、
今度はひとりで発音してみましょう。
I commute from Kobe to Osaka every morning.
私は毎朝神戸から大阪まで通勤します。
I usually go to a coffee shop after lunch.
Sometimes I need to make a presentation in English.
Have you visited the head office?
How do you spend your lunch break?
He has just been transferred to our Nagoya branch.
Activity : Practice small talk for the following situations
練習： 下記のシチュエーションでスモールトークの練習をしましょう。
1. You are talking to your new coworker at lunch. あなたは新しく来た同僚とランチで話しています。
2. You are riding the elevator together with your
subordinate. エレベーターで部下と一緒になります。
3. You happen to meet your coworker at a station. 偶然駅で同僚と会います。
私は昼食後たいていコーヒーショップに行きます。
私は時々英語でプレゼンをしなくてはなりません。
あなたは本社に行ったことがありますか。
*
have +
過去分詞：～したことがある
お昼休みはどのように過ごしますか。
彼は名古屋支社に転勤してきたばかりです。
ヒント
coworker
同僚
ride
～に乗る
elevator
エレベーター
together
一緒に
subordinate
部下
happen to~
偶然～する
commute
通勤する
make a presentation
プレゼンをする
head office / headquarters
本社
transfer
転勤する、移る
Copyright (C) 2012 Sankei Human Learning Co., Ltd.
Hints
ヒント
coworker
同僚
ride
～に乗る
elevator
エレベーター
together
一緒に
subordinate
部下
happen to~
偶然～する
commute
通勤する
make a presentation
プレゼンをする
head office / headquarters
本社
transfer
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Class Starters and Enders help utilize the last minutes of class when a lesson ends but there is not enough time to start another, or for an interest approach at the beginning of class. Mini-lessons correlate to GPS in the programs areas below.
The Smith- Lever Act - 1914
Program Areas: Agriculture, Family and Consumer Sciences, Consumer Services, Culinary Arts Instructions: Read the narrative and make notes of important points, answer questions, and be ready to discuss this topic.
History:
The Smith-Lever Act of 1914 is a U.S. federal law that established the Cooperative Extension Service. The purpose of the Cooperative Extension Service is to relay information on new technologies and developments from the experiment stations and land-grant colleges to the public. This act provides for vocational education in the areas of agriculture and home economics for individuals not attending college. This act is also known as the Agriculture Extension Act.
Many land-grant universities began to offer training off campus with field demonstrations for farmers, home management demonstrations for rural women, tomato clubs for girls and corn clubs for boys during 1862 - 1914. The problem was that these programs were not being well received by the masses of the common man. These programs were informal and needed to have some backing to be successful. The Smith-Lever Act provided these funds from federal, state and county governments. President Woodrow Wilson signed the Smith-Lever Act into law.
The establishment of the Cooperative Extension Service provided not only information programs to adults in the community but also to youth. The youth demonstrated an enthusiasm for learning about new discoveries and technologies that they would take home to their parents. Eventually, the parents would want to learn more about the subject. The county agents in the community had the training to help farmers and homemakers with this endeavor.
Georgia Connection:
* Hoke Smith was a co-sponsor of the bill later known as the Smith-Lever Act.
* He was born in North Carolina but moved to Georgia at an early age.
* He was a successful lawyer in Atlanta before being selected to be the Secretary of the Interior from 1893-1896.
* He was governor of Georgia and later elected to the U.S. Congress.
* Several buildings, including two on the University of Georgia campus are named after Smith.
* The Hoke Smith building and Hoke Smith Annex building, on the campus of the University of Georgia in Athens, houses the Cooperative Extension Service.
History Connection-Briefly define the following.
land-grant universities
Cooperative Extension Service
Agriculture Extension Act
Review
1. What year was the Smith-Lever Act passed by the U.S. Congress?
2. Who is the Smith of the Smith-Lever Act?
3. What is the purpose of the Smith-Lever Act?
4. Why was the Smith-Lever Act important?
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IN-SCHOOL ENTREPRENEURSHIP
Schools have different rules and policies, so make sure you check with your teachers and principal before trying any of the suggestions below. Remember, any venture that makes money could also be used as a fundraiser for your student association or other worthy cause!
Ten ideas for in-school ventures for fun and profit
Looking for entrepreneurial ventures you could try in your own school? Try these—or come up with some ideas that are a lot better!
* Decorate lockers for birthdays. You might find students willing to pay to have their friends' lockers decorated on their birthdays.
* Make and sell cakes for birthdays in school.
* Make and sell custom-made birthday cards on your computer. Or you could make other festive cards for other holidays as well.
* Produce custom-made organizers (day planners) for your school.
* Design and set up web sites for students, staff, or anyone who needs one and can't do it themselves.
* Do custom online research for staff or students. Find out what they need to know and help them with their research.
* Design and produce calendars with pictures of families, teachers, or friends on them.
* Talk to your local chamber of commerce about offering job-finding services for the summer or after-school work.
* See if your community would pay for an all-student-produced holiday season street decoration.
Not-for profit ideas for schools
Many of the same skills that are used by entrepreneurs to start money-making ventures can also be used for non-profit ventures. Not-for-profit activities can provide you with the opportunity to practice brainstorming, researching markets, teambuilding, planning, and many other entrepreneurial skills while you also help your school and/or your community.
1
Here are some examples of not-for-profit activities that you might try in your school. (You will probably be able to think up many more—and better—projects than these!)
Food Bank Drive
Problem: Food banks need more donations to meet the need in your community.
Organize a team to find innovative ways to raise money and/or collect food for a local food bank.
Clean Community Project
Problem: There is litter in the parks and areas near schools where kids hang out.
See if you can brainstorm some innovative new ways to motivate students and adults alike to keep parks and the outside school environment clear of trash and litter.
Youth Activity Centre
Problem: Kids say there's nothing to do and no place for them to hang out.
Maybe you and your entrepreneurship class could find a way to turn an existing, empty facility— in or outside the school—into a youth activity centre.
School Spirit
Problem: Your school seems to be lacking in school spirit.
Maybe you could develop a leadership program for your school that would get more students out to sports competitions, dances, or other activities that will raise school spirit. | <urn:uuid:5d671347-8286-43fa-83d7-348521cfac8f> | CC-MAIN-2018-47 | http://cfeespiritofadventure.com/uploads/resource_page/attachment/53326547736f61767f050000/In-School_Entrepreneurship.pdf | 2018-11-15T08:15:01Z | crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00442.warc.gz | 62,924,259 | 572 | eng_Latn | eng_Latn | 0.998917 | eng_Latn | 0.998947 | [
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Olympic Studies Centre
GYMNASTICS: History of Artistic Gymnastics at the Olympic Games
Reference document
Introduction, key stages and evolution in the number of events from this discipline's beginnings to the present time.
March 2015
© Getty
Artistic gymnastics
Introduction
Artistic gymnastics is one of the disciplines that have always featured on the Olympic programme. The men's programme stabilised at eight events as of the Games of the XI Olympiad in Berlin in 1936. Women's gymnastics made its first appearance at the Games of the IX Olympiad in Amsterdam in 1928, with a team event. It was not staged in 1932 and reappeared in 1936. It was only in 1952 that the women's programme was extended to seven events. Since the Games of the XVII Olympiad in Rome in 1960, it has comprised six events.
Key stages
Evolution in the number of events
* 1896: 8 events (men's)
* 1900: 1 event (men's)
* 1904: 12 events (men's)
* 1908: 2 events (men's)
* 1912-1920: 4 events (men's)
* 1924: 9 events (men's)
* 1928: 8 events (7 men's and 1 women's)
* 1932: 11 events (men's)
* 1936-1948: 9 events (8 men's and 1 women's)
* 1952-1956: 15 events (8 men's and 7 women's)
* 1960-2016: 14 events (8 men's and 6 women's)
Find out more
Men's events
(1) In 1904, the individual all-around event included athletic events
Women's events
Total
Grey column total = number of times on the programme | <urn:uuid:97ce391a-7e76-47bd-81c7-ec497cae3e78> | CC-MAIN-2018-47 | https://stillmed.olympic.org/AssetsDocs/OSC%20Section/pdf/QR_sports_summer/Sports_Olympiques_gymnastique_artistique_eng.pdf | 2018-11-15T08:34:23Z | crawl-data/CC-MAIN-2018-47/segments/1542039742569.45/warc/CC-MAIN-20181115075207-20181115101207-00441.warc.gz | 735,948,184 | 409 | eng_Latn | eng_Latn | 0.990667 | eng_Latn | 0.986781 | [
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Name
Your and You're
The wordsyourandyou'reare homophones: they are words that sound the same, but have very different meanings.
Yourmeans "belongs to you":We read your book last night. Will you bring your salad to the party?
You'reis a contraction of the words "you are":You're saving that chair? You're going to play outside.
DIRECTIONS: Rewrite each sentence below, correcting the error.
1. If your going outside, you had better put on you're coat.
2. I love to see you're smile when your feeling happy.
3. The purple jacket is mine and the red one is you'res.
4. They will be going to you're house this year.
5. Your going to make a mess if you insist on doing this.
6. If your on your best behavior, we may stop at you're cousin's house afterwards.
7. You're favorite song is playing on you're brother's radio.
8. If someone challenges you're beliefs, your going to get irritable. | <urn:uuid:7b04f698-e837-4390-b11c-0911fd2fd97b> | CC-MAIN-2021-43 | https://www.englishworksheetsland.com/topics/youoryour/2your.pdf | 2021-10-28T16:34:43+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00023.warc.gz | 912,658,646 | 360 | eng_Latn | eng_Latn | 0.999586 | eng_Latn | 0.999586 | [
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ACTIVITY SHEET NO 10
1. Minnie thought that Charlie's business needed some publicity. What did she suggest?
2. Design and illustrate a new advertisement for CH Courier Service.
3. How much did Minnie charge for writing 500 sheets by hand?
4. Why did Tiger not mind all the extra work?
5. What did Tiger think was wrong with the new Charlie? Do you agree with Tiger's comment? Why?
6. What did Tiger fear would happen to him when he was worn out?
7. How did Charlie change the way he treated Tiger?
8. Why was Charlie stunned when he came out of Lambe's supermarket?
9. How did the theft of Tiger affect Charlie's business? | <urn:uuid:4edbf4da-d553-43bc-98a9-97ab8c7d1d53> | CC-MAIN-2021-43 | https://obrien.ie/asset/3070/1/CharlieHarte_10.pdf | 2021-10-28T18:00:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00026.warc.gz | 573,897,090 | 148 | eng_Latn | eng_Latn | 0.999624 | eng_Latn | 0.999624 | [
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2012 Senior Dairy Quiz Bowl Questions
Round 05
Phase B
5 Questions
Correct answers are worth 10 points each.
Only the team being asked the questions is to be in the room. Each team will be asked these 5 questions. Answers are to be given by a team captain, but assistance may come from any team member. A question may be repeated only once. Answers must be started within 20 seconds. Partial credit may be given at the discretion of the judges. After one team has been questioned, the other team will enter the contest room and be asked the same 5 questions.
1.
What is the term for " an electrical current greater than one-half volt, resulting from improper grounding, which shocks cows"?
ANS: stray voltage
2. When a feed analysis is conducted to determine the nutrient content, what chemical element is measured to determine the amount of crude protein?
ANS: nitrogen
3. Which one of the following organisms is responsible for Johnes disease?
a) E. coli
b) mycoplasma
c) Mycobacterium paratuberculosis
ANS: c) Mycobacterium paratuberculosis
4. A cow has produced five bull calves in the past five years. She is about to deliver her sixth calf. What is the probability that it will also be a bull calf?
a) 25%
b) 5%
c) 50%
d) 6%
ANS: c) 50 %
5. What is the amount of time after calving called that a dairy producer chooses not to breed a cow:
ANS: Voluntary Waiting Period
Phase C
20 Questions
Correct answers are worth 15 points each.
Both teams are in the room for Phase C. The first contestant to signal will answer the question within 5 seconds after being acknowledged by the moderator. Failure to do so will cost that team 10 points. Any contestant answering a question without being acknowledged by the moderator will lose 10 points. If an answer is incorrect, members of the other team will have the opportunity to answer the question without having it reread except for true/false, either or and yes or no type questions. If an answer is given in these types of questions, the question will be replaced with a tie breaker question, and given to the other team. No points are deducted for giving an incorrect answer. Team members are not allowed to discuss the answers in this phase. No partial credit is available in Phase C, except for bonus questions. If neither team can offer an answer to the question within 10 seconds, the moderator will give the answer and the question will be dropped but neither team will forfeit points.
1. Which one of the following organisms is responsible for a contagious form of mastitis?
a) Streptococcus uberus
b) Klebsiella pneumoniae
c) Staphylococcus aureus
d) Escherichia coli
ANS: c)
Staphylococcus aureus
2. Beta-carotene is the precursor for which vitamin?
ANS: Vitamin A
3. What is the human version of Brucellosis called?
ANS: Undulant fever
4. The disease hypocalcemia is more commonly referred to as this:
ANS: Milk fever (also accept parturient paresis)
5. What does CAFO stand for?
ANS: Concentrated Animal Feeding Operation
6. When corn silage ferments properly, what happens to the pH?
a) it should stay the same
b) it decreases
c) it increases
ANS: b) it decreases
7. Which one of the following is released into the bloodstream when a dairy cow is frightened?
a) oxytocin
b) formalin
c) FSH
d) adrenaline
ANS: d) adrenaline
8. The first few streams of milk stripped from the udder prior to milking are known as what?
ANS: Foremilk
9. Which one of the following volatile fatty acids increases in the rumen when Bovatec® or Rumensin® are included in dairy heifer diets.
a) acetate
b) propionate
c) butyrate
ANS: b) propionate
10. What term describes mating two purebred animals of different breeds?
ANS: crossbreeding
11. What hormone functions to maintain pregnancy in a dairy cow?
ANS: progesterone
12. In reproduction, what are the two gametes that unite to form an embryo?
ANS: egg and sperm
13. What is the main symptom that cryptosporidium parvum causes in young calves?
ANS: scours (diahrrea)
14. When is the most efficient time to restore body condition on a dairy cow?
ANS: In late lactation
15. Where does fertilization of the ova take place?
ANS: Oviduct
16. During a feed analysis, what are we determining when we remove the water from a sample of fresh forage?
ANS: dry matter content
17. What is the life cycle for a fly to grow from an egg to an adult?
a) 100 days b) 50 days
c) 10 days
d) 5 days
ANS: c) 10 days
18. What is the standard lactation length (in days) on DHIA records?
ANS: 305 days
19. What is the most important factor to consider when breeding a heifer for the first time?
ANS: Body Size
20. In what part of the digestive tract are IgG's absorbed into the bloodstream in the newborn calf?
ANS: small intestine
Bonus Questions Each bonus question is worth 20 points.
Bonus questions may be earned in the toss-up round. To receive a bonus question, 3 different team members must correctly answer the toss-up questions. Bonus questions are not passed to the other team, nor are points deducted for an incomplete or incorrect answer to the question. Bonus question will be asked whenever 3 team members have answered toss-up questions correctly with the count kept individually for both teams within a match. Eligibility for bonus questions does not carry over to another match. The answers must come from the team captain but assistance can come from the other team members. Only the number or answers required by the bonus question will be accepted. Example: If the bonus has a four-part answer - the first four answers given by the team will be accepted. Answers to a bonus question must start within 20 seconds and be completed within 60 seconds.
1. In what season of the year is hypothermia most likely to occur in baby calves? ANS: winter
2. How many points does dairy strength receive on the Dairy Cow Unified Score Card?
ANS: 25
3. Which of the following is the protein hormone that is associated with ovulation?
a) cortisol
b) adrenaline
c) somatotropin
d) LH
ANS: d) LH | <urn:uuid:5320112d-b8ea-42a8-838b-8a5d30d78e5d> | CC-MAIN-2021-43 | https://dairy.ces.ncsu.edu/wp-content/uploads/2018/01/2012-Senior-Division-Dairy-Quiz-Bowl-Round-5.pdf?fwd=no | 2021-10-28T18:10:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00027.warc.gz | 295,209,824 | 1,435 | eng_Latn | eng_Latn | 0.998128 | eng_Latn | 0.998637 | [
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2005 Senior Dairy Quiz Bowl Questions Round 03
Phase B 5 Questions Correct answers are worth 10 points each.
Only the team being asked the questions is to be in the room. Each team will be asked these 5 questions. Answers are to be given by a team captain, but assistance may come from any team member. A question may be repeated only once. Answers must be started within 20 seconds. Partial credit may be given at the discretion of the judges. After one team has been questioned, the other team will enter the contest room and be asked the same 5 questions.
1. On a feed ration report you see that the zinc concentration is listed as 40 ppm.
What does ppm mean?
ANS: Parts per million
2. Which volatile fatty acid (VFA) produced in the rumen is a precursor for glucose?
ANS: Propionate
3. Which nutrient is broken down by enzymes known as lipases?
ANS: Fat (or lipids)
4. What is the name of the process that breaks up the fat globules so that they are evenly distributed in the milk?
ANS: Homogenization
5. What dairy cattle disease can be caused by the bacteria Staphylococcus aureus?
ANS: Mastitis
ANS: Homogenization
5. What dairy cattle disease can be caused by the bacteria Staphylococcus aureus?
ANS: Mastitis
Phase C 20 Questions Correct answers are worth 15 points each.
Both teams are in the room for Phase C. The first contestant to signal will answer the question within 5 seconds after being acknowledged by the moderator. Failure to do so will cost that team 10 points. Any contestant answering a question without being acknowledged by the moderator will lose 10 points. If an answer is incorrect, members of the other team will have the opportunity to answer the question without having it reread except for true/false, either or and yes or no type questions. If an answer is given in these types of questions, the question will be replaced with a tie breaker question, and given to the other team. No points are deducted for giving an incorrect answer. Team members are not allowed to discuss the answers in this phase. No partial credit is available in Phase C, except for bonus questions. If neither team can offer an answer to the question within 10 seconds, the moderator will give the answer and the question will be dropped but neither team will forfeit points.
1. Which of the following forages is classified as a legume?
a) fescue b) corn silage c) alfalfa d) sorghum
2. When a cow is superovulated and the resulting developing embryos are transferred to unrelated recipient cows, the calves that are born will be:
a) unrelated b) identical c) full siblings
ANS: c) alfalfa
ANS: c) full siblings
3. Hominy feed, wheat middlings and distillers grains are examples of:
a) forages b) by-product feeds c) bentonites d) minerals
ANS: b) by-product feeds
4. Which compartment of the ruminant stomach has been punctured when a cow has "Hardware disease"?
ANS: Reticulum
5. On average, what should the average daily gain (ADG) be for Holstein heifers from birth to 24 months of age?
a) 3 to 4 pounds b) 2.5 to 3.0 pounds c) 1.8 to 2.0 pounds d)1.0 to 1.2pounds
ANS: c) 1.8 to 2.0 pounds
6. Which of the following are the names of the three sections of the small intestine?
a) colon, gall bladder, appendix b) duodenum, jejunum, ileum
c) omasal orifice, cecum, colon
ANS: b) duodenum, jejunum, ileum
7. What do we call the first streams of milk stripped from the udder prior to milking?
a) residual milk b) alveoli c) foremilk d) lactation
ANS: c) foremilk
8. Which of the following are the three basic elements contained in carbohydrates?
a) carbon, nitrogen, hydrogen b) carbon, nitrogen, oxygen c) carbon, hydrogen, oxygen
ANS: c) carbon, hydrogen, oxygen
9. What buffering compound is routinely added to dairy rations to help prevent acidosis?
ANS: Sodium bicarbonate
10. When a herd develops a low milk fat test, the cause is often a deficiency of:
a) protein b) energy c) fiber d) selenium
ANS: c) fiber
11. The somatic cell count (SCC) in milk provides an indication of:
a) the vitamin content b) the mineral content c) a mastitis infection
d) the protein content
ANS: c) a mastitis infection
12. Cottonseed meal or whole cottonseedmay contain a chemical compound that has been found to be toxic to dairy cattle when fed in excess. What is the name of this chemical?
a) calcium carbonate b) gossypol c) ascorbic acid
ANS: b) gossypol
13. You send a sample of corn silage from your trench silo to the lab for nutrient analysis. The report lists the dry matter of the silage at 34%. How many pounds of dry matter are in one ton (2000 pounds) of the silage?
a) 680 b) 320 c) 640 d) 2000
ANS: a) 680
14. What disease is caused by Mycobacterium paratuberculosis?
ANS: Johne's Disease
15. Drought-stressed forages, especially following a rain, can be toxic to dairy animals due to high concentration of:
a) phosphorous b) protein c) calcium d) nitrates
ANS: d) nitrates
16. The lining of the rumen is covered with finger-like projections that serve to increase the surface area for absorption of nutrients. What is the name of these finger-like projections?
a) crypts b) colon c) metatarsalsd) papillae
ANS: d) papillae
17. Which mineral is associated with the prevention of goiter?
ANS: Iodine
18. What is the common name for the metabolic disorder acetonemia?
a) brucellosis b) ketosis c) leptospirosis
ANS: b) ketosis
19. Which of the following is the term for the total amount of energy that a feed contains that is determined by bomb calorimetry?
a) net energy b) heat increment c) gross energy d) digestible energy
ANS: c) gross energy
20. If a total mixed ration contains 55% dry matter, what percentage moisture does it contain?
ANS: 45% moisture
Bonus Questions Each bonus question is worth 20 points.
Bonus questions may be earned in the toss-up round. To receive a bonus question, 3 different team members must correctly answer the toss-up questions. Bonus questions are not passed to the other team, nor are points deducted for an incomplete or incorrect answer to the question. Bonus question will be asked whenever 3 team members have answered toss-up questions correctly with the count kept individually for both teams within a match. Eligibility for bonus questions does not carry over to another match. The answers must come from the team captain but assistance can come from the other team members. Only the number or answers required by the bonus question will be accepted. Example: If the bonus has a four-part answer - the first four answers given by the team will be accepted. Answers to a bonus question must start within 20 seconds and be completed within 60 seconds.
1. The milk replacer label shows that it contains 25% fat. How many pounds of fat will be contained in a 50 pound bag of the milk powder?
ANS: 12.5 pounds of fat
2. Which hormone is released from the anterior pituitary gland and stimulates follicular growth?
ANS: FSH or follicle stimulating hormone
3. Fifty (50) pounds of whole milk should yield about how many pounds of cheese?
ANS: 5 | <urn:uuid:18c62fbf-ab9b-40f9-b357-53d8fc3139ba> | CC-MAIN-2021-43 | https://dairy.ces.ncsu.edu/wp-content/uploads/2018/01/2005-Senior-Quiz-Bowl-Questions-03.pdf?fwd=no | 2021-10-28T17:13:31+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00026.warc.gz | 292,844,113 | 1,724 | eng_Latn | eng_Latn | 0.910512 | eng_Latn | 0.996403 | [
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Topic: Personal Safety & Injury Prevention
Clean your hands word scramble
Time:
15 minutes
Materials
* Clean your hands word scramble worksheet
* Clean your hands word scramble answer sheet
* Pencil
Instructions
* Distribute a word scramble worksheet to each of the students.
* Instruct students to complete the statements by writing the correct word on the line.
o Inform students that all correct responses can be located in the word bank at the bottom of the page
o Inform students that the correct responses are located in the left column next to each of the statements. To determine the correct response, they will have to draw on what they already know about hand washing and un-scramble the words in the left column.
Variation
* Make the activity more challenging by removing the scrambled words in the left column
* Make the activity even more challenging by removing the scrambled words and the word bank from the worksheet. | <urn:uuid:861dabea-33b0-481f-900c-70e200e4b70c> | CC-MAIN-2021-43 | https://www.niagararegion.ca/health/schools/curriculum/handwashing-and-germs/word-scramble-instructions.pdf | 2021-10-28T17:02:16+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00026.warc.gz | 1,118,299,724 | 185 | eng_Latn | eng_Latn | 0.997811 | eng_Latn | 0.997811 | [
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Tech Wars 2022 – Niagara County Community College
Competition Category: R/C Capture the Flag 2022
Level of Competition: High School
Coordinator: Andrew Ellis and Noah Raymond (Lockport Schools)
firstname.lastname@example.org email@example.com
Description of the Competition:
Students design and build a robot following the guidelines listed below. In this contest, a team of three radio controlled robots face another team of three robots. The game will be played on a 16'x32' playing surface. The objective of the game is to drive over to your opponent's side of the field and capture a flag and bring it back to your team's side. The field will be made by duct taping sheets of 4x8 foot ¼" luan together. There will be a standard 2x6 inch border around the outside of the field.
*INSPECTION PRIOR TO COMPETITION:
It is the responsibility of the teacher to bring in all robots from the participating school, the night before the competition, at NCCC for the inspection process. This should be between the times of 4:00 and 6:00pm. All robots will be secured in a locked room for the night and students will have access to their machines the morning of the competition. In the event a team is unable to get their robot inspected the night before, you must contact a coordinator to get special permission to bring it the morning of the competition. DO NOT bring the remote controllers to inspection. Students can bring these with them the day of the competition.
Rules of Competition:
1. All teams who plan to participate will have to email firstname.lastname@example.org with their radio frequency. A list of robot frequencies will be generated and placed on the www.wnytea.com website. First come first served; if your frequency is taken you will have to find an alternative crystal.
2. Each match will last 2 minutes.
3. Each team will start the match with their robots touching their defensive ramp.
4. There will be a 4 x 4 x4 cube of wood placed randomly on the center black line at the start of the match. This cube will be worth 11points if your team owns it at the end of the match (the cube is entirely in your half of the field).
5. There will be poison balls (standard size 4 soccer ball) located on top of both buckets in your end. Each ball will be worth -5 points if entirely contained on your half of the field. There are a total of 4 poison balls in the game.
6. The white line has been replaced with a small ramp cut from a standard 2x4.
7. Teams are not allowed to enter or go behind their own end ramp (the entire robot over the ramp). If a robot enters this area or is pushed into this area an official will ask the player to drive out of the area then remove the player's controller and place it in jail for 30 seconds. If a robot is unable to drive out of the defensive zone within 10 seconds, the player will surrender their remote for the remainder of the match. If the Flag is blocked or held in any way by a defensive robot during the match, that robot will be disqualified for the match and surrender any team points won. The flag will be moved by a field official to a clear space in the defensive zone immediately after.
8. When a team is able to capture an opponent's flag and bring it back over the middle black line the match will end immediately and that team will be declared the winner.
9. In the event no team is able to capture their opponent flag the game will be decided by points from the center cube and all 4 poison balls.
10. The field will be set up as pictured in the drawing below.
11. The flag will be made from a standard 4x4 cut to 10" long.
12. The 5 obstacles on the playing field will be standard 5 gallon bucket that are weighted down.
13. You must handle your own robot.
14. NO "time outs". You must be ready to compete, a full match, when called by officials.
15. Rules are subject to change. All revisions will be written in red and updated on www.wnytea.com.
Restrictions to Robots in Competition:
1. NO REPEATS of projects from prior Tech Wars competitions! Teachers please use your discretion on this and ensure that a robot from your school is not entered which has competed in prior years at Tech Wars.
2. LIMITED MODIFICATIONS ALLOWED ON-SITE: Students can use small hand tools which may include hammer, wire cutters, screw drivers and tape to do minor adjustments! Due to safety concerns of everyone at the competition there will be NO cutting, grinding, sawing, soldering or any other form of robot reconstruction allowed at the competition! This should all be completed before dropping the robot off at the pre-night inspection.
3. Robots must weigh 25lbs or less with the battery. Official Scale is at NCCC. It's calibrated to 0.001 of a pound. If you think the bathroom scale you're using is not properly calibrated, you're probably correct! Be on the safe side, and build your robot much less than the 25 pound limit! This will ensure your robot weighs in under the 25 pound limit and you're not disqualified.
4. SIZE LIMITS: Student robots must be NO BIGGER than 24"x24"x24". Robots that are too big or too heavy will not be entered in competition.
5. Only wheels are ever allowed to touch the playing surface (floor). If any part of your robot other than a wheel touches the floor anytime during a match you will be immediately disqualified. Common sense will be used. Obviously if a robot is hit by another robot and touches the ground in some way it will not be disqualified. The floor will have imperfections but effort will be made to keep it in as good of shape as possible.
6. Electronic parts MUST be covered on the robot. Speed controllers and radio receiver have to be in some sort of case or have a hinged or pinned down lid on them. All wiring must be taped or tied down and NOT loose and dangling out or off of the machine! This rule is to protect the high value components of the bot from being damaged during the competition.
7. No explosives, corrosives, flames or pyrotechnics.
8. No lasers, projectiles, or radio jamming
9. No electronic weaponry such as stun guns, tesla coils, heat guns, etc.
10. No entanglement devices - string, tape, fishing line, nets, etc.
11. No liquid weaponry such as water, glue, foam, etc.
12. No physical interference or poor sportsmanship between competitors.
13. No magnets or electromagnets - may cause radio interference
14. No cutting devices - Any major damage to the arena will result in disqualification
15. Electronics must be visible, securely fastened and safe from damage.
16. No sharp edges on exterior of robot
Material Requirements: Per Robot
1. Use typical materials found in lab (plywood, plastic, sheet metal, etc.)
2. (1) Sealed lead acid 12 volts battery with a maximum 7Ah rating: such as Tower Hobbies Torqmaster LC 12 volt, 7 Ah Maintenance-free Lead Acid Battery from Tower Hobbies
3. Unlimited – speed controllers such as: Innovation First Motor Speed Controllers (you can use others)
4. Unlimited – electric motors and gearboxes such as: Fisher Price Motors/Gearboxes (you can use others)
5. 1 – On/Off Power switch (should be easily accessible)
6. Paint Robots (not required) – your school colors and no offensive designs.
7. 1 - replaceable frequency crystal radio control system AM, FM, Surface or Air: transmitter, receiver, and battery pack.
8. All other materials and design is up to the competitor.
9. There is no limit to cost of materials.
10. You must supply your own chargers.
Tournament Format: (3 vs 3)
1. All teams will play multiple games with different partners.
2. Teams will be ranked at the end of the regular season by their win/loss record, and amount of times a flag was captured.
3. The top 4 qualifiers will become playoff team captains.
4. There will be a draft following the regular season were 12 teams will make the playoffs. There will be an alternative team drafted by each team in case a robot is unable to continue to compete.
5. The team captain of the winning alliance will be declared 1 st place. The first pick by that captain will get 2 nd place and finally the last pick by the captain will get 3 rd place.
6. The top 4 team captains may decline being drafted by another team to maintain the ability to get a 1st place victory. If any other competitor declines the draft they are eliminated from the competition.
7. Scouting of other robots is strongly encouraged.
8. There will be a standard single elimination playoff (1 vs 4), (2 vs 3). The winners of these matches will face each other and claim 1st, 2nd, and 3rd places.
Questions regarding the event please contact: Mr. Ellis or Mr. Raymond – Event Coordinators email@example.com | <urn:uuid:c787670a-b1f5-4d0a-a0da-a663f4c9d337> | CC-MAIN-2021-43 | https://wnytea.com/wp-content/uploads/2021/10/Capture-the-flag-2022.pdf | 2021-10-28T17:41:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00025.warc.gz | 769,489,489 | 1,985 | eng_Latn | eng_Latn | 0.999097 | eng_Latn | 0.999093 | [
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Monday 23rd August 2021
Where in the world?
This ship was once an ocean liner which sailed between Australia and New Zealand, and was also used as a ship by the NZ naval forces in WWI.
broken up into pieces.
Today it is a far cry from that history, having washed ashore on the island where it currently rests in 1935 during a cyclone while it was being towed to Japan to be
The remains of the ship are still visible, but access to the site is banned for safety reasons.
The ship was stripped of its fittings but attempts to refloat it failed and it remains in the same spot today.
Do you know where in the world you can spot this wreck?
Sudoku
Fiendish
The aim of Sudoku is to complete the entire grid using the numbers 1-9. Each number can only be used once in each row, once in each column, and once in each of the 3×3 boxes.
Travel Daily e firstname.lastname@example.org
t
1300 799 220
w
Pub quiz
1. What is the largest seated theatre in Australia?
2. What country is located on the Kowloon Peninsula?
3. Levi is the largest ski resort in what country?
b) Iceland
a) Russia
c) Finland
4. The world's first ice hotel is located in what country?
5. An earthquake in what decade slightly damaged the Washington Monument?
6. Oamaru, New Zealand, is the birthplace of what famous local athlete?
7. Virginia Key is an island off the coast of what American city?
8. The Roswell UFO incident occurred in which American state?
9. Fukuoka is the most populous city on which Japanese island?
b) Hokkaido
a) Kyushu
c) Honshu
10. What type of fishing is prevalent in Broome?
Seen it at the movies
This beautiful fort in Jodhpur, India, is in real life a far cry from the setting that it played in this film, where it serves as an underground prison.
Described in the movie as The
Pit, the movie's protagonist is held captive here but escapes to battle his nemesis and save his beloved Gotham city from nuclear destruction.
Can you name the film?
Knight Rises
Seen it at the movies: The Dark
10 Pearling
5 2010s, 6 Richie McCaw, 7 Miami,
8 New Mexico, 9 a) Kyushu,
Kong, 3 c) Finland, 4 Sweden,
Pub quiz: 1 Palais Theatre, 2 Hong
Where in the world: SS Maheno, Fraser Island, Queensland, Australia
Answers 23 Aug www.traveldaily.com.au
page 4 | <urn:uuid:ee68315d-c746-412b-a69b-16d22ab08269> | CC-MAIN-2021-43 | https://issues.traveldaily.com.au/2021/Aug21/td_TDPuzzlePage_PuzzlesforMon23Aug2021_230821.pdf | 2021-10-28T16:29:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00029.warc.gz | 436,118,730 | 582 | eng_Latn | eng_Latn | 0.997554 | eng_Latn | 0.997554 | [
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HL4Y Alkaline Water vs. Reverse Osmosis Water
HL4Y Alkaline Water instantly…Magically Changes your ordinary tap water into… Purest – Filtered Mineral Rich – Highest Anti- Oxidant - Alkaline Energy Water...That Naturally…BOOSTS YOUR IMMUNE SYSTEM…for a more Energized and Healthier You!
The HL4Y Alkaline Water Machines are a new breakthrough in technology that produce positively and negatively charged water that can be used for healthy drinking water, and for cleaning purposes. The process is called electrolysis, whereby water flows across electrically charged plates. The process changes the structure of the water molecules and produces oxygen rich water. The water can be made to be alkaline (for internal use) or acidic (for external use).
Benefits of the HL4Y Alkaline Water Machines
1. The alkalescency (the quality of being alkaline) of the water helps dissolve acids, eliminates toxins, and boosts immunity against bacteria and viruses.
2. The negatively charged or ionic water acts as an antioxidant that fights free radicals.
3. The breakdown of H2O into smaller clusters through alkalization makes water in the blood more quickly absorbed by the cells in the body.
4. Essential elements and trace minerals found in the water are also dietary supplements and strong antioxidants.
6. Alkaline water helps prevent acid build-up, fights fatigue, and improves sleep.
7. Alkaline water possesses antioxidants, antiaging agents and acid scavengers that boost the immune system.
8. Drinking Alkaline Water increases your blood oxygen levels which raises the pH of your body which greatly enhances your health by helping with:
- Obesity
- Lupus
- Psoriasis
- Diabetes
- Arthritis
- Joint Pain
- Acid Reflux
- Cancer
- Candida
- Bad Skin
- Fatigue
- Fibromyalgia
- Gout
- Heart Disease
- High Blood Pressure
- High Cholesterol
- Water Retention
- Ulcers
Diseases All Acidic Related
These diseases are all acidic related and Alkaline water will neutralize acids and balance your body so it operates more efficiently by; Raising Energy Level, Relaxing Muscle Tension, Reducing Sore Joints, Accelerates Absorption of Nutrients and Digestion as well as improving Blood Circulation for increasing all of Bodies Fluids, Cellular Messages and especially increasing Oxygen in all cells and tissue of the body.
5. High alkaline and oxygen levels in the water greatly increased cell hydration which pushes out toxins and causes detoxification at the deepest cellular level. The high oxygenation can also improve sleep, mental clarity and increase energy.
"Peak performance and optimal health depend on the body's ability to maintain a slightly alkaline state in virtually all of our cells and tissues... Drinking four to six glasses of alkaline water a day will help to neutralize over acidity and over time will help to restore your buffering ability.
Reverse Osmosis…The Worst Water You Can Drink
Reverse osmosis water is 95% Dead Water and is very harmful to your body and is very wasteful:
Reverse osmosis filter (RO) removes over 95% of natural minerals that are healthy to human body.
Reverse osmosis decreases the pH of tap water and makes it more acidic (pH below 6.2).
Adults can become sick from drinking reverse osmosis water after a few months due to the lack of minerals. Children should never drink reverse osmosis water because the lack of trace mineral elements will effect their growth.
Therefore, our body will pull minerals from other areas of our body, such as our bones and teeth to neutralize this abundance of acid. Reverse osmosis water causes the loss of the calcium in our body.
The over abundance of acid increases our risks of disease. This is because free radicals increase when our bodies aren't as alkaline as they should be. These free radicals are what lead to disease and aging.
Reverse osmosis is a very slow process that needs a holding tank and so very limited to how much water to produce everyday and 4 gallons or more are wasted down the drain for every gallon of RO produced. This not only takes up valuable space but holding tanks also pose a risk of bacteria growth as pure water is stored at room temperature.
Reverse osmosis is large cluster water.
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Course name: Principles of marketing management
Course code: BBA 211
Programme: BBA-3 SEM
Introduction to marketing:
In our daily life we use large amount of goods and services it includes items like soap, oil, clothes, food items electricity and many more. Now the question arises how these items reaches to us? Obviously the companies who are producing these goods and services have to make aware the customer about their product and services so that they can sold these to them. this includes a number of activities(product planning, pricing decision, promotion methods, use of middleman) from the production to final sale. All these activities are termed as Marketing.
Meaning of Market
It is known that business houses produces goods and services for the customer and it is not necessary goods which are produced at place are consumed at same place. This implies that the producers put his best efforts to make his product's demand and it should be reach to its customer all over the world. ex: whenever you go to market buy something you find that there is number of option available for the required product . you can buy what suits you to the best. It can be understood that the manufacturer assesses the needs of the consumer, their need and preference and then plan accordingly.
Thus marketing is identifying the consumer needs, and supplying various goods and services to the end users to satisfy those needs.
The American Marketing Association defines marketing as an organisational function and set of processes for creating, communicating and delivering value to customers and for managing customer relationships in ways that benefit the organisation and its stakeholders.
Traditional concept of marketing
Traditionally the concept of marketing was only to sell goods and services that have been produced. Thus, all the activities related to the the manufacturing to sales of goods and services re called marketing. More emphasis was on promotion and sale of goods and services and little attention was paid on customer satisfaction.
Modern concept of marketing
Modern marketing focuses on the consumer needs and wants. Thus, marketing starts with identifying consumer needs , then produce goods and services to satisfy those needs.
Importance of Marketing:
1) Marketing helps the manufacturer to identify the changing requirement of its customer and to produce goods as per their requirement. There is always requirement of the customer for better and new product with the change in environment and technology. Thus, marketing helps in providing better products and services to the consumer and improved standard of living.
2) With the marketing products are available all over the world throughout the year. Seasonal products are also available round the year due to proper warehousing nd packaging. marketing creates time and place utilities.
3) Marketing also has a crucial role in the development of economy, various function of marketing like personal selling, promotion generates employment for a large number of employees.
4) Marketing increases the sales volume which leads to generate profit and ensure success in the long run
5) With the change in technology and changing requirement of consumer marketing helps the business to meet its competition most effectively.
Scope of marketing
1. Goods
2. Services
3. Events
4. Experience
5. Person
6. Places
7. Properties
8. Organization
9. Information
10. Idea
Elements of marketing
1)Need : Needs are the basic human requirement . wants The needs become wants when they are directed towards specific objects that might satisfy the need. demands Demand is wanted for a specific product which is backed by ability & willingness to pay. 2)Target market positioning & segmentation 3)Offering & brands 4)Value & Satisfaction 5)Marketing Channels 6)Supply Chain 7)Competition 8)Marketing Planning
A FEW RELEVANT TERMS ON MARKETING
Customer: In general terms customer is understood as the person who buys something. It refers to a person who takes the buying decisions.
Consumer: consumer means who consumes or uses the product is known as consumer. Customer and consumer both can be the same or can be the different person.
Market: market is a place where goods and services are purchased and sold.but in terms of marketing it means a group of buyers or customers for a particular product and services.
Marketer: marketer is a person who manages various marketing activities like market research, product planning, pricing, distribution, etc
Virtual market: with the greater use of technology todays buyer and seller interact with each other using internet .this is called virtual market.
Marketing v/s Selling
References:
Marketing management, Philip kotler, prentice- Hall of India, New delhi
Chhabra,T.N. Principles of marketing. Sun India Publication | <urn:uuid:1e5f2aab-487d-402e-aa86-240b3dc975cf> | CC-MAIN-2021-43 | https://monad.edu.in/img/media/uploads/principle%20of%20marketing.pdf | 2021-10-28T18:38:23+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00028.warc.gz | 523,790,128 | 927 | eng_Latn | eng_Latn | 0.995122 | eng_Latn | 0.99699 | [
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SCHOOL YEAR 2017/2018
1. Introduction
- This document is a statement of the motto, values and aims, the principles and strategies for the teaching and learning of good behaviour at SIS – LPEBL KT.
Motto
Let's investigate, dream, create: let our intelligence have fun!
Values
Caring - Effort - Creativity
Aims
Ensure that each pupil feels well and safe.
Preserve our pupils' enthusiasm and curiosity.
Make our pupils true bilingual children enjoying their two languages, their two cultures and values.
Get our pupils to be self-confident and to be able to adapt to changes.
Support our pupils in achieving their very best.
Train our pupils to think in a new and original way.
Make our pupils polite, caring and good community members.
Prepare our pupils to be ready to be future secondary pupils in a multicultural context.
- It is written in line with the teaching and learning policy and has important links with the Safeguarding children and adults, Equal opportunities policies and PSHE yearly plan.
- This policy will be reviewed annually during the autumn term.
2. What is behaviour?
Individual behaviour is a personal response to our inner feelings. It reflects our ease or unease in social situations and is also affected by how other people respond to us.
Good behaviour is dependent upon appreciating the importance of social values and rules which enable us all to co-exist amicably.
In order to behave well children need to acquire the knowledge and skills to behave appropriately in different situations. They require opportunities to reflect upon and practise good behaviour and have good examples to follow.
For most children the foundations of learning good behaviour begin at home. It is therefore important that the school, parents and the child are equally involved and take responsibility for maintaining good behaviour.
3. Aims
Our aims in promoting good behaviour traits are
- to enable children to form positive relationships with peers and adults
- to help them gain confidence in social and working situations
- to develop an understanding of how their behaviour affects others
LPEBL - KENTISH TOWN
SCHOOL YEAR 2017/2018
- to equip them with the skills to decide upon a responsible course of action in situations where interests conflict.
4. Principles of the teaching and learning of good behaviour patterns
Good behaviour patterns are important because they complement and reinforce the caring ethos of our school. They also support the development of moral principles which reflect SIS LPEBL KT values. These include
- respect and tolerance for other viewpoints
- a sense of personal responsibility
- equality of opportunity for everyone.
Our primary objective is a safe, caring, inclusive and harmonious environment for all members of our school.
5. Strategies for behaviour maintenance
The maintenance of good behaviour is vital to all aspects of school life. It requires the active support of pupils, staff, parents and board governors.
The practice of good behaviour is a continuous everyday process structured within the routine and organisation of daily activities.
This is supported by clearly understood School rules and Living together rules which acknowledge the rights and responsibilities common to all members of the school.
The emphasis is on active learning in a supportive and positive environment. All children should be encouraged to discuss behaviour issues in terms relevant to their experience and maturity and share ideas for resolving conflicts of interest. The use of role play and circle times may facilitate understanding of the rationale behind school rules and support positive attitudes.
Pupils with special needs in managing their behaviour are supported by their class teacher and others as deemed appropriate in individual circumstances.
Good standards of behaviour are necessary for the effective implementation of the curriculum in all areas and links with the PSHE yearly plan are particularly strong because they provide clarification of values and attitudes which complement positive, caring actions. Whole school and year group assemblies provide further opportunities to explore and reinforce good behaviour models.
6. Strategies for ensuring progress and continuity
Planning to promote positive behaviour attitudes is a process in which all teachers, support staff and parents are involved. To this end we are all committed to working together so that by sharing experiences and strategies we can provide a united response to behaviour issues. In support of this aim, Monday staff meetings are a regular occasion to discuss behaviours in the school. It is the responsibility of all members of the school to
SCHOOL YEAR 2017/2018
uphold the standard practices outlined in the School rules and Living together rules. The HT and coordinators regularly monitor behaviour patterns throughout the school. Serious or persistent cases of inappropriate behaviour are always dealt with in full consultation with the pupil and parents.
7. Rules for teachers and supervisors
All who are responsible for the oversight of the behaviour of children in the school should:
- set a good example by showing interest and respect in both language and actions to all adults and children
- make instructions clearly understood and be fair and consistent when making judgements
- promote and support attitudes which show tolerance towards others
- be alert for any incident which contains language or actions of a racist, sexist or bullying nature and explain clearly why this behaviour is unacceptable
- report all incidents of racial harassment whether they involve pupils, parents or staff to the HT/ coordinators who will complete a school form relating to the incident and advise upon further action
- wherever possible and appropriate, address misbehaviour by using examples of good behaviour to raise the expectations of all pupils to follow the rules.
- reinforce the principles of acceptable behaviour by raising behaviour issues during discussions
- encourage responsibility and understanding of the rights and needs of ourselves and others.
8. The School Rules and Living Together Rules
The standards and practices of behaviour within the school are formulated to promote the safety and well-being of every member of the community.
We expect all children to be polite and show good manners towards any person in school.
We expect all children to listen to and comply with instructions given by a person in authority.
Rules for pupils
Move around the school and playground safely, taking care to avoid disturbing others at work or play.
Look after your own property and the property we share.
Be courteous and considerate to other people.
Help to keep our school neat and tidy.
Be prepared to listen and follow instructions carefully.
Co-operate with each other when sharing tasks and equipment.
SCHOOL YEAR 2017/2018
Listen to others and show respect for their point of view even if you don't agree with it.
Report any incident which you cannot deal with yourself to a member of staff as soon as you can.
9. Sanctions
Pupils must be made aware of the school rules and why they are necessary and be expected to conform to them. Everyone should know what action will be taken if and when rules are broken.
In most cases a verbal reprimand is usually sufficient to correct instances of misbehaviour. More serious offences may result in a loss of privileges, such as free time to pursue a favourite activity. Persistent offenders may be asked to explain their conduct through a written exercise/essay to be done during playtime or at home. When necessary, the HT will contact parents of particular pupils and invite them to attend a consultation.
In a situation where a child is refusing to follow instructions, being verbally or physically abusive to pupils, a member of staff or any other adult working in the school, is causing an obstruction or presents a threat to the health and safety of others the procedures above will be waivered and intervention by a member of the senior leadership team will be carried out to diffuse the situation immediately. This will then be followed up by the HT with parents as appropriate and necessary.
Further action which could include suspension and expulsion is the responsibility of the HT in consultation with the coordinators and relevant teachers.
Physical reprimand, psychological undermining/ harassment, exclusion on her/his own of a pupil without an adult supervision are completely forbidden.
10. Bullying, sexual and racial harassment
Incidences of physical or verbal abuse which show prejudice against a particular person or group for whatever reason will not be tolerated under any circumstances. Where bullying, sexual or racial harassment is suspected or reported it must be investigated as fully as possible and if there are grounds for further follow-up action or continuing vigilance and monitoring the incident must be recorded on a report sheet and reported in the first instance to the HT/ coordinators. If continuing vigilance and monitoring shows that the problem is persisting (eg if the incident is repeated) a second report sheet is filled in and at this stage the parents of the perpetrator are contacted. From this discussion, decisions will be made by the HT, in consultation with the parents on what course of action is to be followed from that point on to find a solution to the problem.
11. Promoting positive behaviour
We are fortunate to work in a school where serious behaviour problems rarely occur. We also have concerned and supportive parents and strong support from governors and clergy in upholding our objectives with regard to behaviour. A system of rewards and
LPEBL - KENTISH TOWN
SCHOOL YEAR 2017/2018
incentives can be a powerful influence in improving attention to behaviour standards and raising self-esteem.
These should include:
- regular verbal praise and encouragement
- opportunities for all children to achieve responsibility – (i.e. class delegates, classroom jobs)
- assembly times where positive and good behaviour is recognised and praised and whole school issues are addressed (ie running around school, good manners at lunchtime etc).
- Stars of the Week to take home or to be displayed in the dining hall for specific achievements.
12. Circle time procedure
Circle time involves the whole class and gives every child the opportunity to discuss and reflect upon how best to deal with problems and the emotions he or she invokes in a nonjudgmental atmosphere.
There are just two basic rules:
- only one person speaks at a time
- everyone is entitled to their say, even if their view is different.
Some shy, insecure or worried children may feel unable to talk about their problems, but may talk to a friend who will tell the teacher.
Older children may prefer to write down a problem which can be placed in a box and read out anonymously.
The benefits of circle time discussions are that:
- the teacher will gain a greater understanding of the children in her class
- children can raise and consider issues of right and wrong and decide the best course of action
- children will understand others better and be able to help each other to solve mutual problems
- pupils will learn how to manage their own behaviour.
13. The use of force to control or restrain pupils (Circular 10/98)
In certain situations it may be necessary to use force to restrain pupils. Since the Children Act 1989, there has been a common misconception that any physical contact with pupils is unlawful. In an emergency any member of staff can use a degree of force or restraint to prevent injury to pupils or themselves. Section 550A of the Education Act 1996 makes clear that teachers and other staff (eg support staff, lunchtime play leaders) authorised by the head teacher may physically intervene in less extreme situations as a last resort.
A reasonable force may be used to prevent a pupil from doing or continuing to do any of the following:
SCHOOL YEAR 2017/2018
- committing a criminal offence
- putting themselves in a situation that may potentially cause harm to themselves or others
- injuring themselves or others
- causing damage to property
- causing an obstruction to the movement of other pupils and staff (blocking a doorway or other school exit or entrance)
- engaging in any behaviour prejudicial to maintaining good order, safety and discipline at school or eg on field trips and authorised out of school activity.
Teachers should be aware of pupils who may react violently if reasonable force or restraint is used so suitable management strategies are in place with the support and understanding of parents.
At all times steps will be taken in advance to avoid the need for physical restraint through dialogue (to calm, respond, and diffuse) or diversion to avoid an escalation of the situation. The pupil should be warned orally that restraint would be used unless s/he desists.
Restraining should be an act of care and control, not punishment and therefore only the minimum force necessary to prevent injury or damage should be applied and should not be used purely to force compliance with instructions unless their behaviour is compromising good order and/or seriously disrupting a lesson.
SCHOOL YEAR 2017/2018
STEWART INTERNATIONAL SCHOOL – LPEBL KT / BEHAVIOUR POLICY APPENDIX 1 – SCHOOL RULES & LIVING TOGETHER RULES
Below are The School Rules and Living Together Rules. These documents are made available to pupils and their parents at the start of the year; they are displayed where appropriate throughout the school and School Rules have to be signed by the child, the parent so that all feel equally involved and take responsibility for good behaviour.
By registering a child in our school, the parents as their children make a commitment to comply fully with the present rules stated in this document.
1. School timings – Punctuality
School timings are given in the table below.
The school cannot be held responsible for pupils arriving before the opening hours.
Lateness and absence are recorded in school's register and notified on the school reports.
Parents and carers picking up pupils have then the sole care of them.
The teaching staff will be grateful to you for respecting the following timings:
2. Attendance
School is compulsory from the age of 5. Regular attendance is a key factor to good progress.
Parents are asked to inform the school by 9.30am in the case their child is absent, by calling or emailing the office.
Any planned absence (medical appointment, exceptional family event) has to be noted in the child's communication book stating the reasons for absence. The Head will allow the absence according to the relevance of the reason stated (anticipated or extended family holidays are not permitted).
Reasons for an unplanned absence have to be given in the communication book when the child comes back to school.
Sick/ unwell children won't be welcomed at school.
In the case the child being injured (wounds, bumps, cuts…) at home, the school asks parents to notify the school at the start of the day.
LPEBL - KENTISH TOWN
SCHOOL YEAR 2017/2018
A pupil with head lice won't be accepted at school until the child has received treatment.
In case of vomiting or diarrhoea episodes, pupils have to be kept away for at least 48h after the last bout of diarrhoea or vomiting.
Any contagious disease must be indicated to the school as soon as known by parents. A medical certificate may be requested by the school when the child is back.
Parents have to fill in the « Administration of Medication » form available on the school's website when they wish for their child to be given medication during school times. The Head Teacher will grant the request whenever safe and implementable.
3. Exiting the school
No pupil is allowed to leave school on her/his own unless a parental written consent has been provided to school.
We ask parents to fill in the relevant section whithin the Back to Scool questionnaire when the child is being picked by carers (detailing the name, first name and contact number of the person in charge).
For safety reasons, we kindly ask parents/carers to clear the pavement in front of the school at the end of the day.
4. Behaviour
We encourage our pupils to respect each other in order to be respected, to express themselves in a polite way, to listen to instructions, to become independent, self-confident, open minded. We ask parents to support us in this effort.
5. Discipline
Stewart International School - LPEBL KT is expecting the whole school community to behave in an acceptable manner : pupils, staff, parents, carers.
Any harmful object is forbidden at school. Personal items are not allowed unless the teacher has specifically instructed otherwise.
Any reprehensive behaviour can lead to a sanction : aggressive or violent behaviour (physical or verbal violence).
Chewing-gum and sweets are forbidden at school.
Computer games, tablets and mobile phones are not authorised at school.
6. School uniform
Children are to wear the uniform.
For all classes :
- School polo shirt (short or long sleeves according to the season)
- Fleece jacket
- Dark coloured trousers or skirt (black, grey, navy blue)
- Smart leather shoes
On sport days :
- A t-shirt
- Dark coloured tracksuit bottom
- Sport trainers
LPEBL - KENTISH TOWN
SCHOOL YEAR 2017/2018
All pupils' clothes and belongings have to be marked.
School uniform can be ordered online :
www.sud.co.uk
Forgotten, lost clothes that have not been collected by parents will be given to charities at the end of each term.
Hair has to be tied up and regularly checked for lice. Finger nails have to be regularly cut. Nail varnish is forbidden.
7. Valuable items
Pupils are not allowed to wear jewellery at school. The school cannot be held responsible for any valuables or money entrusted to pupils. Any belonging or garment must be marked with the name of the child. The school staff are doing their best to avoid any issues, but the school declines any responsibility for lost or damaged belongings.
It is forbidden to bring toys to school (the doudou is allowed in Nursery class ONLY).
8. Pedagogic outings
The school regularly organises class outings or shool events. Fees for these activities are not included whithin the tuition fees. Parents will be asked to pay for these occasions. In order to guarantee the participation of the pupil in the outing, parents have to give their signed consent in time. Futhermore, some outings require an increased number of adults and the school will ask for some parents to volunteer ; the school may cancel the outing should the number of adults be insufficient.
9. School lunch
The school is completely NUT FREE.
A lunch service is provided at school everyday except for Wednesdays.
The school takes dietetic and safety measures when setting up school menus. Menus are regularly posted on the school blog. Last minute changes are possible. A vegetarian option is always available.
Daily snacks are provided by the school in Nursery and Reception classes (parents are to pay a £5 monthly fee). Pupils in the other year groups are free to bring their own NUT FREE snack provided these are healthy ones.
Birthday celebrations at school : we are happy for pupils to celebrate their birthdays at school bringing cakes for a whole group (all food brought to school has to be NUT FREE).
Each month we will celebrate birthdays during either the last Thursday or Friday of the month ; this is to be organised between the parents and the teachers via a note in the communication book.
10. Communicating with the school/ Meeting the teachers
Should parents wish to meet their child's teachers, they can ask for an appointment via the communication book. Parents are asked to check and sign the communication book on a daily basis. The school blog is also a window on what is happening at school : general information pages are accessible to all parents however class pages are only accessible to parents having a child in the concerned level.
If parents need to meet with the Head, they have to make an appointment at the office.
We favour dialogue in case of dispute and insist on close collaration whithin the entire school community : teachers, parents and management.
LPEBL - KENTISH TOWN
SCHOOL YEAR 2017/2018
11. Access to the premises
Parents are not allowed to enter the premises except in case of an appointment or a special event taking place inside the school..
When coming for a visit or an appointment, parents have to sign the visitors' register, take a visitor badge and exclusively use the front stairs (on the right in the entrance hall).
12. Emergency contact details
It is mandatory for parents to fill in the various forms sent by the school (cf. Back to School Questionnaire). We ask parents to inform the school in due time, should any of their details change as the school has to be able to contact them in case of emergency.
Date :
Pupil's signature:
Mother's signature:
Father's signature:
Our rules For everybody everywhere
Our responsibilities
* To listen to adults.
* To respect each other's body and feelings.
* To move around carefully to ensure safety for all.
* To have a go and try our best during activities.
* To adapt one's voice to different areas.
* To respect indoor and outdoor environments.
Our freedoms
* Learn at one's own pace and be allowed to make mistakes in all learning.
* To be free to express feelings and opinions taking into account other's views and feelings.
* To be free to investigate and implement one's own idea and creativity.
* To talk freely with others at appropriate times.
* To feel free to choose a free activity during "choosing time".
SAFEGUARDING AND PROMOTING CHILDREN'S WELFARE POLICIES
PROMOTING CHILDREN'S LEARNING AND ACHIEVEMENT:
SCHOOL BEHAVIOUR POLICY
SCHOOL YEAR 2017/2018
STEWART INTERNATIONAL SCHOOL – LPEBL KT / BEHAVIOUR POLICY
APPENDIX 2 – CODE OF CONDUCT FOR INSTANCES OF BULLYING, SEXUAL AND RACIAL HARASSMENT
1. Introduction
We believe that all incidents of bullying, sexual and racial harassment should be given a high priority. We must ensure that all children know that they should tell an adult about any cases of bullying or harassment that they know of, and should keep telling until it is stopped. Understanding of these issues should form a part of general class discussions relating to social awareness.
2. Verbal abuse
In such cases as are reported to them, members of staff should:
- comfort the victim
- identify what has been said
- tell the abuser, so that the victim can hear, that what they have said is totally unacceptable
- ask them if they understand the term they have used, explain what it means, if necessary
- how would they feel in the victim's position?
- make it clear that it is not to happen again
- ask the abuser to apologise to the victim
- inform the class teachers
- if necessary arrange for follow-up monitoring and complete a report form.
3. Physical abuse
In such cases as are reported to or witnessed by them, members of staff should:
- comfort the victim
- acknowledge and deal with the incident as with verbal abuse
- inform the class teachers
- if necessary arrange for follow-up monitoring and complete a report form.
4. Report form
Where single instances of verbal or physical abuse are judged to be particularly serious in themselves, or where follow-up monitoring is indicated the report form which follows should be completed by the member of staff to whom the incident was reported, in consultation with the child's class teacher. Forms have to be dated, completed fact based and signed. Completed forms should be returned to the HT/ coordinators.
At this stage a decision will be made by the HT/ coordinators, in consultation with the class teacher, whether or not to call in the parents of the perpetrator for a discussion about what is to happen next. If follow-up monitoring is recommended, should a second report form be subsequently received the parents will automatically be called in unless there are important reasons why this should not be so.
SCHOOL YEAR 2017/2018
STEWART INTERNATIONAL SCHOOL – LPEBL KT / BEHAVIOUR POLICY APPENDIX 3 – RESPONSE TO POOR BEHAVIOUR
In class
- Verbal response to pupil by class teacher/teaching assistant
- Child is sent to year group partner in the first instance and then to the coordinator
- If poor behaviour persists the child should be sent to the HT's office with a slip giving the reason for the punishment. This will then be kept by the deputy head teacher
- If the child is sent to the HT's office more than three times parents will be involved although if there is an opportunity to have a discussion with the parent earlier then the class teacher may take this up (parents' evenings for example)
During break times
- Any child behaving inappropriately should be dealt with in the first instance by the teacher on duty. They can be asked to stay on time out for a short time
- If the incident is serious or repeated the child should be sent to the HT's office as soon as back from the playground and the class teachers informed
- If a class is not lining up quietly and sensibly after the whistle has been blown they should be asked to do this during the next break. The class teacher should take them out, line them up and then ask the duty person to oversee them for the time required (5-10 minutes)
- Class teachers should be with their classes promptly at the end of all breaks to supervise their class line
- Teachers should encourage their children to go to the toilet and have a drink before the break.
At lunchtime (see guidance above)
- Children misbehaving in the dining hall can be asked to eat on their own
- Any serious incidents should be recorded and the HT should be informed as soon as possible
All adults working in the school should deal with incidents as they occur and reinforce the expectations of smart appearance. Pupils should not speak rudely to any adult and therefore it should not be tolerated. Keep the HT informed of any pupils who are causing particular difficulties so that information is accurate and recorded when parents become involved.
In extreme cases the Classroom record book can be used for a short period of time and parents will be asked to come in weekly to review the pupil's progress.
The Present policy has been drawn under:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_- _A_guide_for_headteachers_and_School_Staff.pdf
Independent review of behaviour in schools by Tom Bennett
Preventing & tackling bullying:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/623895/Preventing_and_tackling_bullying_advice.pd f
Behaviour & Discipline in schools:
SCHOOL YEAR 2017/2018
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_- _A_guide_for_headteachers_and_School_Staff.pdf Keeping children safe in education:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf
The SEND Code of Practice https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
The Equality Act 2010:
http://www.legislation.gov.uk/ukpga/2010/15/contents
The Education Act 2002:
http://www.legislation.gov.uk/ukpga/2002/32/contents
The Education & Inspection Act 2006:
http://www.legislation.gov.uk/ukpga/2006/40
The Children Act 1989:
https://www.legislation.gov.uk/ukpga/1989/41/section/11A/data.pdf
Charlotte BEYAZIAN 25/10/2017 (Review date: 10/2018)
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MUSIC CURRICULUM PLAN
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer2
INTENT – Luddenden CE School is committed to providing an environment which embraces individuality, creativity, self-expression. Our music curriculum aims to ensure all pupils develop a love and appreciation of music through their experiences of listening, playing and singing. Children will have the confidence to freely express themselves through the medium of music. Our core values in music are love, belonging, compassion and openness.
IMPLEMENTATION – The aims of the National Curriculum are fulfilled through the use of Charanga, a comprehensive online music package. It uses a repetition-based, practical and exploratory approach to musical learning. The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses through listening and appraising, differing musical activities (including creating and exploring) and performing. Children are exposed to a variety of musical genres and develop the skills to identify and evaluate these. They are actively involved in developing their singing voices and musicality, both individually and as part of a group. Children learn how to handle and play classroom instruments and how to interpret musical notation.
IMPACT – Children enjoy music in all its forms. They develop their own musical taste and know about different music genres and the most influential musicians. Learning about the same musical concept through different musical activities enables a more secure and deeper learning of musical skills. Children are assessed using a range of strategies including individual and group performance; pupil voice; peer and self-reviews and verbal feedback. Children will be well equipped to use music as a form of expression. Children's sense of self and wellbeing will be positively impacted.
Through exposure to music in school, children will have a heightened awareness of opportunities outside of school and access to these may therefore be increased.
Me!
My Stories
Everyone!
Our World
Big Bear Funk – a transition unit
* Listening and responding to different styles of music
* Embedding foundations of the interrelated dimensions of music
* Learning to sing or sing along with nursery rhymes and action songs
* Improvising leading to playing classroom instruments
* Singing and learning to play instruments within a song
* Share and perform the learning that has taken place
Hey You!
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
South African music
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Let your spirit fly Styles covered: R&B, western classical, musicals, motown, soul
* improvise and compose music for a range of purposes using the interrelated dimensions of music listen with attention to detail and recall sounds with increasing aural memory
* perform in solo and ensemble contexts, using their voices
*
Listening and responding to different styles of music
* Embedding foundations of the interrelated dimensions of music
* Learning to sing or sing along with nursery rhymes and action songs
* Improvising leading to playing classroom instruments
* Singing and learning to play instruments within a song
* Share and perform the learning that has taken place
Rhythm in the way we walk and the Banana Rap
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
*
play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Festivals and Christmas
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
*
play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
*
experiment with, create, select and combine sounds using the inter-related
dimensions of music
Christmas
Styles covered: carols & hymns
* listen with attention to detail and recall sounds with increasing aural memory appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
develop an understanding of the
* Listening and responding to different styles of music.
* Embedding foundations of the interrelated dimensions of music.
* Learning to sing or sing along with nursery rhymes and action songs.
* Improvising leading to playing classroom instruments.
* Singing and learning to play instruments within a song.
* Share and perform the learning that has taken place.
In the Groove
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Playing together in a band
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Three little birds Styles covered: Reggae
* improvise and compose music for a range of purposes using the interrelated dimensions of music listen with attention to detail and recall sounds with increasing aural memory appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions
* Listening and responding to different styles of music.
* Embedding foundations of the interrelated dimensions of music.
* Learning to sing or sing along with nursery rhymes and action songs.
* Improvising leading to playing classroom instruments.
* Singing and learning to play instruments within a song.
* Share and perform the learning that has taken place.
Round and Round
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Reggae and animals
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
*
play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Learn to play the recorder
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* use and understand staff and other musical notations
* improvise and compose music for a range of purposes using the
* Listening and appraising Funk music.
* Embedding foundations of the interrelated dimensions of music using voices and instruments.
* Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs.
* Playing instruments within the song.
* Improvisation using voices and instruments.
* Riff-based composition.
* Share and perform the learning that has taken place.
Your Imagination
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
A song about being friends
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of highquality live and recorded music
*
experiment with, create, select and combine sounds using the inter-related
dimensions of music
Bringing us together
Styles covered: Disco
* improvise and compose music for a range of purposes using the interrelated dimensions of music listen with attention to detail and recall sounds with increasing aural memory appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions
Reflect, Rewind and Replay
* This Unit of Work consolidates the learning that has occurred during the year. All the learning is focused around revisiting chosen nursery rhymes and/or songs, a context for the History of Music and the very beginnings of the Language of Music.
Reflect, Rewind and Replay
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of high-quality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
The history of music, look back and consolidate your learning, learn some of the language of music
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* play tuned and untuned instruments musically
* listen with concentration and understanding to a range of high-quality live and recorded music
* experiment with, create, select and combine sounds using the inter-related dimensions of music
Reflect and rewind
improvise and compose music for a range of purposes using the interrelated dimensions of music listen with attention to detail and recall sounds with increasing aural memory appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. use and understand staff and other musical notations
Early Years
Year 1
Year 2
Year 3
MUSIC CURRICULUM PLAN
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.
Mamma Mia Style: ABBA
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
Living on a Prayer Bon Jovi – Classic Rock
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
You've got a friend
Styles covered: The music of Carole King
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* perform in solo and ensemble contexts, using their voices
history of music.
* perform in solo and ensemble contexts, using their voices
Glockenspiel Stage 2
Style: Learning basic instrumental skills by playing tunes in varying styles
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
Classroom Jazz 1
Three Note Bossa and The Five Note Swing
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
*
listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
Christmas
Styles covered: carols & hymns
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* perform in solo and ensemble contexts, using their voices
Year 4
Year 5
Year 6
and from great composers and musicians develop an understanding of the
history of music.
* perform in solo and ensemble contexts, using their voices
Stop!
Style: Grime, Classical, Bhangra, Tango, Latin Fusion
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* perform in solo and ensemble contexts, using their voices
Make You Feel My love by Bob Dylan – Pop ballad recorded by Adele
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
War Songs
Styles covered: Songs from WWII
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* perform in solo and ensemble contexts, using their voices
interrelated dimensions of music
Lean On Me Style: Gospel
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
The Fresh Prince of Bel Air Old-School Hip Hop by Will Smith
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
Happy Styles covered: Pop
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* perform in solo and ensemble contexts, using their voices
and from great composers and musicians
develop an understanding of the history of music.
* use and understand staff and other musical notations
* perform in solo and ensemble contexts, using their voices
Blackbird Style: The Beatles
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Dancing in the Street Martha And The Vandellas - a Motown song from the 1960s.
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
Music and Me Styles Covered: Rap
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* use and understand staff and other musical notations
* improvise and compose music for a range of purposes using the interrelated dimensions of music
perform in solo and ensemble contexts, using their voices
Reflect, Rewind and Replay
Style: Western Classical Music and other choice from Year 4
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* use and understand staff and other musical
notations perform in solo and ensemble contexts, using their voices
Reflect, Rewind and Replay Classical Music
Consolidate Learning and Perform - Year 5
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music
Reflect and rewind
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
* use and understand staff and other musical notations
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CCA is committed to partner with parents in developing the academic, athletic, creative, and moral virtues of students to become Christian disciples who are ready to fulfill their specific God-‐given purpose.
6 th -8 th Grade Science Standards
Standards for Reading
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. | <urn:uuid:87ef5cc8-37be-4e80-a684-6cd5367c9310> | CC-MAIN-2021-43 | https://ccawarriors.com/wp-content/uploads/2021/09/6th-8th-Grade-Science-Reading.pdf | 2021-10-28T17:16:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00028.warc.gz | 254,900,246 | 447 | eng_Latn | eng_Latn | 0.994825 | eng_Latn | 0.994825 | [
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Effects of Soil Erosion and Sediment Deposition on Surface Water Quality: A Case Study of Otamiri River
J. C. Osuagwu,
A. N. Nwachukwu, H. U. Nwoke, K. C. Agbo
Department of Civil Engineering, Federal University of Technology, Owerri, Nigeria
_____________________________________________________________________________________________
ABSTRACT---- Soil erosion involves detachment soil particles and transportation by run-off with subsequent deposition of the sediments in river courses and land depressions. The otamiri river is one of the main rivers in Imo state, Nigeria and the source for Owerri water scheme. The river runs from Egbu in Owerri, Imo state to Ozuzu in Etche, Rivers State from where it flows to the Atlantic Ocean. It is a major receiver of sediments from numerous gullies in the watershed. The objective of study was to analyse the nature and extent of the effects of the sediments inflow on the major quality parameters of the river with a view to making recommendations on sustainable preservation of the river. Water samples were collected during runoff inflows at two different locations (A and B) simultaneously for physical and biochemical tests. Location A was near the source at Egbu while B is a location downstream near discharge point of a major gully. The results showed marked fluctuation in quality between samples from location A and B. . Measured values of Ph, hardness, Iron, chloride, BOD, TSS and TDS indicated 30.8%, 88.9%, 50%, 60% , 176%, 94.5% and 84.4% differences respectively. The value of pollution index computed for sample B is 2.43 while that of Sample A is 1.22. This is an indication of a higher level of level of pollution of sample B relative to Sample A. The results indicate that sediments adversely affected surface water quality.
Keywords--- Run-off, erosion, sediments, gully, pollution.
________________________________________________________________________________________________
1. INTRODUCTION
Erosion is a three phase process consisting of detachment of individual soil particles from the soil mass and their transportation by erosion agents (example, wind and water) with subsequent deposition of the related sediments into land depressions, as influenced by natural (geologic soil erosion) or human (accelerated soil erosion) activities (Hundson, 1981)[1]. Soil erosion is a major environmental threat to sustainability and productive capacity of Agriculture. During the last 40years, nearly one-third of the Worlds arable land has been lost to erosion and continues to be lost at a rate more than 10million ha/year. With the addition of a quarter of a million people each day, the world is increasing at a time when per capita food production is beginning to decline. (Penitel and others, 1975)[2].
Erosion poses a major ecological problem in various parts of the World. In United States, Western Iowa region has a reputation for big sediment loads in streams and severe gully erosion problems). Estimates indicate that 5,000 to 10,000 acres of potential crop land are lost or removed from production annually as a result of gully growth (Bettis, 1983)[3]. In many states of Nigeria, erosion has resulted in several environmental hazards such as disruptions of drains, and roads (Eze-Uzoamaka, 1991)[4]. Loss of Agricultural productivity, siltation and washing away of pollutants into river courses are major effects of erosion.
Sediments are naturally occurring materials that are broken down by the processes of weathering and erosion. Sediments enter a river either as fragments eroded from rocky channels or in dissolved form. McDowell (1989)[5]. The deposition of sediment into a waterway can significantly diminish the water quality and aquatic habitat. Sediment deposition in a waterway makes the water more turbid and does not allow as much light to penetrate the water. This causes problems for aquatic plants that need sunlight in order to perform photosynthesis. Furthermore, suspended sediments in the water have the potential of clogging the gills of aquatic organisms and covering the stream bottom. Deposition of sediment on the stream bottom can lead to the suffocation of fish eggs and benthic macro invertebrates and can cause the destruction of natural spawning substrate. Also, with an increased amount of particles in the water, dissolved oxygen levels are reduced because of higher water temperatures. (MCWG, 2012)[6].
Pesticides, some metals and other toxins may sometimes cling to suspended sediments in water and increase the concentration of toxins in water with high amounts of suspended sediments. Similarly, phosphate can also enter a waterway by attaching to eroded particles. When in high levels, phosphate in the water can lead to algal blooms and lower the amount of dissolved oxygen in a waterway.
The most troublesome nutrient element is phosphorous. Freshwater ecosystems developed under very low phosphorous can stimulate production of algae blooms. The organisms in the aquatic system decompose the algae to use as food source. In the process they also use significant amounts of oxygen. Pesticides, some metals and other toxins may sometimes cling to suspended sediments in water and increase the concentration of toxins in water with high amounts of suspended sediments. Similarly, phosphate can enter a waterway by attaching to eroded particles.
The otamiri River is one of the main Rivers in Imo State Nigeria. The river runs from Egbu Past, owerri and through Nekede, Ihiagwa, Eziobodo, Olukwu Umuisi, Mgbirichi and Umuagwo to ozuzu in Etche, in Rivers State from where it flows to the Atlantic Ocean. (Anyanwu 2009)[7]. The Otamiri watershed covers about 10,000k with annual rainfall 2250-2500mm. The watershed is mostly covered by depleted rainforest vegetation, with mean temperatures of 27 o C throughout the year. (Onweremadu, 2007)[8] the River is joined by the Nworie at Nekede in owerri, a river of about 9.2km length. (Acholonu, 2008)[9].
The study covered the three local government areas in Owerri starting from the source at Egbu to Ihiagwa A total of 12 major gullies discharging into the river were located within the study area. The objective of study was to analyse the nature and extent of the effects of the sediments inflow on the major quality parameters of the river with a view to making recommendations on sustainable preservation of the river.
2. MATERIALS AND METHODS
The parameters of interest are Pathogenesis, PH, Biochemical Oxygen Demand (BOD), Hardness, Total Suspended Solids (TSS), Total Dissolved Solids (TDS), Turbidity, Iron and Chloride contents. Samples (A and B) were collected at two locations for relevant tests and comparative analysis.
Sample A was collected at a point upstream near the source of the River where there is no discharge into the river while sample B was collected at a point downstream near a discharge point of a gully. The samples were collected during a rainfall period when there was runoff inflow. Tests were carried out at the Public Health Laboratory of Department of Civil Engineering, federal University of Technology Owerri.
A Philip analog pH meter was used to determine the pH of the water samples at the collection points. The Total Dissolved Solids (TDS) was determined by the evaporation method. Evaporating dish was weighed, and later, 100 cm3 of the water sample was introduced into the weighed dish and dried in an oven and later weighed. The difference in weight gives the weight of the total dissolved solids of the samples. The Total Suspended Solids (TSS) was determined by the filtration method. Water samples were filtered by the use of filter paper. The filter paper and residue were dried in an oven. The difference in weight of filter paper before and after drying gives the Total Suspended Solids (TSS). The tablet count method was adopted for Hardness test using Palin test sample counter and hardness tablets. The hardness was calculated in
Where N is the no of tablets used.
The turbidity test was carried out using a portable microprocessor turbidity meter.
The color match method and Palin test comparator were used for the tests for Iron. For Chloride Tests, the tablet count method using Palin test Chloride tablets. The number of tablets was noted and the result was calculated from the formula
The chloride ion concentration was converted in terms of sodium chloride.
Pathological test was carried out to determine the presence of pathogens. The number of calories in sample which is the plate count was computed thus:
The BOD was determined using Wincklers solutions, starch indicator, concentrated hydrochloric acid and sodium trioxosulphate solution. The
Where = Dissolved Oxygen concentration at zero time
= Dissolved Oxygen Concentration after 5 days incubation period
=
Dilution Factor
The pollution index of the sample was computed using the formula developed by Horton (1965)[10] using multiple items of water qualities and permissible levels of the respective items. From the formula, Pollution index may be expressed as a function of the relative values of .Each value of shows the relative pollution contributed by a single item,
The overall pollution index was computed using equation 5.
Where are the multiple item of water quality and the permissible items of water and are the permissible levels of the respective items. is the number of the item of the water quality and is the number of the water use. The items of water quality considered include Iron Hardness, Chloride, Ph, BOD, TSS and TDS.
3. RESULTS AND ANALYSIS
Tables 1 presents the test results for samples A and B alongside WHO permissible values [11] for computation of the pollution index (Pij for the two samples). The percentage differences in the values are also presented. The results showed marked fluctuation in quality between samples from location A and B. Measured values of Ph, hardness, Iron, chloride, BOD, TSS and TDS indicated 30.8%, 88.9%, 50%, 60% , 176%, 94.5% and 84.4% differences respectively. Recent studies (Lacey, 1982)[12] confirm that increasing hardness in water is correlated with decreasing cardio-vascular mortality in males. It is important to note that Iron content for both samples are above maximum permissible levels. Iron has a lot of corrosive property which imparts to surface water as Iron (iii) hydroxide. The corrosive nature of this compound can cause harm to humans if the WHO permissible limit is exceeded (Egereonu and Ozuzu, 2005)[13].
It is important to note that there was absence of Pathogens in Sample A while Sample B contained 1.0 col of pathogens. This could lead to gastro-intestinal infections when the water is consumed. Tables 2 and 3 present computed values of for the two samples.
For sample 'A' using equation 5
Similarly, for Sample 'B',
A value of 1.0 is a critical value. Though the values of Pij obtained for samples A and B indicate pollution (greater than 1), the value for sample B is twice higher than the value for sample A. This indicates much higher level of pollution of pollution of the water sample collected near the gully discharge points relative to the one collected near a location of no sediment inflow.
4. CONCLUSION
From the results, it is observed that sediment inflow from gully erosion into the river imparts negatively on the river quality. A higher value of pollution index for the sample collected near a gully discharge point relative to the sample collected at a location upstream where there are no discharge points confirms that the river is polluted by sediments inflow. Though the general level of pollution is moderate, the presence of Pathogens in Sample B and high Iron content should be a source of concern. Otamiri River serves as a major source of water to many communities along its course. Its pollution will impart negatively on public health. The implications on the health of rural dwellers that use the water should be a source of concern to the Government and Non- governmental organisations.
Since virtually all gullies in discharge into water courses, the pollution effect is bound to increase with increasing menace of gully erosion in South Eastern Nigeria. It is therefore necessary that a proactive and multidisciplinary approach should be adopted in solving the problems of Erosion. Beyond the primary effects such as loss of land and property, the secondary effects like sediments inflow into Rivers and the resultant effect on surface water quality should not be neglected. The cost of water treatment is bound to increase with depreciation of water quality.
5. REFERENCES
[1]. Hundson, N.W. Instrumentation for Studies of the Erosive Power of Rainfall. Proceedings of International Symposium on Erosion and Sediment Transport Measurement, Italy. June 1981.
[2]. Penitel, D., Howey, C., Resosidarmo, P., Sinclair, K., Kurz, D., Crist, S., Shipiritz L., Fitton, L. and Blair, R. Environmental and Economic Costs of Soil Erosion and Conservation Benefits. www.com /shows/results/16 .1975.
[3]. Bettis, E.A.. Gully Erosion, Iowa Geology No 8. Iowa Department of Natural Resources. 1983
[4]. Eze-Uzoamaka, O.J.. Hydraulic Soil Erosion And its Management in Rural Development. Proc. Engineering for Accelerated Rural Development, Faculty of Engineering, University of Nigeria, Nsukka.1991
[5].McDowell, D.M. A General formula for estimation of the rate of transport of the rate of Transport of Bed load by Water. J. Hydraulic Resources (27(3) 355-61. 1989.
[6]. MCWG . Effects of Sediments on Water Quality. Mill Creek Watershed Group Constitution. www.milcreek.20m.com 2013
[7].Anyanwu F.C. A Comparative Evaluation of early Rains Phytoplankton productivity of Nworie and Otamiri Rivers, AICE, Owerri. 2009
[8].Onweremadu, E.U. Soil Mecury Distribution in Forest Savana Mosaic in Relation to Soil fertility. J of Environmental Toxicology vol 1 (4). P158-166. 2007.
[9]. Acholonu, A.D. Water Quality Studies of Nworie River in Owerri Nigeria. Missisipi Academy of Sciences. 2008.
[10]Horton R.K.. An index number system for Rating Water Quality. Poll, Control Fed. 37(3). 1965
[11]. World Health Organisation. International Standard for Drinking Water, WHO, Geneva. 1984.
[12].Lacey, W.F. Changes in Water Hardness and Cardiovascular Environment of the Benin Formation, Nig.j. Min. Geology 17, P147-151. 1982.
[13].Egereonu U.U. and Ozuzu C.I. (2005). Physiochemical Analysis of River Niger at Onitsha Bank, Nigeria. J. Chemical Society of Nigeria, vol 30, p. 197 | <urn:uuid:9a531ce4-37eb-4b03-8b0a-825cda97a7d9> | CC-MAIN-2021-43 | https://ajouronline.com/index.php/AJET/article/download/1711/921 | 2021-10-28T16:49:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00031.warc.gz | 175,182,998 | 3,545 | eng_Latn | eng_Latn | 0.848107 | eng_Latn | 0.990573 | [
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What age related expectations are
Since 2014, the National Curriculum for England has included a set of age related expectations for the end of Key Stage 1 and Key Stage 2. Pupils are then assessed at the end of each Key Stage as either 'working towards the expected standard', ' working at the expected standard' or 'working at greater depth within the expected standard'.
These are sometimes simplified as 'working towards', 'working at' and 'greater depth'. Occasionally, where pupils are operating at a considerably lower level, pupils may be assessed as 'pre- key stage'.
How this applies to each year group at Carrington Junior School
Pupils at Carrington Junior School experience learning opportunities in line with the 2014 curriculum for England. The end of Key Stage expectations are subdivided into appropriate learning for each year group and throughout the year pupils are assessed to see how many of these expectations they meet. Teachers use a mixture of teacher assessment, which is informed by ongoing learning in books and in class, and testing, which happens three times a year towards the end of term. By the end of the year most pupils should be at age related expectations for the objectives covered within that year.
What this looks like in practice
Example objective: Year 3 – I can add numbers with up to 3 digits using formal column methods
What a working towards outcome might be
What a working at outcome might be
What a greater depth outcome might be
The pupil may be able to add one digit and two digit amounts successfully, which helps them to complete some prearranged column addition questions. However, they may not yet be able to set up their own column calculations, or successfully add numbers where an individual column exceeds a value of 9.
The pupil can set up and successfully use column addition, including where an individual column exceeds 9 and where the answer exceeds 1000. They can explain the place value of the digits they use and use the method to solve worded problems where this is appropriate.
The pupil can set up and successfully use column addition for a range of questions, including worded problems. They can fix examples of wrong answers and incorrect calculations. They will be able to explain and justify their response to a reasoning question as below.
How you will know where your child is
Reporting to parents happens three times a year at the Autumn and Spring face to face parents meetings, where interim reports indicate if pupils are currently working towards, at the expected standard, or at greater depth, and in the end of year report in the Summer Term. Additionally, parents can always make an appointment to discuss progress with the class teacher at any time of the year.
(Updated Summer 2019) | <urn:uuid:4815a60d-68a1-4182-81df-db0a210f74a7> | CC-MAIN-2021-43 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2129659/user/nxzlcluIEz?response-content-disposition=attachment%3Bfilename=Age_related_expectations_and_assessment_%25281%2529.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1635486446&Signature=e%2FhAEw94MCYyK4cfiQf2f0WX6zg%3D | 2021-10-28T17:47:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00030.warc.gz | 624,814,341 | 551 | eng_Latn | eng_Latn | 0.99896 | eng_Latn | 0.99896 | [
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Beyoncé - Glossary
according to preposition
used for saying where information or ideas have come from
According to newspaper reports, fighting has broken out in the northern provinces.
album noun [countable]
a CD, record, or cassette with several songs or pieces of music on it
The band will release its third album in May.
audience noun [countable]
a group of people who have come to a place to see or hear a movie, performance, speech, etc.
The music was performed before an enthusiastic audience.
big name noun [countable]
a famous person in a particular activity
A lot of big names showed up at the gallery opening.
come out phrasal verb
if something such as a book or a movie comes out, it becomes available to buy or see
We've recorded a new album, and it's coming out in the spring.
date verb
if you and another person are dating, or if you are dating someone, the two of you are having a sexual or romantic relationship with each other
They've been dating for over six months now.
earn verb
to receive money for work that you do She doesn't earn much money, but she enjoys the work.
hit noun [countable]
a song that sells a very large number of copies They played a lot of old hits from the 70s and 80s.
mixture noun [singular]
a combination of two or more different things, people, qualities, etc.
over and over (again) phrase
many times
They keep asking the same questions over and over again.
ringtone noun [countable]
the sound that your cell phone makes when someone calls you, for example a series of short sounds or a musical tune sold out
adjective if an event is sold out, all the tickets for it have been sold
solo adjective
playing or singing alone, not as part of a band, orchestra, etc.
She is releasing a solo album.
stage noun [countable]
the part of a theater where the actors or musicians perform
They had now been on stage for over four hours.
star in phrasal verb
to be the main actor or performer in a movie, play, television program, etc.
Sarah has missed her chance of starring in the school play.
talent show noun [countable]
competition in which singers, dancers, etc. show their ability
We're helping to organize the school talent show.
tour noun [countable]
a trip in which a person or group visits several different places in order to play or perform The group is currently on tour in Europe.
.
tune noun [countable]
a song or piece of music the station that plays all your favorite tunes
wonder verb
The building was a strange mixture of styles.
to think about something because you want to know more facts or details about it I wonder if they'll get married.
This page has been downloaded from www.insideout.net It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers S.,A. de C.V. 2009. Definitions from the Macmillan English Dictionary for learners of American English © Macmillan Publishers Limited 2002 and the Macmillan Essential Dictionary for learners of American English © Macmillan Publishers Limited 2003 www.macmillandictionary.com | <urn:uuid:04ca266e-3fdc-4fcf-925f-bf434ba79c2a> | CC-MAIN-2021-43 | https://www.insideout.net/wp-content/uploads/2010/09/NAIO406G-Beyonce1.pdf | 2021-10-28T17:55:30+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00031.warc.gz | 1,008,716,709 | 681 | eng_Latn | eng_Latn | 0.998743 | eng_Latn | 0.998743 | [
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Super Storms - Comprehension Questions
p.268 - What do we call changes in the air? How are storms different from normal changes in the air? What causes a storm?
p.271 - Reread the first paragraph...What is the main idea of the paragraph? What details on the page support the main idea that lightning is dangerous? What happens a few seconds after lightning flashes?
p.271 - What clues in the text and photograph help you figure out the meaning of the word 'flash'? What sometimes causes fires during thunderstorms? What causes the sound of thunder?
p.272 - In what ways do you think hailstones can destroy crops and damage cars?
p.273 - What is the topic on this page? What are some details that describe tornados? Based on these details, what words might you use to describe a tornado?
p.274 - What does a tornado watch mean?
p.276 - What details in the text support the main idea that hurricanes are dangerous?
p.276 - Why should you beware if you are in the eye of a hurricane?
p.278 - What detail words does the author use to describe the effects of hurricanes? How do these words help you visualize what is happening?
p.279 - How are blizzards and hurricanes different? What are some effects of a blizzard?
p.281 - What are some words you can use instead of the word 'prevent' in the first sentence?
p.281 - What is the article "Super Storms mainly about?
Use the retelling cards to retell the story in your own words. | <urn:uuid:9fc5f7cb-9f78-4040-9685-51dc62cfc304> | CC-MAIN-2024-10 | https://www.mrsgalaviz.com/uploads/8/4/6/9/84699030/comp_questions_-_super_storms.pdf | 2024-02-24T09:48:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00063.warc.gz | 919,907,814 | 335 | eng_Latn | eng_Latn | 0.999271 | eng_Latn | 0.99904 | [
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Interactive Session Plan
Organisation
Time Available
Session Theme
Age Group
Baldwin Whitehall Soccer Association
15 mins
15 mins
Simon Says (Body Movements)
Juniors
Click to insert session diagram
Organization
Play Simon Says with the team as the players dribble in the grid. If a player does something they are not supposed to, issue them a minor forfeit (e.g. star jumps or toe taps).
Examples of commands could be: Change direction, stop the ball, stop the ball and put your belly on the ball, exchange balls through passing.... etc.
Key Coaching Points
Head Up.
-Close and under control
Dribbling Skills:
-Use all parts of the foot.
Passing Quality (Accuracy and weight of pass)
-Use both feet.
Listening Skills
Trapping the Ball
Turning Skills
Progressions
Simons Says but demonstrate skill, rather than tell them the command.
Points- Everyone starts on 5 points, players who the last to do the action said by the coach or does the wrong action, loses 1 point. The player with the most points at the end wins. | <urn:uuid:3a04bfc5-685b-494e-a383-32ca33faa436> | CC-MAIN-2021-43 | https://dt5602vnjxv0c.cloudfront.net/portals/7596/docs/simon%20says%20body%20movements.pdf | 2021-10-28T18:34:19+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588398.42/warc/CC-MAIN-20211028162638-20211028192638-00031.warc.gz | 335,257,977 | 238 | eng_Latn | eng_Latn | 0.996371 | eng_Latn | 0.996371 | [
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PE-III - PHYSICAL EDUCATION AND YOGA [SEMESTER I]
Course Code: FBEPE3
Credits : 4
Total number of hours –100 (L- 25; T-25; P/PW- 50) Objectives
The student teacher is enabled to
- understand the meaning of physical education and yoga.
- understand the aim of yoga and its significance.
- understand the role of Yoga in Holistic Health Education
- integrate Yoga and meditaion in school education
- perform various Asanas correctly and to know its benefits
Unit I - Nature of Physical Education 6)
(L - 5; T - 4; P/PW –
Meaning of Physical Education, Definition, Scope of Physical education, Aim and objectives of Physical Education, Need and importance of Physical Education, Indoor games and outdoor games.
Unit II – Nature of Yoga Education 8)
(L - 4; T - 4; P/PW –
Concept of Yoga, Need and Importance of Yoga – Objectives of Yoga – Historical development of Yoga – Guidelines for Practicing Yoga - Difference between physical exercises and yogic practices - Types of Yoga - Eight limbs of yoga.
Unit III – Physical Education for Overall development (L - 5; T - 5; P/PW – 12)
Health related components of Physical fitness – Muscular strength – Muscular Endurance – Flexibility – respiratory endurance and body composition, Need and Importance of Physical Exercise – Aerobic exercise – Anaerobic Exercise – Recreation – Difference between leisure and recreation – Recreation and work in the students learning centre – Recreation and Physical Education – Play out let for tension – Need for Recreation – Levels of Recreation.
Unit IV – Yoga for Holistic Health (L - 5; T - 4; P/PW – 12)
Concept of Health, Need of Yoga for Positive Health – Potenital concept of ill health, Role of Yoga for preventing common diseases, Yoga and meditation in life situations, stress management through yoga, Posture - Common postural deformities - Round shoulders – Kyphosis – Lordosis – Scoliosis - Yogic Exercises for improving postural defects, Different position of Asanas - Long sitting Asanas – Prone Position Asanas - Supine position Asanas – Standing position Asanas – Kneeling position Asanas
Unit V - Physical Education and Yoga Program in secondary schools
(L - 6; T - 5; P/PW –
7)
Need, Importance and planning for teaching of Yoga, Yoga and class room problems - solutions – General Lesson Plan - Preparation of yoga lesson plan, Physical Education activities in Secondary Schools and their importance – Intramural competitons -Methods of teaching physical activities.
Practicum (Any Three)
(T-3; P/PW-5)
1. Suggest certain ways to motivate children to play physical activities. (out door games)
2. Prepare three Yoga lesson plans in teaching Asanas.
3. Prepare a booklet to depict various positions of Asanas.
4. Express your personal views and experiences on the role of Yoga and meditation in promoting Holistic Health.
5. Submit a report on Physical Education programme in any school.
References
Ansari, M.S. (2007). Physical education and sports, Meerut: International Publishing House.
Biranchi Narayan Dash. (2010). Health and physical education. New Delhi: Neelkamal Publications Pvt. Ltd.
Deepak Jain. (2001). Text of physical education. Delhi: Vivek Thani Khel Sahitya Kendra Publishers.
James Hewilt. Teach yourself yoga (3rd ed.). Bungag, Suffolk: British Library Cataloguing Publication.
Mangal, S.K. (2005). Health and physical education. Ludhiana: Tandon Publications.
MDNIY. 2010 "Yoga Teachers Manual for School Teachers", New Delhi
Narayanan, N.C. (2002). Handbook on yoga. Tirunelveli: SCAD Sports Acadamy.
NCERT. 2013 Training and resource materials on Adolescence Education, NCERT, New Delhi (This material is also available on www.aeparc.org.www.ncert.nic.in)
NCTE. 2015. Yoga Education-Bachelor of Education Programme, New Delhi.
Pandit Shambu Nath. (1988). Speaking of yoga: A practical guide to better living. New
Delhi: Sterling Publishes Private Limited.
Swami Sathiyananda Saraswathi. (1983). Dynamics of yoga. Bihar: Bihar School of Yoga.
Thirunarayanan, C. & Hariharasarma. (1989).
An analytical history of physical education.
Karaikudi: Alagappa University.
www.stylesatlife.com/articles/best-yoga-asanas www.boneandspine.com>Pediatric Disorders
www.healthline.com/health/balanced-diet www.who.int/featuresa/malnutrition/en/
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Welcome to Year 5
We are so excited for the year ahead and have lots of exciting learning opportunities and experiences planned for your child this year. If you have any questions about your child's learning, please speak to your child's class teacher during drop off/pick up. Thank you for your continued support!
Miss Lancaster, Mrs Curtis and Mrs Holtham
Maths
In maths this half term we will be concentrating on place value. This will include learning all about numbers up to 1,000,000. This will include rounding, partitioning, finding more or less and comparing and ordering these numbers. Towards the end of the term, we will be moving onto addition.
Writing
Our talk for writing text for this half term is The Nightmare Man. Your child will explore the different language features and different paragraphs in this text, before writing their very own wishing tale using the suspense toolkit.
PE
Your child's PE day will be-
5EL (Miss Lancaster)– Thursday 5CH (Mrs Curtis & Mrs Holtham)- Friday
Please ensure your child has plain black shorts, joggers or leggings and a plain white t-shirt with appropriate footwear.
All jewellery (including earrings) will need to be removed for PE.
Reading
Our reading book this term is Kensuke's Kingdom. The children will develop a range of reading skills including prediction, retrieval, word meaning, inference and summarising.
Science
In science we will be learning about life cycles and will be able to identify which lifecycles show metamorphosis. We will move on to learning about how plants reproduce.
Reading Enhanced Curriculum
In our History lessons we will be answering the question-
Who were the Romans and what was their impact in Britian?
We will be looking at the Roman Empire and learning about the invasions from the Roman army and learning about our important person for the topic Julia Caeser. We will then explore how life in Roman Britian was different. Towards the end of the term, we will be moving onto Geography where the children will learn how to use an atlas and how to find locations using grid references. | <urn:uuid:b6b30081-9cc8-49a0-a4e5-02bca512b2f5> | CC-MAIN-2024-10 | https://www.mpacademy.org.uk/wp-content/uploads/sites/135/sites/186/2023/10/Year-5.pdf | 2024-02-24T09:42:02+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00067.warc.gz | 911,786,179 | 429 | eng_Latn | eng_Latn | 0.998843 | eng_Latn | 0.998843 | [
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GENDER-SENSITIVE SCIENCE LEARNING RESEARCH QUOTATION MOSAIC-PART 1
For study and capacity building
Guidance for Partners
WwEU February 2021
Nothing has worked! Despite more than 30 years of focus on 'enthusing, fascinating or encouraging' girls into STEM, there has been NO CHANGE in the proportion of girls choosing physics Alevel. It is clear that one-off interventions don't work. Initiatives that seek to 'encourage' girls into STEM by implying that girls must change to fit into the science world are misplaced. Competitions are also a risk. Girls do not need competition to motivate them and are often more inspired by co-operative activity. And simply being a woman who works in STEM doesn't make someone an effective role model. Some role models are 'too perfect' and are therefore off-putting. For a girl, enjoying, being interested or being good at a subject isn't enough to persuade her to continue studying it – she has to be convinced that it has a value for her future and that it doesn't limit her future options.
"Not for people like me?" WISE, UK 2014
Yet there is still a lack of women in STEM careers across Europe, particularly Western Europe. While a few (mainly ex-Soviet) countries have around 20% women in STEM, Western European countries such as France and Spain (17% each), Denmark (16%), Germany (15%), Finland (15%), and UK (9% - the lowest) all bring the European average down to 17%.
Women into Science & Engineering (WISE), 2012
https://www.wisecampaign.org.uk/
Girls are being turned away from STEM careers by a perception of greater sexism in the workplace. For example, the 2011 Girlguiding UK survey found that 30% of girls thought that worries about sexism in the workplace put girls off a career in science or engineering.
Women into Science & Engineering (WISE), 2012
https://www.wisecampaign.org.uk/
Use role models from diverse backgrounds to appeal to the whole spectrum of the student population. Show women working with diverse groups of colleagues, rather than a single talking head, because most girls do not want to be the odd one out… Role models should be promoted from primary school age…
Women into Science & Engineering (WISE), 2012
https://www.wisecampaign.org.uk/
Actively promote examples of how employers are making real changes to the working environment, supply chain and partnerships in order to ensure that women, men and women with families, and other under-represented groups are welcome and will progress on merit.
Women into Science & Engineering (WISE), 2012
https://www.wisecampaign.org.uk/
Interestingly, the most strongly gendered trait – caring – comes among the top three qualities that the majority of girls of this age group say they admire in other people when asked to choose from a list. The qualities that girls admire the most in other people are being fun (65%), caring (64%) and being honest (61%), with around three in five girls choosing these over other qualities. The least important qualities were power (13%), looks (21%) and success (22%). Qualities rated in the middle, in descending order, were bravery, humor, talent, inspiring, says what they think, intelligence and bouncing back after hard times. Girlguiding UK – Survey 2015
When asked to choose their top three potential careers for when they grow up, fewer than one in ten girls chose engineer or architect (3%), scientist (6%) or lawyer (6%). This seems to correlate with the feeling that girls have that boys are better at some activities than girls.
Girls' top choices were singer or dancer (34%), teacher (29%) and vet (26%), with artist or designer (24%) and beautician or hairdresser (23%) close behind. A significant minority defy stereotypes in their choices, with one in ten choosing becoming a sportswoman (12%), or being a doctor in their top three careers (11%), and 2% of girls placing being the Prime Minister in their top three jobs. Girlguiding UK – Survey 2015
Girls take action to make a positive impact on their communities – and harness the power of the internet to raise awareness of campaigns that matter to them. At the same time, many more girls than last year say that they don't feel their voices are being heard by the people in power.
Girlguiding UK – Survey 2015
Over 80% of Y6 and Y8 see scientists as 'brainy'
* Science careers as only for the exceptional few
* Those who see science as "interesting, but..." tend to be 'middling' pupils
"She [daughter] said 'oh, you have to be really clever [to study science], you have to be a geek'... She says 'I'm not clever enough to be good at science'" (Sandra, mother).
* Dominant notions of 'cleverness' (gender, class ...)
"It's always seen as … geeky men" (Shelley, mother)
"It's not very girly ... it's not a very sexy job, it's not glamorous' (Ella, mother). Professor Louise Archer, King's College London
"I would say there are like two types of people that are into science – either there are the really like geeky people...or there are like people who are like me who aren't like geeky but they have a knack for it ... I play the guitar and do rowing and obviously the girly stuff that other normal girls do" (Davina, Y8 girl). Professor Louise Archer, King's College London
"I said [to my daughter] why can't you do science? She said 'oh no it's a boy thing'. They had an after school science club and she said 'I'm not going because it's all boys'. I said well you should at least go along and see if you enjoy it. She went twice and then she stopped going because it was all boys and she had no girls to talk to" (Sandra, mother of Danielle). Professor Louise Archer, King's College London
The research found that even though most children aged 10/11 years enjoy science, the majority already see science careers as "not for me." Using a feminist poststructuralist theoretical lens, this paper explores the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age. It is argued that dominant associations of science with "cleverness" and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them "thinkable" (and that this occurs only within narrow parameters, through identity performances as either "feminine scientists" or "bluestocking scientists").
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
Evaluations suggest that while many interventions aimed at encouraging more girls into science may improve girls' attitudes to science, they frequently have little effect on girls' actual subsequent choices.
"Balancing Acts": Elementary School Girls' Negotiations of Femininity,
Achievement, and Science, 2012 (Archer et al)
Gender differences can also be produced and reinforced through the education system, resulting in the "othering" of girls within science/mathematics and hindering their progression. For instance, critiques have been made of how the mainstream science curriculum tends not to represent the interests and values of girls, and hence holds less relevance for them.
"Balancing Acts": Elementary School Girls' Negotiations of Femininity,
Achievement, and Science, 2012 (Archer et al)
The role of teachers has also been highlighted, demonstrating how both explicit and implicit gendered expectations and messages are frequently communicated within classrooms. Often these practices occur at the "micro" level, as illuminated by the work of Carlone and colleagues in the United States, which shows powerfully how even within reform-based classrooms, the values and practices of individual teachers can profoundly shape (and restrict) the extent and nature of scientific identities that are available for children, with the result that many girls (and students from minority ethnic and/or low socioeconomic status backgrounds) cannot access or perform a viable "science identity."
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
The girls' encounter with a desirable ("cool") "science femininity" seems particularly important for enabling them to see science as a "thinkable" identity that is also an intelligible gender identity.
Indeed, as Buck et al. (2008) discuss, young women (eighth graders) were only able to value female scientist role models when they were also able to relate to them as women on some level.
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
Moreover, while the girls in our study are still very young, it is interesting to consider their performances of femininity and engagement with science in light of Ong's (2005) findings that some minority ethnic female physics undergraduates purposefully limit their performances of heterofemininity to appear credible and competent scientists (e.g., wearing trousers and no makeup). It is perhaps unsurprising, therefore, that the middle-class, academic science-aspirant girls in our study all performed sexually "restrained" versions of desirable heterofemininity. That is, their performances of femininity were not excessive, sexually provocative or "vulgar" (Skeggs, 1997, 2004).
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
We thus conclude that science aspirations sit in an uneasy tension with femininity and must be continually carefully negotiated and defended against challenges from wider popular discourses which align science with masculinity. The root of continued gender inequalities in girls'/women's participation in, and experiences of, science is, therefore, complex, multiple, and highly resistant to change—and is especially problematic for girls who are not middle class and who do not occupy "clever" learner identities.
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
Our research points to the potential value of schools and science educators engaging in activities and approaches that enable teachers and students to deconstruct popular gender discourses and stereotypes.
"Balancing Acts": Elementary School Girls' Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)
Most of the school children we interviewed felt that the science they practised in school bore little or no relation to the science practised in the 'real' (grown up) world. Indeed, criticisms of the gap between school science and 'real' science are not new – and calls continue to be made to increase the 'real world' relevance of science in order to better engage young people.
'Doing' Science versus 'Being' a Scientist, 2010 (Archer, Osborne, et al)
: Couldn't [girls] care about fashion
Int and
science?
Boy 2: No they wouldn't, because fashion and science don't mix.
'Doing' Science versus 'Being' a Scientist, 2010 (Archer, Osborne, et al)
This may point to the need to work with multiple visions of science – a position that in itself suggests a need to disrupt dominant discourses around science and the identity of the scientist.
'Doing' Science versus 'Being' a Scientist, 2010 (Archer, Osborne, et al)
What works and what doesn't?
* One-off interventions don't work – consistent approaches are essential.
* Initiatives that seek to 'encourage' girls into STEM are misplaced.
* The evidence is that girls are making entirely logical careers choices based on the information available.
* There should be NO implication that girls must change.
* The needs of girls and young women, including supportive employment conditions and the ability to progress while working part time, must be consistently embedded into all messaging from the STEM sector.
* Above all, girls need to be able to self-identify that 'science is for people like me'.
"Not for people like me?" WISE, UK 2014
Although it is clear that the problems facing engineering are not easily resolved, not one of the past or current initiatives has had the game-changing effect necessary to truly shift perceptions and stimulate a much needed influx of young people into the profession.
Whilst many initiatives are innovative and well received, most are only chipping away at the problem, arguably appealing to too small an audience, often among those young people already receptive to the profession.
"Not for people like me?" WISE, UK 2014
Many of the current STEM interventions are based on a very limited range of activities and types of careers, for example the archetypal scientist in a lab or the archetypal engineer building bridges or things that fly. However this misrepresents the range of activities undertaken by people with STEM qualifications in the STEM workforce.
It also only really engages those who self-identify as doers – using verbs – and seek an output of their occupation (on average males). It doesn't engage those who seek to understand and identify with the sort of people who do those jobs – those who self-identify using adjectives – and seek job satisfaction from the impact of their work on others (on average females). Only by enabling students to reconcile their self-identity with a STEM identity will they see STEM as 'for people like me'. "Not for people like me?" WISE, UK 2014
To engage under-represented groups, particularly girls, we need to:
* Give students messages that allow them to resolve the conflict between their self-identity and their perception of the STEM-identity.
* Use adjectives to describe the sort of people – their aptitudes – who work in STEM, as well as explaining what engineers 'do', using verbs.
* Talk to parents and students about the wide range of careers in STEM-based businesses – the 10 types of scientist – and not just the standard engineers and scientists.
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LET's PRACTICE!
In the orchard
1.Underline the fruits in the text!
2. Match the pictures with the fruit names!
peaches apricot
pear cherries
MADARASZ ANNAMARIA
This is my grandparents' orchard. I help my grandparents every summer in their orchard. There are many fruit trees there but the apples, cherries, plums, pears, apricots and peaches are my favorite. I love oranges and lemons too but these fruits do not grow in their orchard.
4. Identify words in the letterline!
asderapplertaplumsdertorangesklemwpearoptcherrywertaltapricot
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Maria Montessori
Maria Montessori
August 31, 1870
Born
Chiaravalle (Ancona), Italy
Died
May 6, 1952 (aged 81)
Noordwijk, Netherlands
Resting place Noordwijk, Netherlands
Nationality Italian
Education
University of Rome La Sapienza
Medical School
Occupation Physician and educator
Known for
Founder of the Montessori method of education
Religion Catholic
Children Mario Montessori Sr.
Maria Montessori (August 31, 1870 – May 6, 1952) was an Italian physician and educator, a noted humanitarian and devout Catholic best known for the philosophy of education which bears her name. Her educational method is in use today in public and private schools throughout the world.
Contents
[hide]
- 1 Life and Career
o 1.1 Birth and Family
o 1.2 1883–1896: Education
[x] 1.2.1 Early education
[x] 1.2.2 Secondary school
[x] 1.2.3 University of Rome—Medical school
o 1.3 1896–1901: Early Career
[x] 1.3.1 Work with mentally disabled children
[x] 1.3.2 Public advocacy
[x] 1.3.3 Orthophrenic School
o 1.4 1901–1906: Further studies
o 1.5 1906–1911: Casa dei Bambini and the spread of Montessori's ideas
[x] 1.5.1 The first Casa
[x] 1.5.2 The spread of Montessori education in Italy
o 1.6 1909–1915: International recognition and growth of Montessori education
[x] 1.6.1 Montessori in the United States
o 1.7 1915–1939: Further development of Montessori education
[x] 1.7.1 Spain (1915–1936)
[x] 1.7.2 The Netherlands (1917–1936)
[x] 1.7.3 The United Kingdom (1919–1936)
[x] 1.7.4 Italy (1922–1934)
[x] 1.7.5 Other countries
[x] 1.7.6 The Association Montessori Internationale
[x] 1.7.7 Peace
[x] 1.7.8 Laren, the Netherlands (1936–1939)
o 1.8 1939–1946: Montessori in India
[x] 1.8.1 Internment in India
[x] 1.8.2 Elementary material, Cosmic Education, and Birth to Three
o 1.9 1946–1952: The Last Years
- 2 Educational Philosophy and Pedagogy
o 2.1 Early influences
o 2.2 Scientific pedagogy
o 2.3 Casa dei Bambini
o 2.4 Further development
- 3 Works
- 4 Notes
- 5 References
- 6 External links
[edit] Life and Career
[edit] Birth and Family
Maria Tecla Artemesia Montessori was born on August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro Montessori, 33 years old at the time, was an official of the Ministry of Finance working in the local, state-run tobacco factory. Her mother, Renilde Stoppani, 25 years old, was well educated for the times and was probably related to Italian geologist and paleontologist Antonio Stoppani. [1]
[edit] 1883–1896: Education
[edit] Early education
The Montessori family moved to Florence in 1873 and then to Rome in 1875 because of her father's work. Montessori entered a public elementary school at the age of 6 in 1876. Her early school record was "not particularly noteworthy" [2] , although she was awarded certificates for good behavior in 1st grade and for "lavori donneschi", or "women's work", the next year. [3]
[edit] Secondary school
In 1883 [4] or 1884, [5] at the age of 13, Montessori entered a secondary, technical school Regia Scuola Tecnica Michelangelo Buonarroti, where she studied Italian, arithmetic, algebra, geometry, accounting, history, geography, and sciences. She graduated in 1886 with good grades and examination results. That year, at the age of 16, she continued at the technical institute Regio Istituto Tecnico Leonardo Da Vinci, studying Italian, mathematics, history, geography, geometric and ornate drawing, physics, chemistry, botany, zoology, and two foreign languages. She did well in the sciences and especially in mathematics. She initially intended to pursue the study of engineering upon graduation, an unusual aspiration for a woman in her time and place. However, by the time she graduated in 1890 at the age of 20, with a certificate in physics–mathematics, she had decided to study medicine instead, an even more unlikely pursuit given cultural norms at the time. [6]
[edit] University of Rome—Medical school
Montessori moved forward with her intention to study medicine. She appealed to Guido Baccelli, the professor of clinical medicine at the University of Rome but was strongly discouraged. Nonetheless, in 1890, she enrolled in the University of Rome in a degree course in natural sciences, passing examinations in botany, zoology, experimental physics, histology, anatomy, and general and organic chemistry, and earning her diploma di licenza in 1892. This degree, along with additional studies in Italian and Latin, qualified her for entrance into the medical program at the University in 1893. [7] She was met with hostility and harassment from some medical students and professors because of her gender. Because her attendance of classes with men in the presence of a naked body was deemed inappropriate, she was required to perform her dissections of cadavers alone, after hours. She resorted to smoking tobacco to mask the offensive odors. [8] Montessori won an academic prize in her first year, and in 1895 secured a position as a hospital assistant, gaining early clinical experience. In her last two years she studied pediatrics and psychiatry, and worked in the pediatric consulting room and emergency service, becoming an expert in pediatric medicine. Montessori graduated from the University of Rome in 1896 as a doctor of medicine. Her thesis was published in 1897 in the journal Policlinico. She found employment as an assistant at the University hospital and started a private practice. [9][10] )
[edit] 1896–1901: Early Career
From 1896 to 1901, Montessori worked with and researched so-called "phrenasthenic" children—in modern terms, children experiencing some form of mental retardation, illness, or disability. She also began to travel, study, speak, and publish nationally and internationally, coming to prominence as an advocate for women's rights and education for mentally disabled children. [11]
[edit] Work with mentally disabled children
After graduation from the University of Rome in 1896, Montessori continued with her research at the University's psychiatric clinic, and in 1897 Montessori was accepted as a voluntary assistant there. As part of her work there, she visited asylums in Rome where she observed children with mental disabilities, observations which were fundamental to her future educational work. She also read and studied the works of 19th century physicians and educators Jean Marc Gaspard Itard and Edouard Seguin, who greatly influenced her work. Also in 1897, Montessori audited the University courses in pedagogy and read "all the major works on educational theory of the past two hundred years." [12]
[edit] Public advocacy
In 1897 Montessori spoke on societal responsibility for juvenile delinquency at the National Congress of Medicine in Turin. In 1898, she wrote several articles and spoke again at the First Pedagogical Conference of Turin, urging the creation of special classes and institutions for mentally disabled children, as well as teacher training for their instructors. [13] In 1899 Montessori was appointed a councilor to the newly-formed National League for the Protection of Retarded Children, and was invited to lecture on special methods of education for retarded children at the teacher training school of the College of Rome. That year Montessori undertook a twoweek national lecture tour to capacity audiences before prominent public figures. [14] She joined the board of the National League and was appointed as a lecturer in hygiene and anthropology at one of the two teacher-training colleges for women in Italy. [15]
[edit] Orthophrenic School
In 1900 the National League opened the Scuola Magistrale Ortofenica, or Orthpophrenic School, a "medicopedagogical institute" for training teachers in educating mentally disabled children with an attached laboratory classroom. Montessori was appointed co-director. [16] 64 teachers enrolled in the first class, studying psychology, anatomy and physiology of the nervous system, anthropological measurements, causes and characteristics of mental disability, and special methods of instruction. During her two years at the school, Montessori developed methods and materials which she would later adapt to use with typical children. [17]
The school was an immediate success, attracting the attention of government officials from the departments of education and health, civic leaders, and prominent figures in the fields of education, psychiatry, and anthropology from the University of Rome. [18] The children in the model classroom were drawn from ordinary schools but considered "uneducable" due to their deficiencies. Some of these children were later able to pass public examinations given to so-called "normal" children. [19]
[edit] 1901–1906: Further studies
In 1901, Montessori left the Orthophrenic School and her private practice, and in 1902 she enrolled in the philosophy degree course at the University of Rome. (Philosophy at the time included much of what we now consider psychology.) She studied theoretical and moral philosophy, the history of philosophy, and psychology as such, but she did not graduate. She also pursued independent study in anthropology and educational philosophy, conducted observations and experimental research in elementary schools, and revisited the work of Itard and Seguin, translating their books into handwritten Italian. During this time she began to consider adapting her methods of educating mentally disabled children to mainstream education. [20]
Montessori's work developing what she would later call "scientific pedagogy" continued over the next few years. Still in 1902, Montessori presented a report at a second national pedagogical congress in Naples. She published two articles on pedagogy in 1903, and two more the following year. In 1903 and 1904, she conducted anthropological research with Italian schoolchildren, and in 1904 she was qualified as a free lecturer in anthropology for the University of Rome. She was appointed to lecture in the Pedagogic School at the University and continued in the position until 1908. Her lectures were printed as a book titled Pedagogical Anthropology in 1910. [21]
[edit] 1906–1911: Casa dei Bambini and the spread of Montessori's ideas
[edit] The first Casa
In 1906 Montessori was invited to oversee the care and education of a group of children of working parents in a new apartment building for low-income families in the San Lorenzo district in Rome. Montessori was interested in applying her work and methods to mentally normal children, and she accepted. [22] The name Casa dei
Bambini, or Children's House, was suggested to Montessori, and the first Casa opened on January 6, 1907, enrolling 50 or 60 children between the ages of two or three and six or seven. [23]
At first, the classroom was equipped with a teacher's table and blackboard, a stove, small chairs, armchairs, and group tables for the children, and a locked cabinet for the materials that Montessori had developed at the Orthophrenic School. Activities for the children included personal care such as dressing and undressing, care of the environment such as dusting and sweeping, and caring for the garden. The children were also shown the use of the materials Montessori had developed. [24] Montessori herself, occupied with teaching, research, and other professional activities, oversaw and observed the classroom work, but did not teach the children directly. Dayto-day teaching and care were provided, under Montessori's guidance, by the building porter's daughter. [25]
In this first classroom, Montessori observed behaviors in these young children which formed the foundation of her educational method. She noted episodes of deep attention and concentration, multiple repetitions of activity, and a sensitivity to order in the environment. Given free choice of activity, the children showed more interest in practical activities and Montessori's materials than in toys provided for them, and were surprisingly unmotivated by sweets and other rewards. Over time, she saw a spontaneous self-discipline emerge. [26]
Based on her observations, Montessori implemented a number of practices that became hallmarks of her educational philosophy and method. She replaced the heavy furniture with child-sized tables and chairs light enough for the children to move, and placed child-sized materials on low, accessible shelves. She expanded the range of practical activities such as sweeping and personal care to include a wide variety of exercises for care of the environment and the self, including flower arranging, hand washing, gymnastics, care of pets, and cooking. She continued to adapt and refine the materials she had developed earlier, altering or removing exercises which were chosen less frequently by the children. Also based on her observations, Montessori experimented with allowing children free choice of the materials, uninterrupted work, and freedom of movement and activity within the limits set by the environment. She began to see independence as the aim of education, and the role of the teacher as an observer and director of children's innate psychological development. [27]
[edit] The spread of Montessori education in Italy
The first Casa dei Bambini was a success, and a second was opened on April 7, 1907. The children in her programs continued to exhibit concentration, attention, and spontaneous self-discipline, and the classrooms began to attract the attention of prominent educators, journalists, and public figures. [28] In the fall of 1907, Montessori began to experiment with teaching materials for writing and reading—letters cut from sandpaper and mounted on boards, moveable cutout letters, and picture cards with labels. Four and five year old children engaged spontaneously with the materials and quickly gained a proficiency in writing and reading far beyond what was expected for their age. This attracted further public attention to Montessori's work. [29] Three more Case dei Bambini opened in 1908, and in 1909 Italian Switzerland began to replace Froebellian methods with Montessori in orphanages and kindergartens. [30]
In 1909, Montessori held the first teacher training course in her new method in Città de Castello, Italy. In the same year, she described her observations and methods in a book titled Il Metodo della Pedagogia Scientifica Applicato All'Educazione Infantile Nelle Casa Dei Bambine (The Method of Scientific Pedagogy Applied to the Education of Children in the Children's Houses). [31] Two more training courses were held in Rome in 1910, and a third in Milan in 1911. Montessori's reputation and work began to spread internationally as well, and around that time she gave up her medical practice to devote more time to her educational work, developing her methods and training teachers. [32] In 1919 she resigned from her position at the University of Rome, as her educational work was increasingly absorbing all her time and interest.
[edit] 1909–1915: International recognition and growth of Montessori education
As early as 1909, Montessori's work began to attract the attention of international observers and visitors. Her work was widely published internationally, and spread rapidly. By the end of 1911, Montessori education had been officially adopted in public schools in Italy and Switzerland, and was planned for the United Kingdom. [33] By 1912, Montessori schools had opened in Paris and many other Western European cities, and were planned for Argentina, Australia, China, India, Japan, Korea, Mexico, Switzerland, Syria, the United States, and New Zealand. Public programs in London, Johannesburg, Rome, and Stockholm had adopted the method in their school systems. [34] Montessori societies were founded in the United States (the Montessori American Committee) and the United Kingdom (the Montessori Society for the United Kingdom). [35] In 1913 the first International Training Course was held in Rome, with a second in 1914. [36]
Montessori's work was widely translated and published during this period. Il Metodo della Pedagogia Scientifica was published in the United States as The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses, where it became a best seller. [37] British and Swiss editions followed. A revised Italian edition was published in 1913. Russian and Polish editions came out in 1913 as well, and German, Japanese, and Romanian editions appeared in 1914, followed by Spanish (1915), Dutch (1916), and Danish (1917) editions. Pedagogical Anthropology was published in English in 1913. [38] In 1914, Montessori published, in English, Doctor Montessori's Own Handbook, a practical guide to the didactic materials she had developed. [39]
[edit] Montessori in the United States
Main article: Montessori in the United States
In 1911 and 1912, Montessori's work was popular and widely publicized in the United States, especially in a series of articles in McClure's Magazine, and the first North American Montessori school was opened in October 1911, in Tarrytown, New York. Scottish-born American inventor Alexander Graham Bell and his wife became proponents of the method and a second school was opened in their Canadian home. [40] . The Montessori Method sold quickly through six editions. [41] The first International Training Course in Rome in 1913 was sponsored by the American Montessori Committee, and 67 of the 83 students were from the United States. [42] By 1913 there were more than 100 Montessori schools in the country. [43] Montessori traveled to the United States in December 1913 on a three-week lecture tour which included films of her European classrooms, meeting with large, enthusiastic crowds wherever she traveled. [44]
Montessori returned to the United States in 1915, sponsored by the National Education Association, to demonstrate her work at the Panama–Pacific International Exposition in San Francisco, California, and to give a third international training course. A glass-walled classroom was put up at the Exposition, and thousands of observers came to see a class of 21 students. Montessori's father died in November of 1915, and she returned to Italy. [45]
Although Montessori and her educational approach were highly popular in the United States, she was not without opposition and controversy. Influential progressive educator William Heard Kilpatrick, a follower of American philosopher and educational reformer John Dewey, wrote a dismissive and critical book titled The Montessori Method Examined, which had a broad impact. The National Kindergarten Association was critical as well. Critics charged that Montessori's method was outdated, overly rigid, overly reliant on sense-training, and left too little scope for imagination, social interaction, and play. [46] In addition, Montessori's insistence on tight control over the elaboration of her method, the training of teachers, the production and use of materials, and the establishment of schools became a source of conflict and controversy. After she left in 1915, the Montessori movement in the United States fragmented, and Montessori education was a negligible factor in education in the United States until 1952. [47]
[edit] 1915–1939: Further development of Montessori education
In 1915, Montessori returned to Europe and took up residence in Barcelona, Spain. Over the next 20 years Montessori traveled and lectured widely in Europe and gave numerous teacher training courses. Montessori education experienced significant growth in Spain, the Netherlands, the United Kingdom, and Italy.
[edit] Spain (1915–1936)
On her return from the United States, Montessori continued her work in Barcelona, where a small program sponsored by the Catalonian government begun in 1915 had developed into the Escola Montessori, serving children from three to ten years old, and the Laboratori i Seminari de Pedagogia, a research, training, and teaching institute. A fourth international course was given there in 1916, including materials and methods, developed over the previous five years, for teaching grammar, arithmetic, and geometry to elementary school children from six to twelve years of age. [48] In 1917 Montessori published her elementary work in L'autoeducazionne nelle Scuole Elementari (Self-Education in Elementary School), which appeared in English as The Advanced Montessori Method. [49] Around 1920, the Catalonian independence movement began to demand that Montessori take a political stand and make a public statement favoring Catalonian independence, and she refused. Official support was withdrawn from her programs. [50] In 1924, a new military dictatorship closed Montessori's model school in Barcelona, and Montessori education declined in Spain, although Barcelona remained Montessori's home for the next twelve years. In 1933, under the Second Spanish Republic, a new training course was sponsored by the government, and government support was re-established. In 1934, she published two books in Spain, Psicogeometrica and Psicoarithemetica. [51] However, with the onset of the Spanish Civil War in 1936, political and social conditions drove Montessori to leave Spain permanently. [52]
[edit] The Netherlands (1917–1936)
In 1917, Montessori lectured in Amsterdam, and the Netherlands Montessori Society was founded. [53] She returned in 1920 to give a series of lectures at the University of Amsterdam. [54] Montessori programs flourished in the Netherlands, and by the mid-1930s there were more than 200 Montessori schools in the country. [55] In 1935 the headquarters of the Association Montessori Internationale, or AMI, moved permanently to Amsterdam. [56]
[edit] The United Kingdom (1919–1936)
Montessori education was met with enthusiasm and controversy in England between 1912 and 1914. [57] In 1919, Montessori came to England for the first time and gave an international training course which was received with high interest. Montessori education continued to spread in the United Kingdom, although the movement experienced some of the struggles over authenticity and fragmentation that took place in the United States. [58] Montessori continued to give training courses in England every other year until the beginning of World War II. [59]
[edit] Italy (1922–1934)
In 1922, Montessori was invited to Italy on behalf of the government to give a course of lectures and later to inspect Italian Montessori schools. Later that year Benito Mussolini's Fascist government came to power in Italy. In December, Montessori came back to Italy to plan a series of annual training courses under government sponsorship, and in 1923, the minister of education Giovanni Gentile expressed his official support for Montessori schools and teacher training. [60] In 1924 Montessori met with Mussolini, who extended his official support for Montessori education as part of the national program. [61] A pre-war group of Montessori supporters, the Societa gli Amici del Metodo Montessori (Society of Friends of the Montessori Method) became the Opera Montessori (Montessori Society) with a government charter, and by 1926 Mussolini was made honorary president of the organization. [62] In 1927 Mussolini established a Montessori teacher training college, and by 1929 the Italian government supported a wide range of Montessori institutions. [63] However, from 1930 on, Montessori and the Italian government came into conflict over financial support and ideological issues, especially after Montessori's lectures on Peace and Education. [64] In 1932 she and her son Mario were placed under political surveillance. [65] . Finally, in 1933, she resigned from the Opera Montessori, and in 1934 she left Italy. The Italian government ended Montessori activities in the country in 1936. [66]
[edit] Other countries
Montessori lectured in Vienna in 1923, and her lectures were published as Il Bambino in Famiglia, published in English in 1936 as The Child in the Family. Between 1913 and 1936 Montessori schools and societies were also established in France, Germany, Switzerland, Belgium, Russia, Serbia, Canada, India, China, Japan, Indonesia, Australia, and New Zealand. [67]
[edit] The Association Montessori Internationale
In 1929, the first International Montessori Congress was held in Elsinore, Denmark, in conjunction with the Fifth Conference of the New Education Fellowship. At this event, Montessori and her son Mario founded the Association Montessori Internationale or AMI "to oversee the activities of schools and societies all over the world and to supervise the training of teachers." [68] AMI also controlled rights to the publication of Montessori's works and the production of authorized Montessori didactic materials. Early sponsors of the AMI included Sigmund Freud, Jean Piaget, and Rabindranath Tagore. [69]
[edit] Peace
In 1932, Montessori spoke on Peace and Education at the Second International Montessori Congress in Nice, France; this lecture was published by the Bureau International d'Education, Geneva, Switzerland. In 1932, Montessori spoke at the International Peace Club in Geneva, Switzerland, on the theme of Peace and Education. [70] Montessori held peace conferences from 1932 to 1939 in Geneva, Brussels, Copenhagen, and Utrecht, which were later published in Italian as Educazione e Pace, and in English as Education and Peace. [71] In 1949, and again in 1950 and in 1951, Montessori was nominated for the Nobel Peace Prize, receiving a total of six nominations. [72][73]
[edit] Laren, the Netherlands (1936–1939)
In 1936 Montessori and her family left Barcelona for England, and soon moved to Laren, near Amsterdam. Montessori and her son Mario continued to develop new materials here, including the knobless cylinders, the grammar symbols, and botany nomenclature cards. [74] In the context of rising military tensions in Europe, Montessori increasingly turned her attention to the theme of peace. In 1937, the 6th International Montessori Congress was held on the theme of "Education for Peace", and Montessori called for a "science of peace" and spoke about the role of education of the child as a key to the reform of society. [75] In 1938, Montessori was invited to India by the Theosophical Society to give a training course, and in 1939 she left the Netherlands with her son and collaborator Mario. [76]
[edit] 1939–1946: Montessori in India
An interest in Montessori had existed in India since 1913, when an Indian student attended the first international course in Rome, and students throughout the 1920s and 1930s had come back to India to start schools and promote Montessori education. The Montessori Society of India was formed in 1926, and Il Metodo was translated into Gujarati and Hindi in 1927. [77] By 1929, Indian poet Rabindranath Tagore had founded many "Tagore-Montessori" schools in India, and Indian interest in Montessori education was strongly represented at the International Congress in 1929. [78] Montessori herself had been personally associated with the Theosophical Society since 1907. The Theosophical movement, motivated to educate India's poor, was drawn to Montessori education as one solution. [79]
[edit] Internment in India
Montessori gave a training course at the Theosophical Society in Madras in 1939, and had intended to give a tour of lectures at various universities, and then return to Europe. [80] However, when Italy entered World War II on the side of the Germans in 1940, Britain interned all Italians in the United Kingdom and its colonies as enemy aliens. In fact only Mario Montessori was interned, while Montessori herself was confined to the Theosophical Society compound, and Mario was reunited with his mother after two months. The Montessoris remained in Madras and Kodaikanal until 1946, although they were allowed to travel in connection with lectures and courses.
[edit] Elementary material, Cosmic Education, and Birth to Three
During her years in India, Montessori and her son Mario continued to develop her educational method. The term "cosmic education" was introduced to describe an approach for children aged from six to twelve years that emphasized the interdependence of all the elements of the natural world. Children worked directly with plants and animals in their natural environments, and the Montessoris developed lessons, illustrations, charts, and models for use with elementary aged children. Material for botany, zoology, and geography was created. Between 1942 and 1944 these elements were incorporated into an advanced course for work with children from six to twelve years old. This work led to two books: Education for a New World and To Educate the Human Potential. [81]
While in India, Montessori observed children and adolescents of all ages, and turned to the study of infancy. In 1944 she gave a series of thirty lectures on the first three years of life, and a government recognized training course in Sri Lanka. These lectures were collected in 1949 in the book What You Should Know About Your Child. [82]
In 1944 the Montessoris were granted some freedom of movement and traveled to Sri Lanka. In 1945 Montessori attended the first All India Montessori Conference in Jaipur, and in 1946, with the war over, she and her family returned to Europe. [83]
[edit] 1946–1952: The Last Years
In 1946, at the age of 76, Montessori returned to Amsterdam, but she spent the next six years travelling in Europe and India. She gave a training course in London in 1946, and in 1947 opened a training institute there, the Montessori Centre. After a few years this centre became independent of Montessori and continued as the St. Nicholas Training Centre. Also in 1947, she returned to Italy to re-establish the Opera Montessori and gave two more training courses. Later that year she returned to India and gave courses in Adyar and Ahmedabad. These courses led to the book The Absorbent Mind, in which Montessori described the development of the child from birth onwards and presented the concept of the Four Planes of Development. In 1948 Il Metodo was revised again and published in English as The Discovery of the Child. In 1949 she gave a course in Pakistan and the Montessori Pakistan Association was founded. [84]
In 1949 Montessori returned to Europe and attended the 8th International Montessori Congress in Sanremo, Italy, where a model classroom was demonstrated. The same year, the first training course for birth to three years of age, called the Scuola Assistienti all'infanzia (Montessori School for Assistants to Infancy) was established. [85] She was nominated for the Nobel Peace Prize. Montessori was also awarded the French Legion of Honor, Officer of the Dutch Order of Orange Nassau, and was the recipient of an Honorary Doctorate of the University of Amsterdam. In 1950 she visited Scandinavia, represented Italy at the UNESCO conference in Florence, presented at the 29th international training course in Perugia, gave a national course in Rome, published a fifth edition of Il Metodo with the new title La Scoperta del Bambino (The Discovery of the Child), and was again nominated for the Nobel Peace Prize. In 1951 she participated in the 9th International Montessori
Congress in London, gave a training course in Innsbruck, was nominated for the third time for the Nobel Peace Prize. Montessori died of a cerebral hemorrhage in Noordwijk aan Zee, the Netherlands, at the age of 81. [86]
[edit] Educational Philosophy and Pedagogy
Main article: Montessori Education
[edit] Early influences
Montessori's theory and philosophy of education were initially heavily influenced by the work of Jean Marc Gaspard Itard, Édouard Séguin, Friedrich Fröbel, and Johann Heinrich Pestalozzi, all of whom emphasized sensory exploration and manipulatives. [87][88] Montessori's first work with mentally disabled children, at the Orthophrenic School in 1900–1901, used the methods of Itard and Seguin, training children in physical activities such as walking and the use of a spoon, training their senses by exposure to sights, smells, and tactile experiences, and introducing letters in tactile form. [89] These activities developed into the Montessori "Sensorial" materials. [90]
[edit] Scientific pedagogy
Montessori considered her work in the Orthophrenic School and her subsequent psychological studies and research work in elementary schools as "scientific pedagogy," a concept current in the study of education at the time. She called for not just observation and measurement of students, but for the development of new methods which would transform them. "Scientific education, therefore, was that which, while based on science, modified and improved the individual." [91] Further, education itself should be transformed by science: "The new methods if they were run on scientific lines, ought to change completely both the school and its methods, ought to give rise to a new form of education." [92]
[edit] Casa dei Bambini
Working with non-disabled children in the Casa dei Bambini in 1907, Montessori began to develop her own pedagogy. The essential elements of her educational theory emerged from this work, described in The Montessori Method in 1912 and in The Discovery of the Child in 1948. Her method was founded on the observation of children at liberty to act freely in an environment prepared to meet their needs. [93] Montessori came to the conclusion that the children's spontaneous activity in this environment revealed an internal program of development, and that the appropriate role of the educator was to remove obstacles to this natural development and provide opportunities for it to proceed and flourish. [94]
Accordingly, the schoolroom was equipped with child-sized furnishings, "practical life" activities such as sweeping and washing tables, and teaching material that Montessori had developed herself. Children were given freedom to choose and carry out their own activities, at their own paces and following their own inclinations. In these conditions, Montessori made a number of observations which became the foundation of her work. First, she observed great concentration in the children and spontaneous repetition of chosen activities. She also observed a strong tendency in the children to order their own environment, straightening tables and shelves and ordering materials. As children chose some activities over others, Montessori refined the materials she offered to them. Over time, the children began to exhibit what she called "spontaneous discipline". [95]
[edit] Further development
Montessori continued to develop her pedagogy and her model of human development as she expanded her work and extended it to older children. She saw human behavior as guided by universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957.
In addition, she observed four distinct periods, or "planes", in human development, extending from birth to six years, from six to twelve, from twelve to eighteen, and from eighteen to twenty-four. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period. Over the course of her lifetime, Montessori developed pedagogical methods and materials for the first two planes, from birth to age twelve, and wrote and lectured about the third and fourth planes | <urn:uuid:20a7d2cf-6ced-47e2-b3d4-0c6e3e4591f6> | CC-MAIN-2024-10 | https://www.uni5.co/index.php/en/component/easyfolderlistingpro/?view=download&format=raw&data=eNpNUctuwjAQ_JXId8txgT7MKWpTFQkQassZuckmWcmxke20oKr_3s0Dwcme8c7uzForKdVvUPeKVc6U4NmSwEIxbHUNQXQWF-JYVlwit7XB0PDdy6tY2QjGYA22XDCel12hIzor9lR7hX0j6s26XDB-bB0GSrH08lR3EOJ17INih8PA9ehxlFrdQg9TxQZrI4slW6JKR5EHc9SxGUSkEpLvPNn3Z57VwCWPjs_Ffrta8M88e37L3z_4Jttu99ma78qKV2go6MZRqBCcx0T76LEgMuHJXSpn4zGfTPXlF1MzCrHRHnVyI-fJGitIGgzR-fNQphic4nSjZU5h4XRED-GSRFJEHaMumhYsVX8pSewTKTx8I_xMf0Nrc642NP_vH5y0jdM, | 2024-02-24T09:19:23+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00068.warc.gz | 1,070,802,390 | 7,962 | eng_Latn | eng_Latn | 0.950563 | eng_Latn | 0.994352 | [
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Building a Culture of Digital Civility
At Microsoft, we believe in treating each other with dignity and respect—face-to-face and online. As part of our work for Safer Internet Day 2020, we're suggesting some practices to encourage civility among online users. By no means should this guidance be regarded as definitive or finite. Rather, it's designed as a starting point, as we collectively aim to grow a culture of digital civility across all online interactions.
Technology companies
Create purposeful online environments, institute codes of conduct, offer remedies
1. Purposeful online environments.
Services offering users the ability to create and participate in communities need to explain the purpose of the online environments they seek to grow. For instance, is a service for gaming and entertainment, buying and selling, communicating, socializing, or dating? Let users know. Recognize that virtual communities cross geographical and cultural boundaries.
2. Codes of conduct.
Service providers must create and make public and conspicuous, in a code of conduct or similar vehicle, content and activities that are both encouraged and prohibited, as well as the penalties for failing to respect a company's terms. Companies must take seriously reports about content or conduct that is illegal, incites violence, is discriminatory or promotes hatred. Policies and codes of conduct should be balanced against fundamental rights, including privacy, free expression, and personal and public safety.
3. Remedies.
Offer easy-to-find, user-friendly online tools to report illegal, inappropriate or offensive content, review and address those reports in a timely manner, and consistently enforce codes of conduct across a company's range of services. In turn, provide mechanisms for customers to report and request reinstatement of content they believe was removed in error. Be transparent about content takedowns.
Educators, counsellors, school officials
Teach "citizenship," promote social and emotional learning, emphasize civility online and off
1. In-school education: "citizenship."
We live in a digital culture. To thrive, citizenship skills encompassing a child's full life must be a priority. Integrate lessons about life online into traditional scholastic curricula, including social studies, health and language arts classes. Invest in after-school programs so all family members can learn and model safe, healthy skills and competencies and become responsible, respectful and informed citizens of the world.
2. Social and emotional learning.
Educational approaches that focus on social and emotional learning help develop empathy and prepare youth for success in the 21st century. Core competencies include self-awareness, self-management and responsible decision-making. Conversely, this focus reduces social isolation, in-school conduct problems, aggressive behavior and emotional stress.
3. Emphasize civility.
Civility in everyday interactions fosters vibrant, engaged communities. Lead by example and celebrate positive attitudes and behaviors. Acknowledge and appreciate the student voice in the civility dialogue, engage peer leaders to share positive online social norms and emphasize that most youth are making sound choices online.
Law and policymakers
Promote legal approaches that deter exploitation, grow public-private partnerships, support responsible industry practices
1. Laws and regulations.
The practice of civility includes the protection of one's identity, needs and beliefs without harming or degrading another's. Laws need to be strengthened to deter online exploitation and harassment, and not inadvertently victimize the people they seek to protect. Work closely with child advocacy and victim support organizations, law enforcement agencies, industry, youth and families.
2. Public-private partnerships.
Seek input from and collaborate with technology companies, members of civil society, public health and other outside experts. Raise awareness of online risks and rewards; educate families, teachers, lawyers, judges and law enforcement personnel. Devise creative and innovative approaches for encouraging positive, respectful behaviors online and off.
3. Encourage responsible industry practices.
Work with industry and civil society organizations to agree foundational principles. Technology providers can then determine the most effective means of implementation. This approach provides industry with the latitude and flexibility required to respond to the ever-changing online risk landscape.
The inclusive community
Embrace pluralism online, share knowledge, grow positive communities
1. Pluralism online.
Work together to encourage and grow a culture of online civility that respects and values different opinions. Making room for all perspectives helps to break down echo-chambers, sparks insights and improves cooperation. Embrace free expression, tolerance, and cultural and social diversity.
2. Share knowledge.
Develop and share educational resources that encourage individuals, families and communities to proactively engage and prepare—at the earliest ages and stages— for life online.
3. Positive communities.
Civil societies foster positive, healthy relationships and community. Help build and support safe and trusted online environments where individuals are encouraged and empowered to share, create, learn and fully participate. | <urn:uuid:3fdf12d2-dedc-4f18-9ccb-21df50c941b5> | CC-MAIN-2024-10 | https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1LK5O | 2024-02-24T09:31:15+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00065.warc.gz | 495,132,973 | 968 | eng_Latn | eng_Latn | 0.996667 | eng_Latn | 0.997 | [
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Maths
Place value
Counting in hundreds up to 1000
Addition and subtraction up to 3 digits
Number patterns
Multiplication and division
Multiplication tables
Science/Humanities
Science: Rocks and Fossils
Wirral Warriors: Which humans lived in the Wirral first?
History: The Stone Age period.
Geography: Map skills, locating cities on a map of the UK, locating key stone age locations on a map, creating our own maps using symbols, keys and compass points.
Other Subjects
PE: Baseline, Tag rugby.
Music: Developing notation skills and enjoying improvisation.
Art: Study of stone age art.
Forest Schools: Building relationships
outdoors (teamwork and communication)
Computing: E-safety
French: Greetings, colours, numbers PSHE: Friendships & Families
Christ Church (Cof E) Moreton Primary
School
Autumn 1 2023
Y3 Curriculum Newsletter
Important Information
PE: Monday
PE kits to be kept in school. Children need a PE top (house colour or plain white), black shorts or trousers/leggings and a black jacket. No football kits. We will send home each half term to be washed.
Forest school: Thursday
Children should bring wellies or old trainers into school. These can be kept in school
Key dates for your diary:
Sunday 24 th September 10.45am: Back to School Service @ Christ Church
Tuesday 26 th September: Welcome to Y3 Parent session (email to follow)
www.christchurch-moreton.wirral.sch.uk Wednesday 11 th October: School photographs
Monday 16 th October: Experience Harvest
Friday 20 th October: Harvest service at church.
Friday 20th October 3.30pm: close for half term.
English
Our key texts will be 'Stone age boy' by Satoshi Kitamura.
This half term, we will be focusing on diary entries and narrative writing.
The children will also learn, use and apply key spelling, grammar and punctuation skills. Handwriting and presentation skills will also be taught.
RE & Worship
The Christian value we are embracing this half-term is 'Love' and it will be the focus of our worship.
The R.E. theme is: Harvest
Homework
Homework will be sent home every Friday and expected to be completed by the following Wednesday.
Reading books will be sent home from the second week and children will return them to school once completed. They will take an online quiz before choosing a new book to take home.
Times tables practice is vital so we also expect children to practise these skills at least 3 times per week using TT rockstars. Their login details can be found on the front page of their homework books. | <urn:uuid:ee773211-c049-4cc4-986f-cec63dcc048d> | CC-MAIN-2024-10 | https://www.christchurch-moreton.wirral.sch.uk/serve_file/20061877 | 2024-02-24T08:32:28+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00066.warc.gz | 718,916,469 | 568 | eng_Latn | eng_Latn | 0.997749 | eng_Latn | 0.997749 | [
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Go to the Dump
Name:
Date:
Mark an 'x' in a box for every correctly answered math fact. | <urn:uuid:0fd746ac-4669-409b-a824-82995c46668c> | CC-MAIN-2024-10 | https://rightstartclassroom.com/wp-content/uploads/2023/11/Go-to-the-Dump-Assessment-form-pdf.pdf | 2024-02-24T08:32:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00071.warc.gz | 502,638,904 | 24 | eng_Latn | eng_Latn | 0.999509 | eng_Latn | 0.999509 | [
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Difficulty Level:
Normal
Skill Points:
* Portrait lighting
* Quick exposure setting
* Working with children
* Timing & Patience
SAMPLE PHOTOGRAPHS
EQUIPMENT
CREATING PORTRAITS OF CHILDREN
Portrait photography of children requires a balanced skillset. Equipment & lighting knowledge is important, but so is the understanding of a child's mind.
KEY LESSON: When starting out in child portraiture, keep things simple. Concentrate on one of two types of shots: either a simple head & shoulders shot (with a fantastic expression), or an activity shot- where the child is engaged with props. Children won't wait for you. Engage them as if it's playtime. Capture the child's unique features, such as messy hair or big eyes.
Lens + Hood
Headshot -> 50mm - 135mm 1/2 Body -> 28mm - 70mm
Lighting
Window light, outdoor natural light, electronic flash, large bounce cards.
Props & clothing Use props to engage the child in playtime.
ACTION ASSIGNMENT!
1- Select a model. Create one portrait of the model indoor and the other outdoors.
3- Indoor: Use a window with indirect bright light for your main light and the bounce cards to lighten the shadow side. Outdoors: Shoot during the Golden Hour. Place the brightest light behind the child. Use the bounce cards or electronic flash to light the face. As the Sun sets, use the natural light from the Sun as the main light. Experiment with placing the child in the shade.
2- Select a clean background with a neutral or solitary color and a few simple props and clothing.
4- Setup your camera with these general tips: ISO: 400 (then adjust as needed) / Format: RAW (preferable) / Focus Points: Center grouping / Drive Mode: Single shot / Focus mode: If the child is actively moving, switch to continuous focusing mode / Metering: Center-weighted / Shutter Speed: 1/250th telephoto - 1/125th normal to wide-angle lenses / Shooting Mode: Aperture priority / Aperture: From wide open to f/5.6 -Make sure the depth of field covers the eyes / White balance: Auto
5- Study sample photographs. If the child becomes agitated, create playtime.
HOW DID YOU DO?
* Did you properly place the focus on the eyes? Is your image sharp and free of camera shake?
* Is the lighting pleasing and can you see all of the child's features? Did you make use of props?
* Did you capture interesting expressions? If so, does your portrait tell a story about the child?
READY! SET! GO!
ACTION CARDS - GENRE:
PORTRAITS OF CHILDREN | <urn:uuid:51b332c2-1d3b-4c93-aad0-d7735c8d36b4> | CC-MAIN-2024-10 | https://youniqueperspective.com/wp-content/uploads/2023/07/ActivityCards-Portraits-of-Children.pdf | 2024-02-24T08:36:48+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00071.warc.gz | 1,124,410,416 | 570 | eng_Latn | eng_Latn | 0.996335 | eng_Latn | 0.996335 | [
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Bible wisdom for parents
The word "Father" appears in the Bible over 1,000 times. It is a key part of who God is and is a clear invitation to earthly parents who need help. May the following thoughts and scriptures help you on the often difficult job of parenting.
1. You can't parent alone. God's two relevant promises for parents are: that we can do nothing without him …but… that we can do all things with him. My own first experience of these two promises is: one morning while fixing breakfast for eight preschoolers a five year old arrived early, marched up to me and said: "Mr. White, you are a fat cow." I had no idea what was motivating her. I was at
that time very thin and I had many things on my mind so I prayed something like. "God what is going on here." Almost without a thought I found myself saying "Did someone call you a fat cow." Someone had and she did not know how to react. I asked if she were a fat cow and she said "no". And I said "Too bad that other person is confused…and God calmed her heart. He truly is faithful to help us if we ask. Parenting without God is a hopeless affair. Parenting with him is is MUCH less stressful …because…He is an everpresent help in time of trouble.
2. Catch them being good. It is God's specialty and should be ours. Every parent must correct children breaking rules, making mistakes and or being bad. The great parent is even more vigilant to catch them being good. When it is the hardest to find something good to say to a child is the exact moment the child needs it most. Correcting a child is not punishing him for the bad BUT helping him get it right/correct.
3. Listen regularly. Connection with our children starts with listening, putting ourselves in their shoes. It is the foundation of God's relationship with his children. For earthly parents the first step to listening is get them started talking. Start each day with a greeting "How are you this morning?" Then "Are you ready to start your day?' What do you think it will be like. Another way to prime the pump of conversation is take the ball in your own hands…just talk…about something funny or something you would like to do…about something you enjoy or something the child enjoys. Spending time with our children does little good if we aren't talking regularly. Practice makes perfect. Start today.
4. Post a minimum set of rules: No assault, no slander, no vandalism. In child language, no hitting, no name calling, no breaking things. Having the rules posted helps us focus on the big things, and helps the child understand what the big things are. Add to the list only those things which are very important. Too many rules can be confusing and difficult for the child to remember.
5. Offer MERCY. I learned this one from the worst behaved child in the world. He was a discipline addict and misbehaved to get attention. His record was a little over 30 timeouts in a single day. Then one day by the grace of God I found myself saying "Do you want another time out or would you rather have "Mercy". He said what is Mercy. I said that is where you promise not to do it again and then you don't get a timeout. He said "I will have Mercy please." By the end of the next week this child had nearly mastered self control. Mercy is a great tool to help children develop SELF control. It is offering them the CHOICE of controlling themselves (self control) or having us do it for them.
6. Ask Forgiveness. The only parent who does not offend or sin against his children daily is God. The rest of us, in our honest moments, must admit that we are not perfect. God asks us to admit it to Him and those we offend, including our children. If we do not ask their forgiveness, for slights both large and small intentional and unintentional they have only two other choices…blame themselves or blame God. Asking forgiveness is not taking the blame for the past. It is clearing the way for the future. Try something like "Honey, I am not perfect I get angry and tired and say things I shouldn't but I love you could we forgive each other for another week, I forgive you do you forgive me? It is especially important to ask forgiveness for divorce something like "Honey, I hope you will forgive me for the divorce. I didn't want it but was not smart or strong enough to keep it from happening "Will you forgive me?."
7. Have your children's friends to your home at least once a month…influence them before they influence your children. I learned this from two five year olds. I was on a porch just about the children and one of them had a pretty BAD idea. When he shared it the other child said "Oh no, Mr. White would not like that". The point is that if your children's friends know where you stand they are much less likely to push their bad ideas. A few activities for friends night, activities that don't involve electronics are: board games, cooking, outdoor games (Frisbee, catch etc), interactive games like Pictionary and charades, even form your own band. One extra idea is a small bowl of bible verses near the door so you can offer departing children: "one for the road".
8. Set up family traditions, something you do once a week… Take a walk in the park, cook a meal together, star gazing one night a week, visit the elderly or ill, make cookies, for younger children read together. Try eating outdoors. There are as many choices as there are people…but do it on a regular basis…do it once a week. Make it a tradition.
9. Make a list of goals for each child and post it on their bedroom wall. The one thing God never turns loose of are his goals for his children. He sees us as his love will make us. God's goals for his children (a good starting place for any parent) are: That my children learn to trust and enjoy me. Isaiah 26:4, Daniel 6:23, John 14:1 That my children learn to love one another. John 13:34, 1 John 4:20, John 13:34-35, That my children learn right from wrong. Leviticus 22:31, Deuteronomy 4:2 That my children find their role as workers serving God. Romans 12:11, Galatians 5:13 That my children are leaders and teachers…not followers. Titus 2:7, Acts 5:42, 1 Peter 3:15, Post these on your wall and add to them as God leads.
10. Put this article on the Fridge and Use a daily Bible Verse. Our first choice for a daily Bible Verse is a bedside flipover calendar. Put one by each child's bed and it will be the first thing they see in the morning and the last thing at night. Total cost is about $12 a year. Our second choice is a visit to www.bibleparent.com. Share the bulletin inserts with your church or download free pocket scriptures.
Charles White is a retired preschool teacher, in earlier years a regular volunteer at his local citadel and web editor of www.bibleparent.com. | <urn:uuid:a122f543-e3d1-434d-85a2-123d7543c9ff> | CC-MAIN-2024-10 | https://www.bibleparent.com/pdf/articles/biblewisdomforparents.pdf | 2024-02-24T10:01:39+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00073.warc.gz | 667,364,872 | 1,603 | eng_Latn | eng_Latn | 0.99732 | eng_Latn | 0.998575 | [
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Genetically Modified Foods
Assignment Summary
In this project, you will use reference materials and Internet sites to do research on a specific type of genetic modification: genetically modified foods. Suggested references are listed at the end of this document to help you with this project.
Using your research, you should be able to answer these questions:
1. What are genetically modified foods?
2. What crops are typically genetically modified?
3. Why are crops genetically modified?
4. How are crops genetically modified?
5. How do genetically modified foods affect society and the environment?
You will then share what you have learned by preparing a multimedia presentation. Your multimedia presentation should include a title slide, a number of content slides that include specific information about genetically modified foods, and a slide that lists the sources you used in your research.
Assignment Instructions
Step 1: Gather materials and necessary information.
a) You will collect information about genetically modified foods, including:
* A description of what genetically modified foods are
* A list of crops that are typically genetically modified
* An explanation of why crops are genetically modified
* A description of how crops are genetically modified
* A list of how genetically modified crops affect society and the environment
b) Be sure to keep a list of your references so you can cite them properly later.
c) Ask your teacher where you should save your presentation as you work on it. Your teacher may also have specific guidelines about the file name you should use.
Step 2: Create your title slide.
a) Begin by creating the first slide of your presentation: the title slide. On this slide, include a relevant title for your presentation in large font, an appropriate image that relates to the subject matter, your name, your teacher's name, and the due date of the presentation.
b) Remember to save your work as you go.
Step 3: Describe genetically modified foods.
a) Create a slide titled Genetically Modified Foods.
b) On the slide, be sure to give a description of genetically modified foods.
c) Include an image that relates to the concept being discussed on the slide.
d) Place text in the notes section below the slide explaining the information presented on the slide. Be sure to add in your text a brief definition of the word modification. This text will act as the script for your presentation.
e) Remember to save your work as you go.
Step 4: Give examples of crops that are typically genetically modified.
a) Create a slide titled Crops that are Genetically Modified.
b) On the slide, make a bulleted list of crops that are commonly genetically modified.
c) Include images that relate to the concept being discussed on the slide.
d) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
e) Remember to save your work as you go.
Step 5: Explain why crops are genetically modified.
a) Create a slide titled Purposes of Genetic Modification.
b) On the slide, make a bulleted list of the reasons why crops are genetically modified.
c) Include an image that relates to the concept being discussed on the slide.
d) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
e) Remember to save your work as you go.
Step 6: Describe how crops are genetically modified.
a) Create a slide titled Genetic Modification Process.
b) On the slide, define genetic engineering.
c) Describe how DNA is modified for use in genetic engineering.
d) Include an image that relates to the concept being discussed on the slide.
e) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
f) Remember to save your work as you go.
Step 7: List and explain positive impacts of genetically modified crops.
a) Create a slide titled Positive Impacts of Genetically Modified Crops.
b) On the slide, make a bulleted list of the positive impacts of genetically modified foods on society and the environment.
c) Include a brief explanation of each positive impact.
d) Include an image that relates to the concept being discussed on the slide.
e) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
f) Remember to save your work as you go.
Step 8: List and explain negative impacts of genetically modified crops.
a) Create a slide titled Negative Impacts of Genetically Modified Crops.
b) On the slide, make a bulleted list of the negative impacts of genetically modified foods on society and the environment.
c) Include a brief explanation of each negative impact.
d) Include an image that relates to the concept being discussed on the slide.
e) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
f) Remember to save your work as you go.
Step 9: Express an opinion about genetically modified crops.
a) Create a slide titled My Thoughts about Genetically Modified Crops.
b) On the slide, describe what you think about eating or consuming genetically modified foods.
c) Include a brief explanation of the research points that influenced your opinion.
d) Include an image that expresses your opinion.
e) Place text in the notes section below the slide explaining the information presented on the slide. This text will act as the script for your presentation.
f) Remember to save your work as you go.
Step 10: Cite your sources.
a) Create a slide titled Works Cited.
b) On this slide, create a list of the resources you used to complete your research. A simple list of website titles and addresses (URLs) is acceptable. If you used print sources, list the title, author, publisher, city, and date of publication.
Step 11: Evaluate your presentation using this checklist.
If you can check each criterion below, you are ready to submit your presentation.
Step 12: Revise and submit your presentation.
a) If you were unable to check off all the requirements on the checklist, revise your presentation and save it before submitting.
b) When you have completed your presentation, return to the virtual classroom and use the "Browse for file" option to locate and submit your assignment. Congratulations! You have created a multimedia presentation.
c) Ask your teacher for further instructions about presenting your presentation to an audience of your peers.
Resource Suggestions
You may wish to use these search phrases to look for online sources.
* World Health Organization – Food, genetically modified
* University of Utah Genetically Modified Foods
*
GMO Fact Sheet: Pros vs Cons
* Genetic Foods
* New Plant Varieties | <urn:uuid:3dc49eb6-8f6d-4e40-997e-2d72ebf5b415> | CC-MAIN-2024-10 | https://www.boboscience.com/uploads/3/7/5/5/37552471/05_genetically_modified_foods_presentation_sg.pdf | 2024-02-24T08:52:00+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00072.warc.gz | 699,655,012 | 1,395 | eng_Latn | eng_Latn | 0.995251 | eng_Latn | 0.996374 | [
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Plant Biology
October 18, 2019
The 10,000-year evolution of pasta food revealed by its DNA
by Caterina Marè, , 1 | Role Researcher; A. M. Mastrangelo 2 | Research Officer; S. Walkowiak 3 | Research Officer
1: CREA-Research Centre for Genomics and Bioinformatics, Fiorenzuola d'Arda,Italy
2: CREA-ResearchCentreforCerealandIndustrialCrops,Foggia and CREA-Research Centre for Cereal and Industrial Crops, Bergamo, Italy
2: Crop Development Centre and Department of Plant Sciences, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
This Break was edited by Giacomo Rossetti, Scientific Editor - TheScienceBreaker
ABSTRACT
We have learned how the crop has changed through time, thousands of years back to when it was a wild grass. Equipped with this new knowledge, wheat breeders are now able to identify genes useful for durum improvement and accelerate the development of new wheat cultivars with improved yields and health properties
Durum wheat is one of the most important food crops for human consumption in the world, and it is used mainly for pasta production. The origin of this crop dates back to the Neolithic, about 10,000 years ago, in the Fertile Crescent, the cradle of civilization between the Euphrates and Tigris rivers in the Middle East. At that time, domesticated (i.e. cultivated) emmer wheat was selected by humans from wild emmer wheat.
process, from the neolithic farmers who selected domesticated plants much more productive and performing than wild plants, to modern breeders who release modern durum wheat cultivated varieties.
Domesticated emmer wheat evolved through breeder selection, to make the modern durum wheats that we grow today for making pasta. The evolution of wheat has been a human-driven
TheScienceBreaker | Science meets Society
Studying modern durum wheat at the level of the sequence of the DNA (in other words, at the level of the genome) is as important as studying wild relatives because some genetic characteristics lost during the breeding process may be rescued to improve modern varieties. Moreover, some features of the genome of the wild wheat can help in
1
understanding the evolution of this crop, which has impacted our eating habits profoundly.
A recent study released the sequence of the durum wheat genome and compared it with the genome of its wild emmer wheat ancestor. This study discovered the evolutionary changes that have led to the development of modern durum wheat.
Indeed, it was the first time that an international team of scientists has defined the sequence of the genome of durum wheat for the cultivated variety "Svevo". This was a very challenging task given that the genome of this wheat is three times larger than the human genome and is full of segments of DNA that are repeated hundreds or thousands of times (so-called repetitive DNA).
In addition to describing the genome, this work led to the discovery of 66,559 genes. The identification of genes sequences in durum wheat DNA was critical, as many of the traits important for crop yield and pasta quality as well as crop resistance to diseases are controlled by them. Researchers and breeders now have powerful tools at their fingertips to study these genes and improve durum wheat.
We used the "Svevo" genome to compare the genomes of nearly 2,000 wheat lines in order to identify those DNA regions and genes that may have
TheScienceBreaker | Science meets Society
changed throughout the evolutionary history of durum wheat. Such a deep analysis of the durum wheat 'genetic diversity' revealed a loss of beneficial genes, which were lost during centuries of breeding.
One gene that has been lost during domestication and breeding coded for a cadmium transporter, a protein with the function of reducing the metal cadmium from the wheat grain. In most modern durum wheats, the cadmium transporter gene is defective. This causes cadmium to build up in the grain, particularly in soils that have lots of the metal present. Since too much cadmium can be detrimental to human health, breeders are working towards reducing cadmium in the grain.
It turns out that the transporter for cadmium is functional in the wild emmer ancestor and became defective during domestication. By using the genome sequences as a guide, we were able to determine that the cadmium gene was clearly functional in wild emmer wheat, then the nonfunctional version of the gene spread into modern durum wheats. The cadmium transporter gene is now just the beginning of a new age of gene discovery; with the newly available genome sequences, we expect there to be a lot of new exciting research emerging that describes genes that can be used for durum wheat improvement.
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WHY YOU SHOULD CARE ABOUT STORMWATER
The City of Auburn is involved in a Stormwater Pollution Prevention program designed to help keep urban stormwater runoff as clean as possible and protect our creeks, rivers, and other bodies of water. Our goals for this program on stormwater are:
* Educate and inform the public about urban runoff.
* Encourage public participation in community and Cedar Creek clean-up events.
*
Work with industries and businesses to encourage pollution prevention.
* Require construction activities to reduce erosion and pollution.
* Require developing projects to include pollution controls that will continue to operate after construction is complete.
We work with our own internal departments and divisions to ensure that our construction projects are designed to reduce pollution, and that all our city facilities practice good housekeeping and pollution prevention.
Why Are We Concerned About Urban Runoff?
Before the Auburn area was developed, most rainfall fell onto natural areas and the water soaked into the ground. Over the last century, we have changed the landscape dramatically by adding roads, buildings, parking lots and homes. Stormwater that once soaked into the ground now flows quickly into street gutters and drains. It is then carried in pipes to our creeks, rivers, and lakes without treatment. Everyday activities also add water: activities such as car washing, lawn watering, and cleaning buildings and streets. Along the way, the fast-moving urban runoff picks up pollutants such as pesticides, fertilizers, eroded soil, and oil and grease from cars. These pollutants make their way into our creeks and rivers where they pollute the water and harm the ecosystem of both plants and animals. Eventually, this affects all of us, since we eat the fish and use the rivers for recreation and a water source for consumption. The City of Fort Wayne uses treated river water as a source of water for some of its residents.
How much runoff can there be?
For a section of roofing on your house that is 1,000 square feet, lets say 50'x20,' can generate 623 gallons of runoff just from that one section of roofing.
Let's look at a driveway for a 3-car garage that is 46' long and 30' wide during a 1" rainfall. That driveway will generate 860 gallons of rain runoff. Let's say you have 75 homes in your neighborhood. The total amount of runoff from the driveways, assuming they were all the same size, would be 64,500 gallons. Filling just under 5 standard below ground pools that are 15x30 with a 3ft shallow and 8 ft deep end. That's just the driveways in one neighborhood. That's not counting the roads, roofs, and sidewalks. All this runoff has potential of carrying pollutants with it to water bodies.
Where does Runoff Go?
80% of Auburns storm water conveyance systems are separated from the sanitary sewer lines. This means all those separated storm water systems do not get treated at the wastewater treatment plant and flow directly to retention/detention ponds and Cedar Creek. This is done to reduce the amount of stormwater runoff going to the wastewater treatment plant and to help eliminate those peaks at the plant during a rain event and allow the plant to treat just wastewater without the additional stormwater. After all, storm water should not have to be treated if we take care of it.
How Can You Help?
There are plenty of ways for Auburn area residents, students, community groups and businesses to get involved in storm water pollution prevention efforts. We need volunteers to help us get the word out. Take the first step by practicing pollution prevention in your own home, then join us in the many activities and events sponsored throughout our community. For information on all things Storm Water, how you can help, and a calendar of City events taking place go to https://ci.auburn.in.us/229/MS4
Information contained in this educational article was obtained from the USEPA storm water web site www.epa.gov/npdes/stormwater. For additional information regarding your local storm water issues, please contact Drew Wallace, Program Coordinator at the City of Auburn Water Pollution Control, 2010 South Wayne St. Auburn IN 46706. (260-925-1714) | <urn:uuid:9a9ad88a-4d9c-4f99-a844-fff6ac7b2161> | CC-MAIN-2024-10 | https://www.auburnessentialservices.net/DocumentCenter/View/922/2nd-Quarter-2023 | 2024-02-24T08:15:10+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00072.warc.gz | 677,405,693 | 866 | eng_Latn | eng_Latn | 0.996604 | eng_Latn | 0.998698 | [
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Crimson Publishers
Wings to the Research
Comparative Study on the Cost Analysis of a Green Versus Conventional Building
AlSadi A, Cabrera N, Faggin M, He Y, Patel M, Trevino F, Boyajian D* and Zirakian T*
Department of Civil Engineering and Construction Management, USA
Abstract
The purpose of this research was to design a two-story residential steel moment resisting structure and to compare its construction cost before and after implementing LEED features to the design. This project allowed senior civil engineering students to work together and utilize the knowledge they gained throughout their civil engineering courses, to design a building as part of their capstone design experience. The collaboration of students from different backgrounds and with different skill sets created a unique experience that required both responsibility and teamwork to function. The project also introduced students to sustainable building design and allowed them to recognize how the addition of LEED features to a building to make it "green" affects its overall costs and savings in the long run. A cost analysis was performed, where the construction cost of the building before and after adding LEED features was calculated and based on this calculation, it was concluded that there would be a 30% increase in construction costs after implementing LEED features to a conventional building.
Keywords: Steel structure; LEED; Green building; Engineering education
Abbreviations: LEED: Leadership in Energy and Environmental Design; CBSC: California Building Standards Commission; USGBC: US Green Building Council; ASCE: American Society of Civil Engineers
Introduction
There are many factors that an engineer must acknowledge when going into designing a new building. Some of the most important design philosophies one must consider is the safety, serviceability, and cost effectiveness of the structure. The purpose of this study was to design a new residential building while considering these factors and introducing LEED features to accommodate the growing need for environmentally friendly "Green Building Initiatives". A "Green Building" is an environmentally friendly approach to building design. The main thought process for designing a "Green Building" is to minimize the impact on the environment as well as the occupants. Due to the negative impact that construction industries have on the environment, the demand for green buildings is increasing. Green buildings emerged as a way of making the activities and operations of the construction industry sustainable to the environment and human health. When comparing a green building to a conventional one, a green building refers to a building that minimizes its impact on human health and the environment, uses less water and energy than a non-green building, has higher levels of indoor air quality, and accounts for some measure of the lifecycle impact of choices amongst different kinds of building materials, furnishings, and furniture [1]. Green buildings offer a variety of environmental, economic and social benefits when compared to a standard conventional building and for that reason, the demand for buildings to become "greener" has increased.
Buildings, being the largest primary energy consumers are responsible for 33% of all energy-related carbon dioxide emissions worldwide [2]. Energy consumption in buildings are mainly due to the use of lighting, heating and cooling, power and overall poor insulation. Multiple researchers have come to the conclusion that the demand for operating energy reduction appears to be the most important aspect for the design of energy efficient buildings, on the other hand, an energy efficient building requires more materials and, consequently, the environmental impact of the building in its construction and demolition phases is likely to increase significantly [3]. But while the initial cost of a building, may increase, potential
ISSN: 2639-0574
* 1 Corresponding author: Boyajian D and Zirakian T, Department of Civil Engineering and Construction Management, USA
Submission: December 09, 2019
Published:
December 19, 2019
Volume 3 - Issue 5
How to cite this article: AlSadi A, Cabrera N, Faggin M, He Y, Patel M, Trevino F, Boyajian D* and Zirakian T*. Comparative Study on the Cost Analysis of a Green Ver sus Conventional Building. Adv Civil Eng Tech. 3(5). ACET.000575.2019.
DOI: 10.31031/ACET.2019.03.000575
Copyright@ Boyajian D and Zirakian T, This article is distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use and redistribution provided that the original author and source are credited.
benefits might outweigh those costs. By taking a holistic approach to the construction of new buildings, and focusing on achieving value for money, the trade-off between time, quality and price can be mitigated [4].
When going into designing a new building, special standards must be met in the design as well as the construction process. LEED is a green building rating system, created by the USGBC (US Green Building Council), that rates buildings based on sustainability and environmental impact. California specifically has implemented standard green codes known as Cal Green, which is the first statemandated standard building code created in 2007 by the CBSC (California Building Standards Commission) in an effort to meet the goals of California's landmark initiative AB 32. This initiative established a comprehensive program of cost-effective reductions of greenhouse gases back to 1990 levels by 2020 [5]. In accordance with this new environmentally friendly initiative, indoor air quality has become an important factor that changes significantly through the implementation of LEED features to a standard building [6]. People spend most of their time indoors unaware of the fact that the quality of the indoor environment is substandard and is in fact worse than the quality of the environment outdoors. Building materials and poor lighting, along with other factors, are responsible for this [7]. Adding LEED features to a conventional building can increase the indoor air quality which in turn creates a healthier and more satisfying environment to be in. One of the last things this study touched on was the growing need for diversity in the civil engineering field. Engineering solutions are optimal when they include perspectives from the populations they serve. This concept of inclusion is often overlooked in conversations and policies regarding diversity in both academic and practical settings [8]. The student engineering team chosen for this analysis included individuals with a diverse background and could provide different approaches to building design.
Material and Methods
The building was designed to be a two-story residential building located in Los Angeles, California. It has an L-shape floor plan with a modern design including a 3-car garage, 4 bedrooms, and 5 bathrooms. It also includes many conveniences for a singlefamily residence such as a gym, two kitchens, a library, and a great room. The residential design has an open concept layout on the first floor where both the kitchen and dining area were merged with the great room. One of the most interesting architectural features of this building is the double heighted living room with windows aligned vertically along the facade and the west side of the building. This gives the building an aesthetic look as well as allows natural light into the house which reduces the overall usage of indoor lighting during the day. Natural lighting was an important factor in the design aspect and was achieved by the use of different window sizes and correct window placement to allow maximum amount of light inside the house. Both the living room and second floor library are places where natural light is most utilized which justifies the large number of windows used in those areas. The building was designed to have a flat roof which could easily accommodate the addition of new features such as solar panels and a vegetated roof into the design.
The residential building consists of two floors and has a steel moment resisting frame structure. Each floor has an area of 2000 ft 2 giving a total of 4000 ft 2 for the area of the building. The architectural plan of the first and second floor are shown in Figure 1 & 2. The beam sizes were designed in accordance with AISC 360 [9] and ASCE Minimum Design Loads for Buildings [10]. The gravity system is composed of steel grade A992 beams and columns. I-shaped beams were selected for the entire structure. The beam sizes used in the design of the structure were W12×26, W10×12, W12×22 and W8×10, where beams W12×26 and W10×12 were used in the structure of the first floor and W8×10 and W12×22 were used for the second floor (Table 1). Lastly, the foundation design for the residence includes footing that support gravity and lateral loadings (Figure 3). The seismic loads were also taken into consideration and were calculated using ASCE 7-10 (2015) 11.4.2. The assessment of the site was a risk category type 2 with the site soil, based on the result from websoilsurvey.gov, being a site D (stiff soil). Also, according to ASCE 7-10 [10] the long-period transition period, was found to be equal to 8. The importance factor, Ie, was determined based on the risk category factor and was found to be equal to category one. Other factors such as short period, Ss, long period, S1, site coefficient Fa and Fv, were determined based on the spectral acceleration map on IBC (2015) Figures 1613.3.1(1) through 1613.3.1(6). Finding these figures helped with the design spectral response paraments, SMS and SDS. The goal of this was to find the seismic response coefficient, Cs, which was found using ASCE 7 (12.8-2). The main sustainability design for this building was the addition of green features to meet the minimum requirements for LEED certification. The engineering group consulted closely with a few interior design students to achieve LEED certification and bring the design up to "Green Building" standards [11].
Table 1: Summary of the results for structural design.
One of the most cost-effective features implemented into the design was the enhanced ventilation and heating/cooling system. These systems allow for more efficient clean air and temperature control throughout the house while saving money on energy. Another feature added was rainwater management with the goal of reducing overall rainwater runoff volume from the site by adding features such as a vegetated roof (Figure 4) and permeable paving (Figure 5). A vegetated roof has many benefits including stormwater retention, so there is less water directed into storm drains, as well as energy conservation, where it reduces the need for energy to cool the house during the summer and to heat the house during winter. Permeable pavers work by allowing water to seep through the holes between them which reduces overall stormwater runoff since the water passes through the spaces and is absorbed by the soil below [12-15].
Another additional feature added to the design includes solar panels on the roof, which encourages the decrease of carbon emissions, improves air quality and reduces the reliance on traditional energy resources (Figure 6). High performance windows were chosen over regular double pane windows. These windows reduce energy bills since they are designed to keep homes warm in the winter and cool during the summer by eliminating the need to use indoor cooling/heating systems. For indoor lighting, energy conserving light bulbs such as compact fluorescent bulbs were used since they are more efficient than incandescent light bulbs and have a longer life span. Some of the feature implemented in the design are shown in the figures below.
Result and Discussion
A cost analysis was performed after the basic design of the residential building was complete. Using RS Means and other online resources the construction cost for the conventional building was deduced, including overhead and profit (Table 2). RS Means lists all the materials used with the prices that are suitable for the home to help calculate the cost of the home more accurately. Material replacement and addition were carried out according to the LEED
scheme selected. The construction price of the two floors was found to be $571,235, and the cost for the addition of LEED features was $202,220, which accounts for 30% of the total construction price. Through the implementation of the following LEED features, $11,548 can be saved annually in terms of energy recycling and energy saving. In California, each house uses 91,150 L of water per year, 40% of which can be replaced by collected rainwater. The use of indoor water circulation can make people rarely need to replenish tap water. This is a huge contribution to reducing drought [16-18]. The energy savings by adding solar panels was calculated by an online solar calculator and saves approximately $21,000 over 20 years which equals around $1000 per year. After adding high efficiency appliances and lighting, utility bills can be reduced by $255 over a year according to Rubinoff and the Star Energy website. Contamination control and air quality protection savings were estimated based on the dimensions of the home. Rainwater recollection system saves $1200 per year assuming 50% of water used from the collected water according to the Rainharvest.com website. This is a huge contribution to reducing drought. Heating and cooling ventilation system saves approximately $3500 [19]. Landscaping and other appliances were estimated through RS Means. Through the implementation of the LEED features, $11,548 can be saved annually in terms of energy recycling and energy saving [20-23].
Table 2: Cost and saving analysis of LEED and traditional features of the house.
Conclusion
The goal of this research project was to learn and understand the stage processes (beam design, column design, seismic design etc.) that are needed to construct a steel frame structure. One of the significant features of the project was the implementation of green features to the design, such as solar panels, a vegetated roof, permeable paving, highly efficient appliances etc. which transformed the conventional building design to a "green" building making it LEED certified. Total cost of construction rose by 30% by adding LEED features compared to the conventional building cost [24,25]. Considering the savings of $11,548 per year, it will take approximately 15 years to even out the added green feature cost. Overall, this project benefited the group engineers in learning the step by step process of designing a steel frame house and the concept of green building and its importance.
Acknowledgement
The student research team would like to express their sincere appreciation for the support provided by Dr. David Boyajian and Dr. Tadeh Zirakian, Professors of Civil Engineering in the Department of Civil Engineering and Construction Management at California State University, Northridge, USA.
References
1. Yudelson J (2009) Sustainable retail development: New success and strategies.
2. Price L (2006) Impact of indoor air temperature and humidity in an office on perceived air quality, SBS symptoms and performance. Indoor Air 14(8): 74-81.
3. Motuziena, Rogoza, Lapinskiena, Vilutiena (2016) Construction solutions for energy efficient single-family house based on its life cycle multi-criteria analysis: A case study. Journal of Cleaner Production 112(1): 532-541.
4. Praveen Raj P, Nabeen Kumar K (2015) A case study on life cycle cost analysis of a green building. International Journal of Technology 5(2): 322-328.
5. California Green Building Standard Code, Title 24, Part 11-CAL Green.
6. Amos D, Albert C, Emmanuel O, Maxwell AA (2018) Benefits of green building: A literature review.
7. Freed EC (2006) As the green architect: Why should I care about green building anyway?
8. Pearson YE, Denise RS (2018) Diversity and inclusion in civil and environmental engineering. Journal of Professional Issues in Engineering Education and Practice 144(4).
9. AISC (2017) AISC Steel Construction Manual. (15 th edn), American Institute of Steel Construction, USA.
10. https://law.resource.org/pub/us/cfr/ibr/003/asce.7.2002.pdf
11. www.watershedcouncil.org/green-roofs.html
12. www.windynation.com/Mounting-Hardware/Windy-Nation-Inc/Sideof-Pole-Solar-Panel-Mount-Rack-for-30W-to-120W-Solar-Panels//1489?p=YzE9NDk
13. https://www.pacificpavingstone.com/blog/favorite-permeable-pavingmanufacturers-landscapes-streetscapes/
14. RS Means (2019) RS means data. Gordian Inc., Rockland, Massachusetts, USA.
15. www.energysage.com/solar/calculator/
16. Which Light Bulbs Are the Most Energy-Efficient? Networx.
17. www.rainharvest.com/rainflo-1700-ig-rainwater-collection-system.asp
18. NAS (2010) National academy of engineering, and national research council. Real Prospects for Energy Efficiency in the United States. The National Academies Press, Washington, USA.
19. Allen Marcus T (2008) Journal of real estate literature. American Real Estate Society 16(2): 253-255.
20. Kanika, Singh K, Rana K, Dahiya M (2016) A comparative study on green and conventional building. International Journal of Home Science 2(2): 338-343.
21. Roy K (2016) Our favorite permeable paving manufacturers for landscapes and streetscapes. Pacific Pavingstone, California, USA.
22. http://leed.usgbc.org/leed.html
23. Burg L, Michael R (2015) PE Civil reference manual. (14 th edn), Professional Publications, Inc.
24. https://www.tesla.com/solarroof
25. Evan (2016) Optimizing conventional buildings. Debating Science. | <urn:uuid:7e79146d-7674-4a5b-8a23-cbf3dc696c0a> | CC-MAIN-2024-10 | https://crimsonpublishers.com/acet/pdf/ACET.000575.pdf | 2024-02-24T08:25:05+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00071.warc.gz | 183,113,005 | 3,720 | eng_Latn | eng_Latn | 0.932662 | eng_Latn | 0.996256 | [
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Birth to Five School Readiness Goals
Children will demonstrate positive approaches to learning such as controlling impulses, maintaining focus, and sustaining attention.
Children will learn to express and manage their emotions.
Children will demonstrate increasing control, strength, and coordination of hand and finger muscles.
Children will be able to express themselves and understand language.
Children will attribute meaning to some symbols,
(such as identifying pictures, naming letters, or producing correct sounds associated with letters.)
Children will use objects or symbols to represent something else.
Children will understand the relationship between numbers and quantities.
323 Water Street, Allegan, MI 49010
Phone: (269) 673-5472
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Welcome to our Happy Science News! www.gobehappy.ch
Frequently coming back from holidays with new ideas and objectives.
3 Science-Based Ways to Manifest Your Dreams: Clarify, Reflect and Visualize.
What is manifestation?
The word "manifestation" means to turn an idea into a reality. Usually, we want to manifest things that improve our happiness and well-being. People generally talk about manifestation as the process of using thoughts, feelings, and beliefs to bring something into reality, but given the science behind manifestation, it seems important to also include actions as a key part of the manifestation process.
What does manifestation really mean?
Manifestation has become popular thanks to books like The Secret and The Law of Attraction. Unfortunately, most psychological scientists will tell you that these books are based on pseudoscience—they claim to be scientific and factual, but they're not actually based on scientific evidence.
So as a psychological scientist I can't, in good conscience, recommend these books. However, I feel like many psychologists throw out the baby with the bathwater when it comes to the idea of "manifestation." They'll often say it's junk science. But I say: Of course we can manifest positive things in our lives—if we couldn't then what would be the point of therapy, wellness interventions, or any of the tools we use to help people?
So what does the science actually say about manifestation? How can we take a goal or idea we have in our heads and make it real?
What is the science behind manifestation?
There actually is science behind the idea of manifestation—that is, turning an idea into a real thing. Here are some areas of research and how they lend support to manifestation:
A growth mindset can help you manifest your dreams and reach your goals
Research by Dr. Carol Dweck clearly shows that believing you can do something makes it more likely that you'll successfully do it. That means that our beliefs about our ability to learn, grow, and succeed—our growth mindset—can indeed affect whether we effectively manifest what we desire.
Importantly, this research suggests that if we truly believe we can achieve something, we are willing to do the hard work to achieve it. This is in contrast to law-of-attraction style manifestation which suggests that belief alone is enough to bring about manifestation. Ultimately, the science suggests that our beliefs bring about behaviors (and responses from others) that lead to the outcomes we desire.
Self-fulfilling prophecies may explain manifestation
Research shows that our expectations, positive or negative, tend to be confirmed. This is what is known as a self-fulfilling prophecy. So if we expect to bring our idea to life or reach our goal, we're more likely to.
For example, if you don't think you can succeed in some goal, let's say getting your dream job, you'll set in motion events that will actually make it more likely that you won't get your dream job. Maybe you'll be cold or grumpy during a job interview. Maybe you'll engage in negative self-talk to someone who could help you. Or maybe you'll just feel upset and not spend the necessary time required to reach your goal. Your beliefs set in motion circumstances that affect your ability to manifest an outcome.
Negativity bias may explain perceptions about manifestation
Research shows that if we're already feeling bad, we're more likely to interpret neutral circumstances in a negative way. It may be that someone with a more positive attitude just pays more attention to the ways in which they have successfully manifested parts of their dreams. Another person with a more negative outlook may experience the exact same things and only see where they failed to manifest what they desired. That's how bias may affect manifestation.
Upward spirals of positive emotion may explain manifestation success
Dr. Barbara Fredrickson's research has also shown that positive emotions enable us to think more creatively. Similarly, Dr. Sonja Lyubomirsky has shown that happiness leads to success and not the other way around. People who are generally happy and positive attract more opportunities, have better relationships, and seem to be able to manifest what they set their minds to more easily.
It makes sense when you think about it, right? We prefer to be around positive, optimistic people. And being around people with a negative attitude? It's offputting and doesn't lead us to want to help these people.
How do we use science to manifest what we want?
1. Get clear on what you want to manifest
What do you actually want? Spend some time focusing to get clarity on your manifestation goal. Mindful meditation can be a useful tool for this—it quiets the mind and helps increase self-awareness. Or, you could talk to a friend. Sometimes just talking can help you gain the clarity you need to manifest something.
2. Manifest what matters to you
When deciding what to manifest, ask yourself a few reflection questions:
* Will this make me happy and fulfilled?
* Does it feel right for me? (Or is there something or someone influencing me?)
* Will this do any harm to myself or others?
By asking yourself these questions you can choose the right things to manifest— things that you will be more likely to believe in, things that you have positive expectations about, and things that make you feel more positive. As a result, you'll be more likely to manifest them.
3. Visualize your manifestation to generate positive emotions
Visualizing what you desire can help you feel positive emotions related to it more strongly. And those feelings can help you believe in yourself more. Just close your eyes, take a few deep breaths and imagine a scene from your future life as you desire it.
3 Strategies to practice and practice until the routine transformed into habits.
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Showtime on Wall Street
Terms of Trade
Asked (or Offer) Price: The price that sellers are willing to accept for a particular stock at a given time.
At the Market:
An order to buy and sell a stock at the best price currently available.
Benefits of Trade: The advantages obtained by buyers and sellers when they trade a stock.
Bid Price:
The price that buyers are willing to pay for a particular stock at a given time.
Broker:
An individual or business that specializes in bringing together buyers and sellers of stocks.
Clerk:
A member of a brokerage house who transfers orders and information between stockbrokers in an office and floor brokers at a stock exchange.
Commission:
The fee a broker and/or stockbroker collects for helping people buy and sell a stock.
Costs of Trade:
The time and money buyers and sellers spend to find one another and arrange trades.
Floor Broker:
A member of a brokerage house who completes a customer's buy or sell order on the floor on a stock exchange.
Limit Order:
An order to buy or sell a stock at a certain (or better) price. A buyer's limit order for $20 would be completed only if each share can be bought for $20 or less.
Quotes:
The highest price bid by a buyer and the lowest price asked by a seller for a stock at a given time. Quotes are expressed in dollars.
Specialist:
A broker on an exchange who trades in certain stocks at a specific location (post) on the trading floor. Each specialist has an assigned post where all trading of particular stocks occurs. Specialists quote the current prices of stocks traded at their posts and they complete limit orders.
Stockbroker:
A broker who accepts orders to buy and sell stock and then transfers those orders to other people who complete them.
The Cast
MODERATOR BUYER SELLER BUYER'S STOCKBROKER
SELLER'S STOCKBROKER
BUYER'S CLERK
SELLER'S CLERK
BUYER'S FLOOR BROKER
SELLER'S FLOOR BROKER SPECIALIST
Stage Directions
In the front of classroom: MODERATOR.
On one side: BUYER and BUYER'S STOCKBROKER (in corner), SELLER and SELLER'S STOCKBROKER (in other corner).
On other side of classroom (sign labeled NYSE is on this side of the room): BUYER'S CLERK and SELLER'S CLERK (in one corner), SPECIALIST and a few students to play the silent roles of other floor brokers near the specialist's post (in other corner near the sign labeled McDonald's [MCD] Trading Post), BUYER'S FLOOR BROKER and SELLER'S FLOOR BROKER between clerks and specialist.
Props
MODERATOR:
BUYER:
BUYER'S STOCKBROKER:
BUYER:
BUYER'S STOCKBROKER:
MODERATOR:
BUYER:
BUYER'S STOCKBROKER:
MODERATOR:
SELLER:
SELLER'S STOCKBROKER:
SELLER:
SELLER'S STOCKBROKER:
SELLER:
SELLER'S STOCKBROKER:
MODERATOR:
BUYER'S STOCKBROKER:
Showtime on Wall Street
The Play
In order to understand how the stock market works, let's begin by visiting a buyer of a stock whose shares are listed on the New York Stock Exchange.
[reading the stock pages of a newspaper] I've wanted to buy stock in McDonald's, the fast-food company, for a long time. I think I'll call my stockbroker and find out what the stock is selling for right now. [dials number on telephone] Hello, Stockbroker? Would you please tell me what is the price of McDonald's?
[answering the telephone] Certainly, Buyer. Let me check for you [looks at a computer]. The last sale of McDonald's was forty and an eighth.
That's a great buy. I expect the price to rise and the company to pay big dividends in the future. I'd like to order 100 shares.
Okay, I'll get on it right away. But first, tell me if you want to buy at the market or if you want me to enter a limit order for you.
An order to buy or sell at the market tells the broker to take the best price being offered on the trading floor of the New York Stock Exchange. A limit order tells the broker to buy or sell at a given or better price.
Buy it at the market.
I should be able to confirm the purchase right away. I'll call you back in a few minutes.
Before we follow the buyer's order to the stock exchange, let's watch as someone places an order to sell shares of McDonald's.
[reading the stock pages of a newspaper] I've been thinking about selling some of my shares of McDonald's stock. I think I'll call my stockbroker [dials number on telephone]. Hello, Stockbroker? What's McDonald's stock selling for right now?
[answering the telephone] Let me see [looks at a computer]. The last sale in MCD was forty and an eighth.
I should sell at that price. I bet if I keep the stock its price will fall and the company will pay lower dividends in the future. Please sell 100 shares for me.
I can do that right away. But do you want to sell at the market or do you want me to enter a limit order for you?
Sell my shares at the market.
I'll do that now and call you back in a few minutes.
The buyer and seller have placed their orders with their stockbrokers. Let's watch as those orders are sent to the stock exchange to be completed.
[Goes to order machine and presses buttons] First, I have to send this order to buy 100 shares of McDonald's (MCD) stock to my company's clerk on the floor of the New York Stock Exchange.
Showtime on Wall Street
[noticing that the order machine is running] The order machine is running again. It must be another order from one of our offices. Let's see what it says. [Reads.] Buy 100 shares of MCD stock-that's McDonald's. I'd better give this order to our company's broker on the floor. [Clerk signals his company's representative on the trading floor. ]
BUYER'S FLOOR BROKER:
MODERATOR:
SELLER'S STOCKBROKER:
SELLER'S CLERK:
SELLER'S FLOOR BROKER:
MODERATOR:
BUYER'S FLOOR BROKER:
SPECIALIST:
MODERATOR:
SELLER'S FLOOR BROKER:
MODERATOR:
SELLER'S FLOOR BROKER:
BUYER'S FLOOR BROKER:
MODERATOR:
There's my clerk signaling me. I'd better see what's up. [The broker goes to a booth on the side of the trading floor, gets the order, and reads.] Buy 100 shares of MCD stock at the market. I'll have to do that at the McDonald's trading post. [The floor broker walks there.]
Now let's see how the seller's stockbroker handles the seller's order.
[goes to order machine and presses buttons] I have to send this order to sell 100 shares of McDonald's (MCD) stock to my company's clerk on the floor of the New York Stock Exchange.
[noticing that the order machine is running] Here comes another order from one of our offices. [Reads.] Sell 100 shares of MCD stock-that's McDonald's. I'll deliver this order to our company's broker on the floor. [Clerk signals his company's representative on the trading floor.]
I see my clerk signaling me. I'd better see what's up. [The broker goes to a booth on the side of the trading floor, gets the order, and reads.] Sell 100 shares of MCD stock at the market. I'll have to do that at the McDonald's (MCD) trading post. [The broker goes to the MCD trading post where the buyer's floor broker is standing.]
Stock exchanges have various locations called posts, where different stocks are traded. Each post has a specialist assigned to it. One of the jobs of a specialist is to quote the current price of a stock. Let's see what happens when the stockbrokers for the buyer and seller take their orders to the specialist at the M CD trading post.
[walks over to the MCD trading post, where other brokers have orders to buy or sell MCD stock and looks at imaginary video screen] How's McDonald's?
Forty to forty and a quarter.
The first number the specialist said is the current bid price. This price of $40 is the highest price buyers are willing to pay for a share of McDonald's stock. The second price is the asked price. This price of $40.25 is the lowest amount sellers are willing to accept for a share of MCD.
[approaches the MCD trading post, checks the video screen and announces to the group of brokers] One hundred at forty and a quarter.
This means that the broker is offering to sell 100 shares at $40.25.
[hearing no response from the crowd of brokers] One hundred at forty.
[approaches seller's floor broker] Sold!
Standing next to the post is an employee of the stock exchange, called a floor reporter. Within seconds, the floor reporter records the sale on the computerized Market Data System. The new sale price is then reported on the computer monitor at the stock exchange and MCD 100 40 flashes on electronic displays around the world.
Showtime on Wall Street
BUYER'S FLOOR BROKER:
Now I've got to let our clerk know about this trade. [The broker walks over to the buyer's clerk.] Hi, Clerk, I just bought those 100 shares of McDonald's at forty.
BUYER'S CLERK:
BUYER'S STOCKBROKER:
BUYER:
MODERATOR:
SELLER'S FLOOR BROKER:
SELLER'S CLERK:
SELLER'S STOCKBROKER:
SELLER:
MODERATOR:
Thanks. I'll send a message back to our stockbroker. [The clerk then presses numbers on the order machine.]
[hearing the order machine] The order machine is going again. Let's see what we've got. [Reads and comments.] Good, we bought those 100 shares of McDonald's for our buyer. I'd better let him (her) know. [The broker calls the buyer on the telephone.] Hello, Buyer? We got you the 100 shares that you wanted of McDonald's at $40 a share. I'll get a confirmation in the mail to you today. You'll need to pay us $4,000 plus my broker's commission.
Great! I knew you'd do it, but I didn't expect you to be so fast. I called you only ten minutes ago.
The seller also receives good news. Let's check and see what's happening.
I have to tell our clerk about the sale. [The broker walks over to the seller's clerk.] Hi, Clerk. I just sold those 100 shares of McDonald's stock at forty.
Thanks. I'll tell our stockbroker back in our office. [The clerk then presses numbers on the order machine.]
[hearing the order machine] Something's coming in on our machine. [Reads and comments.] Good news, we sold those 100 shares of McDonald's for our seller. I better let him (her) know. [The broker then makes a call to the seller on the telephone.] Hello, Seller? We sold your 100 shares of McDonald's for $40 a share. I will send confirmation of the sale and a check for $4,000 less my broker's commission.
Great! And it took less than 10 minutes.
The stock market allows people to buy and sell stocks quickly and easily. Both our buyer and seller are happy with the trade because they both benefited from the trade. And, they are pleased that the brokers and people at the stock exchange made the trade possible by helping the buyer and seller find each other. This is how markets work and why they are so important to the economy.
The End | <urn:uuid:e2acc50c-5ad8-41f8-b9c3-1fe801c35a23> | CC-MAIN-2024-10 | http://myfinanceclass.com/files/139779103.pdf | 2024-02-24T10:29:09+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00077.warc.gz | 24,893,153 | 2,526 | eng_Latn | eng_Latn | 0.998564 | eng_Latn | 0.99893 | [
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Good morning! We hope everyone is well and keeping safe. Let us know how you found yesterday, this is as new to us as it is to you and we would like to know how everyone is getting on. Please send in your work from yesterday!
10:30 – 11:00
11:00- 11:40
11:40 – 12:00
Breaktime/snacktime
Maths
Learning Objective: to share objects.
Success Criteria 1:
I can count objects carefully.
Success Criteria 2:
I can share objects between 2 groups
Success Criteria 3:
I can share objects between more than 2 groups.
As it is nearly lunchtime and it's been such nice weather, we thought the children could help prepare a picnic today!
Choose your foods and use bowls or plates to share them equally between each of your family members! Equally means that each person has the same amount! Remember to check at the end!
Watch Miss Cuss's video of her sharing food for her picnic!
https://www.youtube.com/watch?v=ptoeOMd7ew4
Rest and relaxation time.
Listen to some calming music or go into your garden if you have one and listen to the sounds that you can hear. Have a conversation with someone in your family. Or even do some mindfulness colouring.
Well done to everyone for their learning today!
Please do not worry if weren't able to complete everything on the timetable. We think you are all doing an amazing job, so keep up the brilliant work!
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TEACH YOUR CHILDREN WELL!!
The sin and temptation of modern society can seem overwhelming, especially to parents of children. In the words of Frederick Douglas, " It is easier to build strong children than to repair broken men." Following is some advice for building strong children TODAY.
Show that God is real and important to you by putting His Word on display in your home. Put a bowl of Bible verses by the door and tuck a verse in your pocket each day as you leave the house. Help your children do the same. Model good behavior for your children by letting God save you utterly and completely. (One website with an abundance of child-friendly Bible verses is www.bibleparent.com.)
At roughly age ten ask your children if they have ever seen pictures of sex. Explain that sex is easy…bugs do it… but love is hard, and without God impossible. The four-letter word love is more powerful than the three letter word sex. Share what love means to you. Show love in your family. Have them tell you what love is. Their answer will reveal if their idea of love is centered on themselves or on others.
Make sure your children have a forever family…a church family. Do everything you can to make sure they have access to their heavenly Father, especially if they are children of divorce. A major resiliency factor (something that neutralizes risk factors in a child'slife) is a close relationship with at least one adult. Other important resiliency factors are regular church attendance and deep personal faith. Divorce and single parenting are tough, but don't give up; with God all things are possible.
Be a part of your children's social life. Invite their friends to your home one night a week or month. Try to restrict the amount of time your children play video games (30 minutes a day is reasonable) as too much time gaming can lead to anti-social behavior or a lack of exercise. Life without video games and TV might seem boring, but life without friends or hobbies is no life at all.
No child is immune to anger. Helping children learn to deal with anger has two parts. First, teach them self-control, so they can avoid reactive behavior like fighting or vandalism. Second, help them solve the problem causing the anger. After all, anger does not make problems go away, it just makes people go away. If children don't learn to deal with the causes at the root of their anger, acting out can become a habit that lasts a lifetime, so it is vital to help them find emotional balance and wellbeing.
Help you children pursue their dreams.
Visit the libraiꞏy to c
h
eck
o
ut books
on vario
us occupations, from photographer to biologist, and biographies and autobiographiesof admirable men and women, from Abraham Lincoln to Malala Yousafzai. Books can enable children to find their passions and future careers and to aspire to do good in the world. As you help your children find God's vision for their future, pray together for guidance.
Make prayer a HABIT in your home. Knowing in your heart that God is real is critical, and developing a personal relationship with Him is important. Start with the Lord's Prayer; then help your children find one or more prayer partners. Children who do not pray with others are not as likely to pray on their own. The website www.teachustopray.com is helpful.
Catch your children being good. All parents MUST correct bad behavior and show the child how to get it right but GREAT parents delight to catch their children doing or being good. In the end children choose whether to obey their parents or not. If they see love in our hearts they delight to please us. If they do not see or sense love in our hearts Their obedience will be shallow perhaps bitter. May we all ask God to help us catch them being or doing good.
Charles White is a retired preschool teacher, lifelong volunteer with his local Army church and web editor of www.bibleparent.com and www.teachustopray.com | <urn:uuid:45eac03d-d120-48ea-b1bc-9410d338e25f> | CC-MAIN-2024-10 | https://www.bibleparent.com/pdf/articles/teach.pdf | 2024-02-24T10:00:05+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00077.warc.gz | 709,713,005 | 830 | eng_Latn | eng_Latn | 0.995162 | eng_Latn | 0.996977 | [
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Healthy Lifestyle
Nutrition and healthy eating
The Mediterranean diet is a healthy-eating plan. It's focused on plants and includes the traditional flavors and cooking methods of the region.
By Mayo Clinic Staff
If you're looking for a heart-healthy eating plan, the Mediterranean diet might be right for you. It's less of a diet, meaning a restricted way to eat, and more of a lifestyle.
It blends the basics of healthy eating with the traditional flavors and cooking methods of the people in the Mediterranean region.
Diet is known to have an effect on long-term diseases. These include heart and blood vessel problems known as cardiovascular disease. Observations from a study in the 1960s found that cardiovascular disease was linked to fewer deaths in some Mediterranean countries, such as Greece and Italy, than in the U.S. and northern Europe.
More-recent studies linked the Mediterranean diet with lower risk factors for heart disease, such as high cholesterol and high blood pressure.
Today, the Mediterranean diet is one of the healthy eating plans that American nutrition experts recommend. It's also recognized by the World Health Organization as a healthy-eating pattern.
Many cultures have eating patterns similar to the Mediterranean diet, including Japan, for example.
And other diets have some of the same recommendations as the Mediterranean diet. Two examples are the Dietary Approaches to Stop Hypertension (DASH) diet, and the Dietary Guidelines for Americans.
Research suggests that it's key to follow the Mediterranean diet over the long term for your heart to benefit.
The Mediterranean diet is a way of eating based on the traditional cuisine of countries bordering the Mediterranean Sea. There's no single definition for the diet. But most often, it's high in:
Vegetables.
Fruits.
Whole grains.
Beans.
Nuts and seeds.
Olive oil.
Seasoning with herbs and spices.
The main steps to follow the diet include:
Each day, eat vegetables, fruits, whole grains and plant-based fats.
Each week, have fish, poultry, beans, legumes and eggs.
Enjoy moderate portions of dairy products.
Limit how much red meat you eat.
Limit how many foods with added sugar you eat.
Some other elements of the Mediterranean diet are to:
Share meals with family and friends.
Get regular exercise.
Enjoy wine in moderation if you drink alcohol.
Mediterranean diet for heart health
The foundation of the Mediterranean diet is plant foods. That means meals are built around vegetables, fruits, herbs, nuts, beans and whole grains.
Moderate amounts of dairy, poultry and eggs are part of the Mediterranean diet, as is seafood. In contrast, red meat is eaten only once in a while.
Unsaturated fats are a strength of the Mediterranean diet. They're eaten instead of saturated and trans fats, which play roles in heart disease.
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Olive oil and nuts are the main sources of fat in the Mediterranean diet. They provide unsaturated fat. When unsaturated fat comes from plant sources, it seems to lower levels of total cholesterol as well as low-density lipoprotein, also called LDL or "bad" cholesterol.
Replacing saturated fat with polyunsaturated fat lowers risk of cardiovascular disease events and death related to cardiovascular disease, according to the Dietary Guidelines for Americans.
Seafood, seeds, nuts, legumes and some vegetable oils have healthy fats, including the polyunsaturated kind.
Fish also are a key part of the Mediterranean diet. Some healthy choices are:
Mackerel.
Herring.
Sardines.
Albacore tuna.
Salmon.
Anchovies.
These are known as fatty fish. And the fats they contain are omega-3 fatty acids.
Omega-3s are unsaturated fats that may lower immune system action in the body known as inflammation. They also may help reduce blood fats called triglycerides, and they affect blood clotting. Omega 3s may lower the risk of stroke and heart failure too.
Lean fish and shellfish also are included in the Mediterranean diet. Shellfish include shrimp, crab, clams and scallops. Some types of lean fish are cod, haddock, hake and whitefish.
Choose fish that are low in mercury, such as the ones listed above. This is important for children ages 1 to 11 and people who are pregnant and breastfeeding.
Too much mercury can harm the brain and nervous system over time. If your family catches and eats fish, check local fish advisories to find out about any cases of mercury contamination.
Like people all over the world, some who live in the Mediterranean region drink alcohol and some do not. Many versions of the Mediterranean diet include some wine with a meal.
Red wine tends to be included more often than is white wine. Some experts and dietary guidelines recommend that women limit themselves to one glass of wine a day, and for men no more than two glasses a day.
Alcohol has been linked with a lower risk of heart disease in some studies. But it's not risk-free. So don't start to drink alcohol or drink more often in hopes of gaining possible health benefits.
Recent studies cast doubt on the notion that even a little alcohol may be good for the heart.
One large study suggested that people who regularly drank any amount of alcohol had a higher risk of high blood pressure and coronary artery disease. The more alcohol they drank, the higher the risk.
Another study found that having slightly more than one alcoholic drink a day was linked with a higher risk of atrial fibrillation, a type of irregular heartbeat.
If you drink alcohol, talk to your health care provider or a specialist in nutrition, called a dietitian, to figure out what amount — if any — is right for you.
Factors that affect your decision might be the extra calories alcohol brings to the diet, or any kidney or liver problems you may have. And if you just don't like the taste of alcohol, that's a good reason to stay away from it too.
Want to try the Mediterranean diet? These tips will help you get started:
Eat more fruits and vegetables. Each day, aim for 2 to 3 servings of fruit and four or more servings of vegetables. One serving of fruit equals a medium piece of whole fruit or one cup of chopped. One serving of vegetables equals two cups of leafy produce, one cup of raw veggies, or half a cup of cooked vegetables.
Choose whole grains. Switch to whole-grain bread, cereal and pasta. You also can try other whole grains, such as bulgur, barley and farro. If you eat about 2,000 calories a day, aim to have at least 3 ounces of whole grains. You can get 1 ounce from a slice of bread, a cup of ready-made cereal, or half a cup of cooked rice or pasta. Read the Nutrition Facts label to find out how much of a product is in one serving.
Use unsaturated fats from plants. Replacing saturated fats with unsaturated fats may help lower the risk of heart disease. For example, you could replace butter with olive, canola, or safflower or sunflower oil in cooking or at the table. And instead of putting butter or margarine on bread, you could use nut or seed spreads on toast or on an apple.
Eat more seafood. Eat fish or shellfish 2 to 3 times a week. Children and people who are pregnant or breastfeeding may want to limit certain types of fish due to mercury levels. One serving of fish is around 3 to 5 ounces for adults. That's about the size of a deck of cards. The U.S. Food and Drug Administration recommends smaller servings for children twice a week.
Fresh or water-packed tuna, salmon, trout, mackerel and herring are healthy choices. Stay away from deep-fried fish.
Get nuts. Each week, aim to eat four servings of raw, unsalted nuts. One serving is a quarter of a cup.
Enjoy some dairy. Some good choices are skim or 1% milk, low-fat cottage cheese, and low-fat Greek or plain yogurt. Limit how much cheese you eat. One serving is about the size of four dice. And cut back on higher fat dairy. That includes whole and 2% milk, butter, margarine, and ice cream. Feedback
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Reduce red and processed meat. Eat more fish, poultry or beans instead. If you eat meat, make sure it's lean and keep portions small. And before you cook it, first try to remove any fat you can see.
Spice it up. Herbs and spices boost flavor and lessen the need for salt.
The Mediterranean diet has a lot of flexibility, so you can make it a delicious and nutritious way to eat. Follow this eating pattern long-term to get the most of out of it.
Show References
1. Mediterranean diet 101 brochure. Oldways Preservation Trust. https://oldwayspt.org/resources/mediterranean-diet-101-brochure. Accessed May 28, 2019.
2. Health Education & Content Services. The Mediterranean Diet. Mayo Clinic; 2022.
3. AlAufi N, et al. Application of Mediterranean diet in cardiovascular diseases and type 2 diabetes mellitus: Motivations and challenges. Nutrients. 2022; doi:10.3390/nu14132777.
4. Monounsaturated fat. American Heart Association. https://www.heart.org/en/healthy-living/healthy-eating/eat-smart/fats/monounsaturated-fats. Accessed Jan. 11, 2023.
5. Zeratsky KA (expert opinion). Mayo Clinic. Jan. 26, 2023.
6. Mediterranean diet. Oldways Preservation Trust. https://oldwayspt.org/traditional-diets/mediterranean-diet. Accessed May 28, 2019.
7. Rimm EB, et al. Seafood long-chain n-3 polyunsaturated fatty acids and cardiovascular disease: A science advisory from the American Heart Association. Circulation. 2018; doi:10.1161/CIR.0000000000000574.
8. Mazza E, et al. Mediterranean diet in healthy aging. Journal of Nutrition, Health and Aging. 2021; doi:10.1007/s12603-021-1675-6.
9. 2020-2025 Dietary Guidelines for Americans. U.S. Department of Health and Human Services and U.S. Department of Agriculture. https://www.dietaryguidelines.gov/resources/20202025-dietary-guidelines-online-materials. Accessed Jan. 11, 2023.
10. Colditz GA. Healthy diet in adults. https://www.uptodate.com/contents/search. Accessed May 28, 2019.
11. Rees K, et al. Mediterranean-style diet for the primary and secondary prevention of cardiovascular disease. Cochrane Database of Systematic Reviews. https://www.cochranelibrary.com. Accessed June 11, 2019.
12. Mediterranean diet. American Heart Association. https://www.heart.org/en/healthy-living/healthy-eating/eat-smart/nutrition-basics/mediterranean-diet. Accessed June 13, 2019.
13. Health Evidence Network synthesis report 58. World Health Organization. https://www.euro.who.int/__data/assets/pdf_file/0011/365285/hen-58-eng.pdf. Accessed Jan. 12, 2023.
14. My Plate: Grains. U.S. Department of Agriculture. https://www.myplate.gov/eat-healthy/grains. Accessed Jan 16, 2023.
15. Poor nutrition. Centers for Disease Control and Prevention. https://www.cdc.gov/chronicdisease/resources/publications/factsheets/nutrition.htm. Accessed Jan. 19, 2023.
16. Tsugane S. Why has Japan become the world's most long-lived country: Insights from a food and nutrition perspective. European Journal of Clinical Nutrition. 2021; doi:10.1038/s41430-020-0677-5.
17. Scientific report of the 2020 Dietary Guidelines Advisory Committee. U.S. Department of Agriculture. https://www.dietaryguidelines.gov/2020-advisory-committee-report. Accessed Jan. 19, 2023.
18. Biddinger K, et al. Association of habitual alcohol intake with risk of cardiovascular disease. JAMA Network Open. 2022; doi:10.1001/jamanetworkopen.2022.3849.
19. Csengeri D, et al. Alcohol consumption, cardiac biomarkers, and risk of atrial fibrillation and adverse outcomes. European Heart Journal. 2021; doi:10.1093/eurheartj/ehaa953.
20. Tou JC, et al. Lipid-modifying effects of lean fish and fish-derived protein consumption in humans: a systematic review and meta-analysis of randomized controlled trials. Nutrition Reviews. 2021; doi:10.1093/nutrit/nuab003.
21. Questions and answers from the FDA/EPA advice about eating fish for those who might become or are pregnant or breastfeeding and children ages 1 to 11 years. U.S. Food and Drug Administration. https://www.fda.gov/food/consumers/advice-about-eating-fish. Accessed Jan. 27, 2023.
22. Advice about eating fish. U.S. Food and Drug Administration. https://www.fda.gov/media/102331/download. Accessed Jan. 27, 2023.
July 15, 2023
Original article: https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/mediterranean-diet/art-20047801
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Feedback
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1 23456789
Review by drawing the dots and circles on the numbers above according to what you learned in the video. Count out loud as you do this.
To add using the dots, say the first number and count up from that number as you touch where the dots would go on the second number. (Even if you already know the answer, practice using the dots.)
1 23456789
With your pencil, touch the imaginary dots and circles on the numbers above, counting out loud while you do.
To add a one-digit number to a two-digit number, say the two-digit number and count UP on the dots on the one-digit number. (Touch where the dots would be without drawing them.)
_____
1 23456789
Draw the dots on the numbers above, counting out loud while you write them.
As explained in the video, to subtract using the dots, say the top number and count DOWN from that number as you point to where the dots would be on the bottom number. (Even if you already know the answer, practice using the dots.)
Example:
5 - 3 =
____
"Five." "Four, three, two."
4
8
- 3
-5
7
- 2
9 16
-1
12
-9
7
8
-2
-4
-7
13
-6
15
-8
14
-7
9
-6
18 10
-9
-6
1 23456789
With your pencil, touch the imaginary dots and circles on the numbers above, counting out loud while you do.
To subtract a one-digit number from a two-digit number, touch and say the two-digit number with your pencil and count DOWN on the dots on the one-digit number. | <urn:uuid:dbd44713-6297-4d80-8874-f5796b13353b> | CC-MAIN-2024-18 | https://www.powerhouseedu.com/_files/ugd/f498c7_6e4d9e0b00ed40ee98a7908fd7cb1191.pdf | 2024-04-24T04:11:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00806.warc.gz | 854,846,224 | 382 | eng_Latn | eng_Latn | 0.989347 | eng_Latn | 0.99499 | [
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IMPLEMENTEING DISCIPLINARY LITERACY
ASK
Think about real world problems that are of interest to the children in the class. The use of these driving questions supports pupil talk as it provides a focus for their discussions. They also delve into concepts more deeply, as they are more meaningful for them.
EXPLORE
Once you have a motivating driving question, provide pupils with opportunities to gather evidence that will help them answer the question. Ask children to predict and explain their reasoning. This helps them think more deeply about the 'why' as opposed to the 'what'
READ
Provide children with multiple texts that are conceptually related to each other and to the driving question. Use printed texts, Youtube videos, blogs, magazine articles or websites to help pupils. Support pupils vocabularly knowledge by providing student friendly definitions to disciplinary terms.
WRITE
Encourage students to draw or write about what they are learning. Act as a scribe for younger pupils or engage in shared writing practices. These can then be used a springboard for talking about their ideas and discussing their work.
DISCUSS
Provide the pupils with opportunities to synthesise evidence and information from each of the activities above. This allows pupils to make sense of multiple pieces of evidence and information and discuss this in relation to the driving question set out from the beginnning | <urn:uuid:0522a6d2-9953-426a-b0df-b82a5f89108e> | CC-MAIN-2024-18 | https://www.pdst.ie/sites/default/files/Implementing%20Disciplinary%20Literacy.pdf | 2024-04-24T02:22:12+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00805.warc.gz | 846,861,916 | 273 | eng_Latn | eng_Latn | 0.996985 | eng_Latn | 0.996985 | [
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Weaning
http://www.pedsalex.com/breastfeeding.php
Life's rites of passage are produced by a sequence of weanings: weaning from the womb, your breast, your home. The pace of weaning will be personal to each mother-baby dyad, should be respected, and if allowed to culminate organically, will facilitate a secure, happy, independent child.
Weaning, in terms of infant nourishment, is a process of transitioning your baby from breastfeeding to another source of nutrition. It is the gradual progression of changing the breastfeeding dynamic from exclusive breastfeeds to either replacement with formula feeding or supplementing with solids.
The American Academy of Pediatrics recommends exclusive breastfeeding through the first 6 months of life. At this time, the introduction of solids should occur with continuation of breastfeeding through 12 months or as long as mutually desired between mother and baby.
Weaning versus Nursing Strike
Generally, if a baby is less than 12 months of age, and they stop breastfeeding abruptly, it is likely a nursing strike. It should not be automatically assumed that baby refusing the breast is attempting to wean. Babies will refuse the breast for many reasons aside from weaning: mouth pain from teething, stuffy nose, distractions/interruptions during feeding times, or unusually long separation from mother. Click here for ways to stop a nursing strike.
Strategy for weaning
Each mother and baby will have their own dynamic, thus own preference for weaning. Nap and night nursing are favorite feedings and will likely be the last to go. Below is a list of suggestions on strategizing your weaning process.
* Gradually eliminate feedings from least to most favorite
* Avoid familiar breastfeeding situations (positions and places)
* Stop offering the breast, and only allow to breastfeed if baby's behavior deteriorates
* Keep baby busy and avoid boredom
* Set rules for nursing: appoint particular times of the day for nursing
* Include father more, allowing time with father to replace a breastfeed
* Introduce the cup
When to delay weaning
There are three major reasons to delay weaning. First, if there are major life transitions for your child (recent move, daycare change, death in the family), it is better to postpone weaning until a less stressful time. Secondly, if your baby is ill or teething, they are still utilizing breastfeeding as a comfort. It may take a few weeks, but allow your baby to feel better before initiating the weaning process. Lastly, if food allergies run in the family, it may be beneficial to continue breastfeeding over introducing formula. | <urn:uuid:15719eea-9fce-40f0-81c2-8b2be3fe3650> | CC-MAIN-2024-18 | https://www.pedsalex.com/client_files/file/breastfeeding-weaning.pdf | 2024-04-24T03:08:43+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00803.warc.gz | 844,384,525 | 542 | eng_Latn | eng_Latn | 0.998255 | eng_Latn | 0.998255 | [
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Sun Smart Policy
Sun Smart Policy
Riverbanks College B-12 | 1 Harvest Boulevard, Angle Vale, South Australia 5117
firstname.lastname@example.org. au | www.riverbankscollege.sa.edu.au
October 2021
Rationale
Australia has the highest incidence of skin cancer in the world with 2 out of every 3 people developing some form of skin cancer before they are 70.
Skin damage, including skin cancer, is the result of cumulative exposure to the sun.
Sun exposure in the first 10 years of life determines, to a substantial degree, the likelihood of skin cancer developing later in life.
Cancer Council SA advises people to protect their skin at times when the ultraviolet (UV) radiation level is 3 and above – this is when it is strong enough to cause damage to unprotected skin.
Our sun protection policy will be in effect for school terms 1, 3 and 4 and when advised by staff during term 2. Students should always have their hat with them whilst attending school.
Purpose:
* Ensure that all members of our school, including our out of school hours care (OSHC) and vacation care programs, are protected from skin damage caused by the harmful rays of the sun.
* Work towards a safe school environment that provides shade for students, staff, and the school community at appropriate times.
* Encourage the entire school community to understand the reasons behind sun protection measures.
* Assist students to be responsible for their own sun protection.
Strategies
It is an expectation that all staff, students, and parents of Riverbanks College abide by the following sun protection strategies:
1. Hats
All students are required to wear the Riverbanks College bucket hat that protects their face, neck, and ears, whenever they are outside. Baseball or peak caps are not acceptable.
2. Clothing
Sun protective clothing is included in the school uniform/dress code and sports uniform. Our clothing is cool, loose fitting and made of closely woven fabric. It includes shirts with collars and elbow length sleeves, longer style dresses and shorts and rash tops or t-shirts for outdoor swimming.
3. Sunscreen
* Students should apply sunscreen before leaving home in the morning.
* Students can provide their own SPF 30 or higher broad spectrum, water resistant sunscreen and/or the school will supply SPF 50 broad spectrum, water resistant sunscreen for staff and students use in each building. If your child has any allergies to sunscreen products, please inform the school.
* Sunscreen is applied before going outdoors.
* Strategies are in place to remind students to apply sunscreen before going outdoors (reminder notices, sunscreen monitors and sunscreen buddies).
4. Shade
* The availability of shade is considered when planning excursions and all other outdoor activities.
* Students are encouraged to use available areas of shade when outside.
* Care is taken during the peak UV radiation times, and outdoor activities are scheduled outside of these times or in the shade where possible. Sports days and other outdoor events to be held in late term 1 or during term 2 will occur earlier in the day where practical.
* Students who do not have appropriate hats or clothing are asked to play in the shade or a suitable area protected from the sun.
5. Staff WHS and role modelling:
Staff will:
* wear sun protective hats when outside
* seek shade whenever possible.
Families and visitors are encouraged to use a combination of sun protection measures eg sun protective clothing and hats, sunglasses, sunscreen and shade, when participating in and attending outdoor school activities.
6. Curriculum
* Programs on skin cancer prevention are included in the curriculum for all year levels.
* Sun smart behaviour is regularly reinforced and promoted to the whole-school community through newsletters, school homepage, parent meetings, staff meetings, school assemblies, student information packs, student, and teacher activities. | <urn:uuid:ce1bb4e8-5cc7-4add-aae9-9345c4a3fd3e> | CC-MAIN-2024-18 | https://www.riverbankscollege.sa.edu.au/wp-content/uploads/2021/11/sun-smart-policy.pdf | 2024-04-24T03:46:21+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00803.warc.gz | 872,886,160 | 780 | eng_Latn | eng_Latn | 0.744847 | eng_Latn | 0.998383 | [
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Ed
Extras
Helpful information about learning brought to you by Reading Rockets, Colorin Colorado, and LD OnLine
The Parent-Teacher Conference
Parents often fi nd themselves at school for parent-teacher conferences around this time of year. For many families, this is your fi rst opportunity to sit down one-on-one with your child's teacher to talk about school progress. It's important to use this time to share your impressions of the school year, and to ask any questions you might have.
Here are some questions that might help set the tone for a productive and positive conference:
* At what level my child is currently reading? What type of growth have you seen so far this year?
* Can you describe my child's reading? Is it fl uent and expressive? Does my child read at an appropriate pace?
* At home my child enjoys reading ________________________. Can you make any other recommendations for reading material?
* At home we try to talk about what our child has read. What other things can we do at home to help with comprehension?
* The homework you assign typically takes about _____ minutes to complete. We feel the homework load is (too challenging, not challenging enough, just right, etc). What strategies can you recommend to make homework as effective as it can be?
* What sorts of things can we do at home to keep our child motivated about his/her schoolwork?
Did you run out of time? It's often hard to fi t it all in during one conference. If you still have unanswered questions, follow up with a written note, or schedule a second face-toface meeting. Develop a solid relationship with your child's teacher – consider it your homework for the year!
For information on the importance of strong parent-teacher communication, visit: http://www.readingrockets.org/article/19308
Reading Rockets, Colorín Colorado, and LD OnLine are services of public television station WETA, Washington, D.C. Reading Rockets is funded by the U.S. Department of Education, Offi ce of Special Education Programs. Colorín Colorado, a web service to help English language learners become better readers, receives major funding from the American Federation of Teachers. Additional funding is provided by the National Institute for Literacy and the U.S. Department of Education, Offi ce of Special Education Programs. LD OnLine is the world's leading website on learning disabilities and ADHD, with major funding from Lindamood-Bell Learning Processes. | <urn:uuid:2881f8af-ad78-4973-aa00-1e7f3af827eb> | CC-MAIN-2024-18 | https://www.readingrockets.org/sites/default/files/migrated/pdfs/edextras/19842-en.pdf | 2024-04-24T02:15:43+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00805.warc.gz | 870,549,676 | 504 | eng_Latn | eng_Latn | 0.998601 | eng_Latn | 0.998601 | [
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Chapter 5 Homework Problems
Compiled by Joe Kahlig
Section 5.1
1. You invest $5000 at 6%/year simple interest. How much is in the account at the end of 8 months?
2. Matt paid $116.10 interest on a loan at 9%/year simple interest for 1.5 years. How much did he borrow?
3. You deposit $600 into an account for 8 months. At the end of this time you have $638.
(a) What is the annual simple interest rate for this account?
(b) What is the monthly simple interest rate for this account?
4. If you buy a 26 week T-bill (treasury bill) with a maturity value of $10,000 for $9,562.56 from the U.S. Treasury department. What annual simple interest rate will you earn?
5. Determine which is the better investment. 8.7%/year compounded semiannually or 8.6%/year compounded monthly. Justify your answer.
6. What is the effective rate of 12% compounded quarterly?
7. You put $1000 into an account that pays 5%/year compounded quarterly.
(a) How much do you have in 6 years?
(b) What is the effective yield of this account?
8. You put $2,000 into an account and 5 years later had $8,450.50. If the account earned interest compounded monthly, what was the interest rate?
9. How much interest is earned in six years if $3400 is deposited into an account that pays interest at a rate of 4%/year compounded semiannually?
10. Fredd needs $7000 in 4 years. How much does he deposit now so that he will have this money if the account earns 4.5%/year compounded quarterly?
11. Alex wishes to have $3000 available to buy a car in four years. How much should he invest in a savings account now so that he will be able to do this? The bank pays 10%/year interest compounded monthly.
12. Six years ago, John bought some stock of a pizza company. Unfortunately, this stock has decreased in value by 5% every 4 months. If the current value of the stock is $375.78, how much did john invest in the company when he bought the stock?
13. You would like to purchase a 20-year zero-coupon U.S. treasury bond with a maturity value of $10,000 and a nominal rate of 7%per year. How much should you pay for the bond?
14. A small business borrows $50,000 for expansion and will repay the loan (interest plus principal) 5 years later.
(a) If the loan is charged interest at 12% compounded monthly, how much interest will the business pay?
(b) A year later, with the expansion complete, the owners of the business decided to start saving to repay the loan. What monthly payments should they make into an account earning interest at 5% compounded monthly so that they can repay the loan (interest and principal) when it is due?
Section 5.2 and 5.3
15. Bob wants to deposit $300 at the end of every six months into an IRA that pays 6.25%/year compounded semiannually.
(a) How much money is in the account at the end of 20 years?
(b) How much money did Bob deposit into the account?
(c) How much interest did Bob get on the account?
16. You make a payment of $50 every month for 3 years. If the interest rate of the account is 5% compounded monthly,
(a) What is the balance after 3 years?
(b) How much interest did you earn with this account?
17. Sue starts an account with $500 and will make quarterly payments so that the account will have $6000 at the end of 5 years. The account has an interest rate of 7% per year compounded quarterly.
(a) What quarterly payment should be made?
(b) what is the balance of the account after the 15th payment?
(c) How much interest did the account earn in the 15th period?
(d) How much interest did the account earn in the third year?
18. You deposit $500 into an account and then make quarterly payments of $150 for the next 5 years. How much will be in the account at the end of the 5 years if you earn interest at a rate of 6% compounded quarterly?
19. What is the value of the account at the end of 10 years if $1,000 is deposited every 6 months into an account earning 8%/year compounded semiannually?
20. You are going to make monthly payments into the account of $100. The account earns interest at a rate of 7%/year compounded monthly. You want the balance at the end of 4 years to be $7000.
(a) How much should you start this account with?
(b) what is the balance of the account after the 20th payment?
(c) How much interest did the account earn in the 20th period?
(d) How much interest did the account earn in the third year?
21. A company estimates it will have to replace a piece of equipment at a cost of $100,000 in 5 years. To have this money available in 5 years, a fund is established by depositing $30,000 and making fixed monthly payments into an account paying 7%/year compounded monthly. How much should each payment be?
22. Bob won a lawsuit a few years ago and in the settlement, he is to recieve monthly payments of $1500, for 22 years. Bob has decided to sell his payments to another company for a lump sum. What amount would he get if there are still 16 years of payments left and the company is willing to buy the payments at an interest rate of
(a) 6.4%/year compounded monthly.
(b) 3.5%/year compounded monthly.
(c) For part (a), How much more money would Bob have recieved if he didn't sell the payments?
23. You have an annuity that pays you quarterly payments of $6000. You are in need of some cash and have decided to sell the annuity. The annuity currently has 78 payments remaining, i.e. you still have 78 payments to receive. How much money would you get if somebody is willing to buy this investment at the interest rate of
(a) 2.5%/year compounded quarterly.
(b) 5.7%/year compounded quarterly.
(c) For part (a), How much more money would Bob have received if he didn't sell the payments?
24. You decide to save for the future. You place $1000 into an account and then will make payments of $75 every month for the next 15 years. Interest rates have been rising slowly over this time period. During the first five years the interest rate was 5% compounded monthly. During the next six years the interest rate was 6.25% compounded monthly. During the last years of the account, the interest rate was 7% compounded monthly.
(a) How much will you have in the account at the end of the 15 years?
(b) How much interest will you have earned over the life of the account?
25. How much should you deposit in an account now, paying 8% per year compounded quarterly, in order to receive quarterly payments of $1,000 for the next four years?
26. What is the monthly payment for a $20,000 loan to be repaid in five years if an interest rate of 9% per year compounded monthly is charged on the unpaid balance?
27. A sailboat costs $16,000. You amortize the loan with equal monthly payments over a 6 year period. If the interest on the unpaid balance is 18% compounded monthly.
(a) What monthly payment will pay offthe loan?
(b) How much interest did you pay?
(c) Make an amortization table for the first two periods of the loan.
28. You have borrowed $8,000 from a bank and are making monthly payments to pay back the loan in 5 years. The interest rate is 15%/year compounded monthly and you are making monthly payments of $300. Make an amortization table for the first two periods of the loan.
29. If you buy a television set for $800 and agree to pay for it in eighteen equal monthly payments with an interest rate of 1.6% per month, or 19.2%/year compounded monthly,
(a) How much are your payments?
(b) How much interest will you pay?
(c) Make an amortization schedule for the first 4 months.
30. You decide to save for the future and start this account when you turn 20. You start the account with $1000 and make monthly deposits of $150 into an account paying interest at a rate of 6%per year compounded monthly. At age 65,when you retire, you will receive payments for the next 15 years.
(a) If you continued this until you retired at age 65, how much money would you have in the account?
(b) Now that you have retired, you want to start receiving monthly payments from this account. Assume the interest rate stays the same. What payment would you receive for the next 15 years so that the account will be empty at the end?
31. Mark has started to think about his retirement and has decided that his goal is to receive quarterly payments of $6,000 for 15 years when he retires at age 65. To achieve this goal, Mark is going to make quarterly payments into his retirement account for forty years. He just turned 25. His retirement account earns interest at a rate of 6% per year compounded quarterly. What payments should he make to meet this goal?
32. Jason has $210,000 that he is depositing into an account that has an interest rate of 8.5% compounded monthly. Jason will recieve monthly payments from this account.
(a) How many monthly payments of $2000 will Jason be able to withdraw from this account.
(b) What is the largest amount of money that Jason can withdraw monthly that will not diminish the ballance of the account.
33. Bob buys a house for $285,000. He pays $60,000 down and takes out a mortgage at 9.5% compounded monthly on the balance.
(a) Find his monthly payment if the length of the mortgage is 20 years.
(b) How much would he still owe after 5 years of payments?
(c) How much would he still owe after 12 years of payments?
34. You have just bought a new car( or truck) for $30,000. The loan is for 6 years with an interest rate of 3% compounded monthly. After you make 3 years of payments, how much money will you still owe on your car (truck)?
35. A car dealership is offering a way to keep car payments low. The dealership has a loan where at the end of the loan, you are required to make a lump-sum payoffto payoffthe car. The car that you want to buy is worth $28,000 and you will make monthly payments for 4 years while the loan's interest rate is 5% compounded monthly. What would you payments be if at the end of the loan you still owed $9,000? (Note: this is how some car leasing programs work.)
36. Your parents set a college expense account for you. They anticipated that your "college expenses" would be $800 each month and you will be paid this amount at the end of every month for 5 years. The account gets an interest rate of 4.5% per year compounded monthly. What amount do your parents need to deposit into the account when you start college? Assume that the account is empty after 5 years.
37. Stereo Shack sells a stereo system for $600 down and monthly payments of $30 for the next three years. If the interest rate is 1.25% per month( or 15% per year compounded monthly) on the unpaid balance, find the cost (purchase price) of the system. In other words, what was the price tag of the system in the store.
38. You have bought a new TV for $800 down and will pay monthly payments of $75 for three years. If the interest rate is 8% per year compounded monthly, find the cost (purchase price) of the TV. In other words, what was the price tag of the TV in the store.
39. Bob, who runs Bob's Burger Stop, has a decision to make. He was two loans that he is making payments on. The first loan has payments of $625 every month. The interest rate on this loan is 6.25% compounded monthly and he has 4 years left until it is paid off. The second loan has quarterly payments of $1500. The interest rate of this loan is 4.5% compounded quarterly and he has 8.5 years left to pay offthis loan. He would like to consolidate the two loans into one loan. Sue who runs the local bank has offered him the chance to consolidate the loans into a single loan with monthly payments and an interest rate of 5.1% compounded monthly. This new loan would be for 6 years.
(a) At this time, how much does he owe on the first loan?
(b) At this time, how much does he owe on the second loan?
(c) What monthly payments would he make if what he owed on the first and second loan were combined into a third loan?
(d) How much would he save (or lose) if he did this?
40. David is buying a house that will cost $185,000 and he will have a down payment of 8%. The interest rate for his loan is 6.36%/year compounded monthly.
(a) What would be David's monthly payment if he is to pay offthe loan in 15 years? How much interest did he pay over the life of the loan?
(b) What would be David's monthly payment if he is to pay offthe loan in 30 years? How much interest did he pay over the life of the loan?
(c) Write an amortization schedule for the first 3 months of the 30 year loan.
(d) How much equity would David have after 8 years of house payments on the 30 year note? Assume that the value of the house does not change. Note: equity= value of the house - amount still left to pay.
41. Susan is buying a house that cost her $146,000. The loan is for 30 years at 5.75%/year compounded monthly. Susan decided to try to pay the house offsooner by making payments of $1100 each month. How much equity would she have after
(a) 5 years?
(b) 10 years?
42. Erica has decided buy a condo. After looking at her finances, she has decided that largest that her monthly payment can be is $1,275. Due to her minimum standards for the condo, she has also decided that her smallest monthly payment would be $900. Her parents have offered to give her $20,000 for a down payment. What
price range of condos should she be looking at if her loan is for 25 years at a nominal rate of 5.45% compounded monthly?
43. Phillip bought a house for $95,000. He made a 10% down payment and then financed the rest at 7% interest compounded monthly for 30 years. He is now looking into refinancing the house loan after paying on the house for 9 years. He can refinance the loan for 15 years at a rate of 5.5% compounded monthly. However, there is a $2000 fee to refinance the loan and this fee will be added into the amount of money borrowed for the second loan. .
(a) What would be his new house payments?
(b) How much money would he save/lose by refinancing the loan at this time?
44. Your credit card has a balance of $2000 and the interest rate is 18%/year compounded monthly.
(a) If you only make the minimum monthly payment of $35 per month, how many years will it take to pay offthe balance?
(b) How much interest did you pay? Assume that you are not making any more charges on the card.
(c) repeat parts (A) and (B) if your make a monthly payment is now $50. | <urn:uuid:3be7bff0-ec31-47b4-9b40-83fb9a3af45f> | CC-MAIN-2024-18 | https://people.tamu.edu/~kahlig/141HW-web/ch5.pdf | 2024-04-24T03:22:14+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00805.warc.gz | 407,208,921 | 3,542 | eng_Latn | eng_Latn | 0.999432 | eng_Latn | 0.999454 | [
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Qualities I am Thankful For …
I have many good qualities that I am thankful for. Thanksgiving is a great time to think about what you are blessed with. We should remember to be thankful for all the great gifts and qualities that we are born with. Everyone has good qualities, no matter who they are. Thanksgiving reminds us that everyone brings a great quality to the world. These qualities can make a large impact on other people.
I am thankful for many qualities that I am blessed with. One quality that I am thankful for is that I am respectful. I try to respect everyone around me. I try to not talk while the teacher is talking, and I pay attention. I also respect my classmates, and I treat others with kindness. I always help someone if they need it. I also show respect when I am playing sports. I always listen to my coach and I support my teammates. Another quality that I am very thankful for is that I am hardworking. I always try to do my best on tests and projects, and I put in a great effort. I always try to finish work early, so I already have it done. I will always try my hardest to succeed. I do not rush to do any work either, and I take my time to do the best I can. Being funny is another quality that I am thankful for. My friends and I are always making jokes and doing funny things. It is a great way to entertain my friends or family. It can help brighten the mood at any time.
We all have important qualities that may be important to us. Anybody can use those qualities to do good in the world. I have great qualities, and I use my qualities to help people who are in need. Everyone can make a difference if they use their good qualities. People should recognize their great qualities during Thanksgiving. | <urn:uuid:5aa29a0b-4eb2-45a4-a593-c12f7d2d7841> | CC-MAIN-2024-18 | https://www.nysenate.gov/sites/default/files/thankgiving/12017207/64452/thomas-obdyke-project_-senator-parker-thanksgiving-showcase-qualities-i-am-thankful-for.pdf | 2024-04-24T03:05:20+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00804.warc.gz | 828,754,873 | 372 | eng_Latn | eng_Latn | 0.998658 | eng_Latn | 0.998658 | [
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Do
* Mix secondary colours from primary paint
* Make own primary paint from water and powder
* Use white to make tints
* Explore the above and use in your own work
* M i x p a i nt to m atc h colours of objects
Forest School
* Use thick / thin brushes
The 6 Visual Elements & Key Vocab
Colour
* Describe tints as light, pale, paler, palest
* Recognise primary and secondary colours including brown.
* Look at shapes in artists work and use shapes in own work
Pattern
* Patterns moving from light to dark and vice versa
* Explore pattern through colour
* Gather natural artefacts and materials and use parts to match colours
Talk
* About primary and secondary colours. •About the colour
Line
*About the difference between warm and cold colours
wheel
• Piet Mondrian
• Vincent Van Gogh
Form / Space
Texture
* Mix paint with other things to create texture eg sand / glue
* Use thick or thin paints to create different textures
Tone
* Be aware of how one colour can be altered to make it lighter (use paint / shade cards)
Outcomes
* Create a colour wheel
*Create a Mondrian Painting
* Make a tint of colour changing
*Create Van Gogh painting using texture. | <urn:uuid:e79dad93-f5b1-4c72-8703-c071e4ab27d6> | CC-MAIN-2024-18 | https://dialpark.stockport.sch.uk/assets/files/Knowledge%20organiser%20KS1%20art%20Painting%20PDF.pdf | 2024-04-24T03:33:30+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00813.warc.gz | 171,512,409 | 277 | eng_Latn | eng_Latn | 0.983509 | eng_Latn | 0.983509 | [
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Addressing the Impact of COVID-19 on Multilingual Learners* and Their Social and Emotional Well-Being
For multilingual learners (MLs) and their families, the COVID-19 pandemic has had disproportionate and inter-related consequences for their economic stability, educational opportunities and outcomes, and social, emotional, physical, and mental well-being.
School Attendance 8,11
* Since the start of the pandemic in the U.S., an estimated 3 million students have been absent or not actively participating in remote learning. 1
* A survey found that 23% of students were not logging into remote learning and almost 45% had lower levels of engagement. 2
Economy, Community, and Society 5,7,14,15
Many MLs may have experienced the following:
* Absenteeism can harm the development of key social and emotional skills such as social awareness, self-efficacy, and self-management.
* In schools with only remote learning, attendance was typically lower for middle and high school English learners (ELs) than for non-ELs.
* Researchers predict that COVID-19-related school closures may negatively affect the social and emotional development of vulnerable subgroups, such as MLs/ELs.
Physical and Mental Health 15,17
* Family members who are essential workers and are unable to stay at home
* Family members who lost their jobs
* Taking on responsibilities such as communicating with landlords and social service agencies on behalf of adults; serving as translators and interpreters for adults with limited English language proficiency
The physical and mental health of MLs may have been affected by the following factors:
* Vulnerability to COVID-19 infection
AREAS OF IMPACT
* Working to provide additional income for their families
* Hesitancy to seek medical and mental health services
* New barriers to diagnosing and treating mental health issues
* Scarcity of culturally and linguistically competent mental health care options
* Grief and shock at losing family and friends
* Additional responsibilities, such as caring for younger siblings
* Experiencing discrimination due to their ethnicities
Supports and Resources 15,16
For many MLs, COVID-19-related school closures resulted in
* Increased feelings of anxiety and isolation
* Reemergence of traumatic memories
In a survey conducted by Save the Children, a majority of children who did not go to school and whose schools were closed reported increased negative feelings. 2,12
* reduced access to mental health and social support services;
* less support from teachers who provide coping tools; and
* less communication and support from peers during instructional tasks.
According to the CDC, mental health-related visits to emergency departments from April–October 2020 increased by 24% for children ages 5–11 and by 31% for children ages 12–17 from the same time in 2019. 1,9
*The term multilingual learner(s) refers to the student population defined as English learner(s) in section 8101(20) of the Elementary and Secondary Education Act as amended by Every Student Succeeds Act. In this infographic the two terms are used interchangeably.
This infographic was produced under U.S. Department of Education Contract No. GS-10F-0201T – National Clearinghouse for English Language Acquisition (NCELA) with Manhattan Strategy Group. For the reader's convenience, this infographic contains information from outside organizations, including URLs. Inclusion of such information does not constitute the Department's endorsement.
Recommendations for Supporting ELs in Schools
Supportive learning environments and conditions may help students overcome the negative effects of adverse experiences, such as those MLs faced during the pandemic. 15 As in-person instruction continues, schools and districts should continue to take action to support the social and emotional well-being of MLs.
Supports, Resources, & School Policies4,10,15,16
* Continue to consider the impact school closures have had on MLs' experiences and learning opportunities. 6,15,17
* Provide communication opportunities (including in L1**) by intentionally planning for interaction around academic and social content.
* Increase learning time for MLs.
* Implement social and emotional learning, mindfulness, trauma-informed, and culturally and linguistically responsive practices by:
– promoting translanguaging
– listening to students
– providing consistent routines
* Implement "working alliances" 3 or collaborative approaches among school staff.
– promoting student autonomy
* Introduce a multi-tiered system of supports.
* Continue to build MLs' fluency with technology to allow learning opportunities inside and outside of the classroom.
* Implement project-based learning to increase student engagement.
* Provide professional development on trauma-informed care and teaching.
* Locate and reengage absent and disengaged students.
* Foster a safe and supportive school climate.
* Implement positive discipline practices, such as:
– non-punitive approaches
– non-exclusionary approaches
– avoiding zero tolerance policies
Mental Health Support15,17
* Implement district and schoolwide approaches to meeting the social, emotional, and mental health needs of students and staff.
* Share mental health resources with students, staff, and families.
* Increase the number of culturally and linguistically competent counselors, social workers, and school psychologists who can support MLs in their home languages, if needed.
* Work to reduce any stigma that can be associated with underserved student groups.
* Provide students opportunities to speak openly about their lives, stressors, anxiety, etc.
* Talk about mental health.
* Let students know that they are not alone.
* Allow time to heal.
Family & Community Engagement15
* Strengthen relationships with ML families by providing language and culturally responsive supports as needed.
* Strengthen existing relationships and develop new ones with community-based organizations.
* Conduct student and family needs assessment and collaborate with community partners on areas of need such as:
– physical and mental health
– employment
– financial security
– food security
**L1 refers to the first or home language of the student
– childcare
– housing security
– Internet and device access
Sources and Endnotes:
The resources below have been selected based on the following criteria:
* Resource produced by a federally funded study or center
* Resource produced by an open access and peer reviewed journal
* Resource produced by a non-partisan and non-profit organization
1 While these data are not disaggregated by ML/EL status, these numbers and percentages include English learners and other vulnerable student groups.
2 Save the Children Survey included responses from students around the world whose schools may not have offered remote instruction during the pandemic.
3 The term "working alliance" refers to any change process that involves interaction and collaboration.
4 Boccanfuso, C., & Kuhfeld, M. (2011, March). Multiple responses, promising results: Evidence-based, nonpunitive alternatives to zero tolerance. Child Trends.
5 Capps, R., Batalova, J., & Gelatt, J. (2020, June). COVID-19 and unemployment: Assessing the early fallout for immigrants and other U.S. workers [Fact sheet]. Migration Policy Institute.
6 Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, J. (2020, June 1). COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company.
7 Gelatt, J. (2020, March). Immigrant workers: Vital to the U.S. COVID-19 response, disproportionately vulnerable [Fact sheet]. Migration Policy Institute.
8 Korman, H., O'Keefe, B., & Repka, M. (2020, Oct. 21). Missing in the margins: Estimating the scale of the COVID-19 attendance crisis. Bellwether Education Partners.
9 Leeb, R. T., Bitsko, R. H., Radhakrishnan, L., Martinez, P., Njai, R., & Holland, K. (2020, November 13). Mental health-related emergency department visits among children aged <18 years during the COVID-19 pandemic – United States January 1–October 17, 2020. Morbidity and Mortality Weekly Report, 69(45), 1675–1680. Centers for Disease Control and Prevention. https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm
10 Molyneux, T. (2015, January 25). Welcome wave of change: Positive discipline and SEL in schools. Committee for Children.
11 Santibanez,L. & Guarine, C. The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19. Educational Researcher, Vol. 50 No. 6. X, pp. 392–400.
12 Save the Children International. Protect a Generation. The impact of COVID-10 on children's lives.
13 Sugarman, J., & Lazarin, M. (2020, September). Educating English learners during the COVID-19 pandemic: Policy ideas for states and school districts. Migration Policy Institute.
14 Tamanaha, A. (2020, April 1). Rep. Judy Chu says attacks on Asian Americans at about 100 per day due to Coronavirus fear. AsAm News.
15 U.S Department of Education. (2021). ED COVID-19 handbook: Roadmap to reopening safely and meeting all students' needs, Volume 2. https://www2.ed.gov/documents/coronavirus/reopening-2.pdf
16 U.S Department of Education. (2021). New Resource Details Evidence-Based Strategies to Address Impact of Lost Instructional Time by Using American Rescue Plan Funding. https://www2.ed.gov/documents/coronavirus/lost-instructional-time.pdf
17 U.S Department of Education. (2021). Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs. https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf | <urn:uuid:195cdb0a-a68f-49d6-87b1-14a74b11785a> | CC-MAIN-2024-18 | https://www.ncela.ed.gov:443/sites/default/files/legacy/files/fast_facts/OELA-SocioEmotionalELs-20220413-508.pdf?utm_source=nexus_newsletter&utm_medium=email&utm_campaign=sel_infographic | 2024-04-24T01:48:36+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00810.warc.gz | 822,999,581 | 2,078 | eng_Latn | eng_Latn | 0.980763 | eng_Latn | 0.991347 | [
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201300180 Data & Information – Test 2 (1.5 hours)
22 May 2015, 13:45 – 15:15
Please note:
- Please answer questions 1, 2, and 3 each on a separate sheet of paper
(Not on the back side of the previous question, the questions will be distributed to different person for grading).
- You can give your answers in Dutch or English.
- Reference materials are given in the appendices, therefore you are not allowed to bring any study materials to the test
Grade = #points/10
Question 1 (Database Schema) (30 points)
The Polderland Symphony Orchestra (PSO) faces declining government subsidies. In order to make up for this, the orchestra management has come up with a plan to raise money from the many regular visitors to their concerts.
People who support the orchestra can become 'Friend of the PSO'. In exchange for their financial support they get extra services and privileges: first choice for seats for concerts, meet-and-greets with musicians, the possibility to attend some rehearsals, etc.
A friend must pay a yearly minimum contribution, but it is expected that true fans of the orchestra (many of whom are well-to-do) will contribute a lot more than the minimum.
A friend can invite up to 4 persons to be come 'Friend of a friend'. These persons pay only a small contribution (or it is paid for them by the inviting friend) and get access to most of the services for friends. To keep the terminology for the database design clear and unabiguous, we call regulars friends primary friends and friends of friends secondary friends (though it is not intended that the marketing department will address them in these terms). In Figure 1 these are denoted by Friend1 and Friend2, respectively.
- The orchestra likes to know the type of relationship between primary and secondary friends (children / family / friends / ...). Different categories could be targeted in a different way to become primary friends themselves. Not in all cases the relationship is known, however.
- Primary friends can become "Maecenas" (called after a legendary sponsor of the arts in ancient Rome). A maecenas pays a substantially higher contribution, but they get more privileges, and their names will be mentioned as Maecenas in various brochures.
- All friends can indicate whether they particularly like certain instruments (e.g. violin, flute, trumpet, ...). This can be taken into account for inviting friends to meet-and-greets. For each type of instrument, one of the musicians in the orchestra will be appointed contact person for friends.
A class diagram for information about friends of the PSO is shown in Figure 1.
a) The specific characteristics of the generalization of friends allow for different database schemas. Explain in 2–4 lines what the different options are to define tables for friends (not taking into account the various associations in the class diagram).
b) Define a database schema for the option under a) that you find easiest to extend with the other information represented in Figure 1. (Don't be bothered with considerations about query efficiency). For the information represented by the associations, do not introduce more tables than needed.
For the class Instrument the following table already has been defined (referring to an table Musician that has been defined elsewhere).
```
Instrument(name, contact, PK (name), FK (contact) REF Musician(m_id));
```
Give definitions for the remaining tables.
Question 2 (Class Diagram) (35 points)
Extend the class diagram in Figure 1 with the information given below.
The final diagram should incorporate all classes and associations in Figure 1. It is possible, however, that some attributes will belong to a different class in the final diagram.
The class diagram should cover the following information concerning friends, visitors, and concerts of the Polderland Symphony Orchestra.
- For all customers (friends as well as other customers) it is known which concerts they visited. More precisely: For every customer it is known for which concerts s/he has purchased tickets as well as the number of tickets per concert. (It is not known who the other persons are that accompanied the customer to the concert.)
- A concert consists of one or more works. For example a concert with works of Beethoven could consist of: Ouverture Fidelio, Piano Concerto no. 3, Symphony no. 5.
- Each concert has a date and a location.
- Each concert has a conductor.
- Some concerts (but not all) have a soloist, who is not a member of the orchestra but plays a prominent role in the concert. Occasionally there is more than one soloist (e.g. Beethoven's Triple Concerto needs soloists for piano, violin and cello). A soloist is always associated with a particular instrument. There are no soloists who play different instruments. (They may do so in private, perhaps, but at concerts a soloist always plays the same instrument.)
- A concert can be performed more than once. The typical concert is performed two or three times in the span of one week. Always they have the same conductor and soloist(s), who stay for these concerts and then move on to perform concerts elsewhere in the world.
- A work is identified by the title of the work and the name of the composer. The same work can be part of different concerts.
- Last but not least, all contributions from friends are recorded. For each contribution the amount and the date is known, as well as the friend whose contribution it is.
Question 3 (35 points)
3a) Printed on page 4 (so that all relevant info is on a single page)
3b) (Normal forms) (20 points)
Consider the relational schema R(A,B,C,D,E,F,G) with functional dependencies F, defined by
1) Which functional dependencies violate the BCNF condition? Why?
2) Apply the algorithm in Appendix 3 to decompose R into a set of relational schemas that are all in BCNF. Please describe how you executed the steps of the decomposition algorithm.
3) Which of the functional dependencies of R were lost in the decomposition?
3a) (Functional dependencies) (15 points)
For the administration of a car rental service, a relation R(T,C,D,A,R,F,L,E,P) is defined. For the attributes of R, the following holds
1. T is a car type, e.g. a particular model of a specific manufacturer;
2. C is car of a specific type T;
3. D is a driver (i.e. a customer) who has one or more rentals;
4. A is the address of the driver;
5. R is a rental by a driver D of a car C;
6. F is the first day (start date) of a rental R;
7. L is the last day (end date) of a rental R;
8. E is an employee of the car rental service;
9. P is a phone number of an employee E.
In addition, the following facts are given:
a. A rental is always for one specific driver.
b. A rental is always for one specific car.
c. If a driver has more rentals, these do not overlap in time, i.e., the first day of the second rental is always after the last day of the first rental.
d. The first and last day of a rental can be the same (for a one-day rental), but (as a consequence of c.) one cannot make two one-day rentals for the same day.
e. A driver has a single address.
f. It is possible, however, that different drives live at the same address.
g. An employee has one or more phone numbers
h. Different employees never have the same phone number.
For each of the follwing – potential – fucntional dependencies (FDs) i)...viii) and multivalued dependencies (MVDs) ix)...x), please indicate whether the dependency holds ("yes") or not ("no"). Give a brief motivation for each answer, if possible referring to statements 1...9 and a...e above. Having the right motivation has the same weight as having the right answer.
i) E P
ii) L C
iii) R T
iv) R AT
v) DF R
vi) L T
vii) CD
F
viii) DFE T
ix) R EP
x) C RL
Appendix 1: Notations for class diagrams
meta-notation:
[ ... ] Optional (can be deleted)
.. | .. Choice: one of the given alternatives
Class and Association
Ternary (or n-ary) association
Association class
Multiplicity
Generalization
Appendix 2: Informal syntax for database schema
```
Informal syntax ('|' for choice and '[ ]' for optional): CREATE TABLE table ( column [NOT NULL] [UNIQUE] [PRIMARY KEY] [ , column ... ] [ , PRIMARY KEY (column, ... ) ] [ , FOREIGN KEY (column, ... ) REFERENCES table(column, ...) [ , FOREIGN KEY ...] ] [ , CHECK ( condition ) ] ); Examples of condition: column = value [ (OR | AND) [NOT] column <> value ] | column IS [NOT] NULL | column [NOT] IN (value, ...) | ...
```
Appendix 3: Losless BCNF decomposition algorithm
Definition of BCNF:
A relational schema is in BCNF if for every nontrivial functional dependency the left-hand side is a superkey.
Decomposition algorithm:
Let
R
be a relational schema with a set of functional dependencies
F.
Let X→ Y be a functional dependency in F which violates the BCNF constraint.
- Decompose R into
- For i = 1,2:
o determine Fi for Ri by restricting F + to functional dependencies within Ri
o if Ri is not in BCNF, recursively apply the algorithm
```
R1(X + ) R2(Z) with Z = {X} U {attributes of R not in X + ).
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CREATE - Conceive
Conceive – Standard of Achievement (1)
The student will use a variety of sources and processes to generate original ideas for artwork.
Enduring Understanding
Ideas come from a variety of internal and external sources and are building blocks that inform the creative process.
Essential Questions
Where do ideas come from?
Why is idea generation important for the creative process?
How do different sources and processes affect the artists' final works?
CREATE – Develop
Develop – Standard of Achievement (2)
The student will plan, advance, and refine original ideas for artworks.
Enduring Understanding
Ideas become advanced through the process of weighing choices, considering alternatives, and making decisions.
An artist revises ideas to discern their value in the creative process.
Essential Questions
How does an artist measure the value of an idea?
How is involvement in the idea development process reflected in the artists' works?
LCPS Art Curriculum: FIRST GRADE
CREATE - Produce
Produce – Standard of Achievement (3)
The student will realize the culmination of original ideas from conception through resolution in original artworks.
Enduring Understanding
Ideas are [integral] endemic to artworks.
The act of making art brings life to ideas and allows them to be shared. (tangible construct)
Essential Questions
What processes are used to bring ideas to realization in artworks?
How do artists' choices impact the efficacy of the final products?
PRESENT – Organize
Organize – Standard of Achievement (4)
The student will apply and refine skills and practices to prepare and display artworks.
Enduring Understanding
The way artworks are prepared and arranged for presentation affects their significance in the eye of the viewer.
Artists and curators attempt to convey meaning through the display of artworks.
Essential Questions
How does the organization of artworks on display influence the interpretation of the viewer?
What are the preparation and organization responsibilities for displaying artworks?
Who assumes responsibility for the preparation and display of artworks?
PRESENT – Curate
Curate – Standard of Achievement (5)
The student will sift through, contemplate and select artworks based on criteria or purpose.
Enduring Understanding
Curation of artworks requires active engagement in the examination and selection of artworks.
Curation encompasses abilities that reflect aesthetic, critical, contextual and technical decisions.
Essential Questions
How do personal experiences affect curation of artworks?
is it important to engage in the curation process?
Why
PRESENT – Communicate
Communicate – Standard of Achievement (6)
The student will articulate observations, interpretations, and ideas about art and artistic endeavors using appropriate modes of expression (vocabulary).
Enduring Understanding
Communication is a multi-faceted endeavor that involves one or more of the senses.
Effective communication depends on the mode of delivery, the content, and the receptivity of the audience.
Essential Questions
How does an artist choose the best way to communicate with an audience?
What is the relationship between and chosen means of communication? artists' intent
National Visual Arts
Standards
SOL's
LCPS 5C's
RESPOND – Perceive
Perceive – Standard of Achievement (7)
The student will contemplate and explain content, value and intended purpose of artworks.
Enduring Understanding
Perception involves careful looking to inform the understanding of art and the world.
Artists' personal experiences and methods of looking influence the way in which they perceive artistic endeavors.
Essential Questions
Why is it important to follow a formalized method of looking at artworks?
How does taking the time to observe and examine artworks inform understanding of the art making process?
RESPOND – Reflect
Reflect – Standard of Achievement (8)
The student will initiate, recall and contemplate learning experiences and personal performances to inform future
Enduring Understanding
Reflective practice leads to improved performance in artistic endeavors.
Reflection enables the transfer of prior learning to the undertaking of future artistic challenges.
Essential Questions
What constitutes reflective practice?
What is learned from reflective practices?
In what ways does reflective practice guide decision-making in the creative process?
RESPOND – Evaluate
EVALUATE – Standard of Achievement (9) – The student will appraise the artistic experience and its personal and l b l i ifi Enduring Understanding – Artworks and the artmaking process have extrinsic and intrinsic value. Authentic judgments about the value of art and the artistic experience are informed through the application of a formal observation system.
Essential Questions – What can be gained by applying a formal observation system to determine the value of an artwork? How does the selected evaluation system affect the perception of an artwork? What values are inherent to artworks and the artistic experience? How does the type of evaluation
CONNECT – Relate
Relate – Standard of Achievement (10)
The student will consider and associate artistic endeavors in relation to personal experiences and external influences.
Enduring Understanding
The art experience enriches the human condition by fostering conceptual links across time and cultures.
The arts provide evidence of human existence and invite interaction.
Essential Questions
How does art promote conceptual links between personal experiences and external influences?
How do artworks reveal evidence of human interactions?
CONNECT – Reconcile
Reconcile – Standard of Achievement (11)
i Enduring Understanding
The student will explore and integrate experiential and academic domains of knowledge as part of the artistic
Connectivity is an essential characteristic of the artistic experience.
Reconciling connections in the creative process enriches and validates the human experience.
Essential Questions
How are connections between art and culture developed?
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3. Supporting Children and Young People affected by death
Dealing with bereavement, loss and change can be a distressing and traumatic experience. Where a death or critical incident has resulted in media coverage children may experience anxiety because of what they see and hear on the news and, as a result, may show stronger reactions to a death or critical incident, and may worry that they or others close to them may be harmed.
How children and young people react to death
Many children and young people can show outward distress when reacting to a death, whilst some will hardly react at all. There may be cases where they do not know how to react, as they do not fully understand what has happened.
* The way in which children and young people respond to a death is related to their age and developmental stage. For children with special educational needs, it will be their functional level of understanding rather than their chronological age which will be most helpful in thinking about how they may understand the death and how to support them.
* It is also affected by the nature and emotional quality of the relationship they had with the individual who has died and the particular circumstances.
* It is also influenced by the behaviour and attitude of those around them when dealing with the death.
Below are some broad guidelines and generalisations about how children may respond to death at different ages and stages. However, it is important to remember that all children will develop at their own pace and in different ways.
* 0-2 years: Infants are not able to understand about death but will experience the loss as a separation; they may become withdrawn with increased crying. The emotional state of people around them can impact, so normality and routine are very important at this stage.
* 2-5 years: Death is seen as reversible by children of this age, and they may also think that something they said or did caused the person to die. At this stage, children are greatly affected by the sadness of family members; this can cause nightmares, sleeping and/or eating disturbances and violent play.
* 6-12 years: Children want to see death as reversible but are beginning to understand it as final. They may not understand their own involuntary emotional response to the loss, which might include disturbing feelings of fear and guilt. Behaviour may include immature reactions or outwardly difficult behaviour. Physical manifestations of emotional pain may also develop e.g., headaches or stomach aches.
* 13-18 years: Young people at this age usually have an adult concept of death but their response and emotions may be heightened and very powerful. Reactions may include anger, depression and non-compliance. The loss may cause them to reflect on the meaning and purpose of life, or they may not want to reflect, and hide their feelings.
What can help?
Whilst every child and young person will respond slightly differently, there are things that you can do to help them to understand what has happened, process their own feelings and emotions and, in time, move through the grieving process.
* Be honest and open; explain why the person died at an age-appropriate level. Answer questions as truthfully as you can in a way the child can understand. It's okay not to have all the answers and to say that you don't know.
* Use clear language such as "dead" and "death" rather than what we may perceive as more comforting language such as "gone to sleep" or "loss". These phrases can be confusing for children and may cause them to believe that if someone is lost then they can be found, for example.
* Don't force your child to talk about what has happened but create an atmosphere where they know they can talk about their experience of the death and that you will listen to what they have to say. Reassure them if they misguidedly blame themselves in any way, this can be a common response.
* Talk about the person who has died and share happy memories of them.
* Don't be afraid to express your own emotions and explain to your child that this is a normal part of the process when someone dies. However, don't expect them to look after you as much as you look after them.
* Reassure your child that it is okay for them to be upset too and help them to find ways of expressing difficult feelings which are not disruptive or destructive. Help them to understand that their behaviours may be as a result of feeling angry because they miss the person who has died and don't understand why it happened. Talking this through will help them to better understand their own emotions.
* Continue with established routines as much as possible, encouraging children to engage with their usual activities and interests so that there is some sense of familiarity.
* Don't expect your child to grieve in exactly the same way that you do or that a sibling does.
* Reassure your child that it is still okay to laugh and have fun.
* As the death of a loved one can hugely impact a family routine and structure, you should prepare your child in advance for changes they may face.
* Help your child to say goodbye; include them in discussions about the funeral and allow them to make some choices in how they would like to take part. This may include alternative ways to help them say goodbye such as gathering photos, writing notes, lighting candles, making a memory box, letting off balloons or planting some seeds.
* Allow yourself time to grieve so that you are best able to support your child.
* On the child's return to school, share information with their teacher so that they are aware of what they have experienced and how they have dealt with it. Returning to a different situation may trigger some feelings and emotions which you felt they had dealt with.
4. Sources of Support
Whilst every effort has been made to ensure accuracy whilst creating this document (September 2022), changes may be made by individual organisations in the future.
There is a wealth of resources and expertise that can be accessed by schools or settings and parents or carers.
Below are the details of a variety of organisations that provide support and resources:
National Support
Childline
Telephone: 0800 1111
Website: childline.org.uk
A free and confidential, 24-hour helpline for children and young people in distress or danger. Trained volunteer counsellors comfort, advise and protect children and young people who may feel they have nowhere else to turn.
Child Death Helpline
Telephone: 0800 282 986
Website: childdeathhelpline.org.uk
A free and confidential helpline available Monday to Friday 10am-1pm; Tuesday and Wednesday 1pm-4pm; every evening 7pm-10pm. The helpline provides support to anyone affected by the death of a child of any age from pre-birth to adult, and to promote understanding of the needs of bereaved families.
Cruse Bereavement Care
Telephone:
0808 808 1677
Website:
cruse.org.uk
A free helpline supporting anyone who has been bereaved by death, open Monday to Friday 9.305pm (excluding bank holidays), and 8pm on Tuesday, Wednesday and Thursday evenings. This service is confidential, offering a 1-1 service to clients in their own homes and promotes the wellbeing of bereaved people.
Hope Again
Telephone: 0808 808 1677
Website:
hopeagain.org.uk
This youth bereavement service, run by Cruse, is free and confidential. It is available Monday to Friday, 9:30am - 5pm and is just for children and young people who have been affected by death. Support includes a helpline, website and peer support.
Winston's Wish
Telephone: 08088 020 02
Website: winstonswish.org
A national helpline for anyone caring for a child coping with the serious illness or death of a family member. They are a leading childhood bereavement charity and the largest provider of services to bereaved children, young people and their families in the UK.
Kooth
Website: kooth.com
Free, safe and anonymous online counselling support for young people aged between 10 and 25. Available Monday to Friday 12pm-10pm and Saturday to Sunday 6pm-10pm.
Childhood Bereavement Network
Website:
childhoodbereavementnetwork.org.uk/covid-19.aspx
Childhood Bereavement Network supports professionals working with bereaved children and young people with information updates, key resources and networking opportunities.
Grief Encounter
Telephone: 0808 802 0111
Website: griefencounter.org.uk
Email: email@example.com
Support for children and families who have been bereaved via phone, online chat and email. You can also take part in group activities with likeminded families at their fun-days, grief groups and remembrance days. Phone lines are open Monday to Friday 9am-9pm.
Samaritans
Telephone: 116 123
Website: samaritans.org
Email: firstname.lastname@example.org
A registered charity aimed at providing support to anyone in emotional distress, who is struggling to cope or at risk of suicide. They operate across the United Kingdom and Ireland and are available 24 hours a day, 365 days per year by telephone, email or post.
Young Minds Crisis Messenger
Text:
Text YM to 85258
24-hour text support for young people experiencing a mental health crisis; texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus.
Anna Freud Centre Youth Wellbeing Directory
Website:
annafreud.org/on-my-mind/youth-wellbeing/
A list of local services for young people's mental health and wellbeing.
Child Bereavement UK
Helpline: 08000288840
Website: www.childbereavementuk.org
Local Support
Listening Ear/Butterflies
Telephone: 0151 488 6648
Website: listening-ear.co.uk/
Email: email@example.com
Address: St Nicholas Centre, 70 Church Road, Halewood, Liverpool, L26 6LB
A registered charity aimed at providing a range of emotional and psychological therapies and support services for children, young people and adults.
Liverpool Bereavement Service: Oakleaf Children's Service
Telephone: 0151 475 9001 or 07928 890967
Website: liverpoolbereavement.com
Email: firstname.lastname@example.org
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The wolf and the seven goats
Once upon a time, there was a mother goat, whose fur was white as milk. She gave birth to seven lively kids.
The first six were just as white as their mother, but the youngest came into the world as black as coal.
One day, the mother goat put her basket on her back and said:
"Dear little ones, I am going to the city to buy some delicious cabbage and fresh grass from the market. Take care of yourselves while I'm gone! Especially watch out for the crafty wolf, because if you let him in the house, he'll devour you fur and all.
He's a cunning animal, but if you pay close attention, you'll recognize him by his raspy voice and grey paws."
-"Don't worry, Mom!"
-"Of course, we'll watch out!"
-"Don't panic!"
-"We can take care of ourselves."
-"Don't worry about a thing!"
-"Take care!" said the mother goat as she left,
-"We await you," said the small, toothless black goat.
As soon as the mother goat set off, the hungry wolf appeared at the house. He could think of nothing else but his loud growling stomach.
He began to pound on the door and said:
-"Open up, my dear ones! I am here, your sweet mother. I brought something delicious for each of you!"
But the children immediately recognized the wolf by his raspy voice and grey paws.
-"We won't open the door!"
-"We didn't eat chalk!"
-"Your voice is harsh and rough, unlike our mother's gentle voice."
-"Your fur is shabby and grey, unlike our mother's white fur."
-"You are not our mother, you are the nasty wolf!"
-"We have no intention of letting you in!" exclaimed the little black toothless kid.
The wolf, in his anger, ran to the store, bought a big piece of chalk, and ate it whole. Suddenly, his voice became soft.
Draw the card to the line
Then, he ran to the baker.
-I hurt my leg, please put some dough on it quickly!
He then ran to the miller.
-Sprinkle some flour on my paws quickly, or I'll fall down right now!
The miller was scared, so he sprinkled flour on the wolf's paws.
They immediately turned white.
The wolf returned to mother goat's house and spoke in a sweet voice:
"-Open up, my dear ones! I am here, your sweet mother. I brought something delicious for each of you!"
"-We don't believe you!"
"-Show us your paws first!" replied the wary children in unison.
"-Maybe then we'll allow you to come in!"
The wolf confidently placed his chicken-like white paws on the windowsill and meanwhile, he grinned slyly. His fur was as white as the mother's goat fur.
So, the children calmly opened the door.
But, oh, how frightened they were when they saw the angry wolf!
Draw the card to the line
As many kids as there were, they scattered in all directions. The first one jumped under the table, the second one hid in the bed, ...
Draw the card to the line
...the third one went into the stove...
the fourth one into the kitchen, the fifth one into the cupboard, and the sixth one under the washbasin.
However, the wolf had a famously good sense of smell, so he quickly sniffed out the white-furred goat kids.
He was both hungry and angry, so he ate them up one by one.
One, two, three, four, five, six goats disappeared into his huge belly.
The wolf patted his satisfied belly, but then he smelled the sweet scent of the smallest goat child.
He continued to rummage through the overturned furniture to find the poor little one.
But despite straining his ears, he couldn't hear where the smallest goat kid might be snivelling.
Eventually, the wolf sleepily waved his paw and stumbled out of the house. He lay down under a tree in the meadow and promptly fell asleep.
Soon, the goat mother returned from the city. Her heart broke at the sight of what she saw! The door was wide open, the table, chair, and bench were stacked on top of each other. She searched for her children but to no avail.
She called out their names one by one, but no one answered.
Finally, when she called out the last one, a small voice spoke up: "-I'm here!"
"-Where?" cried the poor goat mother, running back and forth among the ruins.
"-Here, in the Grandfather Clock!"
The goat mother stood up on her hind legs and pulled out her child from the clock; she mourned the others, but was so happy about this one that tears streamed down her face.
She ran to the meadow to the sleeping wolf, with her little goat child wailing behind her.
There lay the wolf under the tree, and the goat mother saw something wriggling in the wolf's fat belly.
So she sent the kid to get scissors, a needle, and thread, and set about cutting open the wolf's belly
As soon as she snipped once, a goat popped its head out, and then the others in turn. The greedy beast had swallowed them whole.
"-Hi, Mom!"
"-So glad you're here!"
"-Ew, it was so stinky in there!"
"-And so dark!"
"-And it was moving and growling constantly in the wolf's stomach!"
"-What if he wakes up?"
At their mother's request, the brave goat kids gathered stones and filled up the wolf's belly with them. The goat mother quickly sewed up the wolf's hide.
When the silly animal woke up, he leaned over the well to take a drink, and all the stones shifted forward in his belly.
He fell headfirst into the well and drowned quickly.
From then on, the seven goat kids lived happily with their goat mother and never opened the door to strangers.
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gunt
WL 420
Heat conduction in metals
Complete experimental setup with one PC for control and operation and any number of workstations with GUNT software for observation and evaluation of the experiments.
Description
Learning objectives/experiments
* effect of different metals on heat conduction
* network capability: network access to ongoing experiments by any number of external workstations
* GUNT software: operation and control of the experimental unit, data acquisition and educational software
* E-Learning: multi-media didactic materials accessible online
Heat conduction is one of the three basic forms of heat transfer. According to the second law of thermodynamics, heat is always transferred from the higher energy level to the low energy level. If the temperature of a body does not change despite continuous addition or removal of heat, this is known as steady-state heat conduction.
* time dependency until the steady state is reached
* calculate the thermal conductivity λ of different metals
* calculate the thermal resistance of the specimen
* heat transfer with different specimens connected in series
* effect of specimen length on heat transfer
* GUNT E-Learning
* multi-media online course, which enables learning independent of time and place
* access via Internet browser
* educational software including different learning modules
* course in the fundamentals
The operation and control of the experimental unit is carried out via a PC (not included in the scope of delivery) connected via a USB interface. Any number of workstations with the GUNT software can be used for observation and evaluation of the experiments via LAN /WLAN connection using only one licence.
* detailed thematic courses
* check through targeted review of the learning objectives
WL 420 offers basic experiments for targeted teaching on the topic of heat conduction through various metals. To this end, one of eleven specimens is used. The upper region of the specimen is heated by an electrical heater and the lower section cooled by a Peltier element. Heat conduction occurs through the respective specimen from top to bottom. Two specimens can be inserted into the experimental unit at the same
* authoring system with editor that enables you to integrate your own, local content into the educational software
G.U.N.T. Gerätebau GmbH, Hanskampring 15-17, D-22885 Barsbüttel, Telefon (040) 67 08 54-0, Fax (040) 67 08 54-42, Email email@example.com, Web www.gunt.de
We reserve the right to modify our products without any notifications.
Page 1/2 - 06.2023
time, in order to investigate thermal conductivity through multi-layered metals. Perfectly matched components ensure rapid heating and trouble-free measurements.
The temperature of the metal specimens is taken on the top and bottom by means of thermocouples. The microprocessor-based instrumentation is well protected in the housing. The GUNT software consists of a software for system operation and for data acquisition and an educational software. With explanatory texts and illustrations the educational software significantly aids the understanding of the theoretical principles.
Powered by TCPDF (www.tcpdf.org)
WL 420
Heat conduction in metals
1 heater, 2 specimen, 3 storage for specimens, 4 thermocouple; Peltier element concealed
Heat conduction through different metals: 1 temperature profile in metal with low thermal conductivity, 2 temperature profile in metal with medium thermal conductivity, 3 temperature profile in metal with high thermal conductivity; T temperature; red: hot, blue: cold
User interface of the powerful GUNT software
gunt
Specification
[1] part of the GUNT-Thermoline: Fundamentals of heat transfer
[2] investigation of the thermal conductivity of different metals
[3] continuously adjustable heater
[4] Peltier element as cooler
[5]
11 specimens made of 5 metals, different lengths
[6] display of temperatures and power consumption in the software
[7] due to integrated microprocessor-based instrumentation no additional devices with error-prone wiring are required
[8] functions of the GUNT software: system operation, data acquisition, educational software
[9] network capability: LAN/WLAN connection of any number of external workstations with GUNT software for observation and evaluation of the experiments
[10] E-Learning: multi-media didactic materials accessible online
[11] GUNT software for data acquisition via USB under Windows 10
Technical data
Peltier element
* cooling capacity 56,6W
Heater
* heating power 30W
* temperature limitation: 150°C
Specimens: Ø 20mm
Length between measuring points
* 5x 20mm (copper, steel, stainless steel, brass, aluminium)
* 5x 40mm (copper, steel, stainless steel, brass, aluminium)
* 1x 40mm with turned groove (aluminium)
Measuring ranges
*
temperature: 5x -25…325°C
* heating power: 0…50W
230V, 50Hz, 1 phase
230V, 60Hz, 1 phase; 120V, 60Hz, 1 phase
UL/CSA optional
LxWxH: 670x350x480mm
Weight: approx. 18kg
Required for operation
PC with Windows
Scope of delivery
1 experimental unit
1 set of specimens
1 authoring system for GUNT educational software
1 GUNT software + USB cable
1 set of instructional material
G.U.N.T. Gerätebau GmbH, Hanskampring 15-17, D-22885 Barsbüttel, Telefon (040) 67 08 54-0, Fax (040) 67 08 54-42, Email firstname.lastname@example.org, Web www.gunt.de
We reserve the right to modify our products without any notifications.
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Feather lice transmission between seabirds PETER RYAN (2) tracing contact
Fortunately, to the casual observer, the main indicator of ectoparasites is the large amount of time breeding seabirds spend preening while incubating their eggs or brooding their chicks.
However, one drawback to having large numbers of birds breeding together in the same place year after year is that seabird colonies often accumulate high densities of parasites. Mostly this ancient conflict between host and parasite goes on unnoticed, but in the past few decades we have come to appreciate how internal parasites and diseases have major evolutionary implications for seabirds.
Most seabirds breed on islands where they are safe from terrestrial predators – or at least they were until people started moving rats and cats and other commensal species around the planet. By breeding on islands, seabirds can occur at high densities, gaining social benefits from foraging together and sharing colony defence against avian predators such as skuas or gulls.
Among the most abundant ectoparasites are feather lice (Phthiraptera). Albatrosses and petrels can host up to seven species, each adapted to different parts of the bird's body. Some are so thin they can fit between feather barbs where they are almost imposs ible to dislodge by preening. One genus of petrel ectoparasite, Longimenopon, burrows into the bases of primary feathers, where they hollow out a sheltered home for themselves and their eggs.
Ectoparasites are more readily detected – seabird biologists have a wealth of anecdotes about the challenges posed by ticks and fleas on seabird islands.
The brooding Cape Gannet (left bird) speckled with feather lice prepares to greet its mate, which lacks any visible lice. Seconds later, the partner also has lice on its feathers (right).
AFRICAN
BIRDLIFE
But most feather lice are more mobile. They occasionally appear as black specks on a bird's plumage, but generally they shun the light, creeping around under the feathers where they subsist on a diet of feathers and dead skin. Although they are relatively benign parasites, they do accelerate feather wear, reducing insulation and flight performance and speeding the need for moulting. They can also act as vectors for other bird parasites and diseases.
12
Feather lice carry out their entire life cycle on their host and cannot survive for long away from their warm and sheltered environment. When a bird dies, its menagerie of ectoparasites also perishes. Because they are wingless and most are slow moving, feather lice struggle to colonise new hosts.
Recently, while observing Cape Gannets at the mega-colony on Bird Island in Algoa Bay, I watched an adult gannet return to its nest to relieve its partner brooding a small chick. When the brooding bird got up to greet its mate, I was amazed by the extremely high density of lice visible on its head and neck. Gannets are host to two species of feather lice: Pectinopygus bassani and Eidmanniella pustulosa. Judging from the images, the lice on this gannet appear to be Pectinopygus.
Some species have been recorded hitching a ride on parasitic louse flies (Hippoboscidae), which can fly between hosts. But most feather lice move between birds during direct contact. 'Vertical' transmission from parents to their offspring is quite easy, given protracted periods of contact in the nest. However, 'horizontal' transfers between adults can also occur, even during fleeting contacts. For example, lice have been recorded moving between Common Pheasants during the few seconds it takes the birds to mate.
I can't be absolutely sure, but I didn't notice any lice on the bird when it was sitting brooding its chick. It was almost as though the lice knew that this was their chance to find a new host and they moved to the surface of the feathers. Changeovers at gannet nests are accompanied by ritualised sky-pointing and bill-fencing, when the birds often rub their necks together. Within a few seconds the mate – which had been pristine on arrival at the nest – also was speckled with lice.
This kind of exchange probably is inevitable in a bustling gannet colony, but I couldn't help feeling it was a good example of the benefits of social distancing! PETER RYAN
The 2006 Oscar-winning movie Happy Feet tells the story of Mumble, an Emperor Penguin that can't sing, in a world where penguins must sing a 'heart song' to attract a soul mate. The animated film takes numerous liberties: the protagonist is a chick, which would be more focused on its next meal than finding a mate, and Emperor Penguins show the lowest mate fidelity among penguins because of the intense time pressures they face as they pair up at the start of the long Antarctic winter.
Coping with noisy neighbours TREVOR HARDAKER change your tune
alter their calls depending on conditions in the colony. Specifically, King Penguins intensify the frequency and length of their calls on windy days, presumably to increase the chance of being detected by their mate. Now a study by Helen Rößler and colleagues in Ornithology (doi: 10.1093/ornithology/ukac031) suggests that Gentoo Penguins modify their songs depending on colony composition.
A Gentoo Penguin in Antarctica advertises its presence in the colony by giving its ecstatic display call.
But penguins do use vocalisations to help find their partners and offspring in the often dense colonies where they breed. We also know that some species
JANUARY/FEBRUARY 2023
The authors recorded ecstatic display calls by all three Pygoscelis species at 23 penguin colonies on the Antarctic Peninsula and adjacent islands. The Gentoo Penguins' calls were similar at monospecific colonies and at those shared with Chinstrap Penguins, but tended to be lower pitched at colonies where Gentoos bred alongside Adélie Penguins. Chinstrap Penguin calls are appreciably higher pitched than those of Gentoos, whereas those of Adélie Penguins are more similar to those of Gentoos and thus present more of an impediment to effective signalling. The study provides a nice example of how birds adjust their calls to accommodate their immediate acoustic landscape, even in simple systems with only a few species.
PETER RYAN
NEWS & VIEWS
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Theme: Explorers
Driver:
Geography
Reading for Pleasure Class Novel: Anna Hibiscus by Atinuke
The Big Question: What is an explorer?
Unit: White Rose Maths
Multiplication and
Unit: White Rose Maths
Length and Height
Unit: White Rose Maths
Length and Height
Unit: White Rose Maths
Mass, Capacity,
Unit: White Rose Maths
Mass, Capacity,
Unit: White Rose Maths
Mass, Capacity,
Division
Temperature
Temperature
Temperature
NC Link:
choose and use
NC Link:
choose and use
Unit: Food
Unit: Food
Unit: Food
Lesson: Research
Lesson: Design
Lesson: Make
Where does food come
What food should I make
Can I make my skewers for
PE
RE
Inspire Music hub- Drums
Unit: Explorers
Lesson: Cause and significant events
When was the first moon landing?
NC Link: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
Cross curricular: Geography- locational knowledge
Unit: Multi Skills
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Unit: Multi Skills
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Lesson: Why is it important to have rules?
Lesson: Can I order the Ten Commandments?
Unit: Explorers
Lesson: Childhood
What was lifelike for Neil Armstrong as a child and children in the 1930s?
NC Link: changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
Inspire Music hub- Drums
Unit: Multi Skills
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Lesson: Can I explain why Shabbat is important to Jewish people?
Unit: Explorers
Lesson: Life and death
What affect did Neil Armstrong's death have?
NC Link: the lives of significant individuals in the past who have contributed to national and international achievements.
Inspire Music hub- Drums
Unit: Multi Skills
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Lesson: Can I describe the Five Pillars of Islam?
Inspire Music hub- Drums
Inspire Music hub- Drums
Unit: Multi Skills
Unit: Multi Skills
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Lesson: Can I explain what the Five Ks are?
NC Link: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities participate in team games, developing simple tactics for attacking and defending
Unit: Rules and Routine
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Freedom Within Quilts By Erika Garcia Gonzalez
The Underground Railroad is known today as a secret system that slaves used to escape their owners in the early to mid 1800s. African American slaves went through decades of suffering and oppression with no hope of a free future. The Underground Railroad was the beginning of hope for many slaves and one of the first organized systems which led thousands to freedom. Since the Underground Railroad was kept a secret, many different codes and signals had to be used. These codes gave slaves cues on where to go and what steps to take to safety. Some of these codes lied within handmade quilts. According to "The Underground Railroad and the Secret Codes of Antebellum Slave Quilts," Raymond Dobard mentions in his book, Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad, that "secret codes were incorporated into quilts that were used by slaves to help them find their way to freedom along the Underground Railroad" (44). A "Flying Geese" Pattern Quilt made in 1861 resides at Houston Baptist University's Museum of Southern History. This quilt might seem like a simple artifact with interesting colors and shapes; however, it symbolizes freedom and was part of a secret code that guided slaves in the Underground Railroad to escape the Antebellum South.
The "Flying Geese" Pattern Quilt from the Museum of Southern History is an off-white quilt that consists of squares. Each square on the quilt consists of a large isosceles triangle. That triangle is located on the bottom right corner of the square, splitting the whole square down the middle diagonally. Within these larger triangles, there lie smaller triangles, three solid and three patterned triangles, facing opposite directions. Each square has a unique pattern and color in the smaller triangles than the one next to it. These colors included different shades of red, pink, orange, blue, and green. However, in this particular quilt, the direction of the triangles seemed to
hold the most importance, not their colors. As previously mentioned, this quilt was made in 1861, the year in which the American Civil War and the fight for slavery began. The quilt won four 1 st place prizes in the Louisiana State Fair due to its importance in the Underground Railroad. This quilt was one of many that helped get slaves to safety. An African American quilter, Ozella Williams, was one of the first to confirm the myths that these quilts were indeed used in the Underground Railroad ("Quilts to Freedom" 6). Before Williams, there was no knowledge about the actual importance of these quilts. Apparently, quilts were suspended or displayed outside either on fences or windows. Once they were seen by slaves, they were supposed to have "memorized the order in which patterns were displayed," which ultimately taught them "when and how to escape" ("Quilts to Freedom" 6). These quilts held immense significance for these fleeing slaves. Aside from the direction these quilts provided slaves with, they also served as a beacon of hope. The "Flying Geese" Pattern Quilt is one of the many quilts that are known today as the Freedom Quilts.
The "Flying Geese" Pattern Quilt is one of the many quilts tied to historical periods and events. Quilts have been involved with the history and culture of "Native Americans, western pioneers, slaves escaping through the Underground Railroad, and immigrants from Europe and Asia" (McCoy 46). However, for the "Flying Geese" specifically, the Underground Railroad is the most important historical event. The Underground Railroad itself was not an actual railroad. It was a "strategic line of farms running zigzag northward" (Buckmaster 142). These farms and houses brought the slaves from the south into the northern states and all the way up to Canada. The people who organized the Underground Railroad consisted of a group of men and women of all skin colors. The main goal of the Underground Railroad was to gain "universal freedom for mankind" (Buckmaster 142). However, true freedom that disregards gender, race, and religion is
something unknown -- even in today's society. Nevertheless, back in the 19 th century, African American oppression, slavery, and abuse was at its prime. People seemed to finally begin understanding the immorality of slavery. The entire United States was approaching its Civil War era, in which slavery was a major concern. People such as Harriet Tubman and Frederick Douglass are known today for being formerly enslaved prior to joining the Underground Railroad. They were only two of the many who helped conduct this system. People of white color were also part of the Underground Railroad. They were called abolitionists, people who were against slavery and yearned for its abolition. It is evident that society was changing in the 19 th century. People were becoming aware of the racial oppression in the country, making the Underground Railroad one of the most monumental systems in the history of the United States. It was the first time that change was seen, and risks were taken towards freedom. Due to the system being a secret, slaves being illiterate, and the grave danger associated with the Underground Railroad, the quilts and secret codes were crucial to the entire operation. For the safety of all of the parties involved, it was necessary that the operation stay confidential. Therefore, "rigid discipline was maintained, and no latitude allowed for failures" (Buckmaster 143). Quilts were hung outside, and even illiterate slaves were aware that when these quilts were displayed, it was a safe house for them to sleep and eat, or that the end was near. No words were used, no signs hung up, only a set of patterns and colors on quilts symbolized freedom for these fleeing slaves.
This artifact being displayed on a museum wall is incredibly important. African American history is showcased in many ways. Primarily, it is commonly known that quilt making is a popular hobby in African cultures. Within these quilts, "African textile techniques, aesthetic preferences, and religious symbols" were all portrayed (Wahlman 68). Not only did these quilts form patterns that symbolized freedom, they also gave a glimpse of the culture of the
African American slaves. The decades of oppression that African Americans went through, along with the ongoing racial discrimination that is occurring in today's society, makes the display of artifacts such as this quilt immensely important. If this quilt were to be seen in the mid-1800s, most people would not know its meaning. However, most people then did not understand the injustices of slavery. Today, people are more aware of human rights and the racial injustices of the world. This quilt is so important today because it provides a glimpse of the horrors of the past and prolonged hope for the future.
The fight for freedom has been an ongoing issue for centuries. Since early civilizations, people have been fighting for basic human rights. The Underground Railroad was only the beginning of the fight for freedom from slavery. Officially, slavery was not abolished until 1865 after the American Civil War. However, that did not mean it was the end of the fight for equality. The fight against segregation followed slavery and lasted about one hundred more years. Even today, the fight against racial injustice continues. The "Flying Geese" Pattern Quilt found in the Museum of Southern History is a monumental symbol. Not only did it help slaves find safety and allies, it was a symbol of hope. Ultimately, they could have been the hope that slaves needed to survive the trials of the Underground Railroad.
Works Cited
Buckmaster, Henrietta. "The Underground Railroad." The North American Review, vol. 246, no. 1, 1938, pp. 142–149. JSTOR, www.jstor.org/stable/25115012. Accessed 13 Mar. 2021.
McCoy, Leah P., and Jean M. Shaw. "PATCHWORK QUILTS: Connections with Geometry, Technology, And Culture." Mathematics Teaching in the Middle School, vol. 9, no. 1, 2003, pp. 46–50. JSTOR, www.jstor.org/stable/41181382. Accessed 14 Mar. 2021.
"Quilts to Freedom." Scholastic DynaMath, vol. 18, no. 5, 02, 2000, pp. 6-7+. ProQuest, http://libproxy.hbu.edu/login?url=https://www.proquest.com/magazines/quiltsfreedom/docview/209739494/se-2?accountid=7035. Accessed 13 Mar. 2021.
"The Underground Railroad and the Secret Codes of Antebellum Slave Quilts." The Journal of Blacks in Higher Education, no. 46, 2004, pp. 44–44. JSTOR, www.jstor.org/stable/4133668. Accessed 14 Mar. 2021.
Wahlman, Maude Southwell. "African Symbolism in Afro-American Quilts." African Arts, vol. 20, no. 1, 1986, pp. 68–99. JSTOR, www.jstor.org/stable/3336568. Accessed 13 Mar. 2021. | <urn:uuid:b6a2c923-2717-4db2-96f9-ba342e9e33db> | CC-MAIN-2024-18 | https://hc.edu/wp-content/uploads/sites/27/2021/05/Freedom-Within-Quilts.pdf | 2024-04-24T02:00:03+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818999.68/warc/CC-MAIN-20240424014618-20240424044618-00813.warc.gz | 248,645,228 | 1,923 | eng_Latn | eng_Latn | 0.87167 | eng_Latn | 0.99862 | [
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Year 2 Newsletter – Spring 2 2023
Topic name – Planet Protectors
What is the expected outcome for the topic (what is the purpose for doing it?)
- To think about the environment and how we can take care of it. To think about the ocean and the sea creatures that live there.
- Sustainability - What impact can we have on protecting our environment and planet?
- To know the story of Easter and understand the Christian concept of belief
Text drivers:
One Tiny Turtle
Belonging, Respect, Responsibility
Somebody swallowed Stanley - Sarah Roberts
– Nicola Davies
Molly McDrew – Naomi Jocelyn
George saves the World by Lunchtime – Dr Jo Readman
Geography
LO: identify seasonal and
Geography
Geography
Geography
R.E. - Easter
R.E. - Easter
LO: To identify the location
Sustainability
Sustainability
Understand Christian
Understand Christian daily weather patterns in
of hot and cold areas of the
This is our intended teaching sequence but please be advised it can be subject to change.
celebration of Easter and celebration of Easter and
PE Day
Our PE days are still Thursday pm and Wednesday am. Please ensure long hair is tied back and earrings preferably removed on these days.
Tapestry
Please login to Tapestry regularly to see homework, videos or learning updates about your child.
How you can help your child at home:
Reading: Enjoy exploring some non-fiction books and get used to using the features of these texts (e.g. contents, glossary and index). Please continue to write comments in your child's reading diary.
Spellings: Spellings will be sent out weekly on Friday. Please continue to support your child learning these at home, as this makes such a difference.
Science: Look out and listen for signs of new life when out and about in our community. Discuss the different habitats that our plants and animals live in so for example the park, the beach or the woods.
Maths: Practise the 2, 5 and 10 x tables. Children need to know these number facts without undue hesitation.
SATs
This website has all of the past SATs papers for you to look at and download if you would like to practise with your child.
KS1 Year 2 SATs Papers
Lost Property
Please ensure your child's name is on all of their clothing, lunch boxes and PE kits. We have items of unnamed clothing that have gone missing and have wasted valuable learning time looking for clothes. The box of lost property will be outside Year 2. Any unclaimed items will be disposed of.
Don't forget to:
To use Bug Club as an exciting change to reading from a book.
You can also login to Purple Mash using your own login.
Library
Our library day is Wednesday.
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] | [
3.171875
] | 1 | 0 |